Light and dark wiki
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Light is a form of energy that allows us to see. Darkness is the absence of light. The main sources of light on Earth are the sun, stars, flashlights, light bulbs, fires, and candles. Objects can be seen when light reflects off of their surfaces and enters the eyes. Shadows form in areas without light and take on the shape of the object blocking the light. Shadow length varies throughout the day, being longest in the morning and shortest at noon. A prism can separate white light into the colors of the visible spectrum. Dark colors absorb sunlight more than light colors, so dark colors keep a person warmer in winter.
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Light and Shadow
Light travels in straight lines and can be reflected or refracted. There are three types of materials: transparent, translucent, and opaque. Shadows are formed when an object blocks light. The length and shape of a shadow depends on the position of the light source and object. An experiment was conducted to determine which material - transparent plastic, tissue paper, or black paper - makes the darkest shadow. Black paper produced the darkest shadow because it is opaque and does not let any light pass through.
Light and darkness year 1
Light comes from natural sources like the sun, moon, stars, lava, and fire, or from artificial sources created by humans like light bulbs, screens, lamps, and fireworks. Darkness is an absence of light. Light has different strengths - it can be bright or dim, white or colored, and hot or soft. Light is a wonderful phenomenon.
Lights and shadows
The document discusses light and shadows. It defines light as a form of energy and light sources as objects that produce light. Light sources can be natural, like the sun, or artificial, like lamps. When a light source shines on an opaque object, it creates a shadow on the surface behind the object by blocking the light's path. Reflection occurs when light hits the surface of an object and bounces off in the same or different directions depending on whether the surface is smooth or rough.
Light Energy
1) Light travels as waves and can be reflected, refracted, or absorbed when it interacts with matter. It is part of the electromagnetic spectrum and travels extremely fast.
2) Mirrors reflect light following the law of reflection, forming virtual images. Plane, convex, and concave mirrors have different shapes and uses.
3) Refraction occurs when light changes speed as it passes from one medium to another, causing it to bend. Refraction through lenses forms real images and enables vision corrections and camera lenses.
Science of Light
1) Light travels in straight lines and is a form of energy that travels much faster than sound.
2) We see objects because they reflect light into our eyes, and shadows are formed when light is blocked.
3) Mirrors come in plane, convex, and concave shapes and can form real or virtual images depending on their shape and whether the light rays actually meet or appear to meet.
Presentation for the sound lesson
Sound is a form of energy that is created by vibrations and travels in waves. It can be heard when these vibrations reach our ears. The document defines sound and explains that louder sounds have higher amplitudes in their waves while softer sounds have lower amplitudes. It also describes that pitch is determined by the speed of the vibrations, with faster vibrations creating higher pitches and slower vibrations making lower pitches. Volume and pitch are the main characteristics used to describe different sounds.
Light & Shadows
This document discusses light and shadows. It defines luminous objects as those that give off light and non-luminous objects as those that do not give off light. Non-luminous objects are made of different materials - transparent materials allow all light to pass through, translucent materials allow some light to pass through, and opaque materials completely block light. A shadow is formed when a translucent or opaque object blocks light from a source, appearing as a dark spot on the opposite side. For a shadow to form there must be a light source, an object, and a surface.
class-6th science chapter-11 (lLight shadow and reflection)
1. light shadow and reflection
2. what is energy
3. natural or artificial sources of light
4. luminous and non luminous objects
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Light and Shadow
Light travels in straight lines and can be reflected or refracted. There are three types of materials: transparent, translucent, and opaque. Shadows are formed when an object blocks light. The length and shape of a shadow depends on the position of the light source and object. An experiment was conducted to determine which material - transparent plastic, tissue paper, or black paper - makes the darkest shadow. Black paper produced the darkest shadow because it is opaque and does not let any light pass through.
Light and darkness year 1
Light comes from natural sources like the sun, moon, stars, lava, and fire, or from artificial sources created by humans like light bulbs, screens, lamps, and fireworks. Darkness is an absence of light. Light has different strengths - it can be bright or dim, white or colored, and hot or soft. Light is a wonderful phenomenon.
Lights and shadows
The document discusses light and shadows. It defines light as a form of energy and light sources as objects that produce light. Light sources can be natural, like the sun, or artificial, like lamps. When a light source shines on an opaque object, it creates a shadow on the surface behind the object by blocking the light's path. Reflection occurs when light hits the surface of an object and bounces off in the same or different directions depending on whether the surface is smooth or rough.
Light Energy
1) Light travels as waves and can be reflected, refracted, or absorbed when it interacts with matter. It is part of the electromagnetic spectrum and travels extremely fast.
2) Mirrors reflect light following the law of reflection, forming virtual images. Plane, convex, and concave mirrors have different shapes and uses.
3) Refraction occurs when light changes speed as it passes from one medium to another, causing it to bend. Refraction through lenses forms real images and enables vision corrections and camera lenses.
Science of Light
1) Light travels in straight lines and is a form of energy that travels much faster than sound.
2) We see objects because they reflect light into our eyes, and shadows are formed when light is blocked.
