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Roorkey Physics Question Paper and Solution by Prof.
Subhashish Chattopadhyay SKMClasses Bangalore Useful for

IIT―JEE, CBSE, I.Sc. PU―II, Boards, CET, CEE, PET, IGCSE IB AP―Physics and other exams
Roorkey 1996 Physics Question Paper and Solution
Simplified Knowledge Management Classes Bangalore
My name is Subhashish Chattopadhyay. I have been teaching for IIT―JEE, Various International
Exams ( such as IMO [ International Mathematics Olympiad ], IPhO [ International Physics
Olympiad ], IChO [ International Chemistry Olympiad ] ), IGCSE ( IB ), CBSE, I.Sc, Indian State
Board exams such as WB―Board, Karnataka PU―II etc since 1989. As I write this book in 2016,
it is my 27 th year of teaching. I was a Visiting Professor to BARC Mankhurd, Chembur,
Mumbai, Homi Bhabha Centre for Science Education ( HBCSE ) Physics Olympics camp BARC
Campus.
Roorkey Physics Question Paper and Solution by Prof. Subhashish Chattopadhyay SKMClasses Bangalore Useful for
I am Life Member of …
― IAPT ( Indian Association of Physics Teachers )
― IPA ( Indian Physics Association )
― AMTI ( Association of Mathematics Teachers of India )
― National Human Rights Association
― Men’s Rights Movement ( India and International )
― MGTOW Movement ( India and International )
And also of
IACT ( Indian Association of Chemistry Teachers )
The selection for National Camp ( for Official Science Olympiads ― Physics, Chemistry,
Biology, Astronomy ) happens in the following steps ….
1 ) NSEP ( National Standard Exam in Physics ) and NSEC ( National Standard Exam in
Chemistry ) held around 24 rth November. Approx 35,000 students appear for these exams
every year. The exam fees is Rs 100 each. Since 1998 the IIT JEE toppers have been topping
these exams and they get to know their rank / performance ahead of others.
2 ) INPhO ( Indian National Physics Olympiad ) and INChO ( Indian National Chemistry
Olympiad ). Around 300 students in each subject are allowed to take these exams. Students
coming from outside cities are paid fair from the Govt of India.
3 ) The Top 35 students of each subject are invited at HBCSE ( Homi Bhabha Center for
Science Education ) Mankhurd, near Chembur, BARC, Mumbai. After a 2―3 weeks camp the
top 5 are selected to represent India. The flight tickets and many other expenses are taken
care by Govt of India.
Since last 50 years there has been no dearth of “Good Books“. Those who are interested in
studies have been always doing well. This e―Book does not intend to replace any standard
text book. These topics are very old and already standardized.
There are 3 kinds of Text Books
― The thin Books ― Good students who want more details are not happy with these. Average
students who need more examples are not happy with these. Most students who want to
“Cram” quickly and pass somehow find the thin books “good” as they have to read less !!
― The Thick Books ― Most students do not like these, as they want to read as less as
possible. Average students are “busy” with many other things and have no time to read
all these.
― The Average sized Books ― Good students do not get all details in any one book. Most bad
students do not want to read books of “this much thickness“ also !!
We know there can be no shoe that’s fits in all.
Printed books are not e―Books! Can’t be downloaded and kept in hard―disc for reading
“later”
………
So if you read this book later, you will get all kinds of examples in a single place. This
becomes a very good “Reference Material”. I sincerely wish that all find this “very useful”.
Students who do not practice lots of problems, do not do well. The rules of “doing well” had
never changed …. Will never change !
After 2016 CBSE Mathematics exam, lots of students complained that the paper was tough!
On 21 st May 2016 the CBSE standard 12 result was declared. I loved the headline
In 2015 also the same complain was there by many students
So we see that by raising frivolous requests, even upto parliament, actually does not help.
Many times requests from several quarters have been put to CBSE, or Parliament etc for easy
Math Paper. These kinds of requests actually can―not be entertained, never will be.
In March 2016, students of Karnataka PU―II also complained the same, regarding standard 12
( PU―II Mathematics Exam ). Even though the Math Paper was identical to previous year, most
students had not even solved the 2015 Question Paper.
These complains are not new. In fact since last 40 years, ( since my childhood ), I always see
this; every year the same setback, same complain!
In this e―Book I am trying to solve this problem. Those students who practice can learn.
No one can help those who are not studying, or practicing.
Learn more at http://skmclasses.weebly.com/iit―jee―home―tuitions―bangalore.html
Twitter – https://twitter.com/ZookeeperPhy
Facebook – https://www.facebook.com/IIT.JEE.by.Prof.Subhashish/
Blog – http://skmclasses.kinja.com
A very polite request :
I wish these e―Books are read only by Boys and Men. Girls and Women, better read something
else; learn from somewhere else.
Foreword for the Book, by Dr. Navsky Gupta
Director and Consultant, Shankar Netrika Eye Center, Mumbai
Studied at University of California, Irvine, and Volgograd Medical Academy
On human apes by the storytelling chimpanzee
My view of human apes
Let me be clear at the onset of my view. I am not proud of my species which calls itself
Homo sapiens.
You just need to look our sorry history of violence, warring and massacres over power,
resources and religion.
I think, for the most part, the human ape thinks, acts and reproduces as do his great ape
cousins. (they mate, have family, have culture etc. as shown by studies of Jane Goodall,
Desmond Morris and many more)
Our evolution of higher faculties
Yet, for an ape, we have come a long way forward. The journey has been slow and arduous.
The first ape like humans probably arose (quiet literally) on their two feet some 5 to 7 million
years ago (that is 50,000 to 70,000 centuries ago).
The great apes as a family go back 15 million years.
Somewhere down the line we developed imagination, curiosity, and the ability to consider
“What if ?”
These qualities of imagination, curiosity and abstract thinking are vital components of
storytelling so that when developed, a mere mention or even the thought of a word can evoke
artificial, imaginative or real worlds in the mind.
Other animals too have traits of intelligence
We are not certain if our cousin great apes have it or not, and if they have, to what extent it
is developed.
Curiosity is certainly very common in animal kingdom.
It is a human hubris to think that we are sole possessor of this facility.
Other animals are as curious as us including our cousin apes, cats, rodents to name a few?
Curiosity is an inquisitive thinking that involves observation, exploration, investigation,

learning and finally changes in behavior.
Curiosity has survival and reproductive value which is essential for success of DNA
transmission, the raison d’etre for any kind of life based on carbon and DNA.
Curiosity involves several neurological aspects such as motivation and reward, attention,
memory and learning.
Our crippling shortcomings
The other thing that we humans need to be aware is that we are in the end apes and very
flawed apes at that.
No doubt we have higher intelligence and contemplate abstract thinking.
Yet, our evolutionary mind uses principles that had served us well when we were
hunter―gatherers in the African savannas but now do us grave injustice.
They are termed cognitive fallacies.
The list of these heuristics (mental shortcuts), biases, is devastatingly huge and long.
They become a fertile ground for the breeding of irrationality in human apes.
Worse, irrationality is highly contagious.
Classification of cognitive biases
These cognitive biases are divided into three categories:
1. Decision making and belief biases:
There are more than 80 of these.
One good example is the bandwagon effect or the herd mentality. This explains how
easily a temple, or church or a statue gets tagged as “lucky”.
2. Social biases
There are at least 25 of these.
The classic one being, the just―world hypothesis also known as the moral luck. It is a belief
that good stuff happens to virtuous and ill happens to the diabolical, deservingly of course.
Another good example is the Barnum effect (closely related to subjective validation)
wherein an individual considers a general and a vague statement highly specific to his or her
own personality.
Example: Disciplined and self controlled outside, you tend to be worrisome and insecure
inside.
Entire chicanery of astrology, palmistry and astrology are based on this one bias.
3. Memory errors and biases
There are at least 60 of them
The peak―end rule is a suitable example. It is the assessment of any experience by an

individual largely on how they felt it at its peak and at its termination. This has a special
significance for medical procedures and surgeries.
Limitations of curiosity, logic and abstract thinking
You will realize that just being curious and having the ability of abstract thinking is not
enough.
These two generally end up in giving rise to either philosophy or worse, religion.
These traits alone would very likely have us end up in creating a world view that is largely
hopeful, helpful and endearing but factually incorrect.
This in fact did happen for most of the time in human history.
Added with these two, if one begins to apply logic and proofs, the brain is capable of
generating powerful mathematics.
Yet, all these devises and tools namely curiosity, imagination, logic and mathematical proofs
have proved themselves deficient in curbing our remarkable ability to fool ourselves.
Experimental Science is the best tool ever devised to understand reality
The only tool and the best method that we humans came up with understanding reality is
experimentation, particularly well controlled, repeatable verifiable experiments that can
minimize the experimenter’s bias.
In medicine, the gold standard of drug testing for its efficacy and safety is the placebo
controlled double blind clinical trial.
It is not an easy task to conduct an original experiment.
Education’s Biggest Failure
Our school education’s profoundest failure is exactly this.
It does not inculcate either questioning or original thinking or more specifically critical
thinking.
We fail to teach our students the idea of how to propose a hypothesis and go about testing it.
Our schooling fails to provide to even the best outgoing student the notion of conceiving an
original experiment to prove or disprove an idea.
Only few people are good experimentalists, meaning they take care to isolate their study
from events that can undue influence its outcome.
The most important aspect about the experimental findings is that it should be repeatable,
verifiable by other people who repeat them under similar conditions in other places.
It is the one biggest universal failure of education system all over the world.
Education is currently seen as a way to attain professional career and job security which is
not bad per se.
But something very important has been lost.
Do we encourage a student to write an original paper?
Do we encourage a student to ever lay out a plan for considering an original experiment?
In fact, in our education, do we even mention that so many unknown things remain to
discover.
May be it is so that there is now so much to know that it overwhelms a young mind.
At least most young minds.
The reason for the failure of education
What prevents us from imparting the type of education we often know about, speak about but
fail to carry out?
You will be surprised at the answer.
It is overpopulation; too many of us human apes.
( Did you notice Female Life expectancy is always higher than Men ! Do you know why ? )
If someone were to ask me what is the key problem today, I would say that we are simply too
many of us today.
India or South Asia is an extreme example but almost all the nations face this hideous
calamity.
Are nation states able to provide clean air and water to their citizens?
Are they able to provide a basic housing to their citizens?
Are they able to provide even basic level healthcare to their citizens?
What about jobs?
Many argue between capitalism, socialism, mixed system and so on and so forth.
I think they keep missing the key issue.
Denial is probably the right word.
Such a populace simply cannot be given the fundamental rights as enshrined in the
constitutions of most nation states.
Most would not sit to listen to this and may get up and leave in protest.
Stating the problem
But let me make my case.
Just feeding, giving clean water and jobs is not the way we should be looking at the citizens
of the world; though even that itself is a herculean task and even the most developed nation
states are grappling with the problem.
I want to go beyond this.
Why has education, the process of acquiring knowledge become such a painful task for most
young people?
Let us see this step by step.
For starters, every child right from a day she is born needs a decent health care and nutrition.
The idea is to get very good schooling.
Good schools are few and the race starts right here.
Only very few percentage of humans born will get good schooling.
Second step, after the school, it is the college.
The idea of scoring top percentages is to get into the best colleges.
We all know that in general in any country, including the United States, only a tiny
percentage of colleges or universities offer a life enhancing and transforming program.
Good education needs great teachers.
Great and dedicated teachers are a rarity as a society can afford to pay and reward only a
handful of good teachers, professors.
Following that, we have the problem of jobs or a professional career.
Here again one encounters a cut throat competition and only a few will land up with a
satisfactory job.
As it is, most of us humans are average and really not very productive for a society.
In fact, most of us can be or turn out to be a burden for the society.
A planet that has fewer people, can be better educated, can be given better lives, and can be
given better policing /security and a speedier and effective justice.
Crime itself will come down.
The lesser we are, the more we will care for each other.
Moreover, more productive and educated people are more likely to contribute funds not only
for the resources needed to run a society but to higher pursuits of sciences and mathematics.
This idea is extremely repulsive and disgusting to nearly everybody as it goes against our
biological drive, our most primal instinct.
But what needs to be done must be done.
Otherwise we will be doomed to mediocrity and worse, nightmarish suffering that is visible all
around us.
Someone asked me the one biggest mistake we have made.
I think it is this.
We have allowed runaway breeding of ourselves.
If we wish all schools to impart scientific teaching and inculcate scientific methods, we need
to have fewer of them very good ones with better facilities with fewer pupils to care after.
Just being a few would increase love and tolerance for each other and further our
cooperation.
Going one step further
In this context, another important pops up.
We are aware that resources are scare, may it be for education, for health, for research, for
fuels, for energy.
We, if are intelligent, and rational enough; must plan our death once we realize that our
contribution to the society is nil.
After that, we become a parasite and a hindrance for the younger generation who exist and
who are to come.
This is one of the biggest prices we are paying for the success of medicine.
Ageing and geriatric diseases are taking a huge toll on the national economies, especially of
the developed world where the state bears the expenses of the early to a large extent.
Finally when the time comes, one needs to embrace death by making death peaceful, planned
and curbing our greedy desire to go on and on.
Story Telling Chimpanzee
See http://panarrans.blogspot.in/
A Dose on Teaching Methodologies
Often Ideas, opinion, concepts and / or "Point of views" are better explained by contrasting
examples. Here I will explain "Teaching Methodologies" with contrasting facts, to invoke logic
and thoughts.
Thought Provoke 1 –
Certain facts about Stock Market are known to many, but not to all. The "Blue Chip and / or
Large cap" stocks are traded the most. More people want to own pieces of these Big /
Successful companies. The high trading volume, and the Lots of money into these stocks
confirm this. Next in interest are Medium Sized companies, followed by Mid Caps, Small caps,
Penny stocks ... so on.
Even in Mutual Funds, more money is in Large Cap Funds or Blue chip Funds. The least is in
Penny stocks. Most days there is no trading in Penny stocks. To buy stocks that are not being
traded, someone has to contact and request brokers specifically. There are millions of
examples where someone 's money got "locked" into non―traded stocked and became very
difficult to exit.
Now think why is this ? Market as overall is "extremely intelligent". The Market as a whole
rewards or punishes performance, trends, future Growth / Profit / Prospects Ruthlessly.
People in general want Stability, Liquidity, Quicker and Steady Profit. Investing in trees which
will grow and give you return after 25 years is hardly acceptable in the world where
computers trade in seconds for every arbitrage advantage. Blue chip, Big companies are huge,
are around for long time with lots of data with their ups and downs, so many performance
analysis and graphs ... in contrast to IPOs or startups! Is it interesting that 90% startups Vanish
within 5 years ?
Replace Companies with students, in the above discussion. Which is more riskier to bet on (
for future results / Success in life / Results / Money Earned etc ) on toddlers ? or on students
in Standard 8 ? Or on Students of Standard 10 ? students of standard 12 ? Students in Famous
colleges ? ( such as NITs or IITs etc ) ? Guys with IIT + IIM combination ? etc. If you or someone
else meets 10,000 students of age 4 to 6 years, what can be concluded about any individuals
performance ? What can we guess about group performance ? What can we predict about all
of them ?
[ I expect people to know that NOTHING can be predicted with any group or individuals. Read
Nassim Taleb's book The Black Swan ]
――
Meet a random group of people and tell them to name some Famous Physicists. ( Doesn't
Matter Alive or Dead ). Most probably you will get the names Albert Einstein, Newton, Galileo
Galilei, .... ( You can have fun assuming that I don't know any other names ! ). Well ... You
will get some names say take atleast 10 ― 15 names. [ Most probably the list will not have
names of John Stewart Bell, Alain Aspect, William George Unruh, John Bardeen or say Hendrik
Casimir in the list. Even though these guys are best of the bests, general People do not know
their names !]
Next tell the random group to name some ( at least 15 ) Famous Chemistry Guys ... This is will
tough. Most probably the names you will get are Mendeleev, Dalton, Lavoisier, Joseph
Priestly, Fritz Haber, Frederick Sanger, etc. I am sure this list will vary widely, from group to
group. Most people will not know that Frederick Sanger is the only Person with Two Nobel
Prizes in Chemistry, and Linus Pauling once in Chemistry and once in Peace. Almost everyone
knows that Marie Curie got Nobel Prize once in Physics and once in Chemistry. While most
people will not know that John Bardeen in the only Person to Nobel Physics Prize twice !
If you tell the group to make a list of top 10 ( or famous ) Botanists ? or Zoologists ? ... Hardly
any group will able to tell you a few names.
What about name of 10 Psychologists ? Most probably the only name you ever get is Sigmund
Freud. No one will tell you names of Gordon Allport and S. Odbert.
[ All explanations given by Freud are wrong, and crap. Modern Psychologists, call Freud worst
than a quack. See how Professor Bloom, from Yale laugh at Freud, ( and I agree with Prof.
Bloom ), in the class...
https://www.youtube.com/watch?v=P3FKHH2RzjI&list=PL6A08EB4EEFF3E91F ]
If the random group is told to make a list of 10 Famous Persons in general, then most will try
to put names of movie Stars or say Music Legends. I have conducted these discussions with
many groups, and seen that if Movie Stars, or Music stars are not allowed to be named, then it
really becomes difficult for the guys in the group to name 10 Famous persons. Though some
will simply say ... "There are too many .... " ... start with Mahatma Gandhi ....
What about a list of Famous Atheists ? Will people in India readily name Nobel Laureates C. V.
Raman, Subrahmanyan Chandrasekhar etc as Atheists ?
My Personal list of Famous and Successful people is Nicholas Winton, Dean Radin, Luca Turin,
Satyen Bose, Gertrude Elion, Dr. Harrison Schmitt, Emmy Noether, Kurt Godel, Desmond
Morris, Alan Turing, Irena Sendler, Andreas Vesalius, Richard Stallman, Roman Polanski,
Christopher Alexander, Carl Sagan, Perelman, Arno Penzias, Ilya Prigogyne, Nadia Comaneci,
Marcel Marceau, Augusto Boal, Anthony nesty, Pele, Roger Milla, Vaclav Havel, Jim Jarmusch
etc. This is because of various reasons, and with lot of searching, thoughts, pondering ...
By now it is already 2―3 minutes of long boring harangue ... is it ? So the Bomb Question ...
Which schools were all these guys from ?
Do you realize that success of each of these guys are due to huge randomness, lots of hard
work, luck, and time specific. Do you realize that thousands of Billionaires, Millions
of Millionaires have revealed all details of their hard work, but the "Success sequence" can not
be repeated.
Go to any school which is say 60 or 70 years old; you will find 1 or 2 ex students as scientists
in NASA, very senior guy in some large cap company etc. [ My school KMPM High School
Bistupur also "boasts" of 3―4 guys in Nasa etc. Personally I have never heard any school
talking of ex―student being in ISRO. I wonder does ISRO have Scientists ? Are Schools happy
about them ? Is it more prestigious to be in NASA or in ISRO ? Does guys from NIT or IIT join
ISRO ? Why does "Prestigious Schools" in India send students for "Summer Tour" to NASA but
NOT to ISRO ?
So many interesting questions ... No answers. No one agrees with any answers ! These were
only thought provoking discussions ...
When there is NO consensus about "Good Schools" then is there any consensus on "Teaching
Methodology" ?
What are various Teaching Methodologies ?
――
Behind my Home, in an Independent House, a Lady has put up a board. She runs a toddler
play―school. In the Board about her, and about the school, she says ... "Montessori education
Certified from Europe .... From some 'Famous' certification agency ". Well around my home,
within 3 km there are more than 15 toddler playschools. Each distinguish themselves from
"others" in some way or other. Each say they are better because of some Certification, or
some teaching methodology.
Now no one talks of teaching Methodology of "Famous Educationist", the first Nobel Laureate
of Asia, Robindranath Thakur. Surely what ever Robindranath had said or advocated is "very
old" and should be scrapped ! Who cares of old things ? [ except of course if it is Vintage car
or painting selling opportunity ! ]
I personally don't care about what Robindranath had advocated. I did not try to find out. I am
busy with many other things. These will the words of many or most people!
One of the drawbacks of common Human beings is "not to search and compare" but to get
influenced by many Marketing / advertisement methods. People get influenced by
suggestions, word of mouth, advices, and Modern Technical experiences such as Mobile Apps.
These are huge business opportunities.
We have vedanta way of teaching by Swami Dayananda Saraswati. Very big group of
institutions, who are convinced that "their method of teaching" is the best.
PSBB Millennium Group of Schools, say in their website ... combined strength of over a decade
of 'thought leadership' in best pedagogic practices of the Learning Leadership Foundation and
more than five decades of academic excellence...
BGS group of schools say in their website ... Fostering independent thinking, thoughtful
decision―making, critical analysis, appreciation with intellectual humility to accept
difference in opinion. Helping the student to discover what it is to live and grow with clarity
of thought, with harmony in Nature, with beauty and freedom in the world. Inculcating the
best of Indian culture and tradition among the pupils. Creating responsible, disciplined and
secular citizens, who are fully aware of their social, moral and cultural obligations and
commitments, with a desire for unbounded service to humanity.
Aurobindo schools, Ashrams, follow .... Integral Education regards the child as a growing soul
and helps him to bring out all that is best, most powerful, most innate and living in his
nature. It helps the child develop all facets of his personality and awaken his latent
possibilities so that he acquires. They say ... Rupantar, one of our special initiatives, is a
strategically designed initiative that targets the highest impact areas in Education with
innovative solutions to transform an entire state education system in India.
A guy named Gadadhar Chattopadhyay ( not related to me ), became very Famous. Or should I
say, yet he is famous ? I see his photograph in many houses, randomly; as I visit. There are
many ashrams, in various parts of the world ... even in Bangalore, named as Ramkrishna
Ashram, or Ramkrishna Paramhansa Ashram ... He also tried something on education reforms.
His advice were also there for those who want to listen. The Ramkrishna Schools do follow
their own "Teaching methodologies". Bhakti, Love, Kritya, Yoga .... the list is long.
Lots of kids go to Abacus classes. All the above techniques were surely enough, for teaching
Maths. To become "good at Maths" the parents donate in Abacus classes.
Since when did you start assuming that Vedic Maths, and Abacus is enough to make all
students good ?
Kumon, created by Toru Kumon, is a private tutoring organization. The Kumon Method is the
mathematics and reading educational method which is practiced in franchised Kumon centers.
Lots of Parents are donating in this method as well, so that Children can become whiz kids in
Maths.
Little Einsteins Pre―School Branding is another money making venture. They also claim to be
better than others. They use "Multiple Intelligence" framework. Now this is a framework;
while others were using mere methodologies. Howard Gardner's theory of Multiple
Intelligences utilizes aspects of cognitive and developmental psychology, anthropology, and
sociology to explain the human intellect. Although Gardner had been working towards the
concept of Multiple Intelligence's for many years prior, the theory was introduced in 1983,
with Gardner's book, Frames of Mind. These are Research Backed theories. In contrast Indian
Gurus never talk of any research backing. Gardner's theory challenges traditional, narrower
views of intelligence. Previously accepted ideas of human intellectual capacity contend that
an individual's intelligence is a fixed entity throughout his lifetime and that intelligence can
be measured through an individual's logical and language abilities. According to Gardner's
theory, an intelligence encompasses the ability to create and solve problems, create products
or provide services that are valued within a culture or society. Originally, the theory
accounted for seven separate intelligence's. Subsequently, with the publishing of Gardner's
Intelligence Re―framed in 1999, two more intelligence's were added to the list.
Curry's onion model (Curry, 1983) was developed with four layers ―― personality learning
theories, information processing theories, social learning theories, and multidimensional and
instructional theories.
Personality learning theories define the influences of basic personality on preferences to

acquiring and integrating information. Models used in this theory include Myers―Briggs Type
Indicator, which measures personality in dichotomous terms ― extroversion versus
introversion, sensing versus intuition, thinking versus feeling, and judging versus perception,
and the Keirsey Temperament Sorter, which classifies people as rationals, idealists, artisans,
or guardians.
Information processing theories encompass individuals' preferred intellectual approach to

assimilating information, and includes David Kolb's model of information processing, which
identifies two separate learning activities: perception and processing.
Social learning theories determine how students interact in the classroom and include
Reichmann's and Grasha's types of learners: independent, dependent, collaborative,
competitive, participant, and avoidant.
Multidimensional and instructional theories address the student's environmental preference

for learning and includes the Learning Style Model of Dunn and Dunn and the
multiple intelligence's theory of Howard Gardner.
The World with 7 Billion people, and growing, gives opportunity to so many, to make their
own share of money.
Kidzee another revolution in branded schools, say ... Regular seminars and workshops are held
to align parents with Kidzee’s approach and enable them to develop a safe, healthy, hygienic
and developmentally appropriate environment, even at home. iLLUME kit, which is a part of
every Kidzee, is chosen by Kidzee team of experts to ensure that it stimulates all
the intelligence's of a child and provides her with multiple pathways to enhance learning. The
focus is on providing learning aids that help the child to explore and learn in ways that
interest her. Feedback is shared with the parents on regular intervals wherein areas for
further development are identified and mutually agreed upon, thereby supporting the child in
multiple ways.
ICF.com provides program and policy services designed to enable positive student and teacher
outcomes in early childhood, K–12, postsecondary, and adult education. They say ... ICF
provides training and technical assistance on education initiatives that drive positive and
long―lasting change at the national, state, and local level. ICF specializes in their own
methodology or approach of MDA ( Multiple Dimension Approach ).
cfrce.com Centre for Fundamental Research and Creative Education, says in their website ...
(CFRCE) is an organization dedicated to positive change and self―actualization and is at once

a platform for untrammelled Inquiry and Research and a Talent Hotspot espousing
Accelerated Learning in its deepest sense.
CFRCE levels the playing field for individuals and students by empowering them to take active
and independent, systemic and systematic charge of their learning and education, inquiry and
research, entrepreneurial and financial potential, driven primarily by intrinsic motivation,
meaning and purpose, irrespective of extrinsic incentives or patronage.
CFRCE challenges the status quo in educational theory and practice ―that narrowly classifies
individuals as achievers or failures, bright or dull, talented or non―talented ―and leverages
individual learning to an extraordinary level of deep practice, mastery and creativity. It
thrives in making learning a tremendously evocative, exhilarating and ennobling optimal
experience or flow. Thereby, learning resolves itself into its natural role as an instinct, or
more precisely, as an implicate order or neuro―cognitive potential that develops and
expresses itself by spontaneous self―organization once the hindrances and obstacles to its
unfoldment are dissolved, removed or overcome.
In the CFRCE programs earnest students and inquiring individuals at diverse stages starting
from primary through high school, undergraduate and postgraduate levels are empowered to
take years and sometimes even decades, off their learning curve by a unique combination of
personal development, domain mastery and professional eminence, and attain world class
levels of excellence and achievement.
Tablet and Mobile Apps teaching methodology ...revolution... by idiots, for the Idiots. In this
methodology every parent presenting the student a Tablet, a smart Phone ( Dumb phones
wont do ! ); transforms every kid to a whiz―kid. Costlier Tablets, and Jazzy Phones will make
a better Whiz―kid! Just by press of a button ( sorry the icon of the App ), the Whiz―kids can
learn any subject in the world. By chance if they come to know that something is missing,
they can google it !
Dr. Rajendra Prasad topped in Many subjects in various schools and colleges. What was the
teaching methodology in the schools and colleges ?
We yet enjoy leave on Birthday of Dr Sarvepalli Radhakrishnan. He also gave his take in
Teaching methodologies. If someone who is not bothered about his "teachings" then should he
be allowed to celebrate Teachers Day ?
[ http://www.researchinformation.org/files/Dr.―Santosh―Kumar―Behera.pdf ]
Never ask which school did Srinivasa Ramanujan go ? What teaching methodology did his
teachers follow ?
I have read many articles which argue that ability to Play Chess; is the best measure for IQ. If
I believe in these kind of crap; should I reject students who do not play chess, or say doesn’t
play well ? When a student approaches me, should I ask the first question... "Did you go to
Abacus classes in childhood" ? "Do you play chess well" ?
Let us assume only top 100 rank holders of IIT―JEE are only smart guys in this world. So in 60
years we got only 60 X 100 = 6000 unknowns. Let it be loud and clear that from every random
school and colleges rarely a smart guy shines, we only get Millions of Unknowns. There is no
point in asking what happened to school batch―mates or college friends of Erwin Schrödinger.
I can write many more pages on these "Teaching Methodologies". Better I ask some hard
questions ....
When we were naming Famous / Successful people did we name any India or IITan ? IIT
Kharagpur is around since 1951. How many guys from IIT could become famous ?
[ Now don't jump and quickly tell me names of Sundar Pichai, Nandan Nilekani, or Narayana
Murthy. Sundar is famous since very recently. What happened to all the IIT guys since last 60
years ? Also Nandan or Narayana are famous for Business reasons or for Money; NOT for
technical reasons, or any inventions. Bjarne Stroustrup, James Gosling are more important;
more famous than Nandan or Murthy. ]
Vinod Dham famously known as Father of Pentium Chip was randomly from DCE Delhi College
of Engineering.
It is well known that Professors at IIT are 100 times smarter than the students. Most IIT
students find it difficult to cope up at college. A large percent ( someone told me close to
50% ) of the IIT students get a back in some subject some year.
Well if the Professors are so smart, then how many famous Professors were named in the
above discussions ?
In contrast it is well known widely discussed opinon that Students in IIM are far better /
superior than the IIM Professors. So no question of naming any famous professor of IIM as
Sucessful or role model. We never named any ... did we ?
I shouldn't ask how many IIM Alumni became famous in so many decades.
China has 568 billionaires versus the United States 535 as of 2016. Had seen a headline in
Bloomberg ... "Chinese eat so much pork that the sellers are Billionaires!"
Does each and every Billionaire become my role model ?
Just because they made lot of money, each of my students should venerate them ?
How many People know name of Aliko Dangote – Net worth: $15.7 Billion ― The Richest Man
of Africa ?
Which school were these people from ? If we do not care of Aliko Dangote's school, then why
should we bother about Nandan's School ? Did Mr. Murthy go to school ? I don't think everyone
is eager to go to that school !
The United States has had the most Nobel Prize winners, with 336 winners overall. It has been
most successful in the area of Physiology or Medicine, with 94 laureates since 1901. Similarly,
the United Kingdom that majority of its 117 Nobel laureates winning in Chemistry and
Physiology or Medicine. The top five countries with the most Nobel laureates are all western
nations ― with the United States, the United Kingdom, Germany, France and Sweden topping
the rankings for the best minds in peace, literature, science and economics.
Recall the concepts of Determinism vs Predictability. Randomly as I meet my ex―Students,

each say some story of their life or other. Someone is a Doctor from some college, so
someone is in Navy. Someone is an Engineer, while someone is running his own business, or
studied "Hotel Management". In general people want to feel good of themselves, and justify
the outcome as "good". Each and every person see his own outcome as the "very good".
Whatever he is doing is termed as success, and achievement. No one believes or agrees with
external definitions of success or achievement given by someone else!
Who is more successful ... or achieved more ... amongst Sam Walton and Anjezë Gonxhe
Bojaxhiu ?
[ Now most people will say Apples and Oranges can not and should not be compared ... Well
we could have asked Potatoes and Pomegranates, which are better ? Though I named Sam
because he wrote a book regarding success mantras; how to make money! ]
Did the parents, friends or close associates knew that the guy will become Billionaire ?
What about Reading Books, Being Humble, Ready to learn, Choose a Mentor, Understand your
Dreams clearly, Persevere, Seeing Videos .....
https://www.youtube.com/watch?v=7bB_fVDlvhc
What "Teaching Methodologies" were followed in the schools in which all these guys went ?
Let it be Loud and clear ... School or College does not matter. Now how can the teaching
methodology of the School and College matter ? which methodology for what ?
There is no consensus regarding "Thinking Techniques" or Should I say, "methods". Now a days
we have to do "out of the Box thinking", normal thinking, or just "thinking" is undefined.
Someone who is not doing "out of the box thinking" is termed as, not so smart. Edward De
Bono taught us Po, 6 Thinking Hats, Lateral Thinking ... etc. I am not sure if my Boss will
appreciate me if I say I am trying these methods. For most Bosses, "out of the Box ... " is
enough and only acceptable technique. How are the Gurus, and Practitioners of Mind
Mapping, "The Checklist", Picture Association, Change Perspective, "Get Up and Go Out",
Brainstorming, Random Input, Reversal, SCAMPER, Reframing, Morphological Analysis,
Storyboarding, Synectics, Metaphorical thinking, Lotus Blossum Technique, NLP
(Neuro―Linguistic Programming) Techniques, Assumption Smashing, LARC Method, Simplex,
TRIZ method, Fuzzy Thinking, Breakthrough Thinking ... doing ?
For some people now a days, plan is known as Hack. Growth Plan is Growth Hack. Coding is
Hacking ...
Is there any consensus on Management Techniques ? Management by Goal Setting,

Management by Objective, Management by Profit Centers, Management by Micro Profit,
Management by exception, Management by Tactics, Management by Quality Control,
Management by Total Quality, Management by Customer Focus, Management by Customer
Delight, Management by Planning, Management by Forecasting, Management by Organizing,
Management by Commanding, Management by "coordinating", Management by cost benefit
Analysis, Management by Zero Base budgeting, Management by Log―Frame Analysis,
Management by Current State Assessment, ...
All these are most commonly replaced with "Management by Meetings", Management by
Wondering Around, Management by Shouting, Management by Con―calls, Management by
Continuous Reminders, Management by Bribing ... Actually all these are Management by
..."the technique and terms the Boss wants ! "
Moms use only one technique ... Management by continuous Nagging, Chiding, Scolding,
Pushing, Threatening, Ashaming, Beating ...
Key Concepts in Science as Recommended by Professor Subhashish Chattopadhyay
In youtube we have several thousand videos; where Science is discussed at sufficiently higher
levels, than normally educated Engineers know. I have seen thousands of these Science videos
because of my Bias towards spending time with Science ( or my Hobby being Science ). The
information density; meaning the new things taught or discussed in the Video is very low in
general. So if I tell any student or friend to see these thousands of videos, surely they will not
see. Really all of us do not have so much time. Every person has different priorities, and
truthfully so many things to do. While these words may be known to many; I also observed
that in Panel discussions the reverent Persons are unaware of quite a few proven / well
understood facts. Lot of time is wasted when a Panel member makes wrong statement or uses
wrong words, and another member corrects him to say the right words. A Scientist as a Panel
member sitting in the dais, in Science talk shows; is expected to know all the facts and use
exact right words which should not be wrong or have any multiple meaning.
Let me quote some examples ...
1 ) Eienstein 100 years ago was not aware of Dark Matter, Dark Energy, or say "expansion of
Universe is accelerating". In the context of stars, Galaxies, Celestial events ( such as a
Supernova explosion ) he correctly said that if someone travels at a very high speed towards a
Galaxy he will see the events earlier than the people who remain back on Earth. The word
"now" has different meanings in different parts of the world. With resepect to People at Earth
we can travel into the future, at very long distances. So an Astronaut can see a Supernova
explosion before People in Earth see it.
But yet we see Panelists / Scientists changing this context to near distances, in Earth; and
confused about flow of time from Past to future.
2 ) Since last 80 years ( Approx ) of Quantum Mechanics it is well known, ( well understood,
and Mathematically well formulated; Backed up or confirmed by several experiments ) that
smaller Particles can tunnel easily. So an electron or Neutrino can tunnel more easily than a
Proton, Neutron or Mesons. As we have group of Particles or as Complexity increases such as a
Folded Protein or a Ball in the Macro world, then then the Wave Phases randomly cancel out.
The Properties of Tunneling, Interference, Diffraction etc does not hold. So Balls thrown
through bars in a cage will bounce or pass through. Diffraction of a Ball or Interference of
Balls is a meaningless Question or Waste of time to be discussed. We don 't have to take such
big objects as Balls or Human Beings. If we take Molecules or Amino Acids; the Quantum
World discussions are not relevant any more. In the Quantum World "Calculations"; we only
have Probabilities, not Deterministic or Predictable. The Quantum state collapses; when
observed. The entangled particles also get affected. These Quantum world concepts are not
needed or not extendable to macro world.
But yet we see Panelists / Scientists changing this context to Bigger Objects and discussing
about time reversal, Time Travel etc.
3 ) Second Law of Thermodynamics is understood well since Last 100 years. According to the
Laws of Thermodynamics, entropy, the measure of the disorder in a closed system. It is about
Statistical Laws of Randomness, Organization, elastic collisions, Entropy, Temperature etc.
The Entropy of the Universe is almost always increasing, because the Universe is expanding.
There can be small local fluctuations in Entropy and disorderliness randomly and due to
attractive forces such as Gravity or Strong force etc. Photosynthesis, formation of Molecules,
formation of Polymers or sugars or Proteins from monomers, Secondary Structures, Tertiary
structures such as folded Proteins joining up mechanically and increasing order are
understood in context of "open systems" and stability Laws which as more prevailing than
second law. In an open system, there can be an influx of energy into the system capable of
reinvigorating the structure; in full accord with the Second Law of Thermodynamics. Energy
input can decrease entropy, and can simultaneously increase order. So a tree can grow by
"bunching up" carbohydrates, Animals can grow by digesting carbohydrate chains, etc.
Self―organization is a natural property of complex genetic systems. There is a spontaneous
crystallization of order out of complex systems, and that this spontaneity can occur with no
need for natural selection or any other external force. Dynamic systems, have a tendency to
become more concentrated and heterogeneous as they evolve.
But yet we see Panelists / Scientists changes this context and tries to apply a lower version of
2nd law of thermodynamics only; in every situation. Seeing the holistic picture is not in the
good habit of many. It is expected Thermodynamic Asymmetry in Time; should be well known
and well understood by everyone.
[ May be, I am assuming a world where the Panelists of Science Discussion forums will not
contradict or correct one another in Public. They can argue and compromise in private
discussions, and in public all say the same correct words. ]
I recommend students to know the following Key Concepts
― The paradox of predictability

― Kolmogorov complexity
― Chaos Versus Complexity
― Dynamic networks or complex systems
― Concept of emergence
― Patterns Amid Complexity
― Red Queen effect
― Determinism VS Predictability
― Poincare fluctuations
― epistemic uncertainty
― Aumann's agreement theorem
― LQG ( Loop Quantum Gravity )
― Occam's Razor
― Ology
― Ontology
― Nomology
― Bohmian quantum theories or Bohmian mechanics
― Planck length, Space, time etc
― Stability of Solar System
― Thermodynamic Asymmetry in Time
― How Prabability is distorted in Human Mind by Prospect Theory
― Anna Karenina principle
Many years ago Laplace made an error. Laplace assumed an Universe, in which all of the
rules of the are fixed. In this type of universe, as Laplace pointed out, if we knew enough
information about the current state of the universe in addition to all of its fundamental and
unchanging laws, we would be able both to calculate the entire history of the universe and to
predict its entire future. There would be no room for free will, which would be seen merely
as an illusion. The actual solar system contains eight planets, six of which were known to
Newton, Millions of Asteroids and each planet and rock exerts small, periodically varying,
gravitational forces on all the other. The puzzle posed by Newton is whether the net effect of
these periodic forces on the planetary orbits averages to zero over long times, so that the
planets continue to follow orbits similar to the ones they have today, or whether these small
mutual interactions gradually degrade the regular arrangement of the orbits in the solar
system, leading eventually to a collision between two planets, the ejection of a planet to
interstellar space, or perhaps the incineration of a planet by the Sun. Even though, the
interplanetary gravitational interactions are very small, the force on Earth from Jupiter, the
largest planet, is only about ten parts per million of the force from the Sun—but the time
available for their effects to accumulate is even longer: over four billion years since the solar
system was formed, and almost eight billion years until the death of the Sun. The effects of
various forces, stability or instability with various possible random initial conditions, were
tried in computers.
[ Compound Pendulum with LED showing Chaotic movement is shown at
https://www.youtube.com/watch?v=GFxPMMkhHuA ]
BUT ... Chaos theory studies these mechanistic types of systems but it tends to emphasise the
principle of feedback whereby two variables are influenced by each other: this can lead to
non―linearity and the variables behaving in seemingly chaotic ways. An important insight of
Chaos Theory is the sensitivity of a chaotic system to initial conditions due to the
non―linearity of the system. What this means is that if the initial conditions of a chaotic
system were changed microscopically, then over a long enough period of time the outcome of
the whole system will be completely different. This is often referred to as The Butterfly
Effect. However, it is important to emphasize that if the initial conditions of the chaotic
system were unchanged between two simulations to an infinite degree of precision, the
outcome of the two will be the same over any period of time. So the butterfly effect really
only serves to contrast the outcomes in two marginally different systems that are still
deterministic i.e. machine―like. In one simulation, the butterfly flapped its wings, in the
other it did not.
The science of Complexity happens somewhere between totally ordered and totally random
systems. Complex systems are denoted by the fact that they may be generated by a relatively
simple set of subprocesses; a few things interacting, but producing tremendously divergent
behaviour. As Nobel laureate Murray Gell―Mann phrased it: “Surface complexity arising out
of deep simplicity.” One might also call this: deterministic chaos; in other words, it appears
random but isn’t. In complex systems, there is a concept known as a global cascade, which is
similar to what people often mean by the butterfly effect but it is in fact fundamentally
different. A global cascade is basically a network―wide domino effect that occurs in a
dynamic network, made famous by Duncan Watts in 2002. Watts showed that sometimes a
complex system proved robust in the face of a modest shock (it might just wobble slightly);
but in other instances, the same shock might cascade across the system, showing it to be
fragile.
Whatever we measure, there is a factor of error. Atomic clocks measuring time interval upto
17 decimal places, have error factors at the 18 th place. We know "time interval" ticks slower
near more gravity, compared to less gravitational field. So time interval at the roof of the lab
will tick quicker, and record more number of ticks, compared to ground floor of the Lab. The
atomic clocks with 17 decimal places Precision, can see the difference in Time interval ticks
with a height difference of 40 cms. Now in normal real world we hardly work or do things with
2 to 3 decimal places of Precision. Meaning things are not exactly repeatable. If we keep
hitting a ball with 2.345 Newton force repeatedly, at a decided angle, each time there will be
a different ball, different angle, different value of the force, within various error factors. If
we imagine a slightly different initial direction, the trajectory will at first be only slightly
different. And collisions with the straight walls will not tend to increase very rapidly the
difference between trajectories. But collisions with the convex object will have the effect of
amplifying the differences. After several collisions with the convex body or bodies,
trajectories that started out very close to one another will have become wildly different. So a
student should know that the future is not repeatable. With a ball itself if so much of Chaos,
complexity etc, then imagine what happens for people, future, success and fame of persons,
Careers, accidents, disease, lottery .... Nothing is predictable in the Trillion random
incidences.
In Quantum world the complexity or chaos of repeating is more.

