{"pkgId":"13","subjectId":"581","fullwidthLayout":false,"contentData":{"PACKAGE_NAME":"NGSS High School","PACKAGE_SLUG":"ngss-high-school","PACKAGE_IMG":"file_868729497_1589558503.png","ADMCOURSE_ID":"192","COURSE_NAME":"High School","COUNTRY_ID":"287","STANDARD_NAME":"NGSS","ADMSUBJECT_ID":"581","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","CAT_NAME":"Opaque, Translucent and Transparent","CONT_ID":"55","CONT_TITLE":"Opaque, Translucent and Transparent","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003ETransparent materials transmit light without scattering the waves so that objects are clearly seen through them. Translucent materials transmit light but also scatter light waves so that the objects seen through them appear blurry. 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The speed of sound is fastest in solids and slowest in gases. When the temperature of a medium increases, sound travels faster.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain why the speed of sound changes as the temperature increases or decreases.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Compare the speed of sound in solids, liquids, and gases.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.vp000010","TOPIC_ID":"vp000010","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vp000010.jpg","PUBLIC_BANNER_IMG":"vp000010.jpg","PUBLIC_VIDEO":"en_us_pvideo_vp000010.mp4","PUBLIC_VIDEO_URL":null,"DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"6","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"2143","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Sound can travel through solids, liquids, and gases because the molecules of the medium transfer their energy to each other. 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Air molecules play an important role in transmitting sound to our ears. Sound cannot travel through a vacuum. Sound waves are longitudinal waves that form compression and rarefaction in the medium.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain that sound is a longitudinal wave.\u003C\/div\u003E \r\n\u003Cdiv\u003E- State that longitudinal waves cannot travel without a medium.\u003C\/div\u003E \r\n\u003Cdiv\u003E- State that sound travels by vibrating particles in a medium.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain that sound can travel through various substances.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.vp000009","TOPIC_ID":"vp000009","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vp000009.jpg","PUBLIC_BANNER_IMG":"vp000009.jpg","PUBLIC_VIDEO":"en_us_pvideo_vp000009.mp4","PUBLIC_VIDEO_URL":null,"DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"6","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"2143","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Sound waves require a solid, liquid, or gaseous medium in order to propagate. 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These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. 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They react with water to form alkaline solutions, but they are less reactive than alkali metals.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to: \u003C\/div\u003E \r\n\u003Cdiv\u003E- Locate the alkaline earth metals in the periodic table.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Compare the reactivity of alkaline earth metals with water.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Determine the pH of the hydroxide solutions of alkaline earth metals.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.vc000018","TOPIC_ID":"vc000018","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vc000018.jpg","PUBLIC_BANNER_IMG":"vc000018.jpg","PUBLIC_VIDEO":"en_us_pvideo_vc000018.mp4","PUBLIC_VIDEO_URL":null,"DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"2143","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;The elements in Group 2 of the periodic table are called the alkaline earth metals. 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Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"673","CATEGORY_ID":"1","CONT_TITLE":"Size-Independent Properties","CONT_SLUG":"size-independent-properties","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThose physical properties which are not affected by the amount of matter present in a substance are called size-independent properties. Melting point, boiling point, and density are some examples of size-independent properties.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define size-independent properties.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Give examples of size-independent properties.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.vc000073","TOPIC_ID":"vc000073","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vc000073.jpg","PUBLIC_BANNER_IMG":"vc000073.jpg","PUBLIC_VIDEO":"en_us_pvideo_vc000073.mp4","PUBLIC_VIDEO_URL":null,"DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"2143","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Those physical properties which are not affected by the amount of matter present in a substance are called size-independent properties. Melting point, boiling point, and density are some examples of size-independent properties.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives::\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Define size-independent properties.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Give examples of size-independent properties.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Size-Independent Properties","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"669","CATEGORY_ID":"1","CONT_TITLE":"Factors Affecting Dissolution Rates","CONT_SLUG":"factors-affecting-dissolution-rates","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe time required for a substance to dissolve in a solution is called its dissolution rate. There are many factors like area of contact of solute with a solvent, stirring, and temperature that affect dissolution rates. The dissolution rate of a crushed solute is faster than a non-crushed solute because crushed solute has more area of contact with a solvent than a non-crushed solute. Solutes dissolve faster when stirred because stirring exposes more of the solute\u0026#039;s surface area to the solvent. The dissolution rate of a solute increases by raising the temperature.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Determine the effect of temperature, crushing, and stirring on the dissolution rate of a solute.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Organize solutes by their rate of dissolution.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Predict the effect of temperature on the dissolution rate of a solid solute in a liquid solvent.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.vc000033","TOPIC_ID":"vc000033","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vc000033.jpg","PUBLIC_BANNER_IMG":"vc000033.jpg","PUBLIC_VIDEO":"en_us_pvideo_vc000033.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/PYVBu4CoF0M","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"2143","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;The time required for a substance to dissolve in a solution is called its dissolution rate. There are many factors like area of contact of solute with a solvent, stirring, and temperature that affect dissolution rates. The dissolution rate of a crushed solute is faster than a non-crushed solute because crushed solute has more area of contact with a solvent than a non-crushed solute. Solutes dissolve faster when stirred because stirring exposes more of the solute\u0026#039;s surface area to the solvent. The dissolution rate of a solute increases by raising the temperature.