Force and energy part 2
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The document discusses different types of energy. It defines energy as the ability to do work. It describes various forms of energy including heat energy generated from fuels, light energy that helps us see from sources like the sun, mechanical energy from the position and movement of objects, electrical energy generated at power stations, wind energy from windmills, sound energy from instruments and devices, solar energy from the sun, geothermal energy from the earth's heat, renewable energy like solar and wind, and non-renewable energy like fossil fuels that cannot be replenished.
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The document discusses the six types of simple machines: lever, wheel and axle, pulley, inclined plane, screw, and wedge. It provides examples and descriptions of each type. Levers are classified as first, second, or third class depending on the position of the fulcrum, load, and effort. A wheel and axle consists of a wheel attached to a rotating axle. Pulleys can be fixed or movable and help lift loads. An inclined plane lowers the amount of force needed to move an object by raising its surface at an angle. A wedge is formed by two joined inclined planes with one sharp end, and is used to cut. A screw is an inclined plane wrapped around a rod that is
Force and energy part 1
This document discusses different types of forces including gravitational, magnetic, electrostatic, mechanical, buoyant, and frictional forces. It provides examples of each force and explains their effects. Gravitational force attracts objects to Earth. Magnetic force attracts metals like iron. Electrostatic force acts between charged bodies. Mechanical force requires physical contact to push or pull objects. Buoyant force pushes objects up in water. Frictional force opposes the movement of objects and can slow or stop their motion. Friction allows walking and vehicles to move but also generates heat and causes wear over time.
Nutrition in Animals, Part 1, By Vivek Singh
This document provides an overview of nutrition and digestion in animals. It discusses how different organisms obtain food in different ways, either directly from plants or indirectly by eating other animals. It then focuses on digestion in humans, describing the stages of ingestion, digestion, absorption, assimilation and egestion. Key parts of the digestive system are explained, including the mouth, teeth, tongue and the continuous canal from mouth to anus. The four types of teeth and their functions are defined. The document concludes with assignments for students.
Heat, Part-3, For Class VII, By Vivek Singh, ABPS Jagdishpur
This document discusses different modes of heat transfer - conduction, convection, and radiation. It explains that conduction involves direct contact between objects, convection involves the transfer of heat by liquid and gas particles, and provides examples of each. It also differentiates between conductors and insulators, and describes the phenomena of sea breezes and land breezes that occur due to differences in how land and sea heat and cool.
Heat, Part-4, By Vivek Singh, Special Educator Cum Science Teacher, ABPS Jagd...
This document summarizes key points about heat transfer and winds. It discusses how heat is transferred through radiation without a medium, and how dark surfaces absorb more heat than light surfaces. It also explains that we wear dark clothes in winter and light clothes in summer to regulate heat absorption and reflection. There are two types of winds: local winds that blow over short distances due to temperature differences, and global winds that circulate steadily over long ranges due to pressure differences caused by uneven heating of the Earth. Students are assigned to take notes, summarize the chapter, and answer questions comparing conduction to radiation and local to global winds.
Heat, Part-2, Vivek Singh, Special Educator cum Science Teacher ABPS Jagdishpur
This document discusses different types of thermometers used to measure temperature. It describes clinical thermometers which are used to measure body temperature and have a scale from 35-42°C. Digital thermometers display temperature digitally and are preferred over mercury thermometers. Laboratory thermometers have a wider temperature range from -10-110°C and are used to measure the temperature of liquids and environments. The document explains how to properly read and use different thermometers.
Heat, Part-1, NCERT By Vivek Singh, ABPS Jagdishpur
This document discusses heat and temperature. It defines heat as a form of energy that flows spontaneously from hotter to cooler objects. It describes some key characteristics of heat, including that temperature is a measure of hotness and coldness, and heat causes physical changes like expansion and changes in state as well as chemical changes. It also discusses different scales for measuring temperature - Celsius, Fahrenheit, and Kelvin - and how to convert between them.
Plants: Parts and Their Functions Part-1 FOR CLASS IV By Vivek Singh Special...
