This document discusses circuits, current, potential difference, and problem solving. It begins by defining an electric circuit and its key components. It then explains that in a series circuit, the current at every point is the same and the sum of the potential differences equals the total potential difference across the whole circuit. In a parallel circuit, the current from the source equals the sum of currents in the branches, and the potential differences across branches are the same. Several example problems are given to calculate current, potential difference, resistance, and other circuit properties for series and parallel circuits.
Best Electronics Measurement Equipments Manufacturers In Pune, IndiaIndian Market Place
Motto of Zeal Manufacturing Co. is to strive towards excellence in Quality, which is achieved through development and implementation of Quality Management System maintained in line with ISO 9001: 2008, with focus on meeting customer requirements and expectations, enhancing customer satisfaction. QMS is defined and implemented in order to have proper system, transparency and clarity in working, so as to achieve consistency in Quality and Continuous improvement.
alternators its types and its functions….What you've just experienced is an example of an alternator breathing its last breath.
Your first thought might have been the battery is dying. In a sense, you would be right because the battery and the alternator are related, but the battery tends to get all the press.
This presentation aims to explain the mechanics of alternators, how you can diagnose problems and what you can do if you have a bad alternator.
You will come to now to some background information about alternators and the war of the currents.
MOST IMPORTANT QUESTIONS FOR CURRENT ELECTRICITY CBSE XII BY ATCDeepankur Rastogi
PLS LIKE MY FIRST PHYSICS BOOK FRIENDS... #RAMBAANPHYSICS
FREE COPY OF THE BOOK WILL BE GIVEN TO 5 LIKERS BY A LUCKY DRAW...
https://www.facebook.com/pages/RAM-BAAN-physics/139058272954475?fref=ts —
Detection of Radioactivity
Characteristics of the Three Types of Emission
Nuclear Reactions
Half-Life
Uses of Radioactive Isotopes Including Safety Precautions
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2. Current and Potential Difference in
Circuits
Draw circuit diagrams with power sources (cell, battery or a.c. mains),
switches (closed and open), resistors (fixed and variable), light-dependent
resistors, thermistors, lamps, ammeters, voltmeters, magnetising coils,
bells, fuses, relays, diodes and light-emitting diodes.
3. Electric Ciruit
An electric circuit is a complete or closed path through which
charge can flow from one terminal of an electrical source to
the other.
It consists of four main parts or components:
One that drives the electric charge round the circuit, e.g. a
battery;
One on which the moving charge can do a useful job, e.g. a
lamp;
Conductors to join them together, e.g. copper wire;
Switches to break or complete the circuit.
4. Symbols in Drawing Circuit
a.c. supplycell battery d.c. supply
open switch
lamp
resistor variable resistor
light dependent
resistor (LDR)
thermistor
closed switch
ammeter
6. Current and Potential Difference in
Circuits
State that the current at every point in a series circuit is the
same, and use this in calculations.
7. Current in a Series Circuit
In figure below, ammeters A1, A2 and A3 measure the current
at various points in the circuit.
All the ammeters record the same reading. This conclude
that: The current at every point in a series circuit is the same.
8. Current and Potential Difference in
Circuits
State that the sum of the potential differences in a series circuit
is equal to the potential difference across the whole circuit and
use this in calculations.
9. Potential Difference in a Series
Circuit
In figure below, voltmeters V1 and V2 measure the potential
differences across R1 and R2 respectively. Voltmeter V
measures the potential difference across the whole circuit.
The sum of the potential differences in a series circuit is
equal to the potential difference across the whole circuit, i.e.
V = V1 + V2.
10. Figure below shows a simple circuit consisting of a battery
connected by copper wires to two resistors having resistor R1
and R2.
For any individual resistor in the circuit, the current, potential
difference and resistance are related by the equation V = IR
Thus, V1 = IR1 and V2 = IR2.
11. In a series circuit, the component with largest resistance has
the highest potential difference across it.
If the internal resistance of cell is neglected, the e.m.f. E of
the cell equals to the potential difference across the whole
circuit V.
In series circuit, the current will cease to flow if there is a
break anywhere in the circuit.
14. 3. Two resistors valued 30 Ω and 15 Ω are connected in
series.
a. Calculate its effective resistance.
b. Calculate the current which a 4.5 V battery supplies to each
combination.
c. Calculate the potential difference across each separate resistor
when the 4.5 V battery is connected across each combination.
Problem Solving
15. 4. In a circuit four resistors valued 8 Ω, 20 Ω, 24 Ω and 30 Ω
are connected in series to a 60 V cell. Find
a. The combined resistance,
b. The current ,
c. The potential difference across the 20 Ω resistor.
Problem Solving
16. 5. Three resistors are connected in series to a 24 V battery,
and an ammeter in the circuit reads 0.5 A. The first resistor
is rated at 22 Ω, and the second at 8 Ω. Find
a. The total resistance,
b. The resistance of the third resistor,
c. The potential difference across the third resistor.
Problem Solving
17. Current and Potential Difference in
Circuits
State that the current from the source is the sum of the currents
in the separate branches of a parallel circuit.
18. Current in a Parallel Circuit
Figure below shows how the current from dry cell is shared in
the separate branches of a parallel circuit.
The current from the source I the sum of the currents in the
separate branches of a parallel circuit, i.e. I = I1 +I2.
19. Potential Difference in a Parallel
Circuit
Figure below shows a voltmeter V1 and V2 measure the
potential differences across resistor R1 and R2 respectively.
All the voltmeters record the same reading. We can conclude
that: the potential differences across the separate
branches of a parallel circuit are the same.
20. In parallel circuit, the component with the smallest resistance
has the highest current flowing through it.
