Description:CREATING A DATABASE FOR VIRTUAL EXPERIMENTS
TECHNICAL FIELD
The present disclosure relates generally to teaching environment. More particularly, it relates to systems and methods for creating a database to store virtual experiments for interactive classroom.
BACKGROUND
The present invention relates to a computer-based teaching system employing networking and computer assisted interactive techniques for enhancing a teacher's efficiency and effectiveness in a classroom. Specially in practical experiments, there are several challenges faced by teacher as well as students. For example, deficiency of equipment, durability of physical equipment, etc. Further, the physical equipment is more prone to physical damages.
There have been numerous techniques devised for enabling a teacher more easily to convey information and understanding to a class, and ultimately to relieve the teacher, to the greatest extent possible, of a number of the burdens associated with conveying that information to the class. Various electronically-based techniques have been implemented, but these have proved to be quite limiting or otherwise disadvantageous. In one sense, the techniques have been limiting in that interaction between the student and the teacher may be limited to responses to multiple-choice type questions, or to questions requiring only numerical answers. Examples of such systems include those described in U.S. Pat. Nos. 3,656,243; 3,694,935; 3,716,929; and 4,004,354. Such systems have been further limiting in that they have not provided any way of keeping accurate, detailed records for individual students for the duration of a given class.
Other more recently-proposed systems have taken advantage of advances in technology to interconnect a number of students in the same classroom, or in different classrooms, for purposes of gathering information, or facilitating access to instructional programs. One example is U.S. Pat. No. 4,636,174, which enables students to download instructional programs from a central computer, which acts as a sort of file server. In this system, the student, rather than the teacher, has control over system access and operation.

Another example is U.S. Pat. No. 4,759,717, which discloses detailed networking structure for connecting conventional personal computers. However, there is at most only limited teacher-student interaction contemplated. Rather, this system is directed more toward providing, at a central location, an instructional program which may be downloaded locally so that students can learn various types of computer programs.
Yet another example of a conventional student response system is U.S. Pat. No. 4,764,120. This system is intended to collect data of a limited nature (e.g. responses to multiple-choice questions) from a number of classrooms. There is no provision of statistical analysis to inform the teacher of how well a class is learning the concepts being conveyed. This feature also is absent from the other two just-mentioned U.S. patents.
One of the important services an electronically-based classroom teaching system can provide is to enable a teacher to monitor progress of the class and of individual students, and to focus effort in areas where students seem to have the most trouble understanding the concepts being taught. An electronic classroom teaching aid also should assist a teacher in breaking through the reluctance that students have to participating actively in class. Some of this reluctance derives from basic shyness, or fear of seeming different, or fear of seeming superior (or less intelligent, for that matter). Enabling students to respond individually and confidentially by electronic means to questions posed by the teacher can help to break through some of the shyness or reluctance a student otherwise may exhibit.
However, this confidentiality by itself does not suffice to satisfy all students, at all levels, in all teaching situations. Sometimes active participation and motivation can be encouraged better by combining students in small teams (by twos or threes) and requiring that they respond to questions as a team. In this way, students can learn from the insights and difficulties of their peers. The teacher can infer class progress from the responses of the teams.
In still other situations it is important to enable students to proceed, if possible, in a self-paced manner, to learn concepts conveyed in the classroom, while still having the teacher present to monitor the situation and to concentrate in areas where the class seems to be having difficulty. Here, it is important that the interactive electronic classroom system advise the teacher, as soon as possible, what percentage of the class grasps the concepts being taught.
Certain of the above-mentioned U.S. patents, such as U.S. Pat. No. 4,004,354, describe systems which provide the teacher with a readout of the percentage of students answering a question correctly. However, the types of questions still are limited to multiple choice, and do not provide a vehicle for further discussion and exploration of concepts which appear to be difficult to grasp.
It would be desirable to have a system in which students could respond to a wider range of questions, with different types of responses required (for example, a narrative response of limited length). It also would be desirable to enable a student to take a quiz at his or her own pace, with questions requiring answers other than multiple choice or simple numerical answers. Further, it is desirable for students to be able to run short didactic programs which are designed to enable students to experiment immediately and actively with the concepts which are being taught in that class, and which simultaneously give feedback to the teacher. Those students who have succeeded in a task may be assigned more advanced work while others may receive remedial instruction. It follows that different portions of a class should be able to work at one time, on different tasks, under control and supervision of the teacher. Such a system would be in complete contrast to conventional computer-based instruction which has tended to have the effect of replacing, rather than assisting teachers.
In summary, it is desirable to have a system which simply enables a teacher to teach better by encouraging active learning in the classroom, by providing rapid feedback on students' understanding, and which simultaneously relieves a teacher of certain burdens in routine paperwork that otherwise would have to be assumed, and which otherwise would take important time away from the teacher. It further would be desirable for such a system to be combinable with various electronic devices (such as video or educational resource materials stored on optical discs) to provide information to students through additional media which again do not replace a teacher, but rather which augment what a teacher can offer alone. For such system, there is a need of creating a database in which the operator such as teachers can store the experiments that mimic the real experiments.