Diffraction, entangled particles, Interference, interaction with virtual particles that pop up,
various decays and transformations, etc creates a probability soup. At the microscopic level
the world is ultimately mysterious and chancy.
So both in micro world and macro world events are not repeatable. Further it goes, with more
interactions, outcomes may or may not fall into boundaries, or envelopes. In some cases there
are fractal outcomes, some cases Gaussian, some cases long tail, the list can go on.
In chaotic dynamical systems come in a great variety of types: discrete and continuous,
2―dimensional, 3―dimensional and higher, particle―based and fluid―flow―based, and so on.
Mathematically, we may suppose all of these systems share SDIC ( Sensitive dependence on
initial conditions ). But generally they will also display properties such as unpredictability,
non―computability, Kolmogorov―random behaviour, and so on—at least when looked at in the
right way, or at the right level of detail.
Also laws of Physics are different in different parts of the world. Near or at Singularities, such
as near Blackhole, the known laws breakdown. We do have concepts of Planck length, Planck
space, Planck time etc. The maximum temperature that we can theoretically have is the
temperature where photons are emitted with wavelength of Planck length. At that
high temperature more particles, and virtual particles are created. The energy starts getting
converted to mass, and thus temperature can 't increase any more.
The Rich and Poor divide is very huge in this world. Privileged are those who have the luxury
to sue someone or other for slightest “discomfort”. In some cases “mental discomfort” is
sighted as the cause for suing ….
We do not have the same rules or facilities for all in this world. See the images below and
think who these poor men can sue? Can they sue anyone? Do they have money to sue anyone?
These poor men can’t afford hearse service. Nor there is any Public help or support. Can they
sue anyone for “mental discomfort” and / or agony ? Society has pampered rich women with
privileged laws and facilities. Who cares for poor Man ‘s Feelings ?
In contrast poor boys and Men are always left to fend themselves.
You should be horrified to see how much important the feelings of Rich Feminists are …
See
http://www.breitbart.com/big―government/2015/09/25/u―n―womens―group―calls―for―w
eb―censorship/
If you talk to a woman in Nottinghamshire, East Midlands in the United Kingdom and she
doesn't want to be spoken to by you, prepare to get a call from the police.
( How dare Men, talk to rich women ? )
http://www.washingtonexaminer.com/county―in―uk―makes―it―a―hate―crime―to―upset―
women/article/2596356#!
[ Who saves and helps Savvy, Rich, Painted faced, Wearing high heels, Women with Manicured
and Pedicured nails ? Dirty hands … and White Knights … ]
I can only say that … “Poverty is very sad ! “
This book is dedicated to the following greats who died in Poverty, yet did their best in the
subjects, they were passionate in. I couldn’t achieve infinitesimal part of their passion even
being so well to do!
1 ) Nikolai Ivanovich Lobachevsky ( Kazan, Russia ) 1823 ― known primarily for his work on
hyperbolic geometry, otherwise known as Lobachevskian geometry. William Kingdon Clifford
called Lobachevsky the "Copernicus of Geometry" due to the revolutionary character of his
work. He was dismissed from the university in 1846, ostensibly due to his deteriorating
health: by the early 1850s, he was nearly blind and unable to walk. He died in poverty in
1856.
Nikolai was an atheist.
2 ) Egon Schiele ― Prolific artist Egon Schiele succumbed to the Spanish Influenza that took
20,000,000 lives in Europe in 1918. Schiele ’s wife Edith (who was six months pregnant at the
time) died three days before him in their tiny apartment in Vienna. They were broke and
hungry, and Schiele spent as much time as he could drawing. He was only 28 years old and
spent his last moments alone drawing his wife’s body before his own untimely death.
3 ) Abraham de Moivre 1667―1754 (87, natural causes) Despite being a gifted and renowned
mathematician in France, de Moivre spent much of his life in poverty. He was a Calvinist, and
when the Edict of Nantes was revoked in 1685 (a decision that is unequivocally considered to
have damaged France), de Moivre left France for England. He remained virtually destitute, de
Moivre was unable to secure employment and was often known to play chess for money in
order to afford sustenance. Eventually succumbing to the ravages of poverty and old age, de
Moivre predicted the day of his own death using a simple arithmetic progression in the
number of hours he slept per day. The day he predicted 24 hours of sleep was the day he
died.
4 ) Domenikos Theotokopoulos AKA El Greco ― Master of the Spanish Renaissance who

studied under Titian, El Greco was known for his contorted figures in his paintings. Born in
1541, El Greco as he came to be known, studied in Rome before moving to Spain. What he
wasn’t known for was being a huge ladies man, or family man, as he followed various studios
and painting masters across Europe. Some of his best known works were created for the
Spanish royal family. El Greco was able to make a living as an artist for some time before he
fell out of favor and became the subject of ridicule. He served as an inspiration for painters
that brought forth the Expressionist and Cubist movements. Unfortunately after his work was
scorned and laughed at he was unable to continue to make a living as a painter. It wasn’t
until 250 years after he died that the rest of the art world noticed his paintings. He was a big
careerist and was described in letters in 1563 as a “maestro Domenigo” a “master” when he
was just 22 years old. He died unrecognised and alone in Toledo, Spain on the 7th of April
1614.
5 ) Niels Abel ( 1802―1829 Age ― 26, pneumonia) Plagued by poverty and a lack of renown,
Abel and his work went unrecognized during his lifetime. He spent time in Paris hoping to gain
recognition and publish his work, but was unable to afford adequate means to sustain his
health. In addition to being underfed, Abel contracted pneumonia. His pneumonia worsened
on a trip to visit his fiancée for Christmas. He soon died, only two days before a letter arrived
indicating that a friend had managed to find secure him a place as a professor in Paris. He
never saw his work take root, nor did he ever secure a paying job as a mathematician, nor did
he have opportunity to marry his fiancée.
6 ) Oscar Wilde ― His famous last words really set the tone for Oscar Wilde’s end, “My
wallpaper and I are fighting a duel to the death. Though Wilde was a celebrity of the age and
his works sold well, he was known to have extravagant spending habits. One or other of us has
got to go.” After his imprisonment he had been given a very small yearly allowance from the
estate of his deceased wife, and was not helped at all by his former lover Lord Alfred
Douglas, who had at that time just inherited a large sum. Living essentially in poverty in
Paris, he was known to wander, bumping into old friends and spending what little cash
remained on alcohol. Reportedly, when a doctor attending to him during his last days asked to
be paid for his services, Wilde joked that he would die as he had lived ― beyond his means.
He passed away in a hotel room in Paris completely bankrupt from paying legal fees for his
arrest and imprisonment for the crime of homosexuality. If that wasn’t bleak and cruel
enough, it was during this period that his works were becoming extremely popular.
Unnnfairrrrrrr.
7 ) Frank Ramsey 1903―1930 (26, jaundice) Ramsey is known for his work in mathematics,
specifically combinatorics and logic/foundations, but is also remembered as a gifted
philosopher and economist. Ramsey suffered from lifelong liver problems, and was often
unable to focus on work for more than a few hours a day. In spite of this, he gained renown as
a promising young philosopher and mathematician, until a severe attack of jaundice
hospitalized him in 1930. He died during an operation meant to alleviate the problem.
8 ) Claude Monet – As the founder of French Impressionism, Monet’s paintings usually dealt
with landscape scenes in a moment. While his seminal work “Impression, Sunrise” is now
studied and appreciated in art colleges around the world, it was widely derided by critics
when it was first revealed. Monet received little but abuse from public and critics alike, who
complained that the paintings were formless, unfinished, and ugly. He and his family endured
abject poverty. By the 1880s, however, his paintings started selling.
9 ) Srinivasa Ramanujan 1887―1920 (32, malnutrition/hepatic amebiosis ) The story of

Ramanujan is well known among mathematicians, if not in general. Described as a prodigy,
savant, genius, etc., Ramanujan taught himself mathematics as a youth and began to devise
results in analytical number theory and other areas of mathematics in isolation. He was quite
poor and unable to afford school, and his exclusive devotion to mathematics precluded him
from scholarship funding. He spent much of his life seriously ill, and spent a fair amount of
time unable to secure any position as a scholar or mathematician. Eventually, he came to
England to work with G.H. Hardy. Sadly, his long―term illness continued, and he succumbed
to a combination of malnutrition and a parasitic liver infection.
10 ) Vincent Van Gogh – It is hard not to think of tragedy when considers the life of Vincent
Van Gogh. If there was ever a fine line between madness and genius, Vincent Van Gogh
crossed it quite early in his career. Without his time in insane asylums and self―inflicted ear
mutilation, the world would have never had “The Starry Night” and “The Potato Eaters.”
Despite his countless post―Impressionist chefs―d’oeuvres, Van Gogh only sold one painting in
his lifetime. It sold for the equivalent of approximately $109 dollars. Although he is famous
for his works such as “The Starry Night” this artist battled mental illness most of his life.
Unfortunately he finally lost this battle and cut his ear off in 1888, committing suicide not
long after that by shooting himself in the chest. His last words were, “The sadness will last
forever.” He died broke and destitute.
See
https://zookeepersblog.wordpress.com/vincent―van―gogh―who―prefered―to―paint―withou
t―eating/
11 ) Dmitri Egorov 1869―1931 (61, starvation) Egorov made important contributions in the
areas of analysis, differential geometry, and integral equations, including a fundamental
result named for him in real analysis. Luzin was Egorov's first student, and was one member of
a school that developed under Egorov to study real functions. Egorov became a leader and
administrator in the Moscow Mathematical Society and at the Institute for Mechanics and
Mathematics at Moscow State University. Egorov became a vocal opponent to the
anti―religious persecution in the time following the Russian revolution, and was dismissed
from the IMM. However, he remained active and well―respected in his position in the MMS,
supported by his peers in the organization. Outside influences began to manipulate the
society, and within a year, Egorov was dismissed from his position and arrested. He went on a
hunger strike in prison and died in the prison hospital (or, as some reports state, at a
colleague's home).
12 ) Johannes Vermeer – Vermeer was a 17th―century painter with eleven children, massive
debt and a habit of working very slowly and painstakingly on his paintings. While Vermeer
painted the “Girl with a Pearl Earring,” he certainly was not draped in them during his life.
Instead of having the elite or nobility commission works, Vermeer’s genre of painting was
catered to the provincial middle class. After the French invaded the Netherlands in 1672, the
Dutch economy suffered terribly and Vermeer was left in hopeless debt. He suffered from a
number of physical afflictions as well as mental illness. In 1675 Vermeer borrowed money in
Amsterdam, using his mother―in―law as a surety. Soon after, the Dutch genre painter
actually left his family in debt upon his death. After his death some of his paintings ( he
created about 40 in his lifetime ) were sold with the names of other artists on them to make
them more valuable. It took three centuries for Vermeer to be recognized as a master painter
of the Dutch Golden Age for his use of light, tranquility and the unusual subject matter of
peasants that populated his works. Though he did have patrons who paid him, he never made
much and lived on the verge of poverty much of his life, eventually leaving his family in debt
when he died at age 43.
13 ) Mathew Brady ― The "Father of Photojournalism" is best known for his invaluable
photographs of the American Civil War. Though he was a successful and well―known portrait
photographer before the war began (Abraham Lincoln's likeness on the $5 bill is modeled after
Brady's portrait of him), he spent around $100,000 during the war on his photographs, which
numbered in the thousands. The pictures brought the truth and grotesque horror of the war to
the doorsteps of all Americans ― a marked change from the propaganda and half―truths
coming from print journalists at the time. Unfortunately, after the war no one wanted to be
reminded of the horrors of it, and Brady was unable to sell his photographs or recoup his
losses. Eventually Congress bought his collection for a mere $2,840, but Brady's life had
already been ruined by poverty and alcoholism, and he died in relative obscurity in 1896.
14 ) Paul Gauguin – Poverty became Gauguin’s reality. Then his favorite daughter Aline died
of pneumonia and Clovis, his son, died from a blood infection. Gauguin’s escapades were far
more exotic than his peers which eventually landed him in French Polynesia. There, he
produced masterpieces like “Spirit of the Dead Watching,” which largely inspired primitivism
– an important art movement of the 19th century. After many years of poverty and sickness,
Gauguin died from heart failure, alone and unaware of the mark his art would later make on
the 20th century.
15 ) Nikola Tesla ― Early in the 20th century, brilliant scientist Nikola Tesla was a
world―famous inventor and regular headline news―maker. As for genius, we have Tesla to
thank for alternating current, radio, wireless technology, neon lamps, and X―rays. Sadly,
Tesla’s life was a series of run―ins with guys like Thomas Edison, who famously stiffed Tesla
out of $50,000, and Guglielmo Marconi, who stole the credit for the invention of the radio by
using 17 of Tesla’s patents. Tesla died penniless in 1943 in the New Yorker Hotel, where he
had lived for 10 years after being evicted from another hotel for not paying his bill.
16 ) Stephen Foster ― Though you may not be familiar with Stephen Foster's name, you
undoubtedly know his songs. Foster is considered the "Father of American Music," penning the
works "Camptown Races," "Swanee River," "Jeanie With the Light Brown Hair," "Beautiful
Dreamer" and "Oh! Susanna" among many others, some of which function as current state
songs. Foster's melodies were popular in his time ( and remain so today, despite some
controversy ), and he wished to make a living as a professional songwriter. Unfortunately, the
lack of copyright laws or a structure for the payment of royalties meant Foster made very
little to nothing on performances and reprints of his work. Foster died at the age of 37 with
38 cents in his pocket.
17 ) Jean―Honore Fragonard ― Jean―Honore Fragonard was born in Grasse, Provencal in

1732 and became one of the most famous painters of the Rococo period. His family moved to
France in 1738, where he was heavily influenced by the Baroque style. His art career started
out promisingly enough, having attended the Ecole Royale des Eleves Protégés in Paris.
Fragonard was then sent to Italy, where he spent time at the French academy in Rome. He
had some success after returning to France, preferring to do private commissioned work.
Some of his best known pieces were “Coresus and Callirhoe” and “The Swing”. He was
well―known for his sensual and erotic style, complimented by his sense of whimsy and
fantasy. Unfortunately, Fragonard was unable to adapt to the new style that eventually came
into popularity over “Rococo” called “Neo―classical”. That ended his career and he died in
relative obscurity and poverty in 1806.
18 ) Herman Melville ― The celebration of the Moby Dick author’s genius did not begin until
well after he could enjoy — or profit from — the recognition. It took a solid 30 years after
Herman Melville’s death before his epic whaling novel was recognized as a masterpiece of
American literature. By then he had long since abandoned any hopes of living off his writing,
instead working as a customs inspector for 19 years. When he died of a heart attack in 1891,
he was broke and virtually unknown. The only paper to mention his passing referred to him as
a "long forgotten" author.
19 ) James Barry ― James Barry born in Ireland in 1741 was a self–taught artist. He’s best
known for his six part series of paintings, “The Progress of Human Culture”. He completed
these for the Great Room of the Royal Society of Arts. He became a member of the Royal
Academy in 1773 and taught as a Professor there from 1782 to 1799. Barry was one of the
earliest of the “romantic” painters in Britain and although he died in poverty in 1806 he was
thought to be the most important Irish Neoclassical artist.
20 ) Joseph Gandy ― Reviews for a 2006 book on the life of Joseph Gandy referred to him as
a "stifled genius" and "our greatest architectural artist." But history has mainly forgotten the
genius that was Gandy, who lived and worked in Britain in the early 1800s. Despite being a
major figure in Romantic culture and creating some of the best architectural drawings of all
time, he was a commercial failure and was thrown into debtor’s prison. He died in a
windowless asylum that his family had him committed to, and the whereabouts of his grave
are unknown.
21 ) Henri de Toulouse ― Lautrec was born in France in 1864. He was a close friend of
Vincent Van Gogh, even using him as a subject for his painting. Toulouse―Lautrec is
considered one of the great painters of the Post―Impressionist period. He favored painting
the theatrical life of Paris in the 1800’s, giving his audiences personal and provocative peeks
inside the Moulin Rouge. Unfortunately, Toulouse―Lautrec suffered from a variety of health
issues including pycnodysostosis (a disease that causes very short brittle bones). This may
have been the culprit that caused his short stature. Depression caused Toulouse―Lautrec to
begin drinking and he died in poverty in 1901 from complications of alcoholism as well as
syphilis.
22 ) Richard Heck ― 2010 Nobel Chemistry prizewinner died aged 84 in Manila. He was
Penniless. Famous for his Heck reaction that he discovered in the late 1960s and then spent
three decades refining, he won the Nobel for it along with two Japanese chemists working in
a similar field.
23 ) Gustave C. Langenberg Born in 1859 in Germany this painter became known as “The
Painter on Horseback”. He painted many portraits including a portrait of Queen Wilhelmina,
which hangs even today at the Royal Palace at The Hague. Langenberg fought in the Boer War
as a member of the British Army. He painted many battle scenes of his time there. Afterward
spending time in Mexico, Langenberg painted Mexican scenes including the Hill Indians and
Mexican natives. Although he toured much of the world and spent time with Kings and
Queens, he died alone and penniless in 1915.
24 ) Rembrandt Harmenszoon van Rijn Rembrandt was born in 1606 and he became one of
the greatest painters of all time and certainly the most important in Dutch history. Historians
credit him with bringing on the “Dutch Golden Age”. He was best known for his portraits.
Rembrandt also painted many biblical scenes. He was credited with having great empathy
into the human condition, which helped him to capture his subjects in a way no one else
could seem to manage. Unfortunately his life was fraught with tragedy and after his wife died
and his friends deserted him, he was pushed into bankruptcy and unable to find any more
work. He died in obscurity and poverty in 1669.
25 ) Amedeo Modigliani ― Born in 1884, Modigliani was an Italian artist. He painted and
sculpted, spending most of his career in France. He was known for his unique portraits and
lush nudes. Modigliani’s family was very poor and tragedy followed him from an early age. He
was a true bohemian, drinking absinthe, smoking hashish, and attending wild parties.
Modigliani lived fast and hard and died of tubercular meningitis at the age of 35, leaving his
nine―month pregnant wife behind. She was so distraught over his death she committed
suicide the very next day jumping five stories to her death.
26 ) Franz Schubert ― Like van Gogh, Schubert was exceptionally prolific in his short life as a
classical composer ( he died at the age of 31, just one year after the death of his
contemporary, Beethoven). Also similarly to van Gogh, Schubert's works were of little interest
to those of his age, and considered inferior to Bach and Beethoven. Because of his financial
difficulties, Schubert often lead a rather bohemian and at time nomadic lifestyle, but it did
not slow down his production. His music influenced later composers such as Brahms and
Mendelssohn, and the complexity and beauty of his melodies are now thought to be on par
with Mozart ( you may recognize one little song of his called "Ave Maria"), solidifying his place
in the canon of neglected geniuses who died in obscurity.
27 ) William Blake ― William Blake was another artistic luminary working in obscurity in his
day. Though he died poor and unknown, he did not have any debts. Blake was one of the first
artists of the 18th century to rebel against Rationalism and move forward into the Romantic
Age, and was unsurprisingly considered "mad" because of it. At the time of his death
Wordsworth wrote of him, "There was no doubt that this poor man was mad, but there is
something in the madness of this man which interests me more than the sanity of Lord Byron
and Walter Scott." Blake was known not only for his paintings but also for his fantastic
engravings that illustrated his poetry. Despite attempts at exhibitions of his works, no
interest was attracted at the time, which did not deter (thankfully) Blake from continuing to
produce. He was buried in an unmarked grave at Bunhill Fields in 1827.
28 ) Edgar Allan Poe ― Without a doubt now one of the most recognizable names in
literature, Edgar Allen Allan Poe was one of the first writers to attempt to make a living on
just that, and unfortunately embodied the Romantic notion of life as a starving artist because
of it. Facing a myriad of rejections early in his career, even after Poe was published (in 1839
with a volume of short stories, "Tales of the Grotesque and Arabesque") he initially received
no money for his work. Despite the relative success of stories such as "The Gold Bug," Poe was
unable to make enough money to support his family. Whether attempting to start his own
magazines or simply working at journals that ultimately failed, Poe's revenue stream seem to
have a life―long curse of bad luck. His beloved wife died in 1847, and two years later Poe was
hospitalized and died in utter poverty under famously mysterious circumstances.
29 ) Sammy Davis, Jr. ― The famous Rat Pack singer is reported to have made over $50
million in his lifetime, but died in 1990 $15 million in debt (much of it, like in the case of Joe
Louis, was owed to the IRS). Though he made around $1 million a year at the height of his
career, the notorious "swinging world" of the Rat Pack nearly bankrupted Davis. According to
Matt Birkbeck's book "Deconstructing Sammy," Davis actually rejected surgery in 1989 on his
throat that may have saved him, because of his dismal finances. He reasoned that without his
voice he couldn't sing and therefore couldn't make any more money. Birkbeck spoke to NPR in
2008 to talk about Sammy's regrettable decline from superstardom to poverty.
30 ) Antonio Meucci ― At least in the United States, Alexander Graham Bell has enjoyed far
more acclaim than Antonio Meucci, whose name likely invokes a resounding "Who?" from most
Americans. But in 2002, Congress gave Meucci his just credit for the invention of the
telephone, or the "teletrofono" as he had called it. Bell simply called it "mine" when he stole
the idea from Meucci ’s papers, which he had sent to Bell’s company in the hopes of securing
financial backing. Meucci sued him but died, penniless, in 1889, never having been able to
profit from his genius.
See
http://www.kellenmyers.org/deaths.html
http://blog.redbubble.com/2014/02/6―famous―artists―who―died―poor―and―alone/
http://www.realclearscience.com/blog/2015/02/mathematicians_die_in_horrible_ways.html
http://www.finearttips.com/2011/10/10―famous―artists―who―died―before―their―art―was
―recognized/
http://www.therichest.com/rich―list/poorest―list/10―famous―artists―that―died―penniless
/
Did you notice that these great passionate Men, did not quit from their work or Passion. They
did not switch to some other means of “ making money “ even in abject Poverty! Men are in
Love ( war ) with their Work, Creations, Problems, Research, Search of new Knowledge …
Kamikaze Pilots can only be Men. Passionate great men doesn’t know “how to quit” or
simply Can’t quit.
It is quite expected that, the advice for quitting will come from women …
https://www.youtube.com/watch?v=6MBaFL7sCb8
https://www.youtube.com/watch?v=wfNX1cHk―fE
In case of calamity there are broadly “Two Ways” to survive. Women prefer to runaway,
hide ( change jobs / change family / change Protector ). This is a very valid way, a very
intelligent / safe way, to continue living. Running away ensures Survival.
But the Second Way, which most Men Prefer, is to fight it out! It is to “Solve the Problem” to
survive! This is a very valid way, but bit foolish / unsafe way ! This ensures living. After the
problem is solved it ensures Survival.
This book is for young students say around the age of 13 to Max 20 years. So to elaborate the
above survival techniques, let us see some very simple or common example.
If there is a fire then all women rush out to extinguish the fire, risking whatever …. While
Men are hardly seen, as every Man has taken recluse in some far away safe place …
Am I saying or seeing something wrong ?
Why are the Maths Department of every College, or Every IIT is full with Women ?
99% Women, and rarely 1% Men somehow making it ?
This book is dedicated to Hardworking Men who solve Problems …
Preface
We all know that in the species “Homo Sapiens “, males are bigger than females. The reasons
are explained in standard 10, or 11 ( high school ) Biology texts. This shapes or size,
influences all of our culture. Before we recall / understand the reasons once again, let us
see some random examples of the influence
Random ― 1
If there is a Road rage, then who all fight ? ( generally ? ). Imagine two cars driven by adult
drivers. Each car has a woman of similar age as that of the Man. The cars “ touch “ or “ some
issue happens”. Who all comes out and fights ? Who all are most probable to drive the cars ?
( Men are eager to fight, eager to rule, eager for war. Men want to drive. Men want to win )
Random ― 2
Heavy metal music artists are all Men. Metallica, Black Sabbath, Motley Crue, Megadeth,
Motorhead, AC/DC, Deep Purple, Slayer, Guns & Roses, Led Zeppelin, Aerosmith ….. the list
can be in thousands. All these are grown―up Boys, known as Men.
( Men strive for perfection. Men are eager to excel. Men work hard. Men want to win. )
Random ― 3
Apart from Marie Curie, only one more woman got Nobel Prize in Physics. ( Maria Goeppert
Mayer ― 1963 ). So, … almost all are men.
( Men want to excel. Men strive for perfection. Men want to win. Men work hard. Men do
better than women. )
Random ― 4
The best Tabla Players are all Men.
Random ― 5
History is all about, which all Kings ruled. Kings, their men, and Soldiers went for wars.
History is all about wars, fights, and killings by men. Who won, and who controlled !
Boys start fighting from school days. Girls do not fight like this
( Men are eager to fight, eager to rule, eager for war. Men want to drive. Men want to win. )
Random ― 6
The highest award in Mathematics, the “ Fields Medal “ is around since decades. Till date only
one woman could get that. ( Maryam Mirzakhani ― 2014 ). So, … almost all are men.
Random ― 7
Actor is a gender neutral word. Could the movie like “ Top Gun “ be made with Female actors
? The best pilots, astronauts, Fighters are all Men.
Random ― 8
In my childhood had seen a movie named “ The Tower in Inferno “. In the movie when the tall
tower is in fire, women were being saved first, as only one lift was working….
Many decades later another movie is made. A box office hit. “ The Titanic “. In this also …. As
the ship is sinking women are being saved. Men are disposable. Men may get their turn
later… ( never ) !!
Movies are not training programs. Movies do not teach people what to do, or not to do.
Movies only reflect the prevalent culture. Men are disposable; is the culture in the society.
Knowingly, unknowingly, the culture is depicted in Movies, Theaters, Stories, Poems, Rituals,
etc. I or you can’t write a story, or make a movie in which after a minor car accident the
Male passengers keep seating in the back seat, while the both the women drivers come out of
the car and start fighting very bitterly on the road. There has been no story in this world, or
no movie made, where after an accident or calamity, Men are being helped for safety
first, and women are told to wait.
Random ― 9
Artists generally follow the prevalent culture of the Society. In paintings, sculptures, stories,
poems, movies, cartoon, Caricatures, knowingly / unknowingly, “ the prevalent Reality “ is
depicted. The opposite will not go well with people. If deliberately “ the opposite “ is
shown then it may only become a special art, considered as a special mockery.
Random ― 10
Men go to “girl / woman’s house” to marry / win, and bring her to his home. That is a sort of
winning her. When a boy gets a “ Girl―Friend “, generally he and his friends consider that as
an achievement. The boy who “ got / won “ a girl―friend feels proud. His male friends feel,
jealous, competitive and envious. Millions of stories have been written on these themes.
Lakhs of movies show this. Boys / Men go for “ bike race “, or say “ Car Race “, where the
winner “ gets “ the most beautiful girl of the college.
( Men want to excel. Men are eager to fight, eager to rule, eager for war. Men want to
drive. Men want to win. )
Prithviraj Chauhan ‘ went ` to “ pickup “ or “ abduct “ or “ win “ or “ bring “ his love.

There was a Hindi movie ( hit ) song … “ Pasand ho jaye, to ghar se utha laye “. It is not other
way round. Girls do not go to Boy’s house or man’s house to marry. Nor the girls go in a gang
to “ pick―up “ the boy / man and bring him to their home / place / den.
Random ― 11
We have the word "ice cold". While, when it snows heavily, the cleaning of the roads is done
by Men. Ice avalanche is cleared by Guns, by Men.
Can women do this please ?
Random ― 12
There are many remote mines in this world which are connected by rails through Hilly
regions. These railroads move through steep ups and downs. Optimum speed of the train has
to be maintained !! The expert driver has to ensure that the brakes do not burn out, if driven
too slow. The speed should be enough so that next climbing can be done. Sudden braking is
not possible ! ; as the load of the wagons will derail the train, and that will mean huge loss
and deaths. The Drivers are Men who risk their lives in every journey.
Fukushima Daiichi nuclear disaster happened on March 11, 2011. This was primarily by the
tsunami following the Tōhoku earthquake ( magnitude 9.0 ). Lots of radioactive materials
were scattered in the environment thorough “vent” to reduce the internal pressure and the
hydroponic explosions of the nuclear reactors.
Old Men, Pensioners, Seniors offered to cleanup the Nuclear damage as 'suicide corps' See
http://edition.cnn.com/2011/WORLD/asiapcf/05/31/japan.nuclear.suicide/
I deeply appreciate such gesture to "Save" the society. While I wish to draw your attention to
a much deeper/important questions !!
Why old women did not Volunteer to clean the Nuclear site ?
Old women are not pregnant ! Women get menopause sometime in their early 40s. Why is it
so common in the Society to "Save" older women as well, and "spare" or “deprive” old men ?
Why old men are treated so badly ? Why are Men eager to fight every war ?
[ Climbing Everest or any Mountain Peak, or say crossing Atlantic solo, or reaching the North
Pole / South Pole; Almost ALL are Men isn't it .... Researching into technology, inventing and
discovering new frontiers of Science is also a war! In every case it is Almost ALL Men ]
Very Sad, bad habit of Million years, is driving the world for so much of "Good" and "BAD" !
The reader / student should not assume that I have not read enough Philosophy; where it is
taught that GOOD or BAD are only individual’s mental interpretations. I am mature enough to
say the above words as .... ' Million years of Good Habit of "Fighting to Win and Survive" has
led Men to all sorts of difficulties, accidents, discomforts, loss .... '
Most women are just Thankless to Men, and their efforts. Women just use Men like
parasite or Leeches. They see all the facilities’ and benefits as their right !
( Unfortunately most men submit themselves to be used / exploited like this ! MGTOW s are
one of the exceptions. )
In all countries the Laws / Traditions / Customs / Society norms etc have been
systematically twisted in favor of women to ensure that Women get "everything". While
Nothing is available for Men !
For example Money, Job, Certificate, Facilities etc are given to Widow and ( may be Mom
) of the deceased MAN; who died 'fighting ' ! The Law or norm is not for the father of the
Soldier. [ Think … who is dying ? Who is surviving ? Who is getting the benefits ? who is
being deprived ? ]
( These images are a few amongst Millions of images which are available. All make the same
point )
Men are only for working ! ( sorry, hunting ! ) always … that’s what most people think !
Every woman has a womb. The women ( rather their Wombs ) were protected / kept safe, so
that children are born. That was the survival method to continue the species…
Let us name the best of the Mathematicians …
Leonhard Euler, Isaac Newton, Carl Gauss, Fermat, Henri Poincaré, Lagrange, David Hilbert,
G.W. Leibniz ...
( See http://fabpedigree.com/james/mathmen.htm )
Why all these great names are of Men ? Why women could not contribute, in the cozy safe
home ?
A newly married couple goes out in car … and if there is a flat tire ( known as puncture in
India ) then who opens the wheels ? who replaces from the stepney ?
Womb being protected ? Why women don’t help ?
How much is the Society or Men paying for wombs ? This penance is till which age ?
No woman works for “ Male Suicide “ issues. Even―though, the rate of suicide in men are
many times higher, than that of women. Women are never bothered about Men. Some women
work only for “women issues “.
http://www.telegraph.co.uk/men/the―filter/11965029/Middle―aged―male―suicide―rate―ri
ses―by―40―per―cent―since―2008.html
http://scroll.in/article/669061/married―men―are―most―likely―to―commit―suicide―in―ind
ia
Human beings are in general not comfortable with New ideas or New Paradigms or say new
doctrines. New ideas take time to shape up !
( I am aware of Hundredth monkey effect ... scientists were conducting a study of macaque
monkeys on the Japanese island of Koshima in 1952. These scientists observed that some of
these monkeys learned to wash sweet potatoes, and gradually this new behavior spread
through the younger generation of monkeys—in the usual fashion, through observation and
repetition. Watson then concluded that the researchers observed that once a critical number
of monkeys was reached, i.e., the hundredth monkey, this previously learned behavior
instantly spread across the water to monkeys on nearby islands.
https://en.wikipedia.org/wiki/Hundredth_monkey_effect )
http://www.dailymail.co.uk/sciencetech/article―3317316/Monkeys―food―hygiene―Macaque
s―clean―potatoes―grain―eating―fewer―parasites.html
Robindranath Thakur, the first Nobel Laureate of Asia, was follower / believer of Bromho. His
father Debendranath Thakur,( As son of Dwarkanath Tagore, a close friend of Ram Mohan Roy
) philosopher and religious reformer, active in the Brahmo Samaj ("Society of Brahmā," also
translated as "Society of God"), which aimed to reform the Hindu religion and way of life. He
was one of the founders in 1848 of the Brahmo religion, which today is synonymous with
Brahmoism.
When Robindronath wanted to open a school in Calcutta, many people did not want to send
their children to a "Bromho Teacher ". So In 1901 Tagore moved to Santiniketan to found an
ashram.
Chatimtala Kaanch Ghor the Bramho Mandir, at Santiniketan
[ English People could not pronounce Thakur. They used to distort it as Tagore .... Over
time the family name is called as Tagore by most non―Bengalis ]
Abdus Salam the only Physics Nobel Laureate of Pakistan was an Ahmadiyya; by faith.
Ahmadiyya religion is not accepted in Pakistan. [ The theological amendment in the
constitution of Pakistan does not allow members of the Ahmadiyya faith to call themselves
Muslims. ] Abdus Salam had to shift to Trieste, Italy. Salam was buried in Bahishti Maqbara, a
cemetery established by the Ahmadiyya Community at Rabwah, Punjab, Pakistan, next to his
parents' graves. The epitaph on his tomb initially read "First Muslim Nobel Laureate". The
Pakistani government removed "Muslim" and left only his name on the headstone. The word
"Muslim" was initially obscured on the orders of a local magistrate before moving to the
national level.
http://blogs.tribune.com.pk/story/19695/we―are―sorry―dr―abdus―salam/
http://blogs.tribune.com.pk/story/31969/dr―abdus―salam―and―all―the―wrong―choices―p
akistan―made/
http://www.nobelprize.org/nobel_prizes/physics/laureates/1979/salam―bio.html
In some cases accepting the Truth takes very long time....
Pope John Paul II apologised on behalf of the Catholic Church for the mistreatment of Galileo
in the 17th century. The dispute between the Church and Galileo has long stood as one of
history's great emblems of conflict between reason and dogma, science and faith. At the time
of his condemnation, Galileo had won fame and the patronage of leading Italian powers like
the Medicis and Barberinis for discoveries he had made with the astronomical telescope he
had built. But when his observations led him to proof of the Copernican theory of the solar
system, in which the sun and not the earth is the center, and which the Church regarded as
heresy, Galileo was summoned to Rome by the Inquisition. Forced to Recant. Galileo took
back his statement, but still lived under house arrest for the rest of his life. It took 359 years
and the leadership of Pope John Paul II (left) to recognize the wrong. On October 31, 1992, he
formally apologized for the "Galileo Case" in the first of many famous apologies during his
papacy.
https://www.youtube.com/watch?v=JUAsLcFPeNw
History of Gravity …
Galileo to Einstein https://www.youtube.com/watch?v=2H_zvoENNXo
https://www.youtube.com/watch?v=QGQq2aB3cWE
https://www.youtube.com/watch?v=mPxwgyJtJXI
http://www.nytimes.com/1992/10/31/world/after―350―years―vatican―says―galileo―was―r
ight―it―moves.html
For new ideas …. See …
http://www.slate.com/articles/news_and_politics/foreigners/2009/06/the_herbivores_dilem
ma.html
http://www.wisedup.org/antiphysical―men―giving―sex―relationships/
https://pairedlife.com/dating/Dating―10―Things―Men―Dont―Do―Anymore
Random – 13 ( will you be comfortable with new ideas ? )
Almost all of us are very biased. Instead of I asking some questions; see the following images
http://www.independent.co.uk/life―style/love―sex/women―are―genetically―programmed―
to―have―affairs―evolution―university―texas―scientists―suggest―a7203501.html
In all cultures the onus of Proving himself not guilty, lies on the Man; while it is enough for
the woman just to accuse, and cry. Tears are taken as proof of Crime !
Random ― 14
Rich people; often are very hard working. Successful business men, establish their business (
empire ), amass lot of wealth, with lot of difficulty. Lots of sacrifice, lots of hard work, gets
into this. Rich people’s wives had no contribution in this wealth creation. Women are
smart, and successful upto the extent to choose the right/rich man to marry. So generally
what happens in case of Divorces ? Search the net on “ most costly divorces “ and you will
know. The women;( who had no contribution at all, in setting up the business / empire ),
often gets in Billions, or several Millions in divorce settlements. [ Just because the wife has
womb ]
See
https://zookeepersblog.wordpress.com/misandry―and―men―issues―a―short―summary―at―s
ingle―place/
See http://skmclasses.kinja.com/save―the―male―1761788732
It was Boys and Men, who brought the girls / women home. The Laws are biased,
completely favoring women. The men are paying for their own mistakes.
See https://zookeepersblog.wordpress.com/biased―laws/
( Man brings the Woman home. When she leaves, takes away her share of big fortune! )
http://www.uplifting―love.com/2013/08/80―percent―of―divorces―are―filed―by.html
Mileva Marić wife of Albert Einstein; was the only woman among Albert Einstein's fellow
students at the Zurich Polytechnic. They got married in 1903, they had two sons, Hans Albert
and Eduard. They separated in 1914, with Marić taking the boys and returning to Zurich from
Berlin. They divorced in 1919. Albert Einstein was confident or rather sure of winning the
Nobel Prize. He had agreed to pay the prize money ( after he gets it ), to Mileva, for the
separation and Divorce. After Einstein received the Nobel Prize in 1921, he transferred the
money to Marić.
Just see how bad it has been ... Nobel Prize Money for Separation and Divorce!
Random ― 15
A standardized test of Intelligence will never be possible. It never happened before, nor ever
will happen in future. No IQ test results will be acceptable by all. In the net there are
thousands of charts which show that the intelligence scores of girls / women are lesser.
Debates of Trillion words, does not improve performance of Girls.
I am not wasting a single second debating or discussing with anyone, on this. I am simply
accepting ALL the results. IQ is only one of the variables which is required for success in life.
Thousands of books have been written on “ Networking Skills “, EQ ( Emotional Quotient ),
Drive, Dedication, Focus, “ Tenacity towards the end goal “ … etc. In each criteria, and in all
together, women ( in general ) do far worse than men. Bangalore is known as “ ….. capital
of India “. [ Fill in the blanks ]. The blanks are generally filled as “ Software Capital “, “
IT Capital “, “ Startup Capital “, etc. I am member in several startup eco―systems / groups.
I have attended hundreds of meetings, regarding “ technology startups “, or “ idea

startups “. These meetings have very few women. ( Generally in most meetings there are no
women at all ! ). Starting up new companies are all “ Men’s Game “ / “ Men’s business “.
Only in Divorce settlements women will take their goodies, due to Biased laws. There is no
dedication, towards wealth creation, by women. Women want easy money.
Random ― 16
Many men, as fathers, very unfortunately treat their daughters as “ Princess “. Every “
non―performing “ woman / wife was “ princess daughter “ of some loving father. Pampering
the girls, in name of “ equal opportunity “, or “ women empowerment “, have led to
nothing.
See http://skmclasses.kinja.com/progressively―daughters―become―monsters―1764484338
See http://skmclasses.kinja.com/vivacious―vixens―1764483974
There can be thousands of more such random examples, where “ Bigger Shape / size “ of
males have influenced our culture, our Society. Let us recall the reasons, that we already
learned in standard 10 ― 11, Biology text Books. In humans, women have a long gestation
period, and also spends many years ( almost a decade ) to grow, nourish, and stabilize the
child. ( Million years of habit ) Due to survival instinct Males want to inseminate. Boys and
Men fight for the “ facility ( of womb + care ) “ the girl / woman may provide. Bigger size for
males, has a winning advantage. Whoever wins, gets the “ woman / womb / facility “. The
male who is of “ Bigger Size “, has an advantage to win…. Leading to Natural selection
over millions of years. In general “ Bigger Males “; the “ fighting instinct “ in men; have led
to wars, and solving tough problems ( Mathematics, Physics, Technology, startups of new
businesses, Wealth creation, Unreasonable attempts to make things [ such as planes / Flying
Machines ], Hard work …. )
So let us see the IIT―JEE results of girls. Statistics of several years show that there are
around 17, ( or less than 20 ) girls in top 1000 ranks, at all India level. Some people will yet
not understand the performance, till it is said that … year after year we have around 980
boys in top 1000 ranks. Generally we see only 4 to 5 girls in top 500. In last 50 years not
once any girl topped in IIT―JEE advanced. Forget about Single digit ranks, double digit ranks
by girls have been extremely rare. It is all about “ good boys “, “ hard working “, “ focused “,
“Bel―esprit “ boys.
In 2015, Only 2.6% of total candidates who qualified are girls ( upto around 12,000 rank ).
while 20% of the Boys, amongst all candidates qualified. The Total number of students
who appeared for the exam were around 1.4 million for IIT―JEE main. Subsequently 1.2
lakh ( around 120 thousands ) appeared for IIT―JEE advanced.
IIT―JEE results and analysis, of many years is given at

https://zookeepersblog.wordpress.com/iit―jee―iseet―main―and―advanced―results/
In Bangalore it is rare to see a girl with rank better than 1000 in IIT―JEE advanced. We
hardly see 6―7 boys with rank better than 1000. Hardly 2―3 boys get a rank better than
500.
See http://skmclasses.weebly.com/everybody―knows―so―you―should―also―know.html
So what “ some women “ are doing ?
Thousands of people are exposing the heinous crimes that Motherly Women are doing, or
Female Teachers are committing. See https://www.facebook.com/WomenCriminals/
Some Random Examples must be known by all
In Facebook, and internet + whatsapp etc we have unending number of posts describing
frustration of men / husbands on naughty unreasonable women. Most women are very
illogical, Punic, perfidious, treacherous, naughty, gamey bitches.
We also see zillions of Jokes which basically describe how unreasonable women / girls are.
How stupid they are, making life of Boys / Men / Husband a hell.
While each of these girls was someones daughter. Millions of foolish Dads are into Fathers
rights movement, who want their daughter back for pampering.
Most girls are being cockered, coddled, cosseted, mollycoddled, featherbedded, spoilt into
brats.
Foolish fathers are breeding Monsters who are filing false rape cases. Enacting Biased
Laws. Filing False domestic violence cases. Filing false sexual assault cases. Asking for
alimony, and taking custody of the Daughter, not allowing the " monster " to meet dad.
The cycle goes on and on and on.
Foolish men keep pampering future demons who make other Men's life a hell. ( Now read this
again from beginning ). Every day we see the same posts of frustration.
https://nicewemen.wordpress.com/
Each women as described below was someone’s Pampered Princess …
Monster women have very easy and cozy life. Easy to demand anything and get law in favor !
If the lawmakers submit to these strange demands of say … “ Stare Rape ! “; then we can
easily see what kind of havoc that will create.
In several countries or rather in several regions of the world, family system has collapsed,
due to bad nature and naughty acts of women. Particularly in Britain, and America, almost
50% people are alone, lonely, separated, divorced or failed marriages. In 2013, 48% children
were born out of wedlock. It was projected that by 2016, more than 51% children will be
born, to unmarried mothers. In these developed countries " paternity fraud " by women, are
close to 20%. You can see several articles in the net, and in wikipedia etc. This means 1 out of
5 children are calling a wrong man as dad. The lonely, alone “ mothers " are frustrated. They
see the children as burden. Love in the Society in general is lost, long time ago. The types of
“ Mothers “ and “ Women “ we have now …………
By now if you have assumed that Indian women are not doing any crime then please become
friends with MRA Guri https://www.facebook.com/profile.php?id=100004138754180
He has dedicated his life to expose Indian Criminals
Professor Subhashish Chattopadhyay
Read http://www.warrenfarrell.org/TheBook/index.html
Read http://www.pdfarchive.info/pdf/S/Sm/Smith_Helen_―_Men_on_strike.pdf
Read
http://judgybitch.com/2013/09/17/what―would―happen―if―no―men―showed―up―for―wor
k―today/
Preface for Science
Many Scientists have made, very good TV programs; to teach Science. Carl Sagan, Desmond
Morris, Jacques Cousteau, Neil deGrass Tyson, James Burke, Jacob Bronowski, Bill Nye,
Andrew Pontzen, Sean Carroll, Michio Kaku, Brian Cox, Brian Greene, Freeman Dyson, Dr.
Don Lincoln ... the list is long. BBC, Discovery Channel, Nova, Nature, Science Planet .... the
list of good Channels is big.
Even though these programs are being delivered free, ( add education programs of Govt. of
India, which are also very good ); not sure how many are correctly learning.
https://www.youtube.com/watch?v=4sLGCeeA1UI&list=PLaMjJl9Tuw7HoCo8wzZNwMC7jjo3nr
Evx
As I randomly talk to lots of students ... I find ...
The Science understanding of Urban, Rich children, in general; is abysmal.
The Science fiction movies, showing Aliens; or winning war with Aliens are more popular
and influential. Doraemon making "time machine" so easily, and doing "time travel" so
often intrigues children more. ( for General Knowledge see http://skmclasses.weebly.com )
India is an uniquely peculiar country; has 1.3 Billion people, obsessed with thousands of
stupid things. Superstitious Religious Rituals, Hundreds of festivals, 'What to do' and 'what not
to do' [ on a full moon day, on a No Moon day, on 11 th day of Lunar month ], before and after
an eclipse, what to eat and what not to eat, what to wear and what not to wear, Caste,
Gotra, “methods and steps” for Puja or Prayer, hundreds of ways to control or restrict or
influence others etc... ; keeps people busy.
Students have major influence and learning's from these superstitious life style, and
fiction / 'stupid movies' rather than from good Science TV shows.
[ if you ask any Science Question to any student, first reaction is “Ye to course mein nahi
hai”! ]
Another most important obsession of Indians is to become Engineers; well somehow .... 14
Lakh ( 1.4 million ) students appear for IIT JEE exam. ( Not about IITs or NITs etc ) Almost all
are stark idiots; study "Engineering" in some college or other .... the story goes on.
In general students / people in India do not know or understand the following ...
One of the most important drawbacks of Human beings is Anthropophilia. We love to imagine
that ... God, Aliens, Robots etc, are similar to us. Tell a small child to draw a Robot, and
almost 100% cases you see a Humanoid being drawn. It is not about the child being intelligent
or smart. It is a fundamental ‘mental block’ that we harbor in general. [ when I was a kid,
and if someone had told me to draw a Robot, I would have surely drawn a Humanoid ]
( if I tell you to draw a “Chemical Robot” then ? )
We feel comfortable with Humanoid Robots only
It takes lot of Training and maturity to understand that all machines are Robots. A car is a
Robot. A crane is a Robot. Mars Rover is a Robot. Robots can be of any size and shape,
serving a particular purpose.
Similarly Aliens do not have to look like us. We have five fingers in our hands, and five toes in
our legs because Monkeys have the same. We all evolved step by step from some primitive
fish, which had five bones / cartilages in its fins. The fish from which we all evolved had 2
pairs of fins. The pair of fins which was nearer to the head became hands, and the pair at the
rear became legs.
Now imagine an Alien evolving from a fish, which had 3 pairs of fins ! or say 17 pairs ! then
that may lead to ....
Some children will be quick to identify that Aliens may not evolve from fish, can be
different pathways ... in that case they will look very different from us isn't it !
As I write all these in 2016, I say .... " Soon we will find various life―forms in Mars, Moons
of Jupiter, Jupiter, and Asteroids ! "
Back to Anthropophilia ... It is very difficult to get rid of this. Christiaan Huygens the great
Dutch Scientist ‘logically concluded’ from observations as follows ...
Jupiter has Atmosphere, so it will rain in Jupiter, so Jupiter must have seas and Oceans, so
the "life forms" in Jupiter must have boats, the boats need rope, and rope must be made from
trees / fiber, so "they" should have hemp plants ...
Huygens was the first to make a submarine which could go down in water, by a few meters. In
those days, around 1650 there was no plane, rocket or space travel. So do you see Huygens
could not imagine Aliens in Jupiter flying in Planes or Rockets. While movies now show Aliens
in Rockets!
[ Students must know about various limitations of Human beings. Professor Daniel
Kahnemen ( 2002 Nobel Laureate ) has long list of Human Limitations in his book.
see https://vk.com/doc23267904_175119602
I collected some limitations, and wrote an article. See

http://skmclasses.kinja.com/bias―we―all―are―biased―1761664826
Scientists have advised a list of "must learn" for students, to appreciate / understand Science
better.
See Read
http://edge.org/responses/what―scientific―concept―would―improve―everybodys―cognitive
―toolkit
It is mandatory for students; to know all the points given in the above links; whom I
personally teach ]
Chimps and Humans have 96 Percent common genes; Research and Gene Study Finds. But
Humans and Chimps can't communicate, or discuss. Orangutans are our nearest relatives.
We humans are 97% the same as orangutans, gene study shows. But we can't converse with
any other species. A little bit of sign language of say 100 "words" or a Dog understanding
"instructions" of his master is not what is being referred here. Earth has several Million
species, while observations as of now, does not show "communication" across two
separate species. Let us not bring in Symbiotic relationship into this. It is about intelligent
communication, discussions, debate, learning from each other etc. Can Humans communicate
with insects or birds chirping ?
Imagine a World where Lions were communicating with insects, or say Otters communicating
with birds ! The ecosystem as we know, has all these staying together ... so close ! All like a
family !!
http://www.telegraph.co.uk/science/2016/09/11/dolphins―recorded―having―a―conversatio
n―for―first―time/
Simard discovered that different tree species are in contact with one another.
Some birds which fly very long distances; do that by sensing Magnetic fields. The eyes of the
bird is sensing these feeble magnetic field of Earth by Quantum entangled Particles. As the
light photons reach and “react” with various Chemicals, the entangled particles are released.
These particles “enable” the birds brain to detect Magnetic fields. Does one bird
communicate or Guide another with similar mechanisms ?
Trees, it turns out, have a completely different way of communicating: they use scent. It was
found that acacias start pumping toxic substances into their leaves to rid themselves of the
large herbivores, when being eaten. Beeches, spruce, and oaks all register pain as soon as
some creature starts nibbling on them. When a caterpillar takes a hearty bite out of a leaf;
the tissue around the site of the damage changes. In addition, the leaf tissue sends out
electrical signals, just as human tissue does when it is hurt. However, the signal is not
transmitted in milliseconds, as human signals are; instead, the plant signal travels at the slow
speed of a third of an inch per minute. Accordingly, it takes an hour or so before defensive
compounds reach the leaves to spoil the pest’s meal. Trees live their lives in the really slow
lane, even when they are in danger. If the roots find themselves in trouble, this information is
broadcast throughout the tree, which can trigger the leaves to release scent compounds. And
not just any old scent compounds, but compounds that are specifically formulated for the
task at hand. [ Discussing more of this later in the book ]
Now do we see the limitations about our obsession, with "communicating" with Aliens ?
The nearest stars are several light years away. Even if we improve the technology to travel
1000 times faster than the fastest rockets it will take thousands of years to travel to nearest
"Earth like" planets. I personally rule out any more discussions on travelling and meeting
and communicating with Aliens.
The life forms ( which we will soon find ) in Mars, Moons of Jupiter, Jupiter etc have to be
analyzed for DNA. Will these life―forms have DNA ? Will these Aliens have molecules similar
to what we see in organisms here in Earth ? These are important questions in Xenobiology,
Astrobiology etc. We have to wait for data.
Science is study of data, experimental verification, logical conclusions.
We have made XNA. We have made various kinds of Artificial life, including Arsenic, Selenium
based pathways. But extremeophiles also have the same kind of DNA or molecules that we see
in all organisms. Same kinds of mRNA etc. Why didn't life grow and evolve multiple times ? We
don't know as of now. Or did life evolve / grow multiple times in the same way ? Intelligent
human beings will keep researching, and we will know the answers.
The only Sanskrit word in Standard 11―12 Science CBSE text books is Tincal ( which is the
word for Borax). The books ( rightly ) are full with German names. Students are unaware the
Potassium was derived from an Arabic word Potash, ashes of ( roots ) of plant.
( not talking about last 50 or 100 years ) Not a single chemical element were purified /
synthesized or discovered in India, by any Indian. Indium (In = #49): Indicum (Latin) means
indigo. The pigment indigo was named after indicon (Greek) in allusion for its coming from
India. On August 18th, 1868 by French astronomer Jules Janssen. While in Guntur, India,
Janssen observed a solar eclipse through a prism, whereupon he noticed a bright yellow
spectral line (at 587.49 nanometers) emanating from the chromosphere of the Sun. This led to
discovery of Helium. In 1937, Discovery of Astatine was reported by the chemist Rajendralal
De. Working in Dacca in British India (now Dhaka in Bangladesh), he chose the name "dakin"
for element 85, which he claimed to have isolated as the thorium series equivalent of radium
F (polonium―210) in the radium series. The properties he reported for dakin do not
correspond to those of astatine; moreover, astatine is not found in the thorium series, and
the true identity of dakin is not known.
[ not considering the ancient elements which were known to others also ... Supher, Zinc,
Mercury and
http://www.thehindu.com/sci―tech/science/indian―role―in―producing―superheavy―eleme
nt―117/article5986191.ece ]
As a culture Indians preferred Ayurveda. Identify the trees, smash the leaves, take the bark
and / or the roots, make a paste, in some cases add honey etc … and this paste or potion
cures everything. If we do not have a medicine for some disease, or if the medicine is not
effective, then the argument is … “we did not search the trees in the jungle enough !”. The
belief being solution / medicine for every disease is out there in the jungle!
This culture is grossly opposite to get into the details, identify the molecules, find the
reaction pathways. Modern techniques is not seen as good. In fact opposite … older things
are considered better. The claim often is “some grandfather’s grandfather was a great
Ayurvedic Doctor, since several generations they are using some paste, and they now the
best.
With this kind of a culture Indians cannot and did not find pharmacophores.
[ see http://www.eurekaselect.com/81348/article
http://www.ucdenver.edu/academics/colleges/medicalschool/departments/Pharmacology/P
ages/history.aspx
http://adaptogens.org/adaptogen/history ]
An extremely superstitious culture, avoiding to get―into any details, easy way of “chalta hai”
had its Dark effect. Indians are averages and poor, because hardly there was any value―add !
Most people in India; think in the following way …
Let us see contribution of some Mathematicians and Scientists; who did great work but
students generally don’t know about them.
Eugene Wigner ― After his sojourn in Berlin, Wigner returned to Budapest to work in his
father's tannery. Somehow and somewhere from there, he returned to Berlin joining the
Kaiser Wilhelm Institute working first under Karl Weissenberg and later under Richard Becker.
There he explored quantum mechanics of Erwin Schrödinger and group theory ( founded by
the genius Evariste Galois who was obsessed with polynomials equations and their solutions ).
At the age of 25, in 1927, in Germany somewhere he introduced the group theory into
quantum mechanics. He published it formally in 1931 at the age of 29:
"Group Theory and Its Application to the Quantum Mechanics of Atomic Spectra."
He soon thereafter introduced symmetries (rotations, translations, and CPT― charge parity
and time reversal symmetry) into quantum mechanics. He formulated and proved a theorem
which became the cornerstone of the mathematical formulations of quantum mechanics.
Eugene Wigner was so impressed with the usefulness of abstract mathematics in nuclear
physics and quantum mechanics that he went on to write a landmark article in 1960 titled:
"The Unreasonable Effectiveness of Mathematics in the Natural Sciences".
In 1930, Princeton University recruited both Jeno Pal Wigner and Janos Von Neumann at 7
times the salary they were drawing in Europe. Both these geniuses anglicized their first names
to "Eugene" and "John" respectively and soon thereafter became naturalized citizens of the
United States.
Janos Bolyai (Transylvania, Hapsburg Empire) 1822 ― one of the founders of non―Euclidean
geometry — a geometry that differs from Euclidean geometry in its definition of parallel lines.
The discovery of a consistent alternative geometry that might correspond to the structure of
the universe helped to free mathematicians to study abstract concepts irrespective of any
possible connection with the physical world.
Nikolai Ivanovich Lobachevsky ( Kazan, Russia ) 1823 ― known primarily for his work on
hyperbolic geometry, otherwise known as Lobachevskian geometry. William Kingdon Clifford
called Lobachevsky the "Copernicus of Geometry" due to the revolutionary character of his
work. He was dismissed from the university in 1846, ostensibly due to his deteriorating
health: by the early 1850s, he was nearly blind and unable to walk. He died in poverty in
1856.
Nikolai was an atheist.
Bernhard Riemann (Breselenz, Jameln, Kingdom of Hanover) 1853: student of Gauss ―

