السلام عليكم ورحمة الله سوف نتكلم الكرتون الأنميشن تمسوير ساسوكي ننجا ننجا ننجا بطلوم ماحبوب ننجا ننجا ننجا من بعد؟ كبو مارو كبو مارو كبو مارو كبو مارو كبو مارو في 3 منطقة سوف نبدأ نحن نتكلم سوف نتكلم about animation بطلوم ماحبوب ومشاكل ممتاز ما سوف نتكلم لذا دعونا في مرحلة ونقل 2 منطقة ونقل مرحلة أحتاج أكثر من الناس ونقل التبضل لك وسرح البداع وسرح البداع سنتكلم عن رسوم المتحركة تمسوير لن تكلم عنه المتحركة ونقل سنتكلم في مسرح البداع أسلو أنت أردتك! هاشتاك! خالت صوص! 30 دقيقة! حسناً! 30 دقيقة! هل توقف؟ هل يبدأ؟ هل تبقى؟ حسناً! حياكم، أتفضلوا لدينا في مصرح البداع! أعلم، my voice is so loud! سأفترحت كثير! أين راشت؟ حياكم، لدينا في مصرح البداع! لدينا شخصية من أبل أعملت في أبل أكثر من 20 سنة لدينا أحد أحد معنا في هنا أعملت في أبل أساملين وع는 20 سنة ساوم يريد أن يتعجب معك يستخدمك بحرية مصرحة في أبل سيحصل انه يجعلك خطوة عنه وعن سديف جوبس كلكم تعرفون شخصية التمساح تمساح معانا بيتكلم عن شخصيته بديل التمساحي وليسنان الحلوة الدكتورة هندس المفتاح الدكتورة هندس صاحبة الواجه الضاحك المبتسم تعكس لأطفالنا اليوم والمستقبل مديرة مركز المركز التقافي للطفولة نبدأ بسم الله الرحمن الرحيم السلام عليكم ورحمة الله وبركاته رجال ورحمة الله وبركاته مرحبا أريد أن أبدأ أن أخبرنا أخبرنا أخبرنا أخبرنا أخبرنا أخبرنا about their beautiful journey and animation and how this animation is actually enriching our lives with the special values that can educate us and delivers to a future a beautiful future so first I will give the microphone to Mr.Dercan he is used to work with Apple and now he is with TombBoom Animation with TombBoom Animation everybody is hearing me well so I manage their education division and since you opened up the Apple segment I want to talk about Apple but I just want to make that I worked there for 22 years and then I joined TombBoom always in education I was fascinated to work with teachers in the classrooms who brought all kinds of technologies in the hands it was all about the kids whatever we did whatever I did was always thinking about what can we bring in terms of added value to the kids so that they can learn better by using technology in the classroom TombBoom the same thing Animation today is a great way to learn you've seen today through the competition how the kids they've never even seen the software and they were engaged they wouldn't even let after one hour using the software they didn't even want to let the computers down so it's a great way to learn because you're asking the student or the kid to dig deep into his critical thinking it's a process of pictorially show what you learned in any subject matter science, math history your culture or whatever else in fact one of the teams today was a culture related team to this region so this is a great way of learning and all those competencies we talk about we talk about what we call cross competencies those are extremely important I always say to all my students and the kids if you want to go and get a job today it's not just about what you have as a certificate they're going to interview you and they're going to drill down to you see if you have those critical thinking skills if you've got cooperating innovative skills working in group skills those are cross competencies skills that you're going to learn through animation it's a great way of learning for the students and also for adults because it's a great path and we've got some startups here we are in this business it's a great industry it's a multi-billion dollar global industry where adults can go in and start their own businesses and join companies thank you Mr. Darken it's beautiful speech طبعا تكلم هو عن أهمية animation في التعليم والمستقبل ومستقبل الصناعة هذه بالملايين مستقبل الثانية she's a beautiful lady she left her job two years ago where I met her she was shaking that time and now she is a CEO of one of the greatest companies as a startup she signed a beautiful contract one day back with what's their name I signed with Qatar National Library and you can introduce yourself as Hi my name is Dayana Dajani and thank you very much for this intro well I started edutechno and I'm going to talk a little bit about edutechno then edutechno revolves around the mission of inspiring children to fall in love with Arabic and we're using the concept of if you don't know how to ride a bike you're not going to enjoy riding a bike so we took that statement and that concept and we designed over 150 games based on doha supreme education council and we have them up and running on the online portal and we made it our mission that we're going to enable these children to master every aspect of the Arabic language and we provide the reports it's a full web app not just the games reports recommendation we send email alerts for the parents notice there's the child is weak at this scale so focus on that so we are very interactive we're also launching soon a mobile app to teach children how to read and obviously when you design games you have to there's a big element of animation and a big element of graphic design that has to appeal to the child and we are right now and today we're going to be pitching for the animation project competition and basically we are confident with our methodology because everything we do is based on R&D and our methodology takes the prototype the story the episode we have a storyboard we test it we run it by the educators we run it by the children and then before we even roll it out and most of the time we go back to the design and keep reiterating in this design before we actually produce something so this is our relationship my relationship with animation for today thank you now I've been called by many nays I've been called Khaled the dinosaur but I found a rival تمساح please introduce yourself well I'm not as a rival but تمساح is the Arabic name for crocodile and I've been called so because kids used to cook typical on my teeth like I had longer ones so I was تمساح and I wanted this تمساح to grow up to become something else and I've become a cartoonist this is the end of it so my name is Abdulaziz Yousif and I am a cartoonist in a Ryan newspaper currently also owner of cartoon or co-owner of cartoon design the one who has a booth there where everybody draws we want to create Qatari cartoons for everyone for Qataris to reflect who we are for everybody and to tell people more about what to appreciate about Qatar and GCC Arabic Muslim cultures unlike many important cartoons we want to create something that is original from the region talking itself to everybody this is part of it and our project you can go and have a look at it it's a traffic awareness campaign that we'll be talking about it through the panel today and that's called Ransayd Ransayd do your part Ransayd do your part do your part Ransayd Ransayd and last but not least دكتورة هند المفتاح the person with the smiley face the smiley face is over there that's the smiley face childhood culture center عيسة مركز الثقاء في الطفولة thank you Khaled if you excuse me I'm going to read this question in Arabic for this young lady sitting here in front of me تفهمين احلش كن نقول ازين I'll ask her one question in Arabic لو عطوتش رحتك تخيلي انتي في المدرسة فتحت كتاب المدرسة بتدرسين لو بتختارين بين ان اشترحين تجرين الكتاب وهو طريق تلعادي او الدامت شاشة ايفاد او كمبيوتر بتقدرين تستخدمين الجلم وترسمين شخصيات وتحلين مسأل المعات شنو تختارين if you go to school and they made you to choose between an iPad تتهمين سؤالين or a book لو عطوتش تتحبين تجرين الكتاب الطريقة العادية تفتحينها مع الأبلاء او تروحين الشاشة عند الكمبيوتر او الايفاد وتحلين المسألة بالكمبيوتر يعني مش تحبين اكثر شي تحبين الجلم والكتاب والانجلم والكمبيوتر غزج تحبين الكتاب شي من ما يجيل جيل الطيبي she chose the normal pen and paper او برنامبات to learn from a computer She's from the new generation جيل الطيبي ايه لا This one she's from the digital matrix ايه ايه and now today's generation it's going to actually لقد قمت بشكل جيد جداً لن يستطيع إعادة وإعادة أصدقائنا كما نحن أصدقائنا. نحن نتحدث today about how do we integrate and utilize effectively and efficiently the animation or in general even turn the technology and education which has