3) Mirrors come in plane, convex, and concave shapes and can form real or virtual images depending on their shape and whether the light rays actually meet or appear to meet.
Presentation for the sound lesson
Sound is a form of energy that is created by vibrations and travels in waves. It can be heard when these vibrations reach our ears. The document defines sound and explains that louder sounds have higher amplitudes in their waves while softer sounds have lower amplitudes. It also describes that pitch is determined by the speed of the vibrations, with faster vibrations creating higher pitches and slower vibrations making lower pitches. Volume and pitch are the main characteristics used to describe different sounds.
Light & Shadows
This document discusses light and shadows. It defines luminous objects as those that give off light and non-luminous objects as those that do not give off light. Non-luminous objects are made of different materials - transparent materials allow all light to pass through, translucent materials allow some light to pass through, and opaque materials completely block light. A shadow is formed when a translucent or opaque object blocks light from a source, appearing as a dark spot on the opposite side. For a shadow to form there must be a light source, an object, and a surface.
class-6th science chapter-11 (lLight shadow and reflection)
1. light shadow and reflection
2. what is energy
3. natural or artificial sources of light
4. luminous and non luminous objects
Sources of Light
This document discusses various sources of light and how light interacts with objects. It covers how light travels from sources to our eyes, how we see objects that are not light sources via light reflecting off of them, and how reflection works with both rough and shiny surfaces. It also explores color, how white light is composed of many colors, and how combining colors of light produces new colors.
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The document discusses various properties of light. It explains that plants use light from the Sun to photosynthesize and make food. It also notes that the moon reflects light from the Sun, making it appear bright at night along with stars. Shadows are formed because light travels in straight lines, and their size and shape can change based on the position of the light source and object. Sunglasses help reduce glare by only allowing some light to pass through their lenses.
Transparent, translucent and opaque
The document discusses three categories of objects - transparent, translucent, and opaque - and asks why certain properties are important for each. Transparent objects allow clear visibility, translucent objects only partially block light, and opaque objects do not allow any light through. Students are asked to sort objects into these categories and create a poster showing their findings.
Ligth shadow and reflection part 2
The document discusses the properties of transparent, translucent, and opaque objects and defines what a shadow is. It then outlines the key requirements for the formation of shadows: 1) an object must be opaque, 2) there must be a light source, 3) a shadow can only be seen on a surface, 4) the size of the shadow depends on the position of the light source, and 5) shadows appear black in color.
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Light enables us to see objects and enables vision. Objects are classified as opaque, translucent, or transparent based on how much light they allow to pass through. A shadow is formed when an opaque or translucent object blocks light from a source, appearing as a dark area on the surface behind the object. The size and shape of a shadow depends on the position of the light source and object.
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2. Light has natural sources like the sun and stars, and artificial sources like candles, lamps, and flashlights that produce light when burning or heating.
3. Experiments showing light traveling through screens demonstrate that light travels in straight lines from its source.
Sound energy, Sound
Sound is a form of energy made by vibrations that travel through matter as longitudinal waves. When an object vibrates, it causes the air particles around it to move in a continuous pattern, transferring energy. The medium the sound wave travels through, whether gas, liquid, or solid, determines how fast it travels. Pitch is determined by how fast or slow the vibrations are, with higher pitches associated with faster vibrations. Musical instruments create sound through different means, such as blowing into woodwinds, plucking strings, striking percussion instruments, or buzzing lips into brass instruments.
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Sound
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The document discusses how light interacts with different materials, categorizing them as transparent, translucent, or opaque. Transparent materials allow all light to pass through, like glass. Translucent materials allow some light to pass through in a blurred manner, like sunglasses lenses. Opaque materials do not allow any light to pass through, like a brick wall. The document provides examples of objects for each category and asks readers to identify materials as transparent, translucent, or opaque. It concludes with a homework assignment to bring in examples of each type of material.
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The document discusses the main parts of a plant and their functions. It identifies the roots, stem, leaves, flowers, seeds, and fruits as the basic plant parts. The roots absorb water and nutrients from the soil and anchor the plant. The stem transports water and nutrients between the roots and other parts, and supports the plant. The leaves use sunlight to photosynthesize and produce food for the plant. Flowers hold the seeds and fruits contain seeds which can grow into new plants.
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Forces in action (grade 6)
The type of force that occurs in this experiment is upthrust. Upthrust is the force that pushes an object up and makes it seem to lose weight in a fluid.
My prediction was correct. The weight of the object measured in water was lower than the weight measured in air, due to the upthrust force of the water pushing up on the object. The more dense the fluid, the greater the upthrust force and the more the object's apparent weight is reduced.
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The document discusses various properties of light. It explains that plants use light from the Sun to photosynthesize and make food. It also notes that the moon reflects light from the Sun, making it appear bright at night along with stars. Shadows are formed because light travels in straight lines, and their size and shape can change based on the position of the light source and object. Sunglasses help reduce glare by only allowing some light to pass through their lenses.
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The document discusses three categories of objects - transparent, translucent, and opaque - and asks why certain properties are important for each. Transparent objects allow clear visibility, translucent objects only partially block light, and opaque objects do not allow any light through. Students are asked to sort objects into these categories and create a poster showing their findings.