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives::\u0026amp;nbsp;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Determine the effect of temperature, crushing, and stirring on the dissolution rate of a solute.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Organize solutes by their rate of dissolution.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Predict the effect of temperature on the dissolution rate of a solid solute in a liquid solvent.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Factors Affecting Dissolution Rates","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"667","CATEGORY_ID":"1","CONT_TITLE":"Semiconductors","CONT_SLUG":"semiconductors","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EMetals, are good conductors of electricity, while insulators, like diamond, do not conduct electricity, even when heated. Semiconductors, such as silicon, have conductivity between that of a conductor and an insulator. Electrical conductivity of a semiconductor increases with an increase in temperature. Semiconductors are found in many electronic devices.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Compare the electrical conductivity of a semiconductor with that of a conductor and an insulator.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the effect of temperature on the conductivity of a semiconductor.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Name common objects where semiconductors are used.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.vc000027","TOPIC_ID":"vc000027","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vc000027.jpg","PUBLIC_BANNER_IMG":"vc000027.jpg","PUBLIC_VIDEO":"en_us_pvideo_vc000027.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/S4OnmsYGcBw","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"2143","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Metals, are good conductors of electricity, while insulators, like diamond, do not conduct electricity, even when heated. Semiconductors, such as silicon, have conductivity between that of a conductor and an insulator. Electrical conductivity of a semiconductor increases with an increase in temperature. Semiconductors are found in many electronic devices.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives::\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Compare the electrical conductivity of a semiconductor with that of a conductor and an insulator.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Identify the effect of temperature on the conductivity of a semiconductor.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Name common objects where semiconductors are used.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Semiconductors","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"666","CATEGORY_ID":"1","CONT_TITLE":"Chemical Properties of Metals","CONT_SLUG":"chemical-properties-of-metals","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EMetals such as sodium, potassium, calcium, magnesium, and lithium react with oxygen to form a basic metal oxide. These metals react with dilute hydrochloric acid to form metal chloride and hydrogen gas. Unreactive metals, such as silver and gold, do not show a reaction with dilute acid.\u003C\/div\u003E \r\n\u003Cdiv\u003EMetals such as lithium, potassium, and calcium also react violently with water at room temperature. Zinc reacts with hot water to form zinc oxide and hydrogen gas. The reaction of iron or nickel with steam, results in the formation of metal oxide and hydrogen gas.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to: \u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the reaction of metals with oxygen.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the reaction of metals with dilute hydrochloric acid.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Analyze the reaction of metals with water at various temperatures.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify metals on the basis of their chemical properties.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.vc000012","TOPIC_ID":"vc000012","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vc000012.jpg","PUBLIC_BANNER_IMG":"vc000012.jpg","PUBLIC_VIDEO":"en_us_pvideo_vc000012.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/awoFjXBpG4U","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"2143","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Metals such as sodium, potassium, calcium, magnesium, and lithium react with oxygen to form a basic metal oxide. These metals react with dilute hydrochloric acid to form metal chloride and hydrogen gas. Unreactive metals, such as silver and gold, do not show a reaction with dilute acid.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Metals such as lithium, potassium, and calcium also react violently with water at room temperature. Zinc reacts with hot water to form zinc oxide and hydrogen gas. The reaction of iron or nickel with steam, results in the formation of metal oxide and hydrogen gas.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning objectives:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026amp;nbsp;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Describe the reaction of metals with oxygen.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Describe the reaction of metals with dilute hydrochloric acid.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Analyze the reaction of metals with water at various temperatures.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Identify metals on the basis of their chemical properties.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Chemical Properties of Metals","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"664","CATEGORY_ID":"1","CONT_TITLE":"Metals in Periodic Table","CONT_SLUG":"metals-in-periodic-table","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EApproximately three-fourths of the elements in the periodic table are metals. Group-1 elements, except hydrogen, are called alkali metals. Alkali metals are soft and have low densities.Group-2 elements are called alkaline earth metals. Alkaline earth metals are harder and denser than alkali metals.Elements present in the middle, from Groups 3 to 12, are called transition metals. Group-13 elements, except boron, are metals.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Locate the positions of metals in the periodic table.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the properties of alkali and alkaline earth metals.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify alkali and alkaline earth metals based on their properties.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.vc000009","TOPIC_ID":"vc000009","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vc000009.jpg","PUBLIC_BANNER_IMG":"vc000009.jpg","PUBLIC_VIDEO":"en_us_pvideo_vc000009.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/e0_NfI52-Vo","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"2143","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Approximately three-fourths of the elements in the periodic table are metals. Group-1 elements, except hydrogen, are called alkali metals. Alkali metals are soft and have low densities.Group-2 elements are called alkaline earth metals. Alkaline earth metals are harder and denser than alkali metals.Elements present in the middle, from Groups 3 to 12, are called transition metals. Group-13 elements, except boron, are metals.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives::\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Locate the positions of metals in the periodic table.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Explain the properties of alkali and alkaline earth metals.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Identify alkali and alkaline earth metals based on their properties.