Plants: Parts and Their Functions Part-1 FOR CLASS IV Vivek Singh Special Educator
Simplified Science For All
Plants: Parts and Their Functions Part-1 FOR CLASS IV
This document discusses the importance and basic parts of plants. It notes that plants are essential for life on Earth as they produce oxygen, help renew the air and are a primary food source. The four basic parts of plants are roots, stems, leaves and flowers. Roots absorb water and minerals for the plant and hold it in the ground. Stems transport water and food throughout the plant and provide support. The document provides diagrams and assignments for students to learn about different root and stem structures.
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Heat, Part-3, For Class VII, By Vivek Singh, ABPS Jagdishpur
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Heat, Part-4, By Vivek Singh, Special Educator Cum Science Teacher, ABPS Jagd...
Heat, Part-4, By Vivek Singh, Special Educator Cum Science Teacher, ABPS Jagd...
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Authoring a personal GPT for your research and practice: How we created the Q...
Thematic analysis in qualitative research is a time-consuming and systematic task, typically done using teams. Team members must ground their activities on common understandings of the major concepts underlying the thematic analysis, and define criteria for its development. However, conceptual misunderstandings, equivocations, and lack of adherence to criteria are challenges to the quality and speed of this process. Given the distributed and uncertain nature of this process, we wondered if the tasks in thematic analysis could be supported by readily available artificial intelligence chatbots. Our early efforts point to potential benefits: not just saving time in the coding process but better adherence to criteria and grounding, by increasing triangulation between humans and artificial intelligence. This tutorial will provide a description and demonstration of the process we followed, as two academic researchers, to develop a custom ChatGPT to assist with qualitative coding in the thematic data analysis process of immersive learning accounts in a survey of the academic literature: QUAL-E Immersive Learning Thematic Analysis Helper. In the hands-on time, participants will try out QUAL-E and develop their ideas for their own qualitative coding ChatGPT. Participants that have the paid ChatGPT Plus subscription can create a draft of their assistants. The organizers will provide course materials and slide deck that participants will be able to utilize to continue development of their custom GPT. The paid subscription to ChatGPT Plus is not required to participate in this workshop, just for trying out personal GPTs during it.
The binding of cosmological structures by massless topological defects
Assuming spherical symmetry and weak field, it is shown that if one solves the Poisson equation or the Einstein field
equations sourced by a topological defect, i.e. a singularity of a very specific form, the result is a localized gravitational
field capable of driving flat rotation (i.e. Keplerian circular orbits at a constant speed for all radii) of test masses on a thin
spherical shell without any underlying mass. Moreover, a large-scale structure which exploits this solution by assembling
concentrically a number of such topological defects can establish a flat stellar or galactic rotation curve, and can also deflect
light in the same manner as an equipotential (isothermal) sphere. Thus, the need for dark matter or modified gravity theory is
mitigated, at least in part.
(June 12, 2024) Webinar: Development of PET theranostics targeting the molecu...
(June 12, 2024) Webinar: Development of PET theranostics targeting the molecu...Scintica Instrumentation
Targeting Hsp90 and its pathogen Orthologs with Tethered Inhibitors as a Diagnostic and Therapeutic Strategy for cancer and infectious diseases with Dr. Timothy Haystead.waterlessdyeingtechnolgyusing carbon dioxide chemicalspdf
The technology uses reclaimed CO₂ as the dyeing medium in a closed loop process. When pressurized, CO₂ becomes supercritical (SC-CO₂). In this state CO₂ has a very high solvent power, allowing the dye to dissolve easily.
The debris of the ‘last major merger’ is dynamically young
The Milky Way’s (MW) inner stellar halo contains an [Fe/H]-rich component with highly eccentric orbits, often referred to as the
‘last major merger.’ Hypotheses for the origin of this component include Gaia-Sausage/Enceladus (GSE), where the progenitor
collided with the MW proto-disc 8–11 Gyr ago, and the Virgo Radial Merger (VRM), where the progenitor collided with the
MW disc within the last 3 Gyr. These two scenarios make different predictions about observable structure in local phase space,
because the morphology of debris depends on how long it has had to phase mix. The recently identified phase-space folds in Gaia
DR3 have positive caustic velocities, making them fundamentally different than the phase-mixed chevrons found in simulations
at late times. Roughly 20 per cent of the stars in the prograde local stellar halo are associated with the observed caustics. Based
on a simple phase-mixing model, the observed number of caustics are consistent with a merger that occurred 1–2 Gyr ago.
