Thursday, 2 March 2017

Learning Decoder For Academic Execellence - Priamary, Secondary And Tertiary Level Entrance

EDUCOMP UNICLASS DECODER
 

Educomp Uniclass, is a versatile teaching and learning digital device, set to transform academic standard to meet the nuclear demands of the 21st Century. The decoder is specially crafted with all Nigeria/British/America Curricula in Education, so as to enhance easy accessibility and broad affordability to the Nigerian/African teaching and learning age of both rural and urban settings. It creates the enabling environment for students and teachers to ease understanding of what is taught at schools.  It comprises of visual, audio and textbooks analysis. 

 Educom is at the forefront of the evolution in the 21st century. As the largest education company in India, Educomp has revolutionized the entire education ecosystem by creating and making the best use of digital products ad solution.

products and solutions

1. For Schools
2. For Studets
3. For Goverment
4. For Tuition Cenntres



The Story of Digital Education

After the printing press, Educomp is spearheading the second-wave of the evolution of education with its diverse range of learning solutions.

Imaging a learning environment that identifies and hones individual interests and skills with the perfect combination of advanced technology and unconventional teaching methods.

SCHOOLS FOR TOMORROW
PARTNERING WITH GOVERNMENTS

1. Government Schools, in the remotest corners of Nigeria, will became digitally equipped, when partnered with Educomp in all 36 state of the federation ad enhance learning. 

Educomp products and solutions are accessible here in Nigeria today, with physical presence felt globally through successful partnerships in this is a tool we all are looking for to help curb the out of school challenges facing most of our state governments  



Educomp Smartclass

Smartclass did what no one had ever thought of before, bring technology into the classroom. It brought an exhaustive repository of world class digital modules or lessons, (consisting of 2D and 3D animations, graphics, audio and video) on every subject in the K12 spectrum, which the teacher could easily access and project in the classroom that illuminated and explained abstract and difficult concepts with liquid clarity. The result was amazing. Knowledge flourished freed from the centuries old bonds of books and chalk and blackboard. A new light of understanding dawned on young awakened minds. And the classroom became a fascinating place to be in as a new generation of learners saw (instead of just being told and explained) for the first time how things happened. And the teacher smiled as she now saw not just one, two or three but a sea of hands go up every time she asked a question. 

Even as it popularity grew with school after school adopting it, as pioneers we realised that we needed to keep pushing the frontiers of technology, make it adapt to changing times, make it more user friendly, more versatile and more resourceful. Over the years, such upgrades and improvements kept happening on a continuous basis.
But the time was fast approaching for metamorphic and transformational change. For nearly 2 years starting end 2009, the think tank at smartclass has been at work devoting millions of man days to execute the most comprehensive re-engineering of its kind to make smartclass a truly 21st century teaching-learning. And the result is amazing new avatar of Educomp smartclass-re-christened befittingly as smartclass CTS(Class Transformation System) 

Now, imagine a Science teacher explaining how a DNA replicates, a History teacher teaching a class about the Harappan Civilisation, or a Geography teacher teaching how Block mountains are formed. The best of teachers take pains to explain the concepts largely depending on their own abilities. The students listen to the teachers, try to decipher the figures drawn on the blackboard and read from their text books, take notes and try hard to visualize how it happens and remember. At the end of the class, the teacher asks a few random questions to assess how the class fared. Invariably a few hands (mostly of the same set of brightest students in class), go up, the answers are given and the class ends. 

Educomp smartclass brings about a complete transformation in classrooms. The Science teacher while explaining how a DNA replicates is able to show the class a 3D animation of the DNA replication process on a large screen. She can explain the fine points of the process, zoom in to show the relevant visuals, freeze and annotate when and where she needs to emphasise. Similarly the History teacher shows the class a virtual walk through of the Harappan Civilisation. Uncovering the relevant parts step by step as a part of her lesson plan , while the Geography teacher shows a virtual Block mountain being formed…all with engaging animations, colors, music, sounds and voice. The teachers gain complete attention and interest of every child in the class. Every child gets a visual input on how it happens and the concepts are well understood and internalised. 

Towards the end of the class, every teacher displays a set of questions on a large screen, every child in class gets ready to answer the questions with their personal answering device – SAS. Students click the answers, instantly, teachers are able to get a score sheet for every child in class. She ends the class re –teaching the parts of the lesson that were not understood well by class.

