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| | + | [[Category:Physics]] |
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| | '''Scope of this document''' | | '''Scope of this document''' |
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| | [[File:Mindmap.jpg|800px]] | | [[File:Mindmap.jpg|800px]] |
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| − | = Theme Plan =
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| − | '''CLASS'''
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| − | '''SUBTOPIC'''
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| − |
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| − |
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| − | |
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| − | '''CONCEPT
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| − |
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| − | DEVELOPMENT'''
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| − |
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| − | |
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| − | '''KNOWLEDGE'''
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| − |
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| − |
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| − | |
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| − | '''SKILL'''
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| − |
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| − |
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| − | |
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| − | '''ACTIVITY'''
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| − |
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| − |
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| − | |-
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| − | |
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| − | 6
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| − |
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| − |
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| − | |
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| − | Charges,
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| − | static electricity, electric current,
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| − | conductors, insulators,
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| − | simple circuits
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| − |
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| − |
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| − | |
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| − | Charge
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| − | is intrinsic to matter. There are two types of charges. The
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| − | charges at rest constitute static current, and the charges in
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| − | motion constitute electric current. Electricity needs a medium to
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| − | travel, which is called as conductor. The path of flow of charges
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| − | is circuit.
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| − |
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| − |
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| − | |
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| − | 1.The
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| − | students recall the two types of charges.
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| − | 2.The students
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| − | recognise the accumulation of charges in the activity,
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| − | 3.The
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| − | students can recognise the necessity of a condctor to the flow of
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| − | charges.
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| − | 4.The students can differentiate between conductors
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| − | and insulators.
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| − |
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| − |
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| − | |
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| − | 1.The
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| − | students can perform activities to accumulate charges.
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| − | 2. They
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| − | can identify the conductors and insulators in the given
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| − | materials
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| − | 3.They can draw the diagrams to represent simple
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| − | circuits.
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| − |
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| − |
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| − | |
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| − | ACTIVITY
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| − | 1
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| − | ACTIVITY 2
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| − | ACITIVITY 3
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| − |
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| − |
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| − | |-
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| − | |
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| − | 7
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| − |
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| − |
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| − | |
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| − | The
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| − | important effects of electricty,
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| − | Electric appliances,non
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| − | contact forces-charges
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| − | And magnets
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| − |
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| − |
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| − | |
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| − | When
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| − | current flows through the substances, it shows chemical
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| − | magnetic
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| − | effect and heating effect.
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| − | Magent attracts magnetic materials.
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| − | Force of magnets is
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| − | non- contact force .
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| − |
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| − |
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| − | |
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| − | 1.The
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| − | students identify the different effects shown by electricity in
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| − | some situations
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| − | 2.The students recall the different effects of
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| − | electricity
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| − | 3.The students give examples for magnetic
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| − | materials
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| − | 4.The studetns can idntify the non contact forces
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| − | such as magnetic force
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| − |
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| − |
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| − | |
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| − | 1.The
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| − | students perform activities show the heating effect of
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| − | electricity.
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| − | 2.The students differentiate between magnetic and
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| − | nonmagnetic materials In the given objects.
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| − | 3.The students
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| − | can perform experiment to show the attractive propery of
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| − | magnets
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| − | 4. The students show the existance of non contact
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| − | forces
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| − |
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| − |
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| − | |
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| − | ACTIVITY4
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| − | ACTIVITY5
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| − | ACTIVITY
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| − | 6
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| − |
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| − |
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| − | |}
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| − |
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| − |
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| − |
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| − |
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| − | {| border="1"
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| − | |-
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| − | |
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| − | '''CLASS'''
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| − |
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| − |
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| − | |
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| − | '''SUBTOPIC'''
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| − |
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| − |
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| − | |
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| − | '''CONCEPT
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| − |
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| − | DEVELOPMENT'''
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| − |
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| − |
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| − | |
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| − | '''KNOWLEDGE'''
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| − |
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| − |
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| − | |
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| − | '''SKILL'''
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| − |
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| − |
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| − | |
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| − | '''ACTIVITY'''
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| − |
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| − |
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| − | |-
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| − | |
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| − | 8
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| − |
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| − |
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| − | |
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| − | Magnets
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| − | and their properties, magnetic field lines
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| − | Magnetic
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| − | materials,some fields where magnets
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| − | are used,power and
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| − | electric power,
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| − | sources of electricity,unit of electric energy
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| − |
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| − | consumed
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| − |
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| − |
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| − | |
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| − | Magnets
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| − | attract magnetic materials,it sets itself in N-S direction when
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| − | suspended freely. It has two poles, like poles repel and unlike
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| − | poles attract, poles cannot be separated. Both poles are equal In
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| − | strength.The strength of the magnet is more near the poles, we
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| − | use magnets in many fields of life,power is rate of work done and
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| − | as electricity does work, electric power is rate at which it
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| − | does Work. Electricity energy consumed is the product of power
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| − | and time
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| − |
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| − |
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| − | |
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| − | 1.The
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| − | students recall the properties of the magnets.
