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ABC Chemistry For Kids

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Learn your topics online through Skype.

Steps to follow
1. Select the topic from the paypal drop down menu on the subject page of this website.
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Significant Figures

2014-02-20T11:02:00.000-08:00

Topic: Significant Figures

Specific Objectives: Students should be able to :
1. State the number of significant figures in a number.
2. Express a number to a given number of significant figures.

Strategies: Discussion, Classwork, Demonstration, Video.

Teaching Aids: Overhead Projector, IBT

Instructional Materials: PowerPoint Presentation, CXC/CSEC Physics Textbook

Presentation: In Physics significant figures are a representation of the precision of a measuring instrument, therefore 2.0 and 2.00 taken as readings from 2 different instruments suggest that 2.00 was taken using an instrument of greater precision.

Development and summary of lesson: The lesson will be in the form of a discussion/lecture. The lesson will begin with the teacher giving a summary of what will be done in class. The teacher will discuss the importance of significant figures in physics. Students will then be shown two videos from Youtube on how to determine significant figures. Two examples will be done to show how we round off numbers to a given number of significant figures. The students will then be asked to give answers to similar examples. The lesson will continue with the teacher going through the different rules governing how the number of significant figures in a number is determined. Several examples of the different cases will be done and the teacher will then give the students some questions to do on their own.

Evaluation of Lesson and assignment given: Questions will be set to test the students understanding of what was done. The students work will be collected and marked and the answers discussed at a later date.

Significant Figures - Rules

Significant figures are critical when reporting scientific data because they give the reader an idea of how well you could actually measure/report your data. Before looking at a few examples, let's summarize the rules for significant figures.

1) ALL non-zero numbers (1,2,3,4,5,6,7,8,9) are ALWAYS significant.

2) ALL zeroes between non-zero numbers are ALWAYS significant.

3) ALL zeroes which are SIMULTANEOUSLY to the right of the decimal point AND at the end of the number are ALWAYS significant.

4) ALL zeroes which are to the left of a written decimal point and are in a number >= 10 are ALWAYS significant.

A helpful way to check rules 3 and 4 is to write the number in scientific notation. If you can/must get rid of the zeroes, then they are NOT significant.Examples: How many significant figures are present in the following numbers?

Notes: Significant Figures

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Physical Quantities and Units

2014-02-20T10:59:00.002-08:00

Subject: Physics

Topic: Physical Quantities and Units

Specific Objectives: Students should be able to:

1. Recall the fundamental Quantities of the international system and their related symbols.

2. Recall the base units for the fundamental quantities in the SI system and their related symbols.

3. Explain the need for standard units in measurement.

Teaching strategies: Discussion, Classwork, Lecture, video, demonstration.

Instructional Materials: Syllabus, Physics textbook

Lesson Introduction: The SI is a system of units used in physics. There are seven basic quantities having seven basic units and these are used to derive all other quantities.

Development and summary of lesson: The SI system will be discussed and students will be given the different quantities and units that are taken as basic. The symbols used for the quantities and units will also be given in tabular form.

The need for using these standard units will be discussed as well as problems that may arise when using non-standard units.

Evaluation Of lesson: At the end of the lesson, question will be given to the students to test how well they understand the concepts taught.

THE SI SYSTEM

The SI system (International System of Units) is the modern metric system of measurement and the dominant system of international commerce and trade. SI units are gradually replacing Imperial and USCS units.

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PowerPoint Presentation (Lecture)

Derive Units

Derived units are algebraic combinations of the seven base units and the two supplementary units with some of the combinations being assigned special names and symbols.

Resource link

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Fuse and Circuit Breakers

2014-02-20T10:58:00.002-08:00

Subject: Physics

Topic: Fuse and Circuit Breakers

Objectives:

1. Discuss The reasons for using parallel connections for domestic appliances

2. Explain the purpose of a fuse or circuit breaker.

3. Select a fuse or circuit breaker of suitable current rating for an appliance.

4. Explain the function of the Earth Wire.

5. Recall the international insulation color code.

6. Stare the adverse effects of fluctuating voltage supplies.

Teaching Strategy: Discussion, Multimedia Presentation, including, Music, Videos.