The result: faster and accurate understanding of the concepts in class and consequently improvement in the overall academic performance of students. Now all of this was possible with Educomp smartclass as it existed before CTS. 

With CTS a lot more is possible. The science teachers can use a Diagram Drawer which plays a step by step line drawing animation of say how to draw stages of DNA replication or block mountain formation. She can get a brilliant Teaching Idea by clicking on the Teaching Idea icon before she commences teaching. Or use the Topic Synopsis or Mind Map to recapitulate the salient points of a lesson or concept taught. She can also click on Simulation to show virtual experiments without having rely on limited Lab availability. There are Worksheets, Weblinks and then in the days to come access to smartclass Teacher Fraternity Resources an ideas and best practices portal which will give any teacher to share and access pedagogical expertise.

Educomp smartclass

  • Improves teacher effectiveness and productivity in class.
  • It brings abstract and difficult curriculum concepts to life inside classrooms.
  • Makes learning an enjoyable experience for students.
  • Improves academic performance of students.
  • Enables instant formative assessment of learning outcomes in class.
  • It also enables teachers to instantly assess and evaluate the learning achieved by their students in class.
How is Educomp smartclass implemented in Schools?
  • Provision of digital content mapped to schools syllabus
  • All hardware, equipment and accessories – installation and maintenance
  • Training of teachers
  • Support and monitoring of usage




NEWTON'S LAW OF MOTION

 Isaac Newton
In the chapters explaining motion, the cause of motion have not been properly detailed. The cause of motion is force. It is common knowledge that, a body is only at rest, when no force is applied and a body is in motion when force is applied. However, in both, force is acting, by keeping it at rest or setting it in motion. And a body at rest, is said to be static or stationary. If a body is in motion, it is said to be dynamic.
Sir Isaac Newton, 1642-1727, explained in detail, what force is by formulating three basic laws of motion.

NEWTON’S FIRST LAW OF MOTION
The law states that, a body will remain at rest or if it is in motion, will continue to move with uniform speed along a straight line unless acted upon by a force.

The first law explains the effect of force on a body in this way; if a body is at rest or in motion, it remains in this state. This state only changes if external force is applied.
He then recognizes that, as force is applied on the body at rest, it is reluctant to move. And as force is applied on the body in motion to stop, it will be reluctant to stop.  

INERTIA
It is the reluctance of a stationary body to move and the reluctance of a moving body to stop. Or, the tendency to resists changes in the state of rest or uniform motion.

The First Law of Motion expresses the idea of Inertia. It is otherwise known as Principle of Inertia. That is, a body tends to keep doing what it is doing but only changes its course when force is applied.

APPLICATION OF FIRST LAW OF MOTION AND INERTIA

When a stationary vehicle A takes off suddenly, probably by another vehicle B knocking its rear end, the driver will jerk or fall back. It appears, he is reluctant to move with the vehicle. The driver’s body is pushed forward by his seat, but his head will remain still, in its state of rest, and it is jerked back in relation to his body.
For this reason, neck injuries are common in accidents where cars are hit from behind. To protect drivers and passengers from injury, headrests are placed in cars.   
Another consequence of the first law of motion is, when a fast moving vehicle is suddenly brought to rest by the application of the brakes, the passengers jerk or fall forward. It appears, they are reluctant to stop as they continue to move in their straight line of motion and unless there is little restraining force, those in the front may hit the windscreen. Safety-belts are used to reduce this shock.
This law tells us that, once an object is moving in a straight line with a constant velocity, it will continue without any force applied. However, if an external force acts on it, it will move faster or slower and probably change its direction. That is, if air resistance and force of gravity could be eliminated, a body would go on moving in a straight line for ever.
This is not so because, the body would not move forever, but comes to rest after a time.  It is not possible to eliminate the air resistance, force of gravity or friction of earth, other planets and satellites. It is only on space that these forces are absent and probably objects would move in a straight line and constant speed. 
For example, a rocket or spacecraft is a space vehicle that travels on space into a destination, probably Moon. It takes off from earth by firing it into space. Now, if it is made to travel to the Moon, it would carry on in a straight line with steady speed. On reaching the Moon, its direction and speed changes due to influence of the Moon’s force of gravity and certainly ends its journey by landing on the Moon. The rocket had traveled with constant speed in a straight line only on space.  
On earth, when a body or a tennis ball is thrown up into the air, its motion is opposed by air resistance and earth’s gravity and its velocity is gradually reduced. At the top, it is momentarily stationary. Sooner or later, it returns to the earth.   
These explanations mean that, Newton’s first law is both valid and not obeyed.