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| − | 2.The students
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| − | understand the applications of magents.
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| − | 3.They will be able to
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| − | identify the strentgh of magnets at various palces around
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| − | the magents
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| − | 4.They will be able to recall definitions of work
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| − | and electric energy consumed
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| − | 5.They will be able to recall the
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| − | units of work and electric energy consumed
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| − | 6.They will recall
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| − | the different sources of electricity
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| − |
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| − |
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| − | |
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| − | 1.The
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| − | students can perform activities to find out the properties of
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| − | magnets.
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| − | 2. The students differentiates between magnets
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| − | between the magnets and Non magnetic materials using the
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| − | properties of the magnets
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| − | 3. Can design simple devices which
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| − | work on the properties of the magnets
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| − |
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| − |
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| − |
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| − | |
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| − | ACTIVITY7
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| − | ACTIVITY8
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| − | ACTIVITY
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| − | 9
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| − | ACTIVITY10
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| − |
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| − |
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| − |
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| − | |-
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| − | |
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| − | 9
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| − |
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| − |
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| − | |
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| − | Magnetic
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| − | field lines and the property of magnetic
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| − | field lines,relation
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| − | between electricity and magnetic
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| − | Field. Oersted's
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| − | experiment,pattern of magentic
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| − | Fields in various
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| − | situations,elecric potential and
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| − | Potential diference,
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| − | electric current necessity of
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| − | electriomagnetic force in the
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| − | flow of current.
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| − |
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| − |
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| − | |
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| − | Magnetism
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| − | is due to charges in motion. Unlike charges, magnetic monopoles
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| − | do ot exist.
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| − |
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| − |
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| − | What
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| − | does a field line represent– it is not a force; but rather the
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| − | effect that a charged particle will experience. The magnetic
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| − | force is expressed in field lines, the field lines never
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| − | intersect.
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| − |
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| − |
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| − | Electricity
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| − | and magnetism are linked. When current flows through
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| − | conductors,magnetic field lines are produced which shows relation
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| − | between magnets and electric Current. Electric potential is the
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| − | work done to move charge infinity to to that point, when there is
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| − | difference in potential.
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| − |
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| − |
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| − | |
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| − | 1.
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| − | The students identify magnetic field lines around diffetn shapes
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| − | of magents.
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| − | 2. The students recall the properties of magnetic
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| − | lines of force
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| − | 3. The students can identify the relation
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| − | between magentism and electricity
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| − | 4. They can recall Ohm's
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| − | law
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| − | 5. They can define potential,potential difference,electric
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| − | current and emf.
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| − |
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| − |
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| − |
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| − | |
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| − | 1.
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| − | Calculate voltage, current and resistance using Ohm’s law.
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| − | 2.
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| − | Analyze circuit diagrams for series circuits and parallel
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| − | circuits.
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| − | 3. Can calculate the electric energy consumed in
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| − | various situations
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| − | 4. Solve equations that relate electric
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| − | power to current, voltage and electrical Energy.