Thus, there is a need of providing a system that can create a database to store virtual experiments that mimic the in-situ lab and contextual experiences and offer a learning environment. A system and method are desired that provides a way to store the virtual experiments in the database. Additionally, this method and system should have the ability to be computer-implemented.
SUMMARY
Consequently, there is a need for an improved method and arrangement for creating the database to store experiments for interactively displaying one or more experiments that alleviates at least some of the above cited problems.
It is therefore an object of the present disclosure to provide a system and a method for creating the database to store the experiments to mitigate, alleviate, or eliminate all or at least some of the above-discussed drawbacks of presently known solutions.
This and other objects are achieved by means of a system and a method as defined in the appended claims. The term exemplary is in the present context to be understood as serving as an instance, example or illustration.
According to a first aspect of the present disclosure, a method for creating a database for virtual experiments is disclosed. The method comprises generating one or more virtual experiments related to an academic curriculum. Each virtual experiment of the one or more virtual experiment is a mimic of a real experiment in the real world. The method further comprises storing the one or more virtual experiments in the database associated with the device. The method further comprises generating, as a table, a list of experiments related to the one or more virtual experiments, wherein the table comprises one or more of a heading and a body. The method further comprises mapping each experiment of the list of experiment with the generated virtual experiment. The method further comprises extracting, as one or more identifiers, at least one keyword associated with the one or more virtual experiments. The at least one keyword is related to one or more parameters of the virtual experiments. Furthermore, the method comprises populating the table with description related to a corresponding experiment along with the one or more identifiers.

In some embodiments, the one or more identifiers comprise synonyms of parameters used in the corresponding virtual experiment.
In some embodiments, the one or more virtual experiments are generated by creating virtual machines similar to physical machines.
In some embodiments, the table comprises one or more of a serial number, name of topic, name of experiments, and description of the experiments.
In some embodiments, the table is stored on a server in a network.
In some embodiments, each of the one or more virtual experiments is created based on a subject of a syllabus with which the corresponding experiment is associated.
In some embodiments, the subject comprises a plurality of different topics and each of the plurality of topics comprises a plurality of experiments.
According to a second aspect of the present disclosure, a system creating a database for virtual experiments is disclosed. The system comprises a processor and a computer-readable medium communicatively coupled to the processor, wherein the computer-readable medium stores processor-executable instructions, which when executed by the processor, cause the processor to generate one or more virtual experiments related to an academic curriculum. Each virtual experiment of the one or more virtual experiment is a mimic of a real experiment in the real world. The system is further configured to store the one or more virtual experiments in the database associated with the device. The system is further configured to generate, as a table, a list of experiments related to the one or more virtual experiments, wherein the table comprises one or more of a heading and a body. The system is further configured to map each experiment of the list of experiment with the generated virtual experiment. The system is further configured to map the requirement of the user with the one or more identifiers extract, as one or more identifiers, at least one keyword associated with the one or more virtual experiments. The at least one keyword is related to one or more parameters of the virtual experiments. Furthermore, the system is configured to populate the table with description related to a corresponding experiment along with the one or more identifiers.