Influential German mathematician who made lasting and revolutionary contributions to
analysis, number theory, and differential geometry. In the field of real analysis, he is mostly
known for the first rigorous formulation of the integral, the Riemann integral, and his work on
Fourier series. His contributions to complex analysis include most notably the introduction of
Riemann surfaces, breaking new ground in a natural, geometric treatment of complex
analysis. His famous 1859 paper on the prime―counting function, containing the original
statement of the Riemann hypothesis, is regarded, although it is his only paper in the field, as
one of the most influential papers in analytic number theory. Through his pioneering
contributions to differential geometry, Riemann laid the foundations of the mathematics of
general relativity.
Felix Klein (Düsseldorf, Prussia) 1870s ― German mathematician and mathematics educator,
known for his work in group theory, complex analysis, non―Euclidean geometry, and on the
connections between geometry and group theory. His 1872 Erlangen Program, classifying
geometries by their underlying symmetry groups, was a hugely influential synthesis of much of
the mathematics of the day.
Marcel Grossman (Budapest) 1910s tutored Einstein on differential geometry and tensor
calculus ― mathematician and a friend and classmate of Albert Einstein. Grossmann was a
member of an old Swiss family from Zurich. His father managed a textile factory. He became
a Professor of Mathematics at the Federal Polytechnic Institute in Zurich, today the ETH
Zurich, specializing in descriptive geometry.
Gregario Ricci―Curbastro (Italy) 1880s ― Italian mathematician born in Lugo di Romagna. He

is most famous as the inventor of tensor calculus, but also published important works in other
fields. With his former student Tullio Levi―Civita, he wrote his most famous single
publication, a pioneering work on the calculus of tensors, signing it as Gregorio Ricci. This
appears to be the only time that Ricci―Curbastro used the shortened form of his name in a
publication, and continues to cause confusion. Ricci―Curbastro also published important
works in other fields, including a book on higher algebra and infinitesimal analysis, and papers
on the theory of real numbers, an area in which he extended the research begun by Richard
Dedekind.
Ernst Mach (Moravia, Austrian Empire) 1900s who totally abhorred Newton's idea of absolute
space and time ― Austrian physicist and philosopher, noted for his contributions to physics
such as study of shock waves. Quotient of one's speed to that of sound is named the Mach
number in his honor. As a philosopher of science, he was a major influence on logical
positivism, American pragmatism and through his criticism of Newton, a forerunner of
Einstein's relativity.
Hendrik Lorentz (Netherlands) 1900s ― Dutch physicist who shared the 1902 Nobel Prize in
Physics with Pieter Zeeman for the discovery and theoretical explanation of the Zeeman
effect. He also derived the transformation equations which formed the basis of the special
relativity theory of Albert Einstein. According to the biography published by the Nobel
Foundation, "It may well be said that Lorentz was regarded by all theoretical physicists as the
world's leading spirit, who completed what was left unfinished by his predecessors and
prepared the ground for the fruitful reception of the new ideas based on the quantum
theory." For this he received many honours and distinctions during his life, including—from
1925 to his death in 1928—the role of Chairman of the exclusive International Committee on
Intellectual Cooperation.
Willem De Sitter (Netherlands) 1920s ― Dutch mathematician, physicist, and astronomer. De

Sitter made major contributions to the field of physical cosmology. He co―authored a paper
with Albert Einstein in 1932 in which they discussed the implications of cosmological data for
the curvature of the universe. He also came up with the concept of the de Sitter space and de
Sitter universe, a solution for Einstein's general relativity in which there is no matter and a
positive cosmological constant. This results in an exponentially expanding, empty universe.
De Sitter was also famous for his research on the planet Jupiter.
Alexander Friedmann (St. Petersburg, Russian Empire) 1920s ― was a Russian and Soviet
physicist and mathematician. He is best known for his pioneering theory that the universe was
expanding, governed by a set of equations he developed now known as the Friedmann
equations.
Georges Lemaitre (Belgium) 1920s ― was a Belgian priest, astronomer and professor of
physics at the Catholic University of Leuven. He proposed the theory of the expansion of the
universe, widely misattributed to Edwin Hubble. He was the first to derive what is now known
as Hubble's law and made the first estimation of what is now called the Hubble constant,
which he published in 1927, two years before Hubble's article. Lemaître also proposed what
became known as the Big Bang theory of the origin of the universe; which he called his
"hypothesis of the primeval atom" or the "Cosmic Egg".
One of the greatest help we apes got; was with the discovery or invention of mass
spectrometry.
The men who invented this device were (at least Two; as claimed by the Western English
speaking world).
1. Englishman Francis William Aston in 1919
2. Canadian American Arthur Jeffrey Dempster in 1918.
Just imagine as Europe was involved in one of their bloodiest slaughter and carnage, these
men were quietly working in their labs devising an instrument that could sort out atoms and
ions based on their charge to mass ratio.
( I wish to emphasize yet again that even though atoms are a fact, we using the term atomic
theory till date. )
By 1919, Aston had achieved 2 feats:
1. He showed that atoms of a single element could have different isotopes thereby
establishing as fact that even non radioactive elements have isotopes.
2. He had invented the first mass spectroscope.
The Canadian Dempster had greatly improved on it, greatly increasing its accuracy in
identifying compounds by mass of elements in a sample. This was a gigantic step to our
understanding of nature.
David Goldberg ― David Edward Goldberg ( born September 26, 1953) is an American
computer scientist, civil engineer, and professor at the department of Industrial and
Enterprise Systems Engineering (IESE) at the University of Illinois at Urbana―Champaign and is
most noted for his work in the field of genetic algorithms. He is the director of the Illinois
Genetic Algorithms Laboratory (IlliGAL) and the chief scientist of Nextumi Inc. He is the
author of Genetic Algorithms in Search, Optimization and Machine Learning, one of the most
cited books in computer science.
In computer science and operations research, a genetic algorithm (GA) is a metaheuristic

inspired by the process of natural selection that belongs to the larger class of evolutionary
algorithms (EA). Genetic algorithms are commonly used to generate high―quality solutions to
optimization and search problems by relying on bio―inspired operators such as mutation,
crossover and selection.
Lotfi Zadeh ― The term fuzzy logic was introduced with the 1965 proposal of fuzzy set theory
by Lotfi Zadeh. Fuzzy logic had however been studied since the 1920s, as infinite―valued
logic—notably by Łukasiewicz and Tarski. Fuzzy logic is a form of many―valued logic in which
the truth values of variables may be any real number between 0 and 1, considered to be
"fuzzy". By contrast, in Boolean logic, the truth values of variables may only be 0 or 1, often
called "crisp" values. Fuzzy logic has been applied to many fields, from control theory to
artificial intelligence.
Warren McCulloch and Walter Pitts ― (1943) created a computational model for neural
networks based on mathematics and algorithms called threshold logic. This model paved the
way for neural network research to split into two distinct approaches. One approach focused
on biological processes in the brain and the other focused on the application of neural
networks to artificial intelligence.
In the late 1940s psychologist Donald Hebb created a hypothesis of learning based on the
mechanism of neural plasticity that is now known as Hebbian learning. Hebbian learning is
considered to be a 'typical' unsupervised learning rule and its later variants were early models
for long term potentiation. Researchers started applying these ideas to computational models
in 1948 with Turing's B―type machines.
Farley and Wesley A. Clark (1954) first used computational machines, then called
"calculators," to simulate a Hebbian network at MIT. Other neural network computational
machines were created by Rochester, Holland, Habit, and Duda (1956).
Frank Rosenblatt (1958) created the perceptron, an algorithm for pattern recognition based
on a two―layer computer learning network using simple addition and subtraction. With
mathematical notation, Rosenblatt also described circuitry not in the basic perceptron, such
as the exclusive―or circuit, a circuit which could not be processed by neural networks until
after the backpropagation algorithm was created by Paul Werbos (1975).
Neural network research stagnated after the publication of machine learning research by
Marvin Minsky and Seymour Papert (1969), who discovered two key issues with the
computational machines that processed neural networks. The first was that basic perceptrons
were incapable of processing the exclusive―or circuit. The second significant issue was that
computers didn't have enough processing power to effectively handle the long run time
required by large neural networks. Neural network research slowed until computers achieved
greater processing power.
Interval arithmetic, interval mathematics, interval analysis, or interval computation, is a

method developed by mathematicians since the 1950s and 1960s, as an approach to putting
bounds on rounding errors and measurement errors in mathematical computation and thus
developing numerical methods that yield reliable results. Very simply put, it represents each
value as a range of possibilities. For example, instead of estimating the height of someone
using standard arithmetic as 2.0 meters, using interval arithmetic we might be certain that
that person is somewhere between 1.97 and 2.03 meters. In mathematics, a (real) interval is
a set of real numbers with the property that any number that lies between two numbers in
the set is also included in the set. For example, the set of all numbers x satisfying 0 ≤ x ≤ 1 is
an interval which contains 0 and 1, as well as all numbers between them.
This concept is suitable for a variety of purposes. The most common use is to keep track of
and handle rounding errors directly during the calculation and of uncertainties in the
knowledge of the exact values of physical and technical parameters. The latter often arise
from measurement errors and tolerances for components or due to limits on computational
accuracy. Interval arithmetic also helps find reliable and guaranteed solutions to equations
and optimization problems.
Nassim Nicholas Taleb and Benoit Mandelbrot ―
Nassim is a Lebanese―American essayist, scholar, statistician, former trader, and risk analyst,
whose work focuses on problems of randomness, probability, and uncertainty. His 2007 book
The Black Swan was described in a review by the Sunday Times as one of the twelve most
influential books since World War II. He advocates what he calls a "black swan robust" society,
meaning a society that can withstand difficult―to―predict events.
Benoit Mandelbrot was a Polish―born, French and American mathematician with broad
interests in the practical sciences, especially regarding what he labeled as "the art of
roughness" of physical phenomena and "the uncontrolled element in life." He referred to
himself as a "fractalist". He is recognized for his contribution to the field of fractal geometry,
which included coining the word "fractal'", as well as developing a theory of "roughness and
self―similarity" in nature. He spent most of his career in both the United States and France,
having dual French and American citizenship. In 1958, he began a 35―year career at IBM,
where he became an IBM Fellow, and periodically took leaves of absence to teach at Harvard
University. Because of his access to IBM's computers, Mandelbrot was one of the first to use
computer graphics to create and display fractal geometric images, leading to his discovering
the Mandelbrot set in 1979. He showed how visual complexity can be created from simple
rules. He said that things typically considered to be "rough", a "mess" or "chaotic", like clouds
or shorelines, actually had a "degree of order." His math and geometry―centered research
career included contributions to such fields as statistical physics, meteorology, hydrology,
geomorphology, anatomy, taxonomy, neurology, linguistics, information technology,
computer graphics, economics, geology, medicine, cosmology, engineering, chaos theory,
econophysics, metallurgy, taxonomy and the social sciences.
Nassim, Benoit Mandelbrot and many others showed that application of Fractals /
Mandrelbot is better to predict several practical outcomes, in contrast to Gaussian
distribution analysis.
Charles Darwin told his friend that, he guesses; Life may have started in a shallow hot pond.
Darwin was many hundred years ahead of his times.
The Murchison meteorite that fell near Murchison, Victoria, Australia in 1969 was found to
contain over 90 different amino acids, nineteen of which are found in Earth life. Comets and
other icy outer―solar―system bodies are thought to contain large amounts of complex carbon
compounds (such as tholins) formed by these processes, darkening surfaces of these bodies.
The early Earth was bombarded heavily by comets, possibly providing a large supply of
complex organic molecules along with the water and other volatiles they contributed.
The University of Waterloo and University of Colorado conducted simulations in 2005 that
indicated that the early atmosphere of Earth could have contained up to 40 percent
hydrogen—implying a much more hospitable environment for the formation of prebiotic
organic molecules. The escape of hydrogen from Earth's atmosphere into space may have
occurred at only one percent of the rate previously believed based on revised estimates of
the upper atmosphere's temperature.
Researchers at the Rensselaer Polytechnic Institute in New York reported the possibility of
oxygen available around 4.3 billion years ago. Their study reported in 2011 on the assessment
of Hadean zircons from the earth's interior (magma) indicated the presence of oxygen traces
similar to modern―day lavas.
700 Million years after Earth's origin, ( around 3.8 Billion years ago ), the Rocks have
signatures of Microbe Life. Just 540 million year ago diversity of life happened ( Cambrian
Explosion ). So for almost 3 Billion years Earth had only Microbes. The day was around 22
hours then, as Earth was rotating quicker.
Studies have been made of the amino acid composition of the products of "old" areas in "old"
genes, defined as those that are found to be common to organisms from several widely
separated species, assumed to share only the last universal ancestor (LUA) of all extant
species. These studies found that the products of these areas are enriched in those amino
acids that are also most readily produced in the Miller–Urey experiment. This suggests that
the original genetic code was based on a smaller number of amino acids – only those available
in prebiotic nature – than the current one.
Cyanobacteria are able to survive extreme conditions. They live in Antarctica as well as in
mountain springs. One species was isolated even from polar bear hairs.
Cyanobacteria get their name from the bluish pigment phycocyanin, which they use to
capture light for photosynthesis as they also contain chlorophyll. Their name comes from the
Greek word for blue, cyanos. Cyanobacteria have been living on the Earth for more than 3
billion years. They alter genetically and develop various evolutionary lines. They have
survived here for a uniquely long time. These are microscopic, they are rich in chemical
diversity. the chloroplast in plants is a symbiotic cyanobacterium, taken up by a green algal
ancestor of the plants sometime in the Precambrian. These bacteria are often found growing
on greenhouse glass, or around sinks and drains. The Red Sea gets its name from occasional
blooms of a reddish species of Oscillatoria, and African flamingos get their pink color from
eating Spirulina.
The scientific community has gained a clearer understanding of the evolution of

cyanobacteria of the Synechococcus group. It is one of the largest groups of cyanobacteria,
widespread from the poles to the equator, in the sea as well as on land. Petr Dvorák, a
phycologist from the Faculty of Science, has compared their genes and constructed, with the
help of molecular biology, the first complex phylogenetic tree of this group, an interpretation
of its evolution.
It shows that; the beginning of life, coincides with a hypothetical event that occurred 4
billion to 3.85 billion years ago, known as the Late Heavy Bombardment, in which asteroids
pummeled Earth and the solar system's other inner planets. These impacts may have provided
the energy to jumpstart the chemistry of life.
Studies suggest that asteroid impacts may break down formamide — a molecule thought to be
present in early Earth's atmosphere — into genetic building blocks of DNA and its cousin RNA,
called nucleobases.
Chemist Svatopluk Civiš, of the Academy of Sciences of the Czech Republic, and his
colleagues used a high―powered laser to break down ionized formamide gas, or plasma, to
mimic an asteroid strike on early Earth. The reaction produced scalding temperatures of up to
4,230 degrees Celsius, sending out a shock wave and spewing intense ultraviolet and X―ray
radiation. The chemical fireworks produced four of the nucleobases that collectively make up
DNA and RNA: adenine, guanine, cytosine and uracil.
The Amino acids joinup to make various Proteins. These lead to microbes. Stromatolites
produced Oxygen, and increased the Oxygen content in the atmosphere over Billion years.
The Oxygen also made Iron oxide out of Iron dissolved in Water, which deposited as layers of
Iron ore.
See about Trilobites at

https://research.amnh.org/paleontology/trilobite―website/twenty―trilobite―fast―facts
http://www.fossilmuseum.net/Tree_of_Life/Stromatolites.htm
http://jrscience.wcp.muohio.edu/fieldcourses01/PapersMarineEcologyArticles/Stromatolites
―Thelongestl.html
Dvorák and his colleagues utilised also a genome sequence of a new genus of cyanobacteria
found in a peatbog in Slovakia. It was named Neosynechococcus. Algology (from algae) is a
branch of biology studying algae and cyanobacteria. It deals with the systematisation,
phylogenesis, and ecology of these organisms. It also includes physiology, biochemistry, and
genetics.
See https://www.youtube.com/watch?v=SOGwoFkPtT8
The Miller–Urey experiment was a chemical experiment that simulated the conditions thought
at the time to be present on the early Earth, and tested the chemical origin of life under
those conditions. Earth favoured chemical reactions that synthesized more complex organic
compounds from simpler inorganic precursors. Considered to be the classic experiment
investigating abiogenesis, it was conducted in 1952 by Stanley Miller, with assistance from
Harold Urey, at the University of Chicago and later the University of California, San Diego.
Scientists examining sealed vials preserved from the original experiments ( of Stanley Miller )
were able to show that there were actually well over 20 different amino acids produced in
Miller's original experiments.
See https://www.youtube.com/watch?v=57merteLsBc
In 1961, Joan Oró found that the nucleotide base adenine could be made from hydrogen
cyanide (HCN) and ammonia in a water solution. His experiment produced a large amount of
adenine, the molecules of which were formed from 5 molecules of HCN. Also, many amino
acids are formed from HCN and ammonia under these conditions. Experiments conducted
later showed that the other RNA and DNA nucleobases could be obtained through simulated
prebiotic chemistry with a reducing atmosphere.
See https://www.youtube.com/watch?v=xyhZcEY5PCQ
Next Study Evolution
― http://evolution.berkeley.edu/evolibrary/article/side_0_0/origsoflife_05
https://www.youtube.com/watch?v=QqG01ihQjoo
There are many near Earth Asteroids; that are being constantly monitored, since 1990s. This
is to avoid any major impact that may wipeout life from Earth. International cooperation
exists, to plan for destroying the Asteroid which is directed towards Earth. Near―Earth
asteroids are in a different class than main belt asteroids, as they are much closer
energetically to Earth.
There are three main orbits of near―Earth asteroids: Amor, Aten, and Apollo.
Most intersect with the Earth’s orbit at some point during their trip around the sun, making
this the prime time to analyze them with a telescope, or even rendezvous with them on a
prospecting mission with our Arkyd spacecraft.
See
http://www.planetaryresources.com/2015/10/studying―close―approaches―of―near―earth―
asteroids/
47,000 of the probable Asteroids have been listed.
http://www.dailymail.co.uk/sciencetech/article―2145699/New―Nasa―sky―scan―reveals―47
―000―hazardous―near―Earth―asteroids―330ft―wide――BIGGER.html
Craig Venter and his team of Nobel Laureates, and other very smart Scientists, have been
working on Artificial or Synthetic life for long.
See https://www.youtube.com/watch?v=ayfF1v7rifw
Gordon Allport and S. Odbert ― The OCEAN model of "Big Five personality traits", rather
modern Psychology was started by these two Men. The Big Five personality traits, also known
as the five factor model (FFM), is a model based on common language descriptors of
personality (lexical hypothesis). These descriptors are grouped together using a statistical
technique called factor analysis (i.e. this model is not based on experiments). This widely
examined theory suggests five broad dimensions used by some psychologists to describe the
human personality and psyche. The five factors have been defined as openness to experience,
conscientiousness, extraversion, agreeableness, and neuroticism, often listed under the
acronyms OCEAN or CANOE. Beneath each proposed global factor, a number of correlated and
more specific primary factors are claimed. For example, extraversion is said to include such
related qualities as gregariousness, assertiveness, excitement seeking, warmth, activity, and
positive emotions.
In 1884, Sir Francis Galton was the first person who is known to have investigated the
hypothesis that it is possible to derive a comprehensive taxonomy of human personality traits
by sampling language: the lexical hypothesis. In 1936, Gordon Allport and S. Odbert put Sir
Francis Galton's hypothesis into practice by extracting 4,504 adjectives which they believed
were descriptive of observable and relatively permanent traits from the dictionaries at that
time. In 1940, Raymond Cattell retained the adjectives, and eliminated synonyms to reduce
the total to 171. He constructed a self―report instrument for the clusters of personality traits
he found from the adjectives, which he called the Sixteen Personality Factor Questionnaire.
Based on a subset of only 20 of the 36 dimensions that Cattell had originally discovered,
Ernest Tupes and Raymond Christal claimed to have found just five broad factors which they
labeled: "surgency", "agreeableness", "dependability", "emotional stability", and "culture".
Warren Norman subsequently relabeled "dependability" as "conscientiousness".
After “God, Puja & Prayer”, being the 1st ; the 2nd worst illusion, that hampers Science; is
“Gut feeling”. The Havoc or mayhem of “Gut feeling” is very prominently seen regarding
Psychology, or People skills ( of most people ). Close to 99% people conduct interviews and
take ‘people decisions’, without caring anything about Psychology.
Long back I wrote “Millions of Interviews are being conducted every day, where the
interviewer knows nothing about Psychology, while believes that her gut feeling is
guiding for correct decisions”. [ the reader will have to agree with this, if he heard about
OCEAN model for the first time, here ]
https://zookeepersblog.wordpress.com/interview―techniques―and―the―things―you―cannot
―find/
https://zookeepersblog.wordpress.com/are―people―very―logical―and―rational―then―why―
should―we―be―polite―with―all/
https://zookeepersblog.wordpress.com/correlated―adjectives―this―personality―trait―predi
cts―your―tendency―to―lie―and―cheat/
Psychology stands on the conclusions drawn after experiments. Some most important
experiments being Milgram Experiment, Stanford Prison experiment, Hawthorne experiment,
Bad Samaritan experiment, Attractiveness experiments, Evolutionary Psychology experiment,
Decoy experiments, Equity theory of Motivation experiments, etc …
The experiments that I used to talk about while teaching Senior Corporate Managers are
listed at
https://zookeepersblog.wordpress.com/psychology―experiments―and―summary―of―the―su
bject/
Is Economics a Branch of Science ?
Not discussing about Economists here, as my personal opinion about, "works and contribution
of Economists" is very poor. All of them argue and fancy in disagreeing with each and every
thing told by someone. Economics has no consensus, no agreed rules, driven more by politics,
and / or dynamic situations. No prediction by any Economist comes Correct or True;
consistently. Media interviews thousands of these "strange foolish guys", and trys to
"understand" an average. Randomly someone's prediction matches the actual outcome, and
Predictions of 999 of the other morons deviate. These guys are always busy, analyzing and
confirming that in past what had happened was "inevitable", while in the same breath, they
accept that "no clue about the future". None had predicted the “inevitable” though. The
stupidest of all the doomsters is Thomas Malthus. He has a "world record" of its kind, as ALL
his predictions came wrong.
[ The second record holder will be of course Sigmund Freud. All explanations given by Freud
are wrong, and crap. Modern Psychologists, call Freud worst than a quack. See how Professor
Bloom, from Yale laugh at Freud, ( and I agree with Prof. Bloom ), in the class...
https://www.youtube.com/watch?v=P3FKHH2RzjI&list=PL6A08EB4EEFF3E91F
even Aristotle did better than these stupids. See something what Aristotle said is true, given
below in this book ]
Personally I have read several books in Economics, and several thousand ( may be more than
10,000 ) scholarly articles. All will call me a fool, for every prediction; I make on Economy, or
anything in Economics. As usual no one will agree with me, I know. I never try to talk about
Economics, as you all saw, here, just now! I agreed with Millions of others, 'to Not to' believe
in anything an Economist says or predicts.
A very small "summary" of what these 'idiots' have done is at
https://zookeepersblog.wordpress.com/a―butcher―makes―kima―of―economics/
[ My friends occasionally say … “even Russia has Russian economists” … ]
Nassim Taleb has called for cancellation of the Nobel Prize in Economics, saying that the
damage from economic theories can be devastating. ( and I agree with him ).
http://www.zerohedge.com/news/2016―11―06/economics―broken―and―there―no―internal
―incentive―fix―it―5―reasons―smash―ivory―towers
In contrast to economics, Finance Law/Rules and Marketing Tricks/Techniques are supreme.

Very correctly Millions call these subjects as "Financial Science" and "Marketing Science".
The learning's here are generally not attributed to a particular person. There are many Key
concepts, which are correct; and accurate! These enable people to take right decisions, to
make money, be profitable, to generate employment, to avoid and reduce loss, to sale, and
keep businesses going.
For whatever we do, we have to deal with people, and earn money or make profit. So the
basic understanding of Psychology, the Laws of Finance, and the 'Tricks and trades' of
Marketing ( Science ) are must for all. Human beings in general, harbor many limitations;
which Economists disregard. One of the first assumptions of Economics, "The Rational Human
beings" is wrong.
See the list of Biases at http://skmclasses.kinja.com/bias―we―all―are―biased―1761664826
Some of the key concepts of Finance are NPV ( Net Present Value ), ROI ( Return on
Investment ), Risk/Return Tradeoff, Diversification, ROCE ( Return on Capital Employed ),
Discounted Cash flow, Time value of Money, Liquidity, Budgeting etc. The list is big. It takes
many months of correct studies, to understand and master these. Those who apply these rules
and learning's well; are paid well. People in general do not disagree to fight with what
Finance Gurus says.
It is extremely important for every student to know that everyone is not working or
running after profit, or ROI. The world is full with Philanthropic acts. There are Billions of
Altruists. Too much of priority towards money, makes people cold, cruel, isolated,
un―helping, and in―human …
See https://zookeepersblog.wordpress.com/do―you―know―who―was―dashrath―manjhi/
Marketing Science is Art. Successful Marketing gurus are paid very well. I have not seen insults
and fights, towards Marketing Gurus. People just do not hate them like Economists. There are
some key concepts.
See https://zookeepersblog.wordpress.com/25―points―on―brand―and―marketing/
Personally I will always remain a toddler, regarding Tricks and details of Marketing.
When I was in Standard 9, my Aunt ( Cousin sister of my Mom ), started a very small chemical
business. She was staying in a different city, and I “managed” the business affairs, in
Jamshedpur. I had to meet lot of people at various offices, advertise, give sale pitches, sale,
follow―up with people, get payments, and generate profit etc.
This gave me very interesting exposure to human behavior, organizations, processes, human
nature and follies, greed etc. Much later I managed my own IIT JEE coaching / Business.
With this background, I am adding “a Pinch of Salt” in the Ocean of Management.
[ meaning, I do not think, my words are going to teach or contribute anything ]
Regarding advertisement, I have observed that people are in silos, or islands. Mostly unaware
what is going on in other islands. People expect advertisement in their own silo, or island. So
advertisement is required to be done in multiple mediums / channels. If I advertise in
newspaper, ( say about Govt. of India, official Olympiads ), some people will say … “school
did not tell anything”. If I advertise in Google adwords, guys in Facebook will not know. Any
amount of “Radio Messages” done, will not stop people saying … “the CSR ( corporate Social
responsibility ) department did not send any mailer ! …
It is extremely costly to advertise in every island. Small businesses just cannot afford such
expenditures. So advertisement always remains insufficient, as per my perception.
Effectiveness of the advertisements, and success is always unknown. As per my perception,
the young MBA’s handling the budget randomly try various things, playing randomly with
“others money”. Randomly there is some result/response, that is termed / “show cased” as
success. Gurus handling crores of advertisement budget will have their own “correct”
experience. 99.99% people / small businesses are not relevant in that.
[ Google adwords in my experience or observation; is very costly, and not at all effective.
Adwords is absolute waste of money. Facebook in contrast maintains lots of connections,
the visitors repeat of their own, so much more persistent. ]
As per my perception; Advertisement is not a communication, at all. It is an enabler, so that

if someone searches, then can find the links / details quickly. Only those who search, if they
get some details, of something; earlier than another; the former has higher chance being
considered.
[ Did you notice that top 50 or 100 Management Gurus, and / or “Best selling Management
Books“ are not Indian ]
Science is closely related to Technology. I personally cannot distinguish.
3D Printing was started by Chuck Hull
As of 2016 ( apart from Lakhs of Industrial Applications ) Body―parts are being 3D printed
See https://www.youtube.com/watch?v=a1Ikv3yHs0w
And https://www.youtube.com/watch?v=_RO5DSIB1GE
Xenotransplantation
https://www.youtube.com/watch?v=6rKUBBjaa0g
https://www.youtube.com/watch?v=qFQo28AahAE
Artificial Blood
Since 1990s various kinds of Artificial Blood has been made. I read many reports! Research to
improve is always on.
https://www.youtube.com/watch?v=9I7oUuZBG4c
Artificial Photosynthesis or Chlorophyll
https://www.youtube.com/watch?v=hU―T0ht2OdQ
https://www.youtube.com/watch?v=N8LHqoNber4
Nanotechnology
https://www.youtube.com/watch?v=xlYIex2TF5g
https://www.youtube.com/watch?v=7hRjhxi2uL0
Metamaterials
https://www.youtube.com/watch?v=taSfueSfmag
https://www.youtube.com/watch?v=26J5n_8_6TQ
Molecular Motors
https://www.youtube.com/watch?v=WH5rwsu5tzI
Quantum Computer
https://www.youtube.com/watch?v=0dXNmbiGPS4
https://www.youtube.com/watch?v=u9zx7QOKPno
For list of emerging Technologies see
https://en.wikipedia.org/wiki/List_of_emerging_technologies
Bio―batteries: creating energy from bacteria ( or Microbial Fuel Cell )
Research reported by Dr Tom Clarke's team at the University of East Anglia's Department of
Biological Sciences has shown how thousands of tiny molecular wires embedded in the surface
of a bacterium called Shewanella oneidensis can directly transmit an electric current to
inorganic minerals such as iron and manganese oxides, or the surface of electrodes. The
phenomenon, known as direct extracellular electron transfer (DEET), occurs because of the
way that some bacteria living in environments lacking oxygen export electrons that are
generated through their respiratory cycle. Examples include Shewanella, and some species of
another bacterium known as Geobacter.
See http://eandt.theiet.org/magazine/2013/07/growing―power.cfm
Regarding Indian Scientists

https://journosdiary.com/2016/09/10/iisc―india―bacteria―power―tiny―engine/
Communication in trees
Trees, it turns out, have a completely different way of communicating: they use scent. Four
decades ago, scientists noticed something on the African savannah. The giraffes there were
feeding on umbrella thorn acacias, and the trees didn’t like this one bit. It took the acacias
mere minutes to start pumping toxic substances into their leaves to rid themselves of the
large herbivores. The giraffes got the message and moved on to other trees in the vicinity.
But did they move on to trees close by? No, for the time being, they walked right by a few
trees and resumed their meal only when they had moved about 100 yards away.
The acacia trees that were being eaten gave off a warning gas ( specifically, ethylene ) that
signaled to neighbouring trees of the same species that a crisis was at hand. Right away, all
the forewarned trees also pumped toxins into their leaves to prepare themselves. The giraffes
were wise to this game and therefore moved farther away to a part of the savannah where
they could find trees that were oblivious to what was going on. Or else they moved upwind.
For the scent messages were carried to nearby trees on the breeze, and if the animals walked
upwind, they could find acacias close by that had no idea the giraffes were there.
This ability to produce different compounds is another feature that helps trees fend off
attack for a while. When it comes to some species of insects, trees can accurately identify
which bad guys they are up against. The saliva of each species is different, and the tree can
match the saliva to the insect. Indeed, the match can be so precise that the tree can release
pheromones that summon specific beneficial predators. The beneficial predators help the
tree by eagerly devouring the insects that are bothering them. For example, elms and pines
call on small parasitic wasps that lay their eggs inside leaf―eating caterpillars. As the wasp
larvae develop, they devour the larger caterpillars bit by bit from the inside out. Not a nice
way to die. The result, however, is that the trees are saved from bothersome pests and can
keep growing with no further damage. The fact that trees can recognize saliva is,
incidentally, evidence for yet another skill they must have. For if they can identify saliva,
they must also have a sense of taste.
A drawback of scent compounds is that they disperse quickly in the air. Often they can only
be detected within a range of about 100 yards. Quick dispersal, however, also has
advantages. As the transmission of signals inside the tree is very slow, a tree can cover long
distances much more quickly through the air if it wants to warn distant parts of its own
structure that danger lurks. A specialized distress call is not always necessary when a tree
needs to mount a defence against insects. The animal world simply registers the tree’s basic
chemical alarm call. It then knows some kind of attack is taking place and predatory species
should mobilize. Whoever is hungry for the kinds of critters that attack trees just can’t stay
away.
Trees can also mount their own defence. Oaks, for example, carry bitter, toxic tannins in
their bark and leaves. These either kill chewing insects outright or at least affect the leaves’
taste to such an extent that instead of being deliciously crunchy, they become biliously
bitter. Willows produce the defensive compound salicylic acid, which works in much the same
way. But not on us. Salicylic acid is a precursor of aspirin, and tea made from willow bark can
relieve headaches and bring down fevers. Such defence mechanisms, of course, take time.
Therefore, a combined approach is crucially important for arboreal early―warning systems.
Trees also warn each other using chemical signals sent through the fungal networks around
their root tips. which operate no matter what the weather. Surprisingly, news bulletins are
sent via the roots not only by means of chemical compounds but also by means of electrical
impulses that travel at the speed of a third of an inch per second. In comparison with our
bodies, it is, admittedly, extremely slow. However, there are species in the animal kingdom,
such as jellyfish and worms, whose nervous systems conduct impulses at a similar speed. Once
the latest news has been broadcast, all oaks in the area promptly pump tannins through their
veins.
Tree roots extend a long way, more than twice the spread of the crown. So the root systems
of neighbouring trees inevitably intersect and grow into one another—though there are always
some exceptions. Even in a forest, there are loners, would―be hermits who want little to do
with others. Can such antisocial trees block alarm calls simply by not participating? Luckily,
they can’t. For usually there are fungi present that act as intermediaries to guarantee
quick dissemination of news. These fungi operate like fibre―optic Internet cables. Their thin
filaments penetrate the ground, weaving through it in almost unbelievable density. One
teaspoon of forest soil contains many miles of these ‘hyphae’. Over centuries, a single fungus
can cover many square miles and network an entire forest. The fungal connections transmit
signals from one tree to the next, helping the trees exchange news about insects, drought,
and other dangers. Science has adopted a term first coined by the journal Nature for Simard’s
discovery of the ‘wood wide web’ pervading our forests. What and how much information is
exchanged are subjects we have only just begun to research. For instance, Suzzane Simard
discovered that different tree species are in contact with one another, even when they
regard each other as competitors. And the fungi are pursuing their own agendas and appear
to be very much in favour of conciliation and equitable distribution of information and
resources.
If trees are weakened, it could be that they lose their conversational skills along with their
ability to defend themselves. Otherwise, it’s difficult to explain why insect pests specifically
seek out trees whose health is already compromised. It’s conceivable that to do this, insects
listen to trees’ urgent chemical warnings, and then test trees that don’t pass the message on
by taking a bite out of their leaves or bark. A tree’s silence could be because of a serious
illness or, perhaps, the loss of its fungal network, which would leave the tree completely cut
off from the latest news. The tree no longer registers approaching disaster, and the doors are
open for the caterpillar and beetle buffet. The loners I just mentioned are similarly
susceptible—they might look healthy, but they have no idea what is going on around them.
In the symbiotic community of the forest, not only trees but also shrubs and grasses—and
possibly all plant species—exchange information this way. However, when we step into farm
fields, the vegetation becomes very quiet. Thanks to selective breeding, our cultivated plants
have, for the most part, lost their ability to communicate above or below ground—you could
say they are deaf and dumb—and therefore they are easy prey for insect pests. That is one
reason why modern agriculture uses so many pesticides. Perhaps farmers can learn from the
forests and breed a little more wildness back into their grain and potatoes so that they’ll be
more talkative in the future...
To decide if trees are silent … researchers substitute grain seedlings because they are easier
to handle. They started listening, and it didn’t take them long to discover that their
measuring apparatus was registering roots crackling quietly at a frequency of 220 hertz.
Crackling roots? That doesn’t necessarily mean anything. After all, even dead wood crackles
when it’s burned in a stove. But the noises discovered in the laboratory caused the
researchers to sit up and pay attention. For the roots of seedlings not directly involved in the
experiment reacted. Whenever the seedlings’ roots were exposed to a crackling at 220 hertz,
they oriented their tips in that direction. That means the grasses were registering this
frequency, so it makes sense to say they ‘heard’ it.
It is well known that Music Played near trees help them grow faster. There are many
commercial products claiming quicker growth in farms.
After reading all these some may imagine that this is what is happening in jungles ….
The list can go on forever. Students can read and learn more of their own…
Even though Indian Rocket could send 20 Satellites to space in one go, Indian prefer to do the
following ...
[ In Febrary 2017 India launched 104 satellites ]
Every Puja is remnant of “Caste System”. Think … Who are performing the Pujas ? What is the
Qualification of the Pujari ? What is his effectiveness ? How are the Pujaris chosen ?
Russian Dnepr rocket had sent 37 satellites to Space, without Pujas !
I have met lot of people who think, that “Global Warming” is happening due to Cars, or
because of burning Plastics …
In our atmosphere close to 1% is Argon, while only 0.04% in CO2
Half of the world's oxygen is produced via phytoplankton photosynthesis. The other half is
produced via photosynthesis on land by trees, shrubs, grasses, and other plants.
See http://news.nationalgeographic.com/news/2004/06/0607_040607_phytoplankton.html
See
http://skmclasses.kinja.com/global―warming―is―not―due―to―human―activity―1761784651
My students and the readers of this book must know that; over the past 250 years, humans
have added just one part of CO2 in 10,000 to the atmosphere. One volcanic cough can do this
in a day. https://www.skepticalscience.com/print.php?r=50
http://time.com/3698572/science―maya―tolstoy―geophysical―research―letters―volcanoes
―climate―change/
Temperature―Sea Levels―CO2―etc always have been fluctuating over ages ― Global Warming
See
https://archive.org/details/TemperatureSeaLevelsCO2EtcAlwaysHaveBeenFluctuatingOverAge
sGlobalWarming
Know about the Giants of Science from Videos
https://archive.org/details/CasimirPolderDaviesUnruhBELLAspectGalileoMosleyChadwickFeyn
manSchrodinger
https://www.youtube.com/watch?v=ecQazN9Z24w
Long back a Professor had advised me, to read all issues of Scientific American; say from
1920s, or as old as possible; to learn Physics. I did listen to him and read all old copies, that
were available in the Library. Now in the net it is much easier for Students, to get the copies.
See https://archive.org/search.php?query="Scientific%20American"
In 1999 there was a Special Issue on Men
See
https://archive.org/stream/ScientificAmericanspEd―Vol10No2―Men―1999#page/n1/mode/2u
p
Preface for Physics
Professor H. C. Verma wrote amazing books in Physics. There are many other good books for
IIT JEE and other exams. Krishna’s Guides, Books by Professor N. N. Ghosh, Professor D. C.
Pandey, GRB Publications Physics Guides etc are very good. For numerical s the Irodov’s books
remain the King !
“Concepts of Physics” by Professor H C Verma have been available since 1991. ( and did not
change or updated since ). Previous to that, past papers of IIT JEE, and other exams, were
the source for preparation. I was in High School in 1980s. I had 6―7 Russian books apart from
Irodov. All these were very good. Resnick and Halliday ‘s ( Walker and Krane came in
subsequently ) book was also well known. There were too many “ uncles “ who used to advice
that “ only Resnick and Halliday ‘s book was enough “ !
Well I agreed and disagreed. There were many IIT JEE questions which were ditto or verbatim
picked―up from Resnick Halliday ! But, something more was always needed. Brilliant
Tutorials, Agarwal Coaching etc, were famous those days. ( 1980s 90 s ). They were giving
several new questions, which enabled more practice. People slowly realized that “ every
type “ of questions are NOT there in Resnick & Halliday, or say Irodov.
Uncles saying “ only Resnick and Halliday ‘s book was enough “ ! were wrong. “Concepts of
Physics” by Professor H C Verma sold so much because of very good step by step explanations,
new solved examples, new exercises. Several gaps were filled―up.
The word Physics is derived from Latin physica, from Greek (ta) phusika, (the things) of
nature, from neuter plural of phusikos.
So, why am I writing “another book” in Physics ? ( The description of nature )
I wish to answer this most important question, first !
There are many kind of Questions which are not covered in “ Concepts of Physics “ of
Professor H. C. Verma. Also Irodov, in his books, does not explain or cover several kinds of
Problems or Questions. The “ Coaching Institutes “ very rightly thrived on these gaps. Almost
100% students benefit more with more examples. As Coaching Institutes discuss, cover and
repeat several more examples in each chapter compared to School or Text books;
explains the reason of their popularity.
Let me list a few examples to explain all this.
Optics ― 1 ) The expression for deviation of a ray passing through a slab
Refraction through a transparent slab (lateral shift)
Consider a transparent slab of thickness t, and refractive index n. A monochromatic beam of

light falls on one side at an angle Of incidence i as shown in Figure. Emergent ray will be
parallel to incident ray, but there will be a lateral shift S of the incident ray. At the first
interface
1 sin i = n sin r and at the second interface n sin r = 1 sin e where, r is the angle of
refraction at the first interface and e, the angle of refraction at the second interface.
Thus e = i
See again
Lateral Shift
In the following figure ray MA is parallel to ray BN. But the emergent ray is displaced laterally
by a distance d which depends upon µ, t and i and its value is given by
cos i
D=t(1― )sin i
  sin 2 i
2
AC t
From the figure AB = = as AC = t
cos r cos r
t
Since d = AB sin ( i ― r ) = [ sin i cos r ― cos i sin r]
cos r
Gives d = t [ sin i ― cos i tan r ]
sin i sin i sin i

Further µ = or sin r = or tan r =
sin r   2  sin 2 i
cos i
This gives d as ( 1 ― )t sin i
  sin 2 i
2
 1
Note : For small angles of incidence d = ti ( )