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Metals in Periodic Table","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"662","CATEGORY_ID":"1","CONT_TITLE":"Group 1: Alkali Metals","CONT_SLUG":"group-1-alkali-metals","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe elements in Group 1 of the periodic table are called the alkali metals. They react with water to form alkaline solutions. These metals are more reactive than alkaline earth metals. \u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Locate the alkali metals in the periodic table.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify and compare alkali metals based on their hardness and reactivity with water.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Determine the pH of the hydroxide solutions of alkali metals.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.vc000017","TOPIC_ID":"vc000017","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vc000017.jpg","PUBLIC_BANNER_IMG":"vc000017.jpg","PUBLIC_VIDEO":"en_us_pvideo_vc000017.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/m2HCZ-UVDT0","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"2143","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;The elements in Group 1 of the periodic table are called the alkali metals. They react with water to form alkaline solutions. These metals are more reactive than alkaline earth metals.\u0026amp;nbsp;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Locate the alkali metals in the periodic table.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Identify and compare alkali metals based on their hardness and reactivity with water.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Determine the pH of the hydroxide solutions of alkali metals.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Group 1: Alkali Metals","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"660","CATEGORY_ID":"1","CONT_TITLE":"Concentration, Pressure, and Reaction Rate","CONT_SLUG":"concentration-pressure-and-reaction-rate","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003ECollision theory states that the rate of a reaction depends on successful collisions of reactant molecules. Increasing the concentration of reactants increases collisions between particles, which leads to a higher reaction rate. An increase in pressure compresses the particles into a smaller volume. This increases the frequency of collisions, resulting in an increased reaction rate.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define collision theory.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the effects of concentration and pressure on reaction rates.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.vc000039","TOPIC_ID":"vc000039","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vc000039.jpg","PUBLIC_BANNER_IMG":"vc000039.jpg","PUBLIC_VIDEO":"en_us_pvideo_vc000039.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/Qa_-BWzLeLM","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"2143","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Collision theory states that the rate of a reaction depends on successful collisions of reactant molecules. Increasing the concentration of reactants increases collisions between particles, which leads to a higher reaction rate. An increase in pressure compresses the particles into a smaller volume. This increases the frequency of collisions, resulting in an increased reaction rate.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning objectives:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Define collision theory.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Describe the effects of concentration and pressure on reaction rates.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Concentration, Pressure and Reaction Rates","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"656","CATEGORY_ID":"1","CONT_TITLE":"Reactions of Metals","CONT_SLUG":"reactions-of-metals","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EMost of the elements in the periodic table are metals. Almost all metals combine with oxygen to form metal oxides. Most metal oxides are insoluble in water, but some metal oxides dissolve in water to form alkalis. Metals react with water to produce metal oxide and hydrogen gas. Metal oxides that are soluble in water, dissolve in it to form metal hydroxide. Metals react with acids to form a salt and hydrogen gas.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Locate the positions of metals in the periodic table.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Illustrate the reaction of metals with oxygen.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Illustrate the reaction of metals with water.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Illustrate the reaction of metals with dilute acid.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Predict the products formed by the reactions of metals with oxygen, water, and dilute acid.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.vc000006","TOPIC_ID":"vc000006","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vc000006.jpg","PUBLIC_BANNER_IMG":"vc000006.jpg","PUBLIC_VIDEO":"en_us_pvideo_vc000006.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/SgZcoGfcWfU","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"2143","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Most of the elements in the periodic table are metals. Almost all metals combine with oxygen to form metal oxides. Most metal oxides are insoluble in water, but some metal oxides dissolve in water to form alkalis. Metals react with water to produce metal oxide and hydrogen gas. Metal oxides that are soluble in water, dissolve in it to form metal hydroxide. Metals react with acids to form a salt and hydrogen gas.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives::\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Locate the positions of metals in the periodic table.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Illustrate the reaction of metals with oxygen.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Illustrate the reaction of metals with water.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Illustrate the reaction of metals with dilute acid.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Predict the products formed by the reactions of metals with oxygen, water, and dilute acid.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Reactions of Metals","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"655","CATEGORY_ID":"1","CONT_TITLE":"Acids and Bases","CONT_SLUG":"acids-and-bases","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAcids can be defined as substances that taste sour. The word acid comes from the Latin word \u0026#039;acere\u0026#039; that means sour. An acid changes the color of blue litmus paper to red. Substances that taste bitter and feel slippery are bases. A base turns red litmus paper blue.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define acids and bases.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Classify substances into acids and bases based on their tastes.\u003C\/div\u003E \r\n\u003Cdiv\u003E- List some common acids and bases.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Distinguish between acids and bases based on a litmus test.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.vc000005","TOPIC_ID":"vc000005","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vc000005.jpg","PUBLIC_BANNER_IMG":"vc000005.jpg","PUBLIC_VIDEO":"en_us_pvideo_vc000005.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/QnS1pb9T538","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"2143","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Acids can be defined as substances that taste sour. The word acid comes from the Latin word \u0026#039;acere\u0026#039; that means sour. An acid changes the color of blue litmus paper to red. Substances that taste bitter and feel slippery are bases. A base turns red litmus paper blue.