been actually a must in today's working environment not a choice anymore so having said that as a reality and accepting as a reality taking the decision of moving our education more forward into the future by integrating the animation or technology it's been actually if I take it as a personal or you know by the decision makers or the planners it's not any more a choice rather it should be a must in today educational environment. Moreover it's been also and I was just sharing this with my colleagues in a few minutes ago it's been indicated by many research and studies that young people and children they are best and most learned by using animation visual and verbal communication and even the quality and the quantity of information the retention itself is even higher within animation and digital and that's why they are called digital natives where they were born to see that they were digital and everywhere surrounding them in their daily life. Back to the smiley face childhood cultural center what we have done there is because we are not an education center however we have been trying so far basically specifically through the last two years to integrate the animation in our projects and the programs we have two major projects that we've been working very hard and using the animation we have Maxibati which is a workshop in Villagio where we have the interactive library where kids can go and enjoy the entertainment sorry the interactive educational programs and then we have the mobile library which is mobile library that keeps moving around the schools and even you know to the general to the public places and different locations also we have the interactive library we have the puppet show we have the storyteller even within the storyteller corner we are doing our best to use the 3D stories where to get those kids interacting within the stories we have also been using some of the animation in our events but more specifically and I've been discussing this so far with my colleague is not using the animation education itself rather teaching the animation skills to the kids so that they can be the creator and the developer like Khalid like Abdulaziz like many other young promising guys here and there and doing so we have developed some I wouldn't say a lot of workshops but unfortunately some workshops to teach those young children age from 10 to 14 how to develop specific animated movies or cartoon or whatever we've been doing so good in this but I wouldn't say we had reached our goal or even our dream we are still working with my partners with some young guys here from Qatar to transfer such a dream into reality oh thank you very much wow so the dreamers of today the dreamers of the future inshallah going to the one who created a beautiful tool tune boom talk to us about the beautiful tool that you use it for children to create animation and how use that tool for education so basically what we've done our tools are on the high end what we call pro products are used with all the students around the world anything that you see from Disney in terms of production or TV cartoons 70 to 80% of them are done with our technology so what we've done about maybe 10 years ago we've taken that technology with the same user interface we brought it down all the way to the school areas so it's very easy to use very intuitive but you know when I talk about the tool itself I always say you know what forget about the tool for a minute it's all about how you're going to integrate this technology into the classroom and that's where the difference is because our strength is to come in and work with your teachers to how to integrate this into the learning and teaching environments to make it seamless and by the way it's not about the teachers either it's all about the students it's a student centric the same way that we had at Apple it's a student or a person centric it's not an enterprise centric or a teacher centric so we don't have to train any teachers the teachers become facilitators or what they have to do is to give the concept or the subject matter that will be animated and they let the kids basically go about it it's very user friendly very user intuitive and we will work with them in that manner if I ask Tim Sah how he used one of those tools to create Ransay which is an educational animation can you please tell us about that now how did I use the tool it's not not how did you use the tool it's actually how you use the tool to transform what I call it your creativity to something useful now we wanted to create an awareness awareness is some form of education but since we are using animation we have to think out of the box Ransay is an awareness campaign for traffic now when we think about awareness campaign of traffic we always think of that masculine voice that come at the end of the message and showing us whatever to do within echo at the sound and showing us deadly things and stuff Ransay is not that لا تسرع الموت أسرع أسرع anyways Ransay is not that it's just killing it all and showing you the extreme of everything somehow a happy three friends a Qatari happy three friends on the street like to be to tell you frankly and in short we're showing you we're showing the targeted audience the Qataris how do they drive on the street so then they look at it from a different angle and then we raise the profile of the problem they talk about it by themselves and fight the solutions by themselves too using hashtags taking each other and then delivering the funny hopefully animation to everyone else so that's the whole idea that's how we used it and we want it to be not traditional in using the Toon Boom engine wow thank you very much now we ask Edu Technos how she use technology as an education using her special 140 different games what type of values that's been embedded into let's go deeper what type of values that you embedded in your games that will make beautiful little girls and boys to play with it and then what they will learn from it well first I'm going to start with the 150 games were not all designed and developed in one shot it was first we designed five games as beta then 20 and then we rolled it out when we designed the first five games it took about two years of research and a lot of research went on what grabbed children's attention how can you educate with a game you don't want the game to be too animated so that the attention of the child gets distracted from the skill that you're trying to teach or distract the child from what you're trying to teach and what we found out is actually what I have been utilizing in the game methodology the design which again it has to go through prototype we prototype it we take it to the educators the children and we have a number of games that has been tossed even after development because it just did not work so we test everything first we understood that children actually interact better and their attention would be higher if they can relate to the material displayed in front of them so if they can relate to it you grab their attention now if you give them some time after you introduce the material give them some time to to have this information register that also would work as well so we took all of that even much more but this is the two things that can pop in my head right now we took all everything that we've learned and we started designing games and we have it based on also the Arabic culture and heritage and then we realized that Arabic is not just for Arabs there are a lot of Muslims that are not Arabs so we expanded and our definition we said with a kick of diversity so we included the avatars for example when a child would go and choose an avatar for the child to to find something a face a profile picture that they can relate to we gave a lot of pictures for the children and gave it to the graphic designers our graphic designer in Korea and they did study the main features and they produced these faces and we also expanded that so that it would include other cultures as well not just the Arabs so again everything has