The current flowing out from the cell, I, is the same as the
current flowing back to the cell, I3.
Any breakdown in one of the parallel branches does not
affect the current flow in the other branches of the circuit.
23. Problem Solving
3. A 12 Ω and 4 Ω resistor is connected in parallel to a 12 V
battery.
a. Calculate the effective resistance.
b. Calculate the current flowing through the 12 Ω resistor, the 4 Ω
and the battery.
4. Four resistors with resistance 8 Ω, 20 Ω, 24 Ω and 30 Ω
are connected in parallel to a 60 V dry cell. Find
a. The combined resistance,
b. The current in the battery,
c. The current in the 8 Ω resistor.
24. Series and Parallel Circuits
Do calculations on the whole circuit, recalling and using
formulae including R = V/ I and those for potential differences
in series, resistors in series and resistors in parallel.
27. Problem Solving
3. This question refers to the circuit below in which the
current is 100 mA:
a. What is 100 mA in amps?
b. What is the current in each resistor?
c. What is the voltage across each resistor?
d. What is the total resistance?
e. What is the battery voltage?
28. Problem Solving
4. Refer the circuit below
a. What is the single resistor equivalent?
b. What is the total current?
c. What is the voltage across the 6 ohm resistor?
d. What is the current in each resistor?
29. Problem Solving
5. The battery in a circuit has an e.m.f. of 6.0 V and negligible
resistance. If two resistors R1 and R2 with resistance 12 Ω
and 6 Ω are connected in parallel while resistance R3 with
resistance 8 Ω is connected in series with them.
a. Calculate the combined resistance of the resistors connected in
parallel.
b. Calculate the current in the R3.
6. Three resistors are connected in parallel to a 24 V battery,
and the battery current is 3.0 A. The first resistor is rated
20 Ω and the second at 40 Ω. Find
a. The total resistance,
b. The resistance of the third resistor,
c. The current in the third resistor.
30. 1. The diagram shows the components of a lighter for a gas
cooker.
32. 2. The diagram shows a torch containing two cells, a switch
and a lamp.
33. 1. What is the circuit diagram for the torch?
A
34. 3. A student tests the circuit of a press-button telephone with
a lamp and a battery.
35. 1. Which single switch can be pressed to make the lamp
light?
A. 0
B. 1
C. 5
D. 6
36. 4. Which diagram shows a circuit that will allow the lamps to
be switched on and off independently?
D
37. 5. The diagram shows a cell connected in series with an
ammeter and three resistors (10 Ω, 20 Ω, 30 Ω). The circuit
can be completed by a moveable contact M.
38. 1. When M is connected to X, the ammeter reads 0.6 A.
2. What is the ammeter reading when M is connected to Y?
A. 0.1 A
B. 0.2 A
C. 0.3 A
D. 0.6 A
40. 1. The ammeter has negligible resistance.
2. What is the resistance of the resistor R?
A. 0.5 Ω
B. 1.5 Ω
C. 5 Ω
D. 6 Ω
41. 7. In the circuit shown, ammeter X reads 0.5 A.
42. 1. What does ammeter Y read?
A. 0
B. 0.5 A
C. 3.5 A
D. 4.0 A
43. 8. Four lamps are connected in a circuit as shown in the
diagram.
9. Each lamp is designed to operate at 12 V.
44. 1. The circuit is now switched on.
2. Which statement is correct?
A. Each lamp can be switched off independently.
B. If one lamp breaks all the others will stay alight.
C. The current is the same in all the lamps.
D. The lamps will all light at normal brightness.
45. 9. The potential divider shown is connected across a
constant 12 V supply.
46. 1. When R has a value of 20 Ω, the voltmeter readings are
equal.
2. How do these readings change when the value of R is
reduced to 10 Ω?
C
48. 1. The currents measured with the ammeters are shown.
2. Which equation is correct?
A. I1 = I2 + I3 + I4
B. I1 = I2 = I3 = I4
C. I2 + I3 = I4 + I1
D. I4 = I3 + I2 + I1
49. 11. Two resistors of 6 Ω and 12 Ω are arranged in parallel. A
potential difference is connected across the terminals X
and Y. The current in the 6 Ω resistor is 4 A.
50. 1. What is the current in the ammeter?
A. 4 A
B. 6 A
C. 8 A
D. 12 A
51. 12. In the circuit shown, the switches S1 and S2 may be open
(off) or closed (on).
52. 1. Which line in the table shows the voltmeter reading for the
switch positions given?
B
53. 13. In the circuit shown, the battery lights up all four lamps.
14. When one of the lamp filaments melts, the other three
lamps stay on.
15. Which lamp filament melts?
B
54. 14. In the circuit below, one of the lamps breaks, causing all
the other lamps to go out.
15. Which lamp breaks?
D
55. 15. The circuit diagram shows a parallel arrangement of
resistors.
16. P, Q, R and S represent the current at the points shown.
56. 1. Which statement is correct?
A. P is greater than Q.
B. Q is equal to R.
C. R is greater than S.
D. S is equal to P.
57. 16. A circuit contains two resistors connected in parallel with a
battery.
58. 1. Which of the following statements about the currents at P,
Q and R is true?
A. The current at P is the greatest.
B. The current at Q is the greatest.
C. The current at R is the greatest.
D. The current is the same at points P, Q and R.
60. 1. What is the reading on the ammeter?
A. 0.33 A
B. 0.50 A
C. 0.67 A
D. 1.0 A
61. 18. At which point in the circuit is the current the smallest?
D
62. 19. The diagram shows a battery connected to three identical
resistors. Four ammeters A, B, C and D are connected in
the circuit.
20. Which ammeter shows the smallest reading?
B