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(Download) AIEEE Solved Paper Physics 2009

Download: AIEEE Solved Paper Physics 2009

Q.1. Three sound waves of equal amplitudes have frequencies (v – 1), v, (v + 1). They superpose to give beats. The number of beats produced per second will be:
1. 1
2. 4
3. 3
4. 2

Q.3. One kg of a diatomic gas is at a pressure of 8×104 N/m2. The density of the gas is 4 kg/m3. What is the energy of the gas due to its thermal motion?
1. 8 x 104 J
2. 3 x 104 J
3. 5 x 104 J
4. 6 x 104 J

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(Result) CBSE: National Level Science Exhibition Result 2009

NATIONAL LEVEL CBSE SCIENCE EXHIBITION 2009
MAIN THEME: SCIENCE AND TECHNOLOGY FOR GLOBAL SUSTAINABLITY

Venue: Bal Bharati Public School, Parwana Road, Pitampura, New Delhi-110 034.
Date: 22nd and 23rd October, 2009

List of selected  Best 20 exhibits from all Sub-themes (Not in order of merit)

GENERAL: 

(Project) School project on "Pocket Guide on First Aid"

CBSEPORTAL.COM

School project on "Pocket Guide on First Aid"


The First Aid pocket guide should contain aid that needs to be given for fractures, poisoning, cuts and burns, heat and cold wave and other threats that are prevalent in that area. The content shared in the guide should be supported with adequate pictures so as to give a clear and elaborate understanding about the topic. Choose awareness campaign strategy for either senior citizens or illiterate people and prepare a brief write-up.

You need to first arrange it, first the cover page should have a red cross, then it should have an index ( it is necessary) the cover page can be of light blue colour with a red crosses box picture.You can use the red red cross pictures that we have posted in the end of this artcile.

It should include “DRABCD” :

  • Danger
  • Response
  • Airway
  • Breathing
  • Compressions/Circulation
  • Dephibrilation

Below is the list of supplies you should have in your First Aid :

  • Plastic bandages
  • Transpore tape
  • Alcohol preps
  • Adhesive bandages
  • Micropore tape
  • Gauze
  • Extra large plastic
  • bandages
  • Iodine prep pads
  • Fingertip bandages
  • Sterile pads
  • Antiseptic towelettes
  • Knuckle bandages
  • Antiseptic ointment
  • Ammonia inhalant
  • Sponge packs
  • Instant ice packs
  • Sterile eye wash
  • Elastic bandages
  • Eye pads
  • Safety pins
  • First aid cream
  • Bandage scissors
  • Tweezers
  • Butterfly bandages
  • Water tight utility
  • box for contents
  • Burn gel to treat burns
  • Burn bandages
  • Adhesive spots
  • Extra large strips
  • Surgical tape
  • Sponges
  • Pain reliever

What is the aim of First Aid ?

The key aims of first aid can be summarized in three key points:

  1. Preserve life is the overriding aim of all medical care, including first aid, is to save lives
  2. Prevent further harm also sometimes called preventing the condition
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(Project) Science Projects : Simple Harmonic Motion in a Spring-Mass System (Physics)

Projects
Science Projects : Simple Harmonic Motion in a Spring-Mass System (Physics)


Objective

In this science fair project you will investigate the mathematical relationship between the period (the number of seconds per bounce) of a spring and the load (mass) carried by the spring. Based on the data you collect, you will be able to derive the spring constant, as described in Hooke's Law, as well as the effective mass of the spring.

Introduction

This project requires very simple materials to explore the physics of periodic motion. All you need is a mini Slinky® and some weights, such as small

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(Project) Investigating the 'Mpemba Effect': Can Hot Water Freeze Faster than Cold Water? (Physics)

Projects
Investigating the 'Mpemba Effect': Can Hot Water Freeze Faster than Cold Water?


Objective

The goal of this project is to investigate the question, "Can hot water freeze faster than cold water?" Thorough background research, a precise formulation of the hypothesis, and careful experimental design are especially important for the success of this experiment.

Introduction

It may seem counterintuitive, but folk wisdom and a body of published evidence agree that, under some conditions, warmer water can freeze faster than colder water (for an excellent review on the subject, see Jeng, 2005).

