https://karnatakaeducation.org.in/KOER/en/api.php?action=feedcontributions&user=Harishksmandya&feedformat=atomKarnataka Open Educational Resources - User contributions [en]2024-03-29T14:27:40ZUser contributionsMediaWiki 1.35.6https://karnatakaeducation.org.in/KOER/en/index.php?title=Science_Laboratory&diff=19315Science Laboratory2015-07-04T15:30:28Z<p>Harishksmandya: /* Shared By : Harish Mandya */</p>
<hr />
<div>= Concept Map =<br />
<mm>[[LABORATORY.mm|Flash]]</mm><br />
<br />
=Introduction to Science Laboratory=<br />
One of the important functions of the science laboratory is the deepening of the students understanding that scientific concepts and application are closely related to their own natural environment. In the laboratory the students can be taught more readily to be discriminating in observations, to evaluate evidence of data and to sense the importance of care and skill in the talking of measurements. Laboratory should be represented as an integral part of instruction in science.<br />
Before constructing the laboratory, the following factors should be taken into consideration at the planning stage. <br />
# The number of pupils working at a time.<br />
# The minimum space for each pupil and teacher for comfortable working.<br />
# Need for ancillary accommodation for storage. <br />
# Designing the science class room and laboratory in such a way that it could be used for science teaching.<br />
# Demonstration table. <br />
<br />
=Planning of Science laboratories=<br />
In secondary schools, science is taught as a core subject. In addition to this these are three elective subjects i.e., physics, chemistry and biology. The size of the laboratory will depend upon the number of students working at a time in the laboratory. It may be planned according to the need of the school. <br />
==The Physics laboratory :==<br />
The physics laboratory should be equipped with<br />
# Working tables of about 6’x4’x3’ size.<br />
# One demonstration table.<br />
# A wall of black board behind the demonstration table. <br />
# Sinks in the wall.<br />
# Projected platform in the wall for charts.<br />
# Almirahs.<br />
# Bench or desk for pupils. <br />
==The Chemistry laboratory :==<br />
It should have the following equipments <br />
# Working table with shelves, cupboards and with acid proof topics. <br />
# One demonstration table with cupboard and with water and gas fittings. <br />
# Shelves for keeping chemical reagents. These may either be fitted on the working table or in the walls. <br />
# Sinks in the walls or in the working tables.<br />
# A wall of black board.<br />
# A fume cupboard.<br />
# Almirahs.<br />
==The Biology laboratory :==<br />
It should be equipped with<br />
# A demonstration table.<br />
# Stools, sinks, wall black board, almirahs<br />
# Space for aquarium<br />
# Specimens stand or table or shelves.<br />
# Projected platform in the wall for charts.<br />
=Entry of apparatus in the registers=<br />
The articles received should be properly checked and entered in the registers the same day. A correct and properly maintained record of the articles in important to check any articles at any time. The apparatus and material should be entered separately in the article whether permanent, breakable or consumable. The three stock registers can be:<br />
==Permanent stock register:==<br />
In this register entered the all articles purchased from the firm and taken from the department or donators. <br />
==Breakable stock Register:== <br />
This will include the articles of glass-ware such as flasks, beakers, thermometers etc. After the broken enter into or remove the item from permanent stock register.<br />
==Consumable stock register:== <br />
Chemicals, pins, wires, rubber tubes etc will be entered in this register. <br />
Stock verification should be compulsory and conducting at March 31st every year. At that time we will remove the breakable stocks and consumable stocks from Permanent stock register, then certified by head of the institution and lab in charge teacher.<br />
<br />
=Slide presentation=<br />
===Vaishampayan. K Joshi Sir===<br />
<br />
{{#widget:Iframe |url=http://www.slideshare.net/slideshow/embed_code/37316375 |width=450 |height=360 |border=1| }}<br><br />
Asst. Teacher, Girls Govt High School SIRWAR Tq:Manvi Dt:Raichur<br />
<br />
<br><br />
==Shared By : Narayan Babanagar==<br />
{{#widget:YouTube|id=pwhkkelZ91I}}<br />
<br />
==Shared By : Harish Mandya==<br />
{{#widget:Iframe<br />
|url=http://www.slideshare.net/slideshow/embed_code/49817095<br />
|width=450<br />
|height=360<br />
|border=1<br />
}}<br />
{{#widget:Iframe<br />
|url=http://www.slideshare.net/slideshow/embed_code/49816291<br />
|width=450<br />
|height=360<br />
|border=1<br />
}}<br />
<br />
=Simple Science Experiments in School=<br />
The following experiments have been shared by Praveen Kamath Sir, GHS Ankanahally, Somavarpet Taluk, Kodagu <br />
#[[School_science_experiments#Purple_Flame_Magic|Purple Flame Magic]]<br />
#[[School_science_experiments#Soap_hating_and_sugar_loving_match_sticks|Hate soap love sugar!]]<br />
<br />
The following experiments have been shared by S V Burli Sir, Banjara High School, Bijapur <br />
#{{#widget:Iframe |url=http://www.slideshare.net/slideshow/embed_code/43109800 |width=450 |height=360 |border=1| }}<br />
Click [[School_science_experiments|here]] for more.<br />
<br />
=Important terms from Wikipedia=<br />
#[https://en.wikipedia.org/Bunsen_burner Bunsen burner]<br />
#[https://en.wikipedia.org/beaker_(glassware) Beaker]<br />
#[https://en.wikipedia.org/microscope Microscope]<br />
#[https://en.wikipedia.org/spectrophotometer Spectrophotometer]<br />
#[https://en.wikipedia.org/thermometer Thermometer]<br />
#[https://en.wikipedia.org/experiment Experiment]<br />
#[https://en.wikipedia.org/scientific_instrument Scientific instrument]<br />
=List of experiments =<br />
{|class="wikitable"<br />
|-<br />
|CK Gopala Rao<br />
|Metals react with acids<br />
|Chapter Name<br />
|-<br />
|CK Gopala Rao<br />
|Double Displacement Reaction<br />
|[[Chemical_Bonding|Chemical Bonding]]<br />
|-<br />
|Harikrishna Holla G<br />
|Reflection from concave mirror<br />
|[[Our_Colourful_World|Our colourful world]]<br />
|-<br />
|Vijaya Ananda Rao <br />
|Density of liquids<br />
|States of matter<br />
|-<br />
|Bharat Bhupal Tonge <br />
|Double displacement reactions in hard water by Na2CO3, CaCl2, MgCl2, CaSO4, MgSO4<br />
|Chemical reactions and their types<br />
|-<br />
|Ramesha K V<br />
|Hardness of water<br />
|Chemicals in daily life<br />
|-<br />
|Prashantha.S.B <br>ವೆಂಕಟೇಶ ಹೆಚ್ ಎನ್<br />
|Sodium reaction with water<br />
|Chapter Name<br />
|-<br />
|Sunilkumar SR <br />
|Making soap<br />
|Chemicals in daily life<br />
|-<br />
|Srinivasa.K.V<br />
|Litmus reaction with acids and bases<br />
|<br />
|-<br />
|Bheemappa <br />
|Double displacement reaction<br />
|Chemical Bonding<br />
|-<br />
|Shivakumara K T<br />
|Physical and Chemical Changes<br />
|<br />
|-<br />
|Shashikumar BS <br />
|Observing stomata in epidermal tissues<br />
|Study of cells<br />
|-<br />
|Tandava murthy.A.N<br />
|Boyle's law<br />
|Chapter Name<br />
|-<br />
|ಶಿವಪ್ರಸಾದ್.ಎಸ್.<br />
|Refraction of light<br />
|Nature of light<br />
|-<br />
|Gavisiddeshwar<br />
|Conductivity in ionic solutions<br />
|Ionic conductivity<br />
|-<br />
|Radghavendra Kulkarni <br />
|Reaction of sulphur<br />
|Chapter Name<br />
|-<br />
|Sathya murthy<br />
|Combustion <br />
|Chapter Name<br />
|-<br />
|Harish KS <br />
|Newton's Laws<br />
|Force and Newton's Laws of Motiom<br />
|-<br />
|Sangamesh V.Burli<br />
|Refraction in convex lens<br />
|Lens<br />
|-<br />
|Channabasavaraja D S <br />
|Bleaching property of Sulphur Dioxide<br />
|Chapter Name<br />
|-<br />
|Kushilnaik.M.D.<br />
|<br />
|<br />
|-<br />
|Mohan k m<br />
|Faraday's laws<br />
|[[Electromagnetic_Induction|Electromagnetic Induction]]<br />
|-<br />
|Guruprasad H<br />
|Parts of a flower<br />
|[[Reproduction_in_Higher_Plants|Reproduction in higher plants]]<br />
|-<br />
|A Srinivas<br />
|Water Cycle Model<br />
|[[Biogeochemical_cycles|Biogeochemical cycles]]<br />
|-<br />
|Ramakrishna <br />
|Heating and magnetic effects of electric current<br />
|Electricity<br />
|}<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Study_of_cells_structure_of_cells_activity1#Multimedia_resources Structure of cells]<br />
#[http://www.karnatakaeducation.org.in/KOER/en/index.php/Food_and_its_constituents_activity1 test for proteins]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Test_for_starch test for starch]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Test_for_carbohydrates test for carbohydrates]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Observation_of_osmosis osmosis]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Observation_of_Diffusion Diffusion]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Activity_No_1 carbondioxide is essential for photosynthesis]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Activity_No_2 to show structure of stomata]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Activity_No_3 oxygen is released during photosynthesis]<br />
<br />
=News articles=<br />
#[http://www.thehindu.com/news/national/karnataka/teachers-need-to-be-trained-to-make-classrooms-interesting-ncsm-chief/article6798010.ece Hindu news article]. He said that the present curriculum in the schools does not give importance to the non-formal learning process, through which learning gets imprinted in the memory of children for a longer period. The government should also establish science clubs. Visits to science labs, horticulture and agriculture fields should be part of the learning process in schools, he said. NCSM has already introduce a virtual lab in Chemistry and Zoology and shortly it would come out with virtual lab facilities in other branches of science and mathematics.</div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Science_Laboratory&diff=19314Science Laboratory2015-07-04T15:23:53Z<p>Harishksmandya: /* Slide presentation */</p>
<hr />
<div>= Concept Map =<br />
<mm>[[LABORATORY.mm|Flash]]</mm><br />
<br />
=Introduction to Science Laboratory=<br />
One of the important functions of the science laboratory is the deepening of the students understanding that scientific concepts and application are closely related to their own natural environment. In the laboratory the students can be taught more readily to be discriminating in observations, to evaluate evidence of data and to sense the importance of care and skill in the talking of measurements. Laboratory should be represented as an integral part of instruction in science.<br />
Before constructing the laboratory, the following factors should be taken into consideration at the planning stage. <br />
# The number of pupils working at a time.<br />
# The minimum space for each pupil and teacher for comfortable working.<br />
# Need for ancillary accommodation for storage. <br />
# Designing the science class room and laboratory in such a way that it could be used for science teaching.<br />
# Demonstration table. <br />
<br />
=Planning of Science laboratories=<br />
In secondary schools, science is taught as a core subject. In addition to this these are three elective subjects i.e., physics, chemistry and biology. The size of the laboratory will depend upon the number of students working at a time in the laboratory. It may be planned according to the need of the school. <br />
==The Physics laboratory :==<br />
The physics laboratory should be equipped with<br />
# Working tables of about 6’x4’x3’ size.<br />
# One demonstration table.<br />
# A wall of black board behind the demonstration table. <br />
# Sinks in the wall.<br />
# Projected platform in the wall for charts.<br />
# Almirahs.<br />
# Bench or desk for pupils. <br />
==The Chemistry laboratory :==<br />
It should have the following equipments <br />
# Working table with shelves, cupboards and with acid proof topics. <br />
# One demonstration table with cupboard and with water and gas fittings. <br />
# Shelves for keeping chemical reagents. These may either be fitted on the working table or in the walls. <br />
# Sinks in the walls or in the working tables.<br />
# A wall of black board.<br />
# A fume cupboard.<br />
# Almirahs.<br />
==The Biology laboratory :==<br />
It should be equipped with<br />
# A demonstration table.<br />
# Stools, sinks, wall black board, almirahs<br />
# Space for aquarium<br />
# Specimens stand or table or shelves.<br />
# Projected platform in the wall for charts.<br />
=Entry of apparatus in the registers=<br />
The articles received should be properly checked and entered in the registers the same day. A correct and properly maintained record of the articles in important to check any articles at any time. The apparatus and material should be entered separately in the article whether permanent, breakable or consumable. The three stock registers can be:<br />
==Permanent stock register:==<br />
In this register entered the all articles purchased from the firm and taken from the department or donators. <br />
==Breakable stock Register:== <br />
This will include the articles of glass-ware such as flasks, beakers, thermometers etc. After the broken enter into or remove the item from permanent stock register.<br />
==Consumable stock register:== <br />
Chemicals, pins, wires, rubber tubes etc will be entered in this register. <br />
Stock verification should be compulsory and conducting at March 31st every year. At that time we will remove the breakable stocks and consumable stocks from Permanent stock register, then certified by head of the institution and lab in charge teacher.<br />
<br />
=Slide presentation=<br />
===Vaishampayan. K Joshi Sir===<br />
<br />
{{#widget:Iframe |url=http://www.slideshare.net/slideshow/embed_code/37316375 |width=450 |height=360 |border=1| }}<br><br />
Asst. Teacher, Girls Govt High School SIRWAR Tq:Manvi Dt:Raichur<br />
<br />
<br><br />
==Shared By : Narayan Babanagar==<br />
{{#widget:YouTube|id=pwhkkelZ91I}}<br />
<br />
==Shared By : Harish Mandya==<br />
{{#widget:Iframe<br />
|url=http://www.slideshare.net/slideshow/embed_code/49817095<br />
|width=450<br />
|height=360<br />
|border=1<br />
}}<br />
<br />
{{#widget:Iframe<br />
|url=http://www.slideshare.net/slideshow/embed_code/49816291<br />
|width=450<br />
|height=360<br />
|border=1<br />
}}<br />
<br />
=Simple Science Experiments in School=<br />
The following experiments have been shared by Praveen Kamath Sir, GHS Ankanahally, Somavarpet Taluk, Kodagu <br />
#[[School_science_experiments#Purple_Flame_Magic|Purple Flame Magic]]<br />
#[[School_science_experiments#Soap_hating_and_sugar_loving_match_sticks|Hate soap love sugar!]]<br />
<br />
The following experiments have been shared by S V Burli Sir, Banjara High School, Bijapur <br />
#{{#widget:Iframe |url=http://www.slideshare.net/slideshow/embed_code/43109800 |width=450 |height=360 |border=1| }}<br />
Click [[School_science_experiments|here]] for more.<br />
<br />
=Important terms from Wikipedia=<br />
#[https://en.wikipedia.org/Bunsen_burner Bunsen burner]<br />
#[https://en.wikipedia.org/beaker_(glassware) Beaker]<br />
#[https://en.wikipedia.org/microscope Microscope]<br />
#[https://en.wikipedia.org/spectrophotometer Spectrophotometer]<br />
#[https://en.wikipedia.org/thermometer Thermometer]<br />
#[https://en.wikipedia.org/experiment Experiment]<br />
#[https://en.wikipedia.org/scientific_instrument Scientific instrument]<br />
=List of experiments =<br />
{|class="wikitable"<br />
|-<br />
|CK Gopala Rao<br />
|Metals react with acids<br />
|Chapter Name<br />
|-<br />
|CK Gopala Rao<br />
|Double Displacement Reaction<br />
|[[Chemical_Bonding|Chemical Bonding]]<br />
|-<br />
|Harikrishna Holla G<br />
|Reflection from concave mirror<br />
|[[Our_Colourful_World|Our colourful world]]<br />
|-<br />
|Vijaya Ananda Rao <br />
|Density of liquids<br />
|States of matter<br />
|-<br />
|Bharat Bhupal Tonge <br />
|Double displacement reactions in hard water by Na2CO3, CaCl2, MgCl2, CaSO4, MgSO4<br />
|Chemical reactions and their types<br />
|-<br />
|Ramesha K V<br />
|Hardness of water<br />
|Chemicals in daily life<br />
|-<br />
|Prashantha.S.B <br>ವೆಂಕಟೇಶ ಹೆಚ್ ಎನ್<br />
|Sodium reaction with water<br />
|Chapter Name<br />
|-<br />
|Sunilkumar SR <br />
|Making soap<br />
|Chemicals in daily life<br />
|-<br />
|Srinivasa.K.V<br />
|Litmus reaction with acids and bases<br />
|<br />
|-<br />
|Bheemappa <br />
|Double displacement reaction<br />
|Chemical Bonding<br />
|-<br />
|Shivakumara K T<br />
|Physical and Chemical Changes<br />
|<br />
|-<br />
|Shashikumar BS <br />
|Observing stomata in epidermal tissues<br />
|Study of cells<br />
|-<br />
|Tandava murthy.A.N<br />
|Boyle's law<br />
|Chapter Name<br />
|-<br />
|ಶಿವಪ್ರಸಾದ್.ಎಸ್.<br />
|Refraction of light<br />
|Nature of light<br />
|-<br />
|Gavisiddeshwar<br />
|Conductivity in ionic solutions<br />
|Ionic conductivity<br />
|-<br />
|Radghavendra Kulkarni <br />
|Reaction of sulphur<br />
|Chapter Name<br />
|-<br />
|Sathya murthy<br />
|Combustion <br />
|Chapter Name<br />
|-<br />
|Harish KS <br />
|Newton's Laws<br />
|Force and Newton's Laws of Motiom<br />
|-<br />
|Sangamesh V.Burli<br />
|Refraction in convex lens<br />
|Lens<br />
|-<br />
|Channabasavaraja D S <br />
|Bleaching property of Sulphur Dioxide<br />
|Chapter Name<br />
|-<br />
|Kushilnaik.M.D.<br />
|<br />
|<br />
|-<br />
|Mohan k m<br />
|Faraday's laws<br />
|[[Electromagnetic_Induction|Electromagnetic Induction]]<br />
|-<br />
|Guruprasad H<br />
|Parts of a flower<br />
|[[Reproduction_in_Higher_Plants|Reproduction in higher plants]]<br />
|-<br />
|A Srinivas<br />
|Water Cycle Model<br />
|[[Biogeochemical_cycles|Biogeochemical cycles]]<br />
|-<br />
|Ramakrishna <br />
|Heating and magnetic effects of electric current<br />
|Electricity<br />
|}<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Study_of_cells_structure_of_cells_activity1#Multimedia_resources Structure of cells]<br />
#[http://www.karnatakaeducation.org.in/KOER/en/index.php/Food_and_its_constituents_activity1 test for proteins]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Test_for_starch test for starch]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Test_for_carbohydrates test for carbohydrates]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Observation_of_osmosis osmosis]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Observation_of_Diffusion Diffusion]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Activity_No_1 carbondioxide is essential for photosynthesis]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Activity_No_2 to show structure of stomata]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Activity_No_3 oxygen is released during photosynthesis]<br />
<br />
=News articles=<br />
#[http://www.thehindu.com/news/national/karnataka/teachers-need-to-be-trained-to-make-classrooms-interesting-ncsm-chief/article6798010.ece Hindu news article]. He said that the present curriculum in the schools does not give importance to the non-formal learning process, through which learning gets imprinted in the memory of children for a longer period. The government should also establish science clubs. Visits to science labs, horticulture and agriculture fields should be part of the learning process in schools, he said. NCSM has already introduce a virtual lab in Chemistry and Zoology and shortly it would come out with virtual lab facilities in other branches of science and mathematics.</div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Science_Laboratory&diff=19313Science Laboratory2015-07-04T15:19:17Z<p>Harishksmandya: </p>
<hr />
<div>= Concept Map =<br />
<mm>[[LABORATORY.mm|Flash]]</mm><br />
<br />
=Introduction to Science Laboratory=<br />
One of the important functions of the science laboratory is the deepening of the students understanding that scientific concepts and application are closely related to their own natural environment. In the laboratory the students can be taught more readily to be discriminating in observations, to evaluate evidence of data and to sense the importance of care and skill in the talking of measurements. Laboratory should be represented as an integral part of instruction in science.<br />
Before constructing the laboratory, the following factors should be taken into consideration at the planning stage. <br />
# The number of pupils working at a time.<br />
# The minimum space for each pupil and teacher for comfortable working.<br />
# Need for ancillary accommodation for storage. <br />
# Designing the science class room and laboratory in such a way that it could be used for science teaching.<br />
# Demonstration table. <br />
<br />
=Planning of Science laboratories=<br />
In secondary schools, science is taught as a core subject. In addition to this these are three elective subjects i.e., physics, chemistry and biology. The size of the laboratory will depend upon the number of students working at a time in the laboratory. It may be planned according to the need of the school. <br />
==The Physics laboratory :==<br />
The physics laboratory should be equipped with<br />
# Working tables of about 6’x4’x3’ size.<br />
# One demonstration table.<br />
# A wall of black board behind the demonstration table. <br />
# Sinks in the wall.<br />
# Projected platform in the wall for charts.<br />
# Almirahs.<br />
# Bench or desk for pupils. <br />
==The Chemistry laboratory :==<br />
It should have the following equipments <br />
# Working table with shelves, cupboards and with acid proof topics. <br />
# One demonstration table with cupboard and with water and gas fittings. <br />
# Shelves for keeping chemical reagents. These may either be fitted on the working table or in the walls. <br />
# Sinks in the walls or in the working tables.<br />
# A wall of black board.<br />
# A fume cupboard.<br />
# Almirahs.<br />
==The Biology laboratory :==<br />
It should be equipped with<br />
# A demonstration table.<br />
# Stools, sinks, wall black board, almirahs<br />
# Space for aquarium<br />
# Specimens stand or table or shelves.<br />
# Projected platform in the wall for charts.<br />
=Entry of apparatus in the registers=<br />
The articles received should be properly checked and entered in the registers the same day. A correct and properly maintained record of the articles in important to check any articles at any time. The apparatus and material should be entered separately in the article whether permanent, breakable or consumable. The three stock registers can be:<br />
==Permanent stock register:==<br />
In this register entered the all articles purchased from the firm and taken from the department or donators. <br />
==Breakable stock Register:== <br />
This will include the articles of glass-ware such as flasks, beakers, thermometers etc. After the broken enter into or remove the item from permanent stock register.<br />
==Consumable stock register:== <br />
Chemicals, pins, wires, rubber tubes etc will be entered in this register. <br />
Stock verification should be compulsory and conducting at March 31st every year. At that time we will remove the breakable stocks and consumable stocks from Permanent stock register, then certified by head of the institution and lab in charge teacher.<br />
<br />
=Slide presentation=<br />
===Vaishampayan. K Joshi Sir===<br />
<br />
{{#widget:Iframe |url=http://www.slideshare.net/slideshow/embed_code/37316375 |width=450 |height=360 |border=1| }}<br><br />
Asst. Teacher, Girls Govt High School SIRWAR Tq:Manvi Dt:Raichur<br />
<br />
<br><br />
<br />
{{#widget:YouTube|id=pwhkkelZ91I}}<br />
<br />
Shared By : Narayan Babanagar<br />
<br />
=Simple Science Experiments in School=<br />
The following experiments have been shared by Praveen Kamath Sir, GHS Ankanahally, Somavarpet Taluk, Kodagu <br />
#[[School_science_experiments#Purple_Flame_Magic|Purple Flame Magic]]<br />
#[[School_science_experiments#Soap_hating_and_sugar_loving_match_sticks|Hate soap love sugar!]]<br />
<br />
The following experiments have been shared by S V Burli Sir, Banjara High School, Bijapur <br />
#{{#widget:Iframe |url=http://www.slideshare.net/slideshow/embed_code/43109800 |width=450 |height=360 |border=1| }}<br />
Click [[School_science_experiments|here]] for more.<br />
<br />
=Important terms from Wikipedia=<br />
#[https://en.wikipedia.org/Bunsen_burner Bunsen burner]<br />
#[https://en.wikipedia.org/beaker_(glassware) Beaker]<br />
#[https://en.wikipedia.org/microscope Microscope]<br />
#[https://en.wikipedia.org/spectrophotometer Spectrophotometer]<br />
#[https://en.wikipedia.org/thermometer Thermometer]<br />
#[https://en.wikipedia.org/experiment Experiment]<br />
#[https://en.wikipedia.org/scientific_instrument Scientific instrument]<br />
=List of experiments =<br />
{|class="wikitable"<br />
|-<br />
|CK Gopala Rao<br />
|Metals react with acids<br />
|Chapter Name<br />
|-<br />
|CK Gopala Rao<br />
|Double Displacement Reaction<br />
|[[Chemical_Bonding|Chemical Bonding]]<br />
|-<br />
|Harikrishna Holla G<br />
|Reflection from concave mirror<br />
|[[Our_Colourful_World|Our colourful world]]<br />
|-<br />
|Vijaya Ananda Rao <br />
|Density of liquids<br />
|States of matter<br />
|-<br />
|Bharat Bhupal Tonge <br />
|Double displacement reactions in hard water by Na2CO3, CaCl2, MgCl2, CaSO4, MgSO4<br />
|Chemical reactions and their types<br />
|-<br />
|Ramesha K V<br />
|Hardness of water<br />
|Chemicals in daily life<br />
|-<br />
|Prashantha.S.B <br>ವೆಂಕಟೇಶ ಹೆಚ್ ಎನ್<br />
|Sodium reaction with water<br />
|Chapter Name<br />
|-<br />
|Sunilkumar SR <br />
|Making soap<br />
|Chemicals in daily life<br />
|-<br />
|Srinivasa.K.V<br />
|Litmus reaction with acids and bases<br />
|<br />
|-<br />
|Bheemappa <br />
|Double displacement reaction<br />
|Chemical Bonding<br />
|-<br />
|Shivakumara K T<br />
|Physical and Chemical Changes<br />
|<br />
|-<br />
|Shashikumar BS <br />
|Observing stomata in epidermal tissues<br />
|Study of cells<br />
|-<br />
|Tandava murthy.A.N<br />
|Boyle's law<br />
|Chapter Name<br />
|-<br />
|ಶಿವಪ್ರಸಾದ್.ಎಸ್.<br />
|Refraction of light<br />
|Nature of light<br />
|-<br />
|Gavisiddeshwar<br />
|Conductivity in ionic solutions<br />
|Ionic conductivity<br />
|-<br />
|Radghavendra Kulkarni <br />
|Reaction of sulphur<br />
|Chapter Name<br />
|-<br />
|Sathya murthy<br />
|Combustion <br />
|Chapter Name<br />
|-<br />
|Harish KS <br />
|Newton's Laws<br />
|Force and Newton's Laws of Motiom<br />
|-<br />
|Sangamesh V.Burli<br />
|Refraction in convex lens<br />
|Lens<br />
|-<br />
|Channabasavaraja D S <br />
|Bleaching property of Sulphur Dioxide<br />
|Chapter Name<br />
|-<br />
|Kushilnaik.M.D.<br />
|<br />
|<br />
|-<br />
|Mohan k m<br />
|Faraday's laws<br />
|[[Electromagnetic_Induction|Electromagnetic Induction]]<br />
|-<br />
|Guruprasad H<br />
|Parts of a flower<br />
|[[Reproduction_in_Higher_Plants|Reproduction in higher plants]]<br />
|-<br />
|A Srinivas<br />
|Water Cycle Model<br />
|[[Biogeochemical_cycles|Biogeochemical cycles]]<br />
|-<br />
|Ramakrishna <br />
|Heating and magnetic effects of electric current<br />
|Electricity<br />
|}<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Study_of_cells_structure_of_cells_activity1#Multimedia_resources Structure of cells]<br />
#[http://www.karnatakaeducation.org.in/KOER/en/index.php/Food_and_its_constituents_activity1 test for proteins]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Test_for_starch test for starch]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Test_for_carbohydrates test for carbohydrates]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Observation_of_osmosis osmosis]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Observation_of_Diffusion Diffusion]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Activity_No_1 carbondioxide is essential for photosynthesis]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Activity_No_2 to show structure of stomata]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Activity_No_3 oxygen is released during photosynthesis]<br />
<br />
=News articles=<br />
#[http://www.thehindu.com/news/national/karnataka/teachers-need-to-be-trained-to-make-classrooms-interesting-ncsm-chief/article6798010.ece Hindu news article]. He said that the present curriculum in the schools does not give importance to the non-formal learning process, through which learning gets imprinted in the memory of children for a longer period. The government should also establish science clubs. Visits to science labs, horticulture and agriculture fields should be part of the learning process in schools, he said. NCSM has already introduce a virtual lab in Chemistry and Zoology and shortly it would come out with virtual lab facilities in other branches of science and mathematics.</div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Science_Laboratory&diff=19312Science Laboratory2015-07-04T15:15:52Z<p>Harishksmandya: /* Introduction to Science Laboratory */</p>
<hr />
<div>= Concept Map =<br />
<mm>[[LABORATORY.mm|Flash]]</mm><br />
<br />
=Introduction to Science Laboratory=<br />
One of the important functions of the science laboratory is the deepening of the students understanding that scientific concepts and application are closely related to their own natural environment. In the laboratory the students can be taught more readily to be discriminating in observations, to evaluate evidence of data and to sense the importance of care and skill in the talking of measurements. Laboratory should be represented as an integral part of instruction in science.<br />
Before constructing the laboratory, the following factors should be taken into consideration at the planning stage. <br />
# The number of pupils working at a time.<br />
# The minimum space for each pupil and teacher for comfortable working.<br />
# Need for ancillary accommodation for storage. <br />
# Designing the science class room and laboratory in such a way that it could be used for science teaching.<br />
# Demonstration table. <br />
<br />
=Planning of Science laboratories=<br />
In secondary schools, science is taught as a core subject. In addition to this these are three elective subjects i.e., physics, chemistry and biology. The size of the laboratory will depend upon the number of students working at a time in the laboratory. It may be planned according to the need of the school. <br />
==The Physics laboratory :==<br />
The physics laboratory should be equipped with<br />
# Working tables of about 6’x4’x3’ size.<br />
# One demonstration table.<br />
# A wall of black board behind the demonstration table. <br />
# Sinks in the wall.<br />
# Projected platform in the wall for charts.<br />
# Almirahs.<br />
# Bench or desk for pupils. <br />
==The Chemistry laboratory :==<br />
It should have the following equipments <br />
# Working table with shelves, cupboards and with acid proof topics. <br />
# One demonstration table with cupboard and with water and gas fittings. <br />
# Shelves for keeping chemical reagents. These may either be fitted on the working table or in the walls. <br />
# Sinks in the walls or in the working tables.<br />
# A wall of black board.<br />
# A fume cupboard.<br />
# Almirahs.<br />
==The Biology laboratory :==<br />
It should be equipped with<br />
# A demonstration table.<br />
# Stools, sinks, wall black board, almirahs<br />
# Space for aquarium<br />
# Specimens stand or table or shelves.<br />
# Projected platform in the wall for charts.<br />
=Entry of apparatus in the registers=<br />
The articles received should be properly checked and entered in the registers the same day. A correct and properly maintained record of the articles in important to check any articles at any time. The apparatus and material should be entered separately in the article whether permanent, breakable or consumable. The three stock registers can be:<br />
==Permanent stock register:==<br />
In this register entered the all articles purchased from the firm and taken from the department or donators. <br />
==Breakable stock Register:== <br />
This will include the articles of glass-ware such as flasks, beakers, thermometers etc. After the broken enter into or remove the item from permanent stock register.<br />
==Consumable stock register:== <br />