We also compare the observed phase-space distribution to FIRE-2 Latte simulations of GSE-like mergers, using a quantitative
measurement of phase mixing (2D causticality). The observed local phase-space distribution best matches the simulated data
1–2 Gyr after collision, and certainly not later than 3 Gyr. This is further evidence that the progenitor of the ‘last major merger’
did not collide with the MW proto-disc at early times, as is thought for the GSE, but instead collided with the MW disc within
the last few Gyr, consistent with the body of work surrounding the VRM.
Micronuclei test.M.sc.zoology.fisheries.
Current Ms word generated power point presentation covers major details about the micronuclei test. It's significance and assays to conduct it. It is used to detect the micronuclei formation inside the cells of nearly every multicellular organism. It's formation takes place during chromosomal sepration at metaphase.
Travis Hills of MN is Making Clean Water Accessible to All Through High Flux ...
By harnessing the power of High Flux Vacuum Membrane Distillation, Travis Hills from MN envisions a future where clean and safe drinking water is accessible to all, regardless of geographical location or economic status.
在线办理(salfor毕业证书)索尔福德大学毕业证毕业完成信一模一样
学校原件一模一样【微信：741003700 】《(salfor毕业证书)索尔福德大学毕业证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
Farming systems analysis: what have we learnt?.pptx
Presentation given at the official farewell of Prof Ken Gillet at Wageningen on 13 June 2024
EWOCS-I: The catalog of X-ray sources in Westerlund 1 from the Extended Weste...
Context. With a mass exceeding several 104 M⊙ and a rich and dense population of massive stars, supermassive young star clusters
represent the most massive star-forming environment that is dominated by the feedback from massive stars and gravitational interactions
among stars.
Aims. In this paper we present the Extended Westerlund 1 and 2 Open Clusters Survey (EWOCS) project, which aims to investigate
the influence of the starburst environment on the formation of stars and planets, and on the evolution of both low and high mass stars.
The primary targets of this project are Westerlund 1 and 2, the closest supermassive star clusters to the Sun.
Methods. The project is based primarily on recent observations conducted with the Chandra and JWST observatories. Specifically,
the Chandra survey of Westerlund 1 consists of 36 new ACIS-I observations, nearly co-pointed, for a total exposure time of 1 Msec.
Additionally, we included 8 archival Chandra/ACIS-S observations. This paper presents the resulting catalog of X-ray sources within
and around Westerlund 1. Sources were detected by combining various existing methods, and photon extraction and source validation
were carried out using the ACIS-Extract software.
Results. The EWOCS X-ray catalog comprises 5963 validated sources out of the 9420 initially provided to ACIS-Extract, reaching a
photon flux threshold of approximately 2 × 10−8 photons cm−2
s
−1
. The X-ray sources exhibit a highly concentrated spatial distribution,
with 1075 sources located within the central 1 arcmin. We have successfully detected X-ray emissions from 126 out of the 166 known
massive stars of the cluster, and we have collected over 71 000 photons from the magnetar CXO J164710.20-455217.
Immersive Learning That Works: Research Grounding and Paths Forward
We will metaverse into the essence of immersive learning, into its three dimensions and conceptual models. This approach encompasses elements from teaching methodologies to social involvement, through organizational concerns and technologies. Challenging the perception of learning as knowledge transfer, we introduce a 'Uses, Practices & Strategies' model operationalized by the 'Immersive Learning Brain' and ‘Immersion Cube’ frameworks. This approach offers a comprehensive guide through the intricacies of immersive educational experiences and spotlighting research frontiers, along the immersion dimensions of system, narrative, and agency. Our discourse extends to stakeholders beyond the academic sphere, addressing the interests of technologists, instructional designers, and policymakers. We span various contexts, from formal education to organizational transformation to the new horizon of an AI-pervasive society. This keynote aims to unite the iLRN community in a collaborative journey towards a future where immersive learning research and practice coalesce, paving the way for innovative educational research and practice landscapes.