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The document discusses the properties of transparent, translucent, and opaque objects and defines what a shadow is. It then outlines the key requirements for the formation of shadows: 1) an object must be opaque, 2) there must be a light source, 3) a shadow can only be seen on a surface, 4) the size of the shadow depends on the position of the light source, and 5) shadows appear black in color.
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1. Light is a form of energy that travels away from a source in straight lines at a very high speed of 300,000 km/s.
2. Light has natural sources like the sun and stars, and artificial sources like candles, lamps, and flashlights that produce light when burning or heating.
3. Experiments showing light traveling through screens demonstrate that light travels in straight lines from its source.
Sound energy, Sound
Sound is a form of energy made by vibrations that travel through matter as longitudinal waves. When an object vibrates, it causes the air particles around it to move in a continuous pattern, transferring energy. The medium the sound wave travels through, whether gas, liquid, or solid, determines how fast it travels. Pitch is determined by how fast or slow the vibrations are, with higher pitches associated with faster vibrations. Musical instruments create sound through different means, such as blowing into woodwinds, plucking strings, striking percussion instruments, or buzzing lips into brass instruments.
Herbivores, carnivores and omnivores
This document discusses different types of animals and what they eat. It explains that cows, zebras and rabbits are herbivores that eat plants. Lions, tigers and crocodiles are carnivores that eat other animals. Bears, pigs, monkeys and people are omnivores that eat both plants and other animals.
Light and formation of shadows
This document provides an overview of light and how it behaves. It discusses key topics like:
1) Light sources can be luminous (emit their own light) like the sun, or non-luminous (do not emit light) like planets. Light travels in straight lines.
2) When light hits an object, it can be reflected, allowing us to see the object. Plane mirrors form images that are upright, the same size, and laterally inverted compared to the object.
3) A pinhole camera can be used to form small, inverted, and real images of outside objects by passing light through a small hole into a box. Natural pinhole cameras are formed when sunlight passes through gaps
Soluble vs insoluble
This document discusses whether all solutes dissolve in solvents through a series of group activities using different materials and water. The activities show that flour and sand do not dissolve in water and form suspensions while sugar and salt do dissolve. Substances dissolve if they are soluble, meaning they are crystalline and "like" each other through properties like being polar. Non-crystalline or insoluble substances that do not dissolve spread throughout water as suspensions instead of forming a uniform solution. Proper shaking of medicine suspensions is needed to disperse undissolved drug particles evenly.
The soil
Soil is the layer of loose material on Earth's land surface and is made up of particles of rock, air, water, and humus. Soil is organized into layers with topsoil at the surface containing the most humus and nutrients for plant growth, subsoil below it containing some humus and rock particles, and bedrock forming the bottom layer underneath. Soil types vary depending on the amounts of sand, silt, and clay particles in them, with loam being an ideal mixture supporting plant growth.
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The document discusses the life cycles of humans, animals, and flowering plants. It provides examples of life cycles such as butterflies, mosquitoes, frogs, cats, and flowering plants. For humans, it outlines the stages of foetus, baby, childhood, adolescence, adulthood, and old age. It also explains the reproductive parts of flowers and processes of pollination, fertilization, seed production, dispersal, and germination that are common to many plant life cycles.
Sound
Sound is a form of energy that travels in waves from a vibrating object. It can travel through solids, liquids, and gases in the form of compression waves. The ear detects sound waves and transmits signals to the brain. Properties of sound waves include frequency, wavelength, amplitude, and pitch. The speed of sound depends on the medium and temperature, being fastest in solids and slowest in gases. Reflection and refraction of sound waves results in phenomena like echoes and resonance. Doppler effect changes the perceived frequency of a sound based on the motion of its source.
transparent, translucent, and opaque
The document discusses how light interacts with different materials, categorizing them as transparent, translucent, or opaque. Transparent materials allow all light to pass through, like glass. Translucent materials allow some light to pass through in a blurred manner, like sunglasses lenses. Opaque materials do not allow any light to pass through, like a brick wall. The document provides examples of objects for each category and asks readers to identify materials as transparent, translucent, or opaque. It concludes with a homework assignment to bring in examples of each type of material.
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gas solid and liquid grade 5
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Light independent reactions of photosynthesis
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Light reactions and the calvin cycle
The document summarizes the process of photosynthesis, tracing the journey of atoms from water and carbon dioxide through the light and Calvin cycles. In the light reactions, water is split into oxygen, protons, and electrons. The electrons are transferred to NADP+ to form NADPH, while the protons are used to make ATP. In the Calvin cycle, carbon dioxide enters the chloroplast and the high-energy electrons from NADPH power the transfer of carbon from CO2 into glucose. This explains how the atoms from water and carbon dioxide are rearranged to form glucose and other organic molecules while conserving matter.
Photosynthesis light dependent reactions
1) Photosynthesis converts light energy to chemical energy stored in glucose through two stages: the light-dependent reactions and light-independent reactions.