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| − |
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| − |
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| − |
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| − | |
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| − | ACTIVITY11
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| − | ACTIVITY12
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| − | ACTIVITY
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| − | 13
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| − | ACTIVITY14
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| − |
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| − |
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| − |
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| − | |-
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| − | |
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| − | 9
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| − |
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| − |
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| − | |
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| − | Ohm's
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| − | law,
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| − | concept of resistance and resistivity,
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| − | combination of
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| − | resistances,electric energy
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| − | consumed,heat produced, steps to
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| − | save electricity.
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| − |
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| − |
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| − | |
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| − | The
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| − | flow in unit time is called electric current. In a conductor
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| − | the
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| − | flow also depends on the resistance of the wire. The
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| − | resistance of a
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| − | Wire is made useful in many
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| − | situations,specially to produce heat.
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| − | As electric current is
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| − | the best form of energy, it should be saved.
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| − |
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| − |
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| − | |
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| − | 6.The
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| − | students list the factors on which resistance depeds
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| − | 7.The
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| − | students will identify the heat produced when current flows
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| − | through resistances
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| − | 8.They describe resistivity.
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| − | 9.They
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| − | students briefly expain the methods to save electric current
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| − |
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| − |
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| − | |
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| − | 5.
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| − | Describe devices and procedures for maintaining electrical
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| − | safety.
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| − | 6.They draw simple circuits .
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| − | 7. The students
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| − | perform activity to prove Ohm's law.
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| − | 8.They obtaining the
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| − | skill of calculating the problems on Ohm's law
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| − |
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| − |
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| − | |
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| − |
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| − |
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| − |
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| − | |-
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| − | |
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| − | 10
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| − |
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| − |
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| − | |
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| − | Electromagnetic
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| − | Induction,Faraday' laws,AC and DC,
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| − | fleming's rules,AC and DC
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| − | dynamo, Types of
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| − | Electromagnetic induction,Eddy currents and
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| − | Lenz' law.
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| − |
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| − |
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| − | |
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| − | When
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| − | magnetic field inked with the conductor changes an emf is
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| − | induced
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| − | in thre conductor. The induced emf depends on rate of change
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| − | magnetic field and no of turns in the coil.
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| − |
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| − |
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| − | |
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| − | 1
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| − | .The students observe the experimental evidence for
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| − | electromagnetic induction.
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| − | 2.They understand the
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| − | circumstances under which changing magnetic fields lead to
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| − |
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| − | induced currents.
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| − | 3.They understand how the movement of a
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| − | conductor through a magnetic field leads
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| − | to an induced emf.
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| − |
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| − | 4.They understand and use Lenz’s law for induced currents.
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| − |
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| − |
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| − | |
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| − | 1.The
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| − | students can perform activities to prove Farady's experiment on
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| − |
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| − | electromagnetic induction
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| − |
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| − |
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| − | |
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| − | ACTIVITY15
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| − | ACTIVITY16
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| − | ACTIVITY
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| − | 17
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| − | ACTIVITY18
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| − | ACTIVITY19
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| − | ACTIVITY20
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| − | ACTIVITY 21
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| − |
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| − |
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| − |
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| − | |-
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| − | |
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| − | 10
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| − |
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| − |
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| − | |
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| − | Induction,
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| − | solenoid, field lines in solenoid,motor and
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| − | Its
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| − | applications.Domestic circuits,
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| − | Steps to save electricity
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| − |
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| − |
| |
| − | |
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| − | The
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| − | direction of emf is
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| − | perpendicular to magnetic field. The
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| − | advantages of AC in power generation; why we do not generate
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| − | using DC. The possibility of voltage step up and down.
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| − |
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| − |
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| − | When
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| − | current carrying conductor is kept in magnetic field it
| |
| − | experiences mechanical force.
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| − |
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| − |
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| − | As
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| − | electric current is the best form of energy, it should be saved.
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| − |
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| − |
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| − | |
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| − | 5.They
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| − | use Lenz’s law and Faraday’s law to determine the direction
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| − | and size of
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| − | Induced currents.
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| − | 6.They recall the laws of
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| − | electromagnetic Induction, fleming's rules.
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| − | 7. The students
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| − | differentiate between AC And DC; a motor and a dynamo
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| − | 9. The
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| − | students will mention the use of dynamos and motors
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| − | 10.The
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| − | students will be able to describe the methods to save
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| − | electricity.
