Static electricity is an imbalance of electric charges within or on the surface of a material. The charge remains until it is able to move away by means of an electric current or electrical discharge.
Here are some examples of static electricity in our day to day life:
When we walk on a carpeted floor and getting shock when touching a door knob or any other metal object is one of the best examples of static electricity.
Clothes stuck to one another after being in the dryer is another example of static electricity.
Electric current and its effect CLASS-8Ravi Prakash
Electric current
HEATING EFFECT OF CURRENT
MAGNETIC EFFECT OF CURRENT
ELECTROMAGNET
ELECTRIC BELL
ADVANTAGE OF HEATING EFFECT
DISADVANTAGE OF HEATING EFFECT
SYMBOLS OF ELECTRIC COMPONENTS
MINIATURE CIRCUIT BREAKER (MCB)
ELECTRIC FUSE
Static electricity is an imbalance of electric charges within or on the surface of a material. The charge remains until it is able to move away by means of an electric current or electrical discharge.
Here are some examples of static electricity in our day to day life:
When we walk on a carpeted floor and getting shock when touching a door knob or any other metal object is one of the best examples of static electricity.
Clothes stuck to one another after being in the dryer is another example of static electricity.
Electric current and its effect CLASS-8Ravi Prakash
Electric current
HEATING EFFECT OF CURRENT
MAGNETIC EFFECT OF CURRENT
ELECTROMAGNET
ELECTRIC BELL
ADVANTAGE OF HEATING EFFECT
DISADVANTAGE OF HEATING EFFECT
SYMBOLS OF ELECTRIC COMPONENTS
MINIATURE CIRCUIT BREAKER (MCB)
ELECTRIC FUSE
This presentation is prepared for the students of grades 11 and 12 concluding the chapter thermodynamics. Proper notes with diagrams, facts, and figures are presented. Numericals are solved too.
UNIT 08 HEAT AND THERMODYNAMICS PART 1.pptxMithulBharathi
Thermodynamics is the same thing as a new one doubt the same way that has been done in the past and I will not have to be the same way that you can get to the developing society and the same way you could have to go to a 3coincidence and hip 3hop or the one mark you ok you ok baby and I think you 6th grade girls are you mad at jiosaavn and 5th 6th class la school name 5PM but I don't know how to check a value for 6a and I have to do it in a month or so on a bit 6th 6th grade but I don't want a bit more of a 6th grade teacher sex drive I 5am a lot more attractive to me than daNa point of a year and two of my 6relationship classes leave the same way of being in tamil or Asian and I have a good idea for a given time of engineering coi or a bit more than a few years of experience in the universe that has the ability
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
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It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
2.
1. Which sources do we get heat from?
Primary sources can be used directly, as
they appear in the natural environment : coal,
oil, natural gas and wood, nuclear fuels
(uranium), the sun, the wind, tides, mountain
lakes, the rivers (from
which hydroelectric energy can be obtained)
and the Earth heat that supplies geothermal
energy.
Can you recall?
3.
Heat can be transferred from one place
to another by three methods:
conduction in solids, convection of
fluids (liquids or gases), and radiation
through anything that will allow
radiation to pass. The method used
to transfer heat is usually the one that
is the most efficient.
2.How is heat transferred?
4.
We have seen in previous standards that
heat is a form of energy which flows from
an object at high temperature to an object
at low temperature. Temperature of an
object tells us how hot or cold that object
is. The temperature of a cold object is
lower than the temperature of a hot
object. Thus, the temperature of ice cream
is less than the temperature of tea.
Various effects of heat
5.
We have also seen that when we give heat to
an object it expands and it contracts on
cooling. Also, the state of matter changes due
to heat. The unit of heat in SI system is Joule
while that in CGS units is calorie. One calorie
is equivalent to 4.18 Joule. One calorie heat is
the heat required to increase the temperature
of 1 gm of water through 10 C
CGS units is calorie
6.