In some embodiments, the one or more identifiers comprise synonyms of parameters used in the corresponding virtual experiment.
In some embodiments, the one or more virtual experiments are generated by creating virtual machines similar to physical machines.
In some embodiments, the table comprises one or more of a serial number, name of topic, name of experiments, and description of the experiments.
In some embodiments, the table is stored on a server in a network.
In some embodiments, each of the one or more virtual experiments is created based on a subject of a syllabus with which the corresponding experiment is associated.
In some embodiments, the subject comprises a plurality of different topics and each of the plurality of topics comprises a plurality of experiments.
According to a third aspect of the present disclosure, non-transitory computer-readable medium storing computer-executable instructions for interactively displaying one or more for creating a database for virtual experiments is disclosed. The computer-executable instructions are configured for generating one or more virtual experiments related to an academic curriculum. Each virtual experiment of the one or more virtual experiment is a mimic of a real experiment in the real world. The computer-executable instructions are further configured for storing the one or more virtual experiments in the database associated with the device. The computer-executable instructions are further configured for generating, as a table, a list of experiments related to the one or more virtual experiments. The computer-executable instructions are further configured for mapping each experiment of the list of experiment with the generated virtual experiment. The computer-executable instructions are further configured for extracting, as one or more identifiers, at least one keyword associated with the one or more virtual experiments. The at least one keyword is related to one or more parameters of the virtual experiments The computer-executable instructions are further configured for populating the table with description related to a corresponding experiment along with the one or more identifiers.

In some embodiments, any of the above aspects may additionally have features identical with or corresponding to any of the various features as explained above for any of the other aspects.
An advantage of some embodiments is that alternative and/or improved approaches are provided for creating a database for virtual experiments.
An advantage of some embodiments is that the exact mimic of the real experiments is stored in the database.
An advantage of some embodiments is to provide flexible environment encourage the learners to get visually and kinesthetically engaged and trigger other cognitive centers to construct an understanding of the concept.
An advantage of some embodiments is to provide a form of human-computer interaction allows embodiment of knowledge and helps leaners to jump the threshold to construct knowledge of concepts which are otherwise intangible and complex to visualize, connect and interpret.
An advantage of some embodiments is to address unique learning needs of both teaches and students.

An advantage of some embodiments is to provide a teacher to use the experiments for virtual experimentation demo or practice.
An advantage of some embodiments is that a teacher can achieve learning outcomes using experiments and hence develop lesson plans by including experiments as the practical components.
An advantage of some embodiments is that a themed nature of the experiments makes them usable as scientific models that enable teachers to use them in classrooms to promote development of reasoning skills, logical thinking skills and content knowledge.
An advantage of some embodiments is to provide scope for teachers to design effective collaborative learning environments for students to work constructively in an agile learning space where similar and dissimilar thoughts meet, argue and attain a congruence.

An advantage of some embodiments is to help the students to use the experiments for virtual experimentation practice.
An advantage of some embodiments is to help students to establish ready connections between different subjects.
An advantage of some embodiments is provided real-time feedback to students on the action performed thus helping to reinforce learning.
BRIEF DESCRIPTION OF THE DRAWINGS
The foregoing will be apparent from the following more particular description of the example embodiments, as illustrated in the accompanying drawings in which like reference characters refer to the same parts throughout the different views. The drawings are not necessarily to scale, emphasis instead being placed upon illustrating the example embodiments.
Figure 1 discloses a system for creating a database for virtual experiments according to some embodiments of present invention;
Figure 2 discloses a flowchart illustrating example method steps for creating a database for virtual experiments according to some embodiments of present invention;
Figures 3a-3d are examples illustrating experiments according to some embodiments of present invention;
Figure 4 discloses a schematic block diagram illustrating an example apparatus according to some embodiments of present invention; and
Figure 5 discloses an example computing environment according to some embodiments of present invention.
DETAILED DESCRIPTION

