Concept of oxidation and reduction, redox reactions, oxidation number, balancing redox reactions, loss and gain of electrons, Balancing redox reactions, Half reaction method, Types of redox reaction- direct and indirect method, Electrochemical cell, Classification of redox reactions.
undamentals of Crystal Structure: BCC, FCC and HCP Structures, coordination number and atomic packing factors, crystal imperfections -point line and surface imperfections. Atomic Diffusion: Phenomenon, Fick’s laws of diffusion, factors affecting diffusion.
this project is basically based "motion", the way it's directly or indirectly linked to us. Viewing this power point presentation will enable you to study as a whole in descriptive way.In physics, motion is a change in position of an object with respect to time. Motion is typically described in terms of displacement, distance (scalar), velocity, acceleration, time and speed.Motion of a body is observed by attaching a frame of reference to an observer and measuring the change in position of the body relative to that frame n If the position of a body is not changing with the time with respect to a given frame of reference the body is said to be at rest, motionless, immobile, stationary, or to have constant (time-invariant) position. An object's motion cannot change unless it is acted upon by a force, as described by Newton's first law. Momentum is a quantity which is used for measuring motion of an object. An object's momentum is directly related to the object's mass and velocity, and the total momentum of all objects in an isolated system (one not affected by external forces) does not change with time, as described by the law of conservation of momentum.
Hope you will like it and feedbacks are welcomed.
Concept of oxidation and reduction, redox reactions, oxidation number, balancing redox reactions, loss and gain of electrons, Balancing redox reactions, Half reaction method, Types of redox reaction- direct and indirect method, Electrochemical cell, Classification of redox reactions.
undamentals of Crystal Structure: BCC, FCC and HCP Structures, coordination number and atomic packing factors, crystal imperfections -point line and surface imperfections. Atomic Diffusion: Phenomenon, Fick’s laws of diffusion, factors affecting diffusion.
this project is basically based "motion", the way it's directly or indirectly linked to us. Viewing this power point presentation will enable you to study as a whole in descriptive way.In physics, motion is a change in position of an object with respect to time. Motion is typically described in terms of displacement, distance (scalar), velocity, acceleration, time and speed.Motion of a body is observed by attaching a frame of reference to an observer and measuring the change in position of the body relative to that frame n If the position of a body is not changing with the time with respect to a given frame of reference the body is said to be at rest, motionless, immobile, stationary, or to have constant (time-invariant) position. An object's motion cannot change unless it is acted upon by a force, as described by Newton's first law. Momentum is a quantity which is used for measuring motion of an object. An object's momentum is directly related to the object's mass and velocity, and the total momentum of all objects in an isolated system (one not affected by external forces) does not change with time, as described by the law of conservation of momentum.
Hope you will like it and feedbacks are welcomed.
Ekeeda Provides Online Civil Engineering Degree Subjects Courses, Video Lectures for All Engineering Universities. Video Tutorials Covers Subjects of Mechanical Engineering Degree.
Properties of gases as learned in introductory physical chemistry (including general chemistry material). Topics include: kinetic molecular theory, ideal gas law, ideal gas equation, compressibility factor, van der Waals equation, gas pressure, kinetic energy of gases, collision frequency, mean-free-path, gas diffusion vs. effusion, Dalton's law, mole fractions, and partial pressures
Anne-Marie Pendrill: COASTER - collaboration on amusement science and technology education resources
Scientix European Conference, 6-8 May 2011, Brussels
Ekeeda Provides Online Civil Engineering Degree Subjects Courses, Video Lectures for All Engineering Universities. Video Tutorials Covers Subjects of Mechanical Engineering Degree.