Chemicals, pins, wires, rubber tubes etc will be entered in this register. <br />
Stock verification should be compulsory and conducting at March 31st every year. At that time we will remove the breakable stocks and consumable stocks from Permanent stock register, then certified by head of the institution and lab in charge teacher.<br />
<br />
==Slide presentation==<br />
===Vaishampayan. K Joshi Sir===<br />
<br />
{{#widget:Iframe |url=http://www.slideshare.net/slideshow/embed_code/37316375 |width=450 |height=360 |border=1| }}<br><br />
Asst. Teacher, Girls Govt High School SIRWAR Tq:Manvi Dt:Raichur<br />
<br />
<br><br />
<br />
{{#widget:YouTube|id=pwhkkelZ91I}}<br />
<br />
Shared By : Narayan Babanagar<br />
<br />
==Simple Science Experiments in School==<br />
The following experiments have been shared by Praveen Kamath Sir, GHS Ankanahally, Somavarpet Taluk, Kodagu <br />
#[[School_science_experiments#Purple_Flame_Magic|Purple Flame Magic]]<br />
#[[School_science_experiments#Soap_hating_and_sugar_loving_match_sticks|Hate soap love sugar!]]<br />
<br />
The following experiments have been shared by S V Burli Sir, Banjara High School, Bijapur <br />
#{{#widget:Iframe |url=http://www.slideshare.net/slideshow/embed_code/43109800 |width=450 |height=360 |border=1| }}<br />
Click [[School_science_experiments|here]] for more.<br />
<br />
==Important terms from Wikipedia==<br />
#[https://en.wikipedia.org/Bunsen_burner Bunsen burner]<br />
#[https://en.wikipedia.org/beaker_(glassware) Beaker]<br />
#[https://en.wikipedia.org/microscope Microscope]<br />
#[https://en.wikipedia.org/spectrophotometer Spectrophotometer]<br />
#[https://en.wikipedia.org/thermometer Thermometer]<br />
#[https://en.wikipedia.org/experiment Experiment]<br />
#[https://en.wikipedia.org/scientific_instrument Scientific instrument]<br />
==List of experiments ==<br />
{|class="wikitable"<br />
|-<br />
|CK Gopala Rao<br />
|Metals react with acids<br />
|Chapter Name<br />
|-<br />
|CK Gopala Rao<br />
|Double Displacement Reaction<br />
|[[Chemical_Bonding|Chemical Bonding]]<br />
|-<br />
|Harikrishna Holla G<br />
|Reflection from concave mirror<br />
|[[Our_Colourful_World|Our colourful world]]<br />
|-<br />
|Vijaya Ananda Rao <br />
|Density of liquids<br />
|States of matter<br />
|-<br />
|Bharat Bhupal Tonge <br />
|Double displacement reactions in hard water by Na2CO3, CaCl2, MgCl2, CaSO4, MgSO4<br />
|Chemical reactions and their types<br />
|-<br />
|Ramesha K V<br />
|Hardness of water<br />
|Chemicals in daily life<br />
|-<br />
|Prashantha.S.B <br>ವೆಂಕಟೇಶ ಹೆಚ್ ಎನ್<br />
|Sodium reaction with water<br />
|Chapter Name<br />
|-<br />
|Sunilkumar SR <br />
|Making soap<br />
|Chemicals in daily life<br />
|-<br />
|Srinivasa.K.V<br />
|Litmus reaction with acids and bases<br />
|<br />
|-<br />
|Bheemappa <br />
|Double displacement reaction<br />
|Chemical Bonding<br />
|-<br />
|Shivakumara K T<br />
|Physical and Chemical Changes<br />
|<br />
|-<br />
|Shashikumar BS <br />
|Observing stomata in epidermal tissues<br />
|Study of cells<br />
|-<br />
|Tandava murthy.A.N<br />
|Boyle's law<br />
|Chapter Name<br />
|-<br />
|ಶಿವಪ್ರಸಾದ್.ಎಸ್.<br />
|Refraction of light<br />
|Nature of light<br />
|-<br />
|Gavisiddeshwar<br />
|Conductivity in ionic solutions<br />
|Ionic conductivity<br />
|-<br />
|Radghavendra Kulkarni <br />
|Reaction of sulphur<br />
|Chapter Name<br />
|-<br />
|Sathya murthy<br />
|Combustion <br />
|Chapter Name<br />
|-<br />
|Harish KS <br />
|Newton's Laws<br />
|Force and Newton's Laws of Motiom<br />
|-<br />
|Sangamesh V.Burli<br />
|Refraction in convex lens<br />
|Lens<br />
|-<br />
|Channabasavaraja D S <br />
|Bleaching property of Sulphur Dioxide<br />
|Chapter Name<br />
|-<br />
|Kushilnaik.M.D.<br />
|<br />
|<br />
|-<br />
|Mohan k m<br />
|Faraday's laws<br />
|[[Electromagnetic_Induction|Electromagnetic Induction]]<br />
|-<br />
|Guruprasad H<br />
|Parts of a flower<br />
|[[Reproduction_in_Higher_Plants|Reproduction in higher plants]]<br />
|-<br />
|A Srinivas<br />
|Water Cycle Model<br />
|[[Biogeochemical_cycles|Biogeochemical cycles]]<br />
|-<br />
|Ramakrishna <br />
|Heating and magnetic effects of electric current<br />
|Electricity<br />
|}<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Study_of_cells_structure_of_cells_activity1#Multimedia_resources Structure of cells]<br />
#[http://www.karnatakaeducation.org.in/KOER/en/index.php/Food_and_its_constituents_activity1 test for proteins]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Test_for_starch test for starch]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Test_for_carbohydrates test for carbohydrates]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Observation_of_osmosis osmosis]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Observation_of_Diffusion Diffusion]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Activity_No_1 carbondioxide is essential for photosynthesis]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Activity_No_2 to show structure of stomata]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Activity_No_3 oxygen is released during photosynthesis]<br />
<br />
==News articles==<br />
#[http://www.thehindu.com/news/national/karnataka/teachers-need-to-be-trained-to-make-classrooms-interesting-ncsm-chief/article6798010.ece Hindu news article]. He said that the present curriculum in the schools does not give importance to the non-formal learning process, through which learning gets imprinted in the memory of children for a longer period. The government should also establish science clubs. Visits to science labs, horticulture and agriculture fields should be part of the learning process in schools, he said. NCSM has already introduce a virtual lab in Chemistry and Zoology and shortly it would come out with virtual lab facilities in other branches of science and mathematics.</div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Science_Laboratory&diff=19311Science Laboratory2015-07-04T15:08:06Z<p>Harishksmandya: /* Introduction to Science Laboratory */</p>
<hr />
<div>= Concept Map =<br />
<mm>[[LABORATORY.mm|Flash]]</mm><br />
<br />
==Introduction to Science Laboratory==<br />
One of the important functions of the science laboratory is the deepening of the students understanding that scientific concepts and application are closely related to their own natural environment. In the laboratory the students can be taught more readily to be discriminating in observations, to evaluate evidence of data and to sense the importance of care and skill in the talking of measurements. Laboratory should be represented as an integral part of instruction in science.<br />
<br />
==Slide presentation==<br />
===Vaishampayan. K Joshi Sir===<br />
<br />
{{#widget:Iframe |url=http://www.slideshare.net/slideshow/embed_code/37316375 |width=450 |height=360 |border=1| }}<br><br />
Asst. Teacher, Girls Govt High School SIRWAR Tq:Manvi Dt:Raichur<br />
<br />
<br><br />
<br />
{{#widget:YouTube|id=pwhkkelZ91I}}<br />
<br />
Shared By : Narayan Babanagar<br />
<br />
==Simple Science Experiments in School==<br />
The following experiments have been shared by Praveen Kamath Sir, GHS Ankanahally, Somavarpet Taluk, Kodagu <br />
#[[School_science_experiments#Purple_Flame_Magic|Purple Flame Magic]]<br />
#[[School_science_experiments#Soap_hating_and_sugar_loving_match_sticks|Hate soap love sugar!]]<br />
<br />
The following experiments have been shared by S V Burli Sir, Banjara High School, Bijapur <br />
#{{#widget:Iframe |url=http://www.slideshare.net/slideshow/embed_code/43109800 |width=450 |height=360 |border=1| }}<br />
Click [[School_science_experiments|here]] for more.<br />
<br />
==Important terms from Wikipedia==<br />
#[https://en.wikipedia.org/Bunsen_burner Bunsen burner]<br />
#[https://en.wikipedia.org/beaker_(glassware) Beaker]<br />
#[https://en.wikipedia.org/microscope Microscope]<br />
#[https://en.wikipedia.org/spectrophotometer Spectrophotometer]<br />
#[https://en.wikipedia.org/thermometer Thermometer]<br />
#[https://en.wikipedia.org/experiment Experiment]<br />
#[https://en.wikipedia.org/scientific_instrument Scientific instrument]<br />
==List of experiments ==<br />
{|class="wikitable"<br />
|-<br />
|CK Gopala Rao<br />
|Metals react with acids<br />
|Chapter Name<br />
|-<br />
|CK Gopala Rao<br />
|Double Displacement Reaction<br />
|[[Chemical_Bonding|Chemical Bonding]]<br />
|-<br />
|Harikrishna Holla G<br />
|Reflection from concave mirror<br />
|[[Our_Colourful_World|Our colourful world]]<br />
|-<br />
|Vijaya Ananda Rao <br />
|Density of liquids<br />
|States of matter<br />
|-<br />
|Bharat Bhupal Tonge <br />
|Double displacement reactions in hard water by Na2CO3, CaCl2, MgCl2, CaSO4, MgSO4<br />
|Chemical reactions and their types<br />
|-<br />
|Ramesha K V<br />
|Hardness of water<br />
|Chemicals in daily life<br />
|-<br />
|Prashantha.S.B <br>ವೆಂಕಟೇಶ ಹೆಚ್ ಎನ್<br />
|Sodium reaction with water<br />
|Chapter Name<br />
|-<br />
|Sunilkumar SR <br />
|Making soap<br />
|Chemicals in daily life<br />
|-<br />
|Srinivasa.K.V<br />
|Litmus reaction with acids and bases<br />
|<br />
|-<br />
|Bheemappa <br />
|Double displacement reaction<br />
|Chemical Bonding<br />
|-<br />
|Shivakumara K T<br />
|Physical and Chemical Changes<br />
|<br />
|-<br />
|Shashikumar BS <br />
|Observing stomata in epidermal tissues<br />
|Study of cells<br />
|-<br />
|Tandava murthy.A.N<br />
|Boyle's law<br />
|Chapter Name<br />
|-<br />
|ಶಿವಪ್ರಸಾದ್.ಎಸ್.<br />
|Refraction of light<br />
|Nature of light<br />
|-<br />
|Gavisiddeshwar<br />
|Conductivity in ionic solutions<br />
|Ionic conductivity<br />
|-<br />
|Radghavendra Kulkarni <br />
|Reaction of sulphur<br />
|Chapter Name<br />
|-<br />
|Sathya murthy<br />
|Combustion <br />
|Chapter Name<br />
|-<br />
|Harish KS <br />
|Newton's Laws<br />
|Force and Newton's Laws of Motiom<br />
|-<br />
|Sangamesh V.Burli<br />
|Refraction in convex lens<br />
|Lens<br />
|-<br />
|Channabasavaraja D S <br />
|Bleaching property of Sulphur Dioxide<br />
|Chapter Name<br />
|-<br />
|Kushilnaik.M.D.<br />
|<br />
|<br />
|-<br />
|Mohan k m<br />
|Faraday's laws<br />
|[[Electromagnetic_Induction|Electromagnetic Induction]]<br />
|-<br />
|Guruprasad H<br />
|Parts of a flower<br />
|[[Reproduction_in_Higher_Plants|Reproduction in higher plants]]<br />
|-<br />
|A Srinivas<br />
|Water Cycle Model<br />
|[[Biogeochemical_cycles|Biogeochemical cycles]]<br />
|-<br />
|Ramakrishna <br />
|Heating and magnetic effects of electric current<br />
|Electricity<br />
|}<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Study_of_cells_structure_of_cells_activity1#Multimedia_resources Structure of cells]<br />
#[http://www.karnatakaeducation.org.in/KOER/en/index.php/Food_and_its_constituents_activity1 test for proteins]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Test_for_starch test for starch]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Test_for_carbohydrates test for carbohydrates]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Observation_of_osmosis osmosis]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Observation_of_Diffusion Diffusion]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Activity_No_1 carbondioxide is essential for photosynthesis]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Activity_No_2 to show structure of stomata]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Activity_No_3 oxygen is released during photosynthesis]<br />
<br />
==News articles==<br />
#[http://www.thehindu.com/news/national/karnataka/teachers-need-to-be-trained-to-make-classrooms-interesting-ncsm-chief/article6798010.ece Hindu news article]. He said that the present curriculum in the schools does not give importance to the non-formal learning process, through which learning gets imprinted in the memory of children for a longer period. The government should also establish science clubs. Visits to science labs, horticulture and agriculture fields should be part of the learning process in schools, he said. NCSM has already introduce a virtual lab in Chemistry and Zoology and shortly it would come out with virtual lab facilities in other branches of science and mathematics.</div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Science_Laboratory&diff=19310Science Laboratory2015-07-04T15:06:57Z<p>Harishksmandya: </p>
<hr />
<div>= Concept Map =<br />
<mm>[[LABORATORY.mm|Flash]]</mm><br />
<br />
==Introduction to Science Laboratory==<br />
==Slide presentation==<br />
===Vaishampayan. K Joshi Sir===<br />
<br />
{{#widget:Iframe |url=http://www.slideshare.net/slideshow/embed_code/37316375 |width=450 |height=360 |border=1| }}<br><br />
Asst. Teacher, Girls Govt High School SIRWAR Tq:Manvi Dt:Raichur<br />
<br />
<br><br />
<br />
{{#widget:YouTube|id=pwhkkelZ91I}}<br />
<br />
Shared By : Narayan Babanagar<br />
<br />
==Simple Science Experiments in School==<br />
The following experiments have been shared by Praveen Kamath Sir, GHS Ankanahally, Somavarpet Taluk, Kodagu <br />
#[[School_science_experiments#Purple_Flame_Magic|Purple Flame Magic]]<br />
#[[School_science_experiments#Soap_hating_and_sugar_loving_match_sticks|Hate soap love sugar!]]<br />
<br />
The following experiments have been shared by S V Burli Sir, Banjara High School, Bijapur <br />
#{{#widget:Iframe |url=http://www.slideshare.net/slideshow/embed_code/43109800 |width=450 |height=360 |border=1| }}<br />
Click [[School_science_experiments|here]] for more.<br />
<br />
==Important terms from Wikipedia==<br />
#[https://en.wikipedia.org/Bunsen_burner Bunsen burner]<br />
#[https://en.wikipedia.org/beaker_(glassware) Beaker]<br />
#[https://en.wikipedia.org/microscope Microscope]<br />
#[https://en.wikipedia.org/spectrophotometer Spectrophotometer]<br />
#[https://en.wikipedia.org/thermometer Thermometer]<br />
#[https://en.wikipedia.org/experiment Experiment]<br />
#[https://en.wikipedia.org/scientific_instrument Scientific instrument]<br />
==List of experiments ==<br />
{|class="wikitable"<br />
|-<br />
|CK Gopala Rao<br />
|Metals react with acids<br />
|Chapter Name<br />
|-<br />
|CK Gopala Rao<br />
|Double Displacement Reaction<br />
|[[Chemical_Bonding|Chemical Bonding]]<br />
|-<br />
|Harikrishna Holla G<br />
|Reflection from concave mirror<br />
|[[Our_Colourful_World|Our colourful world]]<br />
|-<br />
|Vijaya Ananda Rao <br />
|Density of liquids<br />
|States of matter<br />
|-<br />
|Bharat Bhupal Tonge <br />
|Double displacement reactions in hard water by Na2CO3, CaCl2, MgCl2, CaSO4, MgSO4<br />
|Chemical reactions and their types<br />
|-<br />
|Ramesha K V<br />
|Hardness of water<br />
|Chemicals in daily life<br />
|-<br />
|Prashantha.S.B <br>ವೆಂಕಟೇಶ ಹೆಚ್ ಎನ್<br />
|Sodium reaction with water<br />
|Chapter Name<br />
|-<br />
|Sunilkumar SR <br />
|Making soap<br />
|Chemicals in daily life<br />
|-<br />
|Srinivasa.K.V<br />
|Litmus reaction with acids and bases<br />
|<br />
|-<br />
|Bheemappa <br />
|Double displacement reaction<br />
|Chemical Bonding<br />
|-<br />
|Shivakumara K T<br />
|Physical and Chemical Changes<br />
|<br />
|-<br />
|Shashikumar BS <br />
|Observing stomata in epidermal tissues<br />
|Study of cells<br />
|-<br />
|Tandava murthy.A.N<br />
|Boyle's law<br />
|Chapter Name<br />
|-<br />
|ಶಿವಪ್ರಸಾದ್.ಎಸ್.<br />
|Refraction of light<br />
|Nature of light<br />
|-<br />
|Gavisiddeshwar<br />
|Conductivity in ionic solutions<br />
|Ionic conductivity<br />
|-<br />
|Radghavendra Kulkarni <br />
|Reaction of sulphur<br />
|Chapter Name<br />
|-<br />
|Sathya murthy<br />
|Combustion <br />
|Chapter Name<br />
|-<br />
|Harish KS <br />
|Newton's Laws<br />
|Force and Newton's Laws of Motiom<br />
|-<br />
|Sangamesh V.Burli<br />
|Refraction in convex lens<br />
|Lens<br />
|-<br />
|Channabasavaraja D S <br />
|Bleaching property of Sulphur Dioxide<br />
|Chapter Name<br />
|-<br />
|Kushilnaik.M.D.<br />
|<br />
|<br />
|-<br />
|Mohan k m<br />
|Faraday's laws<br />
|[[Electromagnetic_Induction|Electromagnetic Induction]]<br />
|-<br />
|Guruprasad H<br />
|Parts of a flower<br />
|[[Reproduction_in_Higher_Plants|Reproduction in higher plants]]<br />
|-<br />
|A Srinivas<br />
|Water Cycle Model<br />
|[[Biogeochemical_cycles|Biogeochemical cycles]]<br />
|-<br />
|Ramakrishna <br />
|Heating and magnetic effects of electric current<br />
|Electricity<br />
|}<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Study_of_cells_structure_of_cells_activity1#Multimedia_resources Structure of cells]<br />
#[http://www.karnatakaeducation.org.in/KOER/en/index.php/Food_and_its_constituents_activity1 test for proteins]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Test_for_starch test for starch]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Test_for_carbohydrates test for carbohydrates]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Observation_of_osmosis osmosis]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Observation_of_Diffusion Diffusion]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Activity_No_1 carbondioxide is essential for photosynthesis]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Activity_No_2 to show structure of stomata]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Activity_No_3 oxygen is released during photosynthesis]<br />
<br />
==News articles==<br />
#[http://www.thehindu.com/news/national/karnataka/teachers-need-to-be-trained-to-make-classrooms-interesting-ncsm-chief/article6798010.ece Hindu news article]. He said that the present curriculum in the schools does not give importance to the non-formal learning process, through which learning gets imprinted in the memory of children for a longer period. The government should also establish science clubs. Visits to science labs, horticulture and agriculture fields should be part of the learning process in schools, he said. NCSM has already introduce a virtual lab in Chemistry and Zoology and shortly it would come out with virtual lab facilities in other branches of science and mathematics.</div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=File:LABORATORY.mm&diff=19309File:LABORATORY.mm2015-07-04T15:03:49Z<p>Harishksmandya: MsUpload</p>
<hr />
<div>MsUpload</div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Electromagnetic_induction_fleming_right_hand_rule_activity_2&diff=16871Electromagnetic induction fleming right hand rule activity 22014-11-16T02:22:30Z<p>Harishksmandya: </p>
<hr />
<div>__FORCETOC__<br />
=Activity No # 1 - '''Force on a current carring conductor in a magentic field'''=<br />
<br />
==Estimated Time==<br />
20 minutes<br />
==Materials/ Resources needed== <br />
#A thick copper wire<br />
#Lab Stand<br />
#Connecting copper wires<br />
#A Horse Shoe magnet<br />
#Battery<br />
==Prerequisites/Instructions, if any==<br />
==Multimedia resources==<br />
==Website interactives/ links/ simulations==<br />
==Process (How to do the activity)==<br />
A thick copper wire AC suspended at its ends A and C from the support by means of threads in a magentic field B between the poles N and S of a horse shoe magent, with its length AC normal to of the magnetic field lines of the magnet. The ends A and C of the conductor are connected to a rheostat, key and battery. In figure the mangetic field B is in the plane of paper in upward direction.<br />
<br />
==Developmental Questions (What discussion questions)==<br />
==Evaluation (Questions for assessment of the child)==<br />
==Question Corner==<br />
<br />
'''To link back to the topic page'''<br />
[http://karnatakaeducation.org.in/KOER/en/index.php/'''Give the link of the page name from where activity was given''' Back]</div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Electromagnetic_induction_fleming_right_hand_rule_activity_2&diff=16870Electromagnetic induction fleming right hand rule activity 22014-11-16T01:26:07Z<p>Harishksmandya: Created page with "{{Subst:Science-Activity}}"</p>
<hr />
<div>__FORCETOC__<br />
=Activity No # 1 - '''Name of Activity'''=<br />
<br />
==Estimated Time==<br />
<br />
==Materials/ Resources needed== <br />
==Prerequisites/Instructions, if any==<br />
==Multimedia resources==<br />
==Website interactives/ links/ simulations==<br />
==Process (How to do the activity)==<br />
==Developmental Questions (What discussion questions)==<br />
==Evaluation (Questions for assessment of the child)==<br />
==Question Corner==<br />
<br />
'''To link back to the topic page'''<br />
[http://karnatakaeducation.org.in/KOER/en/index.php/'''Give the link of the page name from where activity was given''' Back]</div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Electromagnetic_induction_fleming_right_hand_rule_activity_1&diff=16869Electromagnetic induction fleming right hand rule activity 12014-11-16T01:24:56Z<p>Harishksmandya: </p>
<hr />
<div>__FORCETOC__<br />
=Activity No # 1 - '''Direction of the current and magnetic field'''=<br />
<br />
==Estimated Time==<br />
15 minutes<br />
==Materials/ Resources needed== <br />
#Card board sheet with hole at is centre<br />
#Connecting wires<br />
#Iron filings<br />
#Plug key<br />
#Battery source<br />
==Prerequisites/Instructions, if any==<br />
==Multimedia resources==<br />
==Website interactives/ links/ simulations==<br />
==Process (How to do the activity)==<br />
Take cardboard sheet and pass a thick copper wire vertically through the hole. Connect the ends of the wire to battery through switch. sprinkle iron filings on the board. switch on the battery. <br />
==Developmental Questions (What discussion questions)==<br />
#what do you observe when current on and off? <br />
#How iron filings arranged?<br />
#What is the angle between wire and cardboard?<br />
<br />
==Evaluation (Questions for assessment of the child)==<br />
#State the law which determines the firection of magnetic field around a current carrying wire? (Right hand thumb rule)<br />
==Question Corner==<br />
<br />
'''To link back to the topic page'''<br />
[[Electromagnetic_induction|'''Back''']] <br></div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Electromagnetic_induction_fleming_right_hand_rule_activity_1&diff=16868Electromagnetic induction fleming right hand rule activity 12014-11-16T01:17:40Z<p>Harishksmandya: /* Developmental Questions (What discussion questions) */</p>
<hr />
<div>__FORCETOC__<br />
=Activity No # 1 - '''Direction of the current and magnetic field'''=<br />
<br />
==Estimated Time==<br />
15 minutes<br />
==Materials/ Resources needed== <br />
#Card board sheet with hole at is centre<br />
#Connecting wires<br />
#Iron filings<br />
#Plug key<br />
#Battery source<br />
==Prerequisites/Instructions, if any==<br />
==Multimedia resources==<br />
==Website interactives/ links/ simulations==<br />
==Process (How to do the activity)==<br />
Take cardboard sheet and pass a thick copper wire vertically through the hole. Connect the ends of the wire to battery through switch. sprinkle iron filings on the board. switch on the battery. <br />
==Developmental Questions (What discussion questions)==<br />
#what do you observe when current on and off? <br />
#How iron filings arranged?<br />
#What is the angle between wire and cardboard?<br />
<br />
==Evaluation (Questions for assessment of the child)==<br />
#State the law which determines the firection of magnetic field around a current carrying wire? (Right hand thumb rule)<br />
==Question Corner==<br />
<br />
'''To link back to the topic page'''<br />
[http://karnatakaeducation.org.in/KOER/en/index.php/'''Give the link of the page name from where activity was given''' Back]</div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Electromagnetic_induction_fleming_right_hand_rule_activity_1&diff=16867Electromagnetic induction fleming right hand rule activity 12014-11-16T01:16:45Z<p>Harishksmandya: /* Activity No # 1 - Name of Activity */</p>
<hr />
<div>__FORCETOC__<br />
=Activity No # 1 - '''Direction of the current and magnetic field'''=<br />
<br />
==Estimated Time==<br />
15 minutes<br />
==Materials/ Resources needed== <br />
#Card board sheet with hole at is centre<br />
#Connecting wires<br />
#Iron filings<br />
#Plug key<br />
#Battery source<br />
==Prerequisites/Instructions, if any==<br />
==Multimedia resources==<br />
==Website interactives/ links/ simulations==<br />
==Process (How to do the activity)==<br />
Take cardboard sheet and pass a thick copper wire vertically through the hole. Connect the ends of the wire to battery through switch. sprinkle iron filings on the board. switch on the battery. <br />
==Developmental Questions (What discussion questions)==<br />
#what do you observe when current on and off? <br />
#Whic shape Iron filings arranged?<br />
#What is the angle between wire and cardboard?<br />
==Evaluation (Questions for assessment of the child)==<br />
#State the law which determines the firection of magnetic field around a current carrying wire? (Right hand thumb rule)<br />
==Question Corner==<br />
<br />
'''To link back to the topic page'''<br />
[http://karnatakaeducation.org.in/KOER/en/index.php/'''Give the link of the page name from where activity was given''' Back]</div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Electromagnetic_induction_fleming_right_hand_rule_activity_1&diff=16866Electromagnetic induction fleming right hand rule activity 12014-11-16T00:59:47Z<p>Harishksmandya: </p>
<hr />
<div>__FORCETOC__<br />
=Activity No # 1 - '''Name of Activity'''=<br />
<br />
==Estimated Time==<br />
<br />
==Materials/ Resources needed== <br />
==Prerequisites/Instructions, if any==<br />
==Multimedia resources==<br />
==Website interactives/ links/ simulations==<br />
==Process (How to do the activity)==<br />
==Developmental Questions (What discussion questions)==<br />
==Evaluation (Questions for assessment of the child)==<br />
==Question Corner==<br />
<br />
'''To link back to the topic page'''<br />
[http://karnatakaeducation.org.in/KOER/en/index.php/'''Give the link of the page name from where activity was given''' Back]</div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Electromagnetic_induction_fleming_right_hand_rule_activity_1&diff=16865Electromagnetic induction fleming right hand rule activity 12014-11-16T00:56:00Z<p>Harishksmandya: Created page with "{{subst:science=activity}}"</p>
<hr />
<div>{{subst:science=activity}}</div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Electromagnetic_induction&diff=16864Electromagnetic induction2014-11-16T00:54:18Z<p>Harishksmandya: </p>
<hr />
<div>= Concept Map =<br />
<mm>[[Electromagnetic induction.mm|Flash]]</mm><br />
[[Category:Physics]]<br />
<br />
__FORCETOC__<br />
<br />
= Textbook =<br />
#Tenth Standart Science Textbook 2014<br />
<br />
= Additional information =<br />
==Useful websites==<br />
#http://en.wikipedia.org/wiki/Electromagnetic_induction<br />
#http://www.youtube.com/watch?v=vwIdZjjd8fo<br />
#http://www.electronics-tutorials.ws/electromagnetism/electromagnetic-induction.html<br />
#https://www.google.co.in/searchq=electromagnetic+induction&oq=Ele&aqs=chrome.0.69i59l2j69i57j0l3.1895j0j8&sourceid=chrome&es_sm=93&ie=UTF-8<br />
<br />
==Reference Books==<br />
#Tenth Standard state syllbus text books 2011 and 2014 Science Subject<br />
#CONCISE PHYSICS – ICSE BY R.P.Goyal, and S.P.Tripati<br />
#XMEDIA – SCIENCE CLASS X – Published by V.K.Global Publication Pvt, Ltd, Newdelhi-02.<br />
<br />
= Teaching Outlines =<br />
==Concept #1 Introduction to electro magnetic induction==<br />
<br />
===Learning objectives===<br />
#Recall the the properties of magnets<br />
#Electromagnetic effect<br />
#How emf induced<br />
#Emf depends upon the number of turns and speed of the magnet<br />
#Michel Faraday experiment<br />
<br />
===Notes for teachers===<br />
'''Electromagnetic Induction'''<br />
The magnetic flux developed around the coil being proportional to the amount of current flowing in the coils windings as shown. <br><br />
[[File:electromagnetism__coiled_wire.gif|200px]][[File:Micheal Farady.jpg|200px]]<br />
<br />
If additional layers of wire are wound upon the same coil with the same current flowing through them, the static magnetic field strength would be increased.<br />
<br />
Therefore, the Magnetic Field Strength of a coil is determined by the ampere turns of the coil. With more turns of wire within the coil the greater will be the strength of the static magnetic field around it.<br />
<br />
But what if we reversed this idea by disconnecting the electrical current from the coil and instead of a hollow core we placed a bar magnet inside the core of the coil of wire. By moving this bar magnet “in” and “out” of the coil a current would be induced into the coil by the physical movement of the magnetic flux inside it.<br />
<br />
Electromagnetic Induction was first discovered way back in the 1830’s by Michael Faraday. Faraday noticed that when he moved a permanent magnet in and out of a coil or a single loop of wire it induced an ElectroMotive Force or emf, in other words a Voltage, and therefore a current was produced.<br />
<br />
'''Faraday’s Law of Induction'''<br />
#''Increasing the number of turns of wire in the coil'' – By increasing the amount of individual conductors cutting through the magnetic field, the amount of induced emf produced will be the sum of all the individual loops of the coil, so if there are 20 turns in the coil there will be 20 times more induced emf than in one piece of wire.<br />
#''Increasing the speed of the relative motion between the coil and the magnet'' – If the same coil of wire passed through the same magnetic field but its speed or velocity is increased, the wire will cut the lines of flux at a faster rate so more induced emf would be produced.<br />
#''Increasing the strength of the magnetic field'' – If the same coil of wire is moved at the same speed through a stronger magnetic field, there will be more emf produced because there are more lines of force to cut.<br />
Factors affecting the magnitude of induced emf:<br />
The magnitude of induced emf is equal to the rate of change of magnetic flux i.e.,<br />
Induced emf= (Change in magetic flux)/(Time in which the magentic flux changes)<br />
i) the change in the magnetic flux and <br />
ii) the time in which the magnetic flux changes.<br />
<br />
<br />
''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.''<br />
<br />
===Activities===<br />
#Activity 1 - [[Electromagnetic_induction_introduction_to_electromagnetic_induction_activity 1|Properties of Magnets]]<br />
#Activity 2 - [[Electromagnetic_induction_introduction_to_electromagnetic_induction_activity 2|Electromagnet and electromagnetic induction experiment]]<br />
#Activity 3 - [[Electromagnetic_induction_introduction_to_electromagnetic_induction_activity 3|Factors influencing e.m.f. & Michel Faraday experiment]]<br />
<br />
==Concept #2 Fleming right hand rule==<br />
===Learning objectives===<br />
#State Fleming's Right hand rule of dynamo<br />
#Know the main parts of dynamo<br />
#Explain the working of AC dynamo<br />
#Distinguish between AC dynamo and DC dynamo<br />
#Application of dynamo<br />
<br />
===Notes for teachers===<br />
'''Direction of induced emf :''' <br><br />
'''Fleming’s right hand rule :''' <br><br />
Stretch the thumb, middle finger and fore finger of your right hand mutually perpendicular to each other as shown in the fig. If the fore finger indicates the direction of magnetic field and the thumb indicates the direction of motion of conductors, then the middle finger will indicate the direction of induced current. <br><br />
'''Lenz’s law :''' It states that the direction of induced emf (or induced current) always tends to oppose the cause which produces it. <br><br />
(b) When the north pole of the magnet is brought towards one end of the solenoid, the induced current flows in the solenoid in such a direction that the end of the solenoid, near the magnet and becomes a north pole so as to repel the magnet and thus opposes the cause producing the induced current. Therefore e the direction of induced current in solenoid at its end towards the magnet is anti-clockwise. <br><br />
(d) When the north pole of the magnet recedes form the end of the solenoid, the direction of induced current in the solenoid is such that the end of the solenoid towards the magnet becomes a south pole so as to attract the north pole of the magnet and thus opposes the cause producing it. The current induced current in solenoid at its end clockwise.<br />