2) In the light-dependent reactions, light energy is absorbed by antennae pigments and transferred through photosystems I and II to excite electrons, which is used to generate ATP and NADPH via electron transport. Water is also split to release protons and oxygen.
3) The ATP and NADPH produced in the light-dependent reactions will then be used in the light-independent reactions to convert carbon dioxide into glucose.
Photosynthesis
Photosynthesis is the process by which plants, algae, and some bacteria use sunlight, water, and carbon dioxide to produce oxygen and energy in the form of ATP and NADPH. It takes place in two stages - the light reactions where light energy is captured to make ATP and NADPH, and the dark reactions where ATP and NADPH are used to incorporate carbon from CO2 into organic compounds like glucose. The chloroplast is the organelle where photosynthesis takes place, containing chlorophyll pigments in the thylakoid membranes which absorb light energy to drive the light-dependent reactions.
Light reaction of photosynthesis
1. The light reaction of photosynthesis occurs in the thylakoid membranes of chloroplasts and involves the absorption of light by photosynthetic pigments.
2. Energy from the absorbed light is used to transfer electrons along an electron transport chain, powering the synthesis of ATP through photophosphorylation and reducing NADP+ to NADPH.
3. The products of the light reaction, ATP and NADPH, are used in the Calvin cycle to fix carbon from CO2 into organic molecules like glucose.
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Photosynthesis ppt
This PowerPoint presentation covers photosynthesis and was last revised in June 2008. It contains 27 slides discussing topics like the light and dark reactions of photosynthesis, chloroplast structure, and how plants use light energy from the sun to produce glucose and oxygen from water and carbon dioxide. The document provides an overview of photosynthesis and its key stages and equations.
Photosynthesis (teach)
Plants use photosynthesis to produce their own food. The process requires carbon dioxide, water, and sunlight. Chlorophyll in the leaves captures light energy which is used to convert carbon dioxide and water into glucose, the plant's food. Oxygen is released as a byproduct. Plants take in carbon dioxide through stomata in their leaves and water and minerals through their roots.
Photosynthesis
The light-dependent reactions convert solar energy to chemical energy in the form of ATP and NADPH. These products are then used in the light-independent reactions (Calvin cycle) to fix carbon dioxide into sugars. Therefore, the function accomplished by the light-dependent reactions is energy storage. The answer is A.
Photosynthesis
The document provides an overview of photosynthesis, including:
1) The importance of autotrophs in providing energy and carbon compounds for all organisms and oxygenating the atmosphere.
2) An overview of the light-dependent and light-independent reactions of photosynthesis, which use energy from sunlight to produce oxygen and carbohydrates from carbon dioxide and water.
3) The structures of leaves and chloroplasts that are important sites for photosynthesis.
Photosynthesis process (light and dark reactions)
1) Photosynthesis occurs in chloroplasts and involves two stages - the light reactions where sunlight is absorbed to make ATP and NADPH, and the Calvin cycle where CO2 is fixed using these products to make glucose.
2) The light reactions take place in the thylakoid membranes of chloroplasts where photosystems capture light and transfer electrons down a transport chain, powering ATP production. Oxygen is released from water.
3) The Calvin cycle takes place in the chloroplast stroma and uses the ATP and NADPH from the light reactions to incorporate CO2 into organic compounds, specifically glucose, in three steps of fixation, reduction, and regeneration.
Photosynthesis Updated
Photosynthesis is the process by which plants, algae, and some microorganisms use solar energy to convert carbon dioxide and water into glucose and oxygen. It occurs in two stages - the light reactions where solar energy is captured to make ATP and NADPH, and the carbon reactions where ATP and NADPH are used to incorporate CO2 into organic compounds to make glucose. The light reactions take place in the thylakoid membranes of chloroplasts and use two photosystems to transfer electrons and pump protons, generating a proton gradient used to make ATP. The carbon reactions occur in the chloroplast stroma and involve the Calvin cycle to reduce CO2 into glucose using the products of the light reactions.
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it is a 9 and 10 th presentation its good for people and i can wet you will get a1 if you download from here.
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3. The document also explores how lenses work, specifically that convex lenses magnify objects while concave lenses make objects appear smaller.
Light
Light is a form of electromagnetic energy that travels in waves and can be reflected, absorbed, or passed through materials. It moves very fast, taking only 8 minutes to travel from the sun to earth, despite the immense 150 million kilometer distance between them. Materials are classified based on how they interact with light, being transparent if light passes through, translucent if some light passes through, or opaque if no light can pass. Common light sources include the sun, light bulbs, and things that reflect light like mirrors.
Manjeeta(019)
Light enables us to see objects by traveling in straight lines. There are two types of objects: luminous objects like the sun and stars that produce their own light, and non-luminous objects like trees and cars that require a light source to be visible. Objects can be opaque and block all light, transparent and let all light pass through, or translucent and only let some light through. Shadows form when an object blocks light, and reflections occur when light bounces off a smooth surface like water or a mirror.
Light
This document discusses key concepts about light and optics, including:
1) It defines luminous and non-luminous objects, and provides examples of each. Luminous objects emit their own light, while non-luminous objects can only reflect light.