Properties of gases as learned in introductory physical chemistry (including general chemistry material). Topics include: kinetic molecular theory, ideal gas law, ideal gas equation, compressibility factor, van der Waals equation, gas pressure, kinetic energy of gases, collision frequency, mean-free-path, gas diffusion vs. effusion, Dalton's law, mole fractions, and partial pressures
Anne-Marie Pendrill: COASTER - collaboration on amusement science and technology education resources
Scientix European Conference, 6-8 May 2011, Brussels
Lab 2/Lab 2- Kinematics.pdf
1/4/2017 Lab 2: Kinematics
https://moodle.straighterline.com/pluginfile.php/72219/mod_resource/content/17/CourseRoot/html/lab004s001.html 1/20
Learning Objec뙕ves
Disᣊ�nguish between scalar and vector quanᣊ�ᣊ�es
Apply kinemaᣊ�c equaᣊ�ons to 1‐D and projecᣊ�le moᣊ�on
Predict posiᣊ�on, velocity, and acceleraᣊ�on vs. ᣊ�me graphs
Calculate average and instantaneous velocity or acceleraᣊ�on
Determine that x and y components are independent of each other
Relate velocity, radius, and ᣊ�me period to uniform circular moᣊ�on.
Explain the direcᣊ�on of acceleraᣊ�on during uniform circular moᣊ�on
1‐D Kinema뙕cs
1‐D kinemaᣊ�cs occurs when an object travels in
one dimension and can be described using words,
equaᣊ�ons and graphs. Linear mo뙕on describes
how an object will move horizontally or verᣊ�cally
with constant acceleraᣊ�on, how an object will
1/4/2017 Lab 2: Kinematics
https://moodle.straighterline.com/pluginfile.php/72219/mod_resource/content/17/CourseRoot/html/lab004s001.html 2/20
Figure 1: Pool balls in moᾷon demonstrate
1‐D kinemaᾷcs.
Figure 2: Line secant to the path of the
object.
travel if dropped from the side of a cliff, and the
path it will follow if thrown straight up into the air.
Keep in mind the moᣊ�on of an object is relaᣊ�ve to
the viewer. Even though you do not feel like you
are in moᣊ�on right now, you are on planet earth
that has rotaᣊ�onal moᣊ�on in addiᣊ�on to orbital
moᣊ�on around the sun. In almost all cases here
moᣊ�on will be relaᣊ�ve to the Earth.
Scalar and Vector Quan뙕뙕es
In physics, quanᣊ�ᣊ�es can be scalar or vector. The
difference between the two lies in direcᣊ�on.
Scalar quanᣊ�ᣊ�es include magnitudes, which are numerical measurements. The distance an
object has traveled or the speed of an object is a scalar quanᣊ�ty. Scalars do not take direcᣊ�on
into consideraᣊ�on and can be described with only a number and a unit. For example,
somebody might say the temperature outside is 70°F. Seventy is the magnitude, and
Fahrenheit is the unit; there is no direcᣊ�on associated with the quanᣊ�ty. Vector quanᣊ�ᣊ�es, on
the other hand, include magnitude and direcᣊ�on. The displacement from an object's iniᣊ�al
posiᣊ�on, velocity, and acceleraᣊ�on are vector quanᣊ�ᣊ�es. The direcᣊ�on of vectors can be
described as being in the posiᣊ�ve direcᣊ�on, in the negaᣊ�ve direcᣊ�on, north, south, east, west,
leĀ, right, up, down, etc. One might describe an airplane's velocity as 450 miles per hour due
west where both magnitude and direcᣊ�on are given. It is important to disᣊ�nguish between
scalar and vector quanᣊ�ᣊ�es when trying to understand kinemaᣊ�cs.
Speed, Velocity, and Accelera뙕on
You may be familiar with speed outside of the physics classroom. When you drive in a car you
are traveling a distance over a certain amount of ᣊ�me: a speed. How then is velocity different
from speed? Velocity (v) is a vector quanᣊ�ty described as the rate at which an object's
posiᣊ�on changes divided by the ᣊ�me the ...
Dear Students of grade 8, this presentation has been made for you to revise, and to copy what would you miss out of your class work. I hope to be useful for all of you.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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!
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
3. Kinematics plays a very important
role in everyday life, be it on a
sports field, at a rocket launch or
racetrack; calculation of speed is
the most important factor.
Kinematics is an important tool in
understanding the motion of
objects, whether translational,
oscillatory, or circular.
3
4. The behaviour of variables
such as speed, velocity,
acceleration, and deceleration
is described by the equations
of motion.
