 Hello everybody, I am Seha Krishnam from LAFSTD. Our project is Learning Aid for Education is first key influence. We are working on this project, Learning Aid for Education. It's basically in consonance with the basic permission of NSID, which is working to get the gap between the facilities that are available to the students of government schools and not up to date. They lag behind in laboratory facilities and in fact in quality teaching. And by this methodologies, we are just trying to give them an opportunity so that they can avail those situations and can come up with a better so that they can have better learning environment. Here we can see the students from the government schools don't have adequate access to resources like quality teaching as I mentioned. So we are providing them with simulations and applets, very interactive applets so that they can practice and have their illustrations properly. Now I am going to introduce my group members. She is Dhaval, she is Piyush, she is Navi, she is Shritya and Vaisal, this is Seha. The objective is Mathematics, you can guess Physics and then Chemistry. Mathematics. The project objective is to develop Java applets. I am working on developing Java applets. We are having applets working on concepts like how to teach, countings, basically we have started from class 1 and we are going to come to class 10. It's our basic motto right now. So the first is to develop Java applets. We have worked on counting, addition and subtraction. Simulating simple concepts using graphics and animations available in various Indian languages. We have made them available in at least 8 languages including English, Hindi, Bengali, Marathi, Telugu, Malayalam etc. Now various practice exercises to test their understandings. While the person is working on an applet, using an applet for illustration and editing the corresponding exercise is attached to those applets so that the student can have access to those exercises and can test his understanding skills. Now I will be showing you some demonstrations. This is an applet for addition of numbers ranging from 10 to 99 so that is something like 99. We have different categories of additions like 0 to 9 and 11 to 99. This is how we have designed this applet. It has to be very interactive in order to just maintain the interest of students while they are learning. We have used various images, various nice images like apples, mangoes, even pencils and whatever the kids like. We have used images of those. This is from Marathi. We are defining this category by this alphabet. Sir, this is addition of numbers less than 9. We just kept the thing in mind that the images have to be very interactive, very... Very understandable. Now I will be showing it in Marathi. What keyboard have you used to enter the numbers in the respective languages? Sir, I have passed the unique or parametric to S. Oh, unique or parametric, yes. Sir, depending upon the language setting it will display... Yes sir, we planned to upload it on Aksaksha portal. But somehow some circumstances are... Sir, we couldn't... I am showing it... Ideally on the Aksaksha portal, the student will select his language. So, all the tools that are available will come in that language. So, it will be the same thing. It will go to the database and find out what is the symbol for one. Well, we use minimum text in this. So, it is the same for... It will go to the database and find out what is the... The whole base is not different from anything else. No. We have introduced two controls here. Refresh means the whole after you will be running again. And I have exercised this exercise and click the phone. It will give you a corresponding exercise to this. Exercises like this. This is a subtraction exercise. Now, there are... There are seven mangoes here. Minus two. This should be five at all. Then the student takes some five. Then it appears like this. So, minimum text has been added. So, we use the image for tick marks and nurse. If the answer is wrong, this appears like this. So, the same thing. Appearance in maths and Marathi and Indian. So, there is another exercise. This is in Hindi. We have planned to change this into Hindi, the text part. This is four and five. The student has to count the concept of tens and ones. Counting from ten to ninety-nine. So, the bundle has ten states and these are individual states. This one is two tens and seven ones. The total number of states is twenty-seven. The student has to enter it like this. Two and seven. So, because we just wanted to make it very friendly for the user. So, there is an exercise on counting again. The student has to match the two columns. Count and match. So, he chooses the first column and then it comes. After modifying this, but this is the basic thing. We call for teaching tens and ones. So, we are having images, randomly generated images for these. Instead of for bananas, there can be bundle of states. Petals, jars, all that kind of thing. If it has been refreshed, a new image can happen. So, now pass this to Shruti for selects. I will be talking about the physics module and the project. The objective of this module was to develop Java applets using EJS. EJS is easy Java simulations. It is a tool used for creating scientific simulations. We will come to that later. But right now we will focus on CDSE textbooks of classes seven to 10 standard. Phenomena like reflection of light, refraction of light, and electricity, magnetism, such activities have been described within simulations. Now, I would like to tell you something about EJS. EJS is easy Java simulations. It is a free tool which is used for creating scientific simulations in Java. It is for teaching purposes and it is part of the open source physics project. Now the EJS window has got three panels. First I will be telling you about the view panel. This is where you actually design the view of your simulation. And then how your simulation will look. So, you can have various objects like whatever you want. Lines, rectangles, images, everything is available. 