Content and Facts: A fuse or circuit breaker is a device use to protect circuit components from excess currents.

Wires are color coded for safety.

Introduction:

Lesson Development: The function of the fuse/circuit breaker will be discussed. labelled diagram of a fuse will be shown. Questions will be used to show how a fuse rating is calculated. The function of the fuse earth wire will be discussed. The international insulation color code will be displayed in a table and discussed. The effects of fluctuating voltages will also discussed.

Conclusion: a fuse protects the circuit from excess current. An earth wire prevents shock caused by stray currents.

NOTES
FuseThere are many different types of fuses for residential and commercial use, but the most common type is made up of a metal wire or filament that is enclosed in a glass or ceramic and metal casing. In a home, the fuse is typically plugged into a central fuse box where all the building’s wiring passes through. When the electricity is flowing normally, the fuse permits the power to pass unobstructed across its filament, between circuits. If an overload occurs, the filament melts, stopping the flow of electricity.

Fuse and Circuit Breakers Video

It generally takes very little time for the filament in the type of fuse used in a home to melt, so any power surge is quickly stopped. Once a fuse is blown, however, it must be discarded and replaced with a new one. There are many different voltage ratings available that handle different capacities of electricity, and the best fuse for a circuit is typically one that is rated for slightly higher than the normal operating current.

Circuit Breakers Video

A circuit breaker works in one of two ways, with an electromagnet (or solenoid) or a bi-metal strip. In either case, the basic design is the same: when turned on, the breaker allows electrical current to pass from a bottom to an upper terminal across the solenoid or strip. When the current reaches unsafe levels, the magnetic force of the solenoid becomes so strong that a metal lever within the switch mechanism is thrown, and the current is broken. Alternately, the metal strip bends, throwing the switch and breaking the connection.

Another use of the circuit breaker is a ground fault circuit interrupter (GFCI) outlet, which functions to prevent electric shock instead of overheating. It works by breaking the circuit in an outlet if the current becomes unbalanced, and can be reset by the push of a button. This technology is particularly useful in bathrooms or kitchens where electrocution is a risk due to the frequent use of electric appliances near a source of water.

Advantages and Disadvantages Of Fuse and Circuit Breakers

The fuse and circuit breaker both have advantages and disadvantages, each of which can depend on the situation in which they are used. Fuses are inexpensive and can be purchased from any hardware store. They also tend to react very quickly to overloading, which means that they can offer more protection to sensitive electronic devices. This quick reaction can be a disadvantage, however, if the circuit is prone to surges that regularly cause fuses to blow.

Fuses must always be replaced once they are blown, which can be challenging in a darkened room or if the appropriate replacement is not immediately available. Another issue is that a do-it-yourselfer can mistakenly select a fuse that has a voltage rating that is too high for his needs, which can result in an overheated circuit. In addition, there may be exposed electrical connections in a fuse box, which can pose a danger to someone who does not follow the proper safety precautions.

Circuit breakers have many advantages, not the least of which is how quickly they can be reset. It is usually clear which switch has tripped, and it can be easily reset in most cases. For the average homeowner, it is also safer because there is no question about choosing the right fuse rating and all of the electrical connections are hidden in a breaker box.

A drawback to using a circuit breaker is that it is usually more expensive to install and repair. A circuit breaker also typically does not react as quickly as a fuse to surges in power, meaning that it is possible that electronics connected to the circuit could be damaged by "let-through" energy. It also is more sensitive to vibration and movement, which can cause a switch to trip for reasons unrelated to an electricity overload.

A fuse and circuit breaker are not interchangeable for all power applications. For example, a fuse cannot be used in situations that require a GFCI. Electricians are best qualified to determine whether a fuse or circuit breaker system is better for a particular electrical installation or upgrade.

