Experiment 2: Pollution

Target Audience: Polytechnic Teachers and Students in Tamilnadu
Subject: Life and Employability Skill Practical, M scheme, 4th and 5th Semester
Objectives: To improve the listening and writing skill of the students
Question Pattern in Exam: Listen to the following passage and answer the questions (10 marks)
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 Experiment 2

Listen to the passage read out to you and answer the following questions:

Pollution

Pollution is the process of making land, water, air or other parts of the environment dirty and unsafe or unsuitable to use.

Land can become polluted by household garbage and by industrial waste. In 2010, Americans produced about 250 million tons (226.8 million kilograms) of garbage, consisting of product packaging, furniture, clothing, bottles, food scraps, newspapers, appliances, paint and batteries. That's about 4.3 pounds (1.95 kg) of waste per person per day, according to the Environmental Protection Agency (EPA).  Americans generate 30 billion foam cups, 220 million tires, and 1.8 billion disposable diapers every year, according to the Green Schools Alliance. Food is a big contributor to landfill waste. Up to 40 percent of food produced in the United States is trashed each year, according to the Natural Resources Defense Council.

Water pollution happens when chemicals or dangerous foreign substances are introduced to water, including chemicals, sewage, pesticides and fertilizers from agricultural runoff, or metals like lead or mercury. According to the EPA, 44 percent of assessed stream miles, 64 percent of lakes and 30 percent of bay and estuarine areas are not clean enough for fishing and swimming. The EPA also states that the most common contaminants in the United States are bacteria, mercury, phosphorus and nitrogen. According to the United Nations, 783 million people do not have access to clean water and around 2.5 billion do not have access to adequate sanitation.  Warming water can also be harmful. The artificial warming of water is called thermal pollution. It can happen when a factory or power plant that is using water to cool its operations ends up discharging hot water. This makes the water hold less oxygen, which can kill fish and wildlife.  

The air we breathe has a very exact chemical composition; 99 percent of it is made up of nitrogen, oxygen, water vapor and inert gases. Air pollution occurs when things that aren’t normally there are added to the air through smoke from vehicles and factories. A common type of air pollution happens when people release particles into the air by burning fuels. Another common type of air pollution is dangerous gases, such as sulfur dioxide, carbon monoxide, nitrogen oxides and chemical vapors. These can take part in further chemical reactions once they are in the atmosphere, creating acid rain and smog. According to the WHO, ambient air pollution contributes to 6.7 percent of all deaths worldwide. Air pollution kills more than 2 million people each year, according to a study published in the journal Environmental Research Letters.  For example, the release of methyl isocyanine gas at Union Carbide plant in Bhopal in 1984 killed over 2,000 people, and over 200,000 suffered respiratory problems.

Questions:

       1.    How much of waste is produced by an American a day?

       2.    What is thermal pollution?

       3.   Which country people have suffered a lot in 1984 due to air pollution?

                

      4.     Name any two of the most common contaminants in water found in America?

      5.   What does EPA stand for?

    

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For the better understanding on pollution, the teacher may also play the following videos:

Experiment 1 : Global Warming

Target Audience: Polytechnic Teachers and Students in Tamilnadu
Subject: Life and Employability Skill Practical, M scheme, 4th and 5th Semester
Objectives: To improve the listening and note taking skill of the students
Question Pattern in Exam: Listen to the following passage and take notes / hints (10 marks)
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 Experiment 1

Listen to the following passage read out to you and take down notes/hints:

                                                            Global Warming

Global warming is the unusual rapid increase in Earth’s average surface temperature over the past century primarily due to the greenhouse gases released as people burn fossil fuels. The global average surface temperature rose 0.6 to 0.9 degrees Celsius (1.1 to 1.6° F) between 1906 and 2005, and the rate of temperature increase has nearly doubled in the last 50 years.

The cause of global warming is the increasing quantity of greenhouse gases such as carbon-di-oxide, methane and nitrous oxide in our atmosphere produced by human activities, like the burning of fossil fuels, deforestation, smoke from vehicles and factories. The majority of man-made carbon dioxide emissions is from the burning of fossil fuels such as coal and oil so that humans can power various vehicles, machinery, keep warm and create electricity. Since the Industrial Revolution began in about 1750, carbon dioxide levels have increased nearly 38 percent as of 2009 and methane levels have increased 148 percent.