Lenz’s law is wider significance as it implies the law of conservation of energy. It shows that the mechanical energy spent in doing work, against the opposing force experienced by the moving magnet, is transformed into the electrical energy due to which current flows in the solenoid. <br><br />
'''A.C. Generator:''' <br><br />
An A.C.generator is a device which converts the mechanical energy into the electrical energy using the principle of electromagnetic induction. <br><br />
''Frequency of alternating current''<br><br />
In one complete rotation of the coil, we get one cycle of alternating emf in the external circuit. Thus the alternating emf has the frequency equal to the frequency of rotations of the coil. <br><br />
If the coil makes n rotations per second. The magnitude of induced emf is given as <br><br />
E=e0sin2nt <br />
And the current is expressed as i=i0sin2nt <br><br />
Where e0 and i0 represent the maximum values of emf and current respectivily. Such a current is called an alternating current.<br />
<br />
===Activities===<br />
#Activity 1 - [[Electromagnetic_induction_fleming_right_hand_rule_activity 1|Direction of the current and magnetic field]]<br />
#Activity 2 - [[Electromagnetic_induction_fleming_right_hand_rule_activity 2|Force on a current carring conductor in a magentic field]]<br />
#Activity 3 - [[Electromagnetic_induction_fleming_right_hand_rule_activity 3|A.C.Geneator]]<br />
==Concept #3 FLEMING'S LEFT HAND RULE AND WORKING OF MOTOR - ==<br />
===Learning objectives===<br />
#State Fleming's left hand rule of motor<br />
#Explain working of motor<br />
#Distiguish between dynamo and motor<br />
#Application of the motor<br />
===Notes for teachers===<br />
Difference between A.C. and D.C<br />
Direct current (D.C.) Alternating current (A.C.)<br />
1. It is the current of constant magnitude.<br />
2. It flows in one direction in the circuit.<br />
3. It is obtained from a cell (or battery) <br />
1. It is the current of magnitude varying with time.<br />
2. It reverses its direction periodically while flowing in a circuit.<br />
3. It is obtained from A.C. generator and mains. <br />
<br />
Advantages of A.C. over D.C.:<br />
In India, we use 220 volt a.c. in our houses and factories. The use of A.C. is advantageous over D.C. because the voltage of A.C. can be stepped up by the use of a step-up transformer at the power generating station before transmitting it over the long distances. It reduces the loss of electric energy as heat in the transmission line wires. The A.C. is then stepped down to 220 volt by the use of step-down transformers at the successive sub-stations before supplying it to the houses or factories. If D.C. is generated at the power generating station, its voltage cannot be increased for transmission and so due to passage of high current in the transmission line wires; there will be a huge loses of electrical energy as heat in the line wires. <br />
<br />
A.C. Generator D.C. Motor<br />
1. A generator is a device which converts mechanical energy into electrical energy.<br />
2. A generator works on the principle of electrro magnetic inductions. <br />
3. In a generator, the coil is rotated in a magnetic field so as to produce electric current. <br />
4. A generator makes use of two separate coaxial slip rings. <br />
1. A d.c. motor is a device which converts electrical energy into mechanical energy. <br />
2 d.c. motor works on the principle of force acting on a current carrying conductor placed in a magnetic field. <br />
3. In d.c. motor, the current from d.c. source flows in the coil placed in a magnetic field due to which the coil rotates. <br />
4. A d.c. motor makes use of two parts of slip ring (i.e., split rings) which act as a commutatar. <br />
<br />
===Activities===<br />
#Activity 1 -<br />
<br />
==Concept #4 APPLICATION OF ELECTROMAGNETIC INDUCTION TRANSFORMERS AND INDUCTION COILS==<br />
===Learning objectives===<br />
#Transformers<br />
#Types of transformers Primary and Secondary<br />
#Know the wokring principle of transformers<br />
#Application of transformers<br />
#Induction coils<br />
#Know the wokring principle of induction coil<br />
#Applications of induction coils<br />
===Notes for teachers===<br />
Applications of electromagnetic induction:<br />
Transformer:<br />
In our daily life, we use various electrical applications which require working voltage different form the mains voltage (i.e., 220V) e.g. a door bell needs 6V while a television needs several 1000V. To provide suitable voltage to different applications from the mains, we use transformers with them. Thus, Transformer is a device by which the amplitude of an alternating e.m.f. can be increased or decreased.<br />
A transformer does not affect the frequency of the alternating voltage. The frequency remains unchanged (=50hz)<br />
Principal : A transformer works on the principle of electromagnetic induction and make use of two coils having different number of turns. The alternating e.m.f. to be altered is applied across one coil. Which there is change of magnetic field line due to varying current in this coil the magnetic field line linked with the other coil also changes and so an induced varying current of the same frequency, but of different magnitude flows in the other coil. <br />
Construction : A transformer consists of a rectangular soft iron core made up from the thin laminated sheets of soft iron of T and U shape, placed alternately one above the other and insulated from each other by a paint (or varnish) coating over them as shown in the fig. so as to behave like a simple rectangular core. <br />
The laminated core prevents the loss of energy due to eddy currents in the core.<br />
On one arm of the core, a coil P of insulated copper wire is wound. This coil is connected with the source of alternating e.m.f. (i.e., at the ends of the this coil, the input is given). This is called primary coil. <br />
One the other arm of the core, another coil S of insulated copper wire is wound. The induced alternating e.m.f is obtained across the terminals of this coil (i.e., output is obtained at the ends of this coil). This is called the secondary coil. The ratio of number of turns Ns in secondary coil to the number of turns Np in primary coil (i.e., Ns/Sp) is called the turns ratio. <br />
i.e.,Turns ratio n= (Number of turns in secondary coil Ns)/(Number of turns in primary coil Np)<br />
<br />
The advantage of using a closed core is that it gives a closed path for the magnetic field lines and therefore almost all the magnetic field lines caused due to current in the primary coil, remain linked with the secondary coil (i.e., the flux linkage is nearly perfect) and loss of energy is avoided. The core is made of soft iron so that hysteresis loss of energy in the core is less. <br />
<br />
Working : When the terminals of primary coil are connected to the source of alternating e.m.f., a varying current flows through the primary coil. This varying current produces a varying magnetic field in the core of transformer. Thus the magnetic field lines linked with the secondary coil vary. The change of magnetic field line through the secondary coil induces an emf in it. The induced emf varies in the same manner as the applied emf in the primary coil varies and thus has the same frequency as that of the applied emf. <br />
The magnitude of emf induced in the secondary coil depends on the following two factors. <br />
(i) the ration of the number of turns in the secondary coil to the number of turns in the primary coil (i.e., turns ratio) and<br />
(ii) the magnitude of emf applied in the primary coil <br />
For a transformer, <br />
(emf across the secondary coil (Vs))/(emf across the primary coil (Vp))= (Number of turns in the secondary coil (Ns))/(Number of turns in the primary coil (Np))<br />
<br />
((Vs))/( (Vp) )=((Ns))/((Np) )= is called Turns ratio 'n^' of transformer<br />
<br />
The relation between current and voltage of primary and secondary coils of a transformer can be expressed as<br />
((Vs))/( (Vp))= Ip/Is or IpVp=IsVs<br />
<br />
Current x Voltage of primary coil = current x voltage in secondary coil<br />
Types of transformers : 1) Step up transformer : The transformer used to change a low voltage alternating emf to a high voltage alternating emf (of same frequency) is called step-up transformer. In a step-up transformer, the number of turns in the secondary coil are more than the number of tunrs in the primary coil. i.e., turns ratio n>1 or Ns/Np>1. Vs>Vp, but Is<Ip. More current flows in the primary coil. Therefore one must use thicker wire in the primary coil as compared to that in the secondary coil. <br />
2) Step down transformer : The transformer used to change a high voltage alternating emf to a low voltage alternating emf (of same frequency) is called step-down transformer. In a step-down transformer, the numbers of turns in the secondary coil are less than the number of tunrs in the primary coil. i.e., turns ratio n<1 or Ns/Np<1. Vs<Vp, but Is>Ip. Here the secondary winding will require thicker wire due to high current. The use of thicker wire reduces its resistance and therefore reduces the loss of energy as heat in the coil. This energy loss due to heat is known as copper loss. <br />
Uses of Transformaers : i) Use of setp-up transforemer : <br />
a) In transmission of electric power at the power generating station to step up the voltage.b) with television c) with wireless sets and <br />
d) with X-ray tubes to provide a high accelerating voltage. <br />
ii) Use of setp-down transforemer : <br />
a) With electric bells, night electric bulbs, mobile phone, computers, etc.<br />
b) At the power sub-stations to step-down the voltage before its distribution to the consumers. <br />
Induction coil :<br />
You know that for discharge tube experiment high voltage is required. How to produce high voltage from a low voltage DC source? An induction coil is a device for obtaining a very high DC voltage starting from a low DC voltage. An induction coil consists of few turns of a primary coil ‘P’, of thick insulated copper wire wound over a soft iron core connected to a battery. S is a secondary coil of large number of turns wound over the primary coil. M is a make and break arrangement. When the DC current flows in the primary, ‘C’ gets magnetised. The iron head H of the switch M is attracted towards C so, the circuit breaks and the current in primary stops. C gets demagnetised and H comes back. The process repeats. During make and break circuit, large emf is induced in the secondary. The voltage depends on the turns ratio. Since the number of turns in secondary is very large, a large voltage in produced in the secondary. <br />
While using it remembers that the coil should be in the north and south direction. That means the needle and the coil should be parallel to each other. <br />
<br />
=Assessment Activities for CCE=<br />
<br />
*[[Electromagnetic_induction_dramas|Dramas/ Role plays]]<br />
*[[Electromagnetic_induction_Field_Trips| Field Trips]]<br />
*[[Electromagnetic_induction_lab_activities| Lab activities]]<br />
*[[Electromagnetic_induction_projects|Projects]]<br />
*[[Electromagnetic_induction_question Bank| Question Bank]]<br />
*[[Electromagnetic_induction_Quizzes| Quizzes]]<br />
*[[Electromagnetic_induction_Seminars/debates| Seminars/debates]]<br />
<br />
= Fun corner =</div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Electromagnetic_induction_Field_Trips&diff=16861Electromagnetic induction Field Trips2014-11-15T01:31:42Z<p>Harishksmandya: Created page with "# Visit your nearest Hydro Power Station and Thermal power plant # Visit your nearest Electricity Supply Board and collect information about electricity transportation"</p>
<hr />
<div># Visit your nearest Hydro Power Station and Thermal power plant<br />
# Visit your nearest Electricity Supply Board and collect information about electricity transportation</div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Electromagnetic_induction&diff=15775Electromagnetic induction2014-08-26T16:03:51Z<p>Harishksmandya: </p>
<hr />
<div>= Concept Map =<br />
<mm>[[Electromagnetic induction.mm|Flash]]</mm><br />
[[Category:Physics]]<br />
<br />
__FORCETOC__<br />
<br />
= Textbook =<br />
#Tenth Standart Science Textbook 2014<br />
<br />
= Additional information =<br />
==Useful websites==<br />
#http://en.wikipedia.org/wiki/Electromagnetic_induction<br />
#http://www.youtube.com/watch?v=vwIdZjjd8fo<br />
#http://www.electronics-tutorials.ws/electromagnetism/electromagnetic-induction.html<br />
#https://www.google.co.in/searchq=electromagnetic+induction&oq=Ele&aqs=chrome.0.69i59l2j69i57j0l3.1895j0j8&sourceid=chrome&es_sm=93&ie=UTF-8<br />
<br />
==Reference Books==<br />
#Tenth Standard state syllbus text books 2011 and 2014 Science Subject<br />
#CONCISE PHYSICS – ICSE BY R.P.Goyal, and S.P.Tripati<br />
#XMEDIA – SCIENCE CLASS X – Published by V.K.Global Publication Pvt, Ltd, Newdelhi-02.<br />
<br />
= Teaching Outlines =<br />
==Concept #1 Introduction to electro magnetic induction==<br />
<br />
===Learning objectives===<br />
#Recall the the properties of magnets<br />
#Electromagnetic effect<br />
#How emf induced<br />
#Emf depends upon the number of turns and speed of the magnet<br />
#Michel Faraday experiment<br />
<br />
===Notes for teachers===<br />
'''Electromagnetic Induction'''<br />
The magnetic flux developed around the coil being proportional to the amount of current flowing in the coils windings as shown. <br><br />
[[File:electromagnetism__coiled_wire.gif|200px]][[File:Micheal Farady.jpg|200px]]<br />
<br />
If additional layers of wire are wound upon the same coil with the same current flowing through them, the static magnetic field strength would be increased.<br />
<br />
Therefore, the Magnetic Field Strength of a coil is determined by the ampere turns of the coil. With more turns of wire within the coil the greater will be the strength of the static magnetic field around it.<br />
<br />
But what if we reversed this idea by disconnecting the electrical current from the coil and instead of a hollow core we placed a bar magnet inside the core of the coil of wire. By moving this bar magnet “in” and “out” of the coil a current would be induced into the coil by the physical movement of the magnetic flux inside it.<br />
<br />
Electromagnetic Induction was first discovered way back in the 1830’s by Michael Faraday. Faraday noticed that when he moved a permanent magnet in and out of a coil or a single loop of wire it induced an ElectroMotive Force or emf, in other words a Voltage, and therefore a current was produced.<br />
<br />
'''Faraday’s Law of Induction'''<br />
#''Increasing the number of turns of wire in the coil'' – By increasing the amount of individual conductors cutting through the magnetic field, the amount of induced emf produced will be the sum of all the individual loops of the coil, so if there are 20 turns in the coil there will be 20 times more induced emf than in one piece of wire.<br />
#''Increasing the speed of the relative motion between the coil and the magnet'' – If the same coil of wire passed through the same magnetic field but its speed or velocity is increased, the wire will cut the lines of flux at a faster rate so more induced emf would be produced.<br />
#''Increasing the strength of the magnetic field'' – If the same coil of wire is moved at the same speed through a stronger magnetic field, there will be more emf produced because there are more lines of force to cut.<br />
Factors affecting the magnitude of induced emf:<br />
The magnitude of induced emf is equal to the rate of change of magnetic flux i.e.,<br />
Induced emf= (Change in magetic flux)/(Time in which the magentic flux changes)<br />
i) the change in the magnetic flux and <br />
ii) the time in which the magnetic flux changes.<br />
<br />
<br />
''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.''<br />
<br />
===Activities===<br />
#Activity 1 - [[Electromagnetic_induction_introduction_to_electromagnetic_induction_activity 1|Properties of Magnets]]<br />
#Activity 2 - [[Electromagnetic_induction_introduction_to_electromagnetic_induction_activity 2|Electromagnet and electromagnetic induction experiment]]<br />
#Activity 3 - [[Electromagnetic_induction_introduction_to_electromagnetic_induction_activity 3|Factors influencing e.m.f. & Michel Faraday experiment]]<br />
<br />
==Concept #2 Fleming right hand rule==<br />
===Learning objectives===<br />
#State Fleming's Right hand rule of dynamo<br />
#Know the main parts of dynamo<br />
#Explain the working of AC dynamo<br />
#Distinguish between AC dynamo and DC dynamo<br />
#Application of dynamo<br />
<br />
===Notes for teachers===<br />
'''Direction of induced emf :''' <br><br />
'''Fleming’s right hand rule :''' <br><br />
Stretch the thumb, middle finger and fore finger of your right hand mutually perpendicular to each other as shown in the fig. If the fore finger indicates the direction of magnetic field and the thumb indicates the direction of motion of conductors, then the middle finger will indicate the direction of induced current. <br><br />
'''Lenz’s law :''' It states that the direction of induced emf (or induced current) always tends to oppose the cause which produces it. <br><br />
(b) When the north pole of the magnet is brought towards one end of the solenoid, the induced current flows in the solenoid in such a direction that the end of the solenoid, near the magnet and becomes a north pole so as to repel the magnet and thus opposes the cause producing the induced current. Therefore e the direction of induced current in solenoid at its end towards the magnet is anti-clockwise. <br><br />
(d) When the north pole of the magnet recedes form the end of the solenoid, the direction of induced current in the solenoid is such that the end of the solenoid towards the magnet becomes a south pole so as to attract the north pole of the magnet and thus opposes the cause producing it. The current induced current in solenoid at its end clockwise.<br />
Lenz’s law is wider significance as it implies the law of conservation of energy. It shows that the mechanical energy spent in doing work, against the opposing force experienced by the moving magnet, is transformed into the electrical energy due to which current flows in the solenoid. <br><br />
'''A.C. Generator:''' <br><br />
An A.C.generator is a device which converts the mechanical energy into the electrical energy using the principle of electromagnetic induction. <br><br />
''Frequency of alternating current''<br><br />
In one complete rotation of the coil, we get one cycle of alternating emf in the external circuit. Thus the alternating emf has the frequency equal to the frequency of rotations of the coil. <br><br />
If the coil makes n rotations per second. The magnitude of induced emf is given as <br><br />
E=e0sin2nt <br />
And the current is expressed as i=i0sin2nt <br><br />
Where e0 and i0 represent the maximum values of emf and current respectivily. Such a current is called an alternating current.<br />
<br />
===Activities===<br />
<br />
==Concept #3 FLEMING'S LEFT HAND RULE AND WORKING OF MOTOR - ==<br />
===Learning objectives===<br />
#State Fleming's left hand rule of motor<br />
#Explain working of motor<br />
#Distiguish between dynamo and motor<br />
#Application of the motor<br />
===Notes for teachers===<br />
Difference between A.C. and D.C<br />
Direct current (D.C.) Alternating current (A.C.)<br />
1. It is the current of constant magnitude.<br />
2. It flows in one direction in the circuit.<br />
3. It is obtained from a cell (or battery) <br />
1. It is the current of magnitude varying with time.<br />
2. It reverses its direction periodically while flowing in a circuit.<br />
3. It is obtained from A.C. generator and mains. <br />
<br />
Advantages of A.C. over D.C.:<br />
In India, we use 220 volt a.c. in our houses and factories. The use of A.C. is advantageous over D.C. because the voltage of A.C. can be stepped up by the use of a step-up transformer at the power generating station before transmitting it over the long distances. It reduces the loss of electric energy as heat in the transmission line wires. The A.C. is then stepped down to 220 volt by the use of step-down transformers at the successive sub-stations before supplying it to the houses or factories. If D.C. is generated at the power generating station, its voltage cannot be increased for transmission and so due to passage of high current in the transmission line wires; there will be a huge loses of electrical energy as heat in the line wires. <br />
<br />
A.C. Generator D.C. Motor<br />
1. A generator is a device which converts mechanical energy into electrical energy.<br />
2. A generator works on the principle of electrro magnetic inductions. <br />
3. In a generator, the coil is rotated in a magnetic field so as to produce electric current. <br />
4. A generator makes use of two separate coaxial slip rings. <br />
1. A d.c. motor is a device which converts electrical energy into mechanical energy. <br />
2 d.c. motor works on the principle of force acting on a current carrying conductor placed in a magnetic field. <br />
3. In d.c. motor, the current from d.c. source flows in the coil placed in a magnetic field due to which the coil rotates. <br />
4. A d.c. motor makes use of two parts of slip ring (i.e., split rings) which act as a commutatar. <br />
<br />
===Activities===<br />
#Activity 1 -<br />
<br />
==Concept #4 APPLICATION OF ELECTROMAGNETIC INDUCTION TRANSFORMERS AND INDUCTION COILS==<br />
===Learning objectives===<br />
#Transformers<br />
#Types of transformers Primary and Secondary<br />
#Know the wokring principle of transformers<br />
#Application of transformers<br />
#Induction coils<br />
#Know the wokring principle of induction coil<br />
#Applications of induction coils<br />
===Notes for teachers===<br />
Applications of electromagnetic induction:<br />
Transformer:<br />
In our daily life, we use various electrical applications which require working voltage different form the mains voltage (i.e., 220V) e.g. a door bell needs 6V while a television needs several 1000V. To provide suitable voltage to different applications from the mains, we use transformers with them. Thus, Transformer is a device by which the amplitude of an alternating e.m.f. can be increased or decreased.<br />
A transformer does not affect the frequency of the alternating voltage. The frequency remains unchanged (=50hz)<br />
Principal : A transformer works on the principle of electromagnetic induction and make use of two coils having different number of turns. The alternating e.m.f. to be altered is applied across one coil. Which there is change of magnetic field line due to varying current in this coil the magnetic field line linked with the other coil also changes and so an induced varying current of the same frequency, but of different magnitude flows in the other coil. <br />
Construction : A transformer consists of a rectangular soft iron core made up from the thin laminated sheets of soft iron of T and U shape, placed alternately one above the other and insulated from each other by a paint (or varnish) coating over them as shown in the fig. so as to behave like a simple rectangular core. <br />
The laminated core prevents the loss of energy due to eddy currents in the core.<br />
On one arm of the core, a coil P of insulated copper wire is wound. This coil is connected with the source of alternating e.m.f. (i.e., at the ends of the this coil, the input is given). This is called primary coil. <br />
One the other arm of the core, another coil S of insulated copper wire is wound. The induced alternating e.m.f is obtained across the terminals of this coil (i.e., output is obtained at the ends of this coil). This is called the secondary coil. The ratio of number of turns Ns in secondary coil to the number of turns Np in primary coil (i.e., Ns/Sp) is called the turns ratio. <br />
i.e.,Turns ratio n= (Number of turns in secondary coil Ns)/(Number of turns in primary coil Np)<br />
<br />
The advantage of using a closed core is that it gives a closed path for the magnetic field lines and therefore almost all the magnetic field lines caused due to current in the primary coil, remain linked with the secondary coil (i.e., the flux linkage is nearly perfect) and loss of energy is avoided. The core is made of soft iron so that hysteresis loss of energy in the core is less. <br />
<br />
Working : When the terminals of primary coil are connected to the source of alternating e.m.f., a varying current flows through the primary coil. This varying current produces a varying magnetic field in the core of transformer. Thus the magnetic field lines linked with the secondary coil vary. The change of magnetic field line through the secondary coil induces an emf in it. The induced emf varies in the same manner as the applied emf in the primary coil varies and thus has the same frequency as that of the applied emf. <br />
The magnitude of emf induced in the secondary coil depends on the following two factors. <br />
(i) the ration of the number of turns in the secondary coil to the number of turns in the primary coil (i.e., turns ratio) and<br />
(ii) the magnitude of emf applied in the primary coil <br />
For a transformer, <br />
(emf across the secondary coil (Vs))/(emf across the primary coil (Vp))= (Number of turns in the secondary coil (Ns))/(Number of turns in the primary coil (Np))<br />
<br />
((Vs))/( (Vp) )=((Ns))/((Np) )= is called Turns ratio 'n^' of transformer<br />
<br />
The relation between current and voltage of primary and secondary coils of a transformer can be expressed as<br />
((Vs))/( (Vp))= Ip/Is or IpVp=IsVs<br />
<br />
Current x Voltage of primary coil = current x voltage in secondary coil<br />
Types of transformers : 1) Step up transformer : The transformer used to change a low voltage alternating emf to a high voltage alternating emf (of same frequency) is called step-up transformer. In a step-up transformer, the number of turns in the secondary coil are more than the number of tunrs in the primary coil. i.e., turns ratio n>1 or Ns/Np>1. Vs>Vp, but Is<Ip. More current flows in the primary coil. Therefore one must use thicker wire in the primary coil as compared to that in the secondary coil. <br />
2) Step down transformer : The transformer used to change a high voltage alternating emf to a low voltage alternating emf (of same frequency) is called step-down transformer. In a step-down transformer, the numbers of turns in the secondary coil are less than the number of tunrs in the primary coil. i.e., turns ratio n<1 or Ns/Np<1. Vs<Vp, but Is>Ip. Here the secondary winding will require thicker wire due to high current. The use of thicker wire reduces its resistance and therefore reduces the loss of energy as heat in the coil. This energy loss due to heat is known as copper loss. <br />
Uses of Transformaers : i) Use of setp-up transforemer : <br />
a) In transmission of electric power at the power generating station to step up the voltage.b) with television c) with wireless sets and <br />
d) with X-ray tubes to provide a high accelerating voltage. <br />
ii) Use of setp-down transforemer : <br />
a) With electric bells, night electric bulbs, mobile phone, computers, etc.<br />
b) At the power sub-stations to step-down the voltage before its distribution to the consumers. <br />
Induction coil :<br />
You know that for discharge tube experiment high voltage is required. How to produce high voltage from a low voltage DC source? An induction coil is a device for obtaining a very high DC voltage starting from a low DC voltage. An induction coil consists of few turns of a primary coil ‘P’, of thick insulated copper wire wound over a soft iron core connected to a battery. S is a secondary coil of large number of turns wound over the primary coil. M is a make and break arrangement. When the DC current flows in the primary, ‘C’ gets magnetised. The iron head H of the switch M is attracted towards C so, the circuit breaks and the current in primary stops. C gets demagnetised and H comes back. The process repeats. During make and break circuit, large emf is induced in the secondary. The voltage depends on the turns ratio. Since the number of turns in secondary is very large, a large voltage in produced in the secondary. <br />
While using it remembers that the coil should be in the north and south direction. That means the needle and the coil should be parallel to each other. <br />
<br />
=Assessment Activities for CCE=<br />
<br />
*[[Electromagnetic_induction_dramas|Dramas/ Role plays]]<br />
*[[Electromagnetic_induction_Field_Trips| Field Trips]]<br />
*[[Electromagnetic_induction_lab_activities| Lab activities]]<br />
*[[Electromagnetic_induction_projects|Projects]]<br />
*[[Electromagnetic_induction_question Bank| Question Bank]]<br />
*[[Electromagnetic_induction_Quizzes| Quizzes]]<br />
*[[Electromagnetic_induction_Seminars/debates| Seminars/debates]]<br />
<br />
= Fun corner =</div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Electromagnetic_induction_projects&diff=15774Electromagnetic induction projects2014-08-26T15:57:13Z<p>Harishksmandya: Created page with "#List Scientist information of Faraday, Lentz, Fleming #List the applications and advantages of A.C. Generator, D.C. Generator and D.C. Motor in our daily life."</p>
<hr />
<div>#List Scientist information of Faraday, Lentz, Fleming<br />
#List the applications and advantages of A.C. Generator, D.C. Generator and D.C. Motor in our daily life.</div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Health_and_diseases_microorganisms_microorganisms_activity_2&diff=15712Health and diseases microorganisms microorganisms activity 22014-08-26T10:17:47Z<p>Harishksmandya: /* Activity No # 1 - Name of Activity */</p>
<hr />
<div>__FORCETOC__<br />
=Activity No # 2 - '''Observation of pond water'''=<br />
<br />
==Estimated Time==<br />
20 minutes<br />
==Materials/ Resources needed== <br />
#Compound microscope,<br />
#pond water,<br />
#watch glass,<br />
#slides<br />
==Prerequisites/Instructions, if any==<br />
==Multimedia resources==<br />
==Website interactives/ links/ simulations==<br />
==Process (How to do the activity)==<br />
1. Take the microscope from your lab and place it in the light region.Make a small small groups of student, provide a microscope, ask them to take 2-3 drops of pond or lake water on a slide and ask them to observe under microscope.provide help wherever necessary.Repeat the experiment by taking drinking water and sterile water.<br />
==Developmental Questions (What discussion questions)==<br />
==Evaluation (Questions for assessment of the child)==<br />
1. take pond water Write the shape of microbes what you see in the microscope.<br />
2. take drinking water note down microorganism if you have observed any?<br />
3. can you notice any microbes in sterile water?give reason.<br />
<br />
==Question Corner==<br />
<br />
'''To link back to the topic page'''</div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Health_and_diseases_microorganisms_microorganisms_activity_2&diff=15709Health and diseases microorganisms microorganisms activity 22014-08-26T10:14:41Z<p>Harishksmandya: Created page with "{{subst:Science-Activity}}"</p>
<hr />
<div>__FORCETOC__<br />
=Activity No # 1 - '''Name of Activity'''=<br />
<br />
==Estimated Time==<br />
<br />
==Materials/ Resources needed== <br />
==Prerequisites/Instructions, if any==<br />
==Multimedia resources==<br />
==Website interactives/ links/ simulations==<br />
==Process (How to do the activity)==<br />
==Developmental Questions (What discussion questions)==<br />
==Evaluation (Questions for assessment of the child)==<br />
==Question Corner==<br />
<br />
'''To link back to the topic page'''<br />
[http://karnatakaeducation.org.in/KOER/en/index.php/'''Give the link of the page name from where activity was given''' Back]</div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Microorganisms_microorganisms&diff=15708Microorganisms microorganisms2014-08-26T10:12:37Z<p>Harishksmandya: </p>
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= Concept Map[[:File:micro-mindmap.mm]] =<br />
Syntax is: <mm>[[microorganisms.mm|Flash]]</mm> <br />
__FORCETOC__<br />
<br />