SUN :The Sun is the biggest source of
heat received by the earth. A large amount of
heat is generated due to the nuclear fusion
taking place in its centre. In this process
hydrogen nuclei fuse together to form
helium nuclei, generating heat in the process.
Some of it reaches the earth in the form of
light and heat.
Sources of heat
10.
When fuels like wood, coal,
petrol etc, burn, there is
chemical reaction between the
fuel and oxygen. Heat is
generated in these reactions.
Chemical energy
12.
In your daily life, you have seen
several equipments which
produce heat with the help of
electricity e.g. electric press,
electric heater etc. Thus,
electricity is a source of heat.
Electrical Energy
14.
A huge amount of heat is
produced in a very short time
when the nuclei of some elements
like uranium, thorium etc undergo
fission. This is used in atomic
energy projects
Atomic energy
16.
A large amount of heat is present in the air around
us.
Air
17.
We can find out how hot or cold
an object is by touching the
object. However, our sense of
‘hot’ or ‘cold’ is relative. This
can be understood from the
following experiment.
Temperature
19.
1. How much heat will be needed to raise the
temperature of 1.5 kg of water from 15 0 C to 45 0 C ?
Give the answer in calories as well as in Joule.
Solved examples
Given : mass of water = 1.5 kg = 1500 gm.
Change in temperature = 45 0 C - 15 0 C = 30 0 C.
Heat required for temperature change = ?
Heat required for temperature change = mass of
water (gm) x change in temperature (0 C) cal.
= 1500 ´ 30 cal = 45000 cal
= 45000 ´ 4.18 J = 188100 J
20.
Given : Amount of heat given to water =
300 cal, change in temperature = 10 0 C,
mass of water = m = ?
Amount of heat given (cal) = mass of
water (gm) x change in temperature (0 C)
300 = m ´ 10 m
= 300 / 10 = 30 gm.
2. If the temperature of water changes by 10 0
C on giving 300 cal of heat, what is the mass of
water?
21.
1. Take three similar vessels. Let us call
them ‘A’, ‘B’and ‘C’
Fill A with hot water and B with cold water.
Put some water from A and B in C.
Dip your right hand in A and left hand in B,
and keep them immersed for 2 to 3 minutes
Now dip both the hands in C. What do you
feel?
Try this
23.
Even though, both the hands are dipped in water in
the same vessel i.e. water at the same temperature,
your right hand will find the water to be cold while
the left hand will find it to be hot. we cannot
determine the temperature of an object accurately by
simply touching it. Also you may hurt yourself by
touching very hot or cold objects. So we feel the need
of some device for measuring temperature.
Thermometer is a device for measuring temperature.
You have read about thermometer in the previous
class. In this lesson you are going to learn about the
construction of a thermometer.
REACTION OF ABOVE
EXPERIEMENT
24.
What is the difference between heat and
temperature?
The hotter an object is, the faster the motion of
the molecules inside it. Thus, the heat of an
object is the total energy of all the molecular
motion inside that object. Temperature, on the
other hand, is a measure of the
average heat or thermal energy of the
molecules in a substance.
Heat and Temperature
25.
We know that a substance is made of
atoms. The atoms in a substance are always in
motion. The total kinetic energy of the atoms
in a substance is a measure of the heat
contained in that substance, while the
temperature of a substance is related to the
average kinetic energy of atoms. If the
average kinetic energy of atoms in two objects
is equal then their temperatures will also be
equal.
Heat and Temperature
26.
‘a’ and ‘b’ show the velocities of
atoms in a gas at high and low
temperature, respectively. The
direction and the length of the
arrows attached to the atoms show
the direction and magnitude of the
velocity of the atoms. The velocity
of atoms in the gas at higher
temperature is larger than the
velocity of atoms in the gas at
lower temperature.
Motion of atoms in gas and
solid
27.
1. How much will the temperature of 68 0 F be in
Celsius and Kelvin?
Given : Temperature in Fahrenheit = F = 68,
Temperature in Celsius = C= ?, Temperature in Kelvin
= K = ?