Greenhouse gases trap heat in the Earth's atmosphere to keep the planet warm enough to sustain life, this process is called the greenhouse effect.  Without this, the Earth would be too cold for humans, plants and other creatures to live. However, higher levels of these gases trap more heat and the temperature of earth increases more and more.

The impact of global warming is far greater than just increasing temperatures. Current research is also showing that the water cycle is changing and rainfall patterns are shifting to make areas that are already dry even drier. This is causing water shortages and an intense amount of distress to the over 2.5 million people in dry regions which are degrading into desert. This process is called desertification. Perennial ice cover in the Arctic is melting at the rate of 11.5% per decade and the thickness of the Arctic ice has decreased by 48% since the 1960s. Since 2010, the Antarctic ice melt rate has doubled. The Earth's sea level has risen by 21 cm (8 inches) since 1880. Power Dissipation Index which measures the destructive power of tropical cyclones has increased in the Pacific by 35% and in the Atlantic it has nearly doubled.

Based on plausible emission scenarios, average surface temperatures could rise between 2°C and 6°C by the end of the 21st century.

Notes on Global Warming

1.       Definition of global warming

1.1.  Rapid increase in Earth’s Temperature

1..1.1 . 0.6 to 0.9  ͦC (1906-2005)

1.1.2.  double in last 150 years

       2.   Causes of Global Warming

                2.1. Increasing Green House gases: Carbon-di-oxide, methane, nitrous oxide

                2.2  Human activities such as

                                2.2.1. burning of fossil fuels(for vehicles, machinery & electricity)

                                2.2.2. deforestation

                                2.2.3. smoke from vehicles and factories

                2.3.Due to Industrial Revolution (1750)

                                2.3.1. increase of Co2 by 38%

                                2.3.2 increase of CH4 by 138 %

       3.  Greenhouse Effect

                3.1. helping Earth to keep warm

                3.2. a must for survival of lives on earth

                3.3. higher level of greenhouse gases being dangerous  for lives

      4.   Impact of Global Warming

                4.1. Desertification

                                4.1.1. change in rainfall patterns

                                4.1.2. water shortages to 2.5 million people in dry regions

                4.2. Melting of Ice cover

                                4.2.1. in Arctic 11.5% per decade & 48% since 1960

                                4.2.2  in Antarctic, doubled since 2010

                4.3. Rising of Sea Level 21 cm since 1880

                4.4. Cyclone rise in pacific by 35% in pacific & double in Atlantic.

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The teacher can also play the following videos for better understanding of the students on global warming:
 


 

Changing Verbs into Nouns

Students can change the verbs into nouns by applying anyone of the following methods:
   Rule 1 ( by adding -er/ - or)

Write- writer, work- worker, dance- dancer, sing– singer, lead – leader

Act – actor, calculate – calculator, direct –director, audit –auditor, edit – editor

Rule 2  (by adding -tion / -sion

Connect – connection, produce –production, react -reaction, delete – deletion, inform – information.

Confuse – confusion, divide – division, decide – decision, revise -revision, express – expression

  Rule 3 (by adding -ment)

Agree – agreement, achieve – achievement, engage -engagement, adjust –adjustment, advertise – advertisement

 Rule 4 (by adding -ance / -hence)

Accept - Acceptance, attend- attendance, insure – insurance, appear –appearance, disturb – disturbance, ignore – ignorance

Refer – reference, exist – existence, depend –dependence, prefer – preference, correspond – correspondence

 Rule 5 (by adding -al)

Arrive –arrival, deny – denial, refuse –refusal, approve – approval, dismiss – dismissal

  Rule 6 (by adding -age)

Use – usage,  pack – package, waste –wastage, post – postage, marry – marriage

  Rule 7 (by adding -ery)

Bake – bakery, trick -trickery, surge – surgery, nurse – nursery, forge –forgery

 Rule 8 (by adding -ure)

Depart -departure, fail – failure, press – pressure, enclose –enclosure, legislate –legislature

 Rule 9 (by adding -ness)

Sharpen– sharpness, empty – emptiness, correct – correctness, forgive – forgiveness, fit – fitness

 Rule 10 (by adding -dom)

Free -freedom, bore – boredom

Note: Though there are certain other ways, these are some common ways to change the verbs into nouns. (not the only methods)

Essay on "the Fortune Teller" by Karel Capek

Target Audience: Polytechnic Teachers and Students in Tamilnadu
Subject: English-2, II YEAR MOP, M SCHEME
Question Pattern in Exam: Answer anyone of the following in 200 words each. (1x10=10) 
Three quesions will be asked from four short stories prescribed in the syllabus and students have to answer one.

