**Physics Training and Talent Search (PTTS)** is a training Programme for highly research motivated and talented undergraduate and post graduate students across the nation following active learning methodology of training.

Some participants in the past have been provided internships . There is a possibility of providing internships for few highly promising students who perform well in the program.

**During the class:**

** **

** **

- NO Power point presentation of lectures, but only blackboard presentation.

- Classes have to be interactive. Conventional continuous lecturing should not be more than 10-15 minutes at a stretch.

Pause, by asking students for suggestions as to how to proceed further, giving hints if needed. Ask simple questions to check if they understood what was said.

**WE DO NOT COMPROMISE ON THIS ASPECT.**

**NO LECTURING FOR THE FULL DURATION WITHOUT INTERACTION WITH STUDENTS AT REGULAR INTERVALS**

- Care should be taken, so that we do not end with bright students alone answering with not so sharp or shy students not answering. Possible ways to avoid this include:
- Ask everyone individually what they think
- Ask other students if another student’s answer is correct.
- Ask them to vote for different answers

__The following has to be emphasized in the course of lectures:__

- Emphasize the Importance of notation: like arrows for vectors,
- Don’t compartmentalize subjects: teaching course A, how concepts/techniques appear/change in other courses B,C.. must be pointed
- Train them to taking limits, qualitatively first guess the answer.

- Students should develop the spirit of They should be encouraged to ask and

answer “why, why not” kind of questions at every stage.If they dont, you ask them such questions.

e)**We would like the teacher and tutor to attend the other courses at the same level.** Coordinators will also be attending the classes.

We encourage any teacher attending the class to ask a potential good question which you expect a student must ask. Students must observe a mature question asked and learn to ask such questions in future.

SUGGESTIONS ABOUT THE ORGANIZATION OF LECTURES

- Usually one proves some general result and then illustrates it in several

See if it can be reversed it by working simple examples and then making students see the general result for themselves? This should give them a thrill of discovery.

- Students can be trained to ask questions which can be critical or

Critical questions: Something new is taught, how does it agree/not agree with what is already known?

Creative questions: If some result is shown in a given situation, envisage a different situation or add some complication and ask how the result is modified?

Such questions can be prepared when preparing the course. Feynman lectures has such approach.

- Students must learn to ponder over a problem/puzzle for a while and to arrive at a solution after thinking hard about it. This can be achieved by giving quiz/puzzle questions to be answered the next

**TUTORIALS**

Tutorial problems can have the following components, wherever possible:

- Critically examine concepts
- application of concept/technique
- numerical problems to get feel for numbers
- prove some results.

Problems can be of increasing difficulty.

In tutorials , participants will be asked formed in groups. Once problem sheet is given, they will be asked to discuss among themselves as to how to start the problem.

*They should **not** jump to start writing without discussing. *Each group has to be check with the tutors, if their approach is correct. Tutors will be more facilitators to help them come with their solution.

- Pose as a question what to investigate/prove.

Example: Show experimentally a)Force is a vector, b) does diffraction depend on the state of polarization.?

Example: Find a method of measuring the instantaneous velocity of a moving object. Can involve circuits, which they can come up with.

2) Also it can be a problem posed to have a controlled study and there should be scope for student to give qualitative theory to explain what they find.

Example: Measure damping constant of a damped oscillator as a function of temperature/concentration /pressure and find the behavior. Explain why such a behavior is seen.

Measure terminal velocity of any object and investigate how it depends on temperature/pressure/density of liquid. Give a theory to explain.

.

- Students should NOT be given any instructions as how to do the experiment.
- Students look around and use any available equipment/apparatus. Since we provide

very minimal equipment, students will have to fabricate their own equipment. The

budget constraint of Rs. 200 per student forces them to be innovative.

*We sometimes give only empty room/empty lab* .

- There should be scope for making measurements.
- Experimental error analysis: 1) identify sources of errors due to limitations of the

measurement process 2) identify sources of error due to mismatch between theoretical

idealization and experimental conditions.

*There should a lecture on error analysis on the first few days*

PTTS -2015 at Kuvempu University

PTTS 2016 at Regional Institute of education

PTTS-2017 Loyola College

PTTS-2018 National Institute of technology , Surathkal

PTTS-2019 Manipal Institute of Technology, Udipi

Await announcement of 2020 program in Februrary 2020

**APPLICATION PROCESS NOT STARTED**

How to Apply