The earth Wire

The earth wire connects the metal frame of the electrical appliances to the ground. The convention is to have green colour for earth wires. The purpose of earthing is that in case of an insulation failure in some appliance, this wire connected to the metal body will provide a path for the current to flow on the ground. In absence of earth wire, this fault current would have flown through the body of the operator, causing electrical shock.

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Scientists Laws and More

2013-12-16T15:22:00.004-08:00

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THE SCIENTISTS LAWS IN PHYSICS

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Newtons laws of motions

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First law: When viewed in an inertial reference frame, an object either is at rest or moves at a constant velocity, unless acted upon by an external force.
Second law: The sum of the forces on an object is equal to the total mass of that object multiplied by the acceleration of the object. In more technical terms, the acceleration of a body is directly proportional to, and in the same direction as, the net force acting on the body, and inversely proportional to its mass. Thus, F = ma, where F is the net force acting on the object, mis the mass of the object and a is the acceleration of the object. Force and acceleration are both vectors (as denoted by the bold type). This means that they have both a magnitude (size) and a direction relative to some reference frame.
Third law: When one body exerts a force on a second body, the second body simultaneously exerts a force equal in magnitude and opposite in direction to that of the first body.

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Keplers Laws

The orbit of every planet is an ellipse with the Sun at one of the two foci.
A line joining a planet and the Sun sweeps out equal areas during equal intervals of time.[1]
The square of the orbital period of a planet is proportional to the cube of the semi-major axis of its orbit.
Newton Law of Gravitation
Newton's law of universal gravitation states that any two bodies in the universe attract each other with a force that is directly proportional to the product of their masses and inversely proportional to the square of the distance between them.

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Stokes Law

In 1851, George Gabriel Stokes derived an expression, now known as Stokes' law, for the frictional force – also called drag force – exerted on spherical objects with very small Reynolds numbers (e.g., very small particles) in a continuous viscous fluid. Stokes' law is derived by solving the Stokes flow limit for small Reynolds numbers of the Navier–Stokes equations:[1]

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where Fd is the frictional force – known as Stokes' drag – acting on the interface between the fluid and the particle (in N),μ is the dynamic viscosity (N s/m2),R is the radius of the spherical object (in m), and v is the particle's velocity (in m/s).

Stokes' law makes the following assumptions for the behavior of a particle in a fluid:
Laminar Flow
Spherical particles
Homogeneous (uniform in composition) material
Smooth surfaces
Particles do not interfere with each other.

Note that for molecules Stokes' law is used to define their Stokes radius.
Hooks Law

Hooke's law is a principle of physics that states that the force needed to extend or compress a spring by some distance is proportional to that distance. That is,

where is a constant factor characteristic of the spring, its stiffness.
Ohms Law

Ohm's law states that the current through a conductor between two points is directly proportional to the potential difference across the two points. Introducing the constant of proportionality, the resistance,[1] one arrives at the usual mathematical equation that describes this relationship:[2]

Joules Laws

Joule's laws are two laws about heat produced by an electric current and the energy dependence of a gas to pressure, volume and temperature.

Joule's first law shows the relation between heat generated by an electric current flowing through a conductor. It is named after James Prescott Joule and shown as:

Where Q is the amount of heat, I is the electric current flowing through a conductor, R is the amount of electric resistance present in the conductor, and t is the amount of time that this happens for.

Joule's second law says that the internal energy of a gas does not change if volume and pressure change, but does change if temperature changes.
Law of Biot & Savart
In physics, particularly electromagnetism, the Biot–Savart law (/ˈ b iː oʊ s ə ˈ v ɑr / or /ˈ b j oʊ s ə ˈ v ɑr /)[1] is an equation describing the magnetic field generated by an electric current. It relates the magnetic field to the magnitude, direction, length, and proximity of the electric current. The law is valid in the magnetostatic approximation, and is consistent with both Ampère's circuital law and Gauss's law for magnetism.
Faraday's Laws

Several versions of the laws can be found in textbooks and the scientific literature. The most common statements resemble the following:
Faraday's 1st Law of Electrolysis - The mass of a substance altered at an electrode during electrolysis is directly proportional to the quantity of electricity transferred at that electrode. Quantity of electricity refers to the quantity of electrical charge, typically measured in coulomb.
Faraday's 2nd Law of Electrolysis - For a given quantity of D.C electricity (electric charge), the mass of an elemental material altered at an electrode is directly proportional to the element's equivalent weight. The equivalent weight of a substance will be explained in the next paragraph.