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives::\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Define acids and bases.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Classify substances into acids and bases based on their tastes.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- List some common acids and bases.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Distinguish between acids and bases based on a litmus test.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Acids and Bases","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"654","CATEGORY_ID":"1","CONT_TITLE":"Litmus Tests","CONT_SLUG":"litmus-tests","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003ESubstances that change color when added to an acidic or a basic solution are called indicators. Litmus is a natural indicator. When litmus is used to determine whether a substance is an acid or a base, it is called a litmus test. Litmus is also available in the form of paper strips, known as litmus papers. Litmus paper comes in two colors: red and blue. Blue litmus paper turns red in an acidic solution, and red litmus paper turns blue in a basic solution.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define the term indicator.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain litmus as an indicator.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Demonstrate litmus tests for acidic, basic, and neutral solutions.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Predict the nature of various solutions on the basis of litmus test.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.vc000004","TOPIC_ID":"vc000004","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vc000004.jpg","PUBLIC_BANNER_IMG":"vc000004.jpg","PUBLIC_VIDEO":"en_us_pvideo_vc000004.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/pQgE8o8aTSU","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"2143","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Substances that change color when added to an acidic or a basic solution are called indicators. Litmus is a natural indicator. When litmus is used to determine whether a substance is an acid or a base, it is called a litmus test. Litmus is also available in the form of paper strips, known as litmus papers. Litmus paper comes in two colors: red and blue. Blue litmus paper turns red in an acidic solution, and red litmus paper turns blue in a basic solution.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives::\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Define the term indicator.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Explain litmus as an indicator.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Demonstrate litmus tests for acidic, basic, and neutral solutions.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Predict the nature of various solutions on the basis of litmus test.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Litmus Tests","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"653","CATEGORY_ID":"1","CONT_TITLE":"Atomic Models","CONT_SLUG":"atomic-models","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EDalton\u2019s atomic theory suggested that the atom was indivisible and indestructible. But after the discovery of electrons and protons inside the atom, this aspect of Dalton\u2019s atomic theory failed. Then, to know how electrons and protons are arranged within an atom, many scientists proposed various atomic models like Thomson\u2019s model, Rutherford\u2019s model, and Bohr\u2019s model.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe an atom.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Compare the structure of an atom proposed by Thomson, Rutherford and Bohr.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Predict different structures of an atom.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.vc000003","TOPIC_ID":"vc000003","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vc000003.jpg","PUBLIC_BANNER_IMG":"vc000003.jpg","PUBLIC_VIDEO":"en_us_pvideo_vc000003.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/uUSd4UBMRuk","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"2143","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Dalton\u2019s atomic theory suggested that the atom was indivisible and indestructible. But after the discovery of electrons and protons inside the atom, this aspect of Dalton\u2019s atomic theory failed. Then, to know how electrons and protons are arranged within an atom, many scientists proposed various atomic models like Thomson\u2019s model, Rutherford\u2019s model, and Bohr\u2019s model.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives::\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Describe an atom.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Compare the structure of an atom proposed by Thomson, Rutherford and Bohr.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Predict different structures of an atom.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Atomic Models","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"562","CATEGORY_ID":"1","CONT_TITLE":"Soaps and Detergents","CONT_SLUG":"soaps-and-detergents","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003ESoaps and detergents are artificial cleansers having cleansing action in water. Their molecules consist of long hydrocarbon chains with one polar end. In this example, when a dirty cloth is soaked in water containing soap\/detergent, the molecules of soap\/detergent gather around the stain and an aggregated particle, called micelle, is formed with oil trapped inside it.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the structure of a soap and a detergent.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the cleansing action of soaps and detergents.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Compare the cleaning capacity of soaps and detergents in hard water.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss200165","TOPIC_ID":"ss200165","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS200165.jpg","PUBLIC_BANNER_IMG":"SS200165.jpg","PUBLIC_VIDEO":"pvideo_ss200165.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/1F0sBfrovSE","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Soaps and detergents are artificial cleansers having cleansing action in water. Their molecules consist of long hydrocarbon chains with one polar end. In this example, when a dirty cloth is soaked in water containing soap\/detergent, the molecules of soap\/detergent gather around the stain and an aggregated particle, called micelle, is formed with oil trapped inside it.\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the structure of a soap and a detergent.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the cleansing action of soaps and detergents.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Compare the cleaning capacity of soaps and detergents in hard water.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Soap and Detergents","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"561","CATEGORY_ID":"1","CONT_TITLE":"Relative Motion","CONT_SLUG":"relative-motion","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E\r\n \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E\r\n \r\n\u003Cdiv\u003EIn order to explain motion, we are required to define the reference point. Same set of motion can be explained in different ways depending on its reference point. If an object\u0026#039;s motion is being examined with respect to another moving object, then the motion is the relative motion of first object with respect to the second object.