Electromagnetic induction builds on the concept of magnets and magnetic fields in grade 10. Most of the work covered here is quite clear and straight forward.
This Presentation gives a basic idea about Electromagnetic induction,Faraday's Law ,Lenz's law and the application of Electromagnetic Induction. I included some real life examples of electromagnetic induction also. I hope everyone will like it
Electromagnetic induction builds on the concept of magnets and magnetic fields in grade 10. Most of the work covered here is quite clear and straight forward.
This Presentation gives a basic idea about Electromagnetic induction,Faraday's Law ,Lenz's law and the application of Electromagnetic Induction. I included some real life examples of electromagnetic induction also. I hope everyone will like it
Topics of the Presentation
1.Semiconductor
2.Intrinsic and Extrinsic semiconductor
3.Difference between Intrinsic and Extrinsic semiconductor
4.Superconductor
5.Application of Superconductor
Topics of the Presentation
1.Semiconductor
2.Intrinsic and Extrinsic semiconductor
3.Difference between Intrinsic and Extrinsic semiconductor
4.Superconductor
5.Application of Superconductor
Since classical physics, it has been known that some materials, such as amber, attract lightweight particles after rubbing. The Greek word for amber, ήλεκτρον, or electron, was the source of the word 'electricity'. Electrostatic phenomena arise from the forces that electric charges exert on each other. Such forces are described by Coulomb's law. Even though electrostatically induced forces seem to be rather weak, some electrostatic forces such as the one between an electron and a proton, that together make up a hydrogen atom, is about 36 orders of magnitude stronger than the gravitational force acting between them.
There are many examples of electrostatic phenomena, from those as simple as the attraction of the plastic wrap to one's hand after it is removed from a package to the apparently spontaneous explosion of grain silos, the damage of electronic components during manufacturing, and photocopier & laser printer operation. Electrostatics involves the buildup of charge on the surface of objects due to contact with other surfaces. Although charge exchange happens whenever any two surfaces contact and separate, the effects of charge exchange are usually only noticed when at least one of the surfaces has a high resistance to electrical flow. This is because the charges that transfer are trapped there for a time long enough for their effects to be observed. These charges then remain on the object until they either bleed off to ground or are quickly neutralized by a discharge: e.g., the familiar phenomenon of a static "shock" is caused by the neutralization of charge built up in the body from contact with insulated surfaces.
The following presentation explain about electric charge ,its properties and methods of charging a body .the presentation also explain electrostatic force
Describes electrostatic principles and concepts.
**More good stuff available at:
www.wsautter.com
and
http://www.youtube.com/results?search_query=wnsautter&aq=f
Circle Geometry is rich with new vocabulary (words, etcetera), especially at standard 9 (Grade 11).
Vocab is very very important in geometry. Learners' need to understand the terms/ words and the educators' must enforce the use of these terms.
Euclidean Geometry is another critical branch of mathematics. It weighs a lot of marks in high school math, and teachers need to teach the concept with care and inclusivity.
Euclidean geometry is very important in Math, and it weighs a lot of marks in High school Math. This branch of mathematics develops critical thinking and reasoning skills to a learner.
A Strategic Approach: GenAI in EducationPeter 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.
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
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
1. Electromagnetism
Electromagnetism is one of the fundamental forces
in nature, and the the dominant force in a vast range
of natural and technological phenomena
The electromagnetic force is solely responsible for the
structure of matter, organic, or inorganic
Physics, chemistry, biology, materials science
The operation of most technological devices is based on
electromagnetic forces. From lights, motors, and batteries,
to communication and broadcasting systems, as well as
microelectronic devices.
Engineering
2. Electromagnetism
Electricity
Electromagnetism Magnetism
Optics
In this course we are going to discuss the
fundamental concepts of electromagnetism:
charge force field potential current
electric
circuit
magnetic
field
induction alternating
currents
waves
reflection refraction image interference diffraction
Once you master these basic concepts, you will be ready to move forward,
into more advanced subjects in your specific field of interest
3. System of Units
We will use the SI system – SI ≡ International System of Units
Fundamental Quantities
Length meter [m]
Mass kilogram [kg]
Time second [s]
Other Units
Current ampere [A]
Derived Quantities
Force newton 1 N = 1 kg m / s2
Energy joule 1 J = 1 N m
Charge coulomb 1 C = 1 A s
Electric Potential volt 1 V = 1 J / C
Resistance ohm 1 Ω = 1 V / A
6. Electric Charge
The Transfer of Charge
SILK
Glass Rod
-+
As the glass rod is rubbed against silk,
electrons are pulled off the glass onto the silk.