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Preface:
“The Fortune Teller” is a short story penned by Karel Capek, a famous Czech writer.  The story is about a fake fortune teller (astrologer) in England called Mrs. Myers.  How she is trapped by the detective inspector Mr. MacLeary and punished by the magistrate Kelly is the story.  But how her prophecy turns out to be true is the irony of life. Everyone’s judgment goes wrong but not the predictions of the fake astrologer.

The Predictions by Mrs. Myers
Inspector Mr.MacLeary spreads a net to catch Mrs.Myers by sending his wife Mrs.MacLeary.  His wife pretends as if she is a 20 years old unmarried girl.  Mrs. Myers reads the cards.  She predicts that the girl is going to marry a young rich business man before the end of the year.  An elderly man will be an obstacle on her way but she will succeed and move across the ocean after marriage. The fee -one pound and one shilling is paid for her predictions.

The Trial Scene in the Court
The inspector files a case against Mrs. Myers.  She is summoned to court for trial.  She argues that Mrs.MacLeary appeared as an unmarried anxious girl that is why I predicted so.  However her fradulence is proved and she is sentenced to deportation.  She also has to pay the penalty of 50 pounds.

The Irony of Life
A year later, the judge Mr. Kelley meets the inspector by chance. He is shocked to know that Mrs.MacLeary eloped with a young rich businessman from Melbourne.  She crossed the ocean a weak ago for Australia.  Mrs. Myers is a fraud but her prediction becomes true.  The inspector and judge are able to judge Mrs. Myers but not the mysterious happenings in life.  Destiny overrules human intelligence.

Questions and Answers – “The Refugee” by K.A. Abbas

Target Audience: Polytechnic Teachers and Students in Tamilnadu
Subject: English-2, II YEAR MOP, M SCHEME
Objective: Students should be able to interpret and explain a content in English. 
Question Pattern in Exam: II. Answer any FIVE questions  each in 30 words : (5 x 2=10)
Eight questions from 4 lessons will be given in the exam and students should answer FIVE questions in 30 words.
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1.      What does Abbas mean by the words “the tragic storm of August- September, 1947”?  (OR) What happened to the minority communities in the wake of partition?

 Horrible events happened during the partition of India and Pakistan in 1947.  Nearly ten million people fled from Pakistan to India and vice versa as refugees.  They were uprooted from their home,  family, friends, relatives and lost all their possessions.  There was bloodshed everywhere.

Abbas calls this “the tragic storm of August –September, 1947.”

2.       What was the pattern of living in Punjab before Partition? (OR) How did Abbas’s mother win the respect and affection of all her neighbours?

Hindus, Sikhs and Muslims lived together as friends in the same place with love and attachment. This was the pattern of living in Punjab before Partition.  Maanji represents this. Being a Sikh, She distributed butter milk to all her neighbourhood and won the love and affection of all her Muslim neighbours.  The Muslim women called her Behanji (sister) or Maanji or Chachi (mother) affectionately.

3.     What was Maanji’s reaction to the impending partition? (OR) What did Maanji say when she heard about the hatred of Muslims for the Hindus in Rawalpindi?

The news about impending Partition in newspapers worried many Sikhs and Hindus in West Punjab (now in Pakistan) but not Maanji.  Muslim friends warned her that it was dangerous for a Sikh to live there and even her own son in Bombay asked her to come there.  But she strongly believed that her Muslim neighbours were friendly to her and all of them were her own children.

4.      4 How did Muslim neighbours show their affection for Maanji?

Muslim friends warned her that it was dangerous for a Sikh like her to live there and urged her to leave Rawalpindi.  However some Muslims assured her that they would protect her by all means.  A Muslim tailor, also her tenant, kept watch night and day on her house to save her family. Thus they showed affection for Maanji.