\u003C\/div\u003E\r\n \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E\r\n \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E\r\n \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E\r\n \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E\r\n \r\n\u003Cdiv\u003E- Define relative motion.\u003C\/div\u003E\r\n \r\n\u003Cdiv\u003E- Explain how relative motion depends on the point of reference.\u003C\/div\u003E\r\n \r\n\u003Cdiv\u003E- Explain that speed and position always depend on the chosen point of reference.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs400119","TOPIC_ID":"hs400119","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS400119.jpg","PUBLIC_BANNER_IMG":"HS400119.jpg","PUBLIC_VIDEO":"pvideo_hs400119.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/iL7poB8zljQ","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;In order to explain motion, we are required to define the reference point. Same set of motion can be explained in different ways depending on its reference point. If an object\u0026#039;s motion is being examined with respect to another moving object, then the motion is the relative motion of first object with respect to the second object.\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-size: 13px;\u0026quot;\u0026gt;After completing this module, you will be able to:\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-size: 13px;\u0026quot;\u0026gt;- Define relative motion.\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-size: 13px;\u0026quot;\u0026gt;- Explain how relative motion depends on the point of reference.\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;span style=\u0026quot;font-size: 13px;\u0026quot;\u0026gt;- Explain that speed and position always depend on the chosen point of reference\u0026lt;\/span\u0026gt;.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Relative motion","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"504","CATEGORY_ID":"1","CONT_TITLE":"Today\u0027s Periodic Table","CONT_SLUG":"todays-periodic-table","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe Periodic table is the systematic arrangement of 118 elements in the increasing order of their atomic number. The rows in the periodic table are called periods and the columns in the periodic table are called groups.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain what groups and periods are.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the criteria for placing elements in the periodic table.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Provide a suitable name for each group.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Arrange elements according to their atomic number.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs200413","TOPIC_ID":"hs200413","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS200413.jpg","PUBLIC_BANNER_IMG":"HS200413.jpg","PUBLIC_VIDEO":"pvideo_hs200413.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/jnMKcnEqf5o","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;The Periodic table is the systematic arrangement of 118 elements in the increasing order of their atomic number. The rows in the periodic table are called periods and the columns in the periodic table are called groups.\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain what groups and periods are.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the criteria for placing elements in the periodic table.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Provide a suitable name for each group.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Arrange elements according to their atomic number.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Today\u0027s periodic table","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"500","CATEGORY_ID":"1","CONT_TITLE":"Types of Solutions","CONT_SLUG":"types-of-solutions","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThere are different types of solutions which depend on the nature of solute and solvent. Solute and solvent may have the phases of the solution as gaseous, solid and liquid, which further determines the physical state of the solution.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E  \r\n\u003Cdiv\u003E- Determine different types of solution.\u003C\/div\u003E \r\n\u003Cdiv\u003E - Identify different types of solution.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs200370","TOPIC_ID":"hs200370","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS200370.jpg","PUBLIC_BANNER_IMG":"HS200370.jpg","PUBLIC_VIDEO":"pvideo_hs200370.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/zaOnRAPhhRM","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;There are different types of solutions which depend on the nature of solute and solvent. Solute and solvent may have the phases of the solution as gaseous, solid and liquid, which further determines the physical state of the solution.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026amp;nbsp;- Determine different types of solution.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026amp;nbsp;- Identify different types of solution.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Types of solutions","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"493","CATEGORY_ID":"1","CONT_TITLE":"Decomposition Reaction","CONT_SLUG":"decomposition-reaction","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA decomposition reaction is a type of chemical reaction in which a single compound breaks down into two or more elements or new compounds. These reactions often involve an energy source such as heat, light, catalyst or electricity that breaks apart the bonds of compounds.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain a decomposition reaction.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the roles of the different parameters used to initiate and speed up decomposition reactions.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms200319","TOPIC_ID":"ms200319","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS200319.jpg","PUBLIC_BANNER_IMG":"MS200319.jpg","PUBLIC_VIDEO":"pvideo_ms200319.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/Dnrhrdmk_RY","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;A decomposition reaction is a type of chemical reaction in which a single compound breaks down into two or more elements or new compounds. These reactions often involve an energy source such as heat, light, catalyst or electricity that breaks apart the bonds of compounds.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain a decomposition reaction.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the roles of the different parameters used to initiate and speed up decomposition reactions.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Decomposition reaction","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"491","CATEGORY_ID":"1","CONT_TITLE":"Stable and Unstable Atoms","CONT_SLUG":"stable-and-unstable-atoms","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAtoms become chemically stable by losing or gaining to fill up their outermost electron shell to a configuration nearest to that of a noble gas. Atoms which attain noble gas configuration are non reactive in nature and are called stable atoms. Atoms which do not attain noble gas configuration are reactive in nature and are called unstable atoms.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the conditions for an atom to be stable.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe how an atom can be made stable or unstable.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify stable and unstable atoms.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs200310","TOPIC_ID":"hs200310","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS200310.jpg","PUBLIC_BANNER_IMG":"HS200310.jpg","PUBLIC_VIDEO":"pvideo_hs200310.