to be tested and the proof of concept has to be there before we roll it out so this is where the games were there the teachers approved and it's been a learning process but then what we had is the games and the reports and there was something missing and this is when we realized we needed to gamify the platform so that the child finished playing the game so we gamified it after the child played the game the child can see an avatar moving around the map they can see a certificate they can print out a certificate they can collect stickers so we gamified the whole process and we made competitions global competitions and we were also launching the social graph so we are embedding and I have also my son is right over here he is helpful in inputs mama I need a pet for this map and voila we have to make a pet now you test it you run it by other children you make sure definitely you test it with the end user mind you are the end user man thank you Dawood for being the end user for your mom actually he was the reason this whole thing started and because he is part of the process and who is better to ask about you mentioned something culture who is better to ask about culture than Dr. Rahim herself to speak about culture and how she tried to embed culture in animation and how she is teaching children about culture in animation for that type of experience actually I have been one of her students doing storytelling because of that I have a loud voice actually culture is a very controversial issue that cannot find an answer in one minute or even one second that takes actually different parts of the cultural aspects however since we are at the CCC just only considering the cultural aspects of children however taken into account our entity identity cultural background in terms of Islam and being as a Qatari citizen and so on we have been considering the animation for example the first workshop we have done that was delivered to I think 40 to 45 kids ages aging from if I'm not mistaken from 8 that was the youngest one from 8 to 14 and what that was about creating a diverse culture how do they interact maybe as a Qatari citizen interact with other diverse culture here in the country in the local and in a friendly environment and the end the product of this workshop the movie 5 minutes I guess I'm not mistaken again however the main concept of the movie was getting involved with such diverse culture in an open society and how can they tolerance to the other cultures respect the other cultures all of these aspects the second one was done also in the GCC childhood again was also how to respect I mean even though we are the same entity the GCC however we still have some differences between Qatari and so on and that was also the second workshop again within the same concept of how sharing different cultures but going back to your question how do we integrate the culture itself in animation it's just exactly as dealing with education itself in animation I mean we cannot do it by ourselves by the end of the day we need a lot of stakeholders to be part of this process whether they were decision makers planners sociologists many stakeholders where you can find the feedback of each stakeholder on each part by the end of the day and by the end of the project we are really introducing a beautiful product that really will feed the whole society with a specific target or a specific percentage of the society itself oh wow thank you and I believe one of those stakeholders is actually the technology providers and there will come to boom no to boom to boom no no no you are the expert so from an expert point of view how we can integrate values culture into the animation itself well it's actually the students themselves these are the ones who are going to be integrating it you know it's not about content creation it's and give it to the youngsters to learn it's about them creating and expressing it's a self expression tools that ultimately we are providing and they were self expressed basically you know to a pictorial manner what their culture is all about what they're learning about other cultures so it's about them creating and not us you know creating the content and give it to them so that's how we integrate I'm telling you this animation the medium is so powerful it's limitless in terms of what you could do you can go even touch in historical aspects maybe you want to get the students the kids instead of giving them a book about history of Qatar or the region they'll make the research remember you know whatever to make a story there is a piece missing that student is going to go and do the research or go on the internet maybe or ask his teacher but hey by the way I don't really understand this can you explain and then after his research by the way the other aspect I always forget to mention is storytelling it's about writing so one thing I always say and they don't believe me are you kidding me when you say that animation will drive writing skills because ultimately you're going to have to write a script that you're going to have to explain what the animation is and if your composition whether it's in English or in Arabic it's not very good so animation touches all those aspects and I believe تمساح تمساح can actually reflect on Ron Sait how he penetrated the Qatari minds the Qatari hearts through his animation to reflect a certain value about traffic and what? safety so reflecting Qatari culture now in the beginning of the project in the very beginning of us as young people having a different culture because when we think about Qatari culture is very stiff it's not really realistic we went into our peers people we belong to we saw the culture from their perspective how do they look at people how do they look at let's say idols and what do they value from the culture of what they do not or actually we saw that since we belong to the culture ourselves so the very classic portraying of culture was avoided in our animation to become something hip young and cool that reflecting the identity of young people that's the very first thing to have this accomplished we removed all the direct messaging because this is a taboo according to the young hip Qatari culture we removed all the identity related things we don't want to look like aliens in the cartoons wearing our white throats and walking in a certain way no we are normal people but wearing different clothes we took into consideration so many things that foreign countries don't think of which is like we are normal people we are not really different and that's what we took care of we have a sense of humor we have a freedom of speech we can allow so many things but people don't really see that they think that we are preserved and have some certain form that cannot be stereotype in short we just tried to avoid the stereotype that was that was put on us from the others and been applied by all the ministries and companies and everybody in the media production so we had once a dynamic drawing a very smile a very natural smile on everybody's face everybody else in the world can understand it with a notice or the emphasis of having style wise it is unique it's not copying someone else and that went into the phases of the project from the character design the way things move the way we take the cameras to show what's going on and all the other details of creating animation thank you very much thank you very much our storytellers for your introduction and your stories now we turn to our beautiful great guests if you have any kind of question that you would like to ask our great storytellers please wave your hand ask me to come and review and to give you the mic to speak so we have companies that develop games for kids educational games for kids and we have the childhood cultural center in place supporting this so what's hindering that's really hindering having the critical mass of content digital content that can enrich the lives of our kids from an animated games perspective and from even a normal traditional animation perspective because again when