7. Electric Charge
The Transfer of Charge
SILK
Glass Rod
-
-+
+
Usually matter is charge neutral, because the number of
electrons and protons are equal. But here the silk has an
excess of electrons and the rod a deficit.
8. Electric Charge
The Transfer of Charge
SILK
Glass Rod
-
+
+
+
+
+
Glass and silk are insulators:
charges stuck on them stay put.
---
-
10. Electric Charge
History
600 BC Greeks first discover attractive
properties of amber when rubbed.
1600 AD Electric bodies repel as well as attract
1735 AD du Fay: Two distinct types of electricity
1750 AD Franklin: Positive and Negative Charge
1770 AD Coulomb: “Inverse Square Law”
1890 AD J.J. Thompson: Quantization of
electric charge - “Electron”
11. Electric Charge
Summary of things we know:
– There is a property of matter called electric charge.
(In the SI system its units are Coulombs.)
– Charges can be negative (like electrons) or
positive (like protons).
– In matter, the positive charges are stuck in place in
the nuclei. Matter is negatively charged when
extra electrons are added, and positively charged
when electrons are removed.
– Like charges repel, unlike charges attract.
– Charges travel in conductors, not in insulators
– Force of attraction or repulsion ~ 1 / r2
12. Charge is Quantized
q = multiple of an elementary charge e:
e = 1.6 x 10-19
Coulombs
Charge Mass Diameter
electron - e 1 0
proton +e 1836 ~10-15
m
neutron 0 1839 ~10-15
m
positron +e 1 0
(Protons and neutrons are made up of quarks, whose charge is
quantized in multiples of e/3. Quarks can’t be isolated.)
13. Coulomb’s Law
q1 q2
r12r12
F12
Force on 2 due to 1F12 =
kq1q2
r12
2
ˆr12
k = (4πε0)-1
= 9.0 x 109
Nm2
/C2
ε0 = permitivity of free space
= 8.86 x 10-12
C2
/Nm2
Coulomb’s law describes the interaction between bodies due to their charges
14. Gravitational and Electric Forces
in the Hydrogen Atom
+e
-e
M
m
r12
m = 9.1 10-31
kg
M = 1.7 10-27
kg
r12 = 5.3 10-11
m
Gravitational force Electric Force
15. Gravitational and Electric Forces
in the Hydrogen Atom
+e
-e
M
m
r12
m = 9.1 10-31
kg
M = 1.7 10-27
kg
r12 = 5.3 10-11
m
Gravitational force Electric Force
Fg = 3.6 10-47
N
F G
Mm
r
rg =
12
2
16. Gravitational and Electric Forces
in the Hydrogen Atom
+e
-e
M
m
r12
m = 9.1 10-31
kg
M = 1.7 10-27
kg
r12 = 5.3 10-11
m
Gravitational force Electric Force
Fg = 3.6 10-47
N
F G
Mm
r
rg =
12
2
F
Qq
r
re =
1
4 0 12
2πε
Fe = 3.6 10-8
N
17. Superposition of forces from two charges
Blue charges fixed , negative, equal charge (-q)
What is force on positive red charge +q ?
x
y
18. Superposition of forces from two charges
Blue charges fixed , negative, equal charge (-q)
What is force on positive red charge +q ?
x
y
Consider effect of each charge separately:
19. Superposition of forces from two charges
Blue charges fixed , negative, equal charge (-q)
What is force on positive red charge +q ?
x
y
Take each charge in turn:
20. Superposition of forces from two charges
Blue charges fixed , negative, equal charge (-q)
What is force on positive red charge +q ?
x
y
Create vector sum:
21. Superposition of forces from two charges
Blue charges fixed , negative, equal charge (-q)
What is force on positive red charge +q ?
x
y
Find resultant:
NET
FORCE
23. Example: electricity balancing gravity
q q
m m
Two identical balls, with mass m
and charge q, hang from similar
strings of length l.
After equilibrium is reached,
find the charge q as a function of
θ and l
θ
l
25. • Draw vector force
diagram while
identifying the forces.
• Apply Newton’s 3rd
Law, for a system in
equilibrium, to the
components of the
forces.
• Solve!
T T
FE FE
FG=mg FG=mg
Example: electricity balancing gravity