快速办理(UAM毕业证书)马德里自治大学毕业证学位证一模一样
学校原件一模一样【微信：741003700 】《(UAM毕业证书)马德里自治大学毕业证学位证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
Describing and Interpreting an Immersive Learning Case with the Immersion Cub...
Current descriptions of immersive learning cases are often difficult or impossible to compare. This is due to a myriad of different options on what details to include, which aspects are relevant, and on the descriptive approaches employed. Also, these aspects often combine very specific details with more general guidelines or indicate intents and rationales without clarifying their implementation. In this paper we provide a method to describe immersive learning cases that is structured to enable comparisons, yet flexible enough to allow researchers and practitioners to decide which aspects to include. This method leverages a taxonomy that classifies educational aspects at three levels (uses, practices, and strategies) and then utilizes two frameworks, the Immersive Learning Brain and the Immersion Cube, to enable a structured description and interpretation of immersive learning cases. The method is then demonstrated on a published immersive learning case on training for wind turbine maintenance using virtual reality. Applying the method results in a structured artifact, the Immersive Learning Case Sheet, that tags the case with its proximal uses, practices, and strategies, and refines the free text case description to ensure that matching details are included. This contribution is thus a case description method in support of future comparative research of immersive learning cases. We then discuss how the resulting description and interpretation can be leveraged to change immersion learning cases, by enriching them (considering low-effort changes or additions) or innovating (exploring more challenging avenues of transformation). The method holds significant promise to support better-grounded research in immersive learning.
8.Isolation of pure cultures and preservation of cultures.pdf
Isolation of pure culture, its various method.
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waterlessdyeingtechnolgyusing carbon dioxide chemicalspdf
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Farming systems analysis: what have we learnt?.pptx
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EWOCS-I: The catalog of X-ray sources in Westerlund 1 from the Extended Weste...
EWOCS-I: The catalog of X-ray sources in Westerlund 1 from the Extended Weste...
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Immersive Learning That Works: Research Grounding and Paths Forward
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8.Isolation of pure cultures and preservation of cultures.pdf
8.Isolation of pure cultures and preservation of cultures.pdf
Force and energy part 2
- 1. Force and Energy Part-2 By- Vivek Singh ABPS JAGDISHPUR Chapter-9 FOR CLASS - V
- 2. Energy The ability to do work is called energy.
- 4. Heat energy It is the energy which is produced by burning of fuels such as coal, LPG, CNG, petrol, diesel, wood, kerosene etc. In our homes, we use heat energy to cook food.
- 5. Light energy Light energy helps us to see things around us. Sun is the main source of light energy on the Earth. Electric bulb, lamp, tubelight, and candle are some other sources of light energy.
- 6. Mechanical energy Energy that an object has because of its position (potential energy) or its movement (kinetic energy) is called mechanical energy. The water stored behind a dam has potential energy, which gets converted to kinetic energy as the water falls from a height.
- 7. Electrical energy Electrical energy is generated at power stations and supplied to our homes. It is used for running appliances such as electric bulb, television, computer, washing machine etc.
- 8. Wind energy Power of the moving air (wind) is utilized with the help of windmills to generate electrical energy.
- 9. Sound energy Television, radio, loudspeakers, and musical instruments such as tabla, drum, guitar etc., are the sources of sound energy.
- 10. Solar energy The energy that we get from the Sun is called solar energy. It is used to provide heat, light, hot water, and electricity.
- 11. Geothermal energy The energy that we get from the heat of the earth is called geothermal energy. It is used to generate electricity.
- 12. Renewable Energy Energy that can be renewed or replenished over a period of time is called renewable energy. Example- Solar energy, wind energy, and geothermal energy.
- 13. Non-renewable Energy Energy that cannot be renewed or replenished over a period of time is called non-renewable energy. Example- energy obtained from fossil fuels such as coal and petroleum is non-renewable energy.
- 14. Jay Hind