Aspects of the present disclosure will be described more fully hereinafter with reference to the accompanying drawings. The apparatus and methods disclosed herein can, however, be realized in many different forms and should not be construed as being limited to the aspects set forth herein. Like numbers in the drawings refer to like elements throughout.
The terminology used herein is for the purpose of describing particular aspects of the disclosure only and is not intended to limit the invention. It should be emphasized that the term “comprises/comprising” when used in this specification is taken to specify the presence of stated features, integers, steps, or components, but does not preclude the presence or addition of one or more other features, integers, steps, components, or groups thereof. As used herein, the singular forms "a", "an" and "the" are intended to include the plural forms as well, unless the context clearly indicates otherwise.
Embodiments of the present disclosure will be described and exemplified more fully hereinafter with reference to the accompanying drawings. The solutions disclosed herein can, however, be realized in many different forms and should not be construed as being limited to the embodiments set forth herein.
It will be appreciated that when the present disclosure is described in terms of a method, it may also be embodied in one or more processors and one or more memories coupled to the one or more processors, wherein the one or more memories store one or more programs that perform the steps, services and functions disclosed herein when executed by the one or more processors.
FIG. 1 discloses a system 100 for creating a database of virtual experiments for a classroom session environment. Some of the examples of the classroom session environment may include a classroom, an online session, and so on. The system 00 comprises a database 104, a network 106, and a server 108. The database 104 may be configured to store virtual experiments. Examples of the virtual experiments may include, but not limited to, an experiment related to a circuit diagram 102a, an experiment related to switches 102b, and an experiment related to an algebraic equation 102n. Fig. 1 illustrates three experiments 102a-102n, however, multiple experiments can be stored in the database 104. Each virtual experiment of the one or more virtual experiment is a mimic of a real experiment in the real world. The network 106 may be a radio access network comprising a plurality of base stations or evolved node base stations (not shown) or the internet using one or more suitable communication protocols for transmitting the data packets to the server 108 and the database 104. It should be noted that the system 100 is not limited to above-mentioned components, other components can also be present in the system 100 other than the component shown in the FIG. 1.
In some examples, the network 106 may comprise one or more core network nodes. Each core node may be a networking device that is stationary or mobile and may also be referred to as a repeater, a modem, a router, a remote station, etc.
This invention provides a solution to above-mentioned problem by using a novel method of performing experiments. This novel method is known as Exploriments. The word “Exploriments” is a combination of two words “Explore” and “Experiments”. The Exploriments provide learner an opportunity to understand, reflect and act on concepts employing the pedagogical underpinnings of experiential learning. Thus, the Exploriments hold a strong adherence with Kolb’s Experiential Learning Cycle. The intriguing world of Exploriments contains interactive simulations well mapped with concepts of Physics, Chemistry and Math. This educational product philosophy stands on four fundamental pillars:
(a) Encouraging critical thinking and scientific temper- Aspects of P21 framework– The Exploriments within a bounded yet flexible environment encourage the learners to get visually and kinaesthetically engaged and trigger other cognitive centres to construct an understanding of the concept. They are designed for fearless learners who don’t hesitate making mistakes during the learning engagement. In addition, the concept bound Exploriments learning environment, embedded with instructions and teachers’ support act as facilitators of active learning.
(b) STEM applications – The Exploriments virtually mimic the in-situ lab and contextual experiences and offer a learning environment that is dialectical. This form of human-computer interaction allows embodiment of knowledge and helps leaners to jump the threshold to construct knowledge of concepts which are otherwise intangible and complex to visualise, connect and interpret. This form of constructivist approach assists fostering both ordinary and outrageous ideas to get expressed and give rise to STEM innovations.
(c) Access and Inclusivity – The Exploriments are highly ductile when it comes to addressing unique learning needs. Concept presentation that might be obtuse and abstract to certain learners can be scaffolded by the simulations to distribute the cognitive load. The product philosophy beholds at its core the needs of access to quality content by learners with disadvantaged backgrounds, so that no learner is left behind from relishing the joy of journey. Algorithms that support tens and hundreds of combinations for presenting variable case scenarios for practice, strong conceptual adherence, program logic that imitates real life hands-on-learning situations, plethora of interesting visuals and graphics, instant feedbacks, supportive textual instructions, take-away worksheets, user-friendly UI/ UX and responsive web design for accessibility across devices are few to mention.
(d) Cost effectiveness, sustainability and safety – The Exploriments are thrifty means of frugally performing cost-intensive experiments and activities which might otherwise require acquiring expensive equipment, instruments, apparatuses, and chemicals. Exploriments provide each learner the freedom to perform and practise a conceptual simulation as many times as wished. The cost of teaching and learning through Exploriments is therefore far less and they can also prove as measures that support numerous factors that qualify for the bigger picture of sustainable learning spaces and sustainable development. Simulations in Exploriments can be a safe way to conduct activities which are either less performed or cannot be performed due to safety and geographical accessibility concerns.
According to some embodiments of the present disclosure, a processing node 110 implements a method for creating a database for virtual experiments in the classroom session environment.
According to some embodiments of the present disclosure, the processing node 110 generates one or more virtual experiments related to an academic curriculum. Each virtual experiment of the one or more virtual experiment is a mimic of a real experiment in the real world. For example, if an experiment is related to Physics or more specifically experiments related to speed and velocity, the processing node 110 constructs a model as a virtual experiment that indicates a parameter related to speed and velocity under subject Physics. Further, the processing node 110 maps the experiment with a keyword “finding velocity from distance graph”.
Further, the processing node 110 stores the generated virtual experiment in the database 104 associated with the processing node 110. In an embodiment, the virtual experiments are stored in the server 108.