Electromagnetic induction is the production of a potential difference (voltage) across a conductor when it is exposed to a varying magnetic field.

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Michael Faraday is generally credited with the discovery of induction in 1831 though it may have been anticipated by the work of Francesco Zantedeschi in 1829.[1] Around 1830[2] to 1832,[3] Joseph Henry made a similar discovery, but did not publish his findings until later.

It is also known (above all in Italy) as Faraday and Neumann's law of induction, due to the works of Franz Ernst Neumann.

Faraday's law of induction is a basic law of electromagnetism predicting how a magnetic field will interact with an electric circuit to produce an electromotive force (EMF). It is the fundamental operating principle of transformers, inductors, and many types of electrical motors, generators and solenoids.[4][5]

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The Maxwell–Faraday equation is a generalisation of Faraday's law, and forms one of Maxwell's equations

Lens Law

Lenz's law /ˈ l ɛ n t s ɨ z l ɔː / is a common way of understanding how electromagnetic circuits obey Newton's third law and the conservation of energy.[1] Lenz's law is named after Heinrich Lenz, and it says:

An induced electromotive force (emf) always gives rise to a current whose magnetic field opposes the original change in magnetic flux.

Lenz's law is shown with the negative sign in Faraday's law of induction:

,

which indicates that the induced emf (ℰ) and the change in magnetic flux (∂ΦB) have opposite signs.[2]

For a rigorous mathematical treatment, see electromagnetic induction and Maxwell's equations
Snells Law

Snell's law (also known as the Snell–Descartes law and the law of refraction) is a formula used to describe the relationship between the angles of incidence and refraction, when referring to light or other waves passing through a boundary between two different isotropic media, such as water, glass and air.

Michelson Rotating Prison Methods for the splitting of light
Lloyds Mirror

Brewsters Law

Brewster's angle (also known as the polarization angle) is an angle of incidence at which light with a particular polarization is perfectly transmitted through a transparent dielectricsurface, with no reflection. When unpolarized light is incident at this angle, the light that is reflected from the surface is therefore perfectly polarized. This special angle of incidence is named after the Scottish physicist Sir David Brewster

Doper Effect

Newton law of Cooling

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Boyles Law

Boyle's law (sometimes referred to as the Boyle–Mariotte law, or Mariotte's law[1]) is an experimental gas law which describes how the pressure of a gas tends to decrease as the volume of a gas increases. A modern statement of Boyle's law is:

The absolute pressure exerted by a given mass of an ideal gas is inversely proportional to the volume it occupies if the temperature and amount of gas remain unchanged within a closed system.[2][3]

Mathematically, Boyle's law can be stated as

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or

where P is the pressure of the gas, V is the volume of the gas, and k is a constant.

The equation states that product of pressure and volume is a constant for a given mass of confined gas as long as the temperature is constant. For comparing the same substance under two different sets of conditions, the law can be usefully expressed as

The equation shows that, as volume increases, the pressure of the gas decreases in proportion. Similarly, as volume decreases, the pressure of the gas increases. The law was named afterchemist and physicist Robert Boyle, who published the original law in 1662
Charles Law

Charles' law (also known as the law of volumes) is an experimental gas law which describes how gases tend to expand when heated. A modern statement of Charles' law is:

The volume of a given mass of an ideal gas is directly proportional to its temperature on the absolute temperature scale (in Kelvin) if pressure and the amount of gas remain constant; that is, the volume of the gas increases or decreases by the same factor as its temperature.[1]

this directly proportional relationship can be written as:

or

where:V is the volume of the gasT is the temperature of the gas (measured in Kelvin).k is a constant.