= Textbook =<br />
8th std state board text book<br />
9th std state board text book<br />
10th std state board text book<br />
8th std NCERT text book<br />
9th std NCERT text book<br />
10th std NCERT text book<br />
<br />
= Additional information =<br />
==Useful websites==<br />
#[http://excellup.com/ClassEight/scienceight/microorganismeight.aspx excellup.com section is on defination and habitats of microorganisms]<br />
#[http://biology4kids.com/files/micro_main.html biology 4kids section pictures and basic points on microorganisms]<br />
#[http://en.wikipedia.org/wiki/Microorganism#History_of_microorganisms.27_discovery wikipedia section on contribution of Antoni van Leeuwenhoek]<br />
#[http://en.wikipedia.org/wiki/Louis_Pasteur wikipedia section on contribution of louis pasteur]<br />
#[http://en.wikipedia.org/wiki/Robert_Koch wikipedia section on contribution of robert koch]<br />
<br />
==Reference Books ==<br />
microbiology: an introduction by:Tortora<br />
<br />
= Teaching Outlines =<br />
<br />
==Concept #1==<br />
characteristics of microorganisms<br />
===Learning objectives===<br />
#differentiate between prokaryotic cell and eukaryotic cell.<br />
#describe general cellular contents of microorganisms.<br />
#describe size and shape of microbes.<br />
<br />
===Notes for teachers===<br />
#[http://biologyexams4u.com/2012/10/difference-between-prokaryotic-and_21.html#.U9NR0nI6OXo biologyexams4u.com gives difference between prokaryotic and eukaryotic cell]<br />
#[http://biologyexams4u.com/2013/02/cell-structure-and-function.html#.U9NTPHI6OXo biologyexams4u.com describes structure and function of cell contents]<br />
#[http://soinc.org/sites/default/files/2011_MICROSCOPY_REVIEW_8-15.pdf soinc.org gives complete information on size of microbes and appropriate use of microscope]<br />
<br />
===Activities===<br />
#Activity 1 - [[Health_and_diseases_microorganisms microorganisms_activity 1|Introduction of microscope]]<br />
#Activity 2 - [[Health_and_diseases_microorganisms microorganisms_activity 2|Obsevation of pond water]]<br />
#Activity 3 - [[Health_and_diseases_microorganisms microorganisms_activity 3|Curd experiment]]<br />
<br />
==Concept #2==<br />
'''classification of microorganisms'''<br />
===Learning objectives===<br />
#<br />
<br />
===Notes for teachers===<br />
#<br />
<br />
===Activities===<br />
<br />
===Activity #2 observing pond water under mic<br />
* '''Estimated Time'''<br><br />
20 minutes<br><br><br />
* '''Materials/ Resources needed'''<br><br />
Compound microscope,pond water,watch glass,slides<br><br />
* '''Prerequisites/Instructions, if any'''<br><br />
* '''Multimedia resources'''<br><br />
* '''Website interactives/ links/ simulations'''<br><br />
* '''Process (How to do the activity)'''<br><br />
#Take the microscope from your lab and place it in the light region.Make a small small groups of student, provide a microscope, ask them to take 2-3 drops of pond or lake water on a slide and ask them to observe under microscope.provide help wherever necessary.Repeat the experiment by taking drinking water and sterile water.<br />
* '''Developmental Questions (What discussion questions)'''<br>. <br />
* '''Evaluation (Questions for assessment of the child)'''<br><br />
#take pond water Write the shape of microbes what you see in the microscope.<br />
#take drinking water note down microorganism if you have observed any?<br />
#can you notice any microbes in sterile water?give reason.<br />
* '''Question Corner'''<br />
<br />
<br />
<br />
<br />
<br />
<br />
==Concept #2==<br />
<br />
===Learning objectives===<br />
<br />
===Notes for teachers===<br />
<br />
===Activities===<br />
#Activity No #1 '''page_name_concept_name_activity1'''<br />
#Activity No #2 '''page_name_concept_name_activity2'''<br />
<br />
==Concept #3==classification of Microbes<br />
===Learning objectives===<br />
===Notes for teachers===<br />
===Activities===<br />
#Activity No #1 '''page_name_concept_name_activity1'''<br />
#Activity No #2 '''page_name_concept_name_activity2'''<br />
<br />
==Concept #4==diseases from microorganisms<br />
===Learning objectives===<br />
===Notes for teachers===<br />
===Activities===<br />
#Activity No #1 '''page_name_concept_name_activity1'''<br />
#Activity No #2 '''page_name_concept_name_activity2'''<br />
==Concept #5== Uses of microorganisms<br />
===Learning objectives===<br />
===Notes for teachers===<br />
===Activities===<br />
#Activity No #1 '''page_name_concept_name_activity1'''<br />
#Activity No #2 '''page_name_concept_name_activity2'''<br />
<br />
=Assessment Activities for CCE=<br />
= Project Ideas =<br />
<br />
= Fun corner =</div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Health_and_diseases_microorganisms_microorganisms_activity_1&diff=15705Health and diseases microorganisms microorganisms activity 12014-08-26T10:08:48Z<p>Harishksmandya: </p>
<hr />
<div>__FORCETOC__<br />
=Activity No # 1 - '''Study of microscope'''=<br />
<br />
==Estimated Time==<br />
20 minutes<br />
==Materials/ Resources needed== <br />
Compound microscope,<br />
==Prerequisites/Instructions, if any==<br />
==Multimedia resources==<br />
==Website interactives/ links/ simulations==<br />
==Process (How to do the activity)==<br />
Take the microscope from your lab and explain the student the parts of the microscope and its function.<br />
For further information visit the following website. http://www.microscopemaster.com/parts-of-a-compound-microscope.html<br />
==Developmental Questions (What discussion questions)==<br />
#At the end of 5 minutes, after explaining the parts of microscope,remove the parts and ask the student to identify the part and ask him/her to explain the function of that part.<br />
==Evaluation (Questions for assessment of the child)==<br />
#What are the different parts of microscope?<br />
#What is the uses of microscope?<br />
#Write a labelled diagram of microscope which is present infront of you.<br />
==Question Corner==<br />
<br />
'''To link back to the topic page'''<br />
[[Health_and_diseases]]Go Back]]</div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Microorganisms_microorganisms&diff=15704Microorganisms microorganisms2014-08-26T10:07:22Z<p>Harishksmandya: /* Activity #1 Introduction to microscope */</p>
<hr />
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|}<br />
While creating a resource page, please click here for a resource creation [http://karnatakaeducation.org.in/KOER/en/index.php/Resource_Creation_Checklist '''checklist''']<br />
= Concept Map[[:File:micro-mindmap.mm]] =<br />
Syntax is: <mm>[[microorganisms.mm|Flash]]</mm> <br />
__FORCETOC__<br />
<br />
= Textbook =<br />
8th std state board text book<br />
9th std state board text book<br />
10th std state board text book<br />
8th std NCERT text book<br />
9th std NCERT text book<br />
10th std NCERT text book<br />
<br />
= Additional information =<br />
==Useful websites==<br />
#[http://excellup.com/ClassEight/scienceight/microorganismeight.aspx excellup.com section is on defination and habitats of microorganisms]<br />
#[http://biology4kids.com/files/micro_main.html biology 4kids section pictures and basic points on microorganisms]<br />
#[http://en.wikipedia.org/wiki/Microorganism#History_of_microorganisms.27_discovery wikipedia section on contribution of Antoni van Leeuwenhoek]<br />
#[http://en.wikipedia.org/wiki/Louis_Pasteur wikipedia section on contribution of louis pasteur]<br />
#[http://en.wikipedia.org/wiki/Robert_Koch wikipedia section on contribution of robert koch]<br />
<br />
==Reference Books ==<br />
microbiology: an introduction by:Tortora<br />
<br />
= Teaching Outlines =<br />
<br />
==Concept #1==<br />
characteristics of microorganisms<br />
===Learning objectives===<br />
#differentiate between prokaryotic cell and eukaryotic cell.<br />
#describe general cellular contents of microorganisms.<br />
#describe size and shape of microbes.<br />
<br />
===Notes for teachers===<br />
#[http://biologyexams4u.com/2012/10/difference-between-prokaryotic-and_21.html#.U9NR0nI6OXo biologyexams4u.com gives difference between prokaryotic and eukaryotic cell]<br />
#[http://biologyexams4u.com/2013/02/cell-structure-and-function.html#.U9NTPHI6OXo biologyexams4u.com describes structure and function of cell contents]<br />
#[http://soinc.org/sites/default/files/2011_MICROSCOPY_REVIEW_8-15.pdf soinc.org gives complete information on size of microbes and appropriate use of microscope]<br />
<br />
===Activities===<br />
#Activity 1 - [[Health_and_diseases_microorganisms microorganisms_activity 1|Introduction of microscope]]<br />
#Activity 2 - [[Health_and_diseases_microorganisms microorganisms_activity 2|Obsevation of pond water]]<br />
#Activity 3 - [[Health_and_diseases_microorganisms microorganisms_activity 3|Curd experiment]]<br />
<br />
===Activity #2 observing pond water under mic<br />
* '''Estimated Time'''<br><br />
20 minutes<br><br><br />
* '''Materials/ Resources needed'''<br><br />
Compound microscope,pond water,watch glass,slides<br><br />
* '''Prerequisites/Instructions, if any'''<br><br />
* '''Multimedia resources'''<br><br />
* '''Website interactives/ links/ simulations'''<br><br />
* '''Process (How to do the activity)'''<br><br />
#Take the microscope from your lab and place it in the light region.Make a small small groups of student, provide a microscope, ask them to take 2-3 drops of pond or lake water on a slide and ask them to observe under microscope.provide help wherever necessary.Repeat the experiment by taking drinking water and sterile water.<br />
* '''Developmental Questions (What discussion questions)'''<br>. <br />
* '''Evaluation (Questions for assessment of the child)'''<br><br />
#take pond water Write the shape of microbes what you see in the microscope.<br />
#take drinking water note down microorganism if you have observed any?<br />
#can you notice any microbes in sterile water?give reason.<br />
* '''Question Corner'''<br />
<br />
<br />
<br />
#Activity No #2 '''page_name_concept_name_activity2'''<br />
<br />
<br />
==Concept #2==classification of microorganisms<br />
<br />
===Learning objectives===<br />
<br />
===Notes for teachers===<br />
<br />
===Activities===<br />
#Activity No #1 '''page_name_concept_name_activity1'''<br />
#Activity No #2 '''page_name_concept_name_activity2'''<br />
<br />
==Concept #3==classification of Microbes<br />
===Learning objectives===<br />
===Notes for teachers===<br />
===Activities===<br />
#Activity No #1 '''page_name_concept_name_activity1'''<br />
#Activity No #2 '''page_name_concept_name_activity2'''<br />
<br />
==Concept #4==diseases from microorganisms<br />
===Learning objectives===<br />
===Notes for teachers===<br />
===Activities===<br />
#Activity No #1 '''page_name_concept_name_activity1'''<br />
#Activity No #2 '''page_name_concept_name_activity2'''<br />
==Concept #5== Uses of microorganisms<br />
===Learning objectives===<br />
===Notes for teachers===<br />
===Activities===<br />
#Activity No #1 '''page_name_concept_name_activity1'''<br />
#Activity No #2 '''page_name_concept_name_activity2'''<br />
<br />
=Assessment Activities for CCE=<br />
= Project Ideas =<br />
<br />
= Fun corner =</div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Health_and_diseases_microorganisms_microorganisms_activity_1&diff=15703Health and diseases microorganisms microorganisms activity 12014-08-26T10:06:58Z<p>Harishksmandya: /* Activity No # 1 - Name of Activity */</p>
<hr />
<div>__FORCETOC__<br />
=Activity No # 1 - '''Study of microscope'''=<br />
<br />
==Estimated Time==<br />
20 minutes<br />
==Materials/ Resources needed== <br />
Compound microscope,<br />
==Prerequisites/Instructions, if any==<br />
==Multimedia resources==<br />
==Website interactives/ links/ simulations==<br />
==Process (How to do the activity)==<br />
Take the microscope from your lab and explain the student the parts of the microscope and its function.<br />
For further information visit the following website. http://www.microscopemaster.com/parts-of-a-compound-microscope.html<br />
==Developmental Questions (What discussion questions)==<br />
#At the end of 5 minutes, after explaining the parts of microscope,remove the parts and ask the student to identify the part and ask him/her to explain the function of that part.<br />
==Evaluation (Questions for assessment of the child)==<br />
#What are the different parts of microscope?<br />
#What is the uses of microscope?<br />
#Write a labelled diagram of microscope which is present infront of you.<br />
==Question Corner==<br />
<br />
'''To link back to the topic page'''<br />
[http://karnatakaeducation.org.in/KOER/en/index.php/'''Give the link of the page name from where activity was given''' Back]</div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Health_and_diseases_microorganisms_microorganisms_activity_1&diff=15702Health and diseases microorganisms microorganisms activity 12014-08-26T10:01:40Z<p>Harishksmandya: Created page with "{{Subst:Science-Activity}}"</p>
<hr />
<div>__FORCETOC__<br />
=Activity No # 1 - '''Name of Activity'''=<br />
<br />
==Estimated Time==<br />
<br />
==Materials/ Resources needed== <br />
==Prerequisites/Instructions, if any==<br />
==Multimedia resources==<br />
==Website interactives/ links/ simulations==<br />
==Process (How to do the activity)==<br />
==Developmental Questions (What discussion questions)==<br />
==Evaluation (Questions for assessment of the child)==<br />
==Question Corner==<br />
<br />
'''To link back to the topic page'''<br />
[http://karnatakaeducation.org.in/KOER/en/index.php/'''Give the link of the page name from where activity was given''' Back]</div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Microorganisms_microorganisms&diff=15701Microorganisms microorganisms2014-08-26T10:00:26Z<p>Harishksmandya: /* Activity #2 observing pond water under microscope */</p>
<hr />
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|style=" width:10%; border:none; border-radius:5px;box-shadow: 5px 5px 5px #888888; background:#f9f9ff; vertical-align:middle; text-align:center; "|[http://www.karnatakaeducation.org.in/KOER/en/index.php/Science:_Philosophy Philosophy of Science]<br />
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While creating a resource page, please click here for a resource creation [http://karnatakaeducation.org.in/KOER/en/index.php/Resource_Creation_Checklist '''checklist''']<br />
= Concept Map[[:File:micro-mindmap.mm]] =<br />
Syntax is: <mm>[[microorganisms.mm|Flash]]</mm> <br />
__FORCETOC__<br />
<br />
= Textbook =<br />
8th std state board text book<br />
9th std state board text book<br />
10th std state board text book<br />
8th std NCERT text book<br />
9th std NCERT text book<br />
10th std NCERT text book<br />
<br />
= Additional information =<br />
==Useful websites==<br />
#[http://excellup.com/ClassEight/scienceight/microorganismeight.aspx excellup.com section is on defination and habitats of microorganisms]<br />
#[http://biology4kids.com/files/micro_main.html biology 4kids section pictures and basic points on microorganisms]<br />
#[http://en.wikipedia.org/wiki/Microorganism#History_of_microorganisms.27_discovery wikipedia section on contribution of Antoni van Leeuwenhoek]<br />
#[http://en.wikipedia.org/wiki/Louis_Pasteur wikipedia section on contribution of louis pasteur]<br />
#[http://en.wikipedia.org/wiki/Robert_Koch wikipedia section on contribution of robert koch]<br />
<br />
==Reference Books ==<br />
microbiology: an introduction by:Tortora<br />
<br />
= Teaching Outlines =<br />
<br />
==Concept #1==<br />
characteristics of microorganisms<br />
===Learning objectives===<br />
#differentiate between prokaryotic cell and eukaryotic cell.<br />
#describe general cellular contents of microorganisms.<br />
#describe size and shape of microbes.<br />
<br />
===Notes for teachers===<br />
#[http://biologyexams4u.com/2012/10/difference-between-prokaryotic-and_21.html#.U9NR0nI6OXo biologyexams4u.com gives difference between prokaryotic and eukaryotic cell]<br />
#[http://biologyexams4u.com/2013/02/cell-structure-and-function.html#.U9NTPHI6OXo biologyexams4u.com describes structure and function of cell contents]<br />
#[http://soinc.org/sites/default/files/2011_MICROSCOPY_REVIEW_8-15.pdf soinc.org gives complete information on size of microbes and appropriate use of microscope]<br />
<br />
===Activities===<br />
#Activity 1 - [[Health_and_diseases_microorganisms microorganisms_activity 1|Introduction of microscope]]<br />
#Activity 2 - [[Health_and_diseases_microorganisms microorganisms_activity 2|Obsevation of pond water]]<br />
#Activity 3 - [[Health_and_diseases_microorganisms microorganisms_activity 3|Curd experiment]]<br />
<br />
===Activity #2 observing pond water under mic<br />
* '''Estimated Time'''<br><br />
20 minutes<br><br><br />
* '''Materials/ Resources needed'''<br><br />
Compound microscope,pond water,watch glass,slides<br><br />
* '''Prerequisites/Instructions, if any'''<br><br />
* '''Multimedia resources'''<br><br />
* '''Website interactives/ links/ simulations'''<br><br />
* '''Process (How to do the activity)'''<br><br />
#Take the microscope from your lab and place it in the light region.Make a small small groups of student, provide a microscope, ask them to take 2-3 drops of pond or lake water on a slide and ask them to observe under microscope.provide help wherever necessary.Repeat the experiment by taking drinking water and sterile water.<br />
* '''Developmental Questions (What discussion questions)'''<br>. <br />
* '''Evaluation (Questions for assessment of the child)'''<br><br />
#take pond water Write the shape of microbes what you see in the microscope.<br />
#take drinking water note down microorganism if you have observed any?<br />
#can you notice any microbes in sterile water?give reason.<br />
* '''Question Corner'''<br />
<br />
===Activity #1 Introduction to microscope ===<br />
* '''Estimated Time'''<br><br />
20 minutes<br><br><br />
* '''Materials/ Resources needed'''<br><br />
Compound microscope,<br><br><br />
* '''Prerequisites/Instructions, if any'''<br><br />
understanding characteristics of light and lenses <br><br><br />
* '''Multimedia resources'''<br><br />
* '''Website interactives/ links/ simulations'''<br><br />
* '''Process (How to do the activity)'''<br><br />
#Take the microscope from your lab and explain the student the parts of the microscope and its function.<br />
For further information visit the following website.<br />
http://www.microscopemaster.com/parts-of-a-compound-microscope.html <br />
* '''Developmental Questions (What discussion questions)'''<br><br />
#At the end of 5 minutes, after explaining the parts of microscope,remove the parts and ask the student to identify the part and ask him/her to explain the function of that part. <br />
* '''Evaluation (Questions for assessment of the child)'''<br><br />
#What are the different parts of microscope?<br />
#What is the uses of microscope?<br />
#Write a labelled diagram of microscope which is present infront of you.<br />
* '''Question Corner'''<br />
<br />
#Activity No #2 '''page_name_concept_name_activity2'''<br />
<br />
<br />
==Concept #2==classification of microorganisms<br />
<br />
===Learning objectives===<br />
<br />
===Notes for teachers===<br />
<br />
===Activities===<br />
#Activity No #1 '''page_name_concept_name_activity1'''<br />
#Activity No #2 '''page_name_concept_name_activity2'''<br />
<br />
==Concept #3==classification of Microbes<br />
===Learning objectives===<br />
===Notes for teachers===<br />
===Activities===<br />
#Activity No #1 '''page_name_concept_name_activity1'''<br />
#Activity No #2 '''page_name_concept_name_activity2'''<br />
<br />
==Concept #4==diseases from microorganisms<br />
===Learning objectives===<br />
===Notes for teachers===<br />
===Activities===<br />
#Activity No #1 '''page_name_concept_name_activity1'''<br />
#Activity No #2 '''page_name_concept_name_activity2'''<br />
==Concept #5== Uses of microorganisms<br />
===Learning objectives===<br />
===Notes for teachers===<br />
===Activities===<br />
#Activity No #1 '''page_name_concept_name_activity1'''<br />
#Activity No #2 '''page_name_concept_name_activity2'''<br />
<br />
=Assessment Activities for CCE=<br />
= Project Ideas =<br />
<br />
= Fun corner =</div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Microorganisms_microorganisms&diff=15700Microorganisms microorganisms2014-08-26T09:54:49Z<p>Harishksmandya: </p>
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= Concept Map[[:File:micro-mindmap.mm]] =<br />
Syntax is: <mm>[[microorganisms.mm|Flash]]</mm> <br />
__FORCETOC__<br />
<br />
= Textbook =<br />
8th std state board text book<br />
9th std state board text book<br />
10th std state board text book<br />
8th std NCERT text book<br />
9th std NCERT text book<br />
10th std NCERT text book<br />
<br />
= Additional information =<br />
==Useful websites==<br />
#[http://excellup.com/ClassEight/scienceight/microorganismeight.aspx excellup.com section is on defination and habitats of microorganisms]<br />
#[http://biology4kids.com/files/micro_main.html biology 4kids section pictures and basic points on microorganisms]<br />
#[http://en.wikipedia.org/wiki/Microorganism#History_of_microorganisms.27_discovery wikipedia section on contribution of Antoni van Leeuwenhoek]<br />
#[http://en.wikipedia.org/wiki/Louis_Pasteur wikipedia section on contribution of louis pasteur]<br />
#[http://en.wikipedia.org/wiki/Robert_Koch wikipedia section on contribution of robert koch]<br />
<br />
==Reference Books ==<br />
microbiology: an introduction by:Tortora<br />
<br />
= Teaching Outlines =<br />
<br />
==Concept #1==<br />
characteristics of microorganisms<br />
===Learning objectives===<br />
#differentiate between prokaryotic cell and eukaryotic cell.<br />
#describe general cellular contents of microorganisms.<br />
#describe size and shape of microbes.<br />
<br />
===Notes for teachers===<br />
#[http://biologyexams4u.com/2012/10/difference-between-prokaryotic-and_21.html#.U9NR0nI6OXo biologyexams4u.com gives difference between prokaryotic and eukaryotic cell]<br />
#[http://biologyexams4u.com/2013/02/cell-structure-and-function.html#.U9NTPHI6OXo biologyexams4u.com describes structure and function of cell contents]<br />
#[http://soinc.org/sites/default/files/2011_MICROSCOPY_REVIEW_8-15.pdf soinc.org gives complete information on size of microbes and appropriate use of microscope]<br />
<br />
===Activity #2 observing pond water under microscope ===<br />
* '''Estimated Time'''<br><br />
20 minutes<br><br><br />
* '''Materials/ Resources needed'''<br><br />
Compound microscope,pond water,watch glass,slides<br><br />
* '''Prerequisites/Instructions, if any'''<br><br />
* '''Multimedia resources'''<br><br />
* '''Website interactives/ links/ simulations'''<br><br />
* '''Process (How to do the activity)'''<br><br />
#Take the microscope from your lab and place it in the light region.Make a small small groups of student, provide a microscope, ask them to take 2-3 drops of pond or lake water on a slide and ask them to observe under microscope.provide help wherever necessary.Repeat the experiment by taking drinking water and sterile water.<br />
* '''Developmental Questions (What discussion questions)'''<br>. <br />
* '''Evaluation (Questions for assessment of the child)'''<br><br />
#take pond water Write the shape of microbes what you see in the microscope.<br />
#take drinking water note down microorganism if you have observed any?<br />
#can you notice any microbes in sterile water?give reason.<br />
* '''Question Corner'''<br />
<br />
===Activity #1 Introduction to microscope ===<br />
* '''Estimated Time'''<br><br />
20 minutes<br><br><br />
* '''Materials/ Resources needed'''<br><br />
Compound microscope,<br><br><br />
* '''Prerequisites/Instructions, if any'''<br><br />
understanding characteristics of light and lenses <br><br><br />
* '''Multimedia resources'''<br><br />
* '''Website interactives/ links/ simulations'''<br><br />
* '''Process (How to do the activity)'''<br><br />
#Take the microscope from your lab and explain the student the parts of the microscope and its function.<br />
For further information visit the following website.<br />
http://www.microscopemaster.com/parts-of-a-compound-microscope.html <br />
* '''Developmental Questions (What discussion questions)'''<br><br />
#At the end of 5 minutes, after explaining the parts of microscope,remove the parts and ask the student to identify the part and ask him/her to explain the function of that part. <br />
* '''Evaluation (Questions for assessment of the child)'''<br><br />
#What are the different parts of microscope?<br />
#What is the uses of microscope?<br />
#Write a labelled diagram of microscope which is present infront of you.<br />
* '''Question Corner'''<br />
<br />
#Activity No #2 '''page_name_concept_name_activity2'''<br />
<br />
<br />
==Concept #2==classification of microorganisms<br />
<br />
===Learning objectives===<br />
<br />
===Notes for teachers===<br />
<br />
===Activities===<br />
#Activity No #1 '''page_name_concept_name_activity1'''<br />
#Activity No #2 '''page_name_concept_name_activity2'''<br />
<br />
==Concept #3==classification of Microbes<br />
===Learning objectives===<br />
===Notes for teachers===<br />
===Activities===<br />
#Activity No #1 '''page_name_concept_name_activity1'''<br />
#Activity No #2 '''page_name_concept_name_activity2'''<br />
<br />
==Concept #4==diseases from microorganisms<br />
===Learning objectives===<br />
===Notes for teachers===<br />
===Activities===<br />
#Activity No #1 '''page_name_concept_name_activity1'''<br />
#Activity No #2 '''page_name_concept_name_activity2'''<br />
==Concept #5== Uses of microorganisms<br />
===Learning objectives===<br />
===Notes for teachers===<br />
===Activities===<br />
#Activity No #1 '''page_name_concept_name_activity1'''<br />
#Activity No #2 '''page_name_concept_name_activity2'''<br />
<br />
=Assessment Activities for CCE=<br />
= Project Ideas =<br />
<br />
= Fun corner =</div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Microorganisms_microorganisms&diff=15699Microorganisms microorganisms2014-08-26T09:51:23Z<p>Harishksmandya: </p>
<hr />
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|}<br />
While creating a resource page, please click here for a resource creation [http://karnatakaeducation.org.in/KOER/en/index.php/Resource_Creation_Checklist '''checklist''']<br />
= Concept Map[[:File:micro-mindmap.mm]] =<br />
Syntax is: <mm>[[microorganisms.mm|Flash]]</mm> <br />
__FORCETOC__<br />
<br />
= Textbook =<br />
8th std state board text book<br />
9th std state board text book<br />
10th std state board text book<br />
8th std NCERT text book<br />
9th std NCERT text book<br />
10th std NCERT text book<br />
<br />
= Additional information =<br />
==Useful websites==<br />
#[http://excellup.com/ClassEight/scienceight/microorganismeight.aspx excellup.com section is on defination and habitats of microorganisms]<br />
#[http://biology4kids.com/files/micro_main.html biology 4kids section pictures and basic points on microorganisms]<br />
#[http://en.wikipedia.org/wiki/Microorganism#History_of_microorganisms.27_discovery wikipedia section on contribution of Antoni van Leeuwenhoek]<br />
#[http://en.wikipedia.org/wiki/Louis_Pasteur wikipedia section on contribution of louis pasteur]<br />
#[http://en.wikipedia.org/wiki/Robert_Koch wikipedia section on contribution of robert koch]<br />
<br />
==Reference Books ==<br />
microbiology: an introduction by:Tortora<br />
<br />
= Teaching Outlines =<br />
<br />
==Concept #1==characteristics of microorganisms<br />
===Learning objectives===<br />
#differentiate between prokaryotic cell and eukaryotic cell.<br />
#describe general cellular contents of microorganisms.<br />
#describe size and shape of microbes.<br />
<br />
===Notes for teachers===<br />
#[http://biologyexams4u.com/2012/10/difference-between-prokaryotic-and_21.html#.U9NR0nI6OXo biologyexams4u.com gives difference between prokaryotic and eukaryotic cell]<br />
#[http://biologyexams4u.com/2013/02/cell-structure-and-function.html#.U9NTPHI6OXo biologyexams4u.com describes structure and function of cell contents]<br />
#[http://soinc.org/sites/default/files/2011_MICROSCOPY_REVIEW_8-15.pdf soinc.org gives complete information on size of microbes and appropriate use of microscope]<br />
<br />
===Activity #2 observing pond water under microscope ===<br />
* '''Estimated Time'''<br><br />
20 minutes<br><br><br />
* '''Materials/ Resources needed'''<br><br />
Compound microscope,pond water,watch glass,slides<br><br />
* '''Prerequisites/Instructions, if any'''<br><br />
* '''Multimedia resources'''<br><br />
* '''Website interactives/ links/ simulations'''<br><br />
* '''Process (How to do the activity)'''<br><br />
#Take the microscope from your lab and place it in the light region.Make a small small groups of student, provide a microscope, ask them to take 2-3 drops of pond or lake water on a slide and ask them to observe under microscope.provide help wherever necessary.Repeat the experiment by taking drinking water and sterile water.<br />
* '''Developmental Questions (What discussion questions)'''<br>. <br />
* '''Evaluation (Questions for assessment of the child)'''<br><br />
#take pond water Write the shape of microbes what you see in the microscope.<br />
#take drinking water note down microorganism if you have observed any?<br />
#can you notice any microbes in sterile water?give reason.<br />
* '''Question Corner'''<br />
<br />
===Activity #1 Introduction to microscope ===<br />
* '''Estimated Time'''<br><br />
20 minutes<br><br><br />
* '''Materials/ Resources needed'''<br><br />
Compound microscope,<br><br><br />
* '''Prerequisites/Instructions, if any'''<br><br />
understanding characteristics of light and lenses <br><br><br />
* '''Multimedia resources'''<br><br />
* '''Website interactives/ links/ simulations'''<br><br />
* '''Process (How to do the activity)'''<br><br />
#Take the microscope from your lab and explain the student the parts of the microscope and its function.<br />
For further information visit the following website.<br />
http://www.microscopemaster.com/parts-of-a-compound-microscope.html <br />
* '''Developmental Questions (What discussion questions)'''<br><br />
#At the end of 5 minutes, after explaining the parts of microscope,remove the parts and ask the student to identify the part and ask him/her to explain the function of that part. <br />
* '''Evaluation (Questions for assessment of the child)'''<br><br />
#What are the different parts of microscope?<br />
#What is the uses of microscope?<br />
#Write a labelled diagram of microscope which is present infront of you.<br />
* '''Question Corner'''<br />
<br />
#Activity No #2 '''page_name_concept_name_activity2'''<br />
<br />
<br />
==Concept #2==classification of microorganisms<br />
<br />
===Learning objectives===<br />
<br />
===Notes for teachers===<br />
<br />
===Activities===<br />
#Activity No #1 '''page_name_concept_name_activity1'''<br />
#Activity No #2 '''page_name_concept_name_activity2'''<br />
<br />
==Concept #3==classification of Microbes<br />
===Learning objectives===<br />
===Notes for teachers===<br />
===Activities===<br />
#Activity No #1 '''page_name_concept_name_activity1'''<br />
#Activity No #2 '''page_name_concept_name_activity2'''<br />
<br />
==Concept #4==diseases from microorganisms<br />
===Learning objectives===<br />
===Notes for teachers===<br />
===Activities===<br />
#Activity No #1 '''page_name_concept_name_activity1'''<br />
#Activity No #2 '''page_name_concept_name_activity2'''<br />
==Concept #5== Uses of microorganisms<br />
===Learning objectives===<br />
===Notes for teachers===<br />
===Activities===<br />
#Activity No #1 '''page_name_concept_name_activity1'''<br />
#Activity No #2 '''page_name_concept_name_activity2'''<br />
<br />
=Assessment Activities for CCE=<br />
= Project Ideas =<br />
<br />
= Fun corner =</div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Microorganisms_microorganisms&diff=15698Microorganisms microorganisms2014-08-26T09:41:54Z<p>Harishksmandya: Created page with "{{subst:Science-Content}}"</p>
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While creating a resource page, please click here for a resource creation [http://karnatakaeducation.org.in/KOER/en/index.php/Resource_Creation_Checklist '''checklist''']<br />