In an embodiment, the processing node 110 generates, as a table, a list of experiments related to the one or more virtual experiments. For example, the processing node 110 may list out each experiment which is stored in the database 104. The list of experiments and their keywords are stored in a table 1 as illustrated below.

Subject Name of Topic Name of exploriments Identifiers / Keywords
Physics
Electricity: Introduction to
Basic Electric Circuits with
Switches Electric Switches – How does a Switch Work? Switch, electricity, circuit, working …
Electric Switches in Series – An Introduction Switch, series combination …
.
.
.
Electric Switches – The Merry Go Round Club Electric, Switch, Merry go …
Electricity: Exploring
Simple Electric Circuits
with Switches Exploring Simple Electric Circuit I – Bulb and Fan Eelectricity, circuit, bulb, fan …
Exploring Simple Electric Circuits II – Seesaw, Bulb and Robot Seasaw, bobl, robot, simple circuit …
.
.
.
Exploring Simple Electric Circuits X Circuit X, electric …
… … …
Chemistry Photo Electric Effect Photo Electric Effect Photo electric effect, light, conversion …
Photo Electric Effect - Graph of Current versus Frequency Current Vs. frequency graph, photo electric effect …
…
Photo Electric Effect - Quiz Light electricity, quiz …
Atoms Internal Structure of an Atom Atomic structure, atoms, internal structure …
Rutherford Gold Foil Experiment Rutherford, gold foil, Rutherford effect …
…
Atoms and Elements - Quiz Atoms, elements, quiz, molecule …
… … …
Maths Algebraic Equations Introduction to Equations – Self Study Activity Equations, algebra, self-study …
Construct Equations – Practical Test Equation, construction of equation …
…
Test on the Four Basic Rules of Equations Basic rules of equations …
Graphs Determine Co-ordinates of Point in Quadrant I - 1 Co-ordinates, quadrants, points …
Determine Co-ordinates of Point in Quadrant I - 2 Co-ordinates, quadrants, points …
…
Plot Yearly Average Production of Crude Oil (Bar Graphs) Crude oil, graph, plot …
Table. 1

Further, the processing node 110 maps each experiment of list of experiments with the generated virtual experiment. For example, the name of experiments are mapped with the corresponding model of virtual experiment.
Further, the processing node 110 extracts at least one keyword associated with the one or more virtual experiment and name it as identifiers. The at least one keyword is related to one or more parameters of the virtual experiments. For example, as illustrated in Table 1, each experiment in the list of experiment has one or more identifiers with indicate that experiment. The one or more identifiers comprise synonyms or related words of parameters used in the experiments. For example, if the user wants to access an experiment related to control a current supply in a circuitry. The user may send an input as “controlling current”. In such case, the processor compares the phrase “controlling current” with different synonyms and related words and find the related experiments from the Table 1.
Further, the processing node 110 populates the table with description related to a corresponding experiment along with the one or more identifiers. For example, the Table 1 is filled with all the details of virtual experiment along with the identifiers. Furthermore, the processing node 110 identifies at least one experiment from the one or more experiments based on the mapping of the requirement of the user 102 with the one or more identifiers when the processing node 110 receives an input from a user to present a specific experiment. For example, when the requirement of the user 102 indicates an experiment from a topic speed and velocity of Physics subject, then the processing node 104 detects the corresponding experiment from the list of experiments which deals with the speed and velocity of the Physics subject.

Further, the one or more virtual experiments are generated by creating virtual machines similar to physical machines. For example, the model of the virtual experiments is created such that it mimics the actual working of the real experiment.
In an embodiment, the table comprises one or more of a serial number, name of topic, name of experiments, and identifiers of the experiments. For example, there are several sections in the Table 1. Each section corresponds to a field like serial number, name of topic and identifiers, and so on.
In an embodiment, the table is stored on a server in a network. For example, the Table 1 may be directly stored in the server 108 in the network 106.
In an embodiment, each of the one or more virtual experiments is created based on a subject of a syllabus with which the corresponding experiment is associated.
In an embodiment, the subject comprises a plurality of different topics and each of the plurality of topics comprises a plurality of experiments.
FIG. 2 is a flowchart illustrating example method steps for interactively displaying experiments. As shown in FIG. 2, at 202 the method starts. At step 204, one or more virtual experiments related to an academic curriculum may be generated. Each virtual experiment of the one or more virtual experiment is a mimic of a real experiment in the real world.
At step 206, the one or more virtual experiments may be stored in the database associated with the device. In another embodiment, the one or more virtual experiments are directly stored in the server in the network. At step 208, a list of experiments related to the one or more virtual experiments may be generated as a table. The table comprises one or more of a heading and a body.