you go to all the children channels you find very few either it's using the English the Arabic translation or the Blash but you cannot find it through animation in Arabic so I mean what's hindering this from Doctor Hens point of view and from Diana Martin thank you personally and as being also involved in such issues over the last two years I believe strongly that first of all we need to make a very clear vision to what are the main let's say purpose objectives vision and vision and behind you know using animation and education or in culture or whatever the purpose is once this is identified I think we should move to the second which is decision making by decision makers at the macro level I mean when it comes to education do we have to integrate the animation as a tool just for the sake of entertainment in the classroom or as a tool for learning a process to create and develop the critical thinking the problem solving the visual and verbal communications among these students or just for a tool as an entertainment tool in the classroom for the sake of having a new classroom environment this really need to be done not by myself not by any one of us rather it should be at the macro level as a strategic plan well-visioned well-measured in terms even of the KPIs and how even it should be done whether it was a gradually whether it is taught by the classroom or whatever the first thing I would also argue that what I considered is animation industry and maybe my colleague can elaborate more it's not an easy thing secondly it costs a lot that's why I believe also we need to allocate resources when I mean resources it doesn't mean basically only money but I mean also by financial and the human resources when I say the human resources in terms of developing following up, evaluation the creation itself the sustainable development itself needs a lot of offers otherwise it will be one shoot a product gone over time never repeated and you know the remaining story thank you wow okay from edutechno's perspective this is actually very strong and powerful perspective and edutechno's perspective is not as powerful as that this is the intake basically it takes a village to raise a child and animation for edutechno's is a medium that we actually utilize to get and follow the child whatever the child is first we found the child online so we got there then the children started moving to the mobile so we are creating the mobile app now we found that there is actually a need to complement the offering for the children to connect they need to see animation so that's we're moving there also that children would like to interact in physical things so we're launching a Ramadan program to get the children interacting with the games and competing against each other in real life while playing the games and that will set the stage for an arcade in the future where children will still play games collect tickets get surprises but yet learn Arabic so for edutechno's because it's Arabic and this is where we focus on Arabic reading Arabic because we need to build the confidence in this language we need to build the children needs to be confident enough to be authentic when they grow up and they cannot do that if they don't have the right tools and if we're going to talk about the challenges I'm going to just talk about it from entrepreneur point of view yes you mentioned the resources the talent you can't find them easily and again as entrepreneur you have to be a resourceful no matter what anything you find you just grab it and get the most out of it you can agree with that I feel you sister yes so basically after you do that and you get resourceful in everything at edutechno's another thing that we always are aware to make sure that we do is to be an asset to the community not just a game and children you need to become an asset one way we realize that we actually can contribute to the community is by training interns we had interns we trained them and then they actually by the end of the internship they were programming and they were helped to edutechno's the same goes with the animation and one of them actually was interested in animation because of the program that you guys launched and just today I introduced her to purple cedar because they were looking for animators so we are trying to connect and help people and the other way that we see edutechno's helping out in this matter is we have also resources and contacts and animators outside we can bring them to help also in the training and everything else so that we empower anybody we can basically and give that knowledge to them and share the knowledge that's it thank you we're just gonna say that it's funny we all said the same almost the same thing by saying there is a huge lack of human resources knowledgeable of animation not only in here in Qatar but actually everywhere in the world even North America today you would think that there's a lot of animators outside the studios are dying to find animators and you would think that logically at the macro level like you just mentioned that decision makers would say hey if there is a lack of more demand than supply why don't we put more resources to train in here because there is a huge demand today globally not only in Qatar this is the global phenomena we do business in 122 countries around the world and we're saying this phenomena everywhere there is more jobs to be filled today than animators are available in the market story boarding artists today they're making huge salaries because story boarding is very creative and the studios can't even find them anywhere and it's one of the reasons why the industry is a global industry you know in Japan or in China or India they do that but even with that there is huge lack of animators so I think there is lack of information to the decision makers like you know put me in front of any decision makers today if I have the opportunity and I'll just show them what can be done to get this business going huge demand out there absolutely it's 222 billion industry dollars around the world 220 billion us dollars around the world the industry itself so it is nearly as close as the oil and gas industry or the pharmaceutical industry so if you cover it all actually yeah I'm just going to say something also yeah we only think about once an animation is done by the way but two things actually you know that animation is not just about doing movies we're seeing animation today in litigation cases around the world like the samsung and apple case in litigation for the juries a lot of stuff to explain to them the difficult concept was done in animation in the medical area and you name it but most importantly what I want to say it's a global multi-billion dollar industry today around the world and the studios can't even supply or find any mirrors to work for them so how about creating an animation studios in Qatar with the help of some of the people around I can see big companies around in here and they can like Qatar national bank what else some initiatives we wanted from them to create a studio a combined studio sorry somebody said something a combined studio that actually they can train educate and create jobs if they create small companies they can create jobs and we can help and tombone can help cartoon cartoon can help you can help and by herself so there you go thank you another question another question no other questions so they said it all oh there is a question sorry I didn't have eyes in back of my head you need to draw me an eye you need to draw me an eye in back of my head you have a whole team to do it for you thank you I am from the ministry from ICT governance and my question is what kind of policy implementations do you expect from a government to help actually your industry wow wow somebody from the ministry talked that's when you've been here what we're seeing elsewhere I'm sorry what we're seeing elsewhere actually governments and I've seen this in a lot of states or in countries like India let's say is an example by the way you know that