= Concept Map =<br />
__FORCETOC__<br />
= Textbook =<br />
= Additional information =<br />
==Useful websites==<br />
==Reference Books==<br />
<br />
<br />
= Teaching Outlines =<br />
<br />
==Concept #1==<br />
===Learning objectives===<br />
===Notes for teachers===<br />
''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.''<br />
===Activities===<br />
#Activity No #1 '''page_name_concept_name_activity1'''<br />
#Activity No #2 '''page_name_concept_name_activity2'''<br />
<br />
<br />
==Concept #2==<br />
===Learning objectives===<br />
===Notes for teachers===<br />
===Activities===<br />
#Activity No #1 '''page_name_concept_name_activity1'''<br />
#Activity No #2 '''page_name_concept_name_activity2'''<br />
<br />
==Concept #3==<br />
===Learning objectives===<br />
===Notes for teachers===<br />
===Activities===<br />
#Activity No #1 '''page_name_concept_name_activity1'''<br />
#Activity No #2 '''page_name_concept_name_activity2'''<br />
<br />
==Concept #4==<br />
===Learning objectives===<br />
===Notes for teachers===<br />
===Activities===<br />
#Activity No #1 '''page_name_concept_name_activity1'''<br />
#Activity No #2 '''page_name_concept_name_activity2'''<br />
<br />
<br />
=Assessment Activities for CCE=<br />
*Dramas/ Role plays<br />
*Field Trips<br />
*Lab activities<br />
*Projects<br />
*Question Bank<br />
*Quizzes<br />
*Seminars/ discussions/ debates<br />
<br />
= Project Ideas =<br />
<br />
= Fun corner =</div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Science:_Topics&diff=15697Science: Topics2014-08-26T09:33:18Z<p>Harishksmandya: /* Health and diseases */</p>
<hr />
<div>=Measurements and Metric System=<br />
#Mass<br />
#Length<br />
#Time<br />
=Mechanics=<br />
<br />
<br />
#[[Uniform Linear Motion|Uniform linear motion]]<br />
#[[Uniform Circular Motion|Uniform Circular Motion]]<br />
#[[Force|Force]]<br />
#[[Newton's Laws of Motion|Newton's Laws of Motion]]<br />
#[[Work, Energy and Power|Work, Energy and Power]]<br />
#[[Wave motion|Wave motion]]<br />
#[[Simple harmonic motion|Simple harmonic motion]]<br />
<br />
=Gravitational Force=<br />
<br />
=[[Electromagnetism|Electromagnetism]]=<br />
#[[Electricity|Electricity]]<br />
#[[Magnetism|Magnetism]]<br />
#[[Electromagnetic_induction|Electromagnetic Induction]]<br />
#[[Electromagnetic_radiations|Electromagnetic Radiations]]<br />
<br />
=[[Light|Light]]=<br />
#Nature of Light<br />
#Transmission of Light<br />
#Optical Instruments<br />
#Human eye and vision<br />
#Photoelectric Effect and LASER<br />
<br />
=[[Sound|Sound]]=<br />
=Heat=<br />
#[[Heat|Heat]]<br />
#[[Temperature|Temperature]]<br />
#[[Heat_Transfer|Heat Transfer]]<br />
#[[Thermal_Properties|Thermal Properties]]<br />
#[[Heat_engines|Heat engines]]<br />
<br />
=Atomic Structure =<br />
#[[atomic_theory|Atomic Theory]] <br />
#[[electronic_configuration|Electronic Configuration]]<br />
#[[isotopes|Isotopes]]<br />
<br />
=Physical and Chemical Properties of Matter=<br />
<br />
#States of Matter<br />
#Behaviour of Gases<br />
#Periodic Classification of elements<br />
#Chemical Reactions and Bonding<br />
#Ionic Conduction<br />
<br />
=Inorganic Chemistry=<br />
=Organic Chemistry=<br />
=Metals= <br />
'''Metals'''<br />
#[[Properties | Properties]] <br />
#[[Metallurgy|Metallurgy]]<br />
#[[Alloys_and_their uses |Alloys and their uses ]]<br />
<br />
=Non-Metals=<br />
'''Non-Metals-Silicon'''<br />
#[[Allotrops|Allotrops]] <br />
#[[Properties_of_non_metals|Properties]] <br />
#[[Extraction|Extraction]]<br />
#[[Uses |Uses]]<br />
<br />
=Classification of living organisms=<br />
#[[History_types_of_classification|History_types_of_classification]]<br />
#[[viruses|Viruses]]<br />
#[[Eubacteria|Eubacteria]]<br />
#[[Archebacteria|Archaebacteria]]<br />
#[[Protista|Protista]]<br />
#[[Mycota|Mycota]]<br />
#[[Plantae|Plantae]]<br />
#[[Animalia|Animalia]]<br />
<br />
=Study of cells=<br />
#[[structure of cell|Structure of cell]]<br />
#[[Organisation_of_cells|Organization of cells]]<br />
#[[Organisation_of_cells_plant_tissues|Plant tissue]]<br />
#[[Organisation_of_cells_animal_tissues|Animal tissue]]<br />
#[[cell division| Cell division]]<br />
<br />
=Life processes=<br />
#[[Respiration|Respiration]]<br />
#[[Digestion|Digestion]]<br />
#[[Transporatation|transporation]]<br />
#[[Control and co-ordination|Control and co-ordination]]<br />
#[[Excretion|Excretion]]<br />
#[[Reproduction|Reproduction]]<br />
<br />
=Environmental Science=<br />
#[[Environmental science]]<br />
#[[Ecology|Ecology]]<br />
#[[Biogeochemical cycles|Biogeochemical cycles]]<br />
#[[Natural resources|Natural resources]]<br />
#[[Ecological_conservation| Conservation]] <br />
#[[Environmental issues|Environmental issues]]<br />
#[[environmental pollution|Environmental pollution]]<br />
#[[Alternative energy resources]]<br />
<br />
=Food=<br />
<br />
=Health and diseases=<br />
#[[Health]]<br />
#[[Microorganisms_microorganisms| Microorganisms]]<br />
#[[Diseases_from_Microorganisms|Diseases from Microorganisms]]<br />
<br />
=Evolution of Life=<br />
=Nuclear Physics=<br />
=Electronics and Communication=<br />
#[[Science_communication|Communication]]<br />
#[[Electronics|Electronics]]<br />
<br />
=Space Science=<br />
=Biotechnology=<br />
#[[Branches_of_biotechnology|Branches of biotechnology]]<br />
#[[Plant_breeding|Plant Breeding]]<br />
#[[Animal_breeding|Animal Breeding]]<br />
#[[Merits_and_demerits_of_biotechnology|Merits and demerits of biotechnology]]<br />
<br />
=Information and Communication Technology=<br />
<br />
'''For view by class click [http://karnatakaeducation.org.in/KOER/en/index.php/Topics_by_class here]'''</div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Science:_Topics&diff=15696Science: Topics2014-08-26T09:31:30Z<p>Harishksmandya: /* Health and diseases */</p>
<hr />
<div>=Measurements and Metric System=<br />
#Mass<br />
#Length<br />
#Time<br />
=Mechanics=<br />
<br />
<br />
#[[Uniform Linear Motion|Uniform linear motion]]<br />
#[[Uniform Circular Motion|Uniform Circular Motion]]<br />
#[[Force|Force]]<br />
#[[Newton's Laws of Motion|Newton's Laws of Motion]]<br />
#[[Work, Energy and Power|Work, Energy and Power]]<br />
#[[Wave motion|Wave motion]]<br />
#[[Simple harmonic motion|Simple harmonic motion]]<br />
<br />
=Gravitational Force=<br />
<br />
=[[Electromagnetism|Electromagnetism]]=<br />
#[[Electricity|Electricity]]<br />
#[[Magnetism|Magnetism]]<br />
#[[Electromagnetic_induction|Electromagnetic Induction]]<br />
#[[Electromagnetic_radiations|Electromagnetic Radiations]]<br />
<br />
=[[Light|Light]]=<br />
#Nature of Light<br />
#Transmission of Light<br />
#Optical Instruments<br />
#Human eye and vision<br />
#Photoelectric Effect and LASER<br />
<br />
=[[Sound|Sound]]=<br />
=Heat=<br />
#[[Heat|Heat]]<br />
#[[Temperature|Temperature]]<br />
#[[Heat_Transfer|Heat Transfer]]<br />
#[[Thermal_Properties|Thermal Properties]]<br />
#[[Heat_engines|Heat engines]]<br />
<br />
=Atomic Structure =<br />
#[[atomic_theory|Atomic Theory]] <br />
#[[electronic_configuration|Electronic Configuration]]<br />
#[[isotopes|Isotopes]]<br />
<br />
=Physical and Chemical Properties of Matter=<br />
<br />
#States of Matter<br />
#Behaviour of Gases<br />
#Periodic Classification of elements<br />
#Chemical Reactions and Bonding<br />
#Ionic Conduction<br />
<br />
=Inorganic Chemistry=<br />
=Organic Chemistry=<br />
=Metals= <br />
'''Metals'''<br />
#[[Properties | Properties]] <br />
#[[Metallurgy|Metallurgy]]<br />
#[[Alloys_and_their uses |Alloys and their uses ]]<br />
<br />
=Non-Metals=<br />
'''Non-Metals-Silicon'''<br />
#[[Allotrops|Allotrops]] <br />
#[[Properties_of_non_metals|Properties]] <br />
#[[Extraction|Extraction]]<br />
#[[Uses |Uses]]<br />
<br />
=Classification of living organisms=<br />
#[[History_types_of_classification|History_types_of_classification]]<br />
#[[viruses|Viruses]]<br />
#[[Eubacteria|Eubacteria]]<br />
#[[Archebacteria|Archaebacteria]]<br />
#[[Protista|Protista]]<br />
#[[Mycota|Mycota]]<br />
#[[Plantae|Plantae]]<br />
#[[Animalia|Animalia]]<br />
<br />
=Study of cells=<br />
#[[structure of cell|Structure of cell]]<br />
#[[Organisation_of_cells|Organization of cells]]<br />
#[[Organisation_of_cells_plant_tissues|Plant tissue]]<br />
#[[Organisation_of_cells_animal_tissues|Animal tissue]]<br />
#[[cell division| Cell division]]<br />
<br />
=Life processes=<br />
#[[Respiration|Respiration]]<br />
#[[Digestion|Digestion]]<br />
#[[Transporatation|transporation]]<br />
#[[Control and co-ordination|Control and co-ordination]]<br />
#[[Excretion|Excretion]]<br />
#[[Reproduction|Reproduction]]<br />
<br />
=Environmental Science=<br />
#[[Environmental science]]<br />
#[[Ecology|Ecology]]<br />
#[[Biogeochemical cycles|Biogeochemical cycles]]<br />
#[[Natural resources|Natural resources]]<br />
#[[Ecological_conservation| Conservation]] <br />
#[[Environmental issues|Environmental issues]]<br />
#[[environmental pollution|Environmental pollution]]<br />
#[[Alternative energy resources]]<br />
<br />
=Food=<br />
<br />
=Health and diseases=<br />
#[[Health]]<br />
#[[microorganisms_microorganisms|Microorganisms]]<br />
#[[Diseases_from_Microorganisms|Diseases from Microorganisms]]<br />
<br />
=Evolution of Life=<br />
=Nuclear Physics=<br />
=Electronics and Communication=<br />
#[[Science_communication|Communication]]<br />
#[[Electronics|Electronics]]<br />
<br />
=Space Science=<br />
=Biotechnology=<br />
#[[Branches_of_biotechnology|Branches of biotechnology]]<br />
#[[Plant_breeding|Plant Breeding]]<br />
#[[Animal_breeding|Animal Breeding]]<br />
#[[Merits_and_demerits_of_biotechnology|Merits and demerits of biotechnology]]<br />
<br />
=Information and Communication Technology=<br />
<br />
'''For view by class click [http://karnatakaeducation.org.in/KOER/en/index.php/Topics_by_class here]'''</div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Science:_Topics&diff=15695Science: Topics2014-08-26T09:30:13Z<p>Harishksmandya: /* Health and diseases */</p>
<hr />
<div>=Measurements and Metric System=<br />
#Mass<br />
#Length<br />
#Time<br />
=Mechanics=<br />
<br />
<br />
#[[Uniform Linear Motion|Uniform linear motion]]<br />
#[[Uniform Circular Motion|Uniform Circular Motion]]<br />
#[[Force|Force]]<br />
#[[Newton's Laws of Motion|Newton's Laws of Motion]]<br />
#[[Work, Energy and Power|Work, Energy and Power]]<br />
#[[Wave motion|Wave motion]]<br />
#[[Simple harmonic motion|Simple harmonic motion]]<br />
<br />
=Gravitational Force=<br />
<br />
=[[Electromagnetism|Electromagnetism]]=<br />
#[[Electricity|Electricity]]<br />
#[[Magnetism|Magnetism]]<br />
#[[Electromagnetic_induction|Electromagnetic Induction]]<br />
#[[Electromagnetic_radiations|Electromagnetic Radiations]]<br />
<br />
=[[Light|Light]]=<br />
#Nature of Light<br />
#Transmission of Light<br />
#Optical Instruments<br />
#Human eye and vision<br />
#Photoelectric Effect and LASER<br />
<br />
=[[Sound|Sound]]=<br />
=Heat=<br />
#[[Heat|Heat]]<br />
#[[Temperature|Temperature]]<br />
#[[Heat_Transfer|Heat Transfer]]<br />
#[[Thermal_Properties|Thermal Properties]]<br />
#[[Heat_engines|Heat engines]]<br />
<br />
=Atomic Structure =<br />
#[[atomic_theory|Atomic Theory]] <br />
#[[electronic_configuration|Electronic Configuration]]<br />
#[[isotopes|Isotopes]]<br />
<br />
=Physical and Chemical Properties of Matter=<br />
<br />
#States of Matter<br />
#Behaviour of Gases<br />
#Periodic Classification of elements<br />
#Chemical Reactions and Bonding<br />
#Ionic Conduction<br />
<br />
=Inorganic Chemistry=<br />
=Organic Chemistry=<br />
=Metals= <br />
'''Metals'''<br />
#[[Properties | Properties]] <br />
#[[Metallurgy|Metallurgy]]<br />
#[[Alloys_and_their uses |Alloys and their uses ]]<br />
<br />
=Non-Metals=<br />
'''Non-Metals-Silicon'''<br />
#[[Allotrops|Allotrops]] <br />
#[[Properties_of_non_metals|Properties]] <br />
#[[Extraction|Extraction]]<br />
#[[Uses |Uses]]<br />
<br />
=Classification of living organisms=<br />
#[[History_types_of_classification|History_types_of_classification]]<br />
#[[viruses|Viruses]]<br />
#[[Eubacteria|Eubacteria]]<br />
#[[Archebacteria|Archaebacteria]]<br />
#[[Protista|Protista]]<br />
#[[Mycota|Mycota]]<br />
#[[Plantae|Plantae]]<br />
#[[Animalia|Animalia]]<br />
<br />
=Study of cells=<br />
#[[structure of cell|Structure of cell]]<br />
#[[Organisation_of_cells|Organization of cells]]<br />
#[[Organisation_of_cells_plant_tissues|Plant tissue]]<br />
#[[Organisation_of_cells_animal_tissues|Animal tissue]]<br />
#[[cell division| Cell division]]<br />
<br />
=Life processes=<br />
#[[Respiration|Respiration]]<br />
#[[Digestion|Digestion]]<br />
#[[Transporatation|transporation]]<br />
#[[Control and co-ordination|Control and co-ordination]]<br />
#[[Excretion|Excretion]]<br />
#[[Reproduction|Reproduction]]<br />
<br />
=Environmental Science=<br />
#[[Environmental science]]<br />
#[[Ecology|Ecology]]<br />
#[[Biogeochemical cycles|Biogeochemical cycles]]<br />
#[[Natural resources|Natural resources]]<br />
#[[Ecological_conservation| Conservation]] <br />
#[[Environmental issues|Environmental issues]]<br />
#[[environmental pollution|Environmental pollution]]<br />
#[[Alternative energy resources]]<br />
<br />
=Food=<br />
<br />
=Health and diseases=<br />
#[[Health]]<br />
#[[microorganisms|Microorganisms]]<br />
#[[Diseases_from_Microorganisms|Diseases from Microorganisms]]<br />
<br />
=Evolution of Life=<br />
=Nuclear Physics=<br />
=Electronics and Communication=<br />
#[[Science_communication|Communication]]<br />
#[[Electronics|Electronics]]<br />
<br />
=Space Science=<br />
=Biotechnology=<br />
#[[Branches_of_biotechnology|Branches of biotechnology]]<br />
#[[Plant_breeding|Plant Breeding]]<br />
#[[Animal_breeding|Animal Breeding]]<br />
#[[Merits_and_demerits_of_biotechnology|Merits and demerits of biotechnology]]<br />
<br />
=Information and Communication Technology=<br />
<br />
'''For view by class click [http://karnatakaeducation.org.in/KOER/en/index.php/Topics_by_class here]'''</div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Electromagnetic_induction_introduction_to_electromagnetic_induction_activity_3&diff=15655Electromagnetic induction introduction to electromagnetic induction activity 32014-08-26T05:37:03Z<p>Harishksmandya: /* Multimedia resources */</p>
<hr />
<div>__FORCETOC__<br />
=Activity No # 1 - '''Factors influencing e.m.f. & Michel Faraday experiment'''=<br />
==Estimated Time==<br />
45 minutes<br />
==Materials/ Resources needed== <br />
#Video clip of Electro magentic induction experiment with different coils<br />
#LED projector<br />
#White screen<br />
==Prerequisites/Instructions, if any==<br />
==Multimedia resources==<br />
http://www.youtube.com/watch?v=vwIdZjjd8fo <br><br />
Factors influencing e.m.f. <br />
{{#ev:youtube| vwIdZjjd8fo| 150| left}} <br><br />
Michel Faraday experiment<br />
{{#ev:youtube| EECRoYNaSxg| 150| left}}<br />
<br />
==Website interactives/ links/ simulations==<br />
==Process (How to do the activity)==<br />
Show the above short video of number of coils increasing emf is increasing. <br><br />
Show the above video of Michel Faraday experiment.<br><br />
<br />
==Developmental Questions (What discussion questions)==<br />
==Evaluation (Questions for assessment of the child)==<br />
1. Which the following coil is more emf produced when magnet movement inside the coil? mark 1 <br><br />
[[File:Coil1.png|200px]] <br><br />
2. A copper coil, a strong bar magnet and a led bulb are on the table. How do you glow on the led bulb? Mark 2<br />
==Question Corner==<br />
<br />
'''To link back to the topic page'''<br />
[[Electromagnetic_induction|'''Go Back''']] <br></div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Electromagnetic_induction_introduction_to_electromagnetic_induction_activity_3&diff=15652Electromagnetic induction introduction to electromagnetic induction activity 32014-08-26T05:24:15Z<p>Harishksmandya: /* Multimedia resources */</p>
<hr />
<div>__FORCETOC__<br />
=Activity No # 1 - '''Factors influencing e.m.f. & Michel Faraday experiment'''=<br />
==Estimated Time==<br />
45 minutes<br />
==Materials/ Resources needed== <br />
#Video clip of Electro magentic induction experiment with different coils<br />
#LED projector<br />
#White screen<br />
==Prerequisites/Instructions, if any==<br />
==Multimedia resources==<br />
http://www.youtube.com/watch?v=vwIdZjjd8fo <br><br />
<br />
{{#widget:YouTube|id=vwIdZjjd8fo|150}}<br />
<br />
==Website interactives/ links/ simulations==<br />
==Process (How to do the activity)==<br />
Show the above short video of number of coils increasing emf is increasing. <br><br />
Show the above video of Michel Faraday experiment.<br><br />
<br />
==Developmental Questions (What discussion questions)==<br />
==Evaluation (Questions for assessment of the child)==<br />
1. Which the following coil is more emf produced when magnet movement inside the coil? mark 1 <br><br />
[[File:Coil1.png|200px]] <br><br />
2. A copper coil, a strong bar magnet and a led bulb are on the table. How do you glow on the led bulb? Mark 2<br />
==Question Corner==<br />
<br />
'''To link back to the topic page'''<br />
[[Electromagnetic_induction|'''Go Back''']] <br></div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Electromagnetic_induction_introduction_to_electromagnetic_induction_activity_3&diff=15651Electromagnetic induction introduction to electromagnetic induction activity 32014-08-26T05:23:06Z<p>Harishksmandya: /* Process (How to do the activity) */</p>
<hr />
<div>__FORCETOC__<br />
=Activity No # 1 - '''Factors influencing e.m.f. & Michel Faraday experiment'''=<br />
==Estimated Time==<br />
45 minutes<br />
==Materials/ Resources needed== <br />
#Video clip of Electro magentic induction experiment with different coils<br />
#LED projector<br />
#White screen<br />
==Prerequisites/Instructions, if any==<br />
==Multimedia resources==<br />
http://www.youtube.com/watch?v=vwIdZjjd8fo <br><br />
<br />
{{#widget:YouTube|id=vwIdZjjd8fo}}<br />
<br />
==Website interactives/ links/ simulations==<br />
==Process (How to do the activity)==<br />
Show the above short video of number of coils increasing emf is increasing. <br><br />
Show the above video of Michel Faraday experiment.<br><br />
<br />
==Developmental Questions (What discussion questions)==<br />
==Evaluation (Questions for assessment of the child)==<br />
1. Which the following coil is more emf produced when magnet movement inside the coil? mark 1 <br><br />
[[File:Coil1.png|200px]] <br><br />
2. A copper coil, a strong bar magnet and a led bulb are on the table. How do you glow on the led bulb? Mark 2<br />
==Question Corner==<br />
<br />
'''To link back to the topic page'''<br />
[[Electromagnetic_induction|'''Go Back''']] <br></div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Electromagnetic_induction_introduction_to_electromagnetic_induction_activity_3&diff=15650Electromagnetic induction introduction to electromagnetic induction activity 32014-08-26T05:21:57Z<p>Harishksmandya: /* Multimedia resources */</p>
<hr />
<div>__FORCETOC__<br />
=Activity No # 1 - '''Factors influencing e.m.f. & Michel Faraday experiment'''=<br />
==Estimated Time==<br />
45 minutes<br />
==Materials/ Resources needed== <br />
#Video clip of Electro magentic induction experiment with different coils<br />
#LED projector<br />
#White screen<br />
==Prerequisites/Instructions, if any==<br />
==Multimedia resources==<br />
http://www.youtube.com/watch?v=vwIdZjjd8fo <br><br />
<br />
{{#widget:YouTube|id=vwIdZjjd8fo}}<br />
<br />
==Website interactives/ links/ simulations==<br />
==Process (How to do the activity)==<br />
Show the short video of number of coils increasing emf is increasing. <br><br />
Show the video of Michel Faraday experiment.<br><br />
<br />
==Developmental Questions (What discussion questions)==<br />
==Evaluation (Questions for assessment of the child)==<br />
1. Which the following coil is more emf produced when magnet movement inside the coil? mark 1 <br><br />
[[File:Coil1.png|200px]] <br><br />
2. A copper coil, a strong bar magnet and a led bulb are on the table. How do you glow on the led bulb? Mark 2<br />
==Question Corner==<br />
<br />
'''To link back to the topic page'''<br />
[[Electromagnetic_induction|'''Go Back''']] <br></div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Electromagnetic_induction&diff=15648Electromagnetic induction2014-08-26T05:13:28Z<p>Harishksmandya: /* Activities */</p>
<hr />
<div>= Concept Map =<br />
<mm>[[Electromagnetic induction.mm|Flash]]</mm><br />
[[Category:Physics]]<br />
<br />
__FORCETOC__<br />
<br />
= Textbook =<br />
#Tenth Standart Science Textbook 2014<br />
<br />
= Additional information =<br />
==Useful websites==<br />
#http://en.wikipedia.org/wiki/Electromagnetic_induction<br />
#http://www.youtube.com/watch?v=vwIdZjjd8fo<br />
#http://www.electronics-tutorials.ws/electromagnetism/electromagnetic-induction.html<br />
#https://www.google.co.in/searchq=electromagnetic+induction&oq=Ele&aqs=chrome.0.69i59l2j69i57j0l3.1895j0j8&sourceid=chrome&es_sm=93&ie=UTF-8<br />
<br />
==Reference Books==<br />
#Tenth Standard state syllbus text books 2011 and 2014 Science Subject<br />
#CONCISE PHYSICS – ICSE BY R.P.Goyal, and S.P.Tripati<br />
#XMEDIA – SCIENCE CLASS X – Published by V.K.Global Publication Pvt, Ltd, Newdelhi-02.<br />
<br />
= Teaching Outlines =<br />
==Concept #1 Introduction to electro magnetic induction==<br />
<br />
===Learning objectives===<br />
#Recall the the properties of magnets<br />
#Electromagnetic effect<br />
#How emf induced<br />
#Emf depends upon the number of turns and speed of the magnet<br />
#Michel Faraday experiment<br />
<br />
===Notes for teachers===<br />
'''Electromagnetic Induction'''<br />
The magnetic flux developed around the coil being proportional to the amount of current flowing in the coils windings as shown. <br><br />
[[File:electromagnetism__coiled_wire.gif|200px]][[File:Micheal Farady.jpg|200px]]<br />
<br />
If additional layers of wire are wound upon the same coil with the same current flowing through them, the static magnetic field strength would be increased.<br />
<br />
Therefore, the Magnetic Field Strength of a coil is determined by the ampere turns of the coil. With more turns of wire within the coil the greater will be the strength of the static magnetic field around it.<br />
<br />
But what if we reversed this idea by disconnecting the electrical current from the coil and instead of a hollow core we placed a bar magnet inside the core of the coil of wire. By moving this bar magnet “in” and “out” of the coil a current would be induced into the coil by the physical movement of the magnetic flux inside it.<br />
<br />
Electromagnetic Induction was first discovered way back in the 1830’s by Michael Faraday. Faraday noticed that when he moved a permanent magnet in and out of a coil or a single loop of wire it induced an ElectroMotive Force or emf, in other words a Voltage, and therefore a current was produced.<br />
<br />
'''Faraday’s Law of Induction'''<br />
#''Increasing the number of turns of wire in the coil'' – By increasing the amount of individual conductors cutting through the magnetic field, the amount of induced emf produced will be the sum of all the individual loops of the coil, so if there are 20 turns in the coil there will be 20 times more induced emf than in one piece of wire.<br />
#''Increasing the speed of the relative motion between the coil and the magnet'' – If the same coil of wire passed through the same magnetic field but its speed or velocity is increased, the wire will cut the lines of flux at a faster rate so more induced emf would be produced.<br />
#''Increasing the strength of the magnetic field'' – If the same coil of wire is moved at the same speed through a stronger magnetic field, there will be more emf produced because there are more lines of force to cut.<br />
Factors affecting the magnitude of induced emf:<br />
The magnitude of induced emf is equal to the rate of change of magnetic flux i.e.,<br />
Induced emf= (Change in magetic flux)/(Time in which the magentic flux changes)<br />
i) the change in the magnetic flux and <br />
ii) the time in which the magnetic flux changes.<br />
<br />
<br />
''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.''<br />
<br />
===Activities===<br />
#Activity 1 - [[Electromagnetic_induction_introduction_to_electromagnetic_induction_activity 1|Properties of Magnets]]<br />
#Activity 2 - [[Electromagnetic_induction_introduction_to_electromagnetic_induction_activity 2|Electromagnet and electromagnetic induction experiment]]<br />
#Activity 3 - [[Electromagnetic_induction_introduction_to_electromagnetic_induction_activity 3|Factors influencing e.m.f. & Michel Faraday experiment]]<br />
<br />
==Concept #2 Fleming right hand rule==<br />
===Learning objectives===<br />
#State Fleming's Right hand rule of dynamo<br />
#Know the main parts of dynamo<br />
#Explain the working of AC dynamo<br />
#Distinguish between AC dynamo and DC dynamo<br />
#Application of dynamo<br />
<br />
===Notes for teachers===<br />
'''Direction of induced emf :''' <br><br />
'''Fleming’s right hand rule :''' <br><br />
Stretch the thumb, middle finger and fore finger of your right hand mutually perpendicular to each other as shown in the fig. If the fore finger indicates the direction of magnetic field and the thumb indicates the direction of motion of conductors, then the middle finger will indicate the direction of induced current. <br><br />
'''Lenz’s law :''' It states that the direction of induced emf (or induced current) always tends to oppose the cause which produces it. <br><br />
(b) When the north pole of the magnet is brought towards one end of the solenoid, the induced current flows in the solenoid in such a direction that the end of the solenoid, near the magnet and becomes a north pole so as to repel the magnet and thus opposes the cause producing the induced current. Therefore e the direction of induced current in solenoid at its end towards the magnet is anti-clockwise. <br><br />
(d) When the north pole of the magnet recedes form the end of the solenoid, the direction of induced current in the solenoid is such that the end of the solenoid towards the magnet becomes a south pole so as to attract the north pole of the magnet and thus opposes the cause producing it. The current induced current in solenoid at its end clockwise.<br />
Lenz’s law is wider significance as it implies the law of conservation of energy. It shows that the mechanical energy spent in doing work, against the opposing force experienced by the moving magnet, is transformed into the electrical energy due to which current flows in the solenoid. <br><br />
'''A.C. Generator:''' <br><br />
An A.C.generator is a device which converts the mechanical energy into the electrical energy using the principle of electromagnetic induction. <br><br />
''Frequency of alternating current''<br><br />
In one complete rotation of the coil, we get one cycle of alternating emf in the external circuit. Thus the alternating emf has the frequency equal to the frequency of rotations of the coil. <br><br />
If the coil makes n rotations per second. The magnitude of induced emf is given as <br><br />
E=e0sin2nt <br />
And the current is expressed as i=i0sin2nt <br><br />
Where e0 and i0 represent the maximum values of emf and current respectivily. Such a current is called an alternating current.<br />
<br />
===Activities===<br />
<br />
==Concept #3 FLEMING'S LEFT HAND RULE AND WORKING OF MOTOR - ==<br />
===Learning objectives===<br />
#State Fleming's left hand rule of motor<br />
#Explain working of motor<br />
#Distiguish between dynamo and motor<br />
#Application of the motor<br />
===Notes for teachers===<br />
Difference between A.C. and D.C<br />
Direct current (D.C.) Alternating current (A.C.)<br />
1. It is the current of constant magnitude.<br />
2. It flows in one direction in the circuit.<br />
3. It is obtained from a cell (or battery) <br />
1. It is the current of magnitude varying with time.<br />
2. It reverses its direction periodically while flowing in a circuit.<br />
3. It is obtained from A.C. generator and mains. <br />
<br />
Advantages of A.C. over D.C.:<br />
In India, we use 220 volt a.c. in our houses and factories. The use of A.C. is advantageous over D.C. because the voltage of A.C. can be stepped up by the use of a step-up transformer at the power generating station before transmitting it over the long distances. It reduces the loss of electric energy as heat in the transmission line wires. The A.C. is then stepped down to 220 volt by the use of step-down transformers at the successive sub-stations before supplying it to the houses or factories. If D.C. is generated at the power generating station, its voltage cannot be increased for transmission and so due to passage of high current in the transmission line wires; there will be a huge loses of electrical energy as heat in the line wires. <br />
<br />
A.C. Generator D.C. Motor<br />
1. A generator is a device which converts mechanical energy into electrical energy.<br />
2. A generator works on the principle of electrro magnetic inductions. <br />
3. In a generator, the coil is rotated in a magnetic field so as to produce electric current. <br />
4. A generator makes use of two separate coaxial slip rings. <br />
1. A d.c. motor is a device which converts electrical energy into mechanical energy. <br />
2 d.c. motor works on the principle of force acting on a current carrying conductor placed in a magnetic field. <br />
3. In d.c. motor, the current from d.c. source flows in the coil placed in a magnetic field due to which the coil rotates. <br />
4. A d.c. motor makes use of two parts of slip ring (i.e., split rings) which act as a commutatar. <br />
<br />
===Activities===<br />
#Activity 1 -<br />
<br />
==Concept #4 APPLICATION OF ELECTROMAGNETIC INDUCTION TRANSFORMERS AND INDUCTION COILS==<br />
===Learning objectives===<br />
#Transformers<br />
#Types of transformers Primary and Secondary<br />
#Know the wokring principle of transformers<br />
#Application of transformers<br />
#Induction coils<br />
#Know the wokring principle of induction coil<br />
#Applications of induction coils<br />
===Notes for teachers===<br />
Applications of electromagnetic induction:<br />
Transformer:<br />
In our daily life, we use various electrical applications which require working voltage different form the mains voltage (i.e., 220V) e.g. a door bell needs 6V while a television needs several 1000V. To provide suitable voltage to different applications from the mains, we use transformers with them. Thus, Transformer is a device by which the amplitude of an alternating e.m.f. can be increased or decreased.<br />
A transformer does not affect the frequency of the alternating voltage. The frequency remains unchanged (=50hz)<br />
Principal : A transformer works on the principle of electromagnetic induction and make use of two coils having different number of turns. The alternating e.m.f. to be altered is applied across one coil. Which there is change of magnetic field line due to varying current in this coil the magnetic field line linked with the other coil also changes and so an induced varying current of the same frequency, but of different magnitude flows in the other coil. <br />
Construction : A transformer consists of a rectangular soft iron core made up from the thin laminated sheets of soft iron of T and U shape, placed alternately one above the other and insulated from each other by a paint (or varnish) coating over them as shown in the fig. so as to behave like a simple rectangular core. <br />
The laminated core prevents the loss of energy due to eddy currents in the core.<br />
On one arm of the core, a coil P of insulated copper wire is wound. This coil is connected with the source of alternating e.m.f. (i.e., at the ends of the this coil, the input is given). This is called primary coil. <br />
One the other arm of the core, another coil S of insulated copper wire is wound. The induced alternating e.m.f is obtained across the terminals of this coil (i.e., output is obtained at the ends of this coil). This is called the secondary coil. The ratio of number of turns Ns in secondary coil to the number of turns Np in primary coil (i.e., Ns/Sp) is called the turns ratio. <br />