This phenomenon has been known for a long time, but was rediscovered by a Tanzanian high school student, Erasto Mpemba, in the 1960s. He and his classmates were making ice cream, using a recipe that included boiled milk. The students were supposed to wait for the mixture to cool before putting it in the freezer. The remaining space in the freezer was running out, and Mpemba noticed one of his classmates put his mixture in without boiling the milk. To save time and make sure that he got a spotin the freezer, Mpemba put his mixture in while it was still hot. He was surprised to find later that his ice cream froze first (Meng, 2005).

When Mpemba later asked his teacher for an explanation of how his hotter ice cream mixture could freeze before a cooler one, the teacher teased him, "Well all I can say is that is Mpemba physics and not the universal physics" (quote in Jeng, 2005). Mpemba followed his curiosity and did more experiments with both water and milk, which confirmed his initial findings. He sought out an explanation for his findings from a visiting university professor, Dr. Osborne. Work in Dr. Osborne's lab confirmed the results, and Mpemba and Osborne described theirexperiments in a published paper (Mpemba and Osborne, 1969).

How can it be that hot water freezes faster than colder water? Somehow, the hot water must be able to lose its heat faster than the cold water. In order to understand how this could happen, you will need to do some background research on heat and heat transfer. Here is a quick summary, so that you can be familiar with the terms you will encounter. Heat is a measure of the average molecular motion of matter. Heat can be transferred from one piece of matter to another by four different methods:

  • conduction,

  • convection,

  • evaporation, and

  • radiation

Conduction is heat transfer by direct molecular interactions, without mass movement of matter. For example, when you pour hot water into a cup, the cup soon feels warm. The water molecules colliding with the inside surface of the cup transfer energy to the cup, warming it up.

Convection is heat transfer by mass movement. You've probably heard the saying that "hot air rises." This happens because it is less dense than colder air. As the hot air rises, it creates currents of air flow. These circulating currents serve to transfer heat, and are an example of convection.

Evaporation is another method of heat transfer. When molecules of a liquid vaporize, they escape from the liquid into the atmosphere. This transition requires energy, since a molecule in the vapor phase has more energy than a molecule in the liquid phase. Thus, as molecules evaporate from a liquid, they take away energy from the liquid, cooling it.

Radiation is the final way to transfer heat. For most objects you encounter every day, this would be infrared radiation: light beyond the visible spectrum. Incandescent objects—like light bulb filaments, molten metal or the sun— radiate at visible wavelengths as well.

In addition to researching heat and heat transfer, you should also study previous experiments on this phenomenon. The review article by Monwhea Jeng (Jeng, 2005) is a great place to start. The Jeng article has an excellent discussion on formulating a testable hypothesis for this experiment.

Another excellent article, if you can find it at your local library, is by Jearl Walker, in the September, 1997 issue of Scientific American (Walker, 1977). Walker measured the time taken for various water samples to cool down to the freezing point (0°C), not the time for them to actually freeze. He measured the temperature of the water using a thermocouple, which could be placed at various depths in the beaker. Whether you use a thermocouple or a thermometer, it is important that the sensing portion of the device (thermocouple itself, or the bulb of the thermometer) be immersed in the water

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(Project) Using a Laser Pointer to Measure the Data Track Spacing on CDs and DVDs (Physics)

Projects
Using a Laser Pointer to Measure the Data Track Spacing on CDs and DVDs


Objective

The objective of this project is to learn how to use a diffraction pattern to measure the pitch (spacing) of the data tracks on CDs and DVDs.

Introduction

CDs and DVDs are everywhere these days. In fact, you probably receive one free in the mail every month or two as an advertisement for an Internet service provider.CDs and DVDs store huge amounts of binary data (patterns of 0's and 1's) which your player can "read" with a laser, lenses, light detector, and some sophisticated electronics.

CDs and DVDs are both multi-layered disks, made mostly of plastic. The layer that contains the data (DVDs can have more than one data layer) consists of a series of tiny pits, arranged in a spiral, tracking from the center of the disk to the edge. The data layer is coated with a thin layer of aluminum or silver, making it highly reflective.

How small are the pits? Well, their diameter is 500 nanometers (nm). How small is that? A millimeter (mm), which you can see with your unaided eye, is one-thousandth of a meter. Imagine how much you have to shrink a meter to get down to the size of a millimeter. Now imagine shrinking a millimeter by the same amount. That takes you down to a micrometer (μm), or one-thousandth of a millimeter. You have to shrink a micrometer one thousand times more to get down to the size of a nanometer. A typical human hair is about 100 μm wide. The pits on a CD are 0.5 μm wide. So you could fit 200 pits across the width of a typical human hair! The diameter of the pits is also similar to the wavelengths of visible light (400 to 700 nm).