India and I'm not joking when I'm going to say this the industry animation industry was zero dollars 14 years ago and our president was one of the in fact she has a life long award from the government down there to open up that industry today it employs thousands of employees in India today it was 14 years ago exactly was zero dollars in India so I think what one of the things a lot of governments they do is that they start to bridge the gap by doing what we call adult education courses so they would pay for some of the adults who are ready basically to retrain themselves and get into this industry but I am saying one thing is that the best and most effective and cost effective way to do this because that costs a lot of money to bring an adult an adult of 22 25 years and retrain him so the best and most efficient way is to get it through the schools everybody is fixated and we think that all our kids are going to be doctors and engineers and guess what they're not going to be doctors and engineers all of them and some of them are very creative but the point is that they're not exposed to any technology in the schools so I'm saying if we can expose the kids and even in a small percentage of them at the age of 16 15 they say hey this is an area maybe I want to get into it when I get a little bit of adult you're going to have in maybe 5, 6, 8 years a flood of youngsters going into this market and be entrepreneurs like him or somewhere else that's the magic wow so remember we have two hemispheres in our brains the right side and the left side we can use both of them for creativity and the other one for logic and math can I just comment on the question of the policy making honestly I will answer this question and a very simple answer is that the policy implication for such initiative I wish I would say I wish because it is a wish to be led by an executive director or a CEO who have the faith in such human capital investment and the value the long term value of such a project to the community to the industry to the economy of our country such executive director or CEO who would really take the initiative in leading and transferring such an idea only here in the panel from just an idea into a reality through a real project plan and I really again I wish that one of those big names here Q&B or Reudo or any other big names with open balance budget I'm sorry for saying that but this is the reality that would really take such initiative and would come to announce tomorrow which is the last day to announce the launchment of the studio or whatever is called just exactly the way how did we do it with the incubation center with the Qatar enterprise company and so on it was just an idea it was just all of these two projects were just an idea how do we develop our human capital and because it was really taken seriously and considered as the kind and the value of its value to the community it were taken later into serious project and being a reality and this is what we wish and I believe some of you are still having the same wish to me actually I have the whole project plan it's ready with me I've been working on it for the past 2 years so if anyone would like to have it any CEO Q&B or Reudo you know any of those special outreach programs or Vodafone who else and Bidder who will bid for it the study is there and the numbers are there so anyone would like to have it he can hire us and we can come as a whole team sitting in here and we can help to build this industry in Qatar and then we can spread it around the GCC then the MENA region then around the world anyone any other question this is a serious thing I'm not joking I have it and the teams already here saying that they will help in it as well to implement it having the study is something and implementing it is something else any other question I'm interested to know do you think animation will replace books in the future and will they take over the classroom or will there be something that's in addition to books in the form of cartoons and games is it ready to completely take it over that's a very brave question who will answer well I can take a stab at it it's an excellent question actually the answer is both in other words and both serve different purposes once we say elementary and middle schools the concept is not to teach animation per se but animation becomes a tool into the learning subject matter that you're being taught so the message is that to the school or the teachers I don't want you to do any change of what you're doing today the teachers send the kids anyways to project based learning so continue to do that so I said extra curricular activities it will be an animation on the high schools that's where you come in and we have what we call a CTE track a career technical education and the message is that the tool becomes learning to learn the tool it doesn't become a tool to learn other subject matters there are two things and yes those are the kids 17 years old we expose them a little bit deeper with more featured products and the idea is for them to really to learn the tool so that eventually will create more of these guys the creative guys because the market needs it so the answer is two one to be a tool in learning subject matter the other one I want to teach you the tool because you might be interested in pursuing that as a career I would like to add now there is also it's not news the concept of blended learning or integrated learning where you actually blend with the books you've seen doctora and asked the little girl she said she preferred the book and the pen the other one the iPad so as part of education and teaching you have to keep rotating and engaging the children with different tools and only children will decide whether the book will be retired or not and so far no we still have hope for the book from my point of view I find animation is another aspect of getting knowledge so it is just a way to get you whatever you need to know but to be an intelligent to have a better knowledge about everything you cannot substitute or avoid a way of getting knowledge or learning to have the 360 degrees you have to have you have to look at what's going on on each medium of learning that's a point of view actually you had left nothing for me to say but again just to conclude animation is just a tool for education but it's not education itself and that's why books will remain as the main source of education and it's exactly I'm referring back to the example I've been doing early this panel when I asked the little girl do you prefer reading from a book or using an iPad two of them they said they prefer the book while only one she said she's a preferer so a book will still be the main source while animation is only a tool just only for the effectiveness and ensuring the efficiency of the learning process thank you thank you very much beautiful panel any other question any other question 2 I think we'll be sold out guys any other question 3 thank you very much the panel for being in here with us today thank you very much our beautiful great guest being with us today in the new vision theater and thank you our host I have to say just one last thing Dawood is gonna kill me if I don't say it he is the main debugger for the games شكرا جوز


