ABST

Professor Dr. Syed Arif Kamal
Project Director, the NGDS Pilot Project; HEC-Approved PhD Supervisor
Program Coördinator, the Early Talent Research Participation Program

MS (Indiana, Bloomington, USA); MA (Johns Hopkins, USA); PhD; Member, AIAA (USA), IBRO (France)

Member, Expert Panel (Mathematics), National Curriculum Council, Ministry of Education, Government of Pakistan
Convener, National Curriculum Revision Committee (Mathematics), Higher Education Commission
Member, Senate, Academic Council, Board of Faculty, Board of Studies; Ex-Chairman

Professor, Department of Mathematics
UNIVERSITY OF KARACHI

Office: Room No. 6, Department of Mathematics, University of Karachi, University Road
Paper Mail: University of Karachi, Post Office Box No. 8406, Karachi 75270 (Pakistan)
Homepage: http://ngds-ku.org/kamal • e-mail: kamal(at the rate of)ngds-ku.org
Telephones: (92 21) 926 1300-6 ext. 2293 (secretary), ext. 2380 (direct)

½ Biodata ½ Publications ½ Leadership Vision ½ Research Synopsis ½ Pedagogical Synopsis ½ Contact Information ½

Abstracts of Papers

Key

Journal Papers

Conference Papers

Receiving shield from Prof. Dr. Q. K. Ghori,

on May 12, 2009 during 4^th CCIS,

1. Key                        COMSATS. Prof. Ghori left us
                                                   on May 17, 2009.

Year of Publication

CODE NUMBER: Title
Work done at: Institution, where this
work was performed
Author(s), ------------, citation ----------
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Abstract


2. Journal Papers


2005

J27: A Systematic Way to Express the Equations of Straight Line in Terms of Their Direction Ratios
Work done at: UNIVERSITY OF KARACHI, University Road, Karachi 75270, Pakistan
Kamal SA, Naseeruddin, Karachi University Journal of Science 33(1&2), 2005, 71-72
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The equations of straight line are generally given as the intersection of two planes. A systematic way to express the straight-line equations in terms of their direction ratios is presented. Paper PDF

2004

J26: An Investigation of Growth Profiles of the Pakistani Children
Work done at: UNIVERSITY OF KARACHI, University Road, Karachi 75270, Pakistan
Kamal SA, Firdous S, Alam SJ, International Journal of Biology and Biotechnology 1(4), 2004, 709-717
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The NGDS (National Growth and Developmental Standards for the Pakistani Children) Pilot Project was initiated
in 1998 to establish Pakistan-based anthropometrical-data library and growth charts, to formulate mathematical models, which predict growth parameters, to write softwares, which generate detailed growth profiles and to develop inexpensive anthropometry instruments from local resources, which could be employed in obtaining anthropometric measurements of Pakistani rural and slum-area children. Standing and sitting heights, shoulder widths, weights and mid-upper-arm circumferences are measured on over 2000 healthy children. Mathematical procedure/software was developed, which takes as input heights and weights of biological parents, and those of child at 2 successive occasions, 6 months apart. The output is a detailed growth profile indicating stunting and wasting (if present), overweight/ underweight conditions, height velocity, rate of weight gain/loss and biomass index (comparison of all three with references). Failure to grow may be the first indication of a major underlying problem. The authors recommend growth monitoring and analysis of all 4-10 year old children using this software. Paper PDF

(more )………..

3. Conference Papers

2009

C75: Avoiding Infinities from the Lorentz and the Poincaré Transformations
Work done at: UNIVERSITY OF KARACHI, UniversityRoad, Karachi 75270,Pakistan
Kamal SA, the Fourth Symposium on Computational Complexities, Innovations and Solutions, COMSATS Institute of Information Technology, Abbotabad, NWFP, Pakistan, 2009, p 16 (invited paper) — nominated by Vice Chancellor, University of Karachi
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From the historical point-of-view, this paper gave history of conceptual development of relativity as well as mathematical formulation of Lorentz transformations. Contrary to the popular belief, giving credit of all contributions in special relativity to Albert Einstein, the paper put into perspective the fundamental conceptual contributions of Muslim scientists, e. g., space and time, relative and absolute, long before, Einstein presented his theory. One year before the publication of Einstein’s paper, Poincaré (1904) enunciated the principle of relativity. Also, complete mathematical framework was available through works of Voigt (1887) and Lorentz (1904). In his paper, ‘Zur Electrodynamik bewegter Korper’ (On the Electrodynamics of Moving Bodies), published in 1905, Albert Einstein combined these existing conceptual and mathematical formulations into an integrated and a unified approach, without giving reference to these contributions. Herman Minkowski formulated the relativity theory in terms of a four-dimensional-vector-field formulation. On the technical side, the paper focused on the infinities appearing in the Lorentz and the Poincaré transformations of energy and momentum, which caused problems in the formulation of field theories. An attempt was made to avoid these infinities by scaling of coördinates. A practical example was given by applying these scaled-Lorentz transformations to obtain expression of Ohm’s law for relativistically-streaming plasmas containing dyons (particles possessing both the electric and the magnetic charges). This result may find applicability in computational fluid dynamics. Abstract PDF