INERTIA AND MASS

Place two rectangular blocks, one of metal and the other of wood on a smooth horizontal table. Push them, at the same time with equal force using your hand. It is seen that, the metal block can hardly be pushed and the wooden block can easily be pushed. The metal block is more reluctant to move than the wooden block. Thus each block has certain amount of inertia.
Mass is a measure of the amount of inertia of a body.
Hence there is a relationship between the reluctance of the blocks to move and their mass.  
The metal block is more reluctant to move than the wooden block because it is more massive or has more mass or more inertia.
If an object changes its direction or its velocity slightly when a big force acts on it, its inertial mass is high. Masses are constant all over the world as there are measured accurately by means of a chemical balance which gives a standard mass based on the International Prototype Kilogram gotten from a particular block of metal kept in the National Bureau of Weight and Measures in France and copies are kept in England.

WORKED EXAMPLE

1.    The tendency of a body to remain at rest when a force is applied to it is called. WAEC’03
2.     Imagine a place in the cosmos far from all gravitational and frictional influences. Suppose that you visit that place (just suppose) and throw a rock. The rock will
a. gradually stop.
b. continue in motion in the same direction at constant speed.

MOMENTUM (p)

Besides inertia, another effect which forces produce is momentum. When an object is moving, it is said to have an amount of momentum given by its mass m and its velocity v.
The momentum of a body is defined as the product of its mass and its velocity
Momentum = mv. ………………..i

The unit of momentum is kgms-1.
Momentum is a vector quantity. It has the same direction as the velocity of the body.
A runner of mass 50kg moving eastward with a velocity of 10ms-1 has a momentum of 500kgms-1 eastward.
Momentum simply means, the quantity of motion that an object has.
Thus a bullet having a small mass 0.01kg moving with high velocity of 1000ms-1 and a heavy ball of mass 100kg moving with small speed of 1ms-1 has the same momentum.
If the bullet and the heavy ball are running at the same speed, say, 100ms-1, the heavy ball has a greater momentum than the bullet.
Object at rest do not have momentum, since its mass is not in motion hence momentum means ‘mass in motion’
If the heavy ball is at rest and the bullet is in motion, then, the heavy ball does not have momentum while the bullet has.
The greater the momentum of an object, the greater the force it will exert on the body it hits. And the object is more deadly.
More powerful brakes are required to stop a heavy lorry than a light car moving with the same speed.

NEWTON’S SECOND LAW OF MOTION
Newton’s second law tells us what happens when an impressed or external force acts on a body at rest or in uniform motion along a straight line.
Now, we have already seen that an object of mass m moving in a straight line with constant velocity, produce momentum. When a force acts on it, it moves faster as well as change its direction and velocity. Consequently, a momentum change occurs.
It follows that when external force acts on a body, there is change in velocity which leads to acceleration.
Therefore, Newton’s second law explains the relation between force and acceleration from the change in velocity; momentum change.

Newton’s second law states that the rate of change of momentum of a body is directly proportional to the applied force and takes place in the direction of the force. Or

Simply, force is directly proportional to the rate of change of momentum produced. Or,

Force is directly proportional to acceleration and inversely proportional to acceleration.


Force α change in momentum  
                              time
Suppose a force F acts on a body of mass m moving along a straight line with uniform velocity u for a time t, the velocity changes from u to v within the time interval.
Then the initial momentum of the body is mu and its final momentum mv. The change in momentum is (mvmu) or (m(vu)), at the time interval t.
  
F α    mvmu
                t
F α  m(vu)
                t

but, the change in velocity per second is the acceleration a =    vu    (eqn of motion)
                                                                                                                    t
F α ma
i.e F = kma where k is a constant.