In addition to the equations,
some other tools for studying
kinematics are graphs,
diagrams and vectors.
4
5. Velocity-time (v-t) graphs
and displacement-time (or
distance-time) (x-t) graphs
relate equations of motion
in a very simple way.
5
6. Kinematics is the study of objects
in motion.
The terms used most frequently in
kinematics are speed, velocity,
acceleration, time, distance and
displacement. As we define these
physical quantities, we must
emphasise whether they are scalar
or vector quantities.
6
7. Scalar Quantities: These are
physical quantities fully described
only by a magnitude and not a
direction (e.g., distance,
temperature, area, volume, speeds,
etc.).
7
8. For example, the
temperature on a cold
windy day is 5 degrees
Celsius (only magnitude) or
the distance travelled by a
child from home to school
is 2 km (only magnitude).
8
9. Vector Quantities: These are
physical quantities fully
described by both a
magnitude and a direction
(e.g., displacement, velocity,
acceleration, force and
momentum).
9
10. Distance: Length covered
during the motion of an
object (measured in
metres). It is a scalar
quantity. For example, a
boy walks from school to
his home and covers 800m
so distance is 800m.
1
0
11. Displacement: This is the
shortest distance between
the point of origin and the
point of termination. Thus
displacement involves both
direction and magnitude
(and is therefore a vector
quantity). It is measured in
metres.
11
12. A physics teacher walks 4m East, 2m
South, 4m West, and finally 2m North.
What is the distance covered by the
teacher? _____ m
What is his/her displacement? _____ m
12
4m
4m
2m2m
13. Speed: The ratio of the total
distance travelled to the time
interval. It is the rate at
which an object covers
distance. Speed is a scalar
quantity and is measured in
miles/hour (mph),
kilometres/hour (km/h) or
meters/second (m/s).
13
14. Velocity: The speed of an object in
a specific direction is called the
velocity. It is the displacement
per unit time, so it is the rate at
which an object changes its
position. As the displacement is
in metres and time is in seconds,
the units for velocity are metres
per second (m/s). Velocity is a
vector quantity.
14
15. Sometimes the velocity over a
long period is also called
average velocity. Average
velocity is the average of all
instantaneous velocities.
Usually motor vehicle speeds
are expressed as average
speeds, i.e. total distance
travelled/total time taken.
15
16. The velocity of an object at a
particular instant of time is the
instantaneous velocity.
According to the definition of
average velocity, if d1 and d2 are
two positions of an object at time
t1 and t2 respectively, then
average velocity = (d2–d1)/Δt or
d2=d1+average velocity x Δt is
the equation of motion.
16
17. This equation allows us to find
the position of an object after
the lapse of time Δt when the
original position is other than
the origin.
17
18. Slope of the line on a position-time graph
is equal to the velocity of the object
18
t
x
v
19. Acceleration: This is the rate of
change of velocity per unit time.
Acceleration is a vector quantity
and is measured in m/s2
For example, if an object is moving
with a velocity of 5.0 m/s and it
changes its velocity to 7.5 m/s in
5.0 seconds, then acceleration of
object is a = change in velocity/
time taken = (7.5–5.0)/5 = 0.5
m/s2
19
21. Sometimes the change in the
velocity is due to decrease in
velocity that leads to
negative acceleration called
deceleration or retardation
The definition of acceleration
gives the very first equation
of motion in kinematics
21
23. Teaching must begin with the
definitions given above so that
learners are able to distinguish
the concepts
Then teach the kinematic
equations: Given an initial
velocity u, a final velocity v, a
displacement d, an acceleration
a and a time t
23
25. If an object is in free fall, the
equations of motion can be
applied as follows:
An object in free fall
experiences an acceleration of
-9.8 m/s2. The - sign indicates
a downward acceleration.
Whether explicitly stated or not,
the value of the acceleration in
the kinematic equations is -9.8
m/s2 for any freely falling
object.
25
26. If an object is merely
dropped (as opposed to
being thrown) from an
elevated height, then the
initial velocity of the object
is 0 m/s.
26
27. If an object is projected upwards in
a perfectly vertical direction, then it
will slow down as it rises upward.