2) It explains how light travels in straight lines called light rays, and how transparent, translucent, and opaque materials interact with light differently.
3) Shadows are formed when light cannot pass through an opaque object, and the size of shadows depends on the distance and brightness of the light source.
4) Reflection of light off surfaces follows the law that the angle of incidence equals the angle of reflection. Reflections can form real
Light
Light travels in straight lines from a source, such as the sun. When light hits an object, it can be reflected, absorbed, or pass through. Reflected light allows us to see objects, while absorbed light is what makes objects appear colored. Transparent materials allow light to pass through them, while opaque materials block light and cast shadows. The shape and size of shadows changes depending on the position of the light source and object. Lenses and mirrors can refract or reflect light to magnify or change its direction.
Light gb
Light comes primarily from the sun. It can also come from other natural sources like the moon or man-made sources like lamps. The moon and mirrors do not produce their own light but reflect light from other sources.
Light travels in straight lines and can pass through transparent materials, pass through translucent materials partially, or be blocked by opaque materials. The way light interacts with objects determines whether they appear colored or form shadows. Reflection and refraction explain how light bends when moving between different materials like air and water.
Light gb
Light comes primarily from the sun. It can also come from other natural sources like the moon or man-made sources like lamps. The moon and mirrors do not produce their own light but reflect light from other sources.
Light travels in straight lines and can pass through transparent materials, pass through translucent materials partially, or be blocked by opaque materials. The way light interacts with objects determines whether they appear colored or form shadows. Reflection and refraction explain how light bends when moving between different materials like air and water.
31light
Light comes primarily from the sun. It can also come from both natural sources like the moon as well as man-made artificial sources. Objects like the moon, water, and mirrors are not true light sources as they only reflect light emitted from other sources. Light travels in straight lines and can pass through transparent materials, some can pass through translucent materials, and light cannot pass through opaque objects. The way we see color is determined by which wavelengths of light are reflected or absorbed by an object. Shadows form when light rays are blocked by an opaque object. When light passes from one medium to another, such as from air to water, it changes direction in a process called refraction.
Light presentation
1) Light travels in straight lines and much faster than sound. We see objects because they reflect light into our eyes, and shadows are formed when light is blocked.
2) Reflection occurs when light bounces off a surface at the same angle it hits it. Reflection can be clear from smooth surfaces or diffuse from rough surfaces.
3) White light is made up of the colors of the rainbow, and objects appear colored because of the colors of light they reflect or absorb. Filters can be used to block certain colors of light.
Science: All about Light
1) Light travels in straight lines and much faster than sound. We see objects because they reflect light into our eyes, and shadows are formed when light is blocked.
2) Reflection occurs when light bounces off a surface at the same angle it hits it. Smooth surfaces produce clear reflections while rough surfaces produce diffuse reflections.
3) White light is made up of the colors of the rainbow, and objects appear colored because they selectively reflect or absorb wavelengths of light. Filters can be used to block certain color wavelengths.
Light presentation
1) Light travels in straight lines and much faster than sound. We see objects because they reflect light into our eyes, and shadows are formed when light is blocked.
2) Reflection occurs when light bounces off a surface at the same angle it hits it. Smooth surfaces produce clear reflections while rough surfaces produce diffuse reflections.
3) White light is made up of the colors of the rainbow, and objects appear colored because of the colors of light they reflect. Filters can be used to block certain colors of light.
Light presentation
1) Light travels in straight lines and much faster than sound. We see objects because they reflect light into our eyes, and shadows are formed when light is blocked.
2) Reflection occurs when light bounces off a surface at the same angle it hits it. Smooth surfaces produce clear reflections while rough surfaces produce diffuse reflections.
3) White light is made up of the colors of the rainbow, and objects appear colored because of the colors of light they reflect. Filters can be used to block certain colors of light.
Light presentation Physics
1) Light travels in straight lines and much faster than sound. We see objects because they reflect light into our eyes, and shadows are formed when light is blocked.
2) Reflection occurs when light bounces off a surface at the same angle it hits it. Smooth surfaces produce clear reflections while rough surfaces produce diffuse reflections.
3) White light is made up of the colors of the rainbow, and objects appear colored because of the colors of light they reflect. Filters can be used to block certain colors of light.
Similar to Light and dark wiki (20)
More from Maha Hussain
Thermal energy
Thermal energy is the energy of moving particles that causes heat. Heat is the transfer of thermal energy between objects when they are at different temperatures. The document discusses conductors and insulators - materials that easily allow heat to pass through them are conductors like metals and materials that do not are insulators like rubber, wood, and paper. Common examples of conductors and insulators are provided.
Air and water resistance
The document discusses different forces exerted by water and air. There are two main forces of water: upthrust force, which causes objects to float, and water resistance, which pushes against moving objects in water. Air also exerts forces, including air resistance, which slows down moving objects by pushing against them, with larger objects experiencing greater resistance. Air resistance can be useful, as seen with parachutes which use the force of air to slow a falling object.
Balanced unbalanced ,gravity ,friction
1) Forces cause objects to move or change their motion. Applying an unbalanced force makes an object start moving, while balanced or cancelled out forces will not cause motion.
