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Janarthanan Palanisamy

Education

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230v ac
supply

Step down
transformer

Home
appliances.

Full wave
rectifier

Storage
battery

Step up
transformer

Dc to Ac
converter

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Mecatronica diaz

cecyte

L7 capacitor

Satyakam

More about electricity an electronics

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Kelvin bridge and kelvin double bridge

karoline Enoch

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ssuserba742a1

Physics w12 l24-combination of capacitors

ssuserba742a1

The Kelvin Bridge

Sigmig

Electricity transmission web

callr

Galvanometer,wheatstone bridge,ohm law,

umarjamil10000

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POWER ELECTRONICS

ebbin daniel

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Karthik Vivek

120

khodayar javani

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Talia Carbis

series and parallel connection of capacitor

2461998

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Corinne Gangloff

The bridge uses for measuring the value of unknown resistance, inductance and capacitance, is known as the AC Bridge. The AC bridges are very convenient and give the accurate result of the measurement.The construction of the bridges is very simple. The bridge has four arms, one AC supply source and the balance detector. It works on the principle that the balance ratio of the impedances will give the balance condition to the circuit which is determined by the null detector.

Ac bridge and its application

karoline Enoch

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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