2D, 3D objects, all that is available. You just have to drag and drop them onto the page over there. And your tool will be created. It will be shown in the preview also. Then you have the model panel. Here is where you model the simulation. I mean you have to decide what variables you have to use. And you will get a table like this. And also this is where the coding is done in the model panel. Then you have the description panel. This is where you can add text which will appear when your applet is run. But we have not done that because we want to minimize the use of text in any particular language. So, now I will be showing some simulations which we have developed. Where the angle of incidence can be improved. So, and when you click on play the simulation will be played. The slider above will match as an alternative for the angle of incidence. The corresponding angle will be shown in the field there. When you play again. Also similar to reflection. But something which can be done here is you can input the refractive index. What? Now change the 1.0 to 0.6. This is a simulation which demonstrates the ohms law. Here you can input the voltage in that field. And like the ohms law says that voltage and current are directly proportional. So, when you input voltage here correspondingly the bulb will light up. And when you increase the amount of voltage the current will also increase. And the intensity of the bulb will change accordingly. You can also change the voltage from the slider. From the experiments we have also done some activities that are given by textbooks. So, the students can understand better. This is one of the simulations there is Newton's third law. It states that every action has input and opposite action. So, this is the activity which shows from that the chemical effect of current. It shows the slow movement of as mentioned earlier by Shreya. In rural areas the students cannot do experiments as they want. So, we have tried to make a virtual lab. So, just create a base where the students can do their experiments. Let us see how it works. So, we have shown a demonstration mode. As the experiments will be performed as per the general. Can you go ahead? And it has options like drag and drop. So, the students can do their experiments on their own. Move the instruments, the patterns accordingly. Divide the play, pause mode. So, the students can see what has happened again and again. So, if they have any doubts, they can be cleared. And according to it, the students can do their assessment. So, we will show you the demonstration of how it works. As we can see the activation of the building job. We have five major packages. The executive package or the executive program. These will be what we see here. These are all the objects designed by these two guys. And I was the one who worked on the executive program. Which could actually elevate all these objects and have. And get a sense of real experimentation. This is the experiment shown here. It is in the demonstration mode. So, what we have to do is just express a whole solution. And I can go through this order. We have to make a, the variety of the solution is 0.1 both. And experiment says that we have to make it 2.0. So, actually there is supposed to be a white board. This is not all. What I have to say is that they should be an experiment. Plus an explanation. So, that did not come with this. That can come as HTML. So, that I can do it in all languages. So, that was one thing. So, the experiment from is prepare a solution of 0.01 molarity. Yes. Could come actually there as a demonstration. So, with next explanation for each. And that can be done because he has a journal. Journal in and journal out. So, what we are showing a demonstration mode. The input is actions. And the actions have take this equipment. Put it on table. Take this equipment 4. I will show the XML. This is the XML input. Experiment actually happens. First take the empty vehicle. 4 ML of explosive core unit. Take a model in 4. 4 ML of explosive core unit. Keep the model aside. Take some water. At 36. So, that 36 plus 4 plus 40 and the polarities. This is the demonstration mode. The feature here is the CPAP. So, that the student can go back to previous stage. What was the scenario at that time. Actually, we need to have a property span here. So, that the student can click over here. And the corresponding properties including polarity. They have just done the framework. Similarly, 5 days from this. Same thing happens. Actually, we had a tough time depending this sigma. Since it utilizes each and every object in the file. And upon assuming the object that is read from the file. And the experimentation goes on. It's actually serialization of the objects. We are saving every coordinate that is happening. Every feature. I think it's moving from here to here. So, we are saving that part as a temporary one. In that part, when the C bar gets reduced. The number gets reduced. And at the same time, the same serial number file gets accessed. And it gets there. This was the demonstration mode. This is the activity mode. So, we can form activity. Like, I told you earlier. Challenge here. Actually, in practical, I suppose, a challenge is never going to get solved. But for sake of, I want to go over a amount of 20. And then from a challenge, it gets solved. If I want to read a solution. These are here. Read the language of the readings. Or you say, readings. We get read. Chemistry mode. Chemistry mode. Chemistry mode. And the things that are happening here. Sample Maximus is an experiment. The experiment which I first showed. This one. It is actually taking from this. Each and every step is mentioned in the Activity Tag. Action type move. Move the corresponding apparatus. That is the ID. Here, that is required. The ID, we did it. It identifies a particular object uniquely. Move ID. To do this. It actually moves the object to the corresponding location. Similarly, 4. 4 is for pouring the content from one given manner. And similarly, we have a heat. Heat of the content. I want to say amount. Yeah, amount is understood in the context of a normal moment. I'm going to end this. Chemical equations, chemical theories. I'm going to end this. This is the Sample Maximus. This is one. Experimentation mode. After this, glassware. Non-glasswares are there. So non-glassware, particular burners are there. In glassware, then sub-tag is there. We have glasswares. We can have ground-bottom glass for the unit of the bit. So we have type and sub-tag as well. Responding attributes are mentioned.