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/1B18nNgKKDc","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Atoms become chemically stable by losing or gaining to fill up their outermost electron shell to a configuration nearest to that of a noble gas. Atoms which attain noble gas configuration are non reactive in nature and are called stable atoms. Atoms which do not attain noble gas configuration are reactive in nature and are called unstable atoms.\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the conditions for an atom to be stable.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe how an atom can be made stable or unstable.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify stable and unstable atoms.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Stable and unstable atoms","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"489","CATEGORY_ID":"1","CONT_TITLE":"Atomic Number","CONT_SLUG":"atomic-number","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAn element\u2019s atomic number is the number of protons present in the nucleus of that atom. When you look at an element in the periodic table, the number located in the upper left corner of the square is the atomic number of that element.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to: \u003C\/div\u003E \r\n\u003Cdiv\u003E- Define atomic number of an element. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Locate an element\u0026#039;s atomic number in the periodic table. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Calculate the number of electrons present in an atom or ion using its atomic number.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms200295","TOPIC_ID":"ms200295","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS200295.jpg","PUBLIC_BANNER_IMG":"MS200295.jpg","PUBLIC_VIDEO":"pvideo_ms200295.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/eTGUbyjr8_g","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;An element\u2019s atomic number is the number of protons present in the nucleus of that atom. When you look at an element in the periodic table, the number located in the upper left corner of the square is the atomic number of that element.\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;After completing this module, you will be able to:\u0026lt;br\u0026gt;\u0026amp;nbsp;- Define atomic number of an element.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Locate an element\u0026#039;s atomic number in the periodic table.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Calculate the number of electrons present in an atom or ion using its atomic number.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Atomic number","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"485","CATEGORY_ID":"1","CONT_TITLE":"Properties of Liquids-Viscosity","CONT_SLUG":"properties-of-liquids-viscosity","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EDifferent solutions have different fluidity. The liquid which flows slowly is known to have higher viscosity. The term, viscosity means resistance to flow. It decreases as the liquid becomes warmer. Thus, it can be said that viscosity is temperature dependent.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define viscosity.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Compare and describe the order of viscosities of different solutions.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Complete an experiment to show the effect of temperature on viscosity.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss200281","TOPIC_ID":"ss200281","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS200281.jpg","PUBLIC_BANNER_IMG":"SS200281.jpg","PUBLIC_VIDEO":"pvideo_ss200281.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/aeAntU_QRps","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Different solutions have different fluidity. The liquid which flows slowly is known to have higher viscosity. The term, viscosity means resistance to flow. It decreases as the liquid becomes warmer. Thus, it can be\u0026amp;nbsp; said that viscosity is temperature dependent.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-size: 13px;\u0026quot;\u0026gt;After completing this module, you will be able to:\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-size: 13px;\u0026quot;\u0026gt;- Define viscosity.\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-size: 13px;\u0026quot;\u0026gt;- Compare and describe the order of viscosities of different solutions.\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-size: 13px;\u0026quot;\u0026gt;- Complete an experiment to show the effect of temperature on viscosity\u0026lt;\/span\u0026gt;.\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Properties of liquids: Viscosity","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"484","CATEGORY_ID":"1","CONT_TITLE":"Effect of Surface Area on Reaction Rate","CONT_SLUG":"effect-of-surface-area-on-reaction-rate","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EWhen a solid lump is subdivided into fine powder, the surface area increases and more particles are exposed for collisions. This results in an increased frequency of collisions and therefore a faster rate of reaction.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to :\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the effect of surface area of solid reactant on rate of reaction.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Illustrate graphically the effect of surface area of solid reactant on rate of reaction.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the effect of increasing surface area on reaction rate using collision theory.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Apply this concept in practical problems.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs200277","TOPIC_ID":"hs200277","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS200277.jpg","PUBLIC_BANNER_IMG":"HS200277.jpg","PUBLIC_VIDEO":"pvideo_hs200277.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/m8t8U2eJnj0","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;When a solid lump is subdivided into fine powder, the surface area increases and more particles are exposed for collisions. This results in an increased frequency of collisions and therefore a faster rate of reaction.\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;After completing this module, you will be able to :\u0026lt;br\u0026gt;- Identify the effect of surface area of solid reactant on rate of reaction.\u0026lt;br\u0026gt;- Illustrate graphically the effect of surface area of solid reactant on rate of reaction.\u0026lt;br\u0026gt;- Explain the effect of increasing surface area on reaction rate using collision theory.\u0026lt;br\u0026gt;- Apply this concept in practical problems.\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Effect of surface area on reaction rate","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"482","CATEGORY_ID":"1","CONT_TITLE":"Inhibitors","CONT_SLUG":"inhibitors","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAt times, it is required to prevent certain chemical reactions from occurring. In such cases inhibitors are used to slow down or even stop a chemical reaction. Inhibitors are used in food industry to slow down or inhibit food spoilage.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define an inhibitor.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the effect of an inhibitor on the rate of a chemical reaction.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the use of an inhibitor as a food preservative to slow down or inhibit the reaction that leads to the food item spoiling.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":"ms200264.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms200264","TOPIC_ID":"ms200264","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS200264.jpg","PUBLIC_BANNER_IMG":"MS200264.jpg","PUBLIC_VIDEO":"pvideo_ms200264.