5.      What snapped the last thread of Maanji’s faith? OR How did Maanji describe the murder of tongawallah?

In front of Maanji’s house, a tongawallah (horseman) was stabbed to death because he was a Hindu.  They also went on stabbing the poor horse and killed it that had “neither religion nor caste.”  This incident snapped the last thread of Maanji’s faith in  the safety of Sikhs in Rawalpindi.

6.      What were Maanji’s thoughts when she moved out of Rawalpindi?

In the beginning Maanji thought that the madness of people and communal riots would soon cool off.  But on the way to Delhi, she saw horrible things here and there and came to a conclusion that she would never return to Rawalpindi.

7.     How did Maanji take the loss she had suffered?

Maanji lived with her family in a single room in Bombay as a refugee.  Now all her life’s savings and possessions are lost but not her hospitality.   She suffered a lot but never cursed anyone for that.  There was no anger or self-pity in her silent heart against anyone.

Essay on “The Refugee” by K.A. Abbas

Target Audience: Polytechnic Teachers and Students in Tamilnadu
Subject: English-2, II YEAR MOP, M SCHEME
Objective: Students should be able to interpret and explain a content in English. 
Question Pattern in Exam: IV. Answer any one of the following in 200 words: (1 x 10 = 10 marks)
Three questions out of 4 lessons will be given in the exam and students should answer a question in 200 words.
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Introduction:

                “The Refugee” written by K.A.Abbas describes the horrible events happened during the partition of India and Pakistan in 1947.  It was a time when nearly ten million people fled from Pakistan to India and vice versa as refugees.  They were uprooted from their home and family.  There was bloodshed everywhere. The writer sketches the events in the life of an old mother called Maanji and thereby throws light on the sufferings of millions of people during the partition.

The Life of Maanji before Partition

Maanji is the mother of the author’s Sikh friend.  Before Partition, life was a bed of roses to Maanji.  She lived in Rawalpindi (now in Pakistan) in a two-storied house. She had steady income from many rented shops and harvest from her own land.  She had a buffalo and so milk, curd and butter were available in surplus. Being a Sikh, She distributed butter milk to all her neighbourhood and won the love and affection of all her Muslim neighbours.  The elder Muslim women called her Behanji (sister) while the younger ones called her Maanji or Chachi (mother) affectionately.  Rawalpindi was the whole world for her.

The Life of Maanji during Partition

The news about impending Partition in newspapers worried many Sikhs and Hindus in West Punjab (now in Pakistan) but not Maanji.  Many warned her that it was dangerous for a Sikh to live there and even her own son in Bombay asked her to come there.  But she strongly believed that her Muslim neighbours were friendly to her and all of them were her own children.

The Life of Maanji after Partition

In front of Maanji’s house, a tongawallah (horseman) was stabbed to death because he was a Hindu.  They also went on stabbing the poor horse and killed it that had “neither religion nor caste.” This made Maanji to abandon her home and neighbours in Rawalpindi and move to Bombay as a refugee.  In Rawalpindi, she had two male servants and a maid but here she has to cook, wash, clean, and do everything herself, living in a single room.  All her life’s savings and possessions are lost but not her hospitality.   She suffered a lot but never cursed anyone for that.  There was no anger or self-pity in her silent heart against anyone.

Experiment 4 : Making Sentences Instantly

Target audience: Polytechnic English teachers and students in Tamil nadu and others.
M scheme : Life and
Employability Skills
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Experiment -4
Making Sentences instantly on hearing the word

How to practice this like a language game?
The teacher may divide the students into 5 or 6 groups and make them sit in a circle.

Level 1
Two minutes time will be given.  Each group may write any common words (not departmental words) they know as fast as possible. When the time is up, the group that writes more number of words will secure first place and five marks. That which comes second will secure 4 marks. Similarly the other groups will be awarded the marks.
Expected result: The vocabulary of students will be tested.  They recall the common words they already know and this prepares them for the next level to make sentences . Interest of the students is kindled.

Level 2
The teacher will discuss with the students how to make sentences instantly for a given word and give some examples.  5 minutes time may be given for the preparation of each group.  After 5 minutes, the teacher will say any 5 words from the first 20 words written by a particular group.  Any one in that group may make a sentence but within 5 seconds.  If the group makes 5 sentences instantly, 5 marks will be awarded.  If it fails, the word will be passed to the next group that will get the mark by answering rightly.
Expected result: Students make sentences instantly being in a group and supported by other members in the group. They try to get more points and the interest in learning is retained.