2) Friction is a type of force that opposes motion when two surfaces are touching, causing moving objects to slow down and stop. The amount of friction depends on the surfaces and how rough or smooth they are.
3) Mass and gravity determine an object's weight, with heavier objects having greater weight. Weight can be measured using a force meter or spring scale.
Magnetic and non magnetic
The document discusses magnetic and non-magnetic materials. Magnetic materials include metals like iron, nickel, cobalt and steel that are attracted to magnets. Non-magnetic materials include aluminum, silver, gold, paper, glass, plastic, rubber and wood that are not attracted to magnets. It provides examples of different objects and whether they are magnetic or non-magnetic when tested with a magnet.
Magnet use
To safely handle magnets, wear protective eyewear and gloves to avoid injury from breaking or flying pieces. Handle magnets gently by slowly bringing them together and avoiding dropping or banging them, which can reduce their strength. Store magnets away from devices, tapes, cards, and screens where magnetic fields can cause damage or distortion. Also, keep magnets dry and do not heat them.
Magnet type + story
Magnets have been known since ancient times when a shepherd named Magnus discovered that an unusual black rock had the power to pull iron objects like his staff and sandal nails towards it. This became known as the first recorded discovery of a magnet. Different types of magnets exist, with some able to attract or repel other magnets depending on which poles (north or south) are placed close together. Magnets have been studied for centuries but still hold mysterious properties about the forces they exert.
Magnet 3
Magnets are made of iron, nickel, cobalt, or steel. To preserve a bar magnet long term, you should store it with another magnet to maintain its magnetic field. When a magnet breaks, its magnetic field also breaks into smaller fields in each broken piece. An electromagnet generates a magnetic field through a coil of wire when electric current passes through; placing an iron core inside the coil strengthens the magnetic field. Materials can be magnetic, like iron, cobalt, and nickel, or non-magnetic, like aluminum, copper, glass, plastic, and wood.
Magnet 2
The document discusses the properties of iron and magnets at the particle level. It asks questions about what iron particles look like, how iron is attracted to magnets, what magnets are made of, and how to preserve a bar magnet long-term. It prompts the reader to draw diagrams of magnetic fields with arrows and labels to illustrate the alignment of iron particles when brought near a magnet.
Series and parallel
The document discusses series and parallel circuits. It provides examples of series circuits with one path and defines that if one light bulb is removed, the circuit is open and other bulbs will not light. Parallel circuits are defined as having more than one path, and if one light bulb is removed, the current passes through another path and the other bulb will still light. The document draws examples of both series and parallel circuits.
Safety rules
This document provides safety tips for handling electricity, advising to not play with electric sockets or plugs, not to touch electricity with wet hands, and to avoid poking fingers or other objects into electric sockets, toasters, or other appliances.
Conductor and insulator
This document discusses series and parallel circuits and the properties of conductors and insulators. It explains that in a series circuit, if one bulb is removed the other bulb will not light, while in a parallel circuit the other bulbs will still light if one is removed. It provides examples of materials that are conductors, like silver, copper and aluminum, and insulators, like plastic, rubber and glass. It then has questions to determine if examples provided are conductors or insulators.
Circuit (symbols,dimmer and brighter)
This document discusses the basics of electricity and electrical circuits. It explains that electricity is the flow of electric charges through a wire, just as water flows through a river. An electrical circuit needs three main components - a power source like a battery, a load such as a light bulb, and wires or other connectors to complete the circuit. It also discusses concepts like open versus closed circuits, and how changing components like batteries or bulbs affects brightness. Symbols are introduced for common circuit elements. Worksheets are included to have the reader draw sample circuits.
Atom,static electricity
The document discusses the basics of static electricity and atoms. It explains that atoms are made up of positively and negatively charged particles that attract or repel depending on their charges. Static electricity occurs when objects come into contact and transfer electrons, resulting in an imbalance of charges. Examples given include rubbing a balloon or ruler to build up an excess of electrons, causing it to stick to other surfaces. Lightning is also described as a large-scale discharge of built up static charges between storm clouds and the ground.
Reversible and irreversible change
The document discusses reversible and irreversible changes. Reversible changes can go forward and backward, such as folding paper or melting butter. Irreversible changes cannot go backward, like burning wood or rusting iron. Examples are provided of changes that are reversible, like freezing orange juice or dissolving salt in water, and those that are irreversible, including burning a matchstick or toasting bread.
Reversible and Irreversible changes
This document discusses the differences between physical and chemical changes and provides examples of evidence of irreversible chemical changes. Specifically, it notes that physical changes are reversible while chemical changes are irreversible. It then lists four main types of evidence that can indicate an irreversible chemical change has occurred: 1) a change in color, 2) a change in scent, 3) the presence of bubbles or fizzing, and 4) heat being released or absorbed during the change. Examples like iron rusting and silver tarnishing are given as illustrations of changes in color, while toasting marshmallows represents a change in scent.
Food pyramid wiki
The food pyramid outlines the major food groups including carbohydrates, vitamins and minerals, protein, and oils. It recommends filling your plate with fruits, vegetables, dairy, and meat to create a balanced meal and get the necessary nutrients. A balanced meal incorporates foods from all the major food groups.