This law explains how a gas expands as the temperature increases; conversely, a decrease in temperature will lead to a decrease in volume. For comparing the same substance under two different sets of conditions, the law can be written as:The equation shows that, as absolute temperature increases, the volume of the gas also increases in proportion. The law was named after scientist Jacques Charles, who formulated the original law in his unpublished work from the 1780s.
Avogadros Law

Avogadro's law (sometimes referred to as Avogadro's hypothesis or Avogadro's principle) is an experimental gas law relating volume of a gas to the amount of substance of gas present. A modern statement of Avogadro's law is:

Avogadro's law states that, "equal volumes of all gases, at the same temperature and pressure, have the same number of molecules".

For a given mass of an ideal gas, the volume and amount (moles) of the gas are directly proportional if the temperature and pressure are constant.

which can be written as:

or

where:V is the volume of the gasn is the amount of substance of the gas (measured in moles).k is a constant equal to RT/P, where R is the universal gas constant, T is the Kelvin temperature, and P is the pressure. As temperature and pressure are constant, RT/P is also constant and represented as k. This is derived from the ideal gas law.

This law explains how, under the same condition of temperature and pressure, equal volumes of all gases contain the same number of molecules. For comparing the same substance under two different sets of conditions, the law can be usefully expressed as follows:

The equation shows that, as the number of moles of gas increases, the volume of the gas also increases in proportion. Similarly, if the number of moles of gas is decreased, then the volume also decreases. Thus, the number of molecules or atoms in a specific volume of ideal gas is independent of their size or the molar mass of the gas.

The law is named after Amedeo Avogadro who, in 1811,[1] hypothesized that two given samples of an ideal gas, of the same volume and at the same temperature and pressure, contain the same number of molecules. As an example, equal volumes of molecular hydrogen and nitrogen contain the same number of molecules when they are at the same temperature and pressure, and observe ideal gas behavior. In practice, real gases show small deviations from the ideal behavior and the law holds only approximately, but is still a useful approximation for scientists.
Dolton Law

In chemistry and physics, Dalton's law (also called Dalton's law of partial pressures) states that the total pressure exerted by the mixture of non-reactive gases is equal to the sum of the partial pressures of individual gases. This empirical law was observed by John Dalton in 1801 and is related to the ideal gas laws.

Mathematically, the pressure of a mixture of gases can be defined as the summation or

where represent the partial pressure of each component.

It is assumed that the gases do not react with each other

where is the mole fraction of the i-th component in the total mixture of n components .

The relationship below provides a way to determine the volume based concentration of any individual gaseous component

where is the concentration of the i-th component expressed in ppm.

Dalton's law is not exactly followed by real gases. Those deviations are considerably large at high pressures. In such conditions, the volume occupied by the molecules can become significant compared to the free space between them. In particular, the short average distances between molecules raises the intensity of intermolecular forces between gas molecules enough to substantially change the pressure exerted by them. Neither of those effects are considered by the ideal gas model.
Graham's Law

Graham's law, known as Graham's law of effusion, was formulated by Scottish physical chemist Thomas Graham in 1848. Graham found experimentally that the rate of effusion of a gas is inversely proportional to the square root of the mass of its particles.[1] This formula can be written as:

where:Rate1 is the rate of effusion of the first gas (volume or number of moles per unit time).Rate2 is the rate of effusion for the second gas.M1 is the molar mass of gas 1M2 is the molar mass of gas 2.Graham's law states that the rate of effusion of a gas is inversely proportional to the square root of its molecular weight. Thus, if the molecular weight of one gas is four times that of another, it would diffuse through a porous plug or escape through a small pinhole in a vessel at half the rate of the other (heavier gases diffuse more slowly). A complete theoretical explanation of Graham's law was provided years later by the kinetic theory of gases. Graham's law provides a basis for separating isotopes by diffusion — a method that came to play a crucial role in the development of the atomic bomb.
Stefano Law

Drevosts Theory

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Kirchhaffs Law

This law is also called Kirchhoff's first law, Kirchhoff's point rule, or Kirchhoff's junction rule (or nodal rule).