The instant at which it reaches the
peak of its trajectory, its velocity is
0 m/s. This value can be used as
one of the motion parameters in the
kinematic equations; for example,
the final velocity (v) after traveling
to the peak would be assigned a
value of 0 m/s.
27
28. If an object is projected upwards in
a perfectly vertical direction, then
the velocity at which it is projected
is equal in magnitude and opposite
in sign to the velocity that it has
when it returns to the same height.
That is, a ball projected vertically
with an upward velocity of +30
m/s will have a downward velocity
of -30 m/s when it returns to the
same height.
28
29. We begin by noting some
common student difficulties:
Differentiating the concepts of
position, velocity and acceleration
Making, using and interpreting
graphs with time as the variable
plotted on the x-axis
Kinematics has too many
formulae and calculations
29
30. Mathematics, the language
of physics, is not every
learner’s cup of tea
Recognizing the difference
between average and
instantaneous velocity
30
31. Separating slope from path
of motion.
Interpreting changes in
height and changes in
slope (e.g., Is the object
slowing down? Which
motion is slowest?)
31
32. Understanding the physical
significance of the sign of a
body's velocity
Understanding that it is
possible to have zero velocity
and non-zero acceleration,
or non-zero velocity and
zero acceleration
32
33. Understanding that the
direction of acceleration
relative to velocity determines
whether an object speeds up
or slows down
Understanding that a body can
have a positive velocity and
negative acceleration (or the
reverse) simultaneously
33
34. How can we as teachers help
learners to overcome these
difficulties?
Teach basic kinematics concepts
by connecting them with real life
situations (e.g., sports field and
race track etc.)
Give students examples requiring
them to substitute values in linear
and quadratic equations.
34
35. Once they are familiar with
substituting values of
different variables, give
them assignments on
equations of motion.
35
36. To further strengthen
students’ skills, organize them
into teams or groups in which
they can carry out classroom
activities on collecting,
graphing and analyzing data,
and assess them on the basis
of cooperative learning.
36
37. At the end of the derivation of
each equation of motion,
provide students with a
worksheet based on that
equation and assess them
individually.
37
38. Encouraging students to work
towards common goals
increases achievement,
improves attitudes towards
minorities and those with
disabilities and increases
inclusion in mainstream
classroom activities.
Teach kinematics content
through classroom interaction.
38
39. To strengthen skills in reading
technical terms, get students to
read numerical problems in
class.
After reading problems, students
should recognize the different
terms or data in the problems.
Each student should then select
the equation of motion according
to the data he/she has collected.
39
40. For example, an athlete who starts
running from rest position completes a
100m race in 12.5 seconds. What is his
acceleration?
The athlete started from the rest, so
initial velocity (u=0); completes the
race in 12.5 seconds (t=12.5 seconds);
and distance travelled or displacement
(d=100m) and the requirement is the
acceleration a
So, given a mathematical model, to the
problem, u=0; t=12.5; s=100; a=?
40
41. Teach kinematics in a learner-centred
way.
Involve the learner as much as possible.
Help the learner to discover the kinematic
ideas through interacting with real life
situations.
Teach the learner how to substitute values
into formulae and how to evaluate.
Explore activities that can be used to
encourage active learning on the part of
the learner.
Explore use of software (e.g., Geogebra).
41
42. I wish to thank:
The organisers of this conference
for the invitation to facilitate
here and interact with colleagues
Mulungushi University for
funding my participation in this
conference
You all for listening.
42
43. Husty, M. L. (not dated), Using Geogebra in
Elementary Geometry, Institut für Grundlagen der
Bauingenieurwissenschaften, AB Geometrie and CAD,
Universität Innsbruck, Austria
Kaulu, G. (2008), Effectiveness of the
‘PhysicsClassroom’ Computer Software in the
Learning of Kinematics at Munali Boys High School in
Lusaka, MEd Dissertation, University of Zambia,
Lusaka
Leonard, W. J. and Gerace, W. J. (1999), A
Demonstration of Kinematic Principles, University of
Massacussetts Physics Education Research Group
Wadhwa, K. L. (2007), Kinematics (Equations of
Motion), University City High School
43