According to formula (1), (F-32)/ 9 = C /5
(68-32)/ 9 = C/ 5 C
= 5 x 36 9 = 20 0 C According to formula (2)
K = C + 273.15 = 20 + 273.15 = 293.15
Thus, the temperature in Celsius = 20 0 C and in
Kelvin = 293.15 K
Solved example
28.
Given : If the temperature in Celsius is C, then the
temperature in Fahrenheit (F) will be same, i.e. F=
C.
Using formula (1), (F-32)/ 9 = C /5
or, (C-32) /9 = C/ 5
(C-32) ´ 5 = C ´ 9
5C - 160 = 9 C
4 C = - 160
C = F = - 40 The temperatures in Celsius and in
Fahrenheit will be same at - 400
2. At what temperature will its value be
same in Celsius and in Fahrenheit?
29.
A thermometer is a device that measures temperature or a temperature
gradient. A thermometer has two important elements: (1) a temperature
sensor (e.g. the bulb of a mercury-in-glass thermometer or the digital
sensor in an infrared thermometer) in which some change occurs with a
change in temperature, and (2) some means of converting this change into
a numerical value (e.g. the visible scale that is marked on a mercury-in-
glass thermometer or the digital readout on an infrared model).
Thermometers are widely used in industries
to monitor processes, in meteorology, in medicine, and in scientific
research.
Some of the principles of the thermometer were known to Greek
philosophers of two thousand years ago. The modern thermometer
gradually evolved from the thermoscope with the addition of a scale in the
early 17th century and standardisation through the 17th and 18th centuries
Thermometer
31.
The specific heat is the amount of heat per unit mass
required to raise the temperature by one degree
Celsius. The relationship between heat and
temperature change is usually expressed in the form
shown below where c is the specific heat.
Specific heat
32.
A calorimeter is an object used for calorimetry, or the
process of measuring the heat of chemical
reactions or physical changes as well as heat capacity.
Differential scanning calorimeters, isothermal micro
calorimeters, titration calorimeters and accelerated rate
calorimeters are among the most common types. A
simple calorimeter just consists of a thermometer
attached to a metal container full of water suspended
above a combustion chamber. It is one of the
measurement devices used in the study of
thermodynamics, chemistry, and biochemistry.
Calorimeter
34.
1. Suppose the masses of the calorimeter,
the water in it and the hot object made up
of copper which is put in the calorimeter are
the same. The initial temperature of the
calorimeter and water is 30 0 C and that of
the hot object is 60 0 C. The specific heats of
copper and water are 0.09 cal / (gm 0 C) and
1 cal / (gm 0 C) respectively. What will be
the final temperature of water?
Solved Examples
35.
Given : mw = mo = mc = m, Ti = 30 o C, To = 60 o
C, Ti = ?
Using formula (5), m ´ (60 - Tf ) ´ 0.09 = m ´ (Tf - 30)
´ 1 + m ´ (Tf - 30) ´ 0.09
(60 - Tf ) ´ 0.09 = (Tf - 30) ´ 1.09
60 ´ 0.9 + 30 ´ 1.09 = (0.09 + 1.09) Ti
T1 = 32.29 0 C
The final temperature of water wil be 32.29 0 C.
Solution
36.
In previous standards, we have
studied two effects of heat on matter : 1.
expansion and contraction and 2.
change of state. In this lesson, we are
going to learn more about expansion.
You will learn about change of state of
matter in higher standards.
Effects of heat
37.
When heat is given to any
substance, its temperature
increases and it expands. Its
expansion depends on the increase
in its temperature. Solids, liquids
and gases, all expand on receiving
heat.
Expansion
38.
Expansion of solids
Thermal expansion is the
increase, or decrease, of the
size (length, area, or
volume) of a body due to a
change in temperature.
Thermal expansion is large
for gases, and relatively
small, but not negligible,
for liquids and solids.
40.
A gas does not even have a
fixed volume. Gas expands on
heating but if the gas is kept in
a closed box, its volume cannot
increase but its pressure
increases.
Expansion of gases