Level 3
Level three will be as same as level 2 but here the teacher may say 5 words from the first 50 words written by a group in level 1.  Thus this level will be little tough and increase the ability to make sentences immediately. Awarding marks for right answer will be in the same pattern as done previously.

Level 4
Level four has to be little more difficult than the level 3 just to motivate the students.  Here the teacher may say any 5 words from the first 100 words written in level 1.  Awarding marks will be the same as done earlier.

Level 5 ( final level)
Now the teacher will say to each group any  10 common words  that may not be in the list.  Now the five seconds may be reduced to 2 seconds to make a sentence.  Each member should be asked to attend two words and make sentences immediately as in the board practical exam.
Expected result:
Students may make sentences with errors and at the end the teacher may guide them to correct the errors.  The group that secures first and second place may be appreciated and complimented with a small gift.  In real life, they should be encouraged to use English words in their day to day communication.

The twenty words with example sentences made by each group during the activity may be recorded in the record note by the respective group members for experiment 1.

Note: The activities suggested here are only informative and suggestive and the teachers may modify them according to the learners' ability to bring out the desired result.

Experiment 4 (for record note)

Say in a sentence instantly on hearing the following words:

1. afraid               -              I’m not afraid of talking to her.

2. always             -              Children always speak truth.

3. attend              -              All of us have to attend the meeting without fail.

4. beautiful           -              This dress is beautiful but very expensive.

5. become           -              My friend has become the class representative.

6. book               -              My favourite book is Shakespeare’s “Hamlet”.

7. breakfast         -              I had my breakfast just now.

8. come              -              Have you already come to this place?

9. decide             -              I have decided to go for higher study.

10. children         -              Children are fond of sweets and ice-cream.

11. different        -              She is different from others in her approach.

12. easy              -              Getting a govt. job is not easy nowadays.

13. famous          -              Salem is famous for mangoes.

14. friend            -              Latha is my best friend since my school days.

15. work             -              My father is working in Pollachi.

16. happy            -              I am happy about your progress in the exam.

17. holiday          -              Is tomorrow a holiday?

18. important       -              We have an important meeting today.

19. know            -              I know where he is studying.

20. never             -              I would never commit this mistake again.

Guidelines for Writing Record Note

Target audience: Polytechnic English teachers and students in Tamil nadu
M scheme : Life and Employability Skills
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Guidelines for writing record note for Life and Employability Skills

Record Note - Part 1 Communication Skills
Listening Skill Activities:
1. Listening to the content and taking down notes .- 2 pages

2. Listening to the content and answering the questions – 2 pages

3. Listening to the content and filling in the blanks with the exact words heard – 2 pages
( One of the three topics – Global Warming, Pollution and Environment should be chosen.  Topic once selected for one activity should not be repeated for the other)

Speaking Skill Activities:
4. Making Sentences instantly on hearing the word – 2 pages ( only common words of day to day life are to be given – 20 words with sentences)

5. Making Expressions of politeness used in communication – 20 expressions with context – 2 pages.

6. Introducing yourself / Officials in the working place – 2 pages (one on each topic)

7. Describing/ explaining the product – one common product, one departmental product) -2 pages

8. Dialogue (only in the working place) – 2 x 2 = 4pages)

9. Group discussion – dos and donts one page and G.D, 1 page.
Writing and Reading Skill

10. Providing different structures (statements) – 2 boxes – each box with 5 sentences

11. Providing different structures (questions) – 2 boxes – each box with 5 sentences

12. Resume writing – 2 pages ( without covering letter)

13. Preparing an Outline of the Project – not less than 4 pages ( the Project is to know how to apply for a loan to start a business)

Each experiment – 10 marks, 13 x 10 = 130 marks, getting converted into 10 marks.

Record Note - Part 2
Guidelines for Assignments
 All students are to be divided into groups
 Each group – 5 students
 Each group – any 5 topics from the given 15 topics in the syllabus
 All topics must be covered by the whole class
 5 assignments x 4 pages
 5 x 10 marks = 50 marks that is to be converted into 10 marks