The year is 1897. Albert Einstein has not yet arrived in the scene and Max Planck is yet to give his famous postulate. Quantum Mechanical Theory will not take birth for at least the next 30 years. We are in the classical era of physics. One of the most successful, accomplished and confident eras of physics. So confident that it is said that Lord Kelvin, yes, the scientist after whose name the unit of temperature is given, is claimed to have said, there is nothing new to be discovered in physics now. All that remains is more and more precise measurement. And at this juncture in history, we start our lecture series in quantum mechanics with a very simple question. What is light? Light is what is coming out of my tube light, my bulb from a lamp, from a fire source, from the sun. Something that helps us see the world around us visually. But in terms of physics, it is much much more than that. Light is something that occupies a very special place at least in the birth of quantum mechanics because in five to ten years we will discover that there is a murky world where particles are behaving like waves and light is behaving like particles. It's a very confusing world out there. We will learn about wave particle duality, the dual nature of radiation. But before we learn about the dual nature of radiation, first it's important for you to understand the singular nature of radiation. And that is what today's video is all about. Today we are going to discuss what light is from the perspective of purely classical physics. So that once I can emphasize upon you what light is from the perspective of classical physics, then in the future lectures we can take the discussion forward to other characteristics of light which is going to blow your mind. So let's start the discussion with one of the greatest physicists of the 19th century, James Maxwell. Maxwell combined some of the known laws of electric and magnetic fields to come up with four equations that will act as the foundation of what is known as classical electromagnetic theory. One of the most successful branches of physics and these four equations are known as Maxwell's equations. I'm going to start from this perspective because it is these Maxwell's equations which are going to give us an idea about what light actually is. So to continue the discussion, let's take a moment to understand the Maxwell's equations and what the Maxwell's equations have to say about light. So the Maxwell's equations are essentially four equations that combines our understanding of electric charges, magnetic fields, electric currents, etc. and they can be written in the differential form in the following manner. The first Maxwell's equation also known as the Gauss law of electrostatics is essentially the divergence of electric field which is equal to rho upon epsilon naught, where epsilon naught is the permittivity of free space and rho is a charge enclosed in a volume. This equation gives us an idea about the relationship between static electric fields and electric charges. You see, electric fields are always pointed outwards from positive electric charges and towards negative electric charges. What the first equation tells us is that the net outflow of electric field lines from a closed surface is equal to the total amount of charge contained within that particular volume. The second equation is sometimes also called as the Gauss law of magnetostatics, which is essentially the divergence of magnetic field which is equal to 0. It simply means that magnetic monopoles do not exist. You see, whenever there is a magnetic field line, it is always associated with a dipole. That is the presence of a north and a south pole. So therefore, if we calculate the net outflow of a magnetic field from a closed surface, it always comes out to be 0. Next is the Faraday's law of electromagnetic induction, which is the curl of electric field, which is equal to the time derivative of the magnetic field. This equation says that the time variation of magnetic field corresponds to the curl of an electric field and this Faraday's laws of electromagnetic induction lies at the heart of electromagnetic generators. You see, whenever a magnet is in relative motion with respect to a coil, then that creates a changing magnetic field which results in the presence or the creation of a current in that particular coil. This is the principle because of which we actually have electricity in our homes. And lastly, the fourth equation of Maxwell's equations is the curl of magnetic field, which is equal to mu naught j plus del e upon del t. This is the Ampere's law with the added modification by Maxwell and essentially it says a similar thing just like equation number three that you can create magnetic fields due to time variation of electric fields. The reason I'm starting this entire discussion with the Maxwell's equation is because there is something very interesting about these Maxwell's equations. As you can see from here that electric fields can be generated not only by the presence of charges, but also by changing magnetic fields and magnetic fields can be generated not only by the presence of electric currents, but changing electric fields. This lies at the heart of what light is, which are essentially electromagnetic oscillations. And we can show that just by doing some small calculations using these Maxwell's equations. So let's take equation number three here and find the curl of equation number three. So if we take equation number three, it simply gives us the curl of the curl of electric field. Now, if you have studied mathematical physics or more specifically vector analysis and you are familiar with gradient and divergence and curl, then you are probably familiar with a certain identity and this identity simply says that if you have a vector field and you find the curl of the curl of a certain vector field, let's suppose the vector field is a. Now that is actually equal to the gradient of the divergence of the vector field minus the laplacian of the vector field. This is an identity which you would probably be familiar with. We are going to use this identity here to say that the curl of the curl of the electric field is equal to the gradient of the divergence of the electric field minus the laplacian of the electric field, which is essentially equal to the curl of the right hand side. That means curl of minus del B upon del T. Now this calculation that we are doing, we want to do in the absence of any kind of matter. So we want to do this calculation in vacuum. So these Maxwell's equations are the equations in the presence of charges and currents. But what if we look at the Maxwell's equations in the presence of nothing? For example, in vacuum, if charges go to zero, then this would probably go to zero in the presence of or in vacuum. And if currents are zero, then this term would also be zero. So in vacuum, the Maxwell's equations will be reduced to the first equation having zero in the right hand side. And the fourth equation, this term will go to zero because there are no charges and there are no currents. In that vacuum kind of scenario, if we are performing this calculation, in that situation, the divergence of electric field would go to zero. Therefore, I will be left with here. I can take the time derivative out and I end up getting del upon del T, the curl of magnetic field. But what is the curl of the magnetic field? This term is zero because we are looking at it from the perspective of a vacuum. I will end up getting this. So this is minus epsilon naught and mu naught, del upon del T, del upon del T. So del square upon del T square E. So essentially, I get an equation that can be rewritten here as the laplation of the electric field is equal to minus cancel. So we should be left with mu naught, epsilon naught, del 2 E upon del T2. So this is one equation that we have obtained. We will keep it just here. But first let us also look at equation number four and do the same thing. Let us do the curl of equation number four. So if we look at equation number four and we do the curl of the curl of magnetic field, then we should get something like the curl or again we use the same identity here first. So del del dot B minus laplations of B. So this is equal to the curl of this quantity which is curl of mu naught, epsilon naught, del E upon del T. So combining these two things, what is del dot B? Equation number two is zero. So I should get negative laplation B is equal to mu naught, epsilon naught, del. If I take del upon del T out, del cross E, del cross E is essentially minus this, del B upon del T. So essentially I should end up getting mu naught, epsilon naught, del 2 B upon del T2. So this is a second equation that we have obtained. What are these two equations? Some of you may be familiar with equations that look like this. These