A white light is incident at 20o on a material of silicate flint glass slab as shown µviolet = 1.66
and µred = 1.6 For what value of d will the separation be 1 mm in red and violet rays.
( a ) 5/3 cm ( b ) 10/3 cm ( c ) 5 cm ( d ) 20/3 cm
Optics ― 2 ) Fresnel’s Biprism
In a biprism experiment, the eye―piece was placed at a distance of 120 cm from the source.
The distance between two virtual images was found equal to 0.075 cm. Find the wavelength
of the light ( of source ) if the eye piece is moved through a distance of 1.888 cm for 20
fringes to cross the field of view.
The inclined faces of a glass prism ( µ = 1.5 ) make an angle of 1o with the base of the prism.
The slit is 10 cm from the biprism and is illuminated by light of λ = 5900 A. Find the fringe
width observed at a distance of 1 m from the biprism.
A biprism is placed 5 cm from a slit illuminated by sodium light ( λ = 5890 A ). The width of
the fringes obtained on a screen 75 cm from the biprism is 9.424 x 10―2 cm. What is the
distance between the two coherent sources ?
Solution :
D = 5 cm + 75 cm = 80 cm
Gives β = 9.424 x 10―2 cm so we need to find 2d ?
In a Fresnel’s biprism experiment, the fringe width is observed to be 0.087 mm. What will it
become if slit to biprism distance is reduced to ¾ of the original distance ?
The inclined faces of biprism of refractive index µ = 1.50 make angles of 2o with its base. A
slit illuminated by monochromatic light is placed at a distance of 10 cm from the biprism. If
distance between two dark fringes observed at distance 1 meter from the biprism is 0.18 mm
find the λ wavelength of the light used.
If Fresnel ‘s biprism is immersed in a liquid of refractive index µ’ then
Optics ― 3 ) Negative Refractive Index. For meta―materials we can have Negative Refractive
index. So “ Refractive Index “ is a ‘ rare ‘ scalar which can be negative. [ Recall most scalars
are positive, such as volume, mass, pressure, viscosity, resistance, inductance, capacitance
etc. Can you think of a few scalars which can be negative also apart from charge or current ?
]
Negative refractive index question was asked in 2012 IIT JEE
Optics ― 4 ) Combination of Prism and Mirror problems
A prism having an apex angle 4o and refractive index µ = 1.5 is located in front of a vertical
plane mirror as shown in figure. Through what total angle is the ray deviated after reflection
from the mirror ?
( a ) 176o ( b ) 4o ( c ) 178o ( d ) 2o
Solution :
Optics ― 5 ) How do we find focal length of a lens ?
Focal length of convex lens by displacement method :
( i ) When the distance between object and screen d, is greater than 4f, then there are two
positions of the lens for which the image of the object on the screen is distinct and clear. In
these two positions of the lens, the distances of the object and image from the lens are
interchanged.
In the displacement method, a convex lens is placed in between an object and a screen. If
the magnifications in the two positions are m1 and m2 and the displacement of the lens
between the two positions is x, then the focal length of the lens is ?
x x x x
(a) (b) (c) (d)
(m1  m2 ) (m1  m2 ) (m1  m2 ) 2 (m1  m2 ) 2
Optics ― 6 ) Circle of least confusion
Optics ― 7 )
Deviation diagrams
While this combination will also have a circle of least confusion
Optics ― 8 ) Aspherical lenses can be used to reduce axial spread ( of paraxial rays ), apart
from stoppers or rather with combinations of stoppers.
Remember more curved surface should face the light first. In plano―convex lens the convex
part should face the light for better utilization of refraction properties. Also this minimizes
the errors.
Optics ― 9 ) The conical image of a point
Optics ― 10 ) Split lenses
― Was asked in Physics Olympiad before being asked in IIT JEE
A thin plano―convex lens of focal length f is split into two halves. One of the halves is shifted
along the optical axis. The separation between object and image planes is I .8 m. The
magnification of the image formed by one of the half lens is 2. Find the focal length of the
lens and separation between the halves. Draw the ray diagram for image formation. (1996,
5M)
Solution
For both the halves, position of object and image is same. Only difference is of magnification.
Magnification for one of the halves is given as 2(> 1). This can be for the first one, because for
this, | v | > |u| Therefore, magnification, |m|= |v/u|> 1
So, for the first half |v/u|=2 or |v|= 2 |u| Let u = —x then v= +2x and |u|+ |v|=1.8m
In given figure, S is a monochromatic point source emitting light of wavelength λ = 500nm. A

thin lens of circular shape and focal length 0.10 m is cut into two identical halves L1 and L2 by
a plane passing through a diameter. The two halves are placed symmetrically about the
central axis SO with a gap of 0.5 mm. The distance along the axis from S to L1 and L2 is 0.15 m
while that from L1 and L2 to O is 1.30 m. The screen at O is normal to SO. (1993, 5+1M)
Solution
If the third intensity maximum occurs at the point A on the screen, find the distance OA. If
the gap between L1 and L2 is reduced from its original value of 0.5 mm, will the distance OA
increase, decrease, or remain the same.
( b ) if the gap between L1 and L2 is reduced, d will decrease. Hence, the fringe width ω will
increase or the distance OA will increase.
Optics ― 11 ) Lloyd’s Mirror
Optics ― 12 ) Newton’s Rings
Optics ― 13 ) Plano―Convex lens problems
The apparent thickness of a thick plano―convex lens is measured once with the plane face
upward and then with the convex face upwards. The value will be ?
( a ) More in the first case
( b ) Same in the two cases
( c ) More in the 2nd case
( d ) Can be any of the above depending on the value of its actual thickness
Optics ― 14 ) Lens problems with graphs
The graph shows how the magnification m produced by a thn convex lens varies with image
distance v. What was the focal length of the lens used ?
(a) b/c (b) b/ca (c) bc/a (d) c/b
IIT JEE 2011
Answer [ c ]
A ray of light travels from a medium of refractive index µ to air. Its angle of incidence in the
medium is Θ, measured from the normal to the boundary and its angle of deviation is δ. δ is
plotted against Θ which of the following best represents the resulting curve?
Answer ( a )
In the above problem which of the following relations are correct
Answer ( a ) and ( d )
Answer ― b, c, d
As the position of an object ( u ) from a concave mirror is varied, the position of the image
( v ) also varies. By letting u change from 0 to ∞ the graph between v and u will be ?
Answer ― ( a )
So Answer ― ( d )
Optics ― 15 ) Lens immersed in a liquid
The focal length of lens of refractive index µ = 1.5 in air is 30 cm. When it is immersed in a
liquid of refractive index 4/3 then its focal length in liquid will be
( a ) 30 cm ( b ) 60 cm ( c ) 120 cm ( d ) 240 cm ( BHU 2002 )
A bi―convex lens ( µ = 1.5 ) of focal length 0.2 m acts as a divergent lens of power one
dioptre when immersed in a liquid. The refractive index of the liquid is ?
( a ) 1.33 ( b ) 1.67 ( c ) 1.25 ( d ) 1.2
Karnataka CET 1996 problem ― Lens put in Slab with liquid
shown in the figure is a convergent lens placed inside a cell filled with liquid. The lens has a
focal length +20 cm. when in air and its material has a refractive index 1.50 If the liquid has a
refractive index 1.60 then the focal length of the system is
( a ) ―24 cm ( b ) ―100 cm ( c ) +80 cm ( d ) ―80 cm
If the formula was printed as +ve, then the absolute values of Radius will be taken. The
Options printed in the question do not match this solution.
Given aµg = 3/2 and aµw = 4/3. There is an equiconvex lens with radius of each surface equal
to 20 cm. There is air in the object space and water in the image space. The focal length of
lens is ?
( a ) 80 cm ( b ) 40 cm ( c ) 20 cm ( d ) 10 cm
Solution :
There can be problems with lens and different transparent materials on either side or both
sides
A hollow double concave lens is made of very thin transparent material. It can be filled with
air or either of two liquids L1 or L2 having refractive indices n1 and n2 respectively. ( n2 > n1 >
1 ). The lens will diverge a parallel beam of light if it is filled with :
( a ) air and placed in air ( b ) air and immersed in L1
( c ) L1 and immersed in L2 ( d ) L2 and immersed in L1 IIT JEE 2000
Solution : ( d )
Optics ― 16 ) Trick questions with distance of object, Image, focal length of lenses
The focal length of a convex lens is f. An object is placed at a distance x from its first focal
point. The ratio of the size of the real image to that of the object is ?
( a ) f/x2 ( b ) x2/f ( c ) f/x ( d ) x/f
Solution :
A convex lens of focal length f is placed somewhere in between an object and screen. The
distance between the object and the screen is x. If the numerical value of the magnification
produced by the lens is m, the focal length of the lens is ?
mx mx (m  1) 2 (m  1) 2
(a) (b) (c) x (d) x
(m  1) 2 (m  1) 2 m m
Solution :
Here x = u + v
f ( f  v)
Magnification m = =
f u f
For real image, m is –ve
 (m  1)
 ―m = f/(f+u) or u = f
m
( f  v)
And ―m = or v = ( m + 1 )f
f
(m  1) mx
 x = (m+1)f + f or f =
m (m  1) 2
The distance between object and the screen is D. Real images of an object are formed on the
screen for two positions of a lens separated by a distance d. The ratio between the sizes of
two images will be ?
A short linear object of length L lies on the axis of a spherical mirror of focal length f at a
distance u from the mirror. Its image has an axial length L’ equal to ?
Solution :
A concave mirror of focal length f produces an image n times the size of the object. If the
image is real, then the distance of the object from the mirror is ?
( a ) (n ― 1)f ( b ) [(n ― 1)/n]f ( c ) [(n + 1)f/n] ( d ) (n + 1)f
A convex mirror of focal length f produces an image (1/n) th of the size of the object. The
distance of the object from the mirror is ?
( a ) nf ( b ) f/n ( c ) ( n + 1 )f ( d ) ( n ― 1 )f
Solution :
Optics ― 17 ) Application of Geometry in sphere to understand a plano―convex lens problem
Diameter of a plano―convex lens is 6 cm and thickness at the center is 3 mm. If the speed of
the light in the material of the lens is 2 x 108 meter per second; The focal length of the lens
is?
( a ) 15 cm ( b ) 20 cm ( c ) 30 cm ( d ) 10 cm
Application of Sagitta Theorem
Optics ― 18 ) Spherical lens
A ray of light falls on the surface of a spherical glass paper weight making an angle α with the
normal and is refracted in the medium at an angle β. The angle of deviation of the emergent
ray from the direction of the incident ray is ?
( a ) ( α ― β ) ( b ) 2( α ― β ) ( c ) ( α ― β )/2 (d)(β―α)
A ray in incident on a sphere, with incidence anagle of 600 Refractive Index of the sphere is
√3 The ray is reflected and refracted on the further surface. The angle between the reflected
and refracted surface is ?
Answer 900
Sin 60 / Sin r1 = √3 => Sin r1 = ½ => r1 = 300
Sin i2 / Sin r2 = √3 => i2 = 600 as r1 = r2 = 300
Angle of deviation 180 ― ( r2 + i2 ) = 180 ― 90 = 90
Optics ― 19 ) Thick lenses
Optics ― 20 ) Cauchy’s formula for Refractive Index
Optics ― 21 ) Reflection images in inclined mirrors
Number of images is given as greatest integer of [ (360/θ ) ― 1 ]
Optics ― 22 ) Optics problems with vectors, 3D imagination
The x ― y plane is boundary between two transparent media. Medium―1 with z 0 has a
refractive index and medium 2 with z 0 has refractive index . A ray of light
inmedium―1 given by vector is incident on the plane of

separation, find the unit vector in the direction of the refracted ray in medium―2.
Solution: Let refracted ray be
Normal to plane of incident and normal =
it must also be normal to refracted ray
cos ( ― i) =
= = cos1200
i = 600
r = 450
Now since angle between refracted ray and Normal = 450
c2 = a2 + b2 = a2 +
c=
Optics ― 23 ) Problems with continuously varying refractive index ( First asked in IPhO and
then in IIT JEE )
A ray of light in air is incident atgrazing angle (i = 900) on a long rectangular slab of a
transparent medium of thickness t = 1.0 m. The point of incidence is the origin A(0, 0).
The medium has a variable index of refraction n(y) given by n(y) = where k = 1.0
m―3/2.
The refractive index of air is 1. (i) Obtain a relation between the slope of the trajectory of
the ray at a point B(x, y) in the point. (ii) Obtain an equation for trajectory y(x) of the ray in
the point. (iii) Determine the co―ordinates (x, y1) of the point P where the ray intersects the
upper surface of the slab―air boundary. (d) Indicate the path of the ray subsequently.
Solution:
Taking on arbitrary point P(x, y) refractive index at this point n =
from Snell's law n sin = constant applying this for initail pt. (when ray is entering
medium B) and at point.
1 x sin900 = sin i
sin i = it can be seen that i =
Slope = tan = cot i =
(ii) = cot i =
it passes through origin C=0
x=4 is the equation of trajectory
when ray comes out of the mediums
then x=4x1=4
Co―ordinate of pt― is (4, 1)
If medium on both sides are same, then angle with which the ray enters the medium = angle
with which the ray comes out.
Ray will be parallel to x―axis.
A cubic container is filled with a liquid whose refractive index increases linearly from top to
bottom. Which of the following represents the path of a ray of light inside the liquid ?
Optics ― 24 ) Cylindrical lens ( IIT JEE 1999 )
A thin slice is cut out of a glass cylinder along a place parallel to its axis. The slice is placed
on a flat plate. The observed interference fringes from this combination shall be
( a ) Straight ( b ) Circular ( c ) Equally spaced
( d ) Having fringe spacing which increases as we go outwards
1990 Roorkey Problem on cylindrical glass rods ... ( combined with plane mirror )
A cylindrical glass rod of radius 0.1 m and refractive index √3 lies on a horizontal plane
mirror. A horizontal ray of light moving perpendicular to axis of the rod is incident on it.
At what height from the mirror should the ray be incident so that it leaves the rod at a height
0.1 m above plane mirror ? At what distance a similar rod, parallel to the first, be placed on
the mirror, such that the emergent ray from the second rod is in the line with the incident ray
on the first rod ?
The ray diagram was not given in the question.
Thus the second rod should be placed 0.3155 m
Optics ― 25 ) Two lenses or mirros whose axis is not coinciding ( IIT JEE 1993 ) Shifted lenses
or mirrors
Solution
https://archive.org/details/IITJEE1993OpticsInterestingShiftedLensImageMagnificationAndPos
ition
Find the co―ordinates of image of point object P formed after two successive reflection in
situation as shown in figure considering first reflection at concave mirror and then at convex
mirror.
So f1 = ―15 cm
Optics ― 26 ) Painted lens or Combination of lenses where the last one is painted ( silvered )
If I am recalling correctly IIT JEE and other exams ( till 2016 ) had more than 10 questions of
this kind. Most books do not discuss the easy formula of ―1/F = 2/fL1 + 2/fL2 ― 1/fm
( In 1990 I had derived this formula of my own for quick solving of this kind of problems )
Fm is focal length of the mirror as R/2 +ve or ―ve as per conditions
The plane face of a plano―convex lens is silvered. If µ be the refractive index and R be the
radius of curvature of curved surface, then the system will behave like a concave mirror of
radius of curvature:
Solution :
Focal length of planar side is fm = R/2 = ―∞
by lens makers formula. R is positive because center of curvature is on

right side
Use ―1/F = 2/fL1 ― 1/fm or 1/F = ― or F =
R ( equivalent ) = 2F =
We don’t have to use the formula ―1/F = 2/fL1 + 2/fL2 ― 1/fm for every problem
See a Karnataka CET problem of 2004 ( Was also asked in IIT JEE and solved in “Concepts of
Physics by Professor H C Verma )
A thin plano―convex lens acts like a concave mirror of focal length 0.2 m, when silvered on
its plane surface. The refractive index of the material of lens is 1.5. The radius of curvature
of the convex surface of the lens will be: [CET (Karnataka)
2004]
(a) 0. I m (b) 0.2 m (c) 0.4 m (d) 0.8 m
Solution :
IIT JEE 2006
A point object is placed at a distance of 20 cm from a thin plano―convex lens of focal length
15 cm. The plane surface of the lens is now silvered. The image created by the system is at
(2006, 3M)
(a) 60 cm to the left of the system
(b) 60 cm to the right of the system
(c) 12 cm to the left of the system
(d) 12 cm to the right of the system
Solution :
Long method
Shorter Method
Use F = and = 1/(2R)
1/15 = 1/2R => 15 = 2R => R = 7.5 cm
F = ― 7.5 / ( 2 X 0.5 ) = ―7.5 = ―15/2
Using 1/v + 1/u = 1/F for equivalent mirror
1/v + 1/( ―20 ) = 1/( ― 7.5 )
 1/v = 1/20 ― 2/15 = ( 3 ― 8 )/60 = ―5 / 60 = ―1/12

 V = ―12 cm
Even more shorter method
If I am appearing for an exam I would have done ―1/F = 2/fL1 ― 1/fm
So ―1/F = 2/( 15 ) ― 1/( ― ∞ ) = 1/7.5 ― 0 => F = ― 7.5 cm
Then Using 1/v + 1/u = 1/F for equivalent mirror
1/v + 1/( ―20 ) = 1/( ― 7.5 )
 1/v = 1/20 ― 2/15 = ( 3 ― 8 )/60 = ―5 / 60 = ―1/12

 V = ―12 cm
IIT JEE 1978
A pin is placed 10 cm in front of a convex lens of focal length 20 cm and made of a material
of refractive index 1.5. The convex surface of the lens farther away from the pin is silvered
and has a radius of curvature of 22 cm. Determine the position of the final image. Is the
image real or virtual ? (1978)
Let us use ―1/F = 2/fL1 ― 1/fm
And giving 1/20 = 0.5 ( 1/R1 ― 1/(―22)) or R1 = 55/3
R1 actually is not required. We can find fm as R2 /2 = ― 11 cm
So ― 1/F = 2/20 ― 1/( ―11 ) = 1/10 + 1/11 = 21/110
or F = ― 110/21 ( not required ! 1/F = ―21/110 is enough )
Using mirror formula 1/v + 1/u = 1/F
So 1/v + 1 / ( ―10 ) = ―21/110
 1/v = 1/10 ― 21/110 = ( 11 ―21 )/110 = ―10/110 = ―1/11

 v = ―11 cm
virtual image on left at 11 cm
( Now do you guys see that even though we got problems of this kind since 1978 and before,
but yet the formula is not there in every book ! )
IIT JEE 1979
The radius of curvature of the convex face of a plano―convex lens is 12 cm and its µ = 15.
(a) Find the focal length of the lens. The plane face of the lens is now silvered.
(b) At what distance from the lens will parallel rays incident on the convex surface converge ?
(c) Sketch the ray diagram to locate the image, when a point object is placed on the axis 20
cm from the lens.
(d) Calculate the image distance when the object is placed as in (c)
Now you know that this problem can be solved by 3 different ways.
The longest method being successive image method. Meaning find the first image due to lens,
then 2nd image due to silvered surface as mirror. The 3rd and final image is due to light
travelling from right to left through the lens again.
I will discuss the shorter methods
( b ) use ―1/F = 2/fL so F = ―12 cm
The system will act as a concave mirror of focal length 12 cm. The parallel rays will converge
at 12 cm left of this silvered lens.
(c)
(d)
IIT JEE 1981
I will prefer to solve this by ―1/F = 2/fL1 + 2/fL2 ― 1/fm ( note it was a 2 marks problem )
While for practice and to know how successive image method of solving works see …
Image of object will coincide with it if ray of light after refraction from the concave surface
fall normally on concave mirror so formed by silvering the convex surface. Or image after
refraction from concave surface should form at centre of curvature of concave mirror or at a
distance of 20 cm on same side of the combination. Let x be the distance of pin from the
given optical system.
(b)
Now can you guys check the results using ―1/F = 2/fL1 + 2/fL2 ― 1/fm
A plano―convex lens of refractive index 1.5 and radius of curvature 30 cm is silvered at the
curved surface. Now this lens has been used to form the image of an object. At what distance
from this lens an object be placed in order to have a real image of the size of the object?
(a) 20 cm (b) 30 cm (c) 60 cm (d) 80 cm (AIEEE 2004)
Solution :
Video explanations of Painted or Silvered lenses
https://archive.org/details/PaintedLensIITJEEProblemImageNeedsToCoincideWithObjectHCVP
rof.HCVermaPart1
Optics ― 27 ) Image speed when object is moving as seen from various mirrors and lenses
( concave, convex, silvered etc )
Mirror formula ( 1/v + 1/u = 1/f ) or Lens formula ( 1/v ― 1/u = 1/f ) have to be
differentiated to find du/dt or dv/dt
Optics ― 28 ) Slab with a hole or gap, then may be filled with liquid etc
Given aµg = 3/2 and aµw = 4/3. There is an equiconvex lens with radius of each surface equal
to 20 cm. There is air in the object space and water in the image space. The focal length of
lens is:
(a) 80 cm (b) 40 cm (c) 20 cm (d) 10 cm
Solution :
Optics ― 29 ) Constraint in interference conditions
Two identical coherent sources are placed on a diameter of a circle of radius R at separation
x (<<R) symmetrically about the centre of the circle. The sources emit identical wavelength λ
each. The number of points on the circle with maximum intensity is: (x = 5λ)
(a) 20 (b) 22 (c) 24 (d) 26
Solution :
more maximas at Θ = 0 and Θ = 180. But n = 5 corresponds to Θ = 90 and 0 = 270 which are
coming only twice while we have multiplied it four times. Therefore, total number of
maximas are still 20, i.e., n = I to 4 in four quadrants (total 16) plus four more at Θ = 0, 90
180 and 270.
If two coherent sources are placed at a distance 3λ from each other symmetric to the centre
of the circle shown in the figure, then number of fringes shown on the screen placed along
the circumference is:
(a) 16 (b) 12 (c)8 (d) 4 (UPSEAT 2002)
Answer ( b ) See above Solution
White light is used to illuminate the two slits in a Young's double slit experiment. The
separation between the slits is b and the screen is at a distance d (>>b) from the slits. At a
point on the screen directly in front of one of the slits, certain wavelengths are missing. Some
of these missing wave lengths are: [CET (J&K) 2003; PET (Kerala) 2006]
( a ) λ = 3b2/d ( b ) λ = 2b2/d ( c ) λ = b2/3d ( d ) λ = 2b2/3d
Solution :
Optics ― 30 ) Silvered Prisms or Painted Prisms
If one face of a prism of prism angle 30 deg and µ = √2 is silvered, the incident ray retraces its
initial path. The angle of incidence is:
( a ) 60 ( b ) 30 ( c ) 45 ( d ) 90
Solution : ( c )
Optics ― 31 ) A slab is silvered on one side or Painted on one side
A plane mirror is made of a glass slab ( µglass = 1.5) 2.5 cm thick and silvered on its back. A
point object is placed 5 cm in front of the unsilvered face of the mirror. What will be the
position of the final image?
(a) 12 cm from unsilvered face (b) 14.6 cm from unsilvered face
(c) 5.67 cm from unsilvered face (d) 8.33 cm from unsilvered face
Solution : ( d )
Real and apparent depth:
( i ) When one looks into a pool of water, it does not appear to be as deep as it really is. Also
when one looks into a slab of glass, the material does not appear to be as thick as it really is.
This all happens due to refraction of light.
( ii ) If a beaker is filled with water and a point lying at its bottom is observed by someone
located in air, then the bottom point appears raised. The apparent depth tap is less than the
actual depth tac. It can be shown that
actualdepth(t ac )
Apparent depth ( tap) =
refractiveindex(  )or(n)
( iii ) If there is an ink spot at the bottom of a glass slab, it appears to be raised by a distance
where t is the thickness of the glass slab and n is its refractive index.
( iv ) If a beaker is filled with immiscible transparent liquids of refractive indices n1, n2, n3
and individual depth d1, d2, d3 respectively, then the apparent depth of the beaker is found
to be:
d1 d 2 d 3
t ap =  
n1 n2 n3
Solution : ( b )
A beaker containing liquid is placed on a table, underneath a microscope which can be moved
along a vertical scale. The microscope is focused through the liquid on to a mark on the table
when the reading on the scale is a. It is next focused on the upper surface of the liquid and
the reading is b. More liquid is added and the observations are repeated, the corresponding
readings are c and d. The refractive index of the liquid is:
Solution : ( a )
Optics ― 32 ) In YDSE experiment the light falls at an angle on 2 slits
Optics ― 33 ) Diffraction Grating
The maximum is sufficiently sharp
Optics ― 34 ) Interference with equations
Optics – 35 ) f number of a camera
Focal number of the lens of a camera is 5f and that of another is 2.Sf. The time of exposure
for the second if … that for the first is 1/200 sec given f = focal length/aperture [ BHU 2005 ]
( a ) 1/200 sec ( b ) 1/800 sec ( c ) 1/3200 sec ( d ) 1/6400 sec
Solution : ( b ) f number decreases by 2 thus time of exposure should decrease by 22
Thus tnew = ( ¼ ) (1/200) = 1/800 sec
If n1 and n2 are f―numbers of two cameras and t1 and t2 are the exposure times then ( t1 / t2 )
= ( n1 / n2 )2
The f―number of a camera lens is defined as n = f / D
where D = diameter of the camera lens
and f = focal length
The illumination at the film is proportional to square of diameter of the aperture. And
inversely proportional to area of the image. Therefore, if the aperture is circular and of
diameter Da. and the image
An aperture stop is a feature of a good camera. It can be adjusted to allow more or less light
through onto the film. For high―speed photography, the shutter is opened for a very short
time only. So the aperture needs to be wide open to let as much light through in that short
time. Otherwise the image will be too faint. For a given shutter speed, the f―number setting
controls the amount of light reaching the film. The f―number setting determines the area of
the aperture on a scale such that the width of the aperture equals the focal length/the
f―number. To widen the aperture, the f―number should therefore be decreased. For
example; if the aperture setting on a camera is changed from f/4 to f/8, this means the
aperture is narrowed from one―quarter to one―eighth of the focal length.
The practical scale of f―numbers on most cameras is given below. The reason for this scale is
that the area of the aperture (which is proportional to the square of the width) is either
approximately doubled or halved when the f―number is changed from one setting to the next.
The depth of field is affected by the aperture width. When an object is photographed, other
objects in view will also on the same photograph.
The depth of field is the range of object distances which give a sharp image on a film at a
fixed distance from the lens.
The depth of focus is the range of image distances which give a sharp image on a film of an
object at fixed distance from the lens.
f―number = f/D
A larger aperture ( a larger value of D ) lets more light reach the CCD and gives a smaller
f―number. A large f―number (small D) allows less light to get to the CCD.
To have a properly exposed photograph ( not too bright and not too dark ); The total light
energy must lie within a certain range. If you reduce the shutter speed and thus keep the
shutter open longer, you must compensate by using a smaller aperture and hence a larger
f―number.
CONCEPT CHECK Aperture and Shutter Speed for a Camera
A photographer is taking photos using an f―number of 4 and a shutter speed setting that
keeps the aperture open for 1/100 = 0.010 s. T he photographer then changes the f―number
to 16. How long should the shutter now be open so as to have the same amount Of light
energy reach the detector, (a) the same amount Of time, (b) 0.0025 s, (c) 0.04 s, or (d) 0.16
s?
Modern Physics 1 ) Spallation reactions ( MP―PET―2002 Madhya Pradesh Pre Engineering Test
)
See http://skmclasses.weebly.com/spallation―reaction.html
Modern Physics 2 ) Ruby LASER ( asked in COMED―K Karnataka )
See http://skmclasses.weebly.com/ruby―laser.html
Modern Physics 3 ) Various details in Particle Physics ( asked in several state exams, including
Karnataka CET and COMED―K )
See http://skmclasses.weebly.com/particle―physics.html
Modern Physics 4 ) “Magic Numbers” and “Doubly Magic Numbers” in Nuclear Isotope Stability
See http://skmclasses.weebly.com/magic―number―doubly―magic―in―nucleus.html
Modern Physics 5 ) Every Alpha ( α ) decay produces an isodiapher. Meaning isodiaphers are
extremely common. There was AIEEE question on isodiaphers. Also asked in many other
exams. Even though every book talks of α, β, and γ decay; most do not talk about
isodiaphers, and positron decay. I find this very strange or rather weird!
In nuclear physics, isodiaphers refers to nuclides which have different atomic numbers and
mass numbers but the same neutron excess, which is the difference between numbers of
neutrons and protons in the nucleus. For example, for both 234Th90 and 238U92 the
difference between the neutron number (N) and proton number (Z) is N — Z = 54.
One large family of isodiaphers has zero neutron excess, N = Z. It contains many primordial
isotopes of elements up to calcium. It includes ubiquitous 12C6, 16O8, and 14N7. The
daughter nuclide of an alpha decay is an isodiapher of the original nucleus.
Similarly, beta decays (and other weak―force―involving decays) produce isobars.
An example of positron emission (β+ decay) is shown with Magnesium 23 decaying into
Sodium23
With a positron emission a Proton changes to Neutron. So Mass number remains the same. In
1934 Frederic and Irene Joliot Curie bombarded aluminium with alpha particles to effect the
nuclear reaction and observed that the product isotope 30P15 emits a
positron identical to those found in cosmic rays by Carl David Anderson in 1932. Meaning it is
surely not so new or modern phenomena that “ Modern Physics “ chapter of Modern Books are
not covering this ! 3 year back a IIT JEE question with Positron is also not changing the taboo !
Once again I will say “ So strange is this World ! “
Modern Physics 6 ) Relativistic correction for mass when electrons are flying at very high
speed due to very high voltage.
If the voltage is 10KV then what will be the speed of the electrons ?
We know Charge X Voltage = Energy = ½ mv2
Well so far so good. Substitute the values ….
Charge of electron e = 1.6 X 10―19 Coulomb and mass of electron m = 9.1 X 10―31 kg or 0.511
MeV For sake of this discussion let us approximate electron mass as 0.5 MeV/c2
So e ( 104 )V = 104 eV = ½ mv2 = ( ½ )( ½ MeV)(v/c)2 = ( MeV/4 ) (v/c)2
4 X 104 = 106 (v/c)2 => 4/100 = (v/c)2 => v/c = 1/5 => v = c/5
Upto speed of around c/5 we do not take relativistic corrections.
Now what would be the speed of the electrons if the voltage was 1MV ?
A wrong calculation and thus wrong answer would be
X e ( 106 ) V = ½ mv2 = ( ½ )( ½ MeV)(v/c)2 = ( MeV/4 ) (v/c)2
X 4 = (v/c)2
X v/c = 2 => v = 2c
Students should know that particles can’t move at speed more than c
An 1 mark question in Karnataka CET had an option close to 98% of c. Student can guess
this and tick. While the calculation will be as follows
Let k =
We will have e ( 106 ) V = ½ (m/k)v2 = ( ½ )( ½ MeV/k)(v/c)2 = ( MeV/4k ) (v/c)2
So 4k = (v/c)2 put v/c = x we get 4 √( 1 ― x2 ) = x2 put x2 = y so 4√( 1 ― y ) = y
Or 16 ( 1 ― y ) = y2 => y2 + 16y ― 16 = 0 Solve the quadratic to get y = 0.95
So x2 = 0.95 or x = √0.95 = 0.975 => v/c = 0.975 or v = 97.5% of light speed
Question : In an X ray tube the electrons are expected to strike the target with a velocity that
is 10% of the velocity of light. The applied voltage should be
( a ) 517.6 V ( b ) 1052 ( c ) 2.559 kV ( d ) 5680 kV NSEP 2017
Solution : ( c )
Let the voltage be U volt. So eU = = ½ (m/k)v2 = ( ½ )( ½ MeV/k)(v/c)2 = ( MeV/4k ) (v/c)2
Where k =
106 Volt v 2
So U = ( ) where v = 0.1c This gives U around 2.559 kV
v 2 c
4 1 ( )
c
Electronics 1 )
The small circle (bubble) at the output of the graphic symbol of a NOT gate is formally called
a negation indicator and designates the logical complement.
NOT gate can be implemented by NOR Gate. All the pins have to be connected to same
signal.
Similarly NOT gate can be implemented with NAND gates
All NAND input pins connect to the input signal A gives an output A’
XOR ( exclusive OR ) gate can be implemented with other gates. In various exams the
connections are asked.
To design the logic circuits the following laws of Boolean arc commonly used: commutativity,
associativity, distributivity, and De Morgan's laws. Note that distributivity of disjunction over
conjunction and both De Morgan’s laws do not have their counterparts in ordinary algebra of
real numbers.
Principal identities and Laws of Boolean Algebra
Implementing OR Gate with NAND gates
Implementing AND gate with NOR gates
Colour Code for Carbon Resistors
Since a carbon resistor is physically quite small, it is more convenient to use a colour code
indicating the resistance value than to imprint the numerical value on the case. In this
scheme, there are generally four colour bands A, B, C and D printed on the body of the
resistor as shown in Figure. The first three colour bands (A, B and C) give value of the
resistance while the fourth band D tells about tolerance in percentage. The Table below
shows the colour code for resistance values and colour code for tolerance.
( i ) To read the resistance value, we refer to the first three colour bands ( A, B and C ). The
first two colour bands (A, B) specify the first two digits of the resistance value and the third
colour band C gives the number of zeros that follow the first two digits. Suppose the first
three colour bands ( A, B, C ) on the resistor are red, brown, orange respectively. Then value
of the resistance is 21,000 Ω.
Varactor diode
Common emitter
In a common emitter configuration the base―emitter voltage is 3 X 10―2 V. If the base current
is 30 µA. Then the input impedance is ( a ) 1 kΩ ( b ) 3 kΩ ( c ) 100 Ω ( d ) 2 kΩ
Answer : ( a )
Solution :
Common base
In a base configuration, the collect current is 0.95 mA and base current is 0.05 mA. Then the
value of current gain is
(a) 0.89 (b) 0.9 (c) 0.95 (d) 0.99
Answer : ( c )
Solution :
Common emitter
In a common emitter amplifier, the output resistance is 5000 Ω and the input resistance is
2000 Ω. If the peak value of the signal voltage is 10 mv and β = 50, then the peak value of the
output voltage is ( a ) 5 x 10―6 V ( b ) 1.25 V ( c ) 125 V ( d ) 2.5 x 10―4 V
Answer : ( b )
Common base
In a common base amplifier circuit, calculate the change in base current if that in the
collector current is 2 mA and α = 0.98
(a) 0.04 mA (b) 1.96 mA (c) 980 mA (d) 2 mA
Answer : ( a )
Solution :
Common base
In a common base circuit of a transistor current amplification factor is 0.95. Calculate the
base current when emitter current is 2 mA.
(a) 0.1 mA (b) 1 mA (c) 0.01 mA (d) none of these
Answer : ( a )
Solution :
Common emitter
A transistor is connected in common emitter (CE) configuration. The collector supply is 8V

and the voltage drop across a resistor of 800 Ω in the collector circuit is 0.5V. If the current
gain factor (α) is 0.96. Find the base current.
( a ) 20 µA ( b ) 26 µA ( c ) 30 µA ( d ) none of these
Answer : ( b )
Solution :
Heat or Thermodynamics 1 ) So many exams including IIT JEE had questions on Polytropic
processes. Apart from Professor N. N. Ghosh’s books, hardly this is covered in Physics Books
I am surprised and amused to see so many coaching Institutes making errors in Polytropic
Process Problems. In most cases the teachers are avoiding it, and in rare cases when it is
being covered there are errors.
Let us do it here.
We assume ideal gas for Thermodynamics process problems. So PV = nRT is taken as true
regardless the process gas is taken through. So Isothermal ( meaning constant Temperature ),
Isobaric ( meaning const Pressure ), Isochoric ( meaning constant Volume ) or even PVz =
Const ( P into V to the power z is constant ) where z is a constant of the polytropic process,
the expression PV=nRT is taken as true. We do substitute that to exchange the variables in
many problems.
If the gas expands ( often due to supply of heat ) the work done by the gas is taken as
positive.
Work done expression in Isothermal ( or isotropic as some people say it ) is given by
RT 3RT vs 
Speed of Sound vs = where as vrms = so =
M M v rms 3
In case of adiabatic process ( where no heat exchange takes place ) , n is γ ( gamma ), so in

the above expression replace n as γ
There are other expressions which are handy ( given for 1 mole of gas ), for Heat supplied in
Polytropic Process
Heat Supplied in a process at constant Pressure is
VdP expression in polytropic process
Specific heat in case of Polytropic process and Cv in terms of gamma
R R R
Specific Heat C = ― Specific Heat Cv =
 1 k 1  1
Example
One mole of Argon is heated using PV3/2 = const. Find the amount of heat obtained by the
process when the temperature changes by ∆T = —26 K.
Solution :
You can also write + R / ( 1―k ) in Specific heat expression so see an example
An ideal gas expands according to the law PV3/2 = const. We conclude …
( a ) The adiabatic exponent of the gas k = 1.5 ( b ) The molar heat capacity C = Cv ― 2R
( c ) Temperature increases during the process ( d ) Such a process is not feasible
Answer :
Question : Two moles of hydrogen are mixed with n moles of helium. The root mean square
speed of gas molecules in the mixture is √2 times the speed of sound in the mixture. Then n is
? NSEP 2017
(a)3 (b)2 ( c ) 1.5 ( d ) 2.5
Solution :
We know γHydrogen = 1.4 or 7/5 while γHelium = 1.667 or 5/3 Let us first find the equivalent γ
of the gas mixture.
n1  n2 n1 n2
We use = +
 equivalent  1  1  1  2  1
2n 2 n
So = + = 5 + 3n/2 = ( 3n+10)/2
 equivalent  1 (7 / 5)  1 (5 / 3)  1
2(n  2) 5n  14 vs 
So γ ― 1 = or γ = while we know = and vrms is √2 vs ( given )
3n  10 3n  10 v rms 3
3 5n  14 3
So √2 = or 2γ = 3 or γ = 3/2 Thus = this gives n = 2
 3n  10 2
IIT JEE 1995 Polytropic Thermodynamics Process Problem
3 moles of a gas mixture having volume V and temperature T is compressed to 1/5 th of the
initial volume. Find the change in its adiabatic compressibility if the gas obeys PV19/13 =
constant [ R = 8.3 J/mol — K ] IIT JEE 1995
An ideal gas with adiabatic exponent γ, is expanded according to the law P = αV where α is a
constant. The initial volume of the gas is Vo. As a result volume increases η times. Find the
increment in internal energy and work done.
Solution :
An ideal gas expands according to the law pV2 = constant ( a ) Is it heated or cooled ? ( b )
What is the molar heat capacity in the process ?
Solution :
This is a polytropic process of exponent n = 2. To find whether it is heated or cooled we have

to examine whether ∆Q is +ve or —ve or whether T increases or decreases.
We have pV2 = constant But pV = RT ( always )
Heat or Thermodynamics 2 ) Formula for equivalent gamma in mixture of gases. n1 moles of

gas with γ1 and n2 mole of gas with γ2 are mixed, then what is equivalent gamma ?
Why Cv = R / ( γ – 1 )
Specific heat of a polytropic process. Derivation of work done in polytropic process.
n1  n2 n1 n2
= +
 equivalent  1  1  1  2  1
Equivalent γ of n1 moles of γ1 mixed with n2 moles of γ2
R Cp R
We know Cv = as we have Cp = Cv + R and γ = =1+
 1 Cv Cv
Consider a polytropic process PVz = Constant.
R R R R
Specific heat of Polytropic Process Cpoly = + or ―
 1 1  z  1 z 1
Derivation of work done in Polytropic Process ( PVz = Constant )
we have ∆Q = n Cpoly ∆T
R R R nRT
=n( + ) ∆T or n ( Cv + ) ∆T = n Cv ∆T +
 1 1  z 1 z 1 z
= ∆U(change in internal Energy ) + ∆W ( Work done )
nRT
So Work done is ∆W = where z is the exponent of the polytropic process
1 z
Heat or Thermodynamics 3 ) Work done calculations in various situations
One mole of an ideal gas is taken round the cyclic process ABCA as shown in the figure.
Calculate:
(i) The work done by the gas.
(ii) The heat rejected by the gas in the path CA and the absorbed by the gas in the path BC
(iii) The net heat absorbed by the gas in the path BC.
(iv) The maximum temperature attained by the gas during the cycle.
Three moles of an ideal gas (Cp = (7/2) R ) at pressure pA and temperature TA is isothermally
expanded to twice its initial volume. It is then compressed at constant pressure to its original
volume. Finally the gas is compressed at constant volume to its original pressure PA. (i)
Sketch p—V and p―T diagrams for the complete process. (b) Calculate the net work done by
the gas and net heat supplied to the gas during the complete process. [ IIT JEE 1991 ]
Solution :
A certain volume of a gas (diatomic) expands isothermally at 20 C until its volume is doubled
and then adiabatically until its volume is again doubled. Find the final temperature of the
gas, given γ = 1.4 and that there 0.1 mole of the gas. Also calculate the work done in the two
cases. R = 8.3 J mole―1 K―1
Solution :
We require T—V relation to calculate the final temperature.
( ii ) Work done in adiabatic process
The volume of one mole of an ideal gas with the adiabatic exponent γ is changed according to
the relation V = a/T, where a is a constant. Find the amount of heat absorbed by the gas in
the process if the temperature is increased by ∆T.
Solution :
Two moles an ideal mono―atomic gas initially at pressure p1 and volume V1 undergo an
adiabatic compression until its volume is V2. Then, the gas is given heat Q at constant volume
V2.
(i) Sketch the complete process on a p―V diagram.
(ii) Find the total work done by the gas, total change in its internal energy and the final
temperature of the gas.
[Give your answer in terms of p1, V1, V2, Q and R ]
Solution :
( i ) Figure displays the p―V diagram of the gas undergone the given two processes.
The curve A to B represents the adiabatic compression of the gas from the volume V1 to V2 In
this process the pressure of the gas increases from p1 to p2. The line B to C represents
increase in pressure of the gas as a result of giving heat Q to the gas at constant volume. In
this process, the pressure of the gas increases from p2 to p3
( ii ) (a) Total work done by the gas
Work done by the gas in adiabatic compression.
In an adiabatic process, since Q = 0, therefore from the first law of thermodynamics
Two moles of helium gas ( γ = 5/3) are initially at temperature 27 C and occupy a volume of
20 litres. The gas is expanded at constant pressure until the volume is doubled. Then, it
undergoes an adiabatic change until the temperature returns to its initial value.
(i) Sketch the process on a p―V diagram.
(ii) What are the final volume and pressure of the gas?
(iii) What is the work done by the gas?
Solution :
Work done example in Isothermal expansion
A gram mole of a gas at 127 C expands isothermally until its volume is doubled. Find the
amount of work
(a) 238 cal (b) 548 cal (c) 548 J (d) 238 J
Example in Isothermal Expansion
How much work is done by an ideal gas in expanding isothermally from an initial
volume of 3 litres of 20 atm to a final volume of 24 litres?
Solution :
In isothermal process at temperature T
Work done by the gas
The ratio of work done by an ideal diatomic gas to the heat supplied by the gas in an isobaric
process is
( a ) 5/7 ( b ) 3/5 ( c ) 2/7 ( d ) 5/3
Answer :
One mole of a gas which obeys the relation Pv = RT, where R = 8.314 J/mol K is initially at
300 K and 0.1 MPa. The gas heated at constant volume till the pressure rises to 0.5 MPa and
then allowed to expand at constant temperature till the pressure reduces to 0.1 MPa. Finally
the gas is returned to its original state by compressing at constant pressure. Calculate the
work done by the gas in each of the processes and also estimate the net work done by the
gas.
Solution :
The process followed by the gas shown in Figure. Work done by the gas during process 1—2 is
given by
A sample of ideal gas ( γ = 1.4 ) is heated at constant pressure. If an amount of 140 J of heat
is supplied to the gas, find:
(i) The change in internal energy of the gas.
(ii) The work done by the gas.
Solution :
Suppose, the sample contains n moles. Also, suppose the volume changes from V1 to V2 and
the temperature changes from T1 to T2
The heat supplied is given by
A sample of gas ( γ = 1.5 ) is taken through an adiabatic process in which the volume is
compressed from 1600 cm3 to 400 cm3
If the initial pressure is 150 kPa,
(i) What is the final pressure?
(ii) How much work is done by the gas in the process?
Solution :
A cyclic process for an ideal monatomic gas ( Cv = 12.5 J mole―1 K―1 ) is represented in the
figure. The temperatures at 1, 2 and 3 are 300 K, 600 K and 455 K, respectively. Compute the
values of ∆Q, ∆U and ∆W for each of the processes. The process from 2 to 3 is adiabatic.
Solution :
Question on Total Heat rejected
A thermodynamic system is taken through the cycle a b c d a.
(i) Calculate the work done by the gas during the parts ab, bc, cd and da.
(ii) Find the total heat rejected by the gas during the process.
Solution :
b
( i ) Work done during the part ab =  pdV
a
Question with P T diagram
3 moles of an ideal monoatomic gas perform a cycle shown in Figure. The gas temperatures
TA= 400 K, TB = 800 K, TC = 2400K. TD = 1200K. Find the work done by the gas.
Solution :
Two moles of Helium gas ( γ = 5/3 ) are initially at 27 C and occupy a volume of 20 litres. The
gas is first expanded at constant pressure until the volume is doubled. Then it undergoes an
adiabatic change until the temperature returns to its initial value.
( i ) Sketch the process in a p―V diagram.
(ii) What is the final volume and pressure of the gas?
(iii) What is the work done by the gas?
Example of cycle given P T diagram
Two moles of helium gas undergo a cyclic process as shown in the figure. Assuming the gas to
be ideal, calculate the following quantities in this process:
(i) The net change in the heat energy.
(ii) The net work done.
(iii) The net change in internal energy. [ R = 8.32 J/( mol K ) ]
Heat or Thermodynamics 4 ) Efficiency of Refrigerator and Refrigeration constant
Coefficient of Performance of a Refrigerator
Coefficient of performance of refrigerator working between temperatures 30 and 0 deg

centigrade
What is the approximate coefficient of performance of a Carnot refrigerator working between

30o C and 00 C
( a ) 0 ( b ) 1 ( c ) 9 ( d ) 10
Ans : c )
Efficiency of Refrigerator is given by
So in this case efficiency η = 1 ― ( 273 / 303 ) = 0.099 ≈ ( approx ) 0.1 or 10%
Refrigerator Problem
A refrigerator works between 00 C and 270 C. Heat is to be removed from the refrigerated
space at the rate of 50 kCal/minute; then the power of the motor of the refrigerator needs to
be ?
( a ) 0.346 kW ( b ) 3.46 kW ( c ) 34.6 kW ( d ) 346 kW
T (cold ) 273 273 W

Ans : a ) Efficiency η = 1 ― =1― 1 = 1 ― 0.91 = 0.09 =
T ( Hot ) 273  27 300 Q2
So W = (Q2)(0.09) = (50,000)(0.09) = 4500 Cal = 4500 x ( 4.18 ) J = 18,810 J
So Power = 18810/60 = 313 Watt or ).313 kWatt
Here in this case efficiency η = 1 – ( 273 / 300 ) = 0.09 ≈ or 9%
An ideal refrigerator has a freezer at temperature of ―130 C. The coefficient of Performance

of the engine is 5. The temperature of air ( to which heat is rejected ) is ?
( a ) 320 C ( b ) 39 C ( c ) 325 K ( d ) 325 C
Ans : b )
260
T2 = 273 ― 13 = 260 K So Coefficient of performance β = 5 =  T1 ― 260 = 52
T1  260
 T1 = 312K or T1 = 312 ― 273 = 39 C
So in this case efficiency η = 1 – ( 260 / 312 ) = 0.16666 ≈ ( approx ) 0.16667 or 16.67%
A Carnot’s engine works as a refrigerator between 250 K and 300 K. If it receives 750 Calories
of heat from the reservoir at the lower temperature, the amount of heat rejected at the
higher temperature is ?
( a ) 900 Cal ( b ) 625 Cal ( c ) 750 Cal ( d ) 1000 Cal
Ans : a )
Q2 T2 750 250
Coefficient of performance β =    =5
W T1  T 2 W 300  250
So W = 750/5 = 150 Thus Heat rejected will be 750 + 150 = 900 Cal
So in this case efficiency η = 1 – ( 250 / 300 ) = 0.1666666 ≈ ( approx ) 0.16667 or 16.67%
A refrigerator having a coefficient of performance of 5 is run by an electric motor of power

1.2 kW. How much is the mass of ice formed from water at 0 C per hour by the refrigerator ?
( a ) nearly 6 kg ( b ) nearly 60 kg ( c ) nearly 25.2 kg ( d ) 252 kg
Ans : b )
Q2 T2
Coefficient of performance β =  = 5 and Work = Power x time
W T1  T 2
Q2 = 5 x 1.2 x 1000 x 3600 J = 21600000/4.18 Cal
we know 1 Cal = 4.18 J and Latent heat of ice 80 Calorie per gram or 334400 J per kg
Q2 = 5167464 Cal and ice produced is 64 kg
Carnot engine efficiency is covered in every book. But efficiency of refrigerator and
Coefficient of Performance is rarely discussed.
Two engines are working in such a way that sink of one is source of the other. The efficiencies
are equal. Find the temperature of the sink of the first if its source temperature is 927 C
The temperature of the Sink of the second engine is 27 C
( a ) 327 K ( b ) 327 C ( c ) 600 C ( d ) none of these
Efficiency η = 1 ― (T2/T1 ) = 1 ― (T3/T2) or T22 = T1 x T3
 T2 = 1200X 300 = 600 K = 327 C
Heat or Thermodynamics 5 ) Concept of “free expansion”
Free expansion :
If a system ( a gas ), expands in such a way that no heat enters or leaves the system
( adiabatic ) process and also no work is done by or on the system, then the expansion called
the free expansion. Consider an adiabatic vessel with rigid walls divided into two parts. One
containing a gas and the other evacuated. When the partition is suddenly broken, the gas
rushes into the vacuum and expands freely.
So Net change in internal energy Uf ― Ui = ∆Q ― W as ∆Q = 0 and W = 0
Thus Uf = Ui
The initial and final internal energies are equal in free expansion
One mole an “ideal diatomic” gas underwent an adiabatic expansion from 298 K, 15.00 atm,
5.25 L to 2.50 atm against a constant external pressure 1.00 atm. What is the final
temperature of the system?
Plan : This is an isobaric adiabatic expansion against constant external pressure, but overall
pressure decreases (volume increases. gas expands). Final temperature T2 is given by P―V―T
relation as:
R
Cv  Pext
P1
T2 = T1 ( )
R
Cv  Pext
P2
Solution :
5R
For diatomic gas Cv = , T1 = 298 K, T2 = ? ( need to find )
2
5 R
R
P2 = 2.50 atm, P1 = 15.00 atm, Pext = 1.00 atm So T2 = 298 ( 2 15 ) = 263.7 K
5 R
R
2 2 .5
One mole of a gas is put under a weight―less piston of a vertical cylinder at temperature T.
The space over the piston is atmosphere. How much work should be performed to increase
isothermally the volume under the piston to twice the volume (neglect friction of piston).
Solution :
Adiabatic free expansion
Two vessels of volume V1 and V2 contain the same ideal gas. The pressure in the vessels are
p1 and p2 and the temperatures are T1 and T2 respectively. The two vessels are now
connected to each other through a narrow tube. Assuming that no heat is exchanged between
the surroundings and the vessels, find the common pressure and temperature attained after
the connection.
Solution :
Question on work done
1 mole of an ideal gas is contained under a weightless piston of a vertical cylinder at a

temperature T. The space over the piston opens into Atmosphere. What work has to be
performed in order to increase the gas volume isothermally under the piston by η times by
slowly raising the piston ? Neglect friction.
Solution :
Let A be the area of cross section
Heat or Thermodynamics 6 ) Ingen Housz’s experiment of identical rods
Ingen—Housz's experiment : Ingen Housz showed that if a number of identical rods of different
metals are coated with wax and one of their ends is put in boiling water, then in steady
State, the square Of length of the bar over which wax melts is directly proportional to the
thermal conductivity of the metal. That is,
K
= constant
L2
Heat or Thermodynamics 7 ) Concept of Internal Energy at Room temperature
Find the internal energy of air in a room Of volume 40 m3 at 1 standard atmospheric pressure.
Solution :
pV
We have U = for a perfect gas. We consider air as diatomic therefore γ = 1.4
 1
Question in Internal Energy
The internal energy of a monoatomic ideal gas is 1.5 nRT. One mole of Helium is kept in a
cylinder of cross―section 8.5 cm2. The cylinder is closed by a light frictionless piston. The gas
is heated slowly in a process during which a total of 42 J Heat is given to the gas. If the
temperature is raised by 2 C find the distance moved by the piston. Take Atmospheric
pressure as 100 kPa
Solution :
Change in internal energy ∆U = 1.5nRT = 1.5(1)(8.31)(2) = 24.9 J
Heat given to gas is 43 J So work done ∆W = ∆Q ― ∆U = 42 ― 24.9 = 17.1 J
If the distance moved by piston is x then work done ∆W = ( 100kPa)(8.5 cm2 )(x) = 17.1J
Thus x = 0.2 m = 20 cm
Heat or Thermodynamics 8 ) Saturated vapor pressure problems
A saturated water vapour (M = 18) is contained in a vessel fitted with a piston at a

temperature t = 100 C. As a result of slow introduction of the piston a small fraction of the
vapour ∆m = 1 g gets condensed. What amount of work is done over the gas?
Solution :
Work done = decrease in internal energy of the gas
Water of mass m = 1 kg and M (mol. mass) = 18 turns completely into saturated vapour at
standard atmospheric pressure. Assuming the saturated vapour to be an ideal gas; find
increment of internal energy of the system.
Specific latent heat of steam is L = 2250 kJ /kg.
Solution :
Heat or Thermodynamics 9 ) Mean free path
Mean free path of a gas molecule between 2 collisions
The average distance a particle can travel before colliding with another particle.
Effect of pressure :
Heat or Thermodynamics 10 ) Questions on efficiency of cycle
Suppose 0.2 mole of an ideal diatomic gas ( γ = 1.4 ) undergoes cycle with temperature T(H)
= 400 K and T(C) = 300 K. The initial pressure is pa = 106 Pa and during isothermal expansion
at temperature T(H) the volume doubles.
( i ) Find Q, W and ∆U from each step in the cycle.
( ii ) Find the efficiency of this cycle.
Efficiency of cycle example
One mole of a di―atomic ideal gas ( γ = 1.4 ) is taken through a cyclic process starting from
point A. The process A —> B is an adiabatic compression, B —> C isobaric expansion, C —> D is
an adiabatic expansion and D —> A isochoric expansion. The volume ratios are VA/VB = 16 and
VC/VB = 2 and the temperature at A is T = 300 K. Calculate the temperature of gas at the
points B and D and find the efficiency of the cycle.
Solution :
For an ideal gas undergoing adiabatic expansion or compression, we have TVγ―1 = constant
For the expansion at constant pressure, we have
= 16237.2 Kelvin per mole
Example of Efficiency of a cycle
An ideal gas is taken through a cycle thermodynamic process through four steps. The amount
of heat involved in these steps are Q1 = 5960 J Q2 = — 5585 J Q3 = — 2980 J and Q4 = 3645 J
respectively. The corresponding worked involved are W1 = 2200 J, W2 = ―825 J, W3 = ―1100 J
and W4 respectively.
(i) Find the value of W4
(ii) What is the efficiency of the cycle?
Solution :
For a cyclic process
Question on Cycle
2.00 mole of a mono―atomic ideal gas (U = 1.5 nRT) is enclosed in an adiabatic, vertical
cylinder fitted with a smooth light adiabatic piston. The piston is connected to a vertical
spring of spring constant 200 N/m as shown in the figure. The area of cross―section of the
cylinder is 20.0 cm2 . Initially, the spring is at its natural length and the temperature of the
gas is 300 K. The atmospheric pressure is 100 kPa. The gas is heated slowly for some time by
means of an electric heater so as to move the piston up through 10 cm. Find:
(i) The work done by the gas.
(ii) The final temperature of the gas.
(iii) The heat supplied by the heater.
Solution
Example where 2 vessels are connected
Two vessels contain in each of them one mole of mono―atomic gas. The initial volume of
each vessel is 8.3 x 10―3 m3. Equal amount of heat is supplied to each vessel. In one vessel,
the volume of gas is doubled without change in its internal energy whereas the volume of the
gas is held constant in second vessel. The vessels are now connected to allow free mixing.
Find the final temperature and pressure of the combined system.
A sample of 2 kg of mono―atomic Helium (assumed ideal) is taken through the process ABC
and another sample of 2 kg of the same gas is taken through the process ADC. Given relative
molecular weight of Helium = 4.
(i) What is the temperature of Helium in each of the states A, B, C and D?
(ii) Is there any way of telling afterwards which sample of Helium went through the process
ABC and which went through the process ADC? Write yes or no.
(iii) How much heat is evolved in each of the processes ABC and ADC?
More example in Heat and Thermodynamics
A 1.00 mole sample of an ideal mono―atomic gas originally at a pressure of 1.00 atmosphere
undergoes a three―step process:
(i) It is expanded adiabatically from T1 = 550 K and T2 = 389 K.
(ii) It is compressed at constant pressure until its temperature reaches T3.
(iii) It then returns to its original pressure and temperature by a constant―volume process.
(a) Plot these processes on a p―V diagram.
(b) Determine T3.
(c) Calculate the change in integral energy the workdone by the gas, and heat added to gas
for each process
(d) For the complete cycle.
Solution :
Two mole of an ideal mono―atomic gas is taken through a cycle ABCA as shown in the p — T
diagram. During this process AB, pressure and temperature of the gas vary such that PT
constant. If T1 = 300 K, calculate:
(i) The work done on the gas in the process AB.
(ii) The heat absorbed or released by the gas in each of the process.
An ideal mono―atomic is confined in a cylinder by a spring―loaded piston of cross―section 8 x