Paper PDF

C74: Gauss’ Law: Choice of the Gaussian Surface and Form of the Electric-Field Vector
Work done at: UNIVERSITY OF KARACHI, University Road, Karachi 75270, Pakistan
Kamal SA, Workshop on Physics, Government College, Hyderabad, Sindh, Pakistan, 2009 (invited paper)
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Gauss’ law is one of the fundamental laws of electromagnetism, which is, primarily, used to determine the electric-field vector, if the system possesses certain symmetries. This is possible, provided a proper gaussian surface is selected, according to the following criteria:

a)	Field point (where the electric-field vector needs to be determined) must lie on the gaussian surface.
b)	It should be a closed surface (well-defined interior and exterior).
c)	It could be a real (coinciding with a physical boundary) or an imaginary surface.
d)	It should be chosen considering symmetries of the system, as suggested by strong Noether’s theorem.
e)	Direction of the electric-field vector should either be tangential or normal to any chosen section of surface.
f)	Magnitude of the electric-field vector should be constant throughout each section of surface, allowing one to take it outside the integral.

Examples were worked out for computing electric fields generated by (i) an infinite plane charge sheet, with constant surface-charge density and (ii) an infinite line charge, with constant line-charge density, with special emphasis to determine the form of electric-field vector. Similarities and differences of electricity and magnetism as well as electricity and gravitation were highlighted. An expression of Gauss’ law for gravitation was presented and illustrated with computation of gravitational field inside and outside earth. In the context of Ampéré circuital law, line integral of magnetic flux density is to be computed along a closed curve. Criteria for choosing this curve, to most efficiently determine the magnetic field, were, also, be mentioned. Abstract PDF Paper PDF

C73: The Integrated Educational System: A Pre-University Educational System for the Third Millennium
Work done at: UNIVERSITY OF KARACHI, University Road, Karachi 75270, Pakistan
Kamal SA, the Sindh Educational Conference, Jamia Millia Government College of Education, Karachi, Pakistan, 2009 (keynote lecture)
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“The Integrated Educational System” was described, which aimed to cultivate habits of creative thinking and critical analysis by providing highly-motivated students sufficient depth as well as adequate breadth of the core and the related subjects so that they could make informed, independent decisions under stressful situations. The curriculum integrates various aspects of curriculum development (why to teach – philosophy; what to teach – contents; how to teach – pedagogical techniques) in such way that the student is educated to become a manager of resources of the universe (not a thief) and should know relationship with Allah, self and environment What to learn is the main factor in TRAINING. A trained person “knows” the techniques, which can be repeated under standard situations. How to learn is the essence of EDUCATION. An educated person “knows”, “can explain” and “can apply” the concepts and the techniques. Emphasis is placed on concept building (through debates, discussion sessions, activities) and technique developing (smart approaches to problem solving). Attempts of patchwork from foreign curricula have failed many times, because they do not take into account of the complete picture. It is, therefore, mandatory to prepare an integrated curriculum. The curriculum needs to be prepared in the following stages:

a)	Outline preparation (to link with knowledge obtained in other disciplines and a systematic planning of gradual building-up of concepts and problem-solving skills, the chart contains the level, the concept, the activity/the experiment to reinforce this concept, the reference and the philosophy behind teaching this concept)
b)	Textbook, workbook and lab manual preparation
c)	Video lecture and demonstration series
d)	Interactive software series
e)	Testing and evaluation

The curriculum spanning over the entire school period (KG - Intermediate Level) is divided into three disciplines: Sciences, Liberal Arts, Health and Growth. Equal emphasis is given to moral upbringing, intellectual upbringing and physical upbringing. Yearly updated textbooks/workbooks coupled with the latest teaching and evaluation techniques promise to make the students “Muslims” to be able to tackle the challenges of this Information Age. Teachers'-training programs and parents'-education programs reinforcing the concepts and elaborating the pedagogical skills must accompany the curriculum outline. Evaluation and appraisal of this system is based on specially-designed developmental examinations of the child, written examinations, projects, quizzes, parental comments, teachers' suggestions and expert review of videotaped lessons. The curriculum must prepare the students to enter BS programs of top-ranking universities of the world, for example, Cambridge, Harvard, MIT, by being properly interfaced with the university curricula. Abstract PDF

(more ) ………..

Updated: July 1, 2009 (0000h GMT)

½ Biodata ½ Publications ½ Leadership Vision ½ Research Synopsis ½ Pedagogical Synopsis ½ Contact Information ½