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| − |
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| − |
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| − | |
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| − | 2.
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| − | The students can draw the diagrams of AC dynamo,DC dynamo,
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| − | 3.
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| − | They can represent AC and DC with graph.
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| − | 4.They can construct
| |
| − | simple Dynamo
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| − | 5. They can construct simple motor
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| − | 6. They
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| − | can explain the working of Dynamo and Motor
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| − | 7. They can
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| − | perform activity to expain lenz's law
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| − |
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| − |
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| − | |
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| − |
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| − |
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| − |
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| − |
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| − | |}
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| − |
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| − |
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| − |
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| − |
| |
| | = Syllabus = | | = Syllabus = |
| | | | |
| Line 552: |
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| | unlike charges attract each other. ''' | | unlike charges attract each other. ''' |
| | | | |
| − |
| + | [[File:CIC_1.png|center]] |
| − | | |
| − | | |
| − | | |
| − |
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| | | | |
| − |
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| − |
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| − |
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| − | [[File:Electromagnetism_%20Resource_Material_Subject_Teacher_Forum_September_2011_html_b641926.png]]
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| − |
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| − |
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| − |
| |
| | This attraction or repulsion is a result of forces | | This attraction or repulsion is a result of forces |
| | that these charges exert on each other. This force, operating | | that these charges exert on each other. This force, operating |
| Line 610: |
Line 110: |
| | | | |
| | | | |
| − | [[File:Electromagnetism_%20Resource_Material_Subject_Teacher_Forum_September_2011_html_m1ba34f6e.png]] | + | [[File:Atom Structure1.png|left]] |
| | | | |
| | | | |
| − | Electrons | + | Electrons are the smallest and lightest of the particles in an atom. Electrons |
| − | are the smallest and lightest of the particles in an atom. Electrons | |
| | are in constant motion as they circle around the nucleus of that | | are in constant motion as they circle around the nucleus of that |
| | atom. Electrons are said to have a negative charge, which means that | | atom. Electrons are said to have a negative charge, which means that |
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| | | | |
| | | | |
| − | [[File:Electromagnetism_%20Resource_Material_Subject_Teacher_Forum_September_2011_html_7fb72f41.png]]Protons | + | [[File:Atom Structure2.png|left]] |
| − | are much larger and heavier than electrons. Protons have a positive | + | Protons are much larger and heavier than electrons. Protons have a positive |
| | electrical charge. This positively charged electrostatic field is | | electrical charge. This positively charged electrostatic field is |
| | exactly the same strength as the electrostatic field in an electron, | | exactly the same strength as the electrostatic field in an electron, |
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| | | | |
| | | | |
| − | [[File:Electromagnetism_%20Resource_Material_Subject_Teacher_Forum_September_2011_html_51ef531a.png]]The | + | [[File:Atom Structure3.png|left]] |
| − | electrostatic force exerted by the positive nucleus on the negatively | + | The electrostatic force exerted by the positive nucleus on the negatively |
| | charged electrons is what keeps the electrons as a part of the atom. | | charged electrons is what keeps the electrons as a part of the atom. |
| | Otherwise, the force that the electron will develop when it is moving | | Otherwise, the force that the electron will develop when it is moving |
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| | | | |
| | | | |
| − | [[File:Electromagnetism_%20Resource_Material_Subject_Teacher_Forum_September_2011_html_f783dcf.png]]When | + | [[File:Induction_Charging.png|left]] |
| − | an electrically charged object is brought near an uncharged object | + | When an electrically charged object is brought near an uncharged object |
| | (the object must be a conductor), a distribution of charge happens in | | (the object must be a conductor), a distribution of charge happens in |
| | the uncharged object. The end of the uncharged object which is | | the uncharged object. The end of the uncharged object which is |
| Line 843: |
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| | | | |
| | | | |