10―3 m2. Initially, the gas is at 300 K and occupies a volume of 2.4 x 10―3 and the spring is on
its relaxed (unstretched, uncompressed) state as shown the figure. The gas is heated by a
small electric heater until the piston moves out slowly by 0.1 m.
Calculate the final temperature of the gas and the heat supplied (in joules) by the heater.
The force constant of the spring is 8000 Nm―1 and atmospheric pressure is 1 x 105 Pascal. The
cylinder and the piston are thermally insulated.
The piston is massless and there is no friction between the piston and cylinder. Neglect heat
loss through the lead wires of the heater. The heat capacity of the heater coil is negligible.
( Assume the spring to be massless).
A system is taken from state i to the state f (refer to the figure). Along path “iaf”, it is found
that ∆Q = 50 cal. ∆W = 20 cal. Along the path “ibf”, ∆Q = 36 cal. Calculate:
(i) ∆W along the path "ibf".
(ii) If ∆W=— 13 cal for the curved path "fi", what is the ∆Q for this path?
(iii) Taking Ui = 10 cal, what is Ur?
(iv) If Ub = 22 cal, what is ∆Q for the process "ib" and the process "bf”?
A mono―atomic ideal gas of two moles is taken through a cyclic process starting from A as
shown in the figure. The volume ratios are VB/VA = 2 and VD/VA = 4. If the temperature TA at
A is 27 C,
calculate:
(i) The temperature of the gas at point B.
(ii) Heat absorbed or released by the gas in each process.
(iii) The total work done by the gas during complete cycle.
Express your answer in terms of the gas constant R.
An ideal gas expands from a volume Vo = 1 litre and pressure po = 1 bar to volume 3 litre
along two different paths ABC and AC as shown in figure. The heat added to the gas along the
path ABC is 600 J.
(i) Sketch the process on p — T diagram.
(ii) Find the work done by the gas along the paths ABC and AC.
(iii) Find the heat transfer in the process along the path AC.
A monatomic ideal gas, initially at temperature T1 is enclosed in a cylinder fitted with a

frictionless piston. The gas is allowed to expand adiabatically to a temperature T2 by
releasing the piston suddenly. If L1 and L2 are the lengths of the gas column before and after
expansion respectively, then T1/T2 is given by
Two identical containers A and B with frictionless pistons contain the same ideal gas at the
same temperature and the same volume V. The mass of gas contained in A is mA and that in B
is mB The gas in each cylinder is now allowed to expand isothermally to the same final volume
2V. The change in the pressure in A and B are found to be ∆p and 1.5 ∆p respectively. Then
Two insulating cylinders A and B fitted with pistons contain equal amounts of an ideal
diatomic gas at temperature 300 K.
The piston A is free to move, while that of B is held fixed. The same amount of heat is given
to the gas in each cylinder. If the rise in temperature of the gas in A is 30 K. Then the rise in
temperature of the gas in B is
Which of the following graph correctly represents the variation of
with p for an ideal gas at constant temperature ?
An ideal gas is taken through the cycle A ―> B ―> C ―> A, as shown in the gas in
the cycle is 5J, the work done by the gas in the process C ―> A is ( a ) ―5J ( b ) ―10J
(b) ―15J (d) ―20J
Properties of Material 1 ) Torsional Torque per unit twist
Properties of Material 2 ) Torsion of a cylinder/Twisting wire
Let l = length of cylinder
r = radius of cylinder
φ = angle of twist
Θ = angle of shear
η = modulus of rigidity
τ = restoring torque developed in the cylinder twisting
C = restoring couple per unit twist
F = tangential force applied at the free end.
r
( i ) Relation between angles of Shear and twist BB’ = lΘ = rφ or Θ = φ
l
r 4
( ii ) Torque τ = φ where Torque τ = Cφ
2l
r 4 2
( iii ) Work done in twisting through angle φ is ( ½ )Cφ2 i.e. φ
4l
Properties of Material 3 ) Coefficient of Resilience
3 kinds of Coefficient of Resilience
The amount of energy absorbed per unit volume of the body. This is affected by the class of
deformation whether axial, bending, or torsional; hence there are three kinds of coefficients
of resilience.
Some Authors refer Coefficient of Restitution as Coefficient of resilience.
If a ball falls from a height falling vertically, and just before hitting the ground, it has a speed
of v1. Then after hitting the ground it jumps upward with a vertical upward speed of v2.
Then the coefficient of restitution e = mod of ( v2 / v1 )
If a ball is moving at u1 and another is moving at u2, they collide. After collision if these
move at v1 and v2 then e = mod of ( v2 ― v1) / ( u2 ― u1 )
Properties of Material 4 ) Relations between various Elastic constants
Write many times to memorize
Y Y 
Note β or K ( Bulk Modulus ) B = , =2(1+σ) and Y =
3(1  2 )    3
kr 4
Torsional rigidity C =
2l
Torsional Couple ( Torque ) G = CΘ
x
If Tangential stress is T then T/4 = η where φ is shear angle φ = where Θ is the angle of
l
twist
Poisson’s ratio cannot exceed ( a ) 0.25 ( b ) 1.0 ( c ) 0.75 ( d ) 0.5
A copper wire of cross―section A is under a tension T. Find the decrease in the cross―section
area. Young's modulus is Y and Poisson's ratio is σ.
Properties of Material 5 ) Bending of the Beam
Depression of Beam at center
MgL3
The depression at the centre of a beam is given by 4 bd 3Y
M = Suspended Mass, L = Length of the beam, b = Bread of the beam,
Y = Young's modulus and d = Thickness of the beam
Supported Beam, Centrally Loaded [ Assumption : Weight of the beam is ineffective ]
WL3
( i ) if the beam is of circular cross―section, then depression y is given by y =
12Y  r 4
Where W is the load suspended at the middle of the beam, L is the length of the beam
between two supported points, Y is the Young’s modulus of elasticity and r is the radius of
the circular cross―section of the beam.
( ii ) If the beam is of rectangular cross―section of breadth b and depth d, then depression at

3 3
MgL WL
the middle is given by y = 4 bd 3Y or 4 bd 3Y
The Cantilever ― Depression of tits Loaded End
[ Assumption : Weight of cantilever is ineffective ]
WL3
Depression y =
3YI
bd 3
For a beam of rectangular cross―section of breadth b and depth d, moment of Inertia I =
12
12WL3 4WL3
So y = =
3Ybd 3 Ybd 3
If the cross section is square in shape then b = d
b4 4WL3
So I = gives y =
12 Yb 4
 r4
For the beam of circular cross―section of radius r, I =
4
WL3 4WL3
So y = =
 r4 3Y  r 4
3Y [ ]
4
―
For the same cross―sectional area and for given load, the ratio of depression for the beam of
a square cross―section and circular cross―section is ?
(a)3:∏ (b)∏:3 (c)1:∏ (d)∏:1
Solution :
4WL3 4WL3 y1 3  r 4 3 r4
We have y1 = and y2 =  = = as b2 = ∏r2
Yb 4 3Y  r 4 y2 b 4
( r )
2 2
y1 3
So = so option ( a ) is correct
y2 
Moment of Inertia of a cylinder of Mass M, Length L and Radius R when the axis of rotation
coincides with axis of the cylinder is MR2/2
While Moment of Inertia of a cylinder when axis is passing through the middle of the cylinder
normal to its Geometrical axis or through the end is …
Properties of Material 6 ) Measurement of Radius of Curvature
To measure the radius of curvature with a spherometer, we use the formula
We have r2 = h(2R ― h )
On simplification
r2 h l
R=  But r = Consider an equilateral triangle of side l
2h 2 3
l2 h
So R = +
6h 2
Properties of Material 7 ) Shear stress
A bar of cross―section A is subjected to equal and opposite tensile forces F at its ends.
Consider a plane through the bar making an angle with a plane at right angles to the bar.
Then shearing stress will be maximum if Θ
(a)0 ( b ) 30 ( c ) 45 ( d ) 60 ( e ) 90
The Area of the slanted plane is A/Cos Θ
Shear stress is due to component of the force along the plane in consideration
Components of the Force along the Plane are
Shear stress will be maximum if Sin 2Θ = 1 or Θ = 45
Longitudinal stress is due to Force Normal to the surface
To show the components
FCos
So Longitudinal stress is
( A / Cos )
Properties of Material 8 ) Thermal stress and force
( i ) The thermal stress set up in the rod which is not free to expand Or contract is given by
F/A = Y α ( Θ2 ― Θ1 )
Where Y = Yong’s modulus α = Linear coefficient of expansion and
( Θ2 ― Θ1 ) = Temperature difference
( ii ) Thermal Force = F = YAα ( Θ2 ― Θ1 )
( iii ) Two different rods of different materials are joined end to end and the composite rod is
fixed between the two supports. The temperature difference is ( Θ2 ― Θ1 ). Then force is
given by
Properties of Material 9 ) Proof Resilience
Proof resilience is related to
(a) PE stored in an elastic body.
(b) stiffness of a beam.
(c) elastic fatigue.
(d) elastic relaxation.
Answer is ( a ) Potential Energy stored in an elastic body.
Properties of Material 10 ) Elongation in a Pendulum
A sphere of mass M kg is suspended by a metal wire of length L and diameter d. When in

equilibrium, there is a gap of ∆l between the sphere and the floor. The sphere is gently
pushed aside so that it makes an angle Θ with the vertical. Find Θmax so that sphere fails to
rub the Floor. Young's modulus of the wire is Y.
Properties of Material 11 ) Depression at center of rod
A wire of length L is clamped at two ends so that it lies horizontally and without tension. A
weight W is suspended from the middle point of the wire. The vertical depression is … ( fill in
the blanks ) ? if given Young's modulus is Y.
Fluid 1 ) Bernoulli’s Principle and Application
Differential velocity at top and bottom of an aircraft wing, for uplift
Dynamic lift in aircraft
Aeroplanes get the dynamic lift because of the shape of their wings. The upper surface of the
wing is made more curved than the lower surface; air flows with greater speed above the
wing; pressure above the wing is less. The wing gets dynamic lift upwards.
Dynamic Lift = (P2 ― P1 )A = ( ½ )ρ (V12 ― V22 )A
Where ρ is the density of air, A is the area of the wing, v1 and v2 are the speeds of air above
and below the wing and P1 and P2 are pressure above and below the wing.
Air is streaming past a horizontal air plane wing such that its speed is 90 m/s at the lower
surface and 120 m/s over the upper surface. If the (Total ) wing is 10 m long and has an
average width of 2m, the difference of pressure on the two sides and the gross lift on the
wing is ( Take density of air = 1.3 kg m―3 )
( a ) 5 Pa 900 N ( b ) 95 Pa 900 N ( c ) 4095 Pa 900N ( d ) 4095 Pa 81900 N
Ans : ( d )
Pressure Difference = ΔP = ( ½ ) ( ρ ) v2 Note : v is NOT relative velocity
P2 ― P1 = ( ½ ) x 1.3 x [ 1202 ― 902 ] = 4095 Pa So Lift = 4095 x 2 x 10 = 81900 N
roof of hut being flown off due to strong wind
Fluid 2 ) Magnus Effect Top Spin
Magnus Effect lift
Fluid 3 ) Reynold’s Number
Fluid 4 ) Surface Tension Formula
Fluid 5 ) Bulk Modulus and Compression of liquid
Find the density of water 2 km deep in a sea. Bulk modulus = 2 x 109 Pascal
( a ) 103 kg m―3 ( b ) 1010 kg m―3 ( c ) 1100 kg m―3 ( d ) 1040 kg m―3
The average depth of Indian Ocean is about 3000 meter. Bulk modulus of water is 2.2 x 104
Pascal. g = 10 m s―2 then fractional compression ∆V/V of water at the bottom of the Indian
Ocean is ( a ) 1.36% ( b ) 20.6% ( c ) 13.9% ( d ) 0.52%
Solution :
( a ) The pressure exerted by a 3000 m column of water on the bottom layer P = hρg
= 3000 x 1000 x 10
V Stress 3x102
Fractional compression = = = 1.36 x 10―2 so 1.36%
V B 2.2 x109
Find the volume density ofelastic energy of fresh water at a depth of 1000 m
(a) 2.5 kJm―3 (b)25 kJm―3 (c) 0.25 5 kJm―3 (d) none
A diver at a depth of 45 m exhales a bubble of air that is I .0 cm in radius Assuming ideal gas
behaviour. what will be the radius of this bubble as it breaks the surface of water?
Plan :
Inside water P(Total) = atmospheric pressure + ρgh
Using P1 V1 = P2V2, V2 at the surface of wafer is calculated (V2 is the volume of bubble at
the surface). thus, r can be calculated.
Solution :
Atmospheric pressure = 1 atm Pressure due to depth of 45 meter water = ρgh
Where ρ = density of water = 1 gm/cc or 1000 kg/(m3) g = 9.81 m/s2 and h = 45 m
Gives ρgh = 1000 x 9.81 x 45 Pascal = 4.36 atm as 1 atm = 1.01325 x 105 Pascal
Thus P1 = atmospheric Pressure + ρgh = 1 + 4.36 = 5.36 atm P2 = 1 atm
V1 = (4/3)∏r3 = (4∏)/3 cc
V2 = (4/3)∏r3 = Volume of bubble at P2 ( at surface )
Using P1 V1 = P2 V2 V2 = P1 V1 / P2 or r3 = 5.36 or r = 1.75 cm
Fluid 6 ) Time taken for water to go from h1 to h2
A cylindrical vessel of area of cross―section A has a hole of area of cross―section “a” in its
bottom. Time taken for the water level to decrease from h1 to h2 as water flows out from the
hole is
A 2
Time τ = ( h1 ― h2 )
a g
Application of Bernoulli’s Equation in Siphon
Magnetic Properties of Materials 1 ) Diamagnetic, Paramagnetic, Ferrimagnetic,

Antiferromagnetic
Magnetic Properties : Solids can classified into different types depending upon their behaviour
towards applied magnetic field.
a. Diamagnetic Substances : Which are weakly repelled by magnetic field. They have paired
electrons. NaCl, V2O5 , TiO2
b. Paramagnetic Substances : Which are weakly attracted by Magnetic fields. They have
permanent dipoles due to presence of unpaired electrons. They lose their magnetism on
removal of magnetic field. TiO, Ti203, VO, VO2, CuO
c. Ferromagnetic Substances : Spontaneous alignment of magnetic dipoles of ions or atoms in

same direction. It changes into paramagnetic substances at higher temperature Fe, Co, Ni,
CrO2
d. Ferrimagnetic Substances : Alignment of magnetic dipoles of ions or atoms in such a way so

that there is some net magnetic moment due to unequal number of parallel anti―parallel
magnetic dipoles. It also changes into Paramagnetic substances at higher temperature. Fe3O4
e. Anti Ferromagnetic Substances : Alignment of magnetic dipoles of ions or atoms in such a

way so that there is no net magnetic moment (i.e. zero magnetic moment) due to equal
number of parallel anti―parallel magnetic dipoles. V2O3, Cr203, MnO, Mn203, Mn02, FeO,
Fe2O3. CoO, NiO
Projectile Problems
In Professor H C Verma’s book there are less than 10 Projectile problems. This is insufficient.
Range and time of flight along an inclined plane
Consider an inclined plane of inclination a. Let a projectile be fixed at an angle O with the
horizontal or at an angle ( Θ ― α ) with respect to incline plane as shown in Fig.
Question
A ball is thrown up with a certain velocity so that it reaches a height h. Find the ratio of the
times in which it is at h/3
Roorkey 1999 Problem in Inclined plane
Two parallel lines in a vertical plane are inclined to the horizontal at an angle ∏/4. A particle
is projected from a point midway between them so as to touch one of the lines and strike the
other at right angle. Find the angle of projection of the particle
The component of g along OX and perpendicular to OX
1990 Roorkey Mathematics Projectile Problem
A shot fired from a gun with a speed V at an angle Θ strikes an object at a point P on the
horizontal plane through the point of projection. If the object at P starts moving away from
the gun with uniform acceleration f the moment the gun is fired, then if the speed of the shot
V is kept unchanged, show that the elevation must be changed to in order to strike the
moving object, Where g Sin 2φ + f Cos 2φ = g Sin 2Θ + f
The velocity of projection is given as V. Let time of flight when angle of projection is changed
to φ is t1
The effective range is R1
Question
The displacement of a particle varies with time as x = a e―αt + b eβt where a, α, b, β are
positive constants.
The velocity of the particle
(a) will be independent of α and β
(b) drop to zero when α = β
(c) go on decreasing with time
(d) go on increasing with time.
Question
Convert given v―x graph shown in figure to a―x graph ( IIT Screening 2005 )
Question
The relation between time t and distance x is t = ax2 + bx where a and b are constant. The
acceleration is
(a) —2a bv2 ( b ) 2 bv3 ( c ) ―2 a v3 (d) 2 av2
Question
A car starting from rest accelerates at the rate f through a distance s, then continues at
constant speed for time t and then decelerates at rate f/2 to come to rest. If the total
distance covered is 15 s, then
Question
A projectile is a body; that is given an initial velocity and then follows a path determined
entirely by the effects of gravitational acceleration and air resistance. A batted baseball, a
thrown football, a package dropped from an airplane. and a bullet shot from a rifle are all
projectiles. The path followed by a projectile is called its trajectory. Represent the projectile
as a single particle with an acceleration (due to gravity) that is constant in both magnitude
and direction. Neglect the effects of air resistance and the curvature of the Earth and its
rotation. Like all models, this one has limitations. Curvature of the earth has to be considered
in the flight of long range missiles and air resistance is of crucial importance to a sky diver.
1. If air resistance is considered, then the maximum height achieved by the projectile
(a) decreases (b) increases (c) remains unchanged (d) very difficult to answer as no
data provided
Solution : (a)
2. Air resistance is proportional to ?
(a)v ( b ) v2 ( c ) v―2 ( d ) v3
Solution : ( b )
To very good approximation air resistance is known to be proportional to square of velocity.
3. Comparing with no air―resistance curve. for the motion of a baseball with effect of air
resistance, the correct curve will be
(a)A (b)B (c)C ( d ) none
Solution : ( a )
4. A gun is fired horizontally on the bull's eye at a height h
(a) The bullet hits the bull's eye
(b) The bullet moves left or right ofthe Bull’s eye due to jerk experienced on firing
(c) The bullet misses the bull's eye and hits upward
(d) The bullet misses the target and hits downwards
Solution : ( d ) due to gravity it follows projectile path (parabolic) and moves downward.
Question
Journey in a train is adventurous particularly when you have a seat. The girl sitting near the
window ate a banana and dropped the peel from the window. Her co―passenger looking
through the window found that it dropped vertically down and touched the ground in 0.2 s.
After some time she requested her sister sitting on the upper berth to drop a chocolate bar.
The sister dropped the bar. But, it fell in front of the girl instead of reaching her hand. She
was angry but the co―passenger calmed her by saying that she dropped exactly in line of your
hand but as the train is accelerating it did not reach you and fell in front of you.
1. Is the co―passenger's explanation to the girl correct?
Solution :
No, the train is actually retarding. When the girl on the upper berth released the chocolate
train was faster and the chocolate acquired the same horizontal velocity but the train
retarded and became slow. Therefore, the girl sitting on the lower berth (due to motion of
train) covered lesser distance and the chocolate covered longer distance and fell in front of
her hands.
2. An observer standing outside the train finds the banana peel moving
(a) vertically down (b) in parabolic path (c) horizontally (d) cycloid
Solution : ( b )
3. If the train would have moved with uniform velocity the chocolate will fall
(a) behind her hands (b) towards left (c) towards right (d) in her hands
Solution : ( d )
4. If a projectile has a velocity > escape velocity which trajectory will it follow ?
( a ) Elliptic ( b ) Hyperbolic ( c ) Vertical straight ( d ) Parabolic
Solution : ( b )
5. Two particles are thrown with 8 m/s as shown in Figure one horizontally from a height of
40 m and the other from a height of 50 in making an angle 60 with the vertical. They strike in
mid air. Find the coordinates of strike point and distance between the buildings.
Solution :
Question
Electrons, nuclei, atoms and molecules like all forms of matter, will fall under the influence
of gravity. Consider separately the beam of electrons, of nuclei, of atoms and of molecules
travelling a horizontal distance of 1 m. Let the average speed of electrons be 3 x 107 m/s. for
a thermal neutron 2.2 x 105 m/s for a neon atom 5.8 x 102 m/s and for an oxygen molecule
4.6 x 102 m/s. The beams move through vacuum horizontally with initial velocities mentioned
above. A golf ball is also projected horizontally with 20 m/s in vacuum.
1. Out of the given beams which deviates maximum in travelling 2 m?
(a) electron beam (b) neutron beam (c) neon atom (d) oxygen atom
2. Find the deviation of golf ball in travelling through
(a) 2 cm (b) 5 cm (c) 8 cm (d) 3.6 cm
3. Is there any effect of electron―electron repulsion?
(a) Yes (b) No (c) insufficient data to reply (d) none
Solution :
3. ( b ) Since the net velocity has already taken into account the repulsion, no effect of
repulsion is to further added.
Question
Radar is used for ranging of the projectiles. A radar observer on the ground is watching an
approaching projectile. At a certain instant, he gathers the following information. The
projectile has reached maximum altitude and is moving horizontally with a speed v, the
straight line distance of the projectile is l. The line of sight to the projectile is an angle Θ
above the horizontal. D is the distance between the observer and the point of impact of the
projectile. Assume observer lies in the plane of the trajectory and the Earth is flat in that
part.
1. Find D in terms of l, v and Θ
gl 2 gl 2 gl 2 gl 2
(a) Cot Θ (b) tan Θ ( c ) tan Θ ( d ) Cot Θ
v2 v2 2v 2 2v 2
2. Does the projectile pass over his head before reaching him?
(a) Yes (b) No (c) insufficient data to reply
Solution :
1(d)
gl
where vy =
v
2 ( c ) if Θ < α the angle of projection of projectile, then the projectile will fall before
reaching him.
Radius of Curvature of a Projectile
Find the radius of curvature of the trajectory of a projectile projected with velocity u at an
angle α with the horizontal after t seconds from the instant of projection.
Solution :
We have
Let Θ be the angle made by the velocity with the horizontal
u sin   gt
Then tan Θ =
u cos
The component of mg along the normal is mg cos Θ and that is the centripetal force.
A Special Problem on Average Relative Velocity
A large number of panicles are moving each with velocity v having directions of motion
randomly distributed. What is the average relative velocity between any two particles
averaged over all the pairs?
 4
(a)v (b) v (c) v ( d ) 4∏v
4 
Solution :
A modified problem from Irodov regarding “Spring constant” and height of fall
Two discs each having mass m are attached rigidly to ends of a spring. One of the discs rests
on a horizontal surface and the other produces a compression x on the spring when it is in
equilibrium. How much further must the spring compressed so that when the force causing
the compression is removed the extension of the spring will be able to lift the lower disc off
the table?
(a)x ( b ) 2x ( c ) 1.5 x ( d ) 3x
Melde’s Experiment
A plane wave ξ = A cos ( ωt ― kx ) propagates in the reference frame S. Find the equation of
this wave in a reference frame S’moving in the +ve direction of x―axis with a constant
velocity V relative to S.
Which of the following represents ( a ) a progressive wave and ( b ) a stationary wave ?
( a ) y = 2 cos 5x sin 9t ( b ) y = 2 x  vt ( c ) y = 3 sin ( 5x ― 0.5t )+4 cos ( 5x ― 0.5t )
( d ) y = cos x sin t + cos 2x sin 2t if progressive then find velocity
A wave problem with interpretation of equation
1 1
The shape of a wave is represented by y = at t = 0 and y = at t = 2 sec.
1 x 2
1  ( x  1) 2
Assume that the shape of the wave remains unaltered as it advances in the medium. Find the
velocity of the wave and represent the wave graphically. IIT JEE 1990
Obviously the wave advances by 1 m in 2 sec.
Thus V = ½ = 0.5 m/s
The following equations represent transverse waves z1 = A cos ( kx ― ωt ) and z2 = A cos ( kx +

ωt ) and z3 = A cos ( ky ― ωt ). Identify the combination ( s ) of the waves which will
produce ( i ) standing waves ( s ) ( ii ) a wave travelling n the direction making an angle of
45 with the positive x and positive y axes. In each case find the positions at which the
resultant intensity is always zero. IIT JEE 1987
Solution :
The first and the second equations re resent waves travelling in opposite directions along
x―axis. Hence they combine to form stationary waves.
Thus z = z1 + z2 = A cos ( kx ― ωt ) + A cos ( kx + ωt )
This is equation of stationary waves. The intensity is zero when cos kx = 0
The resultant of 1 and 3 is given by
Beats of Beats
Three sound waves of frequencies 320, 344 and 280 are produced simultaneously Find the
number of beats per second, assuming the human ear’ s resolution is 10 beats per second.
Question
One end of a rope is tied to a peg on the wall. The other free end is held taut by the hand
and periodically shaken. A wave travels down the rope sinusoidally with frequency 2.0 Hz and
amplitude 7.5 cm. The wave speed is 12.0 m/s. Find the angular frequency, period,
wavelength and wave number of the wave. Write the equation for the displacement as a
function of time.
Power of a wave ( P )
The energy contained in a volume element of the medium in unit time is called the power of
the wave. Energy contained in an element of length '∆x' and area of cross section ‘a’ in a time
'∆t' will be E = U a∆x
Intensity ofa wave (I)
Intensity of a wave is defined as the energy transferred in unit time or power transmitted
across unit area held perpendicular to the direction of propagation of the wave. SI unit of
intensity is W m―2 .
Therefore
Intensity of a wave = Energy density of the wave x speed of the wave
Hence, intensity ofa wave is directly proportional to
(i) the square of its amplitude,
(ii) the square of its frequency,
(iii) the velocity of propagation and
(iv) the density of the medium through which it travels.
Question
calculate the intensity of the wave, if the linear density of the rope is 250 g/meter.
Solution :
= 1.34 W
Question
Question
A string fixed at its ends is 70 cm long. The speed of transverse wave through it is 49 m s―l. If
the string is vibrating in seven identical segments
(i) How many nodes and antinodes are present in its vibration?
(ii) What is the wavelength of the wave?
(iii) What is the frequency of vibration?
(iv) What is the fundamental frequency and wavelength of fundamental vibration of the
string?
(v) What is the wavelength and frequency in the second overtone?
(vi) What is the wavelength and frequency in the fourth mode of vibration?
Solution :
Question
The air column in a closed pipe of length 40 cm and diameter 2.5 cm is set into vibration.
What is the frequency of vibration if it is vibrating in its first mode? Velocity of sound in air v
= 340 m/s
Solution :
Diameter of pipe = 2.5 cm = 0.025 m
End correction e = 0.3 d = 0.3 x 0.025 = 0.0075 m
Question
A train moving at a speed of 72 kmph sounds a whistle of frequency 500 Hz. Calculate the
apparent frequency of the whistle as heard by a man on the platform when the train
(i) approaches him and (ii) recedes from him. Given speed of sound = 340 m/s
Solution :
Velocity of sound v = 340 m/s
Velocity of source vs = 72 kmph
( i ) Apparent frequency of sound as heard by the listener.
Question
Find (i) the intensity level corresponding to sound intensity of 10―8 W rn―2 and (ii) the
intensity of sound of intensity level 50 dB. Given threshold of hearing = 10―12 W m―2.
Solution :
Question
1. The displacement wave in a string isy = (3 cm) sin 6.28 (0.5x — 500 where x is in
centimetres and t in seconds.
The wavelength and velocity of the wave is
(a)2cm, 100 cms―1 (b) IOcm, 50 cm―1 (c) 20 cm,2ms―1 (d) 2m, 100ms―1
Solution :
Question
2. The equation of a wave is 10 sin(6.28x — 314t) where x is in centimeters and t is in

seconds. The maximum velocity of the particle is
( a ) 62.8 cm/s ( b ) 3140 m/s ( c ) 50 cm/s ( d ) 31.4 m/s
Solution : ( d ) ymax = ωyo = 314(10) cm/s or 31.4 m/s
3. The speed of a transverse wave travelling on a wire having a length 50 cm and mass 50 g is
80 m/s. The area of cross―section of the wire is 1 mm2 and its Young's modulus is 16 x 1011
Pascal. Find the extension of the wire over natural length.
( a ) 2 cm ( b ) 2 mm ( c ) 0.2 mm ( d ) 0.02 mm
Solution :
T
(d)v=

4. Which of the following waves is progressing in the y direction?
Solution :
( a ) The wave x = xo Cos ( ωt ― ky ) travels along y direction
5. Velocity of sound in air is 332 m/s. Its velocity in vacuum is
( a ) > 332 m/s (b) 3 x 108 m/s ( c ) 332 m/s (d) none of these
Solution :
(d) None of these as velocity is zero as sound waves require medium.
6. A cork floating in a calm lake is executing SHM of frequency f. When a boat passes close to
the cork then the
(a) frequency becomes greater than f.
(b) frequency becomes less than f
(c) frequency remains constant.
(d) none of these.
Solution :
(c) Frequency remains constant and velocity will vary, that is, wavelength will vary.
7. Two waves of equal amplitude xo and equal frequency travel in the same direction in a
medium. The amplitude of the resultant wave is
(a)0 ( b ) xo ( c ) 2xo ( d ) between xo and 2xo
Solution :
8. The fundamental frequency of a string is proportional to
(a) inverse of the length (b) the diameter (c) tension (d) density
Solution :
( a ) f α ( 1/l )
9. A uniform rope of length 12 m and mass 6 kg hangs vertically from a rigid support. A block
of mass 2 kg is attached to the free end of the rope. A transverse pulse of wavelength 0.06 m
is produced at the lower end of the rope. What is the wavelength of the pulse when it
reaches the top of the rope.
( a ) 0.06 m ( b ) 0.12 m ( c ) 0.09 m ( d ) none of these IIT 1984
Solution :
10. A uniform rope of mass 0.1 kg and length 2.45 m hangs from a ceiling. The speed of
transverse waves in the rope at a point 0.5 m from the lower end is
( a ) 2.21 m/s ( b ) 4.21 m/s ( c ) 7.21 m/s ( d ) 3.31 m/s
Solution :
11. The equations of motion of two waves propagating in the same direction is given by
Solution :
12. The displacement y of a wave travelling in x direction is given by
Where x is in meters; and t in seconds. The speed of the wave―motion in meter per second is
( a ) 600 ( b ) 1200 ( c ) 200 ( d ) 300
Solution :
(d)
13. A steel wire of linear mass density 9.8 g/m is stretched with a tension of 10 kg. It is kept
between poles of an electromagnet and it vibrates in resonance when carrying an arc of
frequency n. The frequency n is
( a ) 100 Hz ( b ) 200 Hz ( c ) 25 Hz ( d ) 50 Hz
Solution :
14. The equation of a progressive wave is
The wavelength of the wave is
(a)8m (b)4m (c)2m ( d ) 10 m
Solution :
x
15. The equation of a stationary wave is y = Sin Cos 10∏t where x and y are in
3
centimeters. And t is in seconds. The separation between two consecutive nodes is
( a ) 1.5 cm ( b ) 6 cm ( c ) 3.0 cm ( d ) 18 cm
Solution :
Separation between Two consecutive nodes is λ/2 = 3 cm
16. If the amplitude of velocity ofa particle acted by a force F = Fo Cos ωt along x―axis is
given by
The frequency of resonance is
( a ) ω = b/a ( b ) b/2a ( c ) a/b ( d ) a/2b
Solution :
17. An observer on the sea shore observes 54 waves reaching the coast per minute. If the
wavelength is 10 m. The Velocity is
( a ) 9 m/s ( b ) 54 m/s ( c ) 18 m/s ( d ) 36 m/s
Solution :
18. A light pointer fixed to one prong Of a tuning fork touches a vertical smoked plate. The
fork is set to vibration and the plate is allowed to fall freely. Eight complete waves are
counted when the plate falls through 10 cm. The frequency of the tuning fork is
( a ) 112 Hz ( b ) 14 Hz ( c ) 28 Hz ( d ) 56 Hz ( IIT JEE 1996 )
Solution :
19. A progressive wave of frequency 500 Hz is travelling with a velocity 360 m/s. How far are
two points 60o out of phase?
( a ) 0.06 m ( b ) 0.12 m ( c ) 0.18 m ( d ) 0.24 m
Solution :
20 ) Two blocks each having a mass 3.2 kg are connected by a wire CD and the system is
suspended from the ceiling by another wire AB as shown in figure. The linear mass density of
AB is 10 gm/meter and that of the CD is 8 gm/meter. The speed of the transverse wave pulse
produced in AB and CD is
( a ) 80 m/s , 40 m/s ( b ) 40 m/s , 80 m/s ( c ) 80 m/s , 63 m/s ( d ) none of these
Solution :
Question ( Passage type )
Your roommates have lost the TV remote control and no amount of searching can find it.
Rather than buy a new one, you build a low cost replacement. You attach one end of a small
liver mechanism to the TV channel changing button. You plan to attach the other end of the
liver to a 3 m long string that will run from TV to the couch. When you pull the string tight
and pluck your end of the string a wave will travel down the string and trigger the fever.
changing the channel. Your design assumes you will disturb the string vertically by 5 mm when
you pluck it and that your wave will take only 0.2 s to travel horizontally along the string
from your end to the lever. Unfortunately you could not find a single string 3 m long. You
could only find two I .5 m long strings one weighing 90 g and the other weighing 10 g You tie
the two pieces to make a 3 m long string and attach one end of the combined string to lever
mechanism. You then take the other end in hand and head for the couch.
1. How hard do you have to pull to make it stretch taut?
( a ) 7.5 N ( b ) 75 N ( c ) 1.5 N ( d ) 13.5 N
Solution :
2. How many loops will be seen in each string?
( a ) 1 in thinner wire and three in thicker wire. ( b ) 3 in thinner wire and 1 in thicker wire.
( c ) 1 each. (d) 3 each
Solution :
3. What is the frequency of the wave?
( a ) 21.5 Hz ( b ) 20 Hz ( c ) 14.3 Hz 9 d ) 11.1 Hz
Solution :
Question
A boy of 5th standard is playing with the cloths line. He unties one end. holds it taut and
wiggles the end up and down sinusoidally with frequency 2 Hz and amplitude 0.075 m. The
wave speed is 12 m/s. At t = 0 the end has maximum displacement and is instantaneously at
rest. Assume no wave bounces back from the far end to muddle up the pattern.
1. What is the wave number ?
( a ) 1.05 per meter ( b ) 1.32 per mete ( c ) 0.78 per meter ( d ) 2.34 per meter
Solution :
2. Write a wave function describing the wave.
( a ) y = 0.075 cos ( 1.05x ― 4∏t )
( b ) y = 0.075 cos ( 1.05x ― 2t )
( c ) y = 0.075 sin ( 1.05x ― 4∏t )
( d ) y = 0.075 sin ( 1.05x ― 2t )
Solution : 2. ( a )
3. Write equations for the displacement as a function of time 3 m of the boy's end of the
clothesline
( a ) y = 0.075 cos 4∏ ( b ) y = ― 0.075 cos 4∏ ( c ) y = 0.075 sin 4∏ ( d ) none
Solution :
Read the following passage and answer the questions given at the end. One of the strings of a
Guitar lies along the x―axis when in equilibrium. The end of the string at x = 0 (the bridge of
the guitar) is tied down. An incident sinusoidal wave travels the string in the —x direction at
143 m/s with an amplitude 0.75 mm and a frequency of440 Hz. This wave is reflected from
the x = 0 end (fixed end) and the super position of incident and reflected travelling waves
forms a standing wave.
1. The equation of the wave representing stationary wave is
( a ) 0.75 sin 19.3x cos 880∏t
( b ) (0.75x10―3) sin 19.3x cos 880∏t
( c ) 1.5 x10―3 sin 19.3x cos 880∏t
( d ) 1.5 x10―3 sin 19.3x cos 440∏t
Solution :
1. ( c ) y = 2yo sin kx cos ωt = 1.5 x 10―3 sin
2. The separation between the two nearest points on the string that do not move at all is
( a ) 0.163 m ( b ) 0.325 m ( c ) 0.202 m ( d ) 0.244 ( e ) none
Solution :
3. The maximum transverse velocity and maximum transverse acceleration at point of

maximum oscillation is
( a ) 4.15 m/s , 1.15 x 104 m/s2
( b ) 4.15 m/s , ―1.15 x 104 m/s2
( c ) 1.15 m/s , 4.15 x 104 m/s2
( d ) 3.98 m/s , 1.35 x 104 m/s2
Solution :
Question
Two open pipes of length 50 cm and 51 cm produce 6 beats when sounded together, find the
speed of sound.
( a ) 330 m/s ( b ) 316 m/s ( c ) 306 m/s ( d ) 360 m/s
Solution :
Question
If fundamental frequency of an open pipe is fo . Its fundamental frequency when it is

half―filled with water is
( a ) fo ( b ) λ/4 ( c ) 2fo ( d ) none of these
Solution :
(a) See the situation shown in the Figure When the pipe is half―filled with water it becomes a
closed pipe and the length.
same wavelength existed in open pipe. Therefore, frequency remains unchanged as f = v/λ
Question
In the experiment for determination of the speed of sound in air using resonance tube
method. The length of air column that resonates with fundamental mode with a tuning fork is
0.1 m. When its length is changed to 0.35 m it resonates in first overtone. The end correction
is
( a ) 0.012 m ( b ) 0.025 m ( c ) 0.05 m ( d ) 0.0024 m
Solution :
Question
An observer moves towards a stationary source of sound with 1/5 th of the speed of sound.
The wavelength and frequency of the source emitted are λ and f respectively. The apparent
frequency and wavelength recorded by the observer are
( a ) 0.85f, 0.8λ ( b ) 1.2f, 1.2λ ( c ) 1.2f, λ ( d ) f, 1.2λ
Solution :
Wavelength remains unchanged.
Question
An air column closed at one end and open at the other end resonates with a tuning fork when
45 and 99 cm of length. The wavelength of the sound in air column is
( a ) 36 cm ( b ) 54 cm ( c ) 108 cm ( d ) 180 cm
Solution :
( c ) λ/2 = 99 ― 45 = 54 cm or λ = 108 cm
Question
The frequency of a tuning fork is 384 Hz and velocity of sound in air is 352 m/s. How far sound
has travelled when fork completes 36 vibrations ?
( a ) 33 m ( b ) 16.5 m ( c ) 11 m ( d ) 22 m
Solution :
( a ) x = v.t = 352 x 36/384 = 33 m
Question
A sound source is falling under gravity. At some time t = 0 th detector lies vertically below
source at a height H as shown in Figure. If v is velocity of sound and fo is frequency of the
source then the apparent frequency recorded after t = 2 second is
Solution :
( d ) vs = 0 + g(2) = 2g and
Question
An open pipe is suddenly closed at one end. As a result the frequency of third harmonic of the
closed pipe is found to be higher by 100 Hz. The fundamental frequency of open pipe is
( a ) 200 Hz ( b ) 30 Hz ( c ) 240 Hz ( d ) 480 Hz IIT JEE 1996
Solution :
Question
As a wave propagates
( a ) The wave intensity remains constant for plane wave
( b ) the wave intensity decreases as inverse of the distance from source for a spherical wave
( c ) The wave intensity falls as inverse square of the distance for a spherical wave.
( d ) total intensity of the spherical wave over the spherical surface centered at the source
remains constant at all times.
Solution a, c, d
Question
Two monoatomic ideal gases 1 and 2 of molecular masses m1 and m2 respectively are
enclosed in separate containers kept at the same temperature. The ratio of the speed of
sound in gas 1 to gas 2 is given by IIT JEE 2000
Solution :
Question
A Siren placed at a railway platform is emitting sound of frequency 5 kHz. A passenger sitting
in a moving train A records a frequency of 5.5 kHz when the train approaches the siren.
During his return journey in a different train B he records the frequency of 6 kHz while
approaching the same siren. The ratio of velocity of train B to train A is
( a ) 242/252 ( b ) 5/6 (c)2 ( d ) 11/6 IIT JEE screening 2002
Solution ;
Question
A piezo―electric quartz crystal of thickness 0.005 m is vibrating in reonating conditions.