i.e.,Turns ratio n= (Number of turns in secondary coil Ns)/(Number of turns in primary coil Np)<br />
<br />
The advantage of using a closed core is that it gives a closed path for the magnetic field lines and therefore almost all the magnetic field lines caused due to current in the primary coil, remain linked with the secondary coil (i.e., the flux linkage is nearly perfect) and loss of energy is avoided. The core is made of soft iron so that hysteresis loss of energy in the core is less. <br />
<br />
Working : When the terminals of primary coil are connected to the source of alternating e.m.f., a varying current flows through the primary coil. This varying current produces a varying magnetic field in the core of transformer. Thus the magnetic field lines linked with the secondary coil vary. The change of magnetic field line through the secondary coil induces an emf in it. The induced emf varies in the same manner as the applied emf in the primary coil varies and thus has the same frequency as that of the applied emf. <br />
The magnitude of emf induced in the secondary coil depends on the following two factors. <br />
(i) the ration of the number of turns in the secondary coil to the number of turns in the primary coil (i.e., turns ratio) and<br />
(ii) the magnitude of emf applied in the primary coil <br />
For a transformer, <br />
(emf across the secondary coil (Vs))/(emf across the primary coil (Vp))= (Number of turns in the secondary coil (Ns))/(Number of turns in the primary coil (Np))<br />
<br />
((Vs))/( (Vp) )=((Ns))/((Np) )= is called Turns ratio 'n^' of transformer<br />
<br />
The relation between current and voltage of primary and secondary coils of a transformer can be expressed as<br />
((Vs))/( (Vp))= Ip/Is or IpVp=IsVs<br />
<br />
Current x Voltage of primary coil = current x voltage in secondary coil<br />
Types of transformers : 1) Step up transformer : The transformer used to change a low voltage alternating emf to a high voltage alternating emf (of same frequency) is called step-up transformer. In a step-up transformer, the number of turns in the secondary coil are more than the number of tunrs in the primary coil. i.e., turns ratio n>1 or Ns/Np>1. Vs>Vp, but Is<Ip. More current flows in the primary coil. Therefore one must use thicker wire in the primary coil as compared to that in the secondary coil. <br />
2) Step down transformer : The transformer used to change a high voltage alternating emf to a low voltage alternating emf (of same frequency) is called step-down transformer. In a step-down transformer, the numbers of turns in the secondary coil are less than the number of tunrs in the primary coil. i.e., turns ratio n<1 or Ns/Np<1. Vs<Vp, but Is>Ip. Here the secondary winding will require thicker wire due to high current. The use of thicker wire reduces its resistance and therefore reduces the loss of energy as heat in the coil. This energy loss due to heat is known as copper loss. <br />
Uses of Transformaers : i) Use of setp-up transforemer : <br />
a) In transmission of electric power at the power generating station to step up the voltage.b) with television c) with wireless sets and <br />
d) with X-ray tubes to provide a high accelerating voltage. <br />
ii) Use of setp-down transforemer : <br />
a) With electric bells, night electric bulbs, mobile phone, computers, etc.<br />
b) At the power sub-stations to step-down the voltage before its distribution to the consumers. <br />
Induction coil :<br />
You know that for discharge tube experiment high voltage is required. How to produce high voltage from a low voltage DC source? An induction coil is a device for obtaining a very high DC voltage starting from a low DC voltage. An induction coil consists of few turns of a primary coil ‘P’, of thick insulated copper wire wound over a soft iron core connected to a battery. S is a secondary coil of large number of turns wound over the primary coil. M is a make and break arrangement. When the DC current flows in the primary, ‘C’ gets magnetised. The iron head H of the switch M is attracted towards C so, the circuit breaks and the current in primary stops. C gets demagnetised and H comes back. The process repeats. During make and break circuit, large emf is induced in the secondary. The voltage depends on the turns ratio. Since the number of turns in secondary is very large, a large voltage in produced in the secondary. <br />
While using it remembers that the coil should be in the north and south direction. That means the needle and the coil should be parallel to each other. <br />
<br />
===Activities===<br />
<br />
= Project Ideas =<br />
#List Scientist information of Faraday, Lentz, Fleming<br />
<br />
= Fun corner =</div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Electromagnetic_induction_introduction_to_electromagnetic_induction_activity_5&diff=15646Electromagnetic induction introduction to electromagnetic induction activity 52014-08-26T05:12:37Z<p>Harishksmandya: Blanked the page</p>
<hr />
<div></div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Electromagnetic_induction_introduction_to_electromagnetic_induction_activity_3&diff=15645Electromagnetic induction introduction to electromagnetic induction activity 32014-08-26T05:12:22Z<p>Harishksmandya: /* Process (How to do the activity) */</p>
<hr />
<div>__FORCETOC__<br />
=Activity No # 1 - '''Factors influencing e.m.f. & Michel Faraday experiment'''=<br />
==Estimated Time==<br />
45 minutes<br />
==Materials/ Resources needed== <br />
#Video clip of Electro magentic induction experiment with different coils<br />
#LED projector<br />
#White screen<br />
==Prerequisites/Instructions, if any==<br />
==Multimedia resources==<br />
http://www.youtube.com/watch?v=vwIdZjjd8fo <br><br />
==Website interactives/ links/ simulations==<br />
==Process (How to do the activity)==<br />
Show the short video of number of coils increasing emf is increasing. <br><br />
Show the video of Michel Faraday experiment.<br><br />
<br />
==Developmental Questions (What discussion questions)==<br />
==Evaluation (Questions for assessment of the child)==<br />
1. Which the following coil is more emf produced when magnet movement inside the coil? mark 1 <br><br />
[[File:Coil1.png|200px]] <br><br />
2. A copper coil, a strong bar magnet and a led bulb are on the table. How do you glow on the led bulb? Mark 2<br />
==Question Corner==<br />
<br />
'''To link back to the topic page'''<br />
[[Electromagnetic_induction|'''Go Back''']] <br></div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Electromagnetic_induction_introduction_to_electromagnetic_induction_activity_3&diff=15644Electromagnetic induction introduction to electromagnetic induction activity 32014-08-26T05:11:21Z<p>Harishksmandya: /* Activity No # 1 - ' */</p>
<hr />
<div>__FORCETOC__<br />
=Activity No # 1 - '''Factors influencing e.m.f. & Michel Faraday experiment'''=<br />
==Estimated Time==<br />
45 minutes<br />
==Materials/ Resources needed== <br />
#Video clip of Electro magentic induction experiment with different coils<br />
#LED projector<br />
#White screen<br />
==Prerequisites/Instructions, if any==<br />
==Multimedia resources==<br />
http://www.youtube.com/watch?v=vwIdZjjd8fo <br><br />
==Website interactives/ links/ simulations==<br />
==Process (How to do the activity)==<br />
Show the short video of number of coils increasing emf is increasing. <br><br />
==Developmental Questions (What discussion questions)==<br />
==Evaluation (Questions for assessment of the child)==<br />
1. Which the following coil is more emf produced when magnet movement inside the coil? mark 1 <br><br />
[[File:Coil1.png|200px]] <br><br />
2. A copper coil, a strong bar magnet and a led bulb are on the table. How do you glow on the led bulb? Mark 2<br />
==Question Corner==<br />
<br />
'''To link back to the topic page'''<br />
[[Electromagnetic_induction|'''Go Back''']] <br></div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Electromagnetic_induction_introduction_to_electromagnetic_induction_activity_3&diff=15643Electromagnetic induction introduction to electromagnetic induction activity 32014-08-26T05:10:00Z<p>Harishksmandya: </p>
<hr />
<div>__FORCETOC__<br />
=Activity No # 1 - ''''''=<br />
<br />
==Estimated Time==<br />
20 minutes<br />
==Materials/ Resources needed== <br />
#Video clip of Electro magentic induction experiment with different coils<br />
#LED projector<br />
#White screen<br />
==Prerequisites/Instructions, if any==<br />
==Multimedia resources==<br />
http://www.youtube.com/watch?v=vwIdZjjd8fo <br><br />
==Website interactives/ links/ simulations==<br />
==Process (How to do the activity)==<br />
Show the short video of number of coils increasing emf is increasing. <br><br />
==Developmental Questions (What discussion questions)==<br />
==Evaluation (Questions for assessment of the child)==<br />
1. Which the following coil is more emf produced when magnet movement inside the coil? mark 1 <br><br />
[[File:Coil1.png|200px]] <br><br />
2. A copper coil, a strong bar magnet and a led bulb are on the table. How do you glow on the led bulb? Mark 2<br />
==Question Corner==<br />
<br />
'''To link back to the topic page'''<br />
[[Electromagnetic_induction|'''Go Back''']] <br></div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Electromagnetic_induction_introduction_to_electromagnetic_induction_activity_4&diff=15642Electromagnetic induction introduction to electromagnetic induction activity 42014-08-26T05:09:55Z<p>Harishksmandya: Blanked the page</p>
<hr />
<div></div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Electromagnetic_induction_introduction_to_electromagnetic_induction_activity_3&diff=15641Electromagnetic induction introduction to electromagnetic induction activity 32014-08-26T05:07:37Z<p>Harishksmandya: </p>
<hr />
<div>__FORCETOC__<br />
=Activity No # 1 - '''Name of Activity'''=<br />
<br />
==Estimated Time==<br />
<br />
==Materials/ Resources needed== <br />
==Prerequisites/Instructions, if any==<br />
==Multimedia resources==<br />
==Website interactives/ links/ simulations==<br />
==Process (How to do the activity)==<br />
==Developmental Questions (What discussion questions)==<br />
==Evaluation (Questions for assessment of the child)==<br />
==Question Corner==<br />
<br />
'''To link back to the topic page'''<br />
[http://karnatakaeducation.org.in/KOER/en/index.php/'''Give the link of the page name from where activity was given''' Back]</div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Electromagnetic_induction&diff=15640Electromagnetic induction2014-08-26T05:05:53Z<p>Harishksmandya: /* Activities */</p>
<hr />
<div>= Concept Map =<br />
<mm>[[Electromagnetic induction.mm|Flash]]</mm><br />
[[Category:Physics]]<br />
<br />
__FORCETOC__<br />
<br />
= Textbook =<br />
#Tenth Standart Science Textbook 2014<br />
<br />
= Additional information =<br />
==Useful websites==<br />
#http://en.wikipedia.org/wiki/Electromagnetic_induction<br />
#http://www.youtube.com/watch?v=vwIdZjjd8fo<br />
#http://www.electronics-tutorials.ws/electromagnetism/electromagnetic-induction.html<br />
#https://www.google.co.in/searchq=electromagnetic+induction&oq=Ele&aqs=chrome.0.69i59l2j69i57j0l3.1895j0j8&sourceid=chrome&es_sm=93&ie=UTF-8<br />
<br />
==Reference Books==<br />
#Tenth Standard state syllbus text books 2011 and 2014 Science Subject<br />
#CONCISE PHYSICS – ICSE BY R.P.Goyal, and S.P.Tripati<br />
#XMEDIA – SCIENCE CLASS X – Published by V.K.Global Publication Pvt, Ltd, Newdelhi-02.<br />
<br />
= Teaching Outlines =<br />
==Concept #1 Introduction to electro magnetic induction==<br />
<br />
===Learning objectives===<br />
#Recall the the properties of magnets<br />
#Electromagnetic effect<br />
#How emf induced<br />
#Emf depends upon the number of turns and speed of the magnet<br />
#Michel Faraday experiment<br />
<br />
===Notes for teachers===<br />
'''Electromagnetic Induction'''<br />
The magnetic flux developed around the coil being proportional to the amount of current flowing in the coils windings as shown. <br><br />
[[File:electromagnetism__coiled_wire.gif|200px]][[File:Micheal Farady.jpg|200px]]<br />
<br />
If additional layers of wire are wound upon the same coil with the same current flowing through them, the static magnetic field strength would be increased.<br />
<br />
Therefore, the Magnetic Field Strength of a coil is determined by the ampere turns of the coil. With more turns of wire within the coil the greater will be the strength of the static magnetic field around it.<br />
<br />
But what if we reversed this idea by disconnecting the electrical current from the coil and instead of a hollow core we placed a bar magnet inside the core of the coil of wire. By moving this bar magnet “in” and “out” of the coil a current would be induced into the coil by the physical movement of the magnetic flux inside it.<br />
<br />
Electromagnetic Induction was first discovered way back in the 1830’s by Michael Faraday. Faraday noticed that when he moved a permanent magnet in and out of a coil or a single loop of wire it induced an ElectroMotive Force or emf, in other words a Voltage, and therefore a current was produced.<br />
<br />
'''Faraday’s Law of Induction'''<br />
#''Increasing the number of turns of wire in the coil'' – By increasing the amount of individual conductors cutting through the magnetic field, the amount of induced emf produced will be the sum of all the individual loops of the coil, so if there are 20 turns in the coil there will be 20 times more induced emf than in one piece of wire.<br />
#''Increasing the speed of the relative motion between the coil and the magnet'' – If the same coil of wire passed through the same magnetic field but its speed or velocity is increased, the wire will cut the lines of flux at a faster rate so more induced emf would be produced.<br />
#''Increasing the strength of the magnetic field'' – If the same coil of wire is moved at the same speed through a stronger magnetic field, there will be more emf produced because there are more lines of force to cut.<br />
Factors affecting the magnitude of induced emf:<br />
The magnitude of induced emf is equal to the rate of change of magnetic flux i.e.,<br />
Induced emf= (Change in magetic flux)/(Time in which the magentic flux changes)<br />
i) the change in the magnetic flux and <br />
ii) the time in which the magnetic flux changes.<br />
<br />
<br />
''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.''<br />
<br />
===Activities===<br />
#Activity 1 - [[Electromagnetic_induction_introduction_to_electromagnetic_induction_activity 1|Properties of Magnets]]<br />
#Activity 2 - [[Electromagnetic_induction_introduction_to_electromagnetic_induction_activity 2|Electromagnet and electromagnetic induction experiment]]<br />
#Activity 3 - [[Electromagnetic_induction_introduction_to_electromagnetic_induction_activity 3|Factors influencing e.m.f. & Michel Faraday experiment]]<br />
#Activity 4 - [[Electromagnetic_induction_introduction_to_electromagnetic_induction_activity 4|Factors influencing e.m.f.]]<br />
#Activity 5 - [[Electromagnetic_induction_introduction_to_electromagnetic_induction_activity 5|Explanation of ]]<br />
<br />
==Concept #2 Fleming right hand rule==<br />
===Learning objectives===<br />
#State Fleming's Right hand rule of dynamo<br />
#Know the main parts of dynamo<br />
#Explain the working of AC dynamo<br />
#Distinguish between AC dynamo and DC dynamo<br />
#Application of dynamo<br />
<br />
===Notes for teachers===<br />
'''Direction of induced emf :''' <br><br />
'''Fleming’s right hand rule :''' <br><br />
Stretch the thumb, middle finger and fore finger of your right hand mutually perpendicular to each other as shown in the fig. If the fore finger indicates the direction of magnetic field and the thumb indicates the direction of motion of conductors, then the middle finger will indicate the direction of induced current. <br><br />
'''Lenz’s law :''' It states that the direction of induced emf (or induced current) always tends to oppose the cause which produces it. <br><br />
(b) When the north pole of the magnet is brought towards one end of the solenoid, the induced current flows in the solenoid in such a direction that the end of the solenoid, near the magnet and becomes a north pole so as to repel the magnet and thus opposes the cause producing the induced current. Therefore e the direction of induced current in solenoid at its end towards the magnet is anti-clockwise. <br><br />
(d) When the north pole of the magnet recedes form the end of the solenoid, the direction of induced current in the solenoid is such that the end of the solenoid towards the magnet becomes a south pole so as to attract the north pole of the magnet and thus opposes the cause producing it. The current induced current in solenoid at its end clockwise.<br />
Lenz’s law is wider significance as it implies the law of conservation of energy. It shows that the mechanical energy spent in doing work, against the opposing force experienced by the moving magnet, is transformed into the electrical energy due to which current flows in the solenoid. <br><br />
'''A.C. Generator:''' <br><br />
An A.C.generator is a device which converts the mechanical energy into the electrical energy using the principle of electromagnetic induction. <br><br />
''Frequency of alternating current''<br><br />
In one complete rotation of the coil, we get one cycle of alternating emf in the external circuit. Thus the alternating emf has the frequency equal to the frequency of rotations of the coil. <br><br />
If the coil makes n rotations per second. The magnitude of induced emf is given as <br><br />
E=e0sin2nt <br />
And the current is expressed as i=i0sin2nt <br><br />
Where e0 and i0 represent the maximum values of emf and current respectivily. Such a current is called an alternating current.<br />
<br />
===Activities===<br />
<br />
==Concept #3 FLEMING'S LEFT HAND RULE AND WORKING OF MOTOR - ==<br />
===Learning objectives===<br />
#State Fleming's left hand rule of motor<br />
#Explain working of motor<br />
#Distiguish between dynamo and motor<br />
#Application of the motor<br />
===Notes for teachers===<br />
Difference between A.C. and D.C<br />
Direct current (D.C.) Alternating current (A.C.)<br />
1. It is the current of constant magnitude.<br />
2. It flows in one direction in the circuit.<br />
3. It is obtained from a cell (or battery) <br />
1. It is the current of magnitude varying with time.<br />
2. It reverses its direction periodically while flowing in a circuit.<br />
3. It is obtained from A.C. generator and mains. <br />
<br />
Advantages of A.C. over D.C.:<br />
In India, we use 220 volt a.c. in our houses and factories. The use of A.C. is advantageous over D.C. because the voltage of A.C. can be stepped up by the use of a step-up transformer at the power generating station before transmitting it over the long distances. It reduces the loss of electric energy as heat in the transmission line wires. The A.C. is then stepped down to 220 volt by the use of step-down transformers at the successive sub-stations before supplying it to the houses or factories. If D.C. is generated at the power generating station, its voltage cannot be increased for transmission and so due to passage of high current in the transmission line wires; there will be a huge loses of electrical energy as heat in the line wires. <br />
<br />
A.C. Generator D.C. Motor<br />
1. A generator is a device which converts mechanical energy into electrical energy.<br />
2. A generator works on the principle of electrro magnetic inductions. <br />
3. In a generator, the coil is rotated in a magnetic field so as to produce electric current. <br />
4. A generator makes use of two separate coaxial slip rings. <br />
1. A d.c. motor is a device which converts electrical energy into mechanical energy. <br />
2 d.c. motor works on the principle of force acting on a current carrying conductor placed in a magnetic field. <br />
3. In d.c. motor, the current from d.c. source flows in the coil placed in a magnetic field due to which the coil rotates. <br />
4. A d.c. motor makes use of two parts of slip ring (i.e., split rings) which act as a commutatar. <br />
<br />
===Activities===<br />
#Activity 1 -<br />
<br />
==Concept #4 APPLICATION OF ELECTROMAGNETIC INDUCTION TRANSFORMERS AND INDUCTION COILS==<br />
===Learning objectives===<br />
#Transformers<br />
#Types of transformers Primary and Secondary<br />
#Know the wokring principle of transformers<br />
#Application of transformers<br />
#Induction coils<br />
#Know the wokring principle of induction coil<br />
#Applications of induction coils<br />
===Notes for teachers===<br />
Applications of electromagnetic induction:<br />
Transformer:<br />
In our daily life, we use various electrical applications which require working voltage different form the mains voltage (i.e., 220V) e.g. a door bell needs 6V while a television needs several 1000V. To provide suitable voltage to different applications from the mains, we use transformers with them. Thus, Transformer is a device by which the amplitude of an alternating e.m.f. can be increased or decreased.<br />
A transformer does not affect the frequency of the alternating voltage. The frequency remains unchanged (=50hz)<br />
Principal : A transformer works on the principle of electromagnetic induction and make use of two coils having different number of turns. The alternating e.m.f. to be altered is applied across one coil. Which there is change of magnetic field line due to varying current in this coil the magnetic field line linked with the other coil also changes and so an induced varying current of the same frequency, but of different magnitude flows in the other coil. <br />
Construction : A transformer consists of a rectangular soft iron core made up from the thin laminated sheets of soft iron of T and U shape, placed alternately one above the other and insulated from each other by a paint (or varnish) coating over them as shown in the fig. so as to behave like a simple rectangular core. <br />
The laminated core prevents the loss of energy due to eddy currents in the core.<br />
On one arm of the core, a coil P of insulated copper wire is wound. This coil is connected with the source of alternating e.m.f. (i.e., at the ends of the this coil, the input is given). This is called primary coil. <br />
One the other arm of the core, another coil S of insulated copper wire is wound. The induced alternating e.m.f is obtained across the terminals of this coil (i.e., output is obtained at the ends of this coil). This is called the secondary coil. The ratio of number of turns Ns in secondary coil to the number of turns Np in primary coil (i.e., Ns/Sp) is called the turns ratio. <br />
i.e.,Turns ratio n= (Number of turns in secondary coil Ns)/(Number of turns in primary coil Np)<br />
<br />
The advantage of using a closed core is that it gives a closed path for the magnetic field lines and therefore almost all the magnetic field lines caused due to current in the primary coil, remain linked with the secondary coil (i.e., the flux linkage is nearly perfect) and loss of energy is avoided. The core is made of soft iron so that hysteresis loss of energy in the core is less. <br />
<br />
Working : When the terminals of primary coil are connected to the source of alternating e.m.f., a varying current flows through the primary coil. This varying current produces a varying magnetic field in the core of transformer. Thus the magnetic field lines linked with the secondary coil vary. The change of magnetic field line through the secondary coil induces an emf in it. The induced emf varies in the same manner as the applied emf in the primary coil varies and thus has the same frequency as that of the applied emf. <br />
The magnitude of emf induced in the secondary coil depends on the following two factors. <br />
(i) the ration of the number of turns in the secondary coil to the number of turns in the primary coil (i.e., turns ratio) and<br />
(ii) the magnitude of emf applied in the primary coil <br />
For a transformer, <br />
(emf across the secondary coil (Vs))/(emf across the primary coil (Vp))= (Number of turns in the secondary coil (Ns))/(Number of turns in the primary coil (Np))<br />
<br />
((Vs))/( (Vp) )=((Ns))/((Np) )= is called Turns ratio 'n^' of transformer<br />
<br />
The relation between current and voltage of primary and secondary coils of a transformer can be expressed as<br />
((Vs))/( (Vp))= Ip/Is or IpVp=IsVs<br />
<br />
Current x Voltage of primary coil = current x voltage in secondary coil<br />
Types of transformers : 1) Step up transformer : The transformer used to change a low voltage alternating emf to a high voltage alternating emf (of same frequency) is called step-up transformer. In a step-up transformer, the number of turns in the secondary coil are more than the number of tunrs in the primary coil. i.e., turns ratio n>1 or Ns/Np>1. Vs>Vp, but Is<Ip. More current flows in the primary coil. Therefore one must use thicker wire in the primary coil as compared to that in the secondary coil. <br />
2) Step down transformer : The transformer used to change a high voltage alternating emf to a low voltage alternating emf (of same frequency) is called step-down transformer. In a step-down transformer, the numbers of turns in the secondary coil are less than the number of tunrs in the primary coil. i.e., turns ratio n<1 or Ns/Np<1. Vs<Vp, but Is>Ip. Here the secondary winding will require thicker wire due to high current. The use of thicker wire reduces its resistance and therefore reduces the loss of energy as heat in the coil. This energy loss due to heat is known as copper loss. <br />
Uses of Transformaers : i) Use of setp-up transforemer : <br />
a) In transmission of electric power at the power generating station to step up the voltage.b) with television c) with wireless sets and <br />
d) with X-ray tubes to provide a high accelerating voltage. <br />
ii) Use of setp-down transforemer : <br />
a) With electric bells, night electric bulbs, mobile phone, computers, etc.<br />
b) At the power sub-stations to step-down the voltage before its distribution to the consumers. <br />
Induction coil :<br />
You know that for discharge tube experiment high voltage is required. How to produce high voltage from a low voltage DC source? An induction coil is a device for obtaining a very high DC voltage starting from a low DC voltage. An induction coil consists of few turns of a primary coil ‘P’, of thick insulated copper wire wound over a soft iron core connected to a battery. S is a secondary coil of large number of turns wound over the primary coil. M is a make and break arrangement. When the DC current flows in the primary, ‘C’ gets magnetised. The iron head H of the switch M is attracted towards C so, the circuit breaks and the current in primary stops. C gets demagnetised and H comes back. The process repeats. During make and break circuit, large emf is induced in the secondary. The voltage depends on the turns ratio. Since the number of turns in secondary is very large, a large voltage in produced in the secondary. <br />
While using it remembers that the coil should be in the north and south direction. That means the needle and the coil should be parallel to each other. <br />
<br />
===Activities===<br />
<br />
= Project Ideas =<br />
#List Scientist information of Faraday, Lentz, Fleming<br />
<br />
= Fun corner =</div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Electromagnetic_induction&diff=15636Electromagnetic induction2014-08-26T03:24:21Z<p>Harishksmandya: /* Activities */</p>
<hr />
<div>= Concept Map =<br />
<mm>[[Electromagnetic induction.mm|Flash]]</mm><br />
[[Category:Physics]]<br />
<br />
__FORCETOC__<br />
<br />
= Textbook =<br />
#Tenth Standart Science Textbook 2014<br />
<br />
= Additional information =<br />
==Useful websites==<br />
#http://en.wikipedia.org/wiki/Electromagnetic_induction<br />
#http://www.youtube.com/watch?v=vwIdZjjd8fo<br />
#http://www.electronics-tutorials.ws/electromagnetism/electromagnetic-induction.html<br />
#https://www.google.co.in/searchq=electromagnetic+induction&oq=Ele&aqs=chrome.0.69i59l2j69i57j0l3.1895j0j8&sourceid=chrome&es_sm=93&ie=UTF-8<br />
<br />
==Reference Books==<br />
#Tenth Standard state syllbus text books 2011 and 2014 Science Subject<br />
#CONCISE PHYSICS – ICSE BY R.P.Goyal, and S.P.Tripati<br />
#XMEDIA – SCIENCE CLASS X – Published by V.K.Global Publication Pvt, Ltd, Newdelhi-02.<br />
<br />
= Teaching Outlines =<br />
==Concept #1 Introduction to electro magnetic induction==<br />
<br />
===Learning objectives===<br />
#Recall the the properties of magnets<br />
#Electromagnetic effect<br />
#How emf induced<br />
#Emf depends upon the number of turns and speed of the magnet<br />
#Michel Faraday experiment<br />
<br />
===Notes for teachers===<br />
'''Electromagnetic Induction'''<br />
The magnetic flux developed around the coil being proportional to the amount of current flowing in the coils windings as shown. <br><br />
[[File:electromagnetism__coiled_wire.gif|200px]][[File:Micheal Farady.jpg|200px]]<br />
<br />
If additional layers of wire are wound upon the same coil with the same current flowing through them, the static magnetic field strength would be increased.<br />
<br />
Therefore, the Magnetic Field Strength of a coil is determined by the ampere turns of the coil. With more turns of wire within the coil the greater will be the strength of the static magnetic field around it.<br />
<br />
But what if we reversed this idea by disconnecting the electrical current from the coil and instead of a hollow core we placed a bar magnet inside the core of the coil of wire. By moving this bar magnet “in” and “out” of the coil a current would be induced into the coil by the physical movement of the magnetic flux inside it.<br />
<br />
Electromagnetic Induction was first discovered way back in the 1830’s by Michael Faraday. Faraday noticed that when he moved a permanent magnet in and out of a coil or a single loop of wire it induced an ElectroMotive Force or emf, in other words a Voltage, and therefore a current was produced.<br />
<br />
'''Faraday’s Law of Induction'''<br />
#''Increasing the number of turns of wire in the coil'' – By increasing the amount of individual conductors cutting through the magnetic field, the amount of induced emf produced will be the sum of all the individual loops of the coil, so if there are 20 turns in the coil there will be 20 times more induced emf than in one piece of wire.<br />
#''Increasing the speed of the relative motion between the coil and the magnet'' – If the same coil of wire passed through the same magnetic field but its speed or velocity is increased, the wire will cut the lines of flux at a faster rate so more induced emf would be produced.<br />
#''Increasing the strength of the magnetic field'' – If the same coil of wire is moved at the same speed through a stronger magnetic field, there will be more emf produced because there are more lines of force to cut.<br />
Factors affecting the magnitude of induced emf:<br />
The magnitude of induced emf is equal to the rate of change of magnetic flux i.e.,<br />
Induced emf= (Change in magetic flux)/(Time in which the magentic flux changes)<br />
i) the change in the magnetic flux and <br />
ii) the time in which the magnetic flux changes.<br />
<br />
<br />
''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.''<br />
<br />
===Activities===<br />
#Activity 1 - [[Electromagnetic_induction_introduction_to_electromagnetic_induction_activity 1|Properties of Magnets]]<br />
#Activity 2 - [[Electromagnetic_induction_introduction_to_electromagnetic_induction_activity 2|Electromagnet and electromagnetic induction experiment]]<br />
#Activity 3 - [[Electromagnetic_induction_introduction_to_electromagnetic_induction_activity 3|Factors influencing e.m.f.]]<br />
#Activity 4 - [[Electromagnetic_induction_introduction_to_electromagnetic_induction_activity 4|Factors influencing e.m.f.]]<br />
#Activity 5 - [[Electromagnetic_induction_introduction_to_electromagnetic_induction_activity 5|Explanation of Michel Faraday experiment]]<br />
<br />
==Concept #2 Fleming right hand rule==<br />
===Learning objectives===<br />