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/J7nB_OJx5XE","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;At times, it is required to prevent certain chemical reactions from occurring. In such cases inhibitors are used to slow down or even stop a chemical reaction. Inhibitors are used in food industry to slow down or inhibit food spoilage.\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Define an inhibitor.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the effect of an inhibitor on the rate of a chemical reaction.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the use of an inhibitor as a food preservative to slow down or inhibit the reaction that leads to the food item spoiling.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Inhibitors","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"480","CATEGORY_ID":"1","CONT_TITLE":"Ions-Gaining or Losing Electrons","CONT_SLUG":"ions-gaining-or-losing-electrons","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EWhen an atom loses or gains an electron to attain a stable octet configuration, it gets converted to an ion, which is a charged particle, unlike a neutral atom.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define ions.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the type of ion formed by a neutral atom according to its place in the periodic table.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Classify ions as anions or cations.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Categorize ions as monovalent, divalent, or trivalent.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs200031","TOPIC_ID":"hs200031","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS200031.jpg","PUBLIC_BANNER_IMG":"HS200031.jpg","PUBLIC_VIDEO":"pvideo_hs200031.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/NvMs_SpFQXs","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;When an atom loses or gains an electron to attain a stable octet configuration, it gets converted to an ion, which is a charged particle, unlike a neutral atom.\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Define ions.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify the type of ion formed by a neutral atom according to its place in the periodic table.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Classify ions as anions or cations.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Categorize ions as monovalent, divalent, or trivalent.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Ions- Gaining or losing electrons","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"479","CATEGORY_ID":"1","CONT_TITLE":"Sound Interference-Beats","CONT_SLUG":"sound-interference-beats","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAn interaction of two sound waves of very close frequencies creating a periodic variation in volume of soft and loud sound, is called beats. The frequency of the beat is equal to the difference of the frequencies of the two sound waves.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define beats.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Observe the effects of interference between two sound waves of similar frequencies. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Calculate the beat frequency of a sound wave, as in the number of beats per second.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms400543","TOPIC_ID":"ms400543","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400543.jpg","PUBLIC_BANNER_IMG":"MS400543.jpg","PUBLIC_VIDEO":"pvideo_ms400543.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/O42PneTr_NQ","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"6","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;An interaction of two sound waves of very close frequencies creating a periodic variation in volume of soft and loud sound, is called beats. The frequency of the beat is equal to the difference of the frequencies of the two sound waves.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Define beats.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Observe the effects of interference between two sound waves of similar frequencies.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Calculate the beat frequency of a sound wave, as in the number of beats per second.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Sound Interference-Beats","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"475","CATEGORY_ID":"1","CONT_TITLE":"Transferring Charge by Contact","CONT_SLUG":"transferring-charge-by-contact","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003ESome materials hold their electrons more loosely than other materials. When objects which are made of different materials come in contact with each other, electrons tend to collect on the object that holds the electrons more tightly. This is called transferring charge by contact. Both insulators and conductors can be charged by contact.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the transfer of charge through contact.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain that the transfer of electrons causes the transfer of charge when two objects come in contact.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe that charged objects attract uncharged objects.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms400524","TOPIC_ID":"ms400524","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400524.jpg","PUBLIC_BANNER_IMG":"MS400524.jpg","PUBLIC_VIDEO":"pvideo_ms400524.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/djr1xmQ7o4k","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"6","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Some materials hold their electrons more loosely than other materials. When objects which are made of different materials come in contact with each other, electrons tend to collect on the object that holds the electrons more tightly. This is called transferring charge by contact. Both insulators and conductors can be charged by contact.\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-size: 13px;\u0026quot;\u0026gt;After completing this module, you will be able to:\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-size: 13px;\u0026quot;\u0026gt;- Describe the transfer of charge through contact.\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-size: 13px;\u0026quot;\u0026gt;- Explain that the transfer of electrons causes the transfer of charge when two objects come in contact.\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;span style=\u0026quot;font-size: 13px;\u0026quot;\u0026gt;- Describe that charged objects attract uncharged objects.\u0026lt;\/span\u0026gt;\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Transferring Charge by Contact","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"474","CATEGORY_ID":"1","CONT_TITLE":"Microwaves","CONT_SLUG":"microwaves","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EMicrowaves are categorized as radio waves. They have the shortest wavelengths of all the radio waves. Microwaves are non ionizing radiations. When microwaves are in sufficient intensity they can cause molecules of the matter to vibrate which in turn cause friction and produces heat. These waves are used in cooking of food in microwave ovens. Microwaves can penetrate clouds, light rain, snow, haze and smoke. This makes them good for transmitting information from one place to another.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define and identify microwaves in the electromagnetic spectrum.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the application of microwaves.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe how cell phones and towers use microwave antennas to transmit signals.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":"ms400523.