Teeth wiki
There are three main types of teeth: incisors, canines, and molars. Incisors are flat teeth located at the front of the mouth that cut food. Canines are sharp, pointed teeth on the sides of the mouth after the incisors that hold and tear food. Molars are flat, wide teeth located at the back of the mouth that grind and chew food. Humans have two sets of teeth, milk (baby) teeth and permanent teeth. Milk teeth number 20 total while permanent teeth number 32 total. Bacteria in the mouth feed on sugar from leftover food and produce acid that causes tooth decay if plaque is not removed by brushing.
Matter
Matter is anything that has mass and takes up space. There are three main states of matter: solids, liquids, and gases. The state that matter exists in depends on how closely or loosely packed the particles are and the strength of attraction between the particles. Solids have a definite shape and volume, liquids have a definite volume but take the shape of their container, and gases have indefinite shapes and volumes. Matter can change between states, such as ice melting into water when heat is applied, changing the phase from solid to liquid.
Teeth 2
This document describes the different types of teeth and their functions. It discusses the four types of teeth: incisors, which cut food; canines, which tear and hold food; premolars, which have a grinding function; and molars, which grind and chew food. It also notes that humans have two sets of teeth - milk (primary) teeth when young, which are later replaced by permanent adult teeth starting around age 6 or 7 years old.
Teeth 1
Teeth have the function of breaking down food into pieces small enough to swallow. There are different types of teeth suited to specific functions, such as incisors for biting, canines for tearing, and premolars and molars for grinding food. Teeth break down food through biting, tearing, and grinding motions.
More from Maha Hussain (20)
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(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.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.
HUMAN EYE By-R.M Class 10 phy best digital notes.pdf
Class 10 human eye notes physics
Handwritten best quality
Summary Of transcription and Translation.pdf
Hello Everyone Here We are Sharing You with The process of protien Synthesis in very short points you will be Able to understand It Very well
Pests of Storage_Identification_Dr.UPR.pdf
InIndia-post-harvestlosses-unscientificstorage,insects,rodents,micro-organismsetc.,accountforabout10percentoftotalfoodgrains
Graininfestation
Directdamage
Indirectly
•theexuviae,skin,deadinsects
•theirexcretawhichmakefoodunfitforhumanconsumption
About600speciesofinsectshavebeenassociatedwithstoredgrainproducts
100speciesofinsectpestsofstoredproductscauseeconomiclosses
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.
Evidence of Jet Activity from the Secondary Black Hole in the OJ 287 Binary S...
Wereport the study of a huge optical intraday flare on 2021 November 12 at 2 a.m. UT in the blazar OJ287. In the binary black hole model, it is associated with an impact of the secondary black hole on the accretion disk of the primary. Our multifrequency observing campaign was set up to search for such a signature of the impact based on a prediction made 8 yr earlier. The first I-band results of the flare have already been reported by Kishore et al. (2024). Here we combine these data with our monitoring in the R-band. There is a big change in the R–I spectral index by 1.0 ±0.1 between the normal background and the flare, suggesting a new component of radiation. The polarization variation during the rise of the flare suggests the same. The limits on the source size place it most reasonably in the jet of the secondary BH. We then ask why we have not seen this phenomenon before. We show that OJ287 was never before observed with sufficient sensitivity on the night when the flare should have happened according to the binary model. We also study the probability that this flare is just an oversized example of intraday variability using the Krakow data set of intense monitoring between 2015 and 2023. We find that the occurrence of a flare of this size and rapidity is unlikely. In machine-readable Tables 1 and 2, we give the full orbit-linked historical light curve of OJ287 as well as the dense monitoring sample of Krakow.
_Extraction of Ethylene oxide and 2-Chloroethanol from alternate matrices Li...
How do you know your food is safe?
Last Friday was world World Food Safety Day, facilitated by the Food and Agriculture Organization of the United Nations (FAO) and the World Health Organization (WHO) in which the slogan rightly says, 'food safety is everyone's business'. Due to this, I thought it would be worth sharing some data that I have worked on in this field!
Working at Markes International has really opened my eyes (and unfortunately my friends and family 🤣) to food safety and quality, especially with my recent application work on ethylene oxide and 2-chloroethanol residues in foodstuffs, as of the biggest global food recalls in history was and is still being implemented by the Rapid alert system for food and feed (RASFF) in 2021, for high levels of these carcinogenic compounds.