| − | [[File:Electromagnetism_%20Resource_Material_Subject_Teacher_Forum_September_2011_html_m2d4a26f1.gif]] | + | [[File:Coulumbslaw.gif|center]] |
| | | | |
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| Line 861: |
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| | N. We do not see such charges in daily life. | | N. We do not see such charges in daily life. |
| | | | |
| − |
| |
| | == Inverse Square Law == | | == Inverse Square Law == |
| | | | |
| Line 899: |
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| | # [[Science Object - Electricity]] This isa very good interactive session on electrostatics and current electricity. You can register at [[www.nsta.org]] for free and view all these science objects and many free materials in your online library. | | # [[Science Object - Electricity]] This isa very good interactive session on electrostatics and current electricity. You can register at [[www.nsta.org]] for free and view all these science objects and many free materials in your online library. |
| | # [[How lightning strikes]] This page describes how lightning strikes and how lightning conductors work. | | # [[How lightning strikes]] This page describes how lightning strikes and how lightning conductors work. |
| − |
| + | |
| | = Electric Field = | | = Electric Field = |
| | | | |
| Line 918: |
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| | |- | | |- |
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| − | [[File:Electron.jpg]] | + | [[File:Electron.jpg|30px|center]] |
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| − | [[File:proton.jpg]][[File:proton.jpg]] | + | [[File:proton.jpg|30px|center]] [[File:proton.jpg|30px|center]] |
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| − | [[File:Electromagnetism_%20Resource_Material_Subject_Teacher_Forum_September_2011_html_4b56cbe9.gif]] | + | [[File:ElectricPotential.gif|left]] |
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| − | [[File:Electromagnetism_%20Resource_Material_Subject_Teacher_Forum_September_2011_html_m2f27def.png]] | + | [[File:ElectricPotential.png|left]] |
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| | In diagram A, we have to do work against the | | In diagram A, we have to do work against the |
| | Electric Field, therefore, the electric potential energy of the | | Electric Field, therefore, the electric potential energy of the |
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| | connected directly to the ground to be at zero potential. | | connected directly to the ground to be at zero potential. |
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| | == Electric Energy Storage == | | == Electric Energy Storage == |
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| | # [[MIT library]] This site shows you photographs of a Van de Graff generator | | # [[MIT library]] This site shows you photographs of a Van de Graff generator |
| | # [[Walter Levin]] explains how to build up charges in this video. | | # [[Walter Levin]] explains how to build up charges in this video. |
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| + | |
| | = Current Electricity = | | = Current Electricity = |
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| | == Voltage sources – batteries and generators == | | == Voltage sources – batteries and generators == |
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| − | [[File:Electromagnetism_%20Resource_Material_Subject_Teacher_Forum_September_2011_html_bb112d6.png]]A | + | [[File:CurrentElecticity1.png|left]] |
| − | battery or a generator does work to pull electrons from positive | + | A battery or a generator does work to pull electrons from positive |
| | charges. In a battery, this is done using chemical reactions; where | | charges. In a battery, this is done using chemical reactions; where |
| | the energy of the chemical bonds is converted into electrical energy. | | the energy of the chemical bonds is converted into electrical energy. |
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| | induction. | | induction. |
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| − | [[File:Electromagnetism_%20Resource_Material_Subject_Teacher_Forum_September_2011_html_70ab754b.jpg]] | + | [[File:CurrentElecticity2.jpg]] |
| | The cell shown here uses dilute sulphuric acid as | | The cell shown here uses dilute sulphuric acid as |
| | the electrolyte. One of the electrodes is carbon ; the other is | | the electrolyte. One of the electrodes is carbon ; the other is |
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| | after a while, all the zinc will dissolve and the cell will be dead. | | after a while, all the zinc will dissolve and the cell will be dead. |
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| | == Electrical resistance == | | == Electrical resistance == |
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| − | [[File:Electromagnetism_%20Resource_Material_Subject_Teacher_Forum_September_2011_html_m74e99ab1.gif]] | + | [[File:CurrentElecticity3.gif]] |
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| | voltage is not very high. | | voltage is not very high. |
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| | === Resistors in series and parallel === | | === Resistors in series and parallel === |
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| − | [[File:Electromagnetism_%20Resource_Material_Subject_Teacher_Forum_September_2011_html_m7ebc180f.png]] | + | [[File:CurrentElecticity4.png]] |
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| | === Speed and source of electrons in a circuit === | | === Speed and source of electrons in a circuit === |
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