#State Fleming's Right hand rule of dynamo<br />
#Know the main parts of dynamo<br />
#Explain the working of AC dynamo<br />
#Distinguish between AC dynamo and DC dynamo<br />
#Application of dynamo<br />
<br />
===Notes for teachers===<br />
'''Direction of induced emf :''' <br><br />
'''Fleming’s right hand rule :''' <br><br />
Stretch the thumb, middle finger and fore finger of your right hand mutually perpendicular to each other as shown in the fig. If the fore finger indicates the direction of magnetic field and the thumb indicates the direction of motion of conductors, then the middle finger will indicate the direction of induced current. <br><br />
'''Lenz’s law :''' It states that the direction of induced emf (or induced current) always tends to oppose the cause which produces it. <br><br />
(b) When the north pole of the magnet is brought towards one end of the solenoid, the induced current flows in the solenoid in such a direction that the end of the solenoid, near the magnet and becomes a north pole so as to repel the magnet and thus opposes the cause producing the induced current. Therefore e the direction of induced current in solenoid at its end towards the magnet is anti-clockwise. <br><br />
(d) When the north pole of the magnet recedes form the end of the solenoid, the direction of induced current in the solenoid is such that the end of the solenoid towards the magnet becomes a south pole so as to attract the north pole of the magnet and thus opposes the cause producing it. The current induced current in solenoid at its end clockwise.<br />
Lenz’s law is wider significance as it implies the law of conservation of energy. It shows that the mechanical energy spent in doing work, against the opposing force experienced by the moving magnet, is transformed into the electrical energy due to which current flows in the solenoid. <br><br />
'''A.C. Generator:''' <br><br />
An A.C.generator is a device which converts the mechanical energy into the electrical energy using the principle of electromagnetic induction. <br><br />
''Frequency of alternating current''<br><br />
In one complete rotation of the coil, we get one cycle of alternating emf in the external circuit. Thus the alternating emf has the frequency equal to the frequency of rotations of the coil. <br><br />
If the coil makes n rotations per second. The magnitude of induced emf is given as <br><br />
E=e0sin2nt <br />
And the current is expressed as i=i0sin2nt <br><br />
Where e0 and i0 represent the maximum values of emf and current respectivily. Such a current is called an alternating current.<br />
<br />
===Activities===<br />
<br />
==Concept #3 FLEMING'S LEFT HAND RULE AND WORKING OF MOTOR - ==<br />
===Learning objectives===<br />
#State Fleming's left hand rule of motor<br />
#Explain working of motor<br />
#Distiguish between dynamo and motor<br />
#Application of the motor<br />
===Notes for teachers===<br />
Difference between A.C. and D.C<br />
Direct current (D.C.) Alternating current (A.C.)<br />
1. It is the current of constant magnitude.<br />
2. It flows in one direction in the circuit.<br />
3. It is obtained from a cell (or battery) <br />
1. It is the current of magnitude varying with time.<br />
2. It reverses its direction periodically while flowing in a circuit.<br />
3. It is obtained from A.C. generator and mains. <br />
<br />
Advantages of A.C. over D.C.:<br />
In India, we use 220 volt a.c. in our houses and factories. The use of A.C. is advantageous over D.C. because the voltage of A.C. can be stepped up by the use of a step-up transformer at the power generating station before transmitting it over the long distances. It reduces the loss of electric energy as heat in the transmission line wires. The A.C. is then stepped down to 220 volt by the use of step-down transformers at the successive sub-stations before supplying it to the houses or factories. If D.C. is generated at the power generating station, its voltage cannot be increased for transmission and so due to passage of high current in the transmission line wires; there will be a huge loses of electrical energy as heat in the line wires. <br />
<br />
A.C. Generator D.C. Motor<br />
1. A generator is a device which converts mechanical energy into electrical energy.<br />
2. A generator works on the principle of electrro magnetic inductions. <br />
3. In a generator, the coil is rotated in a magnetic field so as to produce electric current. <br />
4. A generator makes use of two separate coaxial slip rings. <br />
1. A d.c. motor is a device which converts electrical energy into mechanical energy. <br />
2 d.c. motor works on the principle of force acting on a current carrying conductor placed in a magnetic field. <br />
3. In d.c. motor, the current from d.c. source flows in the coil placed in a magnetic field due to which the coil rotates. <br />
4. A d.c. motor makes use of two parts of slip ring (i.e., split rings) which act as a commutatar. <br />
<br />
===Activities===<br />
#Activity 1 -<br />
<br />
==Concept #4 APPLICATION OF ELECTROMAGNETIC INDUCTION TRANSFORMERS AND INDUCTION COILS==<br />
===Learning objectives===<br />
#Transformers<br />
#Types of transformers Primary and Secondary<br />
#Know the wokring principle of transformers<br />
#Application of transformers<br />
#Induction coils<br />
#Know the wokring principle of induction coil<br />
#Applications of induction coils<br />
===Notes for teachers===<br />
Applications of electromagnetic induction:<br />
Transformer:<br />
In our daily life, we use various electrical applications which require working voltage different form the mains voltage (i.e., 220V) e.g. a door bell needs 6V while a television needs several 1000V. To provide suitable voltage to different applications from the mains, we use transformers with them. Thus, Transformer is a device by which the amplitude of an alternating e.m.f. can be increased or decreased.<br />
A transformer does not affect the frequency of the alternating voltage. The frequency remains unchanged (=50hz)<br />
Principal : A transformer works on the principle of electromagnetic induction and make use of two coils having different number of turns. The alternating e.m.f. to be altered is applied across one coil. Which there is change of magnetic field line due to varying current in this coil the magnetic field line linked with the other coil also changes and so an induced varying current of the same frequency, but of different magnitude flows in the other coil. <br />
Construction : A transformer consists of a rectangular soft iron core made up from the thin laminated sheets of soft iron of T and U shape, placed alternately one above the other and insulated from each other by a paint (or varnish) coating over them as shown in the fig. so as to behave like a simple rectangular core. <br />
The laminated core prevents the loss of energy due to eddy currents in the core.<br />
On one arm of the core, a coil P of insulated copper wire is wound. This coil is connected with the source of alternating e.m.f. (i.e., at the ends of the this coil, the input is given). This is called primary coil. <br />
One the other arm of the core, another coil S of insulated copper wire is wound. The induced alternating e.m.f is obtained across the terminals of this coil (i.e., output is obtained at the ends of this coil). This is called the secondary coil. The ratio of number of turns Ns in secondary coil to the number of turns Np in primary coil (i.e., Ns/Sp) is called the turns ratio. <br />
i.e.,Turns ratio n= (Number of turns in secondary coil Ns)/(Number of turns in primary coil Np)<br />
<br />
The advantage of using a closed core is that it gives a closed path for the magnetic field lines and therefore almost all the magnetic field lines caused due to current in the primary coil, remain linked with the secondary coil (i.e., the flux linkage is nearly perfect) and loss of energy is avoided. The core is made of soft iron so that hysteresis loss of energy in the core is less. <br />
<br />
Working : When the terminals of primary coil are connected to the source of alternating e.m.f., a varying current flows through the primary coil. This varying current produces a varying magnetic field in the core of transformer. Thus the magnetic field lines linked with the secondary coil vary. The change of magnetic field line through the secondary coil induces an emf in it. The induced emf varies in the same manner as the applied emf in the primary coil varies and thus has the same frequency as that of the applied emf. <br />
The magnitude of emf induced in the secondary coil depends on the following two factors. <br />
(i) the ration of the number of turns in the secondary coil to the number of turns in the primary coil (i.e., turns ratio) and<br />
(ii) the magnitude of emf applied in the primary coil <br />
For a transformer, <br />
(emf across the secondary coil (Vs))/(emf across the primary coil (Vp))= (Number of turns in the secondary coil (Ns))/(Number of turns in the primary coil (Np))<br />
<br />
((Vs))/( (Vp) )=((Ns))/((Np) )= is called Turns ratio 'n^' of transformer<br />
<br />
The relation between current and voltage of primary and secondary coils of a transformer can be expressed as<br />
((Vs))/( (Vp))= Ip/Is or IpVp=IsVs<br />
<br />
Current x Voltage of primary coil = current x voltage in secondary coil<br />
Types of transformers : 1) Step up transformer : The transformer used to change a low voltage alternating emf to a high voltage alternating emf (of same frequency) is called step-up transformer. In a step-up transformer, the number of turns in the secondary coil are more than the number of tunrs in the primary coil. i.e., turns ratio n>1 or Ns/Np>1. Vs>Vp, but Is<Ip. More current flows in the primary coil. Therefore one must use thicker wire in the primary coil as compared to that in the secondary coil. <br />
2) Step down transformer : The transformer used to change a high voltage alternating emf to a low voltage alternating emf (of same frequency) is called step-down transformer. In a step-down transformer, the numbers of turns in the secondary coil are less than the number of tunrs in the primary coil. i.e., turns ratio n<1 or Ns/Np<1. Vs<Vp, but Is>Ip. Here the secondary winding will require thicker wire due to high current. The use of thicker wire reduces its resistance and therefore reduces the loss of energy as heat in the coil. This energy loss due to heat is known as copper loss. <br />
Uses of Transformaers : i) Use of setp-up transforemer : <br />
a) In transmission of electric power at the power generating station to step up the voltage.b) with television c) with wireless sets and <br />
d) with X-ray tubes to provide a high accelerating voltage. <br />
ii) Use of setp-down transforemer : <br />
a) With electric bells, night electric bulbs, mobile phone, computers, etc.<br />
b) At the power sub-stations to step-down the voltage before its distribution to the consumers. <br />
Induction coil :<br />
You know that for discharge tube experiment high voltage is required. How to produce high voltage from a low voltage DC source? An induction coil is a device for obtaining a very high DC voltage starting from a low DC voltage. An induction coil consists of few turns of a primary coil ‘P’, of thick insulated copper wire wound over a soft iron core connected to a battery. S is a secondary coil of large number of turns wound over the primary coil. M is a make and break arrangement. When the DC current flows in the primary, ‘C’ gets magnetised. The iron head H of the switch M is attracted towards C so, the circuit breaks and the current in primary stops. C gets demagnetised and H comes back. The process repeats. During make and break circuit, large emf is induced in the secondary. The voltage depends on the turns ratio. Since the number of turns in secondary is very large, a large voltage in produced in the secondary. <br />
While using it remembers that the coil should be in the north and south direction. That means the needle and the coil should be parallel to each other. <br />
<br />
===Activities===<br />
<br />
= Project Ideas =<br />
#List Scientist information of Faraday, Lentz, Fleming<br />
<br />
= Fun corner =</div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Electromagnetic_induction&diff=15635Electromagnetic induction2014-08-26T03:23:19Z<p>Harishksmandya: /* Activities */</p>
<hr />
<div>= Concept Map =<br />
<mm>[[Electromagnetic induction.mm|Flash]]</mm><br />
[[Category:Physics]]<br />
<br />
__FORCETOC__<br />
<br />
= Textbook =<br />
#Tenth Standart Science Textbook 2014<br />
<br />
= Additional information =<br />
==Useful websites==<br />
#http://en.wikipedia.org/wiki/Electromagnetic_induction<br />
#http://www.youtube.com/watch?v=vwIdZjjd8fo<br />
#http://www.electronics-tutorials.ws/electromagnetism/electromagnetic-induction.html<br />
#https://www.google.co.in/searchq=electromagnetic+induction&oq=Ele&aqs=chrome.0.69i59l2j69i57j0l3.1895j0j8&sourceid=chrome&es_sm=93&ie=UTF-8<br />
<br />
==Reference Books==<br />
#Tenth Standard state syllbus text books 2011 and 2014 Science Subject<br />
#CONCISE PHYSICS – ICSE BY R.P.Goyal, and S.P.Tripati<br />
#XMEDIA – SCIENCE CLASS X – Published by V.K.Global Publication Pvt, Ltd, Newdelhi-02.<br />
<br />
= Teaching Outlines =<br />
==Concept #1 Introduction to electro magnetic induction==<br />
<br />
===Learning objectives===<br />
#Recall the the properties of magnets<br />
#Electromagnetic effect<br />
#How emf induced<br />
#Emf depends upon the number of turns and speed of the magnet<br />
#Michel Faraday experiment<br />
<br />
===Notes for teachers===<br />
'''Electromagnetic Induction'''<br />
The magnetic flux developed around the coil being proportional to the amount of current flowing in the coils windings as shown. <br><br />
[[File:electromagnetism__coiled_wire.gif|200px]][[File:Micheal Farady.jpg|200px]]<br />
<br />
If additional layers of wire are wound upon the same coil with the same current flowing through them, the static magnetic field strength would be increased.<br />
<br />
Therefore, the Magnetic Field Strength of a coil is determined by the ampere turns of the coil. With more turns of wire within the coil the greater will be the strength of the static magnetic field around it.<br />
<br />
But what if we reversed this idea by disconnecting the electrical current from the coil and instead of a hollow core we placed a bar magnet inside the core of the coil of wire. By moving this bar magnet “in” and “out” of the coil a current would be induced into the coil by the physical movement of the magnetic flux inside it.<br />
<br />
Electromagnetic Induction was first discovered way back in the 1830’s by Michael Faraday. Faraday noticed that when he moved a permanent magnet in and out of a coil or a single loop of wire it induced an ElectroMotive Force or emf, in other words a Voltage, and therefore a current was produced.<br />
<br />
'''Faraday’s Law of Induction'''<br />
#''Increasing the number of turns of wire in the coil'' – By increasing the amount of individual conductors cutting through the magnetic field, the amount of induced emf produced will be the sum of all the individual loops of the coil, so if there are 20 turns in the coil there will be 20 times more induced emf than in one piece of wire.<br />
#''Increasing the speed of the relative motion between the coil and the magnet'' – If the same coil of wire passed through the same magnetic field but its speed or velocity is increased, the wire will cut the lines of flux at a faster rate so more induced emf would be produced.<br />
#''Increasing the strength of the magnetic field'' – If the same coil of wire is moved at the same speed through a stronger magnetic field, there will be more emf produced because there are more lines of force to cut.<br />
Factors affecting the magnitude of induced emf:<br />
The magnitude of induced emf is equal to the rate of change of magnetic flux i.e.,<br />
Induced emf= (Change in magetic flux)/(Time in which the magentic flux changes)<br />
i) the change in the magnetic flux and <br />
ii) the time in which the magnetic flux changes.<br />
<br />
<br />
''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.''<br />
<br />
===Activities===<br />
#Activity 1 - [[Electromagnetic_induction_introduction_to_electromagnetic_induction_activity 1|Properties of Magnets]]<br />
#Activity 2 - [[Electromagnetic_induction_introduction_to_electromagnetic_induction_activity 2|Electromagnet and electromagnetic induction experiment]]<br />
#Activity 3 - [[Electromagnetic_induction_introduction_to_electromagnetic_induction_activity 3|Factors influencing e.m.f.]]<br />
#Activity 5 - [[Electromagnetic_induction_introduction_to_electromagnetic_induction_activity 5|Explanation of Michel Faraday experiment]]<br />
<br />
==Concept #2 Fleming right hand rule==<br />
===Learning objectives===<br />
#State Fleming's Right hand rule of dynamo<br />
#Know the main parts of dynamo<br />
#Explain the working of AC dynamo<br />
#Distinguish between AC dynamo and DC dynamo<br />
#Application of dynamo<br />
<br />
===Notes for teachers===<br />
'''Direction of induced emf :''' <br><br />
'''Fleming’s right hand rule :''' <br><br />
Stretch the thumb, middle finger and fore finger of your right hand mutually perpendicular to each other as shown in the fig. If the fore finger indicates the direction of magnetic field and the thumb indicates the direction of motion of conductors, then the middle finger will indicate the direction of induced current. <br><br />
'''Lenz’s law :''' It states that the direction of induced emf (or induced current) always tends to oppose the cause which produces it. <br><br />
(b) When the north pole of the magnet is brought towards one end of the solenoid, the induced current flows in the solenoid in such a direction that the end of the solenoid, near the magnet and becomes a north pole so as to repel the magnet and thus opposes the cause producing the induced current. Therefore e the direction of induced current in solenoid at its end towards the magnet is anti-clockwise. <br><br />
(d) When the north pole of the magnet recedes form the end of the solenoid, the direction of induced current in the solenoid is such that the end of the solenoid towards the magnet becomes a south pole so as to attract the north pole of the magnet and thus opposes the cause producing it. The current induced current in solenoid at its end clockwise.<br />
Lenz’s law is wider significance as it implies the law of conservation of energy. It shows that the mechanical energy spent in doing work, against the opposing force experienced by the moving magnet, is transformed into the electrical energy due to which current flows in the solenoid. <br><br />
'''A.C. Generator:''' <br><br />
An A.C.generator is a device which converts the mechanical energy into the electrical energy using the principle of electromagnetic induction. <br><br />
''Frequency of alternating current''<br><br />
In one complete rotation of the coil, we get one cycle of alternating emf in the external circuit. Thus the alternating emf has the frequency equal to the frequency of rotations of the coil. <br><br />
If the coil makes n rotations per second. The magnitude of induced emf is given as <br><br />
E=e0sin2nt <br />
And the current is expressed as i=i0sin2nt <br><br />
Where e0 and i0 represent the maximum values of emf and current respectivily. Such a current is called an alternating current.<br />
<br />
===Activities===<br />
<br />
==Concept #3 FLEMING'S LEFT HAND RULE AND WORKING OF MOTOR - ==<br />
===Learning objectives===<br />
#State Fleming's left hand rule of motor<br />
#Explain working of motor<br />
#Distiguish between dynamo and motor<br />
#Application of the motor<br />
===Notes for teachers===<br />
Difference between A.C. and D.C<br />
Direct current (D.C.) Alternating current (A.C.)<br />
1. It is the current of constant magnitude.<br />
2. It flows in one direction in the circuit.<br />
3. It is obtained from a cell (or battery) <br />
1. It is the current of magnitude varying with time.<br />
2. It reverses its direction periodically while flowing in a circuit.<br />
3. It is obtained from A.C. generator and mains. <br />
<br />
Advantages of A.C. over D.C.:<br />
In India, we use 220 volt a.c. in our houses and factories. The use of A.C. is advantageous over D.C. because the voltage of A.C. can be stepped up by the use of a step-up transformer at the power generating station before transmitting it over the long distances. It reduces the loss of electric energy as heat in the transmission line wires. The A.C. is then stepped down to 220 volt by the use of step-down transformers at the successive sub-stations before supplying it to the houses or factories. If D.C. is generated at the power generating station, its voltage cannot be increased for transmission and so due to passage of high current in the transmission line wires; there will be a huge loses of electrical energy as heat in the line wires. <br />
<br />
A.C. Generator D.C. Motor<br />
1. A generator is a device which converts mechanical energy into electrical energy.<br />
2. A generator works on the principle of electrro magnetic inductions. <br />
3. In a generator, the coil is rotated in a magnetic field so as to produce electric current. <br />
4. A generator makes use of two separate coaxial slip rings. <br />
1. A d.c. motor is a device which converts electrical energy into mechanical energy. <br />
2 d.c. motor works on the principle of force acting on a current carrying conductor placed in a magnetic field. <br />
3. In d.c. motor, the current from d.c. source flows in the coil placed in a magnetic field due to which the coil rotates. <br />
4. A d.c. motor makes use of two parts of slip ring (i.e., split rings) which act as a commutatar. <br />
<br />
===Activities===<br />
#Activity 1 -<br />
<br />
==Concept #4 APPLICATION OF ELECTROMAGNETIC INDUCTION TRANSFORMERS AND INDUCTION COILS==<br />
===Learning objectives===<br />
#Transformers<br />
#Types of transformers Primary and Secondary<br />
#Know the wokring principle of transformers<br />
#Application of transformers<br />
#Induction coils<br />
#Know the wokring principle of induction coil<br />
#Applications of induction coils<br />
===Notes for teachers===<br />
Applications of electromagnetic induction:<br />
Transformer:<br />
In our daily life, we use various electrical applications which require working voltage different form the mains voltage (i.e., 220V) e.g. a door bell needs 6V while a television needs several 1000V. To provide suitable voltage to different applications from the mains, we use transformers with them. Thus, Transformer is a device by which the amplitude of an alternating e.m.f. can be increased or decreased.<br />
A transformer does not affect the frequency of the alternating voltage. The frequency remains unchanged (=50hz)<br />
Principal : A transformer works on the principle of electromagnetic induction and make use of two coils having different number of turns. The alternating e.m.f. to be altered is applied across one coil. Which there is change of magnetic field line due to varying current in this coil the magnetic field line linked with the other coil also changes and so an induced varying current of the same frequency, but of different magnitude flows in the other coil. <br />
Construction : A transformer consists of a rectangular soft iron core made up from the thin laminated sheets of soft iron of T and U shape, placed alternately one above the other and insulated from each other by a paint (or varnish) coating over them as shown in the fig. so as to behave like a simple rectangular core. <br />
The laminated core prevents the loss of energy due to eddy currents in the core.<br />
On one arm of the core, a coil P of insulated copper wire is wound. This coil is connected with the source of alternating e.m.f. (i.e., at the ends of the this coil, the input is given). This is called primary coil. <br />
One the other arm of the core, another coil S of insulated copper wire is wound. The induced alternating e.m.f is obtained across the terminals of this coil (i.e., output is obtained at the ends of this coil). This is called the secondary coil. The ratio of number of turns Ns in secondary coil to the number of turns Np in primary coil (i.e., Ns/Sp) is called the turns ratio. <br />
i.e.,Turns ratio n= (Number of turns in secondary coil Ns)/(Number of turns in primary coil Np)<br />
<br />
The advantage of using a closed core is that it gives a closed path for the magnetic field lines and therefore almost all the magnetic field lines caused due to current in the primary coil, remain linked with the secondary coil (i.e., the flux linkage is nearly perfect) and loss of energy is avoided. The core is made of soft iron so that hysteresis loss of energy in the core is less. <br />
<br />
Working : When the terminals of primary coil are connected to the source of alternating e.m.f., a varying current flows through the primary coil. This varying current produces a varying magnetic field in the core of transformer. Thus the magnetic field lines linked with the secondary coil vary. The change of magnetic field line through the secondary coil induces an emf in it. The induced emf varies in the same manner as the applied emf in the primary coil varies and thus has the same frequency as that of the applied emf. <br />
The magnitude of emf induced in the secondary coil depends on the following two factors. <br />
(i) the ration of the number of turns in the secondary coil to the number of turns in the primary coil (i.e., turns ratio) and<br />
(ii) the magnitude of emf applied in the primary coil <br />
For a transformer, <br />
(emf across the secondary coil (Vs))/(emf across the primary coil (Vp))= (Number of turns in the secondary coil (Ns))/(Number of turns in the primary coil (Np))<br />
<br />
((Vs))/( (Vp) )=((Ns))/((Np) )= is called Turns ratio 'n^' of transformer<br />
<br />
The relation between current and voltage of primary and secondary coils of a transformer can be expressed as<br />
((Vs))/( (Vp))= Ip/Is or IpVp=IsVs<br />
<br />
Current x Voltage of primary coil = current x voltage in secondary coil<br />
Types of transformers : 1) Step up transformer : The transformer used to change a low voltage alternating emf to a high voltage alternating emf (of same frequency) is called step-up transformer. In a step-up transformer, the number of turns in the secondary coil are more than the number of tunrs in the primary coil. i.e., turns ratio n>1 or Ns/Np>1. Vs>Vp, but Is<Ip. More current flows in the primary coil. Therefore one must use thicker wire in the primary coil as compared to that in the secondary coil. <br />
2) Step down transformer : The transformer used to change a high voltage alternating emf to a low voltage alternating emf (of same frequency) is called step-down transformer. In a step-down transformer, the numbers of turns in the secondary coil are less than the number of tunrs in the primary coil. i.e., turns ratio n<1 or Ns/Np<1. Vs<Vp, but Is>Ip. Here the secondary winding will require thicker wire due to high current. The use of thicker wire reduces its resistance and therefore reduces the loss of energy as heat in the coil. This energy loss due to heat is known as copper loss. <br />
Uses of Transformaers : i) Use of setp-up transforemer : <br />
a) In transmission of electric power at the power generating station to step up the voltage.b) with television c) with wireless sets and <br />
d) with X-ray tubes to provide a high accelerating voltage. <br />
ii) Use of setp-down transforemer : <br />
a) With electric bells, night electric bulbs, mobile phone, computers, etc.<br />
b) At the power sub-stations to step-down the voltage before its distribution to the consumers. <br />
Induction coil :<br />
You know that for discharge tube experiment high voltage is required. How to produce high voltage from a low voltage DC source? An induction coil is a device for obtaining a very high DC voltage starting from a low DC voltage. An induction coil consists of few turns of a primary coil ‘P’, of thick insulated copper wire wound over a soft iron core connected to a battery. S is a secondary coil of large number of turns wound over the primary coil. M is a make and break arrangement. When the DC current flows in the primary, ‘C’ gets magnetised. The iron head H of the switch M is attracted towards C so, the circuit breaks and the current in primary stops. C gets demagnetised and H comes back. The process repeats. During make and break circuit, large emf is induced in the secondary. The voltage depends on the turns ratio. Since the number of turns in secondary is very large, a large voltage in produced in the secondary. <br />
While using it remembers that the coil should be in the north and south direction. That means the needle and the coil should be parallel to each other. <br />
<br />
===Activities===<br />
<br />
= Project Ideas =<br />
#List Scientist information of Faraday, Lentz, Fleming<br />
<br />
= Fun corner =</div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Electromagnetic_induction_introduction_to_electromagnetic_induction_activity_3&diff=15634Electromagnetic induction introduction to electromagnetic induction activity 32014-08-26T03:22:07Z<p>Harishksmandya: Blanked the page</p>
<hr />
<div></div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Electromagnetic_induction&diff=15633Electromagnetic induction2014-08-26T03:21:39Z<p>Harishksmandya: /* Activities */</p>
<hr />
<div>= Concept Map =<br />
<mm>[[Electromagnetic induction.mm|Flash]]</mm><br />
[[Category:Physics]]<br />
<br />
__FORCETOC__<br />
<br />
= Textbook =<br />
#Tenth Standart Science Textbook 2014<br />
<br />
= Additional information =<br />
==Useful websites==<br />
#http://en.wikipedia.org/wiki/Electromagnetic_induction<br />
#http://www.youtube.com/watch?v=vwIdZjjd8fo<br />
#http://www.electronics-tutorials.ws/electromagnetism/electromagnetic-induction.html<br />
#https://www.google.co.in/searchq=electromagnetic+induction&oq=Ele&aqs=chrome.0.69i59l2j69i57j0l3.1895j0j8&sourceid=chrome&es_sm=93&ie=UTF-8<br />
<br />
==Reference Books==<br />
#Tenth Standard state syllbus text books 2011 and 2014 Science Subject<br />
#CONCISE PHYSICS – ICSE BY R.P.Goyal, and S.P.Tripati<br />
#XMEDIA – SCIENCE CLASS X – Published by V.K.Global Publication Pvt, Ltd, Newdelhi-02.<br />
<br />
= Teaching Outlines =<br />
==Concept #1 Introduction to electro magnetic induction==<br />
<br />
===Learning objectives===<br />
#Recall the the properties of magnets<br />
#Electromagnetic effect<br />
#How emf induced<br />
#Emf depends upon the number of turns and speed of the magnet<br />
#Michel Faraday experiment<br />
<br />
===Notes for teachers===<br />
'''Electromagnetic Induction'''<br />
The magnetic flux developed around the coil being proportional to the amount of current flowing in the coils windings as shown. <br><br />
[[File:electromagnetism__coiled_wire.gif|200px]][[File:Micheal Farady.jpg|200px]]<br />
<br />
If additional layers of wire are wound upon the same coil with the same current flowing through them, the static magnetic field strength would be increased.<br />
<br />
Therefore, the Magnetic Field Strength of a coil is determined by the ampere turns of the coil. With more turns of wire within the coil the greater will be the strength of the static magnetic field around it.<br />
<br />
But what if we reversed this idea by disconnecting the electrical current from the coil and instead of a hollow core we placed a bar magnet inside the core of the coil of wire. By moving this bar magnet “in” and “out” of the coil a current would be induced into the coil by the physical movement of the magnetic flux inside it.<br />
<br />
Electromagnetic Induction was first discovered way back in the 1830’s by Michael Faraday. Faraday noticed that when he moved a permanent magnet in and out of a coil or a single loop of wire it induced an ElectroMotive Force or emf, in other words a Voltage, and therefore a current was produced.<br />
<br />
'''Faraday’s Law of Induction'''<br />
#''Increasing the number of turns of wire in the coil'' – By increasing the amount of individual conductors cutting through the magnetic field, the amount of induced emf produced will be the sum of all the individual loops of the coil, so if there are 20 turns in the coil there will be 20 times more induced emf than in one piece of wire.<br />