The principle of conservation of electric charge implies that:At any node (junction) in an electrical circuit, the sum of currents flowing into that node is equal to the sum of currents flowing out of that node, or:The algebraic sum of currents in a network of conductors meeting at a point is zero.

Recalling that current is a signed (positive or negative) quantity reflecting direction towards or away from a node, this principle can be stated as:

n is the total number of branches with currents flowing towards or away from the node.

This formula is valid for complex currents:

The law is based on the conservation of charge whereby the charge (measured in coulombs) is the product of the current (in amperes) and the time (in seconds).

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Maxwell Equations
Maxwell's equations are a set of partial differential equations that, together with the Lorentz force law, form the foundation of classical electrodynamics, classical optics, and electric circuits. These fields in turn underlie modern electrical and communications technologies. Maxwell's equations describe how electric and magnetic fields are generated and altered by each other and by charges andcurrents. They are named after the Scottish physicist and mathematician James Clerk Maxwell who published an early form of those equations between 1861 and 1862

Andrews Experiments

Departure from Boyl's Law
Van Der Waal
Milikan Oil Drop Experiment
Zener Diode
Plank Constant Quantum Theory
Einstein Particle (Photon) Theory
Fraunhofer lines
Bragg's Law
Bohr's Theory

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Moseley's Law
De Brogle's Theory
Geiger - Muler tube
Dekatron counter

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Einstein's Mass Energy relation
Geiger Marshden
More?

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JAMSASC COURSE: UNIT PHYSICS COURSE

2013-12-04T11:46:00.005-08:00

PHYSICS

GET EQUIP TO CHALLENGE ANY CXC/CSEC OR CAPE PHYSICS QUESTION

Home Work

2013-10-20T07:24:00.001-07:00

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Ordinary and advanced level lessons

2013-10-07T06:01:00.001-07:00

CXC and CAPE Summer 2013

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Summer 2013

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Chemistry Topic by Topic

2013-05-01T12:31:00.001-07:00

CHEMISTRY

CXC/CSEC Chemistry is a subject that many students find very challenging. Students seek help with in order to achieve a desirable and competitive grade. JAMSASC provide the most suitable environment for students who desire the best grades and who need chemistry.We provide extensive revision on the fundamental principles and topics to ensure a strong basic understanding of the subject, thus ensuring a better understanding of the more complex topics.

JAMSASC CXC CSEC Chemistry Topic

Topics

Atomic structure
Lecture
States of matter
Lecture Here

Elements and Compounds
Lecture Presentation Here
Chemical Bonding
Lecture Here
Chemical names and Writing formulas
How to Name Compounds and write Chemical formulas.
Relative Masses of atoms and molecules
The Mole concept
Lecture Here
Mixtures and Separations
Periodic Table of elements
Acids Bases and Salts
Redox Reactions
Electrochemistry
Enthalpy Changes
Rates of Reaction
Organic Chemistry 1
Alcohols and Carboxylic Acids
Carbon Compounds
Polymers
Metals and their reactivity
Extraction of Metals
Qualitative Analysis
Non metals
Conservation of Materials in The environment
The chemistry of cooking
The chemistry of food Preservation
Pollution
Cleaning agents
Home chemistry
Gardening Chemistry

Students are prepared by JAMSASC for the Examination Paper 3 the practical paper.

NOTE: Topics are not taught in the same order shown on this page.

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Physics Topic by Topic

2013-05-01T12:19:00.002-07:00

PHYSICS

CXC/CSEC Physics is a subject that many students find very challenging. In order to achieve a desirable and competitive grade Students need help. JAMSASC provide the most suitable environment for students who need help with Physics. We provide extensive revision on the fundamental principles and topics to ensure a strong basic understanding of the subject area, thus ensuring a better understanding of the more complex topics.