The S.I. unit of force is Newton(N) defined to make the constant k = 1.
If we take m = 1kg and a = 1ms-1 and F = 1N. Then the force of 1 newton produces an acceleration of 1ms-2 in a body of mass 1 kg. We have;
F  =  ma …………………………..ii
This equation is a standard equation of dynamics. When using the equation, the force F must be the resultant force acting on the body.                                            
Hence, Newton’s second law also means, force is directly proportional to acceleration.
Also,
F =  mvmu    or  m(vu)  ………………iii
                t                        t
F = m  v     ……………..………………….. iv
            t 

Comparison Formulae
From F = ma.  (ma)1 = (ma)2 ………..…… v

F =  mvmu   .     mvmu      mvmu     ……………….vi                
                t                       t          1         t       

F = m  v    .    m  v     m  v     ………………………………vii
            t            t     1     t 


WORKED PROBLEM

A force acts on a body for 0.5s changing its momentum from 16.0kgms-1 to 21 kgms-1 , calculate the magnitude of the force. WAEC’03.

If a mass of 0.2kg is acted upon by a force F which produces an acceleration a of 4ms-2. What is the value of the force.

When taking a penalty kick, a footballer applies a force of 30.0N for a period of 0.05s. if the mass of the ball is 0.075kg. Calculate the speed with which the ball moves off.

A rope is being used to pull a mass of 10kg vertically upward. Determine the tension in the rope if, starting from rest. The mass acquires a velocity of 4ms-1 in 8s. (g = 10ms-2).


IMPULSE OF A FORCE

Impulse is simply, the change in momentum of a body.
It is an outgrowth or derivative of the Newton’s second law.

Now, F =  mvmu)     (from eqn. iii)   
                        t                
Multiply both sides by t,   
Then, Ft   =   mvmu. …………………… viii
The quantity Ft (force x time) is known as the impulse (I) of the force on the object.          
And by definition, impulse is change in momentum.
Force x time = change in momentum = impulse.
Ft   =   mvmu  =  I  ……………………….ix                 
i.e I = Ft  or  mvmu
The unit of impulse is Ns or Kgms-1 since it is Force x time or change in momentum
Impulse is a vector quantity since change in momentum is a vector quantity.
Impulse is mainly connected with forces of short duration such as those arising from collisions and explosions.

WORKED EXAMPLE

1)  A force acting on a body causes a change in the momentum of the body from 12kgms-1 to 16kgms-1 in 0.2 s. Calculate the magnitude of the impulse. WAEC’06.

2)   A ball of mass 0.15kg is kicked against a rigid vertical wall with a horizontal velocity of 50ms-1. If it rebounced with a horizontal velocity of 30ms-1, calculate the impulse of the ball on the wall.

DIFFERENCE BETWEEN MASS AND WEIGHT

The tendency of a body to remain at rest when a force is applied to it is called. WAEC’03.

A force acts on a body for 0.5s changing its momentum from 16.0kgms-1 to 21 kgms-1 , calculate the magnitude of the force. WAEC’03.

The time rate of change of momentum is? WAEC’01

Which of the following statement about elastic collision is correct? WAEC’01.

Define linear momentum.

State the law of conservation of linear momentum.
A ball P of mass 0.25kg loses one-third of its velocity when it makes a head on collision with an identical ball Q at rest. After the collision, Q moves off with a speed of 2ms-1 in the original direction of P. Calculate the initial velocity of P.
State Newton’s second law of motion.
Show that F=ma where F is the magnitude of the force acting on a body of mass m to give it an acceleration of magnitude a.
The engine of a vehicle moves it forward with a force of 9600N against a resistive force of 2200N. If the mass of the vehicle is 3400kg, calculate the acceleration produced.

An elastic collision takes place between balls of known masses. Just before the collision, one of the balls is moving with a known velocity while the other is stationary. Which of the following physical quantities can be determined from the information given. WAEC’00.

If the total force acting on a particle is zero, the linear momentum will? JAMB’02

Jet-propelled aircraft, Rocket propulsion, The recoil of a gun, A person walking, which of the above is based on Newton’s third law of motion? JAMB’04.

A body of mass 12kg traveling at 4.2ms-1 collides with a second body of mass 18kg at rest. Calculate their common velocity, if the two bodies coalesce after collision. JAMB’08