#''Increasing the speed of the relative motion between the coil and the magnet'' – If the same coil of wire passed through the same magnetic field but its speed or velocity is increased, the wire will cut the lines of flux at a faster rate so more induced emf would be produced.<br />
#''Increasing the strength of the magnetic field'' – If the same coil of wire is moved at the same speed through a stronger magnetic field, there will be more emf produced because there are more lines of force to cut.<br />
Factors affecting the magnitude of induced emf:<br />
The magnitude of induced emf is equal to the rate of change of magnetic flux i.e.,<br />
Induced emf= (Change in magetic flux)/(Time in which the magentic flux changes)<br />
i) the change in the magnetic flux and <br />
ii) the time in which the magnetic flux changes.<br />
<br />
<br />
''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.''<br />
<br />
===Activities===<br />
#Activity 1 - [[Electromagnetic_induction_introduction_to_electromagnetic_induction_activity 1|Properties of Magnets]]<br />
#Activity 2 - [[Electromagnetic_induction_introduction_to_electromagnetic_induction_activity 2|Electromagnet and electromagnetic induction experiment]]<br />
#Activity 3 - [[Electromagnetic_induction_introduction_to_electromagnetic_induction_activity 3|Factors influencing e.m.f.]]<br />
#Activity 4 - [[Electromagnetic_induction_introduction_to_electromagnetic_induction_activity 4|Factors influencing e.m.f.]]<br />
#Activity 5 - [[Electromagnetic_induction_introduction_to_electromagnetic_induction_activity 5|Explanation of Michel Faraday experiment]]<br />
<br />
==Concept #2 Fleming right hand rule==<br />
===Learning objectives===<br />
#State Fleming's Right hand rule of dynamo<br />
#Know the main parts of dynamo<br />
#Explain the working of AC dynamo<br />
#Distinguish between AC dynamo and DC dynamo<br />
#Application of dynamo<br />
<br />
===Notes for teachers===<br />
'''Direction of induced emf :''' <br><br />
'''Fleming’s right hand rule :''' <br><br />
Stretch the thumb, middle finger and fore finger of your right hand mutually perpendicular to each other as shown in the fig. If the fore finger indicates the direction of magnetic field and the thumb indicates the direction of motion of conductors, then the middle finger will indicate the direction of induced current. <br><br />
'''Lenz’s law :''' It states that the direction of induced emf (or induced current) always tends to oppose the cause which produces it. <br><br />
(b) When the north pole of the magnet is brought towards one end of the solenoid, the induced current flows in the solenoid in such a direction that the end of the solenoid, near the magnet and becomes a north pole so as to repel the magnet and thus opposes the cause producing the induced current. Therefore e the direction of induced current in solenoid at its end towards the magnet is anti-clockwise. <br><br />
(d) When the north pole of the magnet recedes form the end of the solenoid, the direction of induced current in the solenoid is such that the end of the solenoid towards the magnet becomes a south pole so as to attract the north pole of the magnet and thus opposes the cause producing it. The current induced current in solenoid at its end clockwise.<br />
Lenz’s law is wider significance as it implies the law of conservation of energy. It shows that the mechanical energy spent in doing work, against the opposing force experienced by the moving magnet, is transformed into the electrical energy due to which current flows in the solenoid. <br><br />
'''A.C. Generator:''' <br><br />
An A.C.generator is a device which converts the mechanical energy into the electrical energy using the principle of electromagnetic induction. <br><br />
''Frequency of alternating current''<br><br />
In one complete rotation of the coil, we get one cycle of alternating emf in the external circuit. Thus the alternating emf has the frequency equal to the frequency of rotations of the coil. <br><br />
If the coil makes n rotations per second. The magnitude of induced emf is given as <br><br />
E=e0sin2nt <br />
And the current is expressed as i=i0sin2nt <br><br />
Where e0 and i0 represent the maximum values of emf and current respectivily. Such a current is called an alternating current.<br />
<br />
===Activities===<br />
<br />
==Concept #3 FLEMING'S LEFT HAND RULE AND WORKING OF MOTOR - ==<br />
===Learning objectives===<br />
#State Fleming's left hand rule of motor<br />
#Explain working of motor<br />
#Distiguish between dynamo and motor<br />
#Application of the motor<br />
===Notes for teachers===<br />
Difference between A.C. and D.C<br />
Direct current (D.C.) Alternating current (A.C.)<br />
1. It is the current of constant magnitude.<br />
2. It flows in one direction in the circuit.<br />
3. It is obtained from a cell (or battery) <br />
1. It is the current of magnitude varying with time.<br />
2. It reverses its direction periodically while flowing in a circuit.<br />
3. It is obtained from A.C. generator and mains. <br />
<br />
Advantages of A.C. over D.C.:<br />
In India, we use 220 volt a.c. in our houses and factories. The use of A.C. is advantageous over D.C. because the voltage of A.C. can be stepped up by the use of a step-up transformer at the power generating station before transmitting it over the long distances. It reduces the loss of electric energy as heat in the transmission line wires. The A.C. is then stepped down to 220 volt by the use of step-down transformers at the successive sub-stations before supplying it to the houses or factories. If D.C. is generated at the power generating station, its voltage cannot be increased for transmission and so due to passage of high current in the transmission line wires; there will be a huge loses of electrical energy as heat in the line wires. <br />
<br />
A.C. Generator D.C. Motor<br />
1. A generator is a device which converts mechanical energy into electrical energy.<br />
2. A generator works on the principle of electrro magnetic inductions. <br />
3. In a generator, the coil is rotated in a magnetic field so as to produce electric current. <br />
4. A generator makes use of two separate coaxial slip rings. <br />
1. A d.c. motor is a device which converts electrical energy into mechanical energy. <br />
2 d.c. motor works on the principle of force acting on a current carrying conductor placed in a magnetic field. <br />
3. In d.c. motor, the current from d.c. source flows in the coil placed in a magnetic field due to which the coil rotates. <br />
4. A d.c. motor makes use of two parts of slip ring (i.e., split rings) which act as a commutatar. <br />
<br />
===Activities===<br />
#Activity 1 -<br />
<br />
==Concept #4 APPLICATION OF ELECTROMAGNETIC INDUCTION TRANSFORMERS AND INDUCTION COILS==<br />
===Learning objectives===<br />
#Transformers<br />
#Types of transformers Primary and Secondary<br />
#Know the wokring principle of transformers<br />
#Application of transformers<br />
#Induction coils<br />
#Know the wokring principle of induction coil<br />
#Applications of induction coils<br />
===Notes for teachers===<br />
Applications of electromagnetic induction:<br />
Transformer:<br />
In our daily life, we use various electrical applications which require working voltage different form the mains voltage (i.e., 220V) e.g. a door bell needs 6V while a television needs several 1000V. To provide suitable voltage to different applications from the mains, we use transformers with them. Thus, Transformer is a device by which the amplitude of an alternating e.m.f. can be increased or decreased.<br />
A transformer does not affect the frequency of the alternating voltage. The frequency remains unchanged (=50hz)<br />
Principal : A transformer works on the principle of electromagnetic induction and make use of two coils having different number of turns. The alternating e.m.f. to be altered is applied across one coil. Which there is change of magnetic field line due to varying current in this coil the magnetic field line linked with the other coil also changes and so an induced varying current of the same frequency, but of different magnitude flows in the other coil. <br />
Construction : A transformer consists of a rectangular soft iron core made up from the thin laminated sheets of soft iron of T and U shape, placed alternately one above the other and insulated from each other by a paint (or varnish) coating over them as shown in the fig. so as to behave like a simple rectangular core. <br />
The laminated core prevents the loss of energy due to eddy currents in the core.<br />
On one arm of the core, a coil P of insulated copper wire is wound. This coil is connected with the source of alternating e.m.f. (i.e., at the ends of the this coil, the input is given). This is called primary coil. <br />
One the other arm of the core, another coil S of insulated copper wire is wound. The induced alternating e.m.f is obtained across the terminals of this coil (i.e., output is obtained at the ends of this coil). This is called the secondary coil. The ratio of number of turns Ns in secondary coil to the number of turns Np in primary coil (i.e., Ns/Sp) is called the turns ratio. <br />
i.e.,Turns ratio n= (Number of turns in secondary coil Ns)/(Number of turns in primary coil Np)<br />
<br />
The advantage of using a closed core is that it gives a closed path for the magnetic field lines and therefore almost all the magnetic field lines caused due to current in the primary coil, remain linked with the secondary coil (i.e., the flux linkage is nearly perfect) and loss of energy is avoided. The core is made of soft iron so that hysteresis loss of energy in the core is less. <br />
<br />
Working : When the terminals of primary coil are connected to the source of alternating e.m.f., a varying current flows through the primary coil. This varying current produces a varying magnetic field in the core of transformer. Thus the magnetic field lines linked with the secondary coil vary. The change of magnetic field line through the secondary coil induces an emf in it. The induced emf varies in the same manner as the applied emf in the primary coil varies and thus has the same frequency as that of the applied emf. <br />
The magnitude of emf induced in the secondary coil depends on the following two factors. <br />
(i) the ration of the number of turns in the secondary coil to the number of turns in the primary coil (i.e., turns ratio) and<br />
(ii) the magnitude of emf applied in the primary coil <br />
For a transformer, <br />
(emf across the secondary coil (Vs))/(emf across the primary coil (Vp))= (Number of turns in the secondary coil (Ns))/(Number of turns in the primary coil (Np))<br />
<br />
((Vs))/( (Vp) )=((Ns))/((Np) )= is called Turns ratio 'n^' of transformer<br />
<br />
The relation between current and voltage of primary and secondary coils of a transformer can be expressed as<br />
((Vs))/( (Vp))= Ip/Is or IpVp=IsVs<br />
<br />
Current x Voltage of primary coil = current x voltage in secondary coil<br />
Types of transformers : 1) Step up transformer : The transformer used to change a low voltage alternating emf to a high voltage alternating emf (of same frequency) is called step-up transformer. In a step-up transformer, the number of turns in the secondary coil are more than the number of tunrs in the primary coil. i.e., turns ratio n>1 or Ns/Np>1. Vs>Vp, but Is<Ip. More current flows in the primary coil. Therefore one must use thicker wire in the primary coil as compared to that in the secondary coil. <br />
2) Step down transformer : The transformer used to change a high voltage alternating emf to a low voltage alternating emf (of same frequency) is called step-down transformer. In a step-down transformer, the numbers of turns in the secondary coil are less than the number of tunrs in the primary coil. i.e., turns ratio n<1 or Ns/Np<1. Vs<Vp, but Is>Ip. Here the secondary winding will require thicker wire due to high current. The use of thicker wire reduces its resistance and therefore reduces the loss of energy as heat in the coil. This energy loss due to heat is known as copper loss. <br />
Uses of Transformaers : i) Use of setp-up transforemer : <br />
a) In transmission of electric power at the power generating station to step up the voltage.b) with television c) with wireless sets and <br />
d) with X-ray tubes to provide a high accelerating voltage. <br />
ii) Use of setp-down transforemer : <br />
a) With electric bells, night electric bulbs, mobile phone, computers, etc.<br />
b) At the power sub-stations to step-down the voltage before its distribution to the consumers. <br />
Induction coil :<br />
You know that for discharge tube experiment high voltage is required. How to produce high voltage from a low voltage DC source? An induction coil is a device for obtaining a very high DC voltage starting from a low DC voltage. An induction coil consists of few turns of a primary coil ‘P’, of thick insulated copper wire wound over a soft iron core connected to a battery. S is a secondary coil of large number of turns wound over the primary coil. M is a make and break arrangement. When the DC current flows in the primary, ‘C’ gets magnetised. The iron head H of the switch M is attracted towards C so, the circuit breaks and the current in primary stops. C gets demagnetised and H comes back. The process repeats. During make and break circuit, large emf is induced in the secondary. The voltage depends on the turns ratio. Since the number of turns in secondary is very large, a large voltage in produced in the secondary. <br />
While using it remembers that the coil should be in the north and south direction. That means the needle and the coil should be parallel to each other. <br />
<br />
===Activities===<br />
<br />
= Project Ideas =<br />
#List Scientist information of Faraday, Lentz, Fleming<br />
<br />
= Fun corner =</div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Electromagnetic_induction&diff=15632Electromagnetic induction2014-08-26T03:20:19Z<p>Harishksmandya: /* Activities */</p>
<hr />
<div>= Concept Map =<br />
<mm>[[Electromagnetic induction.mm|Flash]]</mm><br />
[[Category:Physics]]<br />
<br />
__FORCETOC__<br />
<br />
= Textbook =<br />
#Tenth Standart Science Textbook 2014<br />
<br />
= Additional information =<br />
==Useful websites==<br />
#http://en.wikipedia.org/wiki/Electromagnetic_induction<br />
#http://www.youtube.com/watch?v=vwIdZjjd8fo<br />
#http://www.electronics-tutorials.ws/electromagnetism/electromagnetic-induction.html<br />
#https://www.google.co.in/searchq=electromagnetic+induction&oq=Ele&aqs=chrome.0.69i59l2j69i57j0l3.1895j0j8&sourceid=chrome&es_sm=93&ie=UTF-8<br />
<br />
==Reference Books==<br />
#Tenth Standard state syllbus text books 2011 and 2014 Science Subject<br />
#CONCISE PHYSICS – ICSE BY R.P.Goyal, and S.P.Tripati<br />
#XMEDIA – SCIENCE CLASS X – Published by V.K.Global Publication Pvt, Ltd, Newdelhi-02.<br />
<br />
= Teaching Outlines =<br />
==Concept #1 Introduction to electro magnetic induction==<br />
<br />
===Learning objectives===<br />
#Recall the the properties of magnets<br />
#Electromagnetic effect<br />
#How emf induced<br />
#Emf depends upon the number of turns and speed of the magnet<br />
#Michel Faraday experiment<br />
<br />
===Notes for teachers===<br />
'''Electromagnetic Induction'''<br />
The magnetic flux developed around the coil being proportional to the amount of current flowing in the coils windings as shown. <br><br />
[[File:electromagnetism__coiled_wire.gif|200px]][[File:Micheal Farady.jpg|200px]]<br />
<br />
If additional layers of wire are wound upon the same coil with the same current flowing through them, the static magnetic field strength would be increased.<br />
<br />
Therefore, the Magnetic Field Strength of a coil is determined by the ampere turns of the coil. With more turns of wire within the coil the greater will be the strength of the static magnetic field around it.<br />
<br />
But what if we reversed this idea by disconnecting the electrical current from the coil and instead of a hollow core we placed a bar magnet inside the core of the coil of wire. By moving this bar magnet “in” and “out” of the coil a current would be induced into the coil by the physical movement of the magnetic flux inside it.<br />
<br />
Electromagnetic Induction was first discovered way back in the 1830’s by Michael Faraday. Faraday noticed that when he moved a permanent magnet in and out of a coil or a single loop of wire it induced an ElectroMotive Force or emf, in other words a Voltage, and therefore a current was produced.<br />
<br />
'''Faraday’s Law of Induction'''<br />
#''Increasing the number of turns of wire in the coil'' – By increasing the amount of individual conductors cutting through the magnetic field, the amount of induced emf produced will be the sum of all the individual loops of the coil, so if there are 20 turns in the coil there will be 20 times more induced emf than in one piece of wire.<br />
#''Increasing the speed of the relative motion between the coil and the magnet'' – If the same coil of wire passed through the same magnetic field but its speed or velocity is increased, the wire will cut the lines of flux at a faster rate so more induced emf would be produced.<br />
#''Increasing the strength of the magnetic field'' – If the same coil of wire is moved at the same speed through a stronger magnetic field, there will be more emf produced because there are more lines of force to cut.<br />
Factors affecting the magnitude of induced emf:<br />
The magnitude of induced emf is equal to the rate of change of magnetic flux i.e.,<br />
Induced emf= (Change in magetic flux)/(Time in which the magentic flux changes)<br />
i) the change in the magnetic flux and <br />
ii) the time in which the magnetic flux changes.<br />
<br />
<br />
''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.''<br />
<br />
===Activities===<br />
#Activity 1 - [[Electromagnetic_induction_introduction_to_electromagnetic_induction_activity 1|Properties of Magnets]]<br />
#Activity 2 - [[Electromagnetic_induction_introduction_to_electromagnetic_induction_activity 2|Electromagnet and electromagnetic induction experiment]]<br />
#Activity 3 - [[Electromagnetic_induction_introduction_to_electromagnetic_induction_activity 3|Factors influencing e.m.f.]]<br />
#Activity 5 - [[Electromagnetic_induction_introduction_to_electromagnetic_induction_activity 5|Explanation of Michel Faraday experiment]]<br />
<br />
==Concept #2 Fleming right hand rule==<br />
===Learning objectives===<br />
#State Fleming's Right hand rule of dynamo<br />
#Know the main parts of dynamo<br />
#Explain the working of AC dynamo<br />
#Distinguish between AC dynamo and DC dynamo<br />
#Application of dynamo<br />
<br />
===Notes for teachers===<br />
'''Direction of induced emf :''' <br><br />
'''Fleming’s right hand rule :''' <br><br />
Stretch the thumb, middle finger and fore finger of your right hand mutually perpendicular to each other as shown in the fig. If the fore finger indicates the direction of magnetic field and the thumb indicates the direction of motion of conductors, then the middle finger will indicate the direction of induced current. <br><br />
'''Lenz’s law :''' It states that the direction of induced emf (or induced current) always tends to oppose the cause which produces it. <br><br />
(b) When the north pole of the magnet is brought towards one end of the solenoid, the induced current flows in the solenoid in such a direction that the end of the solenoid, near the magnet and becomes a north pole so as to repel the magnet and thus opposes the cause producing the induced current. Therefore e the direction of induced current in solenoid at its end towards the magnet is anti-clockwise. <br><br />
(d) When the north pole of the magnet recedes form the end of the solenoid, the direction of induced current in the solenoid is such that the end of the solenoid towards the magnet becomes a south pole so as to attract the north pole of the magnet and thus opposes the cause producing it. The current induced current in solenoid at its end clockwise.<br />
Lenz’s law is wider significance as it implies the law of conservation of energy. It shows that the mechanical energy spent in doing work, against the opposing force experienced by the moving magnet, is transformed into the electrical energy due to which current flows in the solenoid. <br><br />
'''A.C. Generator:''' <br><br />
An A.C.generator is a device which converts the mechanical energy into the electrical energy using the principle of electromagnetic induction. <br><br />
''Frequency of alternating current''<br><br />
In one complete rotation of the coil, we get one cycle of alternating emf in the external circuit. Thus the alternating emf has the frequency equal to the frequency of rotations of the coil. <br><br />
If the coil makes n rotations per second. The magnitude of induced emf is given as <br><br />
E=e0sin2nt <br />
And the current is expressed as i=i0sin2nt <br><br />
Where e0 and i0 represent the maximum values of emf and current respectivily. Such a current is called an alternating current.<br />
<br />
===Activities===<br />
<br />
==Concept #3 FLEMING'S LEFT HAND RULE AND WORKING OF MOTOR - ==<br />
===Learning objectives===<br />
#State Fleming's left hand rule of motor<br />
#Explain working of motor<br />
#Distiguish between dynamo and motor<br />
#Application of the motor<br />
===Notes for teachers===<br />
Difference between A.C. and D.C<br />
Direct current (D.C.) Alternating current (A.C.)<br />
1. It is the current of constant magnitude.<br />
2. It flows in one direction in the circuit.<br />
3. It is obtained from a cell (or battery) <br />
1. It is the current of magnitude varying with time.<br />
2. It reverses its direction periodically while flowing in a circuit.<br />
3. It is obtained from A.C. generator and mains. <br />
<br />
Advantages of A.C. over D.C.:<br />
In India, we use 220 volt a.c. in our houses and factories. The use of A.C. is advantageous over D.C. because the voltage of A.C. can be stepped up by the use of a step-up transformer at the power generating station before transmitting it over the long distances. It reduces the loss of electric energy as heat in the transmission line wires. The A.C. is then stepped down to 220 volt by the use of step-down transformers at the successive sub-stations before supplying it to the houses or factories. If D.C. is generated at the power generating station, its voltage cannot be increased for transmission and so due to passage of high current in the transmission line wires; there will be a huge loses of electrical energy as heat in the line wires. <br />
<br />
A.C. Generator D.C. Motor<br />
1. A generator is a device which converts mechanical energy into electrical energy.<br />
2. A generator works on the principle of electrro magnetic inductions. <br />
3. In a generator, the coil is rotated in a magnetic field so as to produce electric current. <br />
4. A generator makes use of two separate coaxial slip rings. <br />
1. A d.c. motor is a device which converts electrical energy into mechanical energy. <br />
2 d.c. motor works on the principle of force acting on a current carrying conductor placed in a magnetic field. <br />
3. In d.c. motor, the current from d.c. source flows in the coil placed in a magnetic field due to which the coil rotates. <br />
4. A d.c. motor makes use of two parts of slip ring (i.e., split rings) which act as a commutatar. <br />
<br />
===Activities===<br />
#Activity 1 -<br />
<br />
==Concept #4 APPLICATION OF ELECTROMAGNETIC INDUCTION TRANSFORMERS AND INDUCTION COILS==<br />
===Learning objectives===<br />
#Transformers<br />
#Types of transformers Primary and Secondary<br />
#Know the wokring principle of transformers<br />
#Application of transformers<br />
#Induction coils<br />
#Know the wokring principle of induction coil<br />
#Applications of induction coils<br />
===Notes for teachers===<br />
Applications of electromagnetic induction:<br />
Transformer:<br />
In our daily life, we use various electrical applications which require working voltage different form the mains voltage (i.e., 220V) e.g. a door bell needs 6V while a television needs several 1000V. To provide suitable voltage to different applications from the mains, we use transformers with them. Thus, Transformer is a device by which the amplitude of an alternating e.m.f. can be increased or decreased.<br />
A transformer does not affect the frequency of the alternating voltage. The frequency remains unchanged (=50hz)<br />
Principal : A transformer works on the principle of electromagnetic induction and make use of two coils having different number of turns. The alternating e.m.f. to be altered is applied across one coil. Which there is change of magnetic field line due to varying current in this coil the magnetic field line linked with the other coil also changes and so an induced varying current of the same frequency, but of different magnitude flows in the other coil. <br />
Construction : A transformer consists of a rectangular soft iron core made up from the thin laminated sheets of soft iron of T and U shape, placed alternately one above the other and insulated from each other by a paint (or varnish) coating over them as shown in the fig. so as to behave like a simple rectangular core. <br />
The laminated core prevents the loss of energy due to eddy currents in the core.<br />
On one arm of the core, a coil P of insulated copper wire is wound. This coil is connected with the source of alternating e.m.f. (i.e., at the ends of the this coil, the input is given). This is called primary coil. <br />
One the other arm of the core, another coil S of insulated copper wire is wound. The induced alternating e.m.f is obtained across the terminals of this coil (i.e., output is obtained at the ends of this coil). This is called the secondary coil. The ratio of number of turns Ns in secondary coil to the number of turns Np in primary coil (i.e., Ns/Sp) is called the turns ratio. <br />
i.e.,Turns ratio n= (Number of turns in secondary coil Ns)/(Number of turns in primary coil Np)<br />
<br />
The advantage of using a closed core is that it gives a closed path for the magnetic field lines and therefore almost all the magnetic field lines caused due to current in the primary coil, remain linked with the secondary coil (i.e., the flux linkage is nearly perfect) and loss of energy is avoided. The core is made of soft iron so that hysteresis loss of energy in the core is less. <br />
<br />
Working : When the terminals of primary coil are connected to the source of alternating e.m.f., a varying current flows through the primary coil. This varying current produces a varying magnetic field in the core of transformer. Thus the magnetic field lines linked with the secondary coil vary. The change of magnetic field line through the secondary coil induces an emf in it. The induced emf varies in the same manner as the applied emf in the primary coil varies and thus has the same frequency as that of the applied emf. <br />
The magnitude of emf induced in the secondary coil depends on the following two factors. <br />
(i) the ration of the number of turns in the secondary coil to the number of turns in the primary coil (i.e., turns ratio) and<br />
(ii) the magnitude of emf applied in the primary coil <br />
For a transformer, <br />
(emf across the secondary coil (Vs))/(emf across the primary coil (Vp))= (Number of turns in the secondary coil (Ns))/(Number of turns in the primary coil (Np))<br />
<br />
((Vs))/( (Vp) )=((Ns))/((Np) )= is called Turns ratio 'n^' of transformer<br />
<br />
The relation between current and voltage of primary and secondary coils of a transformer can be expressed as<br />
((Vs))/( (Vp))= Ip/Is or IpVp=IsVs<br />
<br />
Current x Voltage of primary coil = current x voltage in secondary coil<br />
Types of transformers : 1) Step up transformer : The transformer used to change a low voltage alternating emf to a high voltage alternating emf (of same frequency) is called step-up transformer. In a step-up transformer, the number of turns in the secondary coil are more than the number of tunrs in the primary coil. i.e., turns ratio n>1 or Ns/Np>1. Vs>Vp, but Is<Ip. More current flows in the primary coil. Therefore one must use thicker wire in the primary coil as compared to that in the secondary coil. <br />
2) Step down transformer : The transformer used to change a high voltage alternating emf to a low voltage alternating emf (of same frequency) is called step-down transformer. In a step-down transformer, the numbers of turns in the secondary coil are less than the number of tunrs in the primary coil. i.e., turns ratio n<1 or Ns/Np<1. Vs<Vp, but Is>Ip. Here the secondary winding will require thicker wire due to high current. The use of thicker wire reduces its resistance and therefore reduces the loss of energy as heat in the coil. This energy loss due to heat is known as copper loss. <br />
Uses of Transformaers : i) Use of setp-up transforemer : <br />
a) In transmission of electric power at the power generating station to step up the voltage.b) with television c) with wireless sets and <br />
d) with X-ray tubes to provide a high accelerating voltage. <br />
ii) Use of setp-down transforemer : <br />
a) With electric bells, night electric bulbs, mobile phone, computers, etc.<br />
b) At the power sub-stations to step-down the voltage before its distribution to the consumers. <br />
Induction coil :<br />
You know that for discharge tube experiment high voltage is required. How to produce high voltage from a low voltage DC source? An induction coil is a device for obtaining a very high DC voltage starting from a low DC voltage. An induction coil consists of few turns of a primary coil ‘P’, of thick insulated copper wire wound over a soft iron core connected to a battery. S is a secondary coil of large number of turns wound over the primary coil. M is a make and break arrangement. When the DC current flows in the primary, ‘C’ gets magnetised. The iron head H of the switch M is attracted towards C so, the circuit breaks and the current in primary stops. C gets demagnetised and H comes back. The process repeats. During make and break circuit, large emf is induced in the secondary. The voltage depends on the turns ratio. Since the number of turns in secondary is very large, a large voltage in produced in the secondary. <br />
While using it remembers that the coil should be in the north and south direction. That means the needle and the coil should be parallel to each other. <br />
<br />
===Activities===<br />
<br />
= Project Ideas =<br />
#List Scientist information of Faraday, Lentz, Fleming<br />
<br />
= Fun corner =</div>Harishksmandyahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Electromagnetic_induction_introduction_to_electromagnetic_induction_activity_4&diff=15631Electromagnetic induction introduction to electromagnetic induction activity 42014-08-26T03:19:17Z<p>Harishksmandya: /* Activity No # 4 - Factors influences emf */</p>
<hr />
<div>__FORCETOC__<br />
=Activity No # 3 - '''Factors influences emf'''=<br />
<br />
==Estimated Time==<br />
20 minutes<br />
==Materials/ Resources needed== <br />
#Video clip of Electro magentic induction experiment with different coils<br />
#LED projector<br />
#White screen<br />
==Prerequisites/Instructions, if any==<br />
==Multimedia resources==<br />
http://www.youtube.com/watch?v=vwIdZjjd8fo <br><br />
==Website interactives/ links/ simulations==<br />
==Process (How to do the activity)==<br />
Show the short video of number of coils increasing emf is increasing. <br><br />
==Developmental Questions (What discussion questions)==<br />
==Evaluation (Questions for assessment of the child)==<br />
1. Which the following coil is more emf produced when magnet movement inside the coil? mark 1 <br><br />
[[File:Coil1.png|200px]] <br><br />
2. A copper coil, a strong bar magnet and a led bulb are on the table. How do you glow on the led bulb? Mark 2<br />
==Question Corner==<br />
<br />
'''To link back to the topic page'''<br />
[[Electromagnetic_induction|'''Go Back''']] <br></div>Harishksmandya