Calculate the fundamental frequency fo for quartz.
Y = 8 x 1010 N/m2 and ρ = 2.65 x 103 Kg/m3
( a ) 5.5 MHz ( b ) 55 MHz ( c ) 0.55 MHz ( d ) 5.5 kHz
Solution :
Question
Calculate the ratio of speed of sound wave in Neon to that of in Water vapors at any
temperature.
( a ) 9/8 ( b ) 3/(2√2) ( c ) 3/2 ( d ) 8/9
Solution :
Question
Find the speed of sound in a mixture of 1 mole of He and 2 mole of O2 at 27 C
( a ) 480 m/s ( b ) 621 m/s ( c ) 401 m/s ( d ) 601 m/s IIT JEE 1995
Solution :
Question
The velocity of sound is vs in air. If density of air is increased twice then the new velocity of
sound will be
( a ) vs ( b ) vs /√2 ( c ) √2 vs ( d ) ( 3/2 ) vs
Solution :
Question
Two radio stations broadcast their programmes at the same amplitude A and at slightly
different frequencies ω1 and ω2 respectively where ω2 — ω1 = 1 kHz. A detector receives the
signals from the two stations simultaneously. It can only detect signals of intensity > 2A2. Find
the interval between successive maxima of the intensity of the signal received by the
detector.
( a ) 2 x 10―3 sec ( b ) 4 x 10―3 sec ( c ) 1.5 x 10―3 sec ( d ) 10―3 sec
Solution :
Question
Which of the following will pair up to produce stationary wave ? IIT JEE 1993
( a ) Z1 = A cos ( kx ― ωt ) ( b ) Z2 = A cos ( kx + ωt ) ( c ) Z3 = A cos ( kx ― ωt )
( d ) Z4 = A cos ( kx + ωt )
Options ( a ) 1 and 2 ( b ) 2 and 3 ( c ) 3 and 4 ( d ) 1 and 3
Solution : (a) The waves must be travelling in opposite directions and have same amplitude
and same
Question
A quartz crystal is used to produce ultrasonic. The frequency will be inversely related to
( a ) Young’s modulus ( b ) thickness ( c ) density ( d ) length
Solution : ( b ) f α 1/t
Question
Two successive resonance frequencies in an open organ pipe are 1944 and 2592 Hz. Find the
length of the tube. The speed of sound in air is 324 m/s
( a ) 25 cm ( b ) 50 cm ( c ) 12.5 cm ( d ) none of these
Solution :
( d ) fo = 2592 ― 1944 = 648 Hz
So λ = v/f = 324/648 = ½ m or l = λ/2 = 25 cm
Question
A cylindrical metal tube has a length of 50 cm and is open at both ends. Find the frequencies
between 1 kHz to 2 kHz at which the air column in the tube resonates.
The temperature on that day is 20 C.
(a) 1020, 11360, 1700Hz (b) 1026, 1368, 1710Hz
(c) 1328, 1660, 1922 Hz (d) none of these
Solution :
wavelengths allowed between 1000 Hz and 2000 Hz are 1026 Hz, 1368 Hz, 1710 Hz.
Question
A tuning fork produces 4 beats per second with another tuning fork of frequency 256 Hz. The
first one is now loaded with a little wax and number of beats heard are 6 per second. The
original frequency of the tuning fork is
( a ) 252 Hz ( b ) 260 Hz ( c ) 250 Hz ( d ) 262 Hz
Solution :
( a ) f = 256 ± 4 Hz
On loading the first one the number of beats increase. Therefore, the frequency of the tuning
fork must be 252 Hz As it Will decrease further on loading and number of beats/s increase.
Question
Two stereo speakers are separated by a distance of 2.4 m. A person stands at a distance of
3.2 m as shown directly in front of one of the speakers. Find the frequencies in audible range
for which the listener will hear a minimum sound intensity. Speed of the sound in air is 320
m/s
Solution :
Question
A bullet passes past a person at a speed 220 m/s. Find the fractional change in the frequency
of the whistling sound heard by the person as the bullet crosses the person. Speed of sound =
330 m/s
( a ) 0.67 ( b ) 0.8 ( c ) 1.2 ( d ) 3.0
Solution :
( b ) Limiting cases when it is just at the verge of crossing and when it has just crossed are
taken.
Question
Horseshoe bats (genus Rhinolophus) emit sounds from their nostrils, then listen to the
frequency of the sound reflected from their prey to determine the prey’s speed. The horse
shoe that gives the bat its name is a depression around the nostrils that acts like a focussing
mirror so that the bat emits sound in a narrow beam like a flash light. A Rhinolophus is flying
at a speed vbat and emits sound of frequency fbat ; the sound it hears reflected from an insect
flying toward it has higher frequency fret Speed of sound is vs
Solution :
2. if fbat = 80.7 kHz and fref = 83.5 kHz and vinsect = 2m/s then find vbat
( a ) 4.9 m/s ( b ) 3.9 m/s ( c ) 5.9 m/s ( d ) 4.1 m/s
Solution : 2. ( b )
Question
When a sound wave enters the ear it sets the ear drum into oscillation, which in turn causes
oscillation of the three tiny bones in the middle ear called the ossicles. This oscillation is
finally transmitted to the fluid―filled inner ear. The motion of the fluid disturbs hair cells
within the inner ear, which transmit nerve impulses to the brain with the information that a
sound is present. The moving part of the eardrum has an area of about 43 mm2 , and the area
of the stirrup (The smallest of the ossicles) where it connects to the inner ear is about 3.2
mm2 . A moderate loudness sound of maximum pressure variation are ofthe order of 3 x 10―2
Pa above and below atmospheric pressure of 105 Pa.
1. Find the maximum displacement in the fluid of inner ear if frequency of the wave is 1 kHz.
Vfluid = 1500 m/s
( a ) 4.4 x 10―11 m ( b ) 4.4 x 10―10 cm ( c ) 4.4 Angstrom ( d ) 4.4 pm
Solution :
2. Find the pressure amplitude consider mass of the ossicles = 58 mg and Bulk modulus of
fluid = (45.8 x 10―11 )―1
( a ) 0.3 Pa ( b ) 0.4 Pa ( c ) 0.22 Pa ( d ) 0.8 Pa
Solution :
Bremsstrahlung Effect
Bremsstrahlung ( German word ) from bremsen "to brake" and Strahlung "radiation", i.e.
"braking radiation" or "deceleration radiation") is electromagnetic radiation produced by the
deceleration of a charged particle when deflected by another charged particle, typically an
electron by an atomic nucleus. The moving particle loses kinetic energy, which is converted
into a photon because energy is conserved. The term is also used to refer to the process of
producing the radiation. Bremsstrahlung has a continuous spectrum, which becomes more
intense and shifts toward higher frequencies as the change of the energy of the accelerated
particles increases.
Strictly speaking, bremsstrahlung is any radiation due to the acceleration of a charged

particle, which includes synchrotron radiation, cyclotron radiation, and the emission of
electrons and positrons during beta decay. However, the term is frequently used in the more
narrow sense of radiation from electrons (from whatever source) stopping in matter.
Bremsstrahlung emitted from plasma is sometimes referred to as free―free radiation. This

refers to the fact that the radiation in this case is created by charged particles that are free
both before and after the deflection (acceleration) that causes the emission.
Equivalent Resistance in Infinite Mesh or Grid
For Resistances R connected in square mesh or grid at any node current 1 Amp injected in any
node will spread as 1/4 Amp as in all directions. This is because, resistance in all directions
are same. This current will go and assimilate at infinite radius. So a Battery positive terminal
connected at a node and negative connected to infinite ring at edge will give current I/4 in
adjacent resistances to the node. Similarly a Negative terminal of a battery connected to
next node and positive terminal connected to infinite grid will also see I/4 in all adjacent
resistances of the node. So as per superposition theorem the effective current in the
resistance between the nodes is I/4 + I/4 = I/2 and thus equivalent resistance is R/2
The principle of superposition says that if we add the two solutions we also get a solution.
Adding the two configurations above means that the resistor joining A to B must be carrying
1/2 Amp (1/4 from the first solution and 1/4 from the second, both in the same direction).
But this is a 1Ω resistor so the Voltage across AB must be 1/2 V.
Think ( or Imagine ) the whole mesh or grid as being inside a black box in between the input
wire and output wire. This black box has a current of 1 Amp flowing through it and the
voltage dropped is 0.5 V. It’s resistance is therefore 0.5 Ω. ( For resistances of R the
equivalent will come as R/2 )
For Triangular mesh
From node A; a current I injected will spread out in 6 directions equally. so I/6 will flow in
each node, for positive of Battery being connected to A and negative connected to infinite
ring away. Now again connect the Battery Negative to node B and positive terminal of the
Battery to infinite ring away. So I/6 will flow again from A to B. Thus as per superposition
theorem current in Branch A―B will be I/6 + I/6 = I/3 when Battery Positive terminal is
connected to A and Battery negative is connected to B. Thus equivalent Resistance will come
out to be R/3
So let us discuss what happens in Hexagonal Honeycomb Resistances Infinite mesh or grid
Here I will spread out as I/3 so when battery connected to adjacent nodes, the current in the
resistance will be 2I/3 thus equivalent resistance will be 2R/3
The V – i graph for a conductor at T1 and T2 are shown ….
Ans : ( 3 )
Hot wire Ammeter
Thevenin's Theorem, Norton's Theorem, and Maximum Power Transfer
A good way to demonstrate the electrical equivalence of these circuits is to calculate their
responses to identical load resistor values. The equivalence you see here is an application of
Thevenin’s Theorem
Examine this circuit, consisting of an ideal voltage source and several resistors
First, calculate the voltage seen at the load terminals with a voltmeter directly connected
across them (an open―circuit condition)
Next, calculate the current seen at the load terminals with an ammeter directly connected
across them (a short―circuit condition)
(very Important) Concept of current Source IIT―JEE Karnataka―CET Circuits
https://archive.org/details/6veryImportantConceptOfCurrentSourceIITJEEKarnatakaCETCircui
tsPhy
https://archive.org/details/ConceptOfCurrentSourcePhysicsIITJEE1986CircuitAnalysisCapacito
rPart2
(very important) Delta to Star Conversion Electrical Circuits
https://archive.org/details/6DeltaToStarConversionEquivalentResistanceOfUnbalancedWheats
toneBridgePhysics
EAMCET―2000 Trick Questions in Electrical Circuits Internal Resistance of Battery
https://archive.org/details/6EAMCET2000TrickQuestionsInElectricalCircuitsInternalResistance
OfBatteryIITJEEPhy
Superposition Theorem
https://archive.org/details/6SuperimpositionTheoremBranchCurrentIsSumOfIndividualCurrent
sDueToEachBattery
Electrical Circuits Step by Step
https://archive.org/details/ElectricalCircuitsBasicsExplainedStepByStep1
Radius of Curvature of an Ellipse
Let us learn a few basic facts about Ellipse
The major diameter is sometimes called the major axis. Let this have length 2*a. Let the
minor diameter (minor axis) have length 2*b. We often say that a is the "semimajor axis"
and that b is the "semiminor axis." Then the eccentricity of the ellipse is
e = sqrt(a^2 ― b^2) / a
This should be a number between 0 and 1. The distance from the center to the foci is c = a*e
= sqrt(a^2 ― b^2).
An Ellipse can be visualized as a Conic Section
While the equations of the Ellipse is given as shown below
In these ( h, k ) is the center of the Ellipse. For the ellipse a > b
While if b > a then the calculations are shown below
Now, this tells you where the foci are――they both lie on the major axis, at a distance of c
from the center of the ellipse. But if you are trying to calculate the radius of curvature at
the point y end (where the major axis intersects the ellipse), you can work directly from
the formula for the ellipse:
x^2 y^2
――― + ――― = 1 this assumes that the coordinate system
a^2 b^2 has the origin at the ellipse's center.
We need the radius of curvature at (x,y) = (a,0).
This is actually a question that is found using calculus:
[(x')^2 + (y')^2]^(3/2)
radius of curvature R = ――――――――――――――――――――――――――――――――――
x'y" ― y'x"
Or it can be written as shown below
where the x and y coordinates can be parameterized as
x(t) = a cos(t), y(t) = b sin(t)

x'(t) = ―a sin(t), y'(t) = b cos(t)
x"(t) = ―a cos(t), y"(t) = ―b sin(t)
and plugging these into the expression for R gives us
[a^2 sin^2(t) + b^2 cos^2(t)]^(3/2)

R = ―――――――――――――――――――――――――――――――――――――――――――
ab [sin^2(t) + cos^2(t)]
The point (x,y) = (a,0) occurs when t=0, so we plug t=0 into this expression to find the
maximum possible radius of your cutting tool:
[0 + (b2 )*1]^(3/2) b3
R(a,0) = ―――――――――――――――――――――――― = ―――――― = b2 /a
a*b*1 a*b
You can see that if b/a is small(i.e., the ellipse is very squashed), then the radius of
curvature is b*(b/a), so that it is smaller than the semiminor axis b. And if b=a, then the
ellipse is actually a circle, and it has radius of curvature equal to a, as required.
Motion in Variable Acceleration
Example – A body is Decelerating at Proportional to square of the distance …
https://archive.org/details/ABodyIsDeceleratingProportionalToXSquareWhatWillBeVelocoty
An important Concept in Buoyant Force
For Buoyant Force to act There must be liquid below
I have observed that most Text books only stop by saying that Buoyant Force is the weight of
the displaced liquid ( by the object ). This works fine for discussion with Boats, floating blocks
etc. But in some cases, there are issues with this statement. To give more clarity to students I
would like to discuss the following…
Take 3 Jars whose inside bottom part is very smooth. Also take a Hemisphere, a Cylinder
and a Cone. The bottom of the hemisphere, cone and cylinder is very smooth.
Now put the Cone, Cylinder, and the Hemisphere inside the Jar
The density of the material of the Cone, Cylinder, and the Hemisphere is less than water.
If we pour water slowly, and fill―up partially or Fully will these objects float up ?
[ Because we took smooth surfaces, no water enters the bottom of the objects and jar ]
Do we have displaced liquid ? ( yes ).
Do we have weight of the displaced liquid ? ( yes )
Is Buoyant Force acting ? ( no ).
The liquid pressure hρg will act side wise ( for cylinder ) and down―wise for Cone and
hemisphere. Recall the pressure is scalar, so can act in all / any possible directions as
required at a particular place / spot. The liquid pressure tends to compress the objects, but
due to absence of any liquid layer below the objects, the objects will NOT float up, even
though the material density was lesser than water.
We could have taken hallow ( but with no holes ) steel or lead objects. The density of the
material is many times higher than water, but the overall density ( Total mass by Total
volume ) is lesser than that of water. In this case also if the bottom is smooth and no water
layer enters below the object, the object will NOT float up.
So the complete statement of Buoyant force is … “weight of the displaced liquid, if there is
liquid below the object”.
Consider the jar where a sphere is connected to the bottom.
This sphere will be subjected to Buoyant Force if some liquid is poured into the
jar. The material connecting the sphere will be subjected to ( resultant ) tensile force or
compressive force; depending how much liquid is poured, and various values of size, volume,
density etc.
<― This is the limiting position ( where the liquid surface is just touching the
bottom of the sphere ) where the bottom material is subjected to ( only ) compressive force
due to weight of the sphere. No Buoyant Force yet.
More liquid poured, the sphere may be partially immersed or fully, ( neglecting compression
volume reduction of the sphere ), the tensile force on the bottom material will keep
increasing. So resultant force on the bottom material will be weight of sphere downward +
the tensile force due to Buoyant force upwards. The resultant force will be up or down
depending on the geometrical values, of size, density etc.
Liquid level just touching the top of the sphere, or little above the sphere will not make any
difference on the resultant force.
< ― Both these Cases will have same Buoyant Force, same
weight of the sphere, and thus same resultant force on the bottom material.
But in the following jar
if some liquid is poured, no Buoyant Force will act.( Regardless the

upper part or upper hemisphere is partly or fully submerged ). The material is tangential at
the horizontal diameter of the sphere. The material will be compressed downwards, if the
liquid is above the diameter.
https://archive.org/details/2ForBuoyantForceToActThereMustBeLiquidBelowIITJEEPhy
Videos solving IIT―JEE problems ( 1962 1963 1966 1970 1971 1975 1984 etc )
https://archive.org/details/6IITJEE1962BuoyantForceAtDiffTemps1973ApparentWeightBothBo
bLiquidPhy
Concept of Newton ‘s 3rd Law in Liquid
Let us consider a Block of 7 kg hanging from a spring balance. Let the volume of the block be
1 litre.
Also take a big beaker partially full with water.

Say it has 4.5 litre of water. Let the beaker be of 1.5 Kg.
If we weigh the Beaker; the balance will show 4.5 + 1.5 = 6 Kg
[ We know 1 litre of water is 1 kg ]
The empty space above the water in Beaker is more than 1 litre, say 2 litres.
So the spring balance from where the mass is hanging shows 7 kg and the weighing pan with
beaker and water shows 6 kg.
Now what will be the readings in the spring balance and the weighing pan if the block is
inserted in the water with Beaker ?
The Buoyant Force will be weight of 1 litre of ( displaced ) water. So 1 kg

weight. Thus spring balance will show 7 – 1 = 6 Kg
The weighing pan will show 6 + 1 = 7 kg. Newton ‘s 3rd law in liquid. The force equal to
Buoyant force acting down, acting on water, pushing it down.
[ Student should note that the values 6 and 7 are NOT exchanged. The values chosen were
coincidental. For example if the mass was of volume 2 litre, then the Buoyant force would
have been 2 kg weight. So the weighing pan would have a reading of 6 + 2 = 8 Kg, and spring
balance 7 Kg – 2 kg = 5 kg ]
As long as the block is not touching the bottom, this will be the case.
Now let us consider the block hangs from a thread connected to the spring balance, the
bottom of the block being very smooth; and inside surface of the bottom of the Beaker also
very smooth.
What will be the reading in the spring balance and in the weighing pan below
?
Assuming no water layer between the block and the inner surface of the beaker,
( Molecular adhesive force or van―der―waal ‘s force may or may―not be present. )
What will be the readings ?
If the string is slack, the spring balance will show zero. The block and the Beaker will
effectively be a single entity, and total mass will be 4.5 ( water ) + 1.5 ( Beaker ) + 7 ( Block )
= 13 kg. So Weighing pan will show 13 kg.
If the string ( and the spring balance ) is pulled up such that the tension is equivalent of 1 kg
force, then the spring balance will read 1 kg; while the weighing pan will read 12 kg. No
buoyant force is being discussed assuming no water layer below the block !
The Concept of Buoyant Force acts opposite to acceleration
Students understand that Buoyant Force acts up when gravity acts down. But if an
acceleration is given in some other direction by applying an external force, then Pseudo
buoyant force will act in opposite direction.
Tan 30 will be a/g in this case. The block or bob will be subjected to D Alembert ‘s Force
towards left( m X a ), as the truck is accelerating towards right. The horizontal Buoyant force
of Vρa will act on the Balloon towards right. Upward Buoyant force of Vρg is also present.
About Empirical Formulae
In chemistry, the empirical formula of a chemical compound is the simplest positive integer
ratio of atoms present in a compound. A simple example of this concept is that the empirical
formula of hydrogen peroxide, or H2O2, would simply be HO. Glucose (C6H12O6), ribose
( C5H10 O5 ), acetic acid (C2H4O2), and formaldehyde (CH2O) all have different molecular
formulas but the same empirical formula: CH2O. This is the actual molecular formula for
formaldehyde, but acetic acid has double the number of atoms, ribose has five times the
number of atoms, and glucose has six times the number of atoms.
In this article we are not discussing the above " Empirical formulas ". There is another kind
of " Empirical formulas " where the constants are determined by experiments, rather than
derived. The dimesions on the left side or in the right sides may or may not match, case to
case basis.
Slater's rule
In quantum chemistry, Slater's rules provide numerical values for the effective nuclear charge
concept. In a many―electron atom, each electron is said to experience less than the actual
nuclear charge owing to shielding or screening by the other electrons. For each electron in an
atom, Slater's rules provide a value for the screening constant, denoted by s, S, or s, which
relates the effective and actual nuclear charges as
Zeffective = Z – σ ( sigma )
The rules were devised semi―empirically by John C. Slater and published in 1930.
Revised values of screening constants based on computations of atomic structure by the

Hartree–Fock method were obtained by Enrico Clementi et al in the 1960s
Steps to follow –
1.1) Write the electron configuration for the atom using the following design;
(1s)(2s,2p)(3s,3p) (3d) (4s,4p) (4d) (4f) (5s,5p)
1.2) Any electrons to the right of the electron of interest contributes no shielding.
(Approximately correct statement.)
1.3) All other electrons in the same group as the electron of interest shield to an extent of
0.35 nuclear charge units
1.4) If the electron of interest is an s or p electron: All electrons with one less value of the
principal quantum number shield to an extent of 0.85 units of nuclear charge. All
electrons with two less values of the principal quantum number shield to an extent of 1.00
units.
1.5) If the electron of interest is an d or f electron: All electrons to the left shield to an
extent of 1.00 units of nuclear charge.
1.6) Sum the shielding amounts from steps 2 through 5 and subtract from the nuclear
charge value to obtain the effective nuclear charge.
Examples:
Calculate Z* for a valence electron in fluorine.
(1s2)(2s2,2p5)
Rule 2 does not apply; 0.35 · 6 + 0.85 · 2 = 3.8
Z* = 9 – 3.8 = 5.2 for a valence electron.
Calculate Z* for a 6s electron in Platinum.
(1s2)(2s2,2p6)(3s2,3p6) (3d10) (4s2,4p6) (4d10) (4f14) (5s2,5p6) (5d8) (6s2)

Rule 2 does not apply; 0.35 · 1 + 0.85 · 16 + 60 · 1.00 = 73.95
Z* = 78 – 73.95 = 4.15 for a valence electron.
Shielding
The first ionization energy for hydrogen is 1310 kJ·mol–1 while the first ionization energy for
lithium is 520 kJ·mol–1. The IE for lithium is lower for two reasons―
1.7 ) The average distance from the nucleus for a 2s electron is greater than a 1s electron;
1.8 ) The 2s1 electron in lithium is repelled by the inner core electrons, so the valence
electron is easily removed.
The inner core electrons shield the valence electron from the nucleus so the outer most
electron only experiences an effective nuclear charge. In the case of the lithium the bulk of
the 1s electron density lies between the nucleus and the 2s1 electron. So the valence
electron `sees' the sum of the charges or approximately +1. In reality the charge the valence
electron experiences is greater than 1 because the radial distribution show there is some
probability of finding the 2s electron close to the nucleus.
Moseley's Law
This law relates to the frequency of the spectral lines of the characteristic X―radiation of a
chemical element to its atomic number. This law was experimentally established by H.
Moseley in 1913. According to Moseley’s law, the square root of the frequency v of a spectral
line of the characteristic radiation of an element is a linear function of its atomic number Z:
Einstein―Debey equation (Dulong & Petit)
Dulong and Petit gave an Empirical Law for molar specific heat of Solids. The Dulong–Petit
law, a thermodynamic rule proposed in 1819 by French physicists Pierre Louis Dulong and
Alexis Thérèse Petit, states the classical expression for the molar specific heat capacity of a
crystal. Experimentally the two scientists had found that the heat capacity per weight (the
mass―specific heat capacity) for a number of substances became close to a constant value,
after it had been multiplied by number―ratio representing the presumed relative atomic
weight of the substance. These atomic weights had shortly before been suggested by Dalton.
In modern terms, Dulong and Petit found that the heat capacity of a mole of many solid
substances is about 3R, where R is the modern constant called the universal gas constant.
Dulong and Petit were unaware of the relationship with R, since this constant had not yet
been defined from the later kinetic theory of gases. The value of 3R is about 25 joules per
kelvin ( Close to 6 Calories per Kelvin ), and Dulong and Petit essentially found that this was
the heat capacity of crystals, per mole of atoms they contained.
The modern theory of the heat capacity of solids states that it is due to lattice vibrations in
the solid, and was first derived in crude form from this assumption by Albert Einstein, in
1907. The Einstein solid model thus gave for the first time a reason why the Dulong–Petit law
should be stated in terms of the classical heat capacities for gases.
Einstein's oscillator treatment of specific heat gave qualitative agreement with experiment
and gave the correct high temperature limit (the Law of Dulong and Petit). The quantitative
fit to experiment was improved by Debye's recognition that there was a maximum number of
modes of vibration in a solid. He pictured the vibrations as standing wave modes in the
crystal, similar to the electromagnetic modes in a cavity which successfully explained
blackbody radiation. The density of states for these modes, which are called "phonons", is of
the same form as the photon density of states in a cavity.
In thermodynamics and solid state physics, the Debye model is a method developed by Peter
Debye in 1912 for estimating the phonon contribution to the specific heat (heat capacity) in a
solid. It treats the vibrations of the atomic lattice (heat) as phonons in a box, in contrast to
the Einstein model, which treats the solid as many individual, non―interacting quantum
harmonic oscillators. The Debye model correctly predicts the low temperature dependence of
the heat capacity, which is proportional to T3 ( T Cube )
Reynolds number
In fluid mechanics, the Reynolds number (Re) is a dimensionless quantity that is used to help
predict similar flow patterns in different fluid flow situations. The concept was introduced by
George Gabriel Stokes in 1851, but the Reynolds number is named after Osborne Reynolds
(1842–1912), who popularized its use in 1883
The Reynolds number is defined as the ratio of inertial forces to viscous forces and
consequently quantifies the relative importance of these two types of forces for given flow
conditions.
Reynolds numbers frequently arise when performing scaling of fluid dynamics problems, and
as such can be used to determine dynamic similitude between two different cases of fluid
flow. They are also used to characterize different flow regimes within a similar fluid, such as
laminar or turbulent flow:
laminar flow occurs at low Reynolds numbers, where viscous forces are dominant, and is
characterized by smooth, constant fluid motion;
turbulent flow occurs at high Reynolds numbers and is dominated by inertial forces, which
tend to produce chaotic eddies, vortices and other flow instabilities.
In practice, matching the Reynolds number is not on its own sufficient to guarantee
similitude. Fluid flow is generally chaotic, and very small changes to shape and surface
roughness can result in very different flows. Nevertheless, Reynolds numbers are a very
important guide and are widely used.
R = Inertial Forces / Viscous Forces = Rho v L by Mu = ρ v L /µ
Inertial Force = Rho (v square) ( L square ) = ρv2 L2
Viscous Force = Mu v L = µvL
where
Rho = is the density of the fluid (kg/m³).

v = is the kinematic viscosity mu/rho (m²/s)
L = is a characteristic linear dimension, (travelled length of the fluid; hydraulic diameter
when dealing with river systems) (m)
Mu = is the dynamic viscosity of the fluid (Pa·s or N·s/m² or kg/(m·s))
Variation of viscosity with temperature
With an increase in temperature, there is typically an increase in the molecular interchange

as molecules move faster in higher temperatures.
The gas viscosity will increase with temperature. According to the kinetic theory of gases,
viscosity should be proportional to the square root of the absolute temperature, in practice,
it increases more rapidly.
In a liquid there will be molecular interchange similar to those developed in a gas, but there
are additional substantial attractive, cohesive forces between the molecules of a liquid
(which are much closer together than those of a gas). Both cohesion and molecular
interchange contribute to liquid viscosity.
The impact of increasing the temperature of a liquid is to reduce the cohesive forces while
simultaneously increasing the rate of molecular interchange.
The former effect causes a decrease in the shear stress while the latter causes it to increase.
The result is that liquids show a reduction in viscosity with increasing temperature. With high
temperatures, viscosity increases in gases and decreases in liquids, the drag force will do the
same.
The impact of increasing temperature will be to slow down the sphere in gases and to
accelerate it in liquids. When you consider a liquid at room temperature, the molecules are
tightly bound together by attractive inter―molecular forces (e.g. Van der Waal forces).
It is these attractive forces that are responsible for the viscosity since it is difficult for
individual molecules to move because they are tightly bound to their neighbors.
The increase in temperature causes the kinetic or thermal energy to increase and the
molecules become more mobile.
The attractive binding energy is reduced and therefore the viscosity is reduced. If you
continue to heat the liquid the kinetic energy will exceed the binding energy and molecules
will escape from the liquid and it can become a vapor.
So the temperature dependence of liquid viscosity is the phenomenon by which liquid

viscosity tends to decrease (or, alternatively, its fluidity tends to increase) as its temperature
increases. This can be observed, for example, by watching how cooking oil appears to move
more fluidly upon a frying pan after being heated by a stove.
Variation of surface tension with temperature
Surface tension is dependent on temperature. For that reason, when a value is given for the
surface tension of an interface, temperature must be explicitly stated. The general trend is
that surface tension decreases with the increase of temperature, reaching a value of 0 at the
critical temperature. For further details see the Eötvös rule below. There are only empirical
equations to relate surface tension and temperature:
Liquid drop model of Nucleus
In nuclear physics, description of atomic nuclei formulated (1936) by Niels Bohr and used
(1939) by him and John A. Wheeler to explain nuclear fission. According to the model, the
nucleons (neutrons and protons) behave like the molecules in a drop of liquid. If given
sufficient extra energy (as by the absorption of a neutron), the spherical nucleus may be
distorted into a dumbbell shape and then split at the neck into two nearly equal fragments,
releasing energy. Although inadequate to explain all nuclear phenomena, the theory
underlying the model provides excellent estimates of average properties of nuclei.
The semi―empirical mass formula (SEMF) (sometimes also called Weizsäcker's formula, or the
Bethe―Weizsäcker formula, or the Bethe―Weizsäcker mass formula to distinguish it from the
Bethe–Weizsäcker process) is used to approximate the mass and various other properties of an
atomic nucleus from its number of protons and neutrons. As the name suggests, it is based
partly on theory and partly on empirical measurements. The theory is based on the liquid
drop model proposed by George Gamow, which can account for most of the terms in the
formula and gives rough estimates for the values of the coefficients. It was first formulated in
1935 by German physicist Carl Friedrich von Weizsäcker, and although refinements have been
made to the coefficients over the years, the structure of the formula remains the same today.
The SEMF gives a good approximation for atomic masses and several other effects, but does
not explain the appearance of magic numbers of protons and neutrons, and the extra
binding―energy and measure of stability that are associated with these numbers of nucleons.
Nuclear Shell Model
Maria Goeppert Mayer, who made important discoveries about nuclear structure, is one of
only two women to have won the Nobel Prize in physics.
In August 1948, Goeppert Mayer published her first paper detailing the evidence for the
nuclear shell model, which accounts for many properties of atomic nuclei.
During her time at Chicago and Argonne in the late 1940s, Goeppert Mayer developed a
mathematical model for the structure of nuclear shells, which she published in 1950. Her
model explained why certain numbers of nucleons in an atomic nucleus result in particularly
stable configurations. These numbers are what Eugene Wigner called magic numbers: 2, 8,
20, 28, 50, 82, and 126. Enrico Fermi provided a critical insight by asking her: "Is there any
indication of spin orbit coupling?" She realised that this was indeed the case, and postulated
that the nucleus is a series of closed shells and pairs of neutrons and protons tend to couple
together. She described the idea as follows:
Think of a room full of waltzers. Suppose they go round the room in circles, each circle
enclosed within another. Then imagine that in each circle, you can fit twice as many dancers
by having one pair go clockwise and another pair go counterclockwise. Then add one more
variation; all the dancers are spinning twirling round and round like tops as they circle the
room, each pair both twirling and circling. But only some of those that go counterclockwise
are twirling counterclockwise. The others are twirling clockwise while circling
counterclockwise. The same is true of those that are dancing around clockwise: some twirl
clockwise, others twirl counterclockwise.
Three German scientists, Otto Haxel, J. Hans D. Jensen, and Hans Suess, were also working on
solving the same problem, and arrived at the same conclusion independently. Their results
were announced in the issue of the Physical Review before Goeppert Mayer 's announcement
in June 1949. Afterwards, she collaborated with them. Hans Jensen co―authored a book with
Goeppert Mayer in 1950 titled Elementary Theory of Nuclear Shell Structure. In 1963,
Goeppert Mayer, Jensen, and Wigner shared the Nobel Prize for Physics "for their discoveries
concerning nuclear shell structure." She was the second and most recent female Nobel
laureate in physics, after Marie Curie.
See http://www.physicsoftheuniverse.com/intro.html
( Apart from Millions of smart people ) Several Nobel Laureates were Atheists.
Some famous examples have been Albert Einstein ( 1921 ), Richard Feynman ( 1965 ), Erwin
Schrödinger ( 1933 ), Paul Dirac ( 1933 ), Lawrence M. Krauss ( 2011 ), Niels Bohr ( 1922 ),
Peter Higgs ( 2013 ), John Bardeen ( The only person receiving the Physics Nobel prize
twice. 1956, 1972 ), Frederick Sanger ( The only person receiving the Chemistry prize
twice. 1958, 1980 ), Marie Curie ( 1903, 1911 ), Frédéric Joliot―Curie and Irène Joliot―Curie
( 1935 ), Milton Friedman ( 1976 ), John Harsanyi ( 1994 ), Friedrich Hayek ( 1974 ), John
Forbes Nash, Jr. ( 1994 ), Amartya Sen ( 1998 ), Subrahmanyan Chandrasekhar ( 1983 ),
Enrico Fermi ( 1938 ), C. V. Raman ( 1930 ), Eugene Wigner ( 1963 ), Steven Weinberg ( 1979
), Chen―Ning Yang ( 1957 ) etc
A bigger ( incomplete ) list can be seen at

https://en.wikipedia.org/wiki/List_of_nonreligious_Nobel_laureates
Important Scientists http://www.physicsoftheuniverse.com/scientists.html
http://www.physicsoftheuniverse.com/facts.html
( When the body is burnt, oxides are the ash. The gases and water vapor spread in the air )
My personal favorites ( among these Atheists ) are Richard Feynman, Peter Higgs, Lawrence
Krauss.
Richard Feynman openly laughed ( Publicly and in class ) about Gods, Fairies etc. see
https://www.youtube.com/watch?v=j3mhkYbznBk
and https://www.youtube.com/results?search_query=Richard+Feynman
https://www.youtube.com/watch?v=JzWzLyGuPRY&list=PL_6G_2_0gFDqFjq4gZbmDvJT4bnvn
Nwr―
Approx 200 years ago; around 1800, Pierre―Simon Laplace developed a new branch of
Mathematics, Perturbation theory. Perturbation theory was investigated by the classical
scholars — Laplace, Poisson, Gauss — as a result of which the computations could be
performed with a very high accuracy. The discovery of the planet Neptune in 1848 by Urbain
Le Verrier, based on the deviations in motion of the planet Uranus (he sent the coordinates to
Johann Gottfried Galle who successfully observed Neptune through his telescope),
represented a triumph of perturbation theory.
Laplace was one the first persons who did not see or use "hand of God" ( or role of God ) to
explain something. Newton's Gravitation equations for Two masses, were not enough to
explain stability of multibody, rather multi planet and Sun system. Perturbation Theory
could accommodate cumulative effects of many small forces.
While talking to Napoleon,( discussing the theory ); Laplace said, ( about God ) "that" ( God )
hypothesis is not needed.
http://www.naturalhistorymag.com/universe/211420/the―perimeter―of―ignorance
https://en.wikipedia.org/wiki/Perturbation_theory
https://en.wikipedia.org/wiki/Pierre―Simon_Laplace
Peter Higgs was very unhappy about " Higgs Boson " being called "G..( I don't want to name
this ) Particle". Stupid Journalists, Media, and dumb people kept repeating that word, and
Peter requested to refrain from using this word. Now for Madala Boson also the Stupid
Journalists, Media, and dumb people are using that same G word.
Lawrence Krauss openly laughs and ridicules the Theists or any non―Atheists. The crap of
Agnosticism does not work with me or Krauss.
Empty Space is not empty. Mass of Proton, Neutron is not sum of masses of Quarks
https://archive.org/details/EmptySpaceIsNotEmptyMassOfProtonNeutronIsNotSumOfMassesOf
Quarks
We are in Modern Times. I am lucky to learn the correct things quite early in my life, in a so "
peaceful " society. When I was in standard 9, ( in early 1980s ), I was writing a book on
Atheism. I was convinced to understand, learn, and imbibe the correct approach and
knowledge.
But that was not the case previously. Copernicus used to discuss and explain people widely
and randomly, that Earth is rotating around the Sun, and it is not a Geocentric" universe.
Nicolaus Copernicus had to waste lot of time arguing, fighting and convincing the stupids.
Measuring something, which is very slow; is very difficult. I have asked lot of "educated /
engineer / Software or IT ( senior position ) Parents" that " How do we know that Earth is
moving around the Sun in 365 days or say 365.242196 days " ? Believe me I never got an
answer. The Modern iPad / smartphone community in general does not know how 365.24
days was measured almost thousand years ago !
A metal triangle was set at top of buildings ( Mosques or churches ) and the position of the
shadow was marked at a particular time. Say 8 AM each day. The position of the shadow
varied each day. It was seen that after 365 days the shadow matched the position but after
sometime, not exactly at 8 AM but after a few hours ( approx 6 hours ) so at around 2 PM or
slightly before.
See details of this at

http://blog.world―mysteries.com/science/ancient―timekeepers―part―2―observing―the―sk
y/
http://blog.world―mysteries.com/science/ancient―timekeepers―part4―calendars/
See the video https://www.youtube.com/watch?v=IhqzW97_47w
https://thecuriousastronomer.wordpress.com/2012/10/
Much tougher questions are “ How many different kind of years do we have ? “
Or “ What is the difference between ‘ Sidereal year ‘ and ‘ Tropical year ‘ “
Meteors were coming from sky. These were called ‘ shooting stars ‘. Meteors often had Iron in
them. Sidero is a combining form meaning “star,” “constellation,” used in the formation of
compound words. Greeks used the word siderolite for Iron. Next the source of meteors; the
sky itself was named the same. As year was measured using objects from sky; Sun and
shadows; the year was named a “ Sidereal Year “
To avoid embarrassing people; I don’t ask ….
See the answers in https://www.youtube.com/watch?v=cGjP3vAZGa4
https://www.youtube.com/watch?v=qgsrVyW53DY
It took many centuries to introduce the leap year corrections. A century is a leap year only if
divisible by 400 and not the rule of divisible by 4. Year 1900 was not a Leap year. But year
2000 was. I have met computer Science guys who are aware that Microsoft Database
SQL―server do not accept some old dates, while Oracle database does not accept some
specific dates of the past. But none whom I met knew the detailed or actual reasons.
See https://zookeepersblog.wordpress.com/everyone―must―know―about―the―calendar/
“ How do you prove that day and night is happening due to rotation of Earth around it
own axis in contrast to Sun is rotating around Earth “ ?
See http://www.visual―arts―cork.com/prehistoric―art―timeline.htm
No student from Bangalore, whom I met, answered this. Though conservation of Angular
Momentum is in course. ( I am being polite ) Hardly met any parent who knew the
explanation. See https://www.youtube.com/watch?v=iqpV1236_Q0
And https://www.youtube.com/results?q=Foucault%27s+pendulum
What about Gyroscopes ?
Approx 300 year back around 1750 the gyroscopes were made.
History of Gyroscope http://www.gyroscopes.org/history.asp
See about Gyroscopes in https://www.youtube.com/watch?v=cquvA_IpEsA
https://www.youtube.com/watch?v=awXTZt86gz0
https://www.youtube.com/watch?v=zbdrqpXb―fY
https://www.youtube.com/watch?v=N92FYHHT1qM
https://en.wikipedia.org/wiki/Earth%27s_orbit
https://www.youtube.com/watch?v=ZcWsjlGPPFQ
Must see
https://www.youtube.com/watch?v=SnMmBmzoVQc&list=PL68IJE2PG4AnVVMS7WvOYbJDmqf4
umHG1
Must know …
https://www.youtube.com/watch?v=zjV3PQ4f6IM&list=PLTve54sz―eh_P29Sbbv_j3bC97OFaAr
Od
Tyco Brahe took the boldest step to create the " Foundation of Science ". Experiments or
"Double blind experimental observations" are the supreme. The Theory follows the
experimental verification.
[ There are some universities who award M.Sc in Psychology. A psychologist may guess
something .... But that is not reality or truth. Till something is experimentally verified it
remains as a Perception. Truth is known only after experiments. Because the subject
Psychology; completely stands of experimental verification; so the Master in Science degree. ]
Galileo was the first person who wanted to experimentally verify the speed of light.
Tycho decided to observe the skies ( around 1573 ). In those days sky was synonymous to God.
He had the courage to go to the King to ask for donations to make an observatory. He said to
the king that "he wants to observe the Gods and take conclusions ". Salute to Tycho's
paradigm that even Gods can be observed and conclusions can be drawn.
Amazing leap to start Science.
Since those days till now we observed and concluded about Kepler’s Laws, Gravitation Laws,
We concluded that there was no Phlogiston or Flogiston, Cavendish measuring value of G,
measuring speed of light, X―Ray, Electromagnetism / Maxwell's equations, Radioactivity, No
Aether was " observed " in Michelson Morley's experiments, Protons, Neutrons, General Theory
of Relativity, Slowing of clocks at high speed, Bending of space, Bending of light and
gravitational lens, YDSE, Quantum Mechanics, Ernst Ruska designed and built the first
electron microscope, Casimir Forces, Virtual particles and more than 400 kinds of particles,
Quarks, Unruh effect ( an accelerating thermometer shows higher temperature ), Negative
Kelvin Temperature, Bose―Einstein condensates, Superconductivity, Solution to EPR paradox
by John Stewart Bell, Violation of Parity in certain situations ― Madam Wu, Yang and Lee,
Quantum entanglement in Alain Aspect’s Experiments, Black holes, mass of Neutrinos,
Caesium Atomic Clocks, Dark Matter, Dark energy, Magnetic Monopole, Gravitational Waves,
Nano Materials, Meta Materials, Quantum Computers .....
No God was observed, or no role of God was observed. There is no conspiracy theory going
around in Science. Those who want to verify God have to die waiting
... Nothing ever will be reported regarding this illusion.
[ Stupids had proposed the phlogiston theory. This was a superseded scientific theory that
postulated that a fire―like element called phlogiston is contained within combustible bodies
and released during combustion. The name comes from the Ancient Greek φλογιστόν
phlogistón (burning up), from φλόξ phlóx (flame).]
In contrast see http://www.americanscientist.org/issues/pub/burn―magnet―burn
Some examples of stupidity to show / explain by contrasts; will be the right approach.
Aristotle used Goat Urine and Hippocrates recommended Pigeon droppings to cure baldness.
http://dazeinfo.com/2010/06/22/superstitions―across―different―countries―an―overview/
Australians bathed inside rotting whales to 'cure' rheumatism
http://www.wired.co.uk/article/whale―bath
Weird Bizarre superstitions to cure disease
http://www.historyextra.com/feature/animals/10―historical―superstitions―we―carry―today
http://listverse.com/2013/01/21/10―crazy―cures―for―the―black―death/
Millions of People are making money out of superstitons of Fools
Rebirthing Therapy, Reiki, Energy―Deflecting Golfer Pendant, Maggot Debridement

Therapy, Leech Therapy, Beer spas, Ozone Anti―Aging …… the list is very big.
http://webecoist.momtastic.com/2010/07/05/12―most―bizarre―modern―alternative―medic
al―treatments/
http://oddrandomthoughts.com/strange―and―bizarre―medicine―and―cures/
http://www.stylist.co.uk/life/13―strange―superstitions
So in simple words instead of taking opinions of Stupid Fools, or wasting any time arguing with
them ….. Let study science correctly, without bias !
Aristotle is yet Famous, because Girls come to know about his name in school text books.
Though not sure why !
Aristotle told at―least one statement correct !
The monkeys in the previous page were all Female Monkeys
Aristotle was not correct ( though not sure ), Women are not missing anything …. No one is
voting for Aristotle.
Not wrong as well ( though not sure ), very difficult to prove either way!
Most important physics experiments ( that a certain kind of Apes conducted ) can be seen at
See http://www.explainthatstuff.com/great―physics―experiments.html
http://physics―animations.com/Physics/English/top10.htm
https://en.wikipedia.org/wiki/List_of_experiments
https://www.quora.com/What―are―some―of―the―most―important―experiments―in―physic
s
Though my list will be as follows ―
Michelson–Morley experiment proving there was no Aether, Measurement of e/m then e (

charge of electron ) and m ( mass of electron ), Fizeau's method of measuring the speed of
light, Moseley 's experiment with X―Rays to discover Protons, Jagadish chandra Bose
demonstrating controlled emission / transmission and receiving of Radio waves, Casimir
experiments to show Casimir forces of virtual particles, Edington measuring bending of light,
Flying atomic clocks in planes and confirming slowing down of time at high speeds, Victor
Hess measured Radiation level variation at ground and high up in the atmosphere, Soviet
physicist Sergey Vernov was the first to use radiosondes to perform cosmic ray readings with
an instrument carried to high altitude by a balloon at heights up to 13.6 km, The proof of
time dilation by Muon decay https://debunkingrelativity.com/muons―time―dilation/ ,
Measurement of Space―time curvature near Earth and thereby the stress–energy tensor
(which is related to the distribution and the motion of matter in space) in and near Earth
https://en.wikipedia.org/wiki/Gravity_Probe_B , Detecting Gravitational Waves.
[ In 1909 Theodor Wulf developed an electrometer, a device to measure the rate of ion
production inside a hermetically sealed container, and used it to show higher levels of
radiation at the top of the Eiffel Tower than at its base. However, his paper published in
Physikalische Zeitschrift was not widely accepted. In 1911 Domenico Pacini observed
simultaneous variations of the rate of ionization over a lake, over the sea, and at a depth of 3
meters from the surface. Pacini concluded from the decrease of radioactivity underwater that
a certain part of the ionization must be due to sources other than the radioactivity of the
Earth. In 1912, Victor Hess carried three enhanced―accuracy Wulf electrometers to an
altitude of 5300 meters in a free balloon flight. He found the ionization rate increased
approximately fourfold over the rate at ground level. Hess ruled out the Sun as the radiation's
source by making a balloon ascent during a near―total eclipse. With the moon blocking much
of the Sun's visible radiation, Hess still measured rising radiation at rising altitudes. He
concluded "The results of my observation are best explained by the assumption that a
radiation of very great penetrating power enters our atmosphere from above." In 1913–1914,
Werner Kolhörster confirmed Victor Hess' earlier results by measuring the increased ionization
rate at an altitude of 9 km. Hess received the Nobel Prize in Physics in 1936 for his discovery.
Homi J. Bhabha derived an expression for the probability of scattering positrons by electrons,
a process now known as Bhabha scattering. His classic paper, jointly with Walter Heitler,
published in 1937 described how primary cosmic rays from space interact with the upper
atmosphere to produce particles observed at the ground level. Bhabha and Heitler explained
the cosmic ray shower formation by the cascade production of gamma rays and positive and
negative electron pairs. Soviet physicist Sergey Vernov was the first to use radiosondes to
perform cosmic ray readings with an instrument carried to high altitude by a balloon. On 1
April 1935, he took measurements at heights up to 13.6 kilometers using a pair of Geiger
counters in an anti―coincidence circuit to avoid counting secondary ray showers. ]
See https://en.wikipedia.org/wiki/Cosmic_ray
http://web.mit.edu/8.13/www/JLExperiments/JLExp14.pdf
http://web.mit.edu/lululiu/Public/pixx/not―pixx/muons.pdf
https://en.wikipedia.org/wiki/Time_dilation
http://www.physics.rutgers.edu/ugrad/389/muon/muonphysics.pdf
http://www2.fisica.unlp.edu.ar/~veiga/experiments.html
Detecting Neutrons
Rutherford predicted the existence of the neutron in 1920. Twelve years later, his assistant
James Chadwick found it. At Cambridge, Chadwick searched for the neutron. He tried in
1923, but did not find it. He tried again in 1928, with no success. In 1930, the German
physicists Walther Bothe and Herbert Becker noticed something odd. When they shot alpha
rays at beryllium (atomic number 4) the beryllium emitted a neutral radiation that could
penetrate 200 millimeters of lead. In contrast, it takes less than one millimeter of lead to
stop a proton. Bothe and Becker assumed the neutral radiation was high―energy gamma rays.
Marie Curie's daughter, Irene Joliot―Curie, and Irene's husband, Frederic, put a block of
paraffin wax in front of the beryllium rays. They observed high―speed protons coming from
the paraffin. They knew that gamma rays could eject electrons from metals. Theythought the
same thing was happening to the protons in the paraffin. Chadwick said the radiation could
not be gamma rays. To eject protons at such a high velocity, the rays must have an energy of
50 million electron volts. An electron volt is a tiny amount of energy, only enough to keep a
75―watt light bulb burning for a tenth of a trillionth of a second. The alpha particles colliding
with beryllium nuclei could produce only 14 million electron volts.
The law of conservation of energy states that energy can neither be created nor destroyed. It
certainly looked as if energy was being created along with the neutral radiation. Chadwick
had another explanation for the beryllium rays. He thought they were neutrons. He set up an
experiment to test his hypothesis.
Chadwick put a piece of beryllium in a vacuum chamber with some polonium. The
polonium emitted alpha rays, which struck the beryllium. When struck, the beryllium emitted
the mysterious neutral rays.
In the path of the rays, Chadwick put a target. When the rays hit the target, they knocked
atoms out of it. The atoms, which became electrically charged in the collision, flew into a
detector. Chadwick's detector was a chamber filled with gas. When a charged particle passed
through the chamber, it ionized the gas molecules. The ions drifted toward an electrode.
Chadwick measured the current flowing through the electrode. Knowing the current, he could
count the atoms and estimate their speed. Chadwick used targets of different elements,
measuring the energy needed to eject the atoms of each. Gamma rays could not explain the
speed of the atoms. The only good explanation for his result was a neutral particle. To prove
that the particle was indeed the neutron, Chadwick measured its mass. He could not weigh it
directly. Instead he measured everything else in the collision and used that information to
calculate the mass.
For his mass measurement, Chadwick bombarded boron with alpha particles. Like beryllium,
boron emitted neutral rays. Chadwick placed a hydrogen target in the path of the rays. When
the rays struck the target, protons flew out. Chadwick measured the velocity of the protons.
Using the laws of conservation of momentum and energy, Chadwick calculated the mass of
the neutral particle. It was 1.0067 times the mass of the proton. The neutral radiation was
indeed the long―sought neutron.
http://ansnuclearcafe.org/2011/10/19/pioneers102011/
100 Greatest Discoveries of Physics
https://www.youtube.com/watch?v=Bpid0LBTqWg
( As I write these words { 2016 } GUT [ General Unified Theory ] is being modified to
introduce a 5th fundamental force, because some heavy particles have been observed at
CERN and various other experiments and Producing Gravitational waves at will, without
mass, Madala Bosons to explain Dark Matter )
Learn Science from https://www.youtube.com/user/cassiopeiaproject/videos
Some easy Physics ( much easier than IIT―JEE )

https://www.youtube.com/channel/UCliSRiiRVQuDfgxI_QN_Fmw/videos
https://www.youtube.com/watch?v=VCVTK5yzo0g&list=PLB03A41EA88A8DE65
https://www.youtube.com/user/diggitydev/playlists
https://www.youtube.com/user/onlearningcurve/playlists
https://www.youtube.com/watch?v=qWu82nJS42I&list=PLF71B362214423F9D
https://www.youtube.com/user/FizziksGuy/playlists
https://www.youtube.com/watch?v=gIOTFjq76tM&list=PL3pIurvIhuSANBIZa3u0RP9GFQprlSN11
https://www.youtube.com/watch?v=y7fXEKCP2XU&list=PL3pIurvIhuSDjUvzNZwC1HBW9eY1qld
no
https://www.youtube.com/channel/UCiEHVhv0SBMpP75JbzJShqw/playlists
( Pradeep Kshetrapal Sir’s Videos are at ―

https://www.youtube.com/user/PradeepKshetrapal/videos )
Lectures by Professor Robert Riggs
https://www.youtube.com/watch?v=RWqAjKFKH3o&list=PL01771E7CE99097F8
Lectures by Professor Jerzy Wrobel
https://www.youtube.com/watch?v=DFhdUQ9AZw4&list=PLEEB9EC9DD59D6D85
Lectures by Yuri―Kolomensky
https://www.youtube.com/watch?v=KEiYSQnMHHQ&list=PL―XXv―cvA_iAKxxGD1tIWLS0DcieGL
Hh0
Physics Videos from Berkeley
https://www.youtube.com/watch?v=a―0h―9KCGjo&list=PLr11xUV7FM0EDu3u28Zp3d4ffjpqRO
m5Y
Lectures by Professor Muller
https://www.youtube.com/watch?v=6ysbZ_j2xi0&list=PL09717125E8C05BFC
Lectures by Steven W. Stahler
https://www.youtube.com/watch?v=Uc9Q5hNpv4Q&list=PL―XXv―cvA_iB1lYkU1YcdLCranBB0w
oKX
Lectures by Michel van Biezen
https://www.youtube.com/watch?v=FkO6vyMqo8E&list=PLX2gX―ftPVXVCw9WxxEA4yD14k8ysk
TSj
Dr. Don Lincoln of Fermilab https://www.youtube.com/user/fermilab/videos
Advance Physics Lectures by Leonard Susskind
https://www.youtube.com/watch?v=pyX8kQ―JzHI&list=PLQrxduI9Pds1fm91Dmn8x1lo―O_kpZ
Gk8
A kid who wants more fun
https://www.youtube.com/watch?v=p_o4aY7xkXg&list=PL908547EAA7E4AE74
https://www.youtube.com/watch?v=51GNAET2zFU&list=PLllVwaZQkS2rxqMXTH―cdE0LIX9Zi_o
S1
https://www.youtube.com/watch?v=h0hwuyOmd4k&list=PLSBNC6ROBP12PUanbUNaVLhNbJR6
rgbmm
https://www.youtube.com/user/dramaticphysics/playlists
IIT―JEE is extremely tough for most humans. A productive PhD in Physics, or actually
contributing to growth of the subject is much more tougher ( than IIT JEE ). { I personally
know quite a few IIT―JEE single or double digit rankers, joining for PhD and then dropped
out due to performance }. Most people have an illusion that they can argue with Scientists
and imagine to ask some " smart " questions which the Scientists will not able to answer, so
the argument is won, and existence of God is proved. As if Scientist are eagerly sitting or
waiting to answer every crap asked. I can only say; that most scientists ( since more than 100
years ) have stopped wasting their time arguing or convincing fools. I am not a Scientist. Even
being a simple teacher, I do not try to teach fools, or argue with anyone.
[ For History of Physics I recommend