Gadgets for management of stored product pests_Dr.UPR.pdf
Insectsplayamajorroleinthedeteriorationoffoodgrainscausingbothquantitativeandqualitativelosses
Wellprovedthatnogranariescanbefilledwithgrainswithoutinsectsastheharvestedproducecontainegg(or)larvae(or)pupae(or)adultinsectinthembecauseoffieldcarryoverinfestationwhichcannotbeavoidedindevelopingcountrieslikeIndia
Simpletechnologiesfortimelydetectionofinsectsinthestoredproduceandtherebyplantimelycontrolmeasures
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
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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】
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◇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
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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
JAMES WEBB STUDY THE MASSIVE BLACK HOLE SEEDS
The pathway(s) to seeding the massive black holes (MBHs) that exist at the heart of galaxies in the present and distant Universe remains an unsolved problem. Here we categorise, describe and quantitatively discuss the formation pathways of both light and heavy seeds. We emphasise that the most recent computational models suggest that rather than a bimodal-like mass spectrum between light and heavy seeds with light at one end and heavy at the other that instead a continuum exists. Light seeds being more ubiquitous and the heavier seeds becoming less and less abundant due the rarer environmental conditions required for their formation. We therefore examine the different mechanisms that give rise to different seed mass spectrums. We show how and why the mechanisms that produce the heaviest seeds are also among the rarest events in the Universe and are hence extremely unlikely to be the seeds for the vast majority of the MBH population. We quantify, within the limits of the current large uncertainties in the seeding processes, the expected number densities of the seed mass spectrum. We argue that light seeds must be at least 103 to 105 times more numerous than heavy seeds to explain the MBH population as a whole. Based on our current understanding of the seed population this makes heavy seeds (Mseed > 103 M⊙) a significantly more likely pathway given that heavy seeds have an abundance pattern than is close to and likely in excess of 10−4 compared to light seeds. Finally, we examine the current state-of-the-art in numerical calculations and recent observations and plot a path forward for near-future advances in both domains.
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.
Candidate young stellar objects in the S-cluster: Kinematic analysis of a sub...
Context. The observation of several L-band emission sources in the S cluster has led to a rich discussion of their nature. However, a definitive answer to the classification of the dusty objects requires an explanation for the detection of compact Doppler-shifted Brγ emission. The ionized hydrogen in combination with the observation of mid-infrared L-band continuum emission suggests that most of these sources are embedded in a dusty envelope. These embedded sources are part of the S-cluster, and their relationship to the S-stars is still under debate. To date, the question of the origin of these two populations has been vague, although all explanations favor migration processes for the individual cluster members. Aims. This work revisits the S-cluster and its dusty members orbiting the supermassive black hole SgrA* on bound Keplerian orbits from a kinematic perspective. The aim is to explore the Keplerian parameters for patterns that might imply a nonrandom distribution of the sample. Additionally, various analytical aspects are considered to address the nature of the dusty sources. Methods. Based on the photometric analysis, we estimated the individual H−K and K−L colors for the source sample and compared the results to known cluster members. The classification revealed a noticeable contrast between the S-stars and the dusty sources. To fit the flux-density distribution, we utilized the radiative transfer code HYPERION and implemented a young stellar object Class I model. We obtained the position angle from the Keplerian fit results; additionally, we analyzed the distribution of the inclinations and the longitudes of the ascending node. Results. The colors of the dusty sources suggest a stellar nature consistent with the spectral energy distribution in the near and midinfrared domains. Furthermore, the evaporation timescales of dusty and gaseous clumps in the vicinity of SgrA* are much shorter ( 2yr) than the epochs covered by the observations (≈15yr). In addition to the strong evidence for the stellar classification of the D-sources, we also find a clear disk-like pattern following the arrangements of S-stars proposed in the literature. Furthermore, we find a global intrinsic inclination for all dusty sources of 60 ± 20◦, implying a common formation process. Conclusions. The pattern of the dusty sources manifested in the distribution of the position angles, inclinations, and longitudes of the ascending node strongly suggests two different scenarios: the main-sequence stars and the dusty stellar S-cluster sources share a common formation history or migrated with a similar formation channel in the vicinity of SgrA*. Alternatively, the gravitational influence of SgrA* in combination with a massive perturber, such as a putative intermediate mass black hole in the IRS 13 cluster, forces the dusty objects and S-stars to follow a particular orbital arrangement. Key words. stars: black holes– stars: formation– Galaxy: center– galaxies: star formation
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.
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Light and dark wiki
- 2. Light Light is a type of energy that helps us to see things.
- 3. Dark It is the absence of light.
- 5. Sun Most light on Earth comes from the sun
- 6. Stars
- 7. Flashlight
- 8. Light Bulb
- 9. Fire
- 10. Candle
- 11. Reflection How can we see objects? We see things because light will reflect or bounce off things around you. Light that reflects off object enter your eyes then you can see
- 14. Shadow A shadow is a place where no light is shining
- 15. The shadow has the same shape of its object
- 16. Shadow during the day Before 12 PM The shadow is long At 12 PM The shadow is short
- 17. • The shortest shadow during the day is our shadow at noon time (12:00 PM)
- 18. How do we see the colours Do you know that the light is mix of all colours???
- 19. Prism An object that can make the light bend. And when the light bends it gives us 7 colours
- 20. The 7 colours are the Rainbow
- 21. Effect of sunlight on light and dark colours
- 22. Light colours like :
- 24. After the experiment we have found that : • The dark colours take in sunlight more than the light colours
- 25. Now let me ask you a question? What should we wear in winter to feel warm, Light colours or dark colours?
- 26. Yes excellent • We should wear dark colours in winter to feel warm because they take in sunlight more than the light colours