At step 210, each experiment of the list of experiment may be mapped with the generated virtual experiment. The mapping is done to make association between the list of experiment and the generated virtual experiment. At step 212, at least one keyword associated with the one or more virtual experiments may be extracted as one or more identifiers. The at least one keyword is related to one or more parameters of the virtual experiments.
At step 214, the table may be populated with description related to a corresponding experiment along with the one or more identifiers. For example, able 1 may be populated with all the details of the virtual experiment.
Figs. 3a-3d are examples illustrating experiments. As illustrated in Fig. 3a, the experiment is related to a determination of density of unknown solid using Archimedes Principle and to identify the solid from the Density chart. Thus, if the device receives the input related to “Archimedes Principle”, it presents the user interface as illustrated in Fig. 3a to the user.
Fig. 3b discloses the experiment related to creation of our own molecules. Thus, if the device receives the input related to “creating molecules” or any related synonyms, it presents the user interface as illustrated in Fig. 3b to the user.
Fig. 3c discloses the experiment related to voltage and current in a circuitry. Thus, if the device receives the input related to “voltage and current” or any related synonyms, it presents the user interface as illustrated in Fig. 3c to the user.
Fig. 3d discloses the experiment related to relation between voltage and current. Thus, if the device receives the input related to “relation between voltage and current” or any related synonyms, it presents the user interface as illustrated in Fig. 3d to the user.
FIG. 4 is an example schematic diagram showing an apparatus 110. The apparatus 110 may e.g. be comprised in a processing node. The apparatus 110 is capable of creating a database for virtual experiments and may be configured to cause performance of the method 200 for creating a database for virtual experiments.
According to at least some embodiments of the present invention, the apparatus 110 in FIG. 4 comprises one or more modules. These modules may e.g. be an acquisition unit 402, a memory 404, a controlling circuitry 406, a processor 408, and a transceiver 410. The controlling circuitry 406, may in some embodiments be adapted to control the above-mentioned modules.
The acquisition unit 402, the memory 404, the processor 408, and the transceiver 410 as well as the controlling circuitry 406, may be operatively connected to each other.
Optionally, the transceiver 410 may be adapted to obtain an input from the user and transmit the data related to the experiments to the display associated with the apparatus 110.
As described above, the various ways of creating a database for virtual experiments, a few of which have been mentioned above in connection to the explanation of FIG. 2.
The controlling circuitry 406 may be adapted to control the steps as executed by the processing node 110. For example, the controlling circuitry 406 may be adapted to generate, as a table, a list of experiments related to the one or more virtual experiments, wherein the table comprises one or more of a heading and a body (as described above in conjunction with the method 200 and FIG. 2).
Further, the processor 408 is adapted to perform the method 200 and FIG. 2 in conjunction with the controlling circuitry 406.
The acquisition unit 402 is adapted to obtain the input from the user. The acquisition is further adapted to receive a response from the user related to the displayed experiment.
Furthermore, the memory 404 is adapted to store the list of experiments as table 1.
FIG. 5 illustrates an example computing environment 500 implementing a method and the processing node as described in FIG. 2. As depicted in FIG. 5, the computing environment 500 comprises at least one processing unit 502 that is equipped with a control unit 504 and an Arithmetic Logic Unit (ALU) 506, a plurality of networking devices 508 and a plurality Input output, I/O devices 510, a memory 512, and a storage 514. The processing unit 502 may be responsible for implementing the method described in FIG. 2. For example, the processing unit 502 may in some embodiments be equivalent to the processor of the network node and the UE described above in conjunction with the FIG. 2. The processing unit 502 is capable of executing software instructions stored in memory 512. The processing unit 502 receives commands from the control unit 504 in order to perform its processing. Further, any logical and arithmetic operations involved in the execution of the instructions are computed with the help of the ALU 506.
The computer program is loadable into the processing unit 502, which may, for example, be comprised in an electronic apparatus (such as a UE or a network node). When loaded into the processing unit 502, the computer program may be stored in the memory 512 associated with or comprised in the processing unit 502. According to some embodiments, the computer program may, when loaded into and run by the processing unit 502, cause execution of method steps according to, for example, any of the methods illustrated in FIG. 2 or otherwise described herein.
The overall computing environment 500 may be composed of multiple homogeneous and/or heterogeneous cores, multiple CPUs of different kinds, special media and other accelerators. Further, the plurality of processing unit 502 may be located on a single chip or over multiple chips.
The algorithm comprising of instructions and codes required for the implementation are stored in either the memory 512 or the storage 514 or both. At the time of execution, the instructions may be fetched from the corresponding memory 512 and/or storage 514, and executed by the processing unit 502.
In case of any hardware implementations various networking devices 508 or external I/O devices 510 may be connected to the computing environment to support the implementation through the networking devices 508 and the I/O devices 510.
The embodiments disclosed herein can be implemented through at least one software program running on at least one hardware device and performing network management functions to control the elements. The elements shown in FIG. 5 include blocks which can be at least one of a hardware device, or a combination of hardware device and software module.
The foregoing description of the specific embodiments will so fully reveal the general nature of the embodiments herein that others can, by applying current knowledge, readily modify and/or adapt for various applications such specific embodiments without departing from the generic concept, and, therefore, such adaptations and modifications should and are intended to be comprehended within the meaning and range of equivalents of the disclosed embodiments. It is to be understood that the phraseology or terminology employed herein is for the purpose of description and not of limitation. Therefore, while the embodiments herein have been described in terms of preferred embodiments, those skilled in the art will recognize that the embodiments herein can be practiced with modification within the scope of the disclosure. , Claims:CLAIMS