http://www.historyworld.net/wrldhis/PlainTextHistories.asp?ParagraphID=kqq ]
[ Gravitational lens and Einstein ring due to bending of light by mass ]
Recall what I said at the beginning of the book .... " Someone will learn only by his hard
work, his desire to learn. " No arguments or no ‘time wasting’ with fools. There is too
much of good material ( data, books, videos etc ) out and free in this world. If someone wants
to learn, can learn; instead of wasting time arguing. Since centuries stupids and/or fools are
being eliminated in various exams. Entrance exam, is a misnomer. These are elimination
tests. The society has systems of Interviews, Peer reviews, appraisals, Thesis evaluation etc...
to eliminate crap, foolish things, and nonsense.
Religion and/or " war between religions " mostly to decide whose God is better; have killed
millions. Instead of fighting and killing; to decide which custom to follow; how to dress; what
rituals to do on a daily basis; better to spend time experimenting and developing new things,
new technologies, new ideas. Scientists ( the men ) are busy; and always will be busy!
Rather, in war; with new frontiers of knowledge; not in arguments, verbal wars, or physical
wars. Atheism is the most peaceful Doctrine.
“Bertrand Arthur William Russell” the famous Philosopher, Mathematician, Logician,

received 1950 Nobel Prize for Literature.
So those who want to learn can continue learning ...
See https://www.youtube.com/results?search_query=History+of+science
See
https://www.youtube.com/results?search_query=history+of+science+the+complete+full+docu
mentary+
I will choose only two extreme examples of what Human beings have “ seen “ by now …
For far and big ) Very powerful cameras ready with video recording facilities were scanning
the sky. Coincidentally the “place or region “ a camera was looking had an event ( many
million years back though ) of a black hole devouring a star.
https://www.youtube.com/watch?v=O3Z5AS3TTS4
https://www.youtube.com/watch?v=x7ZX10UbMus
For small ) Photographs of molecules and subsequently atoms
https://www.youtube.com/watch?v=yqLlgIaz1L0
https://www.youtube.com/watch?v=ofp―OHIq6Wo
https://www.youtube.com/watch?v=oSCX78―8―q0
https://www.youtube.com/watch?v=RTLeWIqynW4
https://www.youtube.com/watch?v=J3xLuZNKhlY
https://www.youtube.com/watch?v=SMgi2j9Ks9k
https://www.youtube.com/watch?v=V0KjXsGRvoA&list=PLC3E0tG―9im_kuMwYIM7―NZR62Vy
WZ6rl
Entertainment and relaxed mind is required. Students can improve Visual Presentation skills
by watching "Two men and wardrobe" by Roman Polanski
https://www.youtube.com/watch?v=Cs2RZewMuAg
Imagine a world where Millions of People have “better“ Visual story telling or Visual
presentation skills than Roman Polanski or say Jim Jarmusch …
https://www.youtube.com/watch?v=wJS2mC―7LSM
Enjoy
Spoon Feeding Series – Roorkey Physics Question Paper and Solution
Some concepts which are topic or chapter independent and must know for all.
1 ) First Law of Statistics – Larger is the dataset for analysis better is the result. Also the
data must be widely varying from widely spread sources. Else biased or concentrated data will
not give correct results / conclusions. There are elaborate mathematical rules to select the
sample size, select distributions, sampling techniques, measure of Biases and / or confidence
level of the conclusions. The best possible result can be obtained by measuring all / total
population. Often this is just not possible. Opposite to this is Hasty Generalization.
2 ) Several things just can’t be measured. Say for example if a shopkeeper wants to know why
people are not coming to his shop; he only has to guess. May be people do not like the outside
look of the shop, may be they don’t like the lighting, may be they don’t like his face or caste
… We can only guess. A small shopkeeper can never go to all people in the town to ask why
they are not coming to his shop.
3 ) Various kinds of analysis can be given / produced / projected in a biased way. Say for
example in a Engineering class there are 50 Boys and 4 girls. 2 boys and 2 girls marry.
Someone reports that 50% girls fall in love and have love marriages with batch―mates while
only 4% Boys do so. Even if the data―size was 5000 Boys and 400 girls where 200 girls marry
their batch―mates; the conclusions are not correct.
Regarding Probability
1 ) For most events ( close to 100% ) in this world the Probability just cannot be measured.
We have no data regarding the probability. We will never have. There is an obscure theorem
regarding probability… “if the data to calculate probability is not available then the
probability should be considered as 0.5 meaning 50% i.e. either it can happen or cannot
happen. “
Let me elaborate this with some examples. If you just now go out of your home to the street,
what is the probability of seeing a Man with a Green T―Shirt ?
If a truck is carrying 23 sheep and a sheep jumps out of the truck when the truck is crossing
near your home ?
I had seen a radioactivity problem asked in an exam… if the rate of decay now is 31
disintegrations per microsecond, then in next 1 second what is the probability of a particular
atom getting disintegrated ? [ Let as assume it is told that we have 8.7 moles of the
radioactive material. Though it may be given or not, it is irrelevant ]
The answer in this case is 50%. A particular atom may or may not decay.
It is 50% probability that a Man is wearing Blue T―Shirt or Black … We have no data whom we
will meet, how often he wears T―Shirt, How many T―Shirt of what colour he has, or what is
considered as a T―Shirt and what is not. No one ever will have any data of this kind.
2 ) In some rare cases even if we have data we cannot conclude anything on the probability.
Say you want to hire a car to go to the airport. The car rental owner is a great friend of yours
and shares all data. He says… on average the cars get a puncture every 345 hours ( as per
data of several decades ). I have 7 cars which did not get any puncture even though these
are running for 400, 500 etc hours. All more than 345 hours. And 2 more cars, one 200 hours
since last puncture and another one 10 hours since last puncture.
Which car do you choose ?
First of all there will be no car rental guy who will tell you this kind of data. Also it makes no
difference to the journey regarding the car you choose. Probability and data do not help on
specific future events.
3 ) In some very small number of cases even if you have long term probability data, the
Probability values mean nothing. Say you know that when you eat out on average for every 13
eating you get a stomach upset. Now your friends want to treat you tomorrow and all will eat
out. Will you go ?
The probability questions that we see in standard 10 to 12 with dice, coins horses etc are
limited to give you some concepts. Even the Bay’s rule etc. The probability concepts are valid
only for large number of events such as patient inflow in a very large hospital, Quality defects
in millions of things being manufactured, or say in Quantum Mechanics Probability of events
where 10 to the power 25 particles involved in every nano second.
Regarding Holistic picture and Systems thinking
Human beings are in general prone to reductionism; assuming repeated specific / fixed
outcome; assuming predictability etc. “Systems Thinking” is only few decades old idea. We
often miss out the Holistic picture for boundaries of chaos, Strange attractors; effects of
small perturbations etc.
See
https://www.youtube.com/watch?v=lhbLNBqhQkc&list=PLhsIdCVDmWaOoNsTnVYzr―HuS―lR1
1Zei
See https://www.youtube.com/watch?v=WrdSkqRypsg
See https://www.youtube.com/watch?v=c0gDLEHbYCk
See https://www.youtube.com/watch?v=R6NnCOs20GQ&list=PL66DBF862753B9A75&index=7
See https://www.youtube.com/watch?v=aAJkLh76QnM
God is not an intelligent Designer
Several parts of the bodies human and animals have imperfections.
See https://www.youtube.com/watch?v=cO1a1Ek―HD0
See https://www.youtube.com/watch?v=lIEoO5KdPvg
See https://www.youtube.com/watch?v=―OCMx2VuP1U
See https://www.youtube.com/watch?v=dzYgScf47EI
See https://www.youtube.com/watch?v=ujYNSDYIZKw
Books ―
General Physics by Landau, Akhiezer, Lifshitz
This was my first book of Physics book. Nobel Laureate L D Landau did a great job.
https://archive.org/details/GeneralPhysics
Books by another Nobel Laureate Richard Feynman
https://archive.org/details/RichardFeynman
Physics book
https://archive.org/stream/ost―physics―physics_grade_10―12/Physics_Grade_10―12#page/n
7/mode/2up
Conceptual Physics by Crowell
https://archive.org/stream/ConceptualPhysics/PhysicsCrowell#page/n1/mode/2up
Derivations are given at
https://archive.org/stream/ModernCollegePhysics_201510/ModernCollegePhysics#page/n0/m
ode/2up
College Physics
https://archive.org/stream/ost―physics―col11406/col11406#page/n5/mode/2up
https://archive.org/stream/CollegePhysics_201505/College%20Physics#page/n0/mode/2up
Irodov
https://archive.org/stream/IrodovProblemsInGeneralPhysics/Irodov―Problems_in_General_P
hysics#page/n0/mode/2up
https://archive.org/stream/IrodovBasicLawsOfElectromagnetism/irodov―basic―laws―of―ele
ctromagnetism#page/n0/mode/2up
Every student already have so many Indian Text Books, guides, Coaching Material etc
Halliday, Resnick and Walker
https://archive.org/stream/FundamentalsOfPhysicsHallidayResnickWalker/Fundamentals%20o
f%20Physics―Halliday%2CResnick%2CWalker#page/n0/mode/2up
Everyone talks about Double Slit experiment ? Did anyone imagine of Triple Slit experiment ?
https://www.youtube.com/watch?v=bKjgNznlkcI
Planck Space and Quantum Gravity
https://www.youtube.com/watch?v=VhHE86d―Th8
https://www.youtube.com/watch?v=XDAJinQL2c0&list=PLSfQvTxRM27MCjhxLfYkLxg5ZuL9cAX
h_&index=2
Gravitation
https://archive.org/stream/CollegePhysics_201505/College%20Physics#page/n205/mode/2up
https://archive.org/stream/ost―physics―col11406/col11406#page/n199/mode/2up
Beyond Big Bang and Dark Flow
https://www.youtube.com/watch?v=Hik8hJ0_T9Q
Dark Matter and Dark Energy
https://www.youtube.com/watch?v=wOK_htkd―OI
https://www.youtube.com/watch?v=GFxPMMkhHuA
https://www.youtube.com/watch?v=aMWCkcn7TD4
https://www.youtube.com/watch?v=5LW_2J2qs0Y
https://www.youtube.com/watch?v=8sUfiP9AUSo
https://www.youtube.com/watch?v=I―VjLG702Go
https://www.youtube.com/watch?v=ZMgrAnX3ViE
https://www.youtube.com/watch?v=rLWfsTB85PM
https://www.youtube.com/watch?v=ZV―LcRVB5U8
https://www.youtube.com/watch?v=Yl―fgVLf6zc
https://www.youtube.com/watch?v=lrTfHSP9U1E
https://www.youtube.com/watch?v=w0bqnAdr1A0
Quantum Gravity
https://www.youtube.com/watch?v=vNb3iM_268I
https://www.youtube.com/watch?v=CbPWYjnQIO8
https://www.youtube.com/watch?v=9crggox5rbc
https://www.youtube.com/watch?v=WQU9yOtWrQk
https://www.youtube.com/watch?v=VhHE86d―Th8&list=PLSfQvTxRM27MCjhxLfYkLxg5ZuL9cA
Xh_
https://www.youtube.com/watch?v=FqwXeeXnDZg
Cassiopeia Project Quantum Electrodynamics
https://www.youtube.com/watch?v=KZ67q4pv0HI
Quantum Mechanics
https://www.youtube.com/watch?v=JKGZDhQoR9E
https://www.youtube.com/watch?v=3gIdMEAvQk0&index=3&list=PLd4qF6QzoiUfiwlBLClKpAV
Wkr4―ViyQn
https://www.youtube.com/user/viascience/videos
Time Dilation
https://www.youtube.com/watch?v=YRwZ55zjzxc
https://www.youtube.com/watch?v=fUKN5oaP52s
Space+Time Relativity
https://www.youtube.com/watch?v=LOpPK6sZL5s
https://www.youtube.com/watch?v=iu7LDGhSi1A
https://www.youtube.com/watch?v=rKbJjzmFCco
https://www.youtube.com/watch?v=vk3KrP5F1Ao
https://www.youtube.com/watch?v=HHRK6ojWdtU
https://www.youtube.com/watch?v=aZrjMmMBa_8
Gravity as you have in your Course
https://www.youtube.com/user/mathdude2012/search?query=Gravity
https://www.youtube.com/user/tdewitt451/search?query=Gravity
https://www.youtube.com/user/bhswarthout/search?query=Gravity
https://www.youtube.com/user/brightstorm2/search?query=Gravity
https://www.youtube.com/user/SciencePi/search?query=Gravity
https://www.youtube.com/user/DrPhysicsA/search?query=Gravity
https://www.youtube.com/user/DoodleScience/search?query=Gravitation
https://www.youtube.com/user/bozemanbiology/search?query=Gravitation
https://www.youtube.com/user/windhorsage/search?query=Gravity
https://www.youtube.com/channel/UCHoGuWbAlGw3dPYPlbiFaaw/search?query=Gravitation
https://www.youtube.com/user/lasseviren1/search?query=Gravity
https://www.youtube.com/user/onlearningcurve/search?query=Gravity
And Finally with Love
https://www.youtube.com/user/mrlovescience/search?query=Gravity
Roorkey 1996 Physics
:―{D
Appendix :
The word Appendix is from mid 16 th century Latin word Appendere meaning hang upon.
Apart from the hanging body part; which is not needed by us now; We all know; it also means,
supplementary material at the end of a book, article, document, or other text, usually of an
explanatory, statistical, or bibliographic nature.
[ in simple words Appendix is extra, and may not exactly be needed ].
Almost all authors, including me, feel, that something more can be here. Not everything was
supposed to be at the beginning. It is not possible to put everything at the beginning, nor that
should be done.
I reserved this place for my personal idea, and lots of reading that I did regarding that.
When I was in school ( 1980s ) it occurred to me, why not in movies, we keep a “smell track”
as well. Everyone knows history of movies …. Then came talkies, then color, music, dance …
song sequels.
Well, why not a hero and heroine, as they dance in a park, ( with melodious song, and
enchanting music ) they be in various parts of the beautiful gardens. At various parts they get
nice smells, and the “smell track” emits the smells for the Audience.
Technically this needed many steps or parts. Sniffers as “cameras of Smells”, smell spectrum
definition, ( similar to RGB where combination in various ratio can give us various colour,
combination of some smell blocks may give various smells ), emitting the required smell, and
flushing the molecules out of the room, to allow next smell sequel to come etc.
Many years later ( in 1990s ) in a movie hall in Chennai some great minds conducted an
experimental show. Many kinds of essence sticks, and smell sources such as scents, were
taken in various combinations. A smell emitter blew the “smell”, time to time as per the
sequence in the movie. The exhaust fans kept flushing out the “older” molecules!
This is pretty costly, clumsy, and surely slow. The scan rate we have in ultrafast cameras can
be crore frames per second. While scanning smell, say in a scene of cooking, or eating, or in a
park, it has to be very slow. May be, a change of smell once a minute be tolerable. If it is a
“smell music” … then every 5―10 seconds a change may be tried.
A Japanese company made a cellphone which emitted different smells depending on the
calling id. Commonly we can set different ring tones for every caller. In this equipment an old
deaf man could set an “obnoxious smell” for the calls from his wife. Let people decide the
smell which represent various characters in their life.
[ A ( software ) virus may emit smells in random from a phone of this kind…. Particularly
Badboo. Or “remains” of a sweet smell may tell who called even if the caller history is
cleaned ]
https://www.techinasia.com/japan―chatperf
https://www.techinasia.com/scentee―mobile―app―that―emits―smell
http://www.japantimes.co.jp/news/2013/10/16/business/corporate―business/firm―wants―
your―smartphone―to―smell/#.V9bjr63yDIU
( Cyrano ― is a “digital smell speaker” and the endeavor from Harvard professor and serial
inventor, David Edwards ) http://www.hotsaucedrops.com/?author=91
https://textually.org/textually/archives/2007/01/014726.htm
http://www.theneweconomy.com/technology/using―mobiles―to―smell―how―technology―is
―giving―us―our―senses―video
Extremely sensitive smell sensors are available.
http://www.japantimes.co.jp/news/2016/06/23/world/science―health―world/nose―job―s
mells―smart―sensors―last―frontier/#.V9bkGa3yDIU
https://books.google.co.in/books?id=odT―BAAAQBAJ&pg=PA8&lpg=PA8&dq=smell+spectrum+
detection+and+reproduction&source=bl&ots=a4pyDl8CZy&sig=kZ――x5qeo3V4tKTlzV7vkyGrgpA
&hl=en&sa=X&ved=0ahUKEwjelb7xq4rPAhUDpJQKHS7pDyEQ6AEISjAJ#v=onepage&q=smell%20s
pectrum%20detection%20and%20reproduction&f=false
http://www.extremetech.com/extreme/146986―olfactory―breakthrough―a―theory―of―qua
ntum―smell
Quantum smelling Devices, and various kinds of Artificial Nose have been made
http://www.enose.nl/rd/technology/
https://www.theguardian.com/science/2014/apr/02/electronic―noses―explainer―sniffing―d
isease
http://www.popsci.com/science/article/2013―01/bolstered―new―study―quantum―smell―t
heory―olfactory―sense―gains―traction
Luca Turin in king of Smell
Luca is one of the very rare persons, who has understood the secrets of smell, the best!
https://www.ted.com/talks/luca_turin_on_the_science_of_scent?language=en
http://www.sjsu.edu/faculty/watkins/turin.htm
You can go to market, and buy a few different kinds of scents, then make a combination. If
you give this combination to Luca, he can make 3 or 4 different molecules which will smell
the same. It is your choice to synthesize one or more kind of molecules, as production cost /
efficiency / complexity / raw material availability etc.
About cryptochromes
Magnetic sensing is a type of sensory perception that has long captivated the human
imagination, although it seems inaccessible to humans. Over the past 50 years, scientific
studies have shown that a wide variety of living organisms have the ability to perceive
magnetic fields and can use information from the earth's magnetic field in orientation
behavior. Examples abound: salmon (Oncorhynchus nerka), sea turtles (Dermochelys
coriacea), spotted newts (Notophthalmus viridescens), lobsters (Panulirus argus), honeybees
(Apis mellifera), and fruitflies (Drosophila melongaster) can all perceive and utilize
geomagnetic field information. But perhaps the most well―studied example of animal
magnetoreception is the case of migratory birds (e.g. European robins (Erithacus rubecula),
silvereyes (Zosterops l. lateralis), garden warblers (Sylvia borin)), who use the earth's
magnetic field, as well as a variety of other environmental cues, to find their way during
migration.
https://www.sciencedaily.com/releases/2016/06/160606100519.htm
The avian magnetic compass is a complex entity with many surprising properties. The basis
for the magnetic sense is located in the eye of the bird, and furthermore, it is
light―dependent, i.e., a bird can only sense the magnetic field if certain wavelengths of light
are available. Specifically, many studies have shown that birds can only orient if blue light is
present. The avian compass is also an inclination―only compass, meaning that it can sense
changes in the inclination of magnetic field lines but is not sensitive to the polarity of the
field lines. Under normal conditions, birds are sensitive to only a narrow band of magnetic
field strengths around the geomagnetic field strength, but can orient at higher or lower
magnetic field strengths given accomodation time.
The blue light receptors cryptochromes mediate various light responses in plants. The
photoexcited cryptochrome molecules undergo a number of biophysical and biochemical
changes, including electron transfer, phosphorylation, and ubiquitination, resulting in
conformational changes to propagate light signals. Two modes of cryptochrome signal
transduction have been recently discovered, the CIB (cryptochrome―interacting
basic―helix―loop―helix 1)―dependent CRY2 regulation of transcription and the SPA1/COP1
(SUPPRESSOR OF PHYA /CONSTITUTIVELY PHOTOMORPHOGENIC1)―dependent cryptochrome
regulation of proteolysis. Both cryptochrome signaling pathways rely on blue light―dependent
interactions between the cryptochrome photoreceptor and its signaling proteins to modulate
gene expression changes in response to blue light, leading to altered developmental programs
of plants.
Cryptochromes (from the Greek κρυπτός χρώμα, "hidden colour") are a class of flavoproteins
that are sensitive to blue light. They are found in plants and animals. Cryptochromes are
involved in the circadian rhythms of plants and animals, and in the sensing of magnetic fields
in a number of species.
So Cryptochromes are photoreceptors that regulate entrainment by light of the circadian

clock in plants and animals. They also act as integral parts of the central circadian oscillator
in animal brains and as receptors controlling photomorphogenesis in response to blue or
ultraviolet (UV―A) light in plants. Cryptochromes are probably the evolutionary descendents
of DNA photolyases, which are light―activated DNA―repair enzymes, and are classified into
three groups ― plant cryptochromes, animal cryptochromes, and CRY―DASH proteins.
Cryptochromes and photolyases have similar three―dimensional structures, characterized by
an α/β domain and a helical domain. The structure also includes a chromophore, flavin
adenine dinucleotide (FAD). The FAD―access cavity of the helical domain is the catalytic site
of photolyases, and it is predicted also to be important in the mechanism of cryptochromes.
Cryptochromes are photolyase―like blue light receptors originally discovered in Arabidopsis
but later found in other plants, microbes, and animals. Arabidopsis has two cryptochromes,
CRY1 and CRY2, which mediate primarily blue light inhibition of hypocotyl elongation and
photoperiodic control of floral initiation, respectively. In addition, cryptochromes also
regulate over a dozen other light responses, including circadian rhythms, tropic growth,
stomata opening, guard cell development, root development, bacterial and viral pathogen
responses, abiotic stress responses, cell cycles, programmed cell death, apical dominance,
fruit and ovule development, seed dormancy, and magnetoreception. Cryptochromes have
two domains, the N―terminal PHR (Photolyase―Homologous Region) domain that bind the
chromophore FAD (flavin adenine dinucleotide), and the CCE (CRY C―terminal Extension)
domain that appears intrinsically unstructured but critical to the function and regulation of
cryptochromes. Most cryptochromes accumulate in the nucleus, and they undergo blue
light―dependent phosphorylation or ubiquitination. It is hypothesized that photons excite
electrons of the flavin molecule, resulting in redox reaction or circular electron shuttle and
conformational changes of the photoreceptors. The photoexcited cryptochrome are
phosphorylated to adopt an open conformation, which interacts with signaling partner
proteins to alter gene expression at both transcriptional and posttranslational levels and
consequently the metabolic and developmental programs of plants.
Cryptochromes are widely distributed in bacteria and eukaryotes but are not found in
archaea, although archaea do have a CPD photolyase. Cryptochromes have now been found in
various animal lineages, including insects, fish, amphibians, and mammals. Animal
cryptochromes act as components of the circadian clock that control daily physiological and
behavioral rhythms and as photoreceptors that mediate entrainment of the circadian clock to
light.
http://www.ks.uiuc.edu/Research/cryptochrome/
https://genomebiology.biomedcentral.com/articles/10.1186/gb―2005―6―5―220
About Spintronics
Spintronics ( a portmanteau meaning spin transport electronics ), also known as

spinelectronics or fluxtronics, is the study of the intrinsic spin of the electron and its
associated magnetic moment, in addition to its fundamental electronic charge, in solid―state
devices.
Spintronics differs from the older magnetoelectronics, in that spins are manipulated by both
magnetic and electrical fields.
Spintronics emerged from discoveries in the 1980s concerning spin―dependent electron

transport phenomena in solid―state devices. This includes the observation of spin―polarized
electron injection from a ferromagnetic metal to a normal metal by Johnson and Silsbee
(1985) and the discovery of giant magnetoresistance independently by Albert Fert et al. and
Peter Grünberg et al. (1988). The origins of spintronics can be traced to the
ferromagnet/superconductor tunneling experiments pioneered by Meservey and Tedrow and
initial experiments on magnetic tunnel junctions by Julliere in the 1970s. The use of
semiconductors for spintronics began with the theoretical proposal of a spin
field―effect―transistor by Datta and Das in 1990 and of the electric dipole spin resonance by
Rashba in 1960.
Conventional electronic devices rely on the transport of electrical charge carriers ― electrons
― in a semiconductor such as silicon. Now, however, physicists are trying to exploit the 'spin'
of the electron rather than its charge to create a remarkable new generation of 'spintronic'
devices which will be smaller, more versatile and more robust than those currently making up
silicon chips and circuit elements. The potential market is worth hundreds of billions of
dollars a year.
All spintronic devices act according to the simple scheme: (1) information is stored (written)
into spins as a particular spin orientation (up or down), (2) the spins, being attached to
mobile electrons, carry the information along a wire, and (3) the information is read at a
terminal. Spin orientation of conduction electrons survives for a relatively long time
(nanoseconds, compared to tens of femtoseconds during which electron momentum decays),
which makes spintronic devices particularly attractive for memory storage and magnetic
sensors applications, and, potentially for quantum computing where electron spin would
represent a bit (called qubit) of information.
http://phys.org/news/2015―09―shift―electronics―spintronics―possibilities―faster.html
http://www.spintronicbbsr.org/
About Excitons
Exciton, the combination of an electron and a positive hole (an empty electron state in a
valence band), which is free to move through a nonmetallic crystal as a unit. An exciton is a
bound state of an electron and an electron hole which are attracted to each other by the
electrostatic Coulomb force. It is an electrically neutral quasiparticle that exists in insulators,
semiconductors and in some liquids. The exciton is regarded as an elementary excitation of
condensed matter that can transport energy without transporting net electric charge.
Because the electron and the positive hole have equal but opposite electrical charges, the
exciton as a whole has no net electrical charge (though it transports energy). This makes
excitons difficult to detect, but detection is possible by indirect means.
Also read about polaron, magnon, phonon
When an electron in an exciton recombines with a positive hole, the original atom is restored,
and the exciton vanishes. The energy of the exciton may be converted into light when this
happens, or it may be transferred to an electron of a neighbouring atom in the solid. If the
energy is transferred to a neighbouring electron, a new exciton is produced as this electron is
forced away from its atom.
An exciton can form when a photon is absorbed by a semiconductor. This excites an electron
from the valence band into the conduction band. In turn, this leaves behind a positively
charged electron hole (an abstraction for the location from which an electron was moved).
The electron in the conduction band is then effectively attracted to this localized hole by the
repulsive Coulomb forces from large numbers of electrons surrounding the hole and excited
electron. This attraction provides a stabilizing energy balance. Consequently, the exciton has
slightly less energy than the unbound electron and hole. The wave―function of the bound
state is said to be hydrogenic, an exotic atom state akin to that of a hydrogen atom.
However, the binding energy is much smaller and the particle's size much larger than a
hydrogen atom. This is because of both the screening of the Coulomb force by other electrons
in the semiconductor (i.e., its dielectric constant), and the small effective masses of the
excited electron and hole. The recombination of the electron and hole, i.e. the decay of the
exciton, is limited by resonance stabilization due to the overlap of the electron and hole
wave functions, resulting in an extended lifetime for the exciton.
The electron and hole may have either parallel or anti―parallel spins. The spins are coupled
by the exchange interaction, giving rise to exciton fine structure. In periodic lattices, the
properties of an exciton show momentum (k―vector) dependence.
The concept of excitons was first proposed by Yakov Frenkel in 1931, when he described the
excitation of atoms in a lattice of insulators. He proposed that this excited state would be
able to travel in a particle―like fashion through the lattice without the net transfer of
charge.
About Bohr Magneton
The Bohr Magneton is the magnitude of the magnetic dipole moment of an orbiting electron
with an orbital angular momentum of ħ. According to the Bohr model, this is the ground
state, i.e. the state of lowest possible energy. In the summer of 1913, this value was naturally
obtained by the Danish physicist Niels Bohr as a consequence of his atom model. In 1920,
Wolfgang Pauli gave the Bohr magneton its name in an article where he contrasted it with the
Magneton of the experimentalists which he called the Weiss Magneton.
The idea of elementary magnets is due to Walther Ritz (1907) and Pierre Weiss. Already
before the Rutherford model of atomic structure, several theorists commented that the
magneton should involve Planck's constant h. By postulating that the ratio of electron kinetic
energy to orbital frequency should be equal to h, Richard Gans computed a value that was
twice as large as the Bohr Magneton in September 1911. At the First Solvay Conference in
November that year, Paul Langevin obtained a submultiple. The Romanian physicist Ștefan
Procopiu had obtained the expression for the magnetic moment of the electron in 1911. The
value is sometimes referred to as the "Bohr–Procopiu magneton" in Romanian scientific
literature.
About Enrico Fermi ( 1938 Nobel Prize in Physics )
Enrico Fermi was born in Rome on 29th September, 1901, the son of Alberto Fermi, a Chief
Inspector of the Ministry of Communications, and Ida de Gattis. He attended a local grammar
school, and his early aptitude for mathematics and physics was recognized and encouraged by
his father's colleagues, among them A. Amidei. In 1918, he won a fellowship of the Scuola
Normale Superiore of Pisa. He spent four years at the University of Pisa, gaining his doctor's
degree in physics in 1922, with Professor Puccianti. He was an Atheist.
Soon afterwards, in 1923, he was awarded a scholarship from the Italian Government and
spent some months with Professor Max Born in Göttingen. With a Rockefeller Fellowship, in
1924, he moved to Leyden to work with P. Ehrenfest, and later that same year he returned to
Italy to occupy for two years (1924―1926) the post of Lecturer in Mathematical Physics and
Mechanics at the University of Florence.
In 1926, Fermi discovered the statistical laws, nowadays known as the «Fermi statistics»,
governing the particles subject to Pauli's exclusion principle (now referred to as «fermions»,
in contrast with «bosons» which obey the Bose―Einstein statistics).
In 1927, Fermi was elected Professor of Theoretical Physics at the University of Rome (a post
which he retained until 1938, when he ― immediately after the receipt of the Nobel Prize ―
emigrated to America, primarily to escape Mussolini's fascist dictatorship).
During the early years of his career in Rome he occupied himself with electrodynamic
problems and with theoretical investigations on various spectroscopic phenomena. But a
capital turning―point came when he directed his attention from the outer electrons towards
the atomic nucleus itself. In 1934, he evolved the ß―decay theory, coalescing previous work
on radiation theory with Pauli's idea of the neutrino. Following the discovery by Curie and
Joliot of artificial radioactivity (1934), he demonstrated that nuclear transformation occurs in
almost every element subjected to neutron bombardment. This work resulted in the discovery
of slow neutrons that same year, leading to the discovery of nuclear fission and the
production of elements lying beyond what was until then the Periodic Table.
In 1938, Fermi was without doubt the greatest expert on neutrons, and he continued his work
on this topic on his arrival in the United States, where he was soon appointed Professor of
Physics at Columbia University, N.Y. (1939―1942).
Upon the discovery of fission, by Hahn and Strassmann early in 1939, he immediately saw the
possibility of emission of secondary neutrons and of a chain reaction. He proceeded to work
with tremendous enthusiasm, and directed a classical series of experiments which ultimately
led to the atomic pile and the first controlled nuclear chain reaction. This took place in
Chicago on December 2, 1942 ― on a squash court situated beneath Chicago's stadium. He
subsequently played an important part in solving the problems connected with the
development of the first atomic bomb (He was one of the leaders of the team of physicists on
the Manhattan Project for the development of nuclear energy and the atomic bomb.)
In 1944, Fermi became an American citizen, and at the end of the war (1946) he accepted a
professorship at the Institute for Nuclear Studies of the University of Chicago, a position
which he held until his untimely death in 1954. There he turned his attention to high―energy
physics, and led investigations into the pion―nucleon interaction.
During the last years of his life Fermi occupied himself with the problem of the mysterious
origin of cosmic rays, thereby developing a theory, according to which a universal magnetic
field ― acting as a giant accelerator ― would account for the fantastic energies present in the
cosmic ray particles.
Professor Fermi was the author of numerous papers both in theoretical and experimental
physics. His most important contributions were:
"Sulla quantizzazione del gas perfetto monoatomico", Rend. Accad. Naz. Lincei, 1935 (also in
Z. Phys., 1936), concerning the foundations of the statistics of the electronic gas and of the
gases made of particles that obey the Pauli Principle.
Several papers published in Rend. Accad. Naz. Lincei, 1927―28, deal with the statistical
model of the atom (Thomas―Fermi atom model) and give a semiquantitative method for the
calculation of atomic properties. A resumé of this work was published by Fermi in the volume:
Quantentheorie und Chemie, edited by H. Falkenhagen, Leipzig, 1928.
"Uber die magnetischen Momente der AtomKerne", Z. Phys., 1930, is a quantitative theory of
the hyperfine structures of spectrum lines. The magnetic moments of some nuclei are
deduced therefrom.
"Tentativo di una teoria dei raggi ß", Ricerca Scientifica, 1933 (also Z. Phys., 1934) proposes a
theory of the emission of ß―rays, based on the hypothesis, first proposed by Pauli, of the
existence of the neutrino.
The Nobel Prize for Physics was awarded to Fermi for his work on the artificial radioactivity
produced by neutrons, and for nuclear reactions brought about by slow neutrons. The first
paper on this subject "Radioattività indotta dal bombardamento di neutroni" was published by
him in Ricerca Scientifica, 1934. All the work is collected in the following papers by himself
and various collaborators: "Artificial radioactivity produced by neutron bombardment", Proc.
Roy. Soc., 1934 and 1935; "On the absorption and diffusion of slow neutrons", Phys. Rev.,
1936. The theoretical problems connected with the neutron are discussed by Fermi in the
paper "Sul moto dei neutroni lenti", Ricerca Scientfica, 1936.
His Collected Papers are being published by a Committee under the Chairmanship of his friend
and former pupil, Professor E. Segrè (Nobel Prize winner 1959, with O. Chamberlain, for the
discovery of the antiproton).
Fermi was member of several academies and learned societies in Italy and abroad (he was
early in his career, in 1929, chosen among the first 30 members of the Royal Academy of
Italy).
As lecturer he was always in great demand (he has also given several courses at the University
of Michigan, Ann Arbor; and Stanford University, Calif.). He was the first recipient of a special
award of $50,000 ― which now bears his name ― for work on the atom.
Professor Fermi married Laura Capon in 1928. They had one son Giulio and one daughter
Nella. His favourite pastimes were walking, mountaineering, and winter sports.
He died in Chicago on 28th November, 1954.
About Paul Dirac ( 1933 Nobel Prize in Physics )
Paul Adrien Maurice Dirac was born on 8th August, 1902, at Bristol, England, his father being
Swiss and his mother English. He was educated at the Merchant Venturer's Secondary School,
Bristol, then went on to Bristol University. Here, he studied electrical engineering, obtaining
the B.Sc. (Engineering) degree in 1921. He then studied mathematics for two years at Bristol
University, later going on to St. John's College, Cambridge, as a research student in
mathematics. He received his Ph.D. degree in 1926. The following year he became a Fellow of
St.John's College and, in 1932, Lucasian Professor of Mathematics at Cambridge.
Paul Dirac was an Atheist.
Dirac's work has been concerned with the mathematical and theoretical aspects of quantum
mechanics. He began work on the new quantum mechanics as soon as it was introduced by
Heisenberg in 1925 ― independently producing a mathematical equivalent which consisted
essentially of a noncommutative algebra for calculating atomic properties ― and wrote a
series of papers on the subject, published mainly in the Proceedings of the Royal Society,
leading up to his relativistic theory of the electron (1928) and the theory of holes (1930). This
latter theory required the existence of a positive particle having the same mass and charge as
the known (negative) electron. This, the positron was discovered experimentally at a later
date (1932) by C. D. Anderson, while its existence was likewise proved by Blackett and
Occhialini (1933 ) in the phenomena of "pair production" and "annihilation".
The importance of Dirac's work lies essentially in his famous wave equation, which introduced
special relativity into Schrödinger's equation. Taking into account the fact that,
mathematically speaking, relativity theory and quantum theory are not only distinct from
each other, but also oppose each other, Dirac's work could be considered a fruitful
reconciliation between the two theories.
Dirac's publications include the books Quantum Theory of the Electron (1928) and The
Principles of Quantum Mechanics (1930; 3rd ed. 1947).
He was elected a Fellow of the Royal Society in 1930, being awarded the Society's Royal Medal
and the Copley Medal. He was elected a member of the Pontifical Academy of Sciences in
1961.
Dirac has travelled extensively and studied at various foreign universities, including
Copenhagen, Göttingen, Leyden, Wisconsin, Michigan, and Princeton (in 1934, as Visiting
Professor). In 1929,after having spent five months in America, he went round the world,
visiting Japan together with Heisenberg, and then returned across Siberia.
In 1937 he married Margit Wigner, of Budapest.
http://www.celebatheists.com/wiki/Main_Page gives names of Hundreds of Atheists.
Douglas Adams, Ayaan Hirsi Ali, Woody Allen, Fred Armisen, Lance Armstrong, Darren
Aronofsky, Isaac Asimov, Julian Assange, Dan Barker, Dave Barry, Ingmar Bergman, Pierre
Berton, Niels Bohr, Richard Branson, Derren Brown, Kari Byron, James Cameron, Asia Carrera,
George Carlin, John Carmack, Adam Carolla, John Carpenter, Asia Carrera, Fidel Castro,
Noam Chomsky, Jeremy Clarkson, Billy Connolly, Francis Crick, David Cronenberg, David
Cross, Alan Cumming, Rodney Dangerfield, Richard Dawkins, Daniel Dennett, Ani DiFranco,
Micky Dolenz, Albert Einstein, Harlan Ellison, Paul Erdős, Richard Feynman, Harvey Fierstein,
Reginald Finley, Barney Frank, Morgan Freeman, Larry Flynt, Dave Foley, Arian Foster, Jodie
Foster, Janeane Garofalo, Bill Gates, Bob Geldof, Ricky Gervais, Ira Glass, James Gleick,
Robert Heinlein, Ernest Hemingway, Katharine Hepburn, Christopher Hitchens, Jamie
Hyneman, Eddie Izzard, Penn Jillette, Billy Joel, Ana Kasparian, Diane Keaton, Skandar
Keynes Michael Kinsley, Keira Knightley, Kramer, John Landis, Hugh Laurie, Artie Lange,
Richard Leakey, Bruce Lee, Tom Lehrer, John Lennon, Tom Leykis, James Lipton, H.P.
Lovecraft, Ernst Mach, Seth MacFarlane, Bill Maher, John Malkovich, Barry Manilow, Todd
McFarlane, Sir Ian McKellen, Arthur Miller, Frank Miller, Claude Monet, Julianne Moore, Rafael
Nadal, Randy Newman, Mike Nichols, Jack Nicholson, Gary Numan, Bob Odenkirk, Patton
Oswalt, Camille Paglia, Trey Parker, PewDiePie, Steven Pinker, Brad Pitt, Joaquin Phoenix,
Paula Poundstone, Terry Pratchett, Robin Quivers, Daniel Radcliffe, James Randi, Ron Reagan
Jr., Rob Reiner, Keanu Reeves, Rick Reynolds, Gene Roddenberry, Henry Rollins, Andy
Rooney, Salman Rushdie, Adam Savage, Brian Sapient, Erwin Schrödinger, Bob Simon, Steven
Soderbergh, Annika Sorenstam, George Soros, Richard Stallman, Howard Stern, Matt Stone,
Julia Sweeney, Teller, Studs Terkel, Pat Tillman, Tool, Alan Turing, Eddie Vedder, Jesse
Ventura, Gore Vidal, Vincent van Gogh, Kurt Vonnegut Jr., Steven Weinberg, Joss Whedon,
Ted Williams, Steve Wozniak, HUNDREDS MORE...
World’s Greatest Scientists are all Atheists
See https://www.youtube.com/watch?v=UKbslSOfrRo
https://www.youtube.com/watch?v=GdqC2bVLesQ
https://www.youtube.com/watch?v=BCUmeE8sIVo
https://www.youtube.com/watch?v=YUe0_4rdj0U
https://www.youtube.com/watch?v=eY1pDkP9Qxk
https://www.youtube.com/watch?v=XYohZRivNhI
https://www.youtube.com/watch?v=f4tbDI3K1ZU
About Coriolis Force or Coriolis Effect
An effect whereby a mass moving in a rotating system experiences a force (the Coriolis force )
acting perpendicular to the direction of motion and to the axis of rotation. On the earth, the
effect tends to deflect moving objects to the right in the northern hemisphere and to the left
in the southern and is important in the formation of cyclonic weather systems.
Gaspard―Gustave de Coriolis was a French mathematician, mechanical engineer and scientist.

He is best known for his work on the supplementary forces that are detected in a rotating
frame of reference, leading to the Coriolis effect. He was the first to coin the term "work" for
the transfer of energy by a force acting through a distance.
http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/fw/crls.rxml
https://en.wikipedia.org/wiki/Coriolis_force
https://www.youtube.com/watch?v=aeY9tY9vKgs
http://geography.about.com/od/physicalgeography/a/coriolis.htm
https://www.youtube.com/watch?v=_sayCU1TNyg
https://www.youtube.com/watch?v=i2mec3vgeaI
http://www.universetoday.com/73828/what―is―the―coriolis―effect/
About Parapsychology by Dr Dean Radin
Dean Radin is a researcher and author in the field of parapsychology.
He has been Senior Scientist at the Institute of Noetic Sciences (IONS), in Petaluma,
California, USA, since 2001, served on dissertation committees at Saybrook Graduate School
and Research Center, and former President of the Parapsychological Association. He is also
co―editor―in―chief of the journal Explore: The Journal of Science and Healing.
Radin's ideas and work have been criticized by scientists and philosophers skeptical of
paranormal claims.
Parapsychology is a field of study concerned with the investigation of paranormal and psychic
phenomena which include telepathy, precognition, clairvoyance, psychokinesis, near―death
experiences, reincarnation, apparitional experiences, and other paranormal claims. It is often
identified as pseudoscience.
Parapsychology research is largely conducted by private institutions in several countries and

funded through private donations, and the subject rarely appears in mainstream science
journals. Most papers about parapsychology are published in a small number of niche journals.
Parapsychology has been criticised for continuing investigation despite being unable to
provide convincing evidence for the existence of any psychic phenomena after more than a
century of research.
It has been noted that most academics do not take the claims of parapsychology seriously.
Para is from Greek, and means "beside, closely related to, beyond..." The term
parapsychology was coined in or around 1889 by philosopher Max Dessoir. It was adopted by J.
B. Rhine in the 1930s as a replacement for the term psychical research in order to indicate a
significant shift toward experimental methodology and academic discipline. The term
originates from the Greek: παρά para meaning "alongside", and psychology.
In parapsychology, psi is the unknown factor in extrasensory perception and psychokinesis