are equations of wave motion. So if you have studied waves before and you try to represent a wave in the form of a mathematical equation, then this is what it essentially looks like. So for example, if there is some kind of a wave that is traveling through a string, let's suppose, and the wave is traveling along the, I would say, z axis, all right, and the disturbance in the string, the amplitude, instantaneous amplitude, I would call that as let's suppose F, all right. It is propagating in the z axis, let's suppose in a one-dimensional string and the disturbance which is essentially the distance from the equilibrium position of the string at any given point in time is given by F. Then the wave equation for that kind of a disturbance which is traveling through a string is given by del 2 F upon del z2 is equal to 1 upon V square del 2 F upon del T square. This is a wave equation in one dimensions or a wave that is moving in one dimensions where F represents the disturbance which is the basically the displacement of the string from the equilibrium, z represents the direction of motion, V represents the velocity or the speed of that particular disturbance moving through space or we can say the speed of the wave itself, T here is with respect to time. If we write down the wave equation for let's suppose a three-dimensional disturbance that is propagating in the same fashion, instead of the del 2 upon del z square, we'll have del 2 upon del x square plus del 2 upon del y square plus del 2 upon del z square of F is equal to 1 upon V square del 2 F upon del T square which essentially is, this is the laplation of F is equal to 1 upon V square del 2 F upon del T square. This is a wave equation in three dimensions. So, if you make a comparison of the wave equations to these equations that we have obtained from the Maxwell's equations, you can clearly see that what these equations are suggesting is that electric field as a disturbance is propagating in a vacuum as well as magnetic field as a disturbance is propagating in vacuum in the manner that a wave propagates through a medium with a speed, a speed if we calculate the speed here of this kind of an electromagnetic disturbance, then from a comparison this V square is equal to 1 upon mu naught epsilon naught. So therefore, V is essentially equal to root over mu naught epsilon naught and if we plug in the values of permittivity of free space and permeability of free space, then those constants lead to a certain number and that number is 299,792,458 meters per second or 3 into 10 to the power 8 meters per second which is the speed of light as we know it. You see electromagnetic disturbances are propagating through vacuum in the speed of light because light itself is an electromagnetic disturbance. You see what the Maxwell's equations have predicted and the beauty of it that electric fields are the result of changing magnetic fields and magnetic fields are the result of changing electric fields. Therefore in vacuum it's possible for electric fields and their disturbances to propagate alongside magnetic fields and their disturbances at the speed of light. These fluctuations of electric and magnetic fields together known as electromagnetic oscillations propagate through vacuum at a constant speed which is a speed of light that is 3 into 10 to the power 8 meters per second. Light is nothing but an electromagnetic oscillation, an electromagnetic wave as predicted by the Maxwell's equations but later on in 1888 was experimentally demonstrated by Heinrich Hertz who essentially produced these electromagnetic oscillations through an electric setup and then he calculated the wavelength and the speed of these electromagnetic oscillations and he demonstrated that these electromagnetic oscillations travel at the speed of light and also demonstrated how they can experience reflection, refraction, diffraction etc. So this is the very first point that we're going to start with. Light as we know it is an electromagnetic wave and electromagnetic oscillation that permeates through space through vacuum and even through a medium just like a transverse wave propagate through a medium. So I think now the picture is getting slightly clearer. Light is an electromagnetic wave and electromagnetic oscillation propagating through space in a particular direction. It simply consists of these oscillating electric and magnetic field lines going from point A to point B and because it's an electromagnetic wave therefore it demonstrates so many of wave characteristics. For example, it has something called wavelength. Yes, wavelength is essentially the distance between two successive crest or two successive troughs that is the distance which gives us the quantity of wavelength that can also be calculated using the speed of the wave which is essentially the speed of light here and the frequency of the wave. We can also calculate the wavelength in terms of a wave number lambda is equal to 2 pi upon k where k is the wave number. It also has the physical quantity of frequency. So we will be using these words again and again frequency which is essentially the number of oscillations of these electromagnetic oscillations per unit time. So the frequency is equal to the inverse of the time period of one complete electromagnetic oscillation. It also has a property known as amplitude. So amplitude is essentially this electromagnetic disturbance. So for example, in terms of electric field what is this particular electric field with respect to its mean that would give you the amplitude or rather the maximum value of the electric field from its mean will give you the amplitude. Usually when we talk about light waves we talk about the amplitude in terms of the electric field most of the time. It also exists in a spectrum. You see the light that we are talking about the visual or the visible light is nothing but a small portion of a wide spectrum of electromagnetic radiation where visible electromagnetic radiation falls in a very small portion in between allowed wavelengths and beyond that there is a lot of electromagnetic spectrum or radiation out there in the world that we cannot detect with our own eyes but they do exist out there starting from radio waves up to gamma radiation. So we have an entire spectrum of electromagnetic radiation in this entire world out of which the visible light that we are familiar with is nothing but a very small portion of it and because light is a wave therefore it demonstrates some of the unique wave phenomena that we are familiar with. For example light demonstrates what we already know as diffraction. Now if you have studied optics or wave theory then you probably are familiar with what diffraction is. Diffraction is a bending of a wave front around sharp corners or obstacles or through apertures where the size of the apertures is comparable to the size of the wave that means the wavelength. So whenever an aperture is subjected by some kind of an incident wave front then the secondary wave front which passes through the aperture has a tendency to spread out. So you see that this is kind of very unique compared to particles because classical particles follow a specific tragic tree but when waves pass through an aperture they tend to spread out into secondary wave fronts. This is diffraction which is very unique wave behavior. The next is of course interference. You see two or more than two waves can interfere with each other which essentially means that the amplitudes of those waves will get added up to create a resultant wave. This is because waves follow what is known as the law of superposition or superposition principle. When two monochromatic radiation from the single source are in phase then they lead to constructive interference where the resultant wave has a greater amplitude and therefore a greater intensity. If two monochromatic waves from the same source are out of phase then they will result in destructive interference where they will completely vanish. One very common and popular experiment is the Young's double slit