1. A method for creating a database for virtual experiments, the method being performed by a device, the method comprising:
generating one or more virtual experiments related to an academic curriculum, wherein each virtual experiment of the one or more virtual experiment is a mimic of a real experiment in the real world;
storing the one or more virtual experiments in the database associated with the device;
generating, as a table, a list of experiments related to the one or more virtual experiments, wherein the table comprises one or more of a heading and a body;
mapping each experiment of the list of experiment with the generated virtual experiment;
extracting, as one or more identifiers, at least one keyword associated with the one or more virtual experiments, wherein the at least one keyword is related to one or more parameters of the virtual experiments; and
populating the table with description related to a corresponding experiment along with the one or more identifiers.

2. The method according to claim 1, wherein the one or more identifiers comprise synonyms of parameters used in the corresponding virtual experiment.

3. The method according to claim 1, wherein the one or more virtual experiments are generated by creating virtual machines similar to physical machines.
4. The method according to claim 1, wherein the table comprises one or more of a serial number, name of topic, name of experiments, and identifiers of the experiments.

5. The method according to claim 1, wherein each of the one or more virtual experiments is created based on a subject of a syllabus with which the corresponding experiment is associated.

6. The method according to claim 5,
wherein the subject comprises a plurality of different topics, and
wherein each of the plurality of topics comprises a plurality of experiments.

7. A system for creating a database for virtual experiments, the system comprising:
a processor; and
a computer-readable medium communicatively coupled to the processor, wherein the computer-readable medium stores processor-executable instructions, which when executed by the processor, cause the processor to:
generate one or more virtual experiments related to an academic curriculum, wherein each virtual experiment of the one or more virtual experiment is a mimic of a real experiment in the real world;
store the one or more virtual experiments in the database associated with the device;
generate, as a table, a list of experiments related to the one or more virtual experiments, wherein the table comprises one or more of a heading and a body;
map each experiment of the list of experiment with the generated virtual experiment;
extract, as one or more identifiers, at least one keyword associated with the one or more virtual experiments, wherein the at least one keyword is related to one or more parameters of the virtual experiments; and
populate the table with description related to a corresponding experiment along with the one or more identifiers.

8. The system according to claim 7, wherein the one or more identifiers comprise synonyms of parameters used in the corresponding virtual experiment.

9. The system according to claim 7, wherein the one or more virtual experiments are generated by creating virtual machines similar to physical machines.

10. The system according to claim 9, wherein the table comprises one or more of a serial number, name of topic, name of experiments, and description of the experiments.

11. The system according to claim 7, wherein each of the one or more virtual experiments is created based on a subject of a syllabus with which the corresponding experiment is associated.

12. The system according to claim 8,
wherein the subject comprises a plurality of different topics, and
wherein each of the plurality of topics comprises a plurality of experiments.