experiences that is not explained by known physical or biological mechanisms. The term is
derived from the Greek ψ psi, 23rd letter of the Greek alphabet and the initial letter of the
Greek ψυχή psyche, "mind, soul". The term was coined by biologist Berthold P. Wiesner, and
first used by psychologist Robert Thouless in a 1942 article published in the British Journal of
Psychology.
The Parapsychological Association divides psi into two main categories: psi―gamma for
extrasensory perception and psi―kappa for psychokinesis. In popular culture, "psi" has become
more and more synonymous with special psychic, mental, and "psionic" abilities and powers.
https://www.youtube.com/watch?v=qw_O9Qiwqew
https://en.wikipedia.org/wiki/Parapsychology
https://www.youtube.com/watch?v=fSP_YPv6qS0
https://www.youtube.com/watch?v=VgEmZ2xwZec
https://www.youtube.com/watch?v=ObGSGXzt328
https://www.youtube.com/watch?v=m5w42aZH9cc&list=PL2A74rJwZavVhwIk9ZH9BAWFgm―m
1rSVu
https://www.youtube.com/watch?v=KqwphfRD0o8
https://www.youtube.com/watch?v=fSP_YPv6qS0&list=PL2A74rJwZavX_6bPdAzrykMutjEIzgsW
G
http://www.deanradin.com/
Most important https://www.youtube.com/watch?v=W5KNNR―yPMM
About Parity Violation ― Space is not Perfectly Symmetric ― Yang Lee ( Nobel Physics 1957
)
Chinese Physicists Yang and Lee; received Nobel Prize for one of the quickest; the gap
between Theoretical Prediction to Experimental confirmation being shortest.
Yang and Lee Predicted broken Symmetry. Experimental proof by Chien Shiung Wu et al.
came within 2 years. Asymmetry is used by charges and dipoles for extracting and pouring out
Electromagnetic energy from the vacuum, yet not one current Electrical Engineering or
classical electromagnetics textbook mentions the energy implications of dipolar asymmetry.
Nor do they mention that every charge and dipole freely pours out real observable EM energy
continuously, with no observable energy input.
In 1943 Tsung Dao Lee was a student in the Kweichow province of China. It was the time of
the Sino―Japanese War, and the Japanese invasion of the mainland forced Lee to move to
Kunming. There he attended the National Southwest University where he met Chen Ning
Yang. Lee and Yang had only a nodding acquaintance then. In 1946 both students received
fellowships to study in the United States. Yang had pursued Enrico Fermi from Columbia to
the University of Chicago ― he was to have a close association with Fermi. Lee, on the other
hand, had little choice. Only one school in the U.S. then allowed an undergraduate to work
towards the PhD without the intermediate degrees, the University of Chicago. The two
graduate students fast became friends.
For a while Yang had tried experimental physics, but it was not to be. Other graduate
students had teased him, "Where there was a bang, there was Yang". Yang eventually did his
doctoral thesis under the supervision of Edward Teller. Lee on the other hand knew he was a
theorist from the start. He did his doctoral thesis under Fermi. Yang recalls Fermi's advice on
his career: As a young man, work on practical problems; do not worry about things of
fundamental importance. For all of his admiration of Fermi, Yang chose to ignore this bit of
advice. Both Lee and Yang graduated and for awhile worked as staff members at the Institute
for Advanced Study in Princeton. Lee had become a reputable theoretical physicist, invoking
praise from J. Robert Oppenheimer as "one of the most brilliant theoretical physicists then
known". Thus the individual physicists T. D. Lee and C. N. Yang had established their
reputations by 1956, when their work together would help clear a mystery known as the
theta―tau puzzle and topple of the most fundamental conservation laws.
The Theta―Tau Puzzle
Within the cosmic rays in which C. F. Powell had discovered the pi meson (pion) were other
new particles. In 1949 Powell identified a cosmic ray particle which disintegrated into three
pions. He dubbed this new particle the tau meson. Another particle called the theta meson
was also discovered. It disintegrated into two pions. Both particles disintegrated via the weak
force. Now, a problem arose when the masses and the lifetimes of the tau and theta particles
were considered. The two particles turned out to be indistinguishable other than their mode
of decay. Their masses and lifetimes were identical, within the experimental uncertainties.
Were they in fact the same particle? The problem itself was not that the tau and theta, if
indeed they were the same particle, decayed in two different modes, one by two pions, the
other by three pions. The problem dealt with the more fundamental parity conservation law.
In 1953 the physicist R. H. Dalitz argued that since the pion has parity of ―1, two pions would
combine to produce a net parity of (―1)(―1) = +1, and three pions would combine to have
total parity of (―1)(―1)(―1) = ―1. Hence, if conservation of parity holds, the theta should
have parity of +1, and the tau of ―1. Hence, they could not be the same particle. Thus was
born the theta―tau puzzle. It's resolution would involve an almost unacceptable proposition
to the physicists of the time.
The Beginnings of Doubt
The events which led to the publication of Lee and Yang's historic paper, Question of Parity
Conservation in Weak Interactions, began at the International Conference on High Energy
Physics at the University of Rochester in April 1956. Lee and Yang attended the conference
with a proposal for ending the theta―tau puzzle. Their idea was that certain kinds of
elementary particles occur in two forms with different parities. The idea was called parity
doubling. Also attending the conference was the theoretical physicist Richard Feynman, who
is renowned for his development of the field of physics called quantum electrodynamics.
Feynman's roommate at the conference was the experimentalist Martin Block. Block suggested
to Feynman on the first night of the conference that parity just may not be conserved in
certain interactions. The next day, following Yang's presentation of the parity doubling idea,
Feynman brought up the question of non―conservation of parity. Feynman himself later said,
"I thought the idea (of parity violation) unlikely, but possible, and a very exciting possibility."
Indeed Feynman later made a fifty dollar bet with a friend that parity would not be violated.
Yang's reply was that he and Lee had considered the idea but had arrived at no conclusions.
During the discussion, Wigner, who had formulated the law of conservation of parity in the
first place, also suggested that perhaps it did not hold in weak interactions.
Lee and Yang pursued the question further after the conference. "Early in May, when they
were sitting in the White Rose Cafe near the corner of Broadway and 125th Street, in the
vicinity of Columbia University, it suddenly struck them that it might be profitable to make a
careful study of all known experiments involving weak interactions". After several weeks of
reviewing past experiments, they had come to two conclusions:
"Past experiments on the weak interactions had actually no bearing on the question of
parity conservation."
"In strong interactions, ... there were indeed many experiments that established parity
conservation to a high degree of accuracy...".
As Yang commented in his Nobel lecture, "The fact that parity conservation in the weak
interactions was believed for so long without experimental support was very startling. But
what was more startling was the prospect that a space―time symmetry law which the
physicists have learned so well may be violated. This prospect did not appeal to use."
The Proposed Experiment
When Lee and Yang's paper appeared in the October 1, 1956 issue of The Physical Review,
physicists were not immediately prompted into action. The proposition of parity
nonconservation was not unequivocally denied; rather, the possibility appeared so unlikely
that experimental proof did not warrant immediate attention. The physicist Freeman Dyson
wrote of his reaction to the paper: "A copy of it was sent to me and I read it. I read it twice. I
said, `This is very interesting,' or words to that effect. But I had not the imagination to say,
`By golly, if this is true it opens up a whole new branch of physics.' And I think other
physicists, with very few exceptions, at that time were as unimaginative as I.". Hence, the
initial reaction among most physicists to verifying parity conservation was not enthusiastic.
In their paper, Lee and Yang stated, "To decide unequivocally whether parity is conserved in
weak interactions, one must perform an experiment to determine whether weak interactions
differentiate the right from the left.". And they proposed several experiments. One of the
simplest experiments (conceptually) invovled measurements on the beta decay of cobalt―60.
The idea involved orienting cobalt nuclei with a strong magnetic field so that their spins are
aligned in the same direction. Beta rays (electrons) are emitted at the poles of the nuclei. A
mirror image of the system would also show beta rays being emitted from the poles of the
mirror cobalt nuclei, the only difference being that the north and south poles of the mirror
nuclei would be reversed since they spin in opposite direction of their real counterparts.
Hence parity conservation demands that the emitted beta rays be equally distributed
between the two poles. If more beta particles emerged from one pole than the other, it
would be possible to distinguish the mirror image nuclei from their counterparts. Thus an
anisotropy in the emitted beta rays would be tantamount to parity violation.
Madame Chien Shiung Wu
Another immigrant was now to play the next major role, Madame Chien―Shiung Wu. Arriving
at Berkely in 1936 from Shanghai, Wu was one of the most ardently pursued coeds on campus.
But she was also a hard worker who abhorred the marked absence of women from the
American scientific establishment. She says, " ... it is shameful that there are so few women
in science... In China there are many, many women in physics. There is a misconception in
America that women scientists are all dowdy spinsters. This is the fault of men. In Chinese
society, a woman is valued for waht she is, and men encourage her to accomplishments ―――
yet she retains eternally feminine.". In this view, there is a clear distinction between
American and Chinese cultures. Yang, too, had to come to terms with the differences
between the two cultures. In his Nobel address, he says, "I am heavy with awareness of the
fact that I am in more than one sense a product of both the Chinese and Western cultures, in
harmony and in conflict... I am as proud of my Chinese heritage and background as I am
devoted to modern science, a part of human civilization of Western origin...". Returning to
Madame Wu, the physicist Emile Segre', one of her teachers, said of her, "She is a slave
driver. She is the image of the militant woman so well known in Chinese literature as either
empress or mother." But by 1956 she had a world―wide reputation for her work on beta
decay. Beta decay involves the weak interaction. Wu's experiments were highly regarded for
their simplicity and elegance. At the time Lee and Yang considered the question of parity, Wu
was a professor at Columbia and a long time friend of both men. She was the first to act on
the proposed experiment involving beta decay in cobalt 60.
Even before Lee and Yang's paper had been submitted to The Physical Review, Lee had
discussed the experiment with Wu. At the time, Wu and her husband had planned a trip to
Europe and the Far East. But she chose instead to remain and perform the experiment rather
than lose the opportunity to other physicists who might recognize its importance. However,
the experiment could not be performed with only her expertise. Reaching the low
temperatures necessary to be able to orient the cobalt nuclei spins required equipment few
laboratories possessed. Nevertheless, one such laboratory existed in the United States ―――
the Cryogenics Physics Laboratory at the National Bureau of Standards in Washington. Early in
June of 1956, Wu sought the help of Ernest Ambler at NBS. Ambler accepted enthusiastically.
Indeed his doctoral thesis dealt with the orientation of cobalt―60 nuclei. In addition, Ralph
Hudson, with expertise in cryogenics, and Raymond Hayward and Dale Hoppes, with
experience in radiation detection, joined the team. By early October they began to assemble
and test their equipment. The same month saw the publication of Lee and Yang's paper.
Lederman, who worked with Columbia's cyclotron, realized that he could perform an
independent test of parity with the cyclotron. His experiment, which involved the decay of pi
and mu mesons, had also been proposed by Lee and Yang in their paper. Soon, Lederman,
along with his graduate students, Marcel Weinrich, and Richard Garwin began their
experiments. At the same time, the group under Wu was running into problems. Wanting to
verify their results from December 27, they repeated the experiment. Their original finding of
a large asymmetry in the beta ray distribution was not consistently reproducible. However,
after a week of solving problems with the apparatus, consistent results were obtained. And
the results pointed to parity violation. Much consideration was given to the question of the
origin of the beta ray asymmetry ――― was it really an indication of the failure of parity or
some result intrinsic to the experiment? "The group worked around the clock, assembling the
apparatus many times, and took their breaks for a few hours sleep when the superfluid helium
spoiled their vacuum by finding its way around the stopper at the bottom of the cryostat.
Hoppes then slept beside the apparatus, telephoning to the others as soon as its temperature
was low enough to begin their experiments again. Finally, on Januray 9th, at 2 o'clock in the
morning, Hudson brought out a bottle of Chateau Lafite―Rothschild, 1949, and they drank to
the overthrow of the law of parity"
Broken symmetry essentially means that something virtual (shadowy, but real in a special
sense and widely used in physics; it has real physical consequences, since it creates all the
forces of nature) has become observable (real in the ordinary everyday sense that it can be
detected, measured, observed, and used.). The broken symmetry of the end charges of a
dipole rigorously means that, once the charges are forcibly separated to form that dipole, the
dipole (its end charges) continuously absorbs virtual (fleeting) photons from the seething
vacuum, coherently integrates these "photon pieces" into real observable photons, and
re―emits the resulting real EM energy in the form of real observable photons in all directions
at the speed of light.
That's why a dipolar permanent magnet, with opposite magnetic charges on its ends locked in
there by the material itself, continuously exhibits magnetic field in the space surrounding it
(out to the ends of the universe, if the magnet has been around long enough). There is a
continuous and steady stream of EM energy, extracted directly from the vacuum and
integrated into observable magnetic field energy, pouring forth from the dipolarity of that
magnet. At any external point in that stream, the steady flow will give a steady or "static"
reading for the magnetic field and thus for the intensity of the flow at that point.
Actually there is no such thing as a "static" field or potential in the universe; simply check out
Whittaker's 1903 decomposition of the "electrostatic" scalar potential into bidirectional
longitudinal EM waves, and his 1904 decomposition of any field and wave pattern into two
such potentials comprised of bidirectional longitudinal EM waves. The 1904 paper founded
what today is known as superpotential theory.
https://en.wikipedia.org/wiki/Parity_(physics)
About String Theory
I am least interested in String theory. The reasons will be soon clear to the reader. Since
1970 s I may have read more than 200 Popular Science articles, on String theory; in various
magazines. What a waste of time! and quite foolish act in my part to read so many. I should
have stopped bothering about String theory much earlier if the right information was given in
these articles. The authors / writers often hide or not tell some information, about the string
theory; which are its limitations.
[ You may read about String theory as given below, or directly go to the last part / Paragraph
( marked in Red ) ]
String theory is a theoretical framework in which the point―like particles of particle physics
are replaced by one―dimensional objects called strings. String theory is a mathematical
theory of particle physics which models all the subatomic particles in the universe (protons,
neutrons, electrons, quarks, photons, etc) as bits of vibrating string. Since last 50 years not a
single experiment has verified any of the predictions / explanations of String Theory. Not
even got any hint regarding its predictions. So it is a theoretical framework, but with no
experimental backup.
Strings and membranes
When the theory was originally developed in the 1970s, the filaments of energy in string
theory were considered to be 1―dimensional objects: strings. (One―dimensional indicates
that a string has only one dimension, length, as opposed to say a square, which has both
length and height dimensions.) These strings came in two forms — closed strings and open
strings. An open string has ends that don’t touch each other, while a closed string is a loop
with no open end. It was eventually found that these early strings, called Type I strings, could
go through five basic types of interactions. The interactions are based on a string’s ability to
have ends join and split apart. Because the ends of open strings can join together to form
closed strings, you can’t construct a string theory without closed strings. The closed strings
have properties that make physicists believe they might describe gravity. Instead of just being
a theory of matter particles, physicists began to realize that string theory may just be able to
explain gravity and the behavior of particles.
Over the years, it was discovered that the theory required objects other than just strings.
These objects can be seen as sheets, or branes. Strings can attach at one or both ends to
these branes. Quantum gravity
Modern physics has two basic scientific laws: quantum physics and general relativity. These
two scientific laws represent radically different fields of study. Quantum physics studies the
very smallest objects in nature, while relativity tends to study nature on the scale of planets,
galaxies, and the universe as a whole. (Obviously, gravity affects small particles too, and
relativity accounts for this as well.) Theories that attempt to unify the two theories are
theories of quantum gravity, and the most promising of all such theories today is string
theory.
Unification of forces
Hand―in―hand with the question of quantum gravity, string theory attempts to unify the four
forces in the universe — electromagnetic force, the strong nuclear force, the weak nuclear
force, and gravity — together into one unified theory. In our universe, these fundamental
forces appear as four different phenomena, but string theorists believe that in the early
universe (when there were incredibly high energy levels) these forces are all described by
strings interacting with each other.
Supersymmetry
All particles in the universe can be divided into two types: bosons and fermions. String theory
predicts that a type of connection, called supersymmetry, exists between these two particle
types. Under supersymmetry, a fermion must exist for every boson and vice versa.
Unfortunately, experiments have not yet detected these extra particles.
Supersymmetry is a specific mathematical relationship between certain elements of physics

equations. It was discovered outside of string theory, although its incorporation into string
theory transformed the theory into supersymmetric string theory (or superstring theory) in
the mid―1970s.
Supersymmetry vastly simplifies string theory’s equations by allowing certain terms to cancel
out. Without supersymmetry, the equations result in physical inconsistencies, such as infinite
values and imaginary energy levels.
Because scientists haven’t observed the particles predicted by supersymmetry, this is still a
theoretical assumption. Many physicists believe that the reason no one has observed the
particles is because it takes a lot of energy to generate them. ( Energy is related to mass by
Einstein’s famous E = mc2 equation, so it takes energy to create a particle. ) They may have
existed in the early universe, but as the universe cooled off and energy spread out after the
big bang, these particles would have collapsed into the lower―energy states that we observe
today. ( We may not think of our current universe as particularly low energy, but compared to
the intense heat of the first few moments after the big bang, it certainly is. )
String Theory Lovers, hope that astronomical observations or experiments with particle
accelerators will uncover some of these higher―energy supersymmetric particles, providing
support for this prediction of string theory.
Extra dimensions
Another mathematical result of string theory is that the theory only makes sense in a world
with more than three space dimensions! ( Our universe has three dimensions of space —
left/right, up/down, and front/back. ) Two possible explanations currently exist for the
location of the extra dimensions:
The extra space dimensions (generally six of them) are curled up ( compactified, in string
theory terminology) to incredibly small sizes, so we never perceive them.
We are stuck on a 3―dimensional brane, and the extra dimensions extend off of it and are
inaccessible to us.
A major area of research among string theorists is on mathematical models of how these extra
dimensions could be related to our own. Some of these recent results have predicted that
scientists may soon be able to detect these extra dimensions (if they exist) in upcoming
experiments, because they may be larger than previously expected.
25 years ( or 50 years ) and 11 dimensions later, no luck with experiments. String theorists
have fallen into an elegance trap and that trap is a product of theorists attacking
mathematics the way experimentalists attack data. The problem with that is math is not
data. The aggressive take―no―prisoners sociology of experimental physics has a natural
constraint: results. Hypotheses may be as bold and counter―intuitive as you like because at
the end of the week, we'll see what comes out of the accelerator. But when your research is
pure math, you have to be more conservative, staying within the bounds of established
observation and suggesting experiments to be done before you proceed further. In their quest
for the elegant theory of everything, string theorists have broken free of these constraints
and in doing so, of science itself. So complete is this break with science, in fact, that
prominent string theorists opining that perhaps it is science itself which needs to change to
accommodate string theory and that quaint traditions like experiment and result should make
room for the notion that every self―consistent mathematical model is in fact a physically real
universe and for the anthropic principle, which is a polite term for intelligent design. So much
for "elegance".
In physical cosmology and astronomy, dark energy is an unknown form of energy which is
hypothesized to permeate all of space, tending to accelerate the expansion of the universe.
Dark energy is the most accepted hypothesis to explain the observations since the 1990s
indicating that the universe is expanding at an accelerating rate. Assuming that the standard
model of cosmology is correct, the best current measurements indicate that dark energy
contributes 68.3% of the total energy in the present―day observable universe. The mass–
energy of dark matter and ordinary (baryonic) matter contribute 26.8% and 4.9%,
respectively, and other components such as neutrinos and photons contribute a very small
amount. Again, on a mass–energy equivalence basis, the density of dark energy (~ 7 × 10―30
g/cm3 ) is very low, much less than the density of ordinary matter or dark matter within
galaxies. However, it comes to dominate the mass–energy of the universe because it is
uniform across space.
In quintessence models of dark energy, the observed acceleration of the scale factor is caused
by the potential energy of a dynamical field, referred to as quintessence field. Quintessence
differs from the cosmological constant in that it can vary in space and time. In order for it not
to clump and form structure like matter, the field must be very light so that it has a large
Compton wavelength.
No evidence of quintessence is yet available, but it has not been ruled out either. It
generally predicts a slightly slower acceleration of the expansion of the universe than the
cosmological constant. Some scientists think that the best evidence for quintessence would
come from violations of Einstein's equivalence principle and variation of the fundamental
constants in space or time. Scalar fields are predicted by the Standard Model of particle
physics and string theory, but an analogous problem to the cosmological constant problem (or
the problem of constructing models of cosmological inflation) occurs: renormalization theory
predicts that scalar fields should acquire large masses.
Some theorists think that dark energy and cosmic acceleration are a failure of general
relativity on very large scales, larger than superclusters. However most attempts at modifying
general relativity have turned out to be either equivalent to theories of quintessence, or
inconsistent with observations. Other ideas for dark energy have come from string theory,
brane cosmology and the holographic principle, but have not yet proved; as compelling as
quintessence and the cosmological constant. In other hand, M.R. Khoshbin―e―Khoshnazar

believes that a model discretization of the universe could explain the origin of dark energy.
If an Atom is of the size of Earth, the Nucleus is of the size of an Apple! Physicists say, in
Science videos. To draw an analogy, Physicists say... If the atom is of the size of Universe, the
string is of the size of a tree! This needs 1018 times more energy than present technology
allows us to verify. I read somewhere that if a huge particle accelerator like a ring around the
Earth or say along the perimeter of Earth is made ( which is just not possible ), then the
experiments may hint about the ranges which String theory is talking about.
The Mathematical elegance that String Theory was so excited about, did not predict Dark
Matter, Dark energy etc. Today we know that more than 95% of the Universe is of Dark Matter
+ Dark Energy. Many simple and "normal" calculations explain all these without Multiple
Universe. These calculations have last 100 years of experimental backup, and Madala Boson is
being used to explain Dark World. Physicists are doing fine with 4 dimensions. ( x, y, z and
time ). Since 1910s Einstein’s equations gave relations between space and time. Since then
time is the 4 rth dimension. We did not require any more dimensions to explain experimental
observations, for last 100 years!
If I have 100 hours or 1000 hours of time, it will be much more useful and profitable for me to
read, research and do Business with Artificial Chlorophyll, Bio―Batteries, Bacteria Motors /
energy, Desalination technologies for cheap potable water from sea, etc; rather than wasting
time in high Energy Physics, or Theoretical constructs of Modification of Superstring theory!
About Christopher Hitchens ( 1949–2011 )
Christopher was an Anglo―American author, columnist, essayist, orator, religious and literary
critic, social critic, and journalist. He contributed to New Statesman, The Nation, The
Atlantic, London Review of Books, The Times Literary Supplement, Slate, and Vanity Fair.
Hitchens was the author, co―author, editor or co―editor of over 30 books, including five
collections of essays, on a range of subjects, including politics, literature, and religion. A
staple of talk shows and lecture circuits, his confrontational style of debate made him both a
lauded and controversial figure and public intellectual. Known for his contrarian stance on a
number of issues, Hitchens criticised such public and generally popular figures as Mother
Teresa, Bill Clinton, Henry Kissinger, and Diana, Princess of Wales. He was the elder brother
of the conservative journalist and author Peter Hitchens.
A writer who could match the volume of exquisitely crafted columns, essays, articles, and
books he produced over the past four decades. He wrote often—constantly, in fact, and right
up to the end—and he wrote fast; frequently without the benefit of a second draft or even
corrections. Christopher was the beau ideal of the public intellectual. You felt as though he
was writing to you and to you alone. And as a result many readers felt they knew him.
He was a legend on the speakers’ circuit, and could debate just about anyone on anything. He
won umpteen awards—although that was not the sort of thing that fueled his work—and in the
last decade he wrote best―sellers, including a memoir, Hitch―22, that finally put some
money into his family’s pocket. In the last weeks of his life, he was told that an asteroid had
been named after him. He was pleased by the thought, and inasmuch as the word is derived
from the Greek, meaning “star―like,” and asteroids are known to be volatile, it is a fitting
honor.
Having long described himself as a socialist, a Marxist and an anti―totalitarian, Hitchens

began his break from the established political left after what he called the "tepid reaction" of
the Western left to the controversy over The Satanic Verses, followed by the left's embrace of
Bill Clinton, and the antiwar movement's opposition to NATO intervention in Bosnia and
Herzegovina in the 1990s.
An atheist, and a self―described antitheist, Hitchens viewed the concept of a god or a

supreme being as a totalitarian belief that destroys individual freedom, and argued free
expression and scientific discovery should replace religion as a means of teaching ethics and
defining human civilisation. In 2007, Hitchens published his most popular book, God Is Not
Great: How Religion Poisons Everything, which was a New York Times bestseller.
About Sir Nicholas Winton ( 1909 – 2015 )
Sir Nicholas George Winton was a British humanitarian who organized the rescue of 669
children, most of them Jewish, from Czechoslovakia on the eve of the Second World War in an
operation later known as the Czech Kindertransport (German for "children transportation").
Winton found homes for the children and arranged for their safe passage to Britain. The world
found out about his work over 40 years later, in 1988. The British press dubbed him the
"British Schindler". On 28 October 2014, he was awarded the highest honour of the Czech
Republic, the Order of the White Lion (1st class), by Czech President Miloš Zeman.
About Vaclav Havel ( 1936 – 2011 )
Vaclav Havel was a Czech writer, philosopher, political dissident, and statesman. From 1989
to 1992, he served as the last president of Czechoslovakia. He then served as the first
president of the Czech Republic (1993–2003) after the Czech–Slovak split. Within Czech
literature, he is known for his plays, essays, and memoirs.
His educational opportunities limited by his bourgeois background, Havel first rose to
prominence within the Prague theater world as a playwright. Havel used the absurdist style in
works such as The Garden Party and The Memorandum to critique communism. After
participating in Prague Spring and being blacklisted after the invasion of Czechoslovakia, he
became more politically active and helped found several dissident initiatives such as Charter
77 and the Committee for the Defense of the Unjustly Prosecuted. His political activities
brought him under the surveillance of the secret police and he spent multiple stints in prison,
the longest being nearly four years, between 1979 and 1983.
Havel's Civic Forum party played a major role in the Velvet Revolution that toppled
communism in Czechoslovakia in 1989. He assumed the presidency shortly thereafter, and was
reelected in a landslide the following year and after Slovak independence in 1993. Havel was
instrumental in dismantling the Warsaw Pact and expanding NATO membership eastward.
Many of his stances and policies, such as his opposition to Slovak independence,
condemnation of the Czechoslovak treatment of Sudeten Germans after World War II, and
granting of general amnesty to all those imprisoned under communism, were very
controversial domestically. As such, he continually enjoyed greater popularity abroad than at
home. Havel continued his life as a public intellectual after his presidency, launching several
initiatives including the Prague Declaration on European Conscience and Communism, the
VIZE 97 Foundation, and the Forum 2000 annual conference.
Havel's political philosophy was one of anti―consumerism, humanitarianism,

environmentalism, civil activism, and direct democracy. He supported the Czech Green Party
from 2004 until his death. He received numerous accolades during his lifetime including the
Presidential Medal of Freedom, the Gandhi Peace Prize, the Philadelphia Liberty Medal, the
Order of Canada, the Four Freedoms Award, the Ambassador of Conscience Award, and the
Hanno R. Ellenbogen Citizenship Award. The 2012–2013 academic year at the College of
Europe was named in his honour. He is considered by some to be one of the most important
intellectuals of the 20th century.
During the first week of the invasion of Czechoslovakia, Havel assisted the resistance by
providing an on―air narrative via Radio Free Czechoslovakia station (at Liberec). Following
the suppression of the Prague Spring in 1968, he was banned from the theatre and became
more politically active. Short of money, he took a job in a brewery, an experience he wrote
about in his play Audience. This play, along with two other "Vaněk" plays (so―called because
of the recurring character Ferdinand Vaněk, a stand in for Havel), became distributed in
samizdat form across Czechoslovakia, and greatly added to Havel's reputation of being a
leading dissident (several other Czech writers later wrote their own plays featuring Vaněk).
This reputation was cemented with the publication of the Charter 77 manifesto, written
partially in response to the imprisonment of members of the Czech psychedelic rock band The
Plastic People of the Universe. (Havel had attended their trial, which centered on the group's
non―conformity in having long hair, using obscenities in their music, and their overall
involvement in the Czech underground). Havel co―founded the Committee for the Defense of
the Unjustly Prosecuted in 1979. His political activities resulted in multiple stays in prison,
and constant government surveillance and questioning by the secret police, (Státní
bezpečnost). His longest stay in prison, from May 1979 to February 1983, is documented in
letters to his wife that were later published as Letters to Olga.
He was known for his essays, most particularly The Power of the Powerless, in which he
described a societal paradigm in which citizens were forced to "live within a lie" under the
communist regime. In describing his role as a dissident, Havel wrote in 1979: "...we never
decided to become dissidents. We have been transformed into them, without quite knowing
how, sometimes we have ended up in prison without precisely knowing how. We simply went
ahead and did certain things that we felt we ought to do, and that seemed to us decent to
do, nothing more nor less."
About Irena Sendler ( 1910 – 2003 )
Irena Sendler (née Krzyżanowska), also referred to as Irena Sendlerowa in Poland, nom de
guerre "Jolanta", was a Polish nurse and social worker who served in the Polish Underground
in German―occupied Warsaw during World War II, and was head of the children's section of
Żegota, the Polish Council to Aid Jews (Polish: Rada Pomocy Żydom), which was active from
1942 to 1945.
Assisted by some two dozen other Żegota members, Sendler smuggled approximately 2,500
Jewish children out of the Warsaw Ghetto and then provided them with false identity
documents and shelter outside the Ghetto, saving those children from the Holocaust. With
the exception of diplomats who issued visas to help Jews flee Nazi―occupied Europe, Sendler
saved more Jews than any other individual during the Holocaust.
The German occupiers eventually discovered her activities and she was arrested by the
Gestapo, tortured, and sentenced to death, but she managed to evade execution and survive
the war. In 1965, Sendler was recognised by the State of Israel as Righteous among the
Nations. Late in life she was awarded the Order of the White Eagle, Poland's highest honor,
for her wartime humanitarian efforts.
Jewish children were placed with Polish families, the Warsaw orphanage of the Sisters of the
Family of Mary, or Roman Catholic convents such as the Little Sister Servants of the Blessed
Virgin Mary Conceived Immaculate. Sendler worked closely with a group of about 30
volunteers, mostly women, who included Zofia Kossak―Szczucka, a resistance fighter and
writer, and Matylda Getter, Mother Provincial of the Franciscan Sisters of the Family of Mary.
"Every child saved with my help is the justification of my existence on this Earth, and not a
title to glory." (Irena Sendler)
According to American historian Debórah Dwork, Sendler was "the inspiration and the prime
mover for the whole network that saved those 2,500 Jewish children." About 400 of the
children were directly smuggled out by Sendler herself. She and her co―workers buried lists
of the hidden children in jars in order to keep track of their original and new identities. The
aim was to return the children to their original families when the war was over.
In 1943 Sendler was arrested by the Gestapo and severely tortured. The Gestapo beat her
brutally, fracturing her feet and legs in the process. Despite this, she refused to betray any
of her comrades or the children they rescued, and was sentenced to death by firing squad.
Żegota saved her life by bribing the guards on the way to her execution. After her escape, she
hid from the Germans, but returned to Warsaw under a fake name and continued her
involvement with the Żegota. During the Warsaw Uprising, she worked as a nurse in a public
hospital, where she hid five Jews. She continued to work as a nurse until the Germans left
Warsaw, retreating before the advancing Soviet troops.
After the war, she and her co―workers gathered all of the children's records with the names
and locations of the hidden Jewish children and gave them to their Żegota colleague Adolf
Berman and his staff at the Central Committee of Polish Jews. However, almost all of the
children's parents had been killed at the Treblinka extermination camp or had gone missing.
After the war, Sendler was imprisoned from 1948 to 1949 and brutally interrogated by
the communist secret police (Urząd Bezpieczeństwa) due to her connections with Poland's
principal resistance organisation, the Home Army (AK), which was loyal to the wartime
Polish government in exile. As a result, she gave birth prematurely to her son, Andrzej, who
did not survive. Although she was eventually released and agreed to join the communist party
(PZPR), her ties to the AK meant that she was never made into a hero. In fact, in 1965 when
Sendler was recognized by Yad Vashem as one of the Polish Righteous among the Nations,
Poland's communist government did not allow her to travel abroad at that time to receive the
award in Israel; she was able to do so only in 1983. She was later employed as a teacher and
vice―director in several Warsaw medical schools, and worked for the Ministries of Education
and Health. She was also active in various social work programs. She helped organize a
number of orphanages and care centers for children, families and the elderly, as well as a
center for prostitutes in Henryków. However, she was forced into early retirement for her
public declarations of support for Israel in the 1967 Israeli―Arab War (countries of the
Soviet―controlled Eastern Bloc, including Poland, broke off diplomatic relations with Israel in
the aftermath of this war). Sendler resigned her PZPR membership following the events of
March 1968 in Poland.
In 1980 she joined the Solidarity movement.
Since Many years there are too many articles on Women Sex Predators, and aggressive women
Motherly Love Redefined …
http://crimeblog.dallasnews.com/2016/05/prosper―woman―who―had―sex―with―sons―teen
age―friend―headed―to―prison.html/
http://www.wtol.com/story/6975375/mother―sentenced―for―having―sex―with―son
http://www.dailymail.co.uk/news/article―2716412/Mother―jailed―having―sex―12―year―ol
d―SON―partner―watched―told―webcam.html
http://www.dreamindemon.com/2012/05/18/mistie―atkinson―mother―pleads―guilty―sex―t
eenage―son/
http://patch.com/california/dixon/vacaville―mom―convicted―sex―son―seeks―retrial―0
http://www.nhregister.com/article/NH/20120921/NEWS/309219751
http://articles.orlandosentinel.com/1996―10―27/news/9610260994_1_extorting―endangerm
ent―elementary―school―principal
http://www.independent.ie/irish―news/incest―mother―is―convicted―of―sex―assault―on―
her―two―sons―26462211.html
http://canadiancrc.com/newspaper_articles/Tor_Star_Mother_confesses_sex_with_sons_03O
CT04.aspx
http://www.thedailybeast.com/articles/2014/06/10/canada―s―newest―refugee―a―florida―
mom―convicted―of―unlawful―sex―with―a―minor.html
http://www.ibtimes.co.uk/us―idaho―lawsuit―reveals―sexual―assault―by―staff―male―teen
s―juvenile―detention―centers―1494582
http://www.mirror.co.uk/news/world―news/biology―teacher―who―sex―five―8850667
http://www.littlethings.com/foster―child―wwyd/
https://www.youtube.com/watch?v=htrItTarozA
https://www.youtube.com/watch?v=MC7hfCaRHIQ
http://www.gympietimes.com.au/news/roma―mother―guilty―of―bruising―sons―genitals/30
89847/
http://www.breitbart.com/big―government/2016/09/14/mother―arranged―rape―murder―1
0―yr―old―daughter―allegedly―said―liked―watch/
http://thesmokinggun.com/buster/cigarette/cigarette―in―eye―628759#
http://equalitycanada.com/why―are―so―many―women―raping―boys―research―into―femal
e―perpetrated―sexual―violence/
http://www.theindychannel.com/news/local―news/teacher―accused―of―sex―with―student
―10―times―reaches―plea―deal―for―1―count―of―child―seduction
http://www.news.com.au/world/florida―mum―rachael―leahy―ordered―hit―on―exhusband
―david―leahy/news―story/11b25d3fd6c5e007132d7fe28a4f7de1
http://www.9news.com.au/national/2016/09/14/07/26/poisoned―meatball―accused―due―i
n―vic―court/
http://www.bostonherald.com/news/local_coverage/2016/09/saugus_mom_pleads_guilty_to
_rape_of_two_teenage_boys
http://www.express.co.uk/news/world/656971/Bullies―bikinis―attacked―sunbathing―victim
―filmed―assault
http://www.bustle.com/articles/123975―6―signs―you―have―a―toxic―mother
http://txktoday.com/news/new―boston―woman―pleads―guilty―to―sexually―assaulting―13
―year―old―boy/
http://www.ibtimes.co.uk/married―teacher―who―had―affair―14―year―old―pupil―sent―hi
m―video―online―charged―rape―1579807
http://www.dailymail.co.uk/news/article―3782055/Furious―bride―24―bit―fiance―s―ear―sl
ashed―face―broken―glass―wedmin―meetings―went―horribly―wrong.html
http://www.nydailynews.com/news/national/conn―woman―drowned―baby―shorter―senten
ce―article―1.2783131
https://www.theguardian.com/commentisfree/2015/oct/06/children―older―women―abused
―jade―hatt
http://thechannelhiphop.com/boyfriend―saw―his―girlfriend―having―sex―with―two―dogs―
and―called―the―police/
http://www.telegraph.co.uk/news/uknews/law―and―order/5251042/Rise―of―ladette―cultu
re―as―241―women―arrested―each―day―for―violence.html
http://www.thespectrum.com/story/news/2016/06/07/18―year―old―laverkin―woman―arre
sted―having―sex―15―year―old―boys/85571780/
http://www.huffingtonpost.com/2013/11/09/nicole―kurowski―teacher―sex_n_4241276.html
http://www.craveonline.com/site/1062074―uk―teacher―had―sex―with―15―year―old―more
―than―50―times―claimed
http://www.sun―sentinel.com/local/broward/fl―female―bank―robbers―20160722―story.ht
ml
http://www.heraldsun.com.au/news/law―order/fight―to―extradite―ultraorthodox―jewish―
school―principal―accused―of―molesting―and―raping―students―dropped/news―story/194ca
d2f934cca5858500ffebf4858c4
https://www.theguardian.com/society/2009/oct/04/uk―female―child―sex―offenders
http://www.adelaidenow.com.au/news/south―australia/woman―who―tried―to―kill―exs―n
ew―girlfriend―unable―to―show―empathy―for―her―victim―court―told/news―story/7b22da
29e8cc18e413269a0be58800b0
https://www.youtube.com/watch?v=syWtUykS7L0
https://www.youtube.com/watch?v=3g_OPKvDgpU
https://www.youtube.com/watch?v=VPl5PkjVs3A
https://www.youtube.com/watch?v=AFk1FyKDYec
https://www.youtube.com/watch?v=oIn5OfNFa5I
http://www.dailymail.co.uk/news/article―3274956/Disturbing―rise―women―child―sex―pre
dators―s―punished―leniently―men.html?ito=social―facebook
https://www.youtube.com/watch?v=L5gWMO2JPa4
https://www.youtube.com/watch?v=76rAn4JZfiA
https://www.youtube.com/watch?v=W5RJBcsQq7Q
https://www.youtube.com/watch?v=yXAM83Lq8d0
https://www.youtube.com/watch?v=XfxkVjawYYg
https://www.youtube.com/watch?v=4_Uum7tEUqg
https://www.youtube.com/watch?v=D3ILPAUmPrw&list=PLfqvIEGoZYGzaCWw7VPYrY6sCtkbxO
at8
https://www.youtube.com/watch?v=H6a9Szp8FwY
https://www.youtube.com/watch?v=p―GLJUPrtNU
https://www.youtube.com/watch?v=8uDEB2KG9XU
A Psychologist has an explanation …
http://www.dailymail.co.uk/news/article―1391626/Whats―wrong―female―teachers―Americ
a―As―schools―summer―young―teacher―arrested―sex―16―year―old―student――latest―doze
ns―cases―school―year.html
https://www.youtube.com/watch?v=vWikSl0j_wA
A Mother Who Killed Her 5 Children
https://www.youtube.com/watch?v=Mp―zuabUeXU
https://www.youtube.com/watch?v=tz7DCorxLbo
https://www.youtube.com/watch?v=jf6VU5meuho
https://www.youtube.com/watch?v=gEP0k4ZMFfk
https://www.youtube.com/watch?v=vfVFklqG0NM
Why are Modern Women so aggressive ?
https://www.theguardian.com/education/2006/jan/23/pupilbehaviour.schools
See https://www.facebook.com/WomenCriminals/
See https://www.facebook.com/groups/499811210056249/
http://www.australianetworknews.com/melissa―kitchens―incest―american―mom―sex―son
―25―gets―arrested/
http://www.irishtimes.com/news/crime―and―law/waterford―mother―convicted―of―child―
cruelty―following―seven―week―trial―1.2657598
http://www.fox19.com/story/32236822/convicted―sex―offender―asks―mother―of―14―year
―old―i―want―her―what―do―you―want―for―it
http://www.insideedition.com/headlines/16733―mom―and―female―partner―convicted―of―
torturing―murdering―2―year―old―son―who―fell―off
https://www.rt.com/uk/354212―wales―mother―porn―court/
http://q13fox.com/2016/02/04/marysville―mother―convicted―of―sex―crimes―involving―da
ughter/
http://www.charlotteobserver.com/news/local/crime/article77122242.html
http://www.omaha.com/bellevue―mom―convicted―of―sexually―abusing―son―gets――/artic
le_1393b0df―a383―58c3―a8e7―e5af713cc630.html
http://www.huffingtonpost.in/entry/wisconsin―mom―sentenced―sex―crimes―toddler_n_62
37550
http://www.dailymail.co.uk/news/article―2287494/Grand―Junction―mom―Wendy―Crowell
―sex―sons―underage―best―friend.html
http://www.vindy.com/news/2011/oct/06/pa―mom―sentenced―for―sex―with―son8217s―t
/
http://www.murfreesboropost.com/mother―convicted―of―raping―son―years―ago―cms―417
53
http://www.digitaljournal.com/article/294597
http://cnews.canoe.com/CNEWS/Crime/2014/08/05/21854361.html
http://www.politicsforum.org/forum/viewtopic.php?t=121028
http://www.complex.com/pop―culture/2012/08/orange―county―mother―convicted―for―cr
ossing―line―with―sons―friend
http://www.usatoday.com/story/sports/nfl/2015/08/21/molly―shattuck―ravens―cheerleade
r―sentenced―rape―boy/32108039/
http://6abc.com/archive/8554005/
http://bossip.com/920633/hide―ya―kids―cali―mom―sentenced―6―years―in―prison―for―se
xing―sons―12―year―old―friend―43081/
http://wncn.com/2016/07/02/ga―mom―sentenced―after―teen―naked―twister―party―with
―sex―and―drugs/
http://www.chron.com/news/houston―texas/houston/article/Mother―who―supplied―drugs
―in―prom―death―pleads―7431853.php
http://www.starherald.com/news/local_news/sidney―mom―sentenced―in―molestation―of―
son/article_09b03185―47a1―51a2―a6b6―98adc270d8ed.html
http://www.twcnews.com/archives/nys/central―ny/2007/12/14/mom―sentenced―in―sex―a
buse―case―NY_38392.old.html
http://wtvr.com/2015/08/23/molly―shattuck―oldest―ravens―cheerleader―rapes―sons―15―
year―old―friend/
http://maddad0467.newsvine.com/_news/2011/10/07/8203176―mom―sentenced―for―three
some―with―sons―friends
http://www.dispatch.com/content/stories/local/2012/09/05/mother―sentenced―for―raping
―her―baby.html
http://www.news24.com/world/news/mom―had―sex―with―son―20100128
http://nypost.com/2016/04/09/mom―and―son―admit―to―incest―go―into―hiding―to―avoid
―jail/
http://www.cbc.ca/news/canada/windsor/mom―gets―1―year―for―sex―with―foster―son―1
.1121822
http://www.mcall.com/news/breaking/mc―allentown―verdict―woman―accused―molesting
―boy―20160309―story.html
http://www.nytimes.com/2015/10/25/magazine/the―strange―case―of―anna―stubblefield.h
tml?_r=0
http://www.norwalkreflector.com/Local/2015/09/21/Sex―offender―039―s―mom―talks―abo
ut―2009―juvenile―court―case
http://abcnews.go.com/US/hummer―mom―christine―hubbs―force―sex―teen―boys/story?id
=13541399
http://www.scpr.org/news/2011/09/19/28941/oc―mom―had―sex―sons―underage―teamma
tes―authorities/
http://gasmicgore.com/forum/archive/index.php/t―3786.html
http://lancasteronline.com/news/mom―sentenced―for―prostituting―son/article_d035429a―
9354―5d37―8d17―0815efd0a3c2.html
http://www.mercurynews.com/2009/12/15/north―carolina―mom―sentenced―for―putting―s
on―in―boiling―water/
http://us.geosnews.com/p/us/oh/cuyahoga―county/cleveland/appellate―court―again―rules
―mom―convicted―of―helping―son―in―madison―township―murder―should―get―new―trial_
4970914
https://www.propublica.org/article/false―rape―accusations―an―unbelievable―story
http://world.sports――news.com/news/lacey―spears―a―mother―accused
http://archive.decaturdaily.com/decaturdaily/news/070621/mom.shtml
http://www.tdcaa.com/node/3056
http://www.pravdareport.com/news/world/americas/04―11―2005/69955―0/
http://www.shanghaiexpat.com/phpbbforum/idaho―mom―had―sex―with―son―s―friends―t1
51005.html
http://www.newsgrio.com/articles/248052―mom―drunkenly―let―a―convicted―sex―offende
r―who―exposed―himself―to―girls―under―13―give―her―three―children―permanent―tattoo
s.html
https://traffickalerts.wordpress.com/2015/01/15/incest―mom―sentenced―to―219―year―in
―prison―over―alabama―sex―ring/
http://www.dailymail.co.uk/femail/article―2081674/Poppy―Burge―gets―liposuction―vouch
er―Human―Barbie―mum―Sarah―Christmas.html
http://www.nydailynews.com/news/national/florida―mom―charged―setting―fight―daughte
r―amp―classmate―article―1.1012931#ixzz1kx3LwRVQ
https://uk.style.yahoo.com/blogs/yahoo―lifestyles/mother―gives―botox―injections―her―ei
ght―old―daughter―184941192.html
About Fallacies and Logic
Hasty Generalisation is one of the most common Fallacies practiced by Human Beings. This is (
often ) the case; because 2 of the important “ theorems “ of Statistics are NOT appreciated.
Two of these theorems of Statistics being –
S1 – Larger the sample size better the observation. As the sample size approaches the “ Total
Population “ the reality is manifested better.
S2 – The sample types should vary widely. Wider is the variation the random noise is
eliminated the most.
It is fallacious to generalize with a very few observations or by personal experience /

perception. [ Before seeing the Statistics below, try to answer from your perception … “who
amongst Men and Women instigate violence ?“ ]
Also it is known from study of Psychology that ( often ) people tend to justify their perception
and actions ‘ more than required ‘ to avoid being seen as foolish.
People give asymmetrical importance to their opinions and emphasize it too much.
Daniel Kahneman got Nobel Prize in Economics for his work on “ Behavioral Finance “. He had
shown that people are NOT “ equi―proportionate “ in their choices, actions and decisions.
There have been interesting developments in “ Game theory “ also giving insights on “
sub―optimal “ choices that people make in their decisions.
An unbiased statistical experiment with sample size larger than the minimum required, and
varying widely can throw light on the REALITY.
There are many types of Fallacies, namely –
1 ) Post Hoc
2 ) Poisoning the Well
3 ) Bandwagon
Etc ...
18 types of Logical Fallacies are described at http://kspope.com/fallacies/fallacies.php
42 types of Fallacies are described at http://www.nizkor.org/features/fallacies/
One of the ways of classifying the fallacies is –
1 ) Formal Fallacies
2 ) Informal Fallacies
3 ) Aristotelian Fallacies
3.1 – Material Fallacies
3.2 – Verbal Fallacies
3.3 – Logical Fallacies
A nice list of Fallacies is given at http://en.wikipedia.org/wiki/List_of_fallacies
The following Cognitive Traps we succumb to –
1 ) Availability Bias – This causes us to base our decisions on information that are more readily
available than doing an exhaustive search. If someone asks you the question … In English do
we have more words starting with R or more words where R is in the 3rd place ? …. The
correct way to answer this is …. I do not know, we have to search / analyze and see. But as
we tend to remember words by their first alphabet we tend to recall words starting with R
but hardly can remember words such as FoRt, MaRt, FeRtilizer etc. ( It seems after an
exhaustive search it is found that we have more WoRds where R is in the 3rd place than in 1st
place ! )
2 ) Hindsight Bias – ( ex post ) – This causes us to attach higher probability to events after
they have happened than we did before they happened. This bias also lasts for only a small
amount of time such as few days or weeks. In 1970s at Howrah station ( Calcutta / Kolkata ) a
passenger train could not brake in time and dashed at the end of the line ( Platform ) to stop.
[ Similar to Chennai / Madras the rail ends one way at Howrah station. The trains do not cross
through the station but comes and returns the same way. ] This crash caused the first bogie
to get mutilated very badly and a few people died. Now this first bogie generally is very
crowded, as people want to rush out and run a smaller distance to reach the office /
Business. For next few days the first bogie was almost empty in local trains, and slowly was
forgotten. In history of Howrah station this type of accident may have happened only 3 – 4
times. Except the one mentioned above the other crashes were minor in nature. So the “
Hindsight Bias “ explains why people were too cautious for a few days to keep the first bogie
empty and then slowly forget.
3 ) The problem of Induction – This causes us to formulate general rules on the basis of
insufficient information. ( Hasty Generalization ). CPI / CPM parties have been ruling West
Bengal for decades so often many outsiders term all Bengalis as communists. I have even seen
the following type of conversation sequence … In a training program the trainer gave me a
Red pen and jokingly said you will like this colour ! As I asked why do you think so ? He said :
You are a Bengali, so you are a communist. Red is the colour of communists ! So you should
like it !
4 ) The fallacy of Conjunction – ( or Disjunction ) – This causes us to overestimate the

probability of 10 events each with 90% probability, will ALL occur, while underestimating the
probability that at least 1 of the 10 events with just 10% probability is quite likely to occur. In
fact human beings in general are not good as estimating probability or estimating the
occurrence frequency of an event.
5 ) Confirmation Bias – This inclines us to look for confirming evidence of an initial hypothesis,
rather than falsifying evidence that would disprove it. Often when the Media / Press wants to
malign someone ( Character Assassination ) then keeps giving biased Negative evidences to
paint the character. The readers / TV viewers refer to only this propaganda rather than
search opposite evidences of their own.
6 ) Contamination Effects – This causes us to allow irrelevant but proximate information to

influence a decision.
7 ) The Affect Heuristic – This causes us preconceived value―judgments interfere with our
assessment of costs and benefits.
8 ) Scope Neglect – This prevents us from proportionately adjusting what we should be willing
to sacrifice to avoid harms of different orders of magnitude. As the stock market rises, a
prudent investor should switch part of equity systematically to Debt funds ( say MIPs ) and at
the peak day should exit all equity to put all her investments into Liquid / Debt funds. But in
practice how many people does this ? The peak of Equity market is peak because majority are
buying more equity than are selling !
9 ) Overconfidence in Calibration – This leads us to underestimate the confidence intervals

within which our estimates will be robust. ( to mixup best case scenario with most probable
scenario ).
10 ) Bystander Apathy – This inclines us to abdicate individual responsibility when in a crowd.

John Darley & Bibb Latane – Bad Samaritan explanation. Victims chance of being helped
within 45 secs was 50% in case of 1 bystander while 0% in case of 5 or more bystander. In the
industry, “
Group email “ is great for Information propagation but not for seeking help. Only handful
people are active in Discussion groups. Individual emails evoke better response.
Some of the psychological traps that affect way people make business decisions …
– The anchoring trap – Leads to give disproportionate weight to first information or a few first
information. Can be avoided by circulating the agenda beforehand.
– The status quo trap – Momentum , culture , heritage problem.
– Sunk―Cost trap – This inclines us to perpetuate the mistakes of the past.
– The confirming evidence trap – This leeds us to seek out information supporting an existing
predilection and to discount opposing information
– The framing Trap – This occurs when we misstate a problem, undermining the entire
decision – making process.
– The prudence tap – This leads us to be overcautious when we make estimates about
uncertain events.
– The recallability trap – This leads us to give undue weight to recent, dramatic events.
For example Dr Warren Farrell is not limited or trapped with traditional Biases
See … what he says …
How many people are bothered about Male suicide rate being so high ? Worldwide average
rate ( of all ages combined ) of Male suicide rate is 4 times higher that of Women. Does
anyone care ? Most people are Biased to assume Men are Disposable.
Some series Expansions ―
Solve a series problem
Plato and many others, since long told something about Truth …
So I “lied” on a few things in this Book ! :―{D
“Logic of Religion and Mythology” is like above …
( Some people may agree that I am much more Polite, than Christopher Hitchens … May be I
achieved much lesser because of that! )
( In 2016 Celebrating 27 years of Excellence in Teaching )
Good Luck to you for your Preparations, References, and Exams
All Other Books written by me can be downloaded from
https://zookeepersblog.wordpress.com/free―pdf―e―book―download―for―iit―jee―cbse―isc
―cet―physics―chemistry―maths―from―professor―subhashish―skmclasses/
Professor Subhashish Chattopadhyay
Learn more at http://skmclasses.weebly.com/iit―jee―home―tuitions―bangalore.html
Twitter – https://twitter.com/ZookeeperPhy
Facebook – https://www.facebook.com/IIT.JEE.by.Prof.Subhashish/
Blog – http://skmclasses.kinja.com

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Roorkey Physics Question Paper and Solution by Prof.

Subhashish Chattopadhyay SKMClasses Bangalore Useful for

Roorkey 1996 Physics Question Paper and Solution

Simplified Knowledge Management Classes Bangalore

IACT ( Indian Association of Chemistry Teachers )

There are 3 kinds of Text Books

We know there can be no shoe that’s fits in all.

In 2015 also the same complain was there by many students

No one can help those who are not studying, or practicing.

Learn more at http://skmclasses.weebly.com/iit―jee―home―tuitions―bangalore.html

A very polite request :

Foreword for the Book, by Dr. Navsky Gupta

Director and Consultant, Shankar Netrika Eye Center, Mumbai

Studied at University of California, Irvine, and Volgograd Medical Academy

On human apes by the storytelling chimpanzee

My view of human apes

Our evolution of higher faculties

The great apes as a family go back 15 million years.

Other animals too have traits of intelligence

Curiosity is certainly very common in animal kingdom.

It is a human hubris to think that we are sole possessor of this facility.

Curiosity is an inquisitive thinking that involves observation, exploration, investigation,

Our crippling shortcomings

No doubt we have higher intelligence and contemplate abstract thinking.

They are termed cognitive fallacies.

Worse, irrationality is highly contagious.

Classification of cognitive biases

These cognitive biases are divided into three categories:

1. Decision making and belief biases:

There are more than 80 of these.

There are at least 25 of these.

3. Memory errors and biases

There are at least 60 of them

The peak―end rule is a suitable example. It is the assessment of any experience by an

Limitations of curiosity, logic and abstract thinking

Experimental Science is the best tool ever devised to understand reality

It is not an easy task to conduct an original experiment.

Education’s Biggest Failure

Our school education’s profoundest failure is exactly this.

But something very important has been lost.

Do we encourage a student to write an original paper?

At least most young minds.

The reason for the failure of education

You will be surprised at the answer.

It is overpopulation; too many of us human apes.

Are they able to provide a basic housing to their citizens?

What about jobs?

I think they keep missing the key issue.

Denial is probably the right word.

Stating the problem

But let me make my case.

I want to go beyond this.

Let us see this step by step.

The idea is to get very good schooling.

Second step, after the school, it is the college.

Good education needs great teachers.

Following that, we have the problem of jobs or a professional career.

In fact, most of us can be or turn out to be a burden for the society.

Crime itself will come down.