Measurements
Temperature
Work
Energy and Energy conservation
Conversion factors and Methods of conversion
Fundamental Quantities and units
Physical Quantities and units
Nuclear physics
Density
Volume
Forces and motion
Extension and forces
resultant forces
vectors
Moments of forces
Circular Motion
Motion in a straight line
Motion in a straight line 1
Motion in a straight line 2
Motion in a straight line 3
Pressure and pressure in liquid
Power and Efficiency
Heat transfer
Heat Capa city
Latent Heat
Kinetic theory and Gases
Light waves
Reflection, Refraction
Electromagnetism
Electricity and Magnetism
Circuits 2

Set topic appointments

Topics are not taught in the same order shown on this page.

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MATHEMATICS TOPIC BY TOPIC

2013-05-01T12:18:00.001-07:00

Learn

Mathematics

Learn maths Topic by Topic to ensure that you get the best grades, start with the topic of your choice, strengthen your weakest topic or make your strongest topic stronger. Book an appointment today .

Tutors are available.

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Directed Numbers
Vectors
MatricesTrigonometry
Geometry
Algebra
Factorization
Quadratic Equations
Simultaneous Equations
Sets Theory
Logarithms
Graphs
Relations and Functions
Transformation Geometry
Statistics and Probability

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JAMSASC: Simple Pendulum (Unit Physics)

2013-02-05T18:43:00.002-08:00

s=seconds
m=meters
L=length=1.96; root L=1.4
G=gradient=2;gradient(squared)=4
g=gravity=9.8 theoretical value
{units}

Gradient = s/m
Gradient (squared) = s(squared)/m(squared)
Gravity = m/s(squared)
Gravity =m/s(squared)

Show that Gravity = 4*x(squared)/Gradient(squared)
In this case
x is a function of the total length of pendulum
x=1/(root L value) and root L has unit (root m)
therefore the
unit for x is (1/root m)

It can therefore be shown that

Show that Gravity = 4*x(squared)/Gradient(squared) as follows

g = m/s(squared)=4*x(squared)/G(squared)
g = m/s(squared)=4*[1/root L](squared)/[G(squared){s(squared)/m(squared)}]

g = m/s(squared)= 4*({1/root L{root m}](squared)/[G(squared)]{s(squared)/m(squared)}

Gravity = m/s(squared)= 4*1/root m(squared)*G{m(squared)/s(squared)}
since (1/m)*[m(squared)=m
Gravity = m/s(squared)= 4*m/s(squared)/G(squared)

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JAMSASC: Names, Scientists and Laws in Physics

2013-02-05T18:43:00.001-08:00

JAMSASC

SCIENTISTS AND LAWS IN PHYSICS

Newtons laws: Isaac Newton Clearly sets out the laws of mechanics, Motion.

Law 1: Every body continues to be in a state of rest or to move with uniform velocity unless a resultant force acts on it.
Law 2: The Change of momentum per second is proportional to the applied force and the momentum change takes place in the direction of the force.
Law 3: Action and reaction are always equal and opposite.

Keplers Laws: Kepler discovers three laws while studying thje records of observations on planets.

Law 1: The planets describe ellipsis about the sun as one focus.
Law 2: The lines joining the sun and the planet sweeps out equal areas in equal time.
Law 3: The squares of the periods of revolution of the planets are proportional to the cubes of their distances from the sun.

Newton Law of Gravitation

The force of the attraction between two given particles is inversely proportional to the square of their distances apart.