On the CD, the pits have some blank space ("land") on either side of them. This means that the adjacent data tracks of the spiral are regularly spaced (something like 3 times the pit diameter). This regularspacing of the spiral tracks, slightly larger than the wavelengths of visible light, produces the shimmering colors you see when you tilta CD back and forth under a light. The colors result from diffraction of the white light source by the CD.

What is diffraction? That is a bit harder to describe, so we'll start with a related concept that is easier to understand: interference. Interference is what happens when waves collide with each other. If the peak of the first wave meets the peak of the second wave, the peaks add together to form a higher peak. If the trough of the first wave meets the trough of the second wave, the troughs add together to form a lower trough. If the peak of the first wave meets the trough of the second wave, the peak is made smaller. And if the peak of the first wave is the same size as the trough of the second wave, they can actually cancel each other out, adding to zero at the point of interference. You can see a demonstration of interference with the Ripple Tank Applet link in the Bibliography.

The first screen shot shows the results of a single wave source (choose "Setup: Single Source" from the first drop-down list and "Color Scheme 2" from the fourth drop-down list). To avoid the complications of ripples reflected from the walls of the tank, click on the "Clear Walls" button (simulates an infinitely large tank, so reflections are eliminated):

 

Name of School with Complete address Name of the Exhibit/Model Sub-Theme
Apeejay School, 115, park street,  Kolkata, West Bengal-700016
Tele-033-22298893, 22170072
Earthquake Detector Disaster Management
Ved Vyasa DAV Public School, D-Block, Vikaspuri, New Delhi Management a preparedness of Earthquake Disaster Management
Sri Vijnana Vihara English Medium School, Enikepadu PO Vijayawada Rural, Krishna Dist Andhra Pradesh-521108
Phone: 0866-2842298
Email: vijnanavihara@gmail.com
Train accidents and brake fault indicators Disaster Management
Deewan Public School 220, Westend Road Meerut cantt., Uttar Pradesh
Tel No.0121-2513636
Bioremedial Management of soil Conservation of Natural Resources
Chettinad Vidhya Ashram, R A Puram Chennai 600028
Phone: 24938040
Treatment of coovam river and recycling e-waste Conservation of Natural Resources
Oxford Sr. Sec. School, E-Block, Vikaspuri, New Delhi-110018 Best out of waste Conservation of Natural Resources
DAV Public School , Block C, BRS Nagar, Ludhiana Water  Crisis Management Conservation of Natural Resources
Applet Screen Shot 1

The second screen shot shows the results of two wave sources (choose "Setup: Two Sources" from the first drop-down list):

 

Applet Screen Shot 2

The diagonal black lines are regions of destructive interference (where peaks of one wave met troughs of the other). If you run the applet yourself, you'll see that, though the waves keep moving, these regions are a steady feature. This is a simple example of patterns that can form when waves interfere in well-defined ways.

There are many more simulations you can try with the Ripple Tank Applet to give you a better understanding of interference and diffraction. Take some time to explore with it.

When there are a large number of wave sources, or an array of obstacles that a wave interacts with, the result is usually described as "diffraction" rather than "interference", but it is basically the same fundamental process at work.

So, how can you use diffraction to measure the data track spacing on a CD or DVD? The diffraction pattern from a bright, monochromatic source (e.g., a laser pointer) interacting with a regular structure can be described by a fairly simple equation:

d(sin θm - sin θi ) = mλ (Equation 1)

  • In this equation, d is the spacing of the structure (in this case, the data tracks).

  • θm is the angle of the mth diffracted ray, and θi is the angle of the incident (incoming) light. Both angles (θm and θi) are measured from the normal, a line perpendicular to the diffracting surface at the point of incidence (where the light strikes the CD).

  • m is the order of the diffracted ray. The reflected ray (when θm = θi) has order 0 (zero). Rays farther from the normal than the reflected beam have order 1, +2, +3, etc. Rays closer to the normal have order −1, −2, −3, etc. In certain cases, for example very small d, some or all of the negative m orders may actually be diffracted through such a large angle that they are on the same side of the normal as the incident light. When the diffracted beam is on the same side of the normal as the incident light, the angle for the diffracted beam is negative.