experiment where a monochromatic radiation passes through two slits creating two secondary wave fronts which interfere with each other because of the varying path lengths and end up resulting in alternating dark and light fringes. This is a very unique property of waves this interference pattern because if instead of waves we bombarded this screen with let's suppose particles then we would end up probably getting just one spot on the other end and a dark background but because we are dealing with waves and they have this property of superposition principle they end up interfering with each other and redistributing that wave energy in alternating dark and light fringes. Now why am I talking about these things? You have to keep in mind the reason I'm talking about these things is because we will come back to these properties later on. For example when we talk about interference we'll come back to this when we talk about electron interference experiment because when we go into this world of wave particle duality we will see that some of these properties do not really hold true for certain experiments for waves and some of these properties are actually demonstrated by classical particles. So therefore I want to emphasize to you in this particular lecture the classical properties of what waves are or what light is. So apart from interference we have another property which is a property of polarization or this is a phenomena demonstrated by waves or specially transverse waves where polarization basically gives you an idea about the geometrical orientation of the nature of these oscillations. So for example if you have a plane polarized light then the oscillations of electric field happens on a fixed direction. If you have a circularly polarized light or elliptically polarized light then the oscillations of electric field the direction keeps on changing with time or it keeps on rotating. So this is something very unique to electromagnetic waves or light. Now waves also carry energy and momentum so whenever light is moving from one point to another then it can carry with it energy and momentum. So this brings me to the six point energy and momentum. What does classical physics tells us about the energy contained in an electromagnetic wave and the momentum carried by an electromagnetic wave. Without going too much into the details of the mathematics classical electromagnetic theory can easily predict that the total amount of energy per unit time per unit area carried by electromagnetic wave from point A to point B is given by what is known as intensity and the intensity is essentially equal to what is known as the average the time average of a pointing vector which is in fact equal to half C epsilon naught E naught square. What I want to emphasize here in this particular expression is that intensity see when we talk about intensity you know day to day life when we say okay some light source is more intense compared to the other physically speaking what it simply means is that one light source is emitting more amount of energy into my eyes compared to the other. But what does this intensity actually refer to in terms of the wave characteristics. Well this intensity which is the energy emitted per unit area per unit time is actually equal to the amplitude square of the electromagnetic oscillation. E naught here is the amplitude of the electric field and E naught square basically gives us an idea about the intensity. This formula is very important because we will see later on when we are discussing wave particle duality that when we talk about energy carried by a light or a photon then we will no longer be talking about amplitude square but we will be talking about frequency and there will be a jump a certain change in the way we look at these quantities. But before we go there from the perspective of classical electromagnetic theory the energy or the intensity of a light wave is actually directly proportional to the square of the amplitude and whenever this kind of a light is incident on a surface it is also capable of transferring momentum which results in what is known as radiation pressure that means a force exerted onto a surface per unit area and that momentum is actually equal to this intensity upon c the speed of light. These are very important formulas for electromagnetic waves in classical electromagnetic theory. And lastly I want to talk about the continuous absorption and emission of radiation from matter. What does this mean? You see light or electromagnetic radiation is capable of interacting with matter. In fact matter can absorb electromagnetic radiation and it can emit electromagnetic radiation. In fact the very source of creating an electromagnetic oscillation is an accelerating charged particle or an oscillating charged particle. An oscillating charged particle can release its energy in the form of an electromagnetic oscillation straggling through space. So therefore matter can absorb and emit electromagnetic radiation. Now what classical physics tells us about this? It says that the manner in which electromagnetic energy is absorbed or emitted by matter is a very continuous fashion. So for example let's suppose you take an object and take it out in a sunny day and put it in the sun right then the object is going to get heated up over a period of time because it is going to absorb all the light energy and that light energy is going to get converted into thermal energy and the object is going to get heated up. This happens in a very continuous fashion because there is no restriction that classical physics puts as to what kind of a electromagnetic wave will be absorbed by a particular material or what not. So for example if an electron is or a charged particle is in the presence of electromagnetic wave it will absorb that energy and it will start oscillating with greater amount of energy which is called excitation and it might release that energy de-excitation and that excess energy will create a new electromagnetic oscillation right. So energy can be absorbed by matter and emitted by matter in a very continuous fashion without any sort of restrictions and the reason I am emphasizing on this as well as the reason I'm emphasizing on all these properties is because these are the classical properties of waves and essentially electromagnetic oscillations. Light is an electromagnetic oscillation that has wave properties like wavelength frequency amplitude. It exists in a spectrum of electromagnetic oscillations other than what we know as visible light. It demonstrates properties like diffraction interference polarization. It carries energy and momentum energy is directly proportional to amplitude square. It interacts with matter in a very simple continuous fashion without any restrictions. We will see that these ideas about what waves are, what light is, what electromagnetic oscillations are are going to be challenged in the coming five to ten years. In fact in five to ten years we will experience a moment something like this. Yeah a meme worthy moment because we will see that many of these things that we know and hold to be true with such confidence we are going to be challenged in different kinds of experiments. In certain experiments we will see that the energy of a light wave or a light photon would not be proportional to the amplitude square but rather would be related to frequency. Frequency? Yeah frequency we'll see that. We will see that in certain cases when light energy is absorbed or emitted by a surface it is not done in a continuous fashion but in discrete quantized amounts. We will see that in certain experiments light as we know of as an electromagnetic oscillation do not really behaves like an oscillating spread out object but concentrated packets of energy known as photons. It behaves like particles that can experience collisions with other particles and that is going to open up a whole new interesting world. So that is all for today and Divya Jyoti Das this is for the love of physics. Thank you very much I'll see you next time. Bye-bye.