Stokes Law:

Hooks Law
Ohms and Joules Laws
Law of Biot & Savart
Faraday's Discovery
Lens Law and energy
Magnitude of EMF Faraday Law
Snells Law
Michelson Rotating Prison Methods for the splitting of light
Lloyds Mirror
Brewsters Law
Doper Effect
Newton law of Cooling
Boyles Law
Charles Law
Avogadros Law Gas constant
Dolton Law
Graham's Law
Stefano Law
Drevosts Theory
Kirchhaffs Law
Maxwell Assumptions
Andrews Experiments
Departure from Boyl's Law
Van Der Waal
Milikan Oil Drop Experiment
Zener Diode
Plank Constant Quantum Theory
Einstein Particle (Photon) Theory
Fraunhofer lines
Bragg's Law
Bohr's Theory
Moseley's Law
De Brogle's Theory
Geiger - Muler tube
Dekatron counter
Einstein's Mass Energy relation
Geiger Marshden

JAMSASC: HOME SCHOOLING

2013-02-05T18:25:00.002-08:00

HOME SCHOOL MATHEMATICS

Jamaica Students Academic Support Centre
CXC Mathematics Individual Topic Lessons
Lesson Number	Name/Description of Lessons	Lesson Price
1	CXC Directed Numbers	$3,989.00
2	CXC Transposition of Formulae	$4,989.00
3	CXC Measurement (4)	$3,989.00
4	CXC Factorization	$3,989.00
5	CXC Algebra (1)	$3,989.00
6	CXC Algebra (2)	$3,989.00
7	CXC Algebra (3)	$3,989.00
8	CXC Graphs (1)	$3,989.00
9	CXC Graphs (2)	$3,989.00
10	CXC Trigonometry (1)	$5,989.00
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12	CXC Trigonometry (3)	$5,989.00
13	CXC Statistics and Probability	$3,989.00
14	CXC Vectors	$5,989.00
15	CXC Matrices	$5,989.00
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18	CXC Functions and Relations	$5,989.00
19	CXC Transformation Geometry	$6,989.00
20	CXC Quadratic Equations	$5,989.00
21	CXC Simultaneous Equations	$3,989.00
22	CXC Geometrical Transformation and Matrices	$6,989.00
23	CXC Inequalities/Linear Programming	$3,989.00

Topic Appointments

Lesson #	Jamaica Students Academic Support Centre CXC Mathematics Complete Review Lessons	Lesson Price
1	CXC Algebra
	Factorization
	Indices
	Variation
	Formulae
	Equations and identities
	Inequalities/Linear programming
	Quadratic Equations
	Simultaneous linear and Quadratic Equations
	Solving worded problems
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2	CXC Relations Functions and Graphs
	Relations and Functions
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	COST	$11,998.00
3	CXC Geometry
	Circle Theorem and Cyclic Quadrilaterals
	Tangent to circles and graphs
	COST	$9,998.00
4	CXC Trigonometry
	Sine, Cosine, Tangent
	Solving right-angled Triangle
	Three dimensional problems
	Solving non right-angled Triangles
	Trigonometric functions
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5	CXC Vectors and Matrices
	Matrices
	Vectors
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2012-12-14T22:19:00.002-08:00

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2012-12-04T11:43:00.001-08:00

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2012-09-17T08:15:00.004-07:00

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JAMSASC: Lesson - Physical Quantities and Units

2012-09-13T06:55:00.001-07:00

Subject: Physics

Topic: Physical Quantities and Units

Specific Objectives: Students should be able to:

1. Recall the fundamental Quantities of the international system and their related symbols.

2. Recall the base units for the fundamental quantities in the SI system and their related symbols.

3. Explain the need for standard units in measurement.

Teaching strategies: Discussion, Classwork, Lecture, video, demonstration.

Instructional Materials: Syllabus, Physics textbook

Lesson Introduction: The SI is a system of units used in physics. There are seven basic quantities having seven basic units and these are used to derive all other quantities.

The need for using these standard units will be discussed as well as problems that may arise when using non-standard units.

Evaluation Of lesson: At the end of the lesson, question will be given to the students to test how well they understand the concepts taught.

THE SI SYSTEM

Derive Units

Derived units are algebraic combinations of the seven base units and the two supplementary units with some of the combinations being assigned special names and symbols.

PowerPoint Presentation (Lecture)

Resource link

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