  • λ is the wavelength of the light.

The Experimental Procedure section will show you how to produce and measure a diffraction pattern with a CD and laser pointer. It will also show you how to use the equation to calculate the track spacing.

Terms, Concepts and Questions to Start Background Research

To do this project, you should do research that enables

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(Project) Mathematics Project Guide For CBSE By Vasant Valley School

https://cbseportal.com/images/Reports.jpg

Mathematics Project Guide For CBSE By Vasant Valley School

 

General Instructions:

- The project should be hand written
- Credit will be given to original and creative use of material/pictures/drawings/methods of illustrating
- The project must be presented in a neatly bound simple folder.

Any one of the following projects may be chosen:

A) Linear Equations
Project Assignment Think of a question that asks about a cause and effect relationship between two measurable quantities. (eg.. does fingernail length affect typing speed?)

1. Write two different "how does _____ affect _____" questions.
2. Select the question that makes the most sense to you and explain why you have chosen it.
3. Write a hypothesis to answer your question.
4. Graph your data using appropriate choices of scales and axis.
5. In pencil, draw your "best" line.
6. Find the equation of your line.

Respond to the following questions
7. What do the variables in your equation represent? What does the equation represent?
8. Was your data positively correlated, negatively correlated or neither? Give possible explanations for the relationships or absence of relationships that you see in the data.
9. Use your equation to predict two data points not represented by the data. How good do you think these estimates are? why?
10. What information does the slope indicate?

Present your findings in a 3-4 pages handwritten report. Graph must be included.

B) Integer trains
You can use rods of integer sizes to build "trains" that all share a common length. A "train of length 5" is a row of rods whose combined length is 5. Here are some examples:

  • Notice that the 1-2-2 train and the 2-1-2 train contain the same rods but are listed separately. If you use identical rods in a different order, this is a separate train.

  • How many trains of length 5 are there?

  • Repeat for length 6

  • Repeat for length 7

  • Come up with a formula for the number of trains of length n. (Assume you have rods of every possible integer length available.) Prove that your formula is correct.

  • Come up with an algorithm that will generate all the trains of length n.

  • Create trains of lengths 6,7. Record any findings, conclusions in 3-4 pages of handwritten work.


C) Area of an Arbelos

Objective: Prove that the area of the arbelos (white shaded region) is equal to the area of circle CD.

What is an arbelos?
The arbelos is the white region in the figure, bounded by three semicircles. The diameters of the three semicircles are all on the same line segment, AB, and each semicircle is tangent to the other two. The arbelos has been studied by mathematicians since ancient times, and was named, apparently, for its resemblance to the shape of a round knife (called an arbelos) used by leatherworkers in ancient times.

An interesting property of the arbelos is that its area is equal to the area of the circle with diameter CD. CD is along the line tangent to semicircles AC and BC (CD is thus perpendicular to AB). C is the point of

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(Notification) CBSE: The Theme for Cenbosec Issue (Oct. – Dec. 2009)

CBSE

The Theme for Cenbosec Issue (Oct. – Dec. 2009)


The Cenbosec Issue (Oct. – Dec.,2009) is based on the theme “CCE and Tools of Assessment”. In case any principal/teacher/peer educator wishes to contribute an article* for this issue of Cenbosec, it may kindly be sent on email to sadhanap.cbse@nic.in before 1st December, 2009.

The article should be a computer print on A4 size paper and not exceed 3 pages in 1.5 space. A hard copy may also be sent to:

Dr.Sadhana Parashar
Education Officer(L)
Central Board of Secondary Education
17, Rouse Avenue, Institutional Area

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(Study Material) Salt Analysis of Cations and Anions (Chemistry)

Chemistry

Salt Analysis


Cations

Group Group Reagent Radicals
Zero Group O.S. + NaOH + Heat NH4+
I Group O.S. + HCl Pb2+
 
II Group O.S. + HCI + H2S Cu2+
 
III Group O.S. +NH4Cl + NH4OH AI2+ ,Fe3+
IV Group O.S. + NH4CI + NH4OH +H2S
 
Ni2+ ,Mn2+ , Zn2+ ,Co2+
V Group O.S. + NH4CI + NH4OH +(NH4)2CO3 Ba2+, Ca3+, Sr2+
 
VI Group O.S  + NH4CI + NH4OH + NaH2PO4 Mg2+
 

Anions

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Group Group Reagent Radicals