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms400523","TOPIC_ID":"ms400523","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400523.jpg","PUBLIC_BANNER_IMG":"MS400523.jpg","PUBLIC_VIDEO":"pvideo_ms400523.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/nBhSzG9wGNg","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"6","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Microwaves are categorized as radio waves. They have the shortest wavelengths of all the radio waves. Microwaves are non ionizing radiations. When microwaves are in sufficient intensity they can cause molecules of the matter to vibrate which in turn cause friction and produces heat. These waves are used in cooking of food in microwave ovens. Microwaves can penetrate clouds, light rain, snow, haze and smoke. This makes them good for transmitting information from one place to another.\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Define and identify microwaves in the electromagnetic spectrum.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the application of microwaves.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe how cell phones and towers use microwave antennas to transmit signals.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Microwaves","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"473","CATEGORY_ID":"1","CONT_TITLE":"Heating Appliances","CONT_SLUG":"heating-appliances","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EHeating appliances are the devices that converts the electrical energy to useful thermal energy and produce heat for many uses.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to: \u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the heating appliances. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain how heating appliances work. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the applications of thermal energy in daily life.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":"ms400520.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms400520","TOPIC_ID":"ms400520","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400520.jpg","PUBLIC_BANNER_IMG":"MS400520.jpg","PUBLIC_VIDEO":"pvideo_ms400520.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/Jg4-geBWg70","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Heating appliances are the devices that converts the electrical energy to useful thermal energy and produce heat for many uses. \u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;After completing this module, you will be able to:\u0026lt;br\u0026gt;\u0026amp;nbsp;- Identify the heating appliances.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Explain how heating appliances work.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Describe the applications of thermal energy in daily life.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Heating Appliances","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"471","CATEGORY_ID":"1","CONT_TITLE":"Bernoulli\u0027s Principle","CONT_SLUG":"bernoullis-principle","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EBernoulli\u0026#039;s principle states that the pressure of a fluid decreases when the speed of that fluid increases.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to: \u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe why water moves faster in a squeezed part of a hose.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain how wind blows off the roof of a house in accordance with Bernoulli\u0026#039;s principle.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain how a soccer player makes use of Bernoulli\u0026#039;s principle to curve the ball.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms400517","TOPIC_ID":"ms400517","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400517.jpg","PUBLIC_BANNER_IMG":"MS400517.jpg","PUBLIC_VIDEO":"pvideo_ms400517.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/WtSjA75B0TI","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Bernoulli\u0026#039;s principle states that the pressure of a fluid decreases when the speed of that fluid increases.\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;span style=\u0026quot;font-size: 13px;\u0026quot;\u0026gt;After completing this module, you will be able to:\u0026amp;nbsp;\u0026lt;\/span\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;span style=\u0026quot;font-size: 13px;\u0026quot;\u0026gt;- Describe why water moves faster in a squeezed part of a hose.\u0026lt;\/span\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;span style=\u0026quot;font-size: 13px;\u0026quot;\u0026gt;- Explain how wind blows off the roof of a house in accordance with Bernoulli\u0026#039;s principle.\u0026lt;\/span\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;span style=\u0026quot;font-size: 13px;\u0026quot;\u0026gt;- Explain how a soccer player makes use of Bernoulli\u0026#039;s principle to curve the ball\u0026lt;\/span\u0026gt;.\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Bernoulli\u0027s Principle","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"464","CATEGORY_ID":"1","CONT_TITLE":"Sound Interference","CONT_SLUG":"sound-interference","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003ESound interference is the phenomenon that occurs when two waves meet while traveling along the same medium. If the amplitudes of the waves add, the interference is said to be constructive interference. And, if the amplitudes subtract it is called destructive interference.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define interference.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Observe the effect of the addition of two waves with each other.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Differentiate between the two types of interference.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs400417","TOPIC_ID":"hs400417","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS400417.jpg","PUBLIC_BANNER_IMG":"HS400417.jpg","PUBLIC_VIDEO":"pvideo_hs400417.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/cH-A3Cc8ivc","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"6","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Sound interference is the phenomenon that occurs when two waves meet while traveling along the same medium. If the amplitudes of the waves add, the interference is said to be constructive interference. And, if the amplitudes subtract it is called destructive interference.\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;After completing this module, you will be able to:\u0026lt;br\u0026gt;- Define interference.\u0026lt;br\u0026gt;- Observe the effect of the addition of two waves with each other.\u0026lt;br\u0026gt;- Differentiate between the two types of interference.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Sound Interference","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"460","CATEGORY_ID":"1","CONT_TITLE":"Electric Forces","CONT_SLUG":"electric-forces","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA force acting between charged objects, even when they are not in contact with each other, is known as an electric force.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define electric forces.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Illustrate the electric forces between similar electric charges and opposite electric charges.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the factors affecting the electric forces between two charged objects.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms400385","TOPIC_ID":"ms400385","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400385.jpg","PUBLIC_BANNER_IMG":"MS400385.jpg","PUBLIC_VIDEO":"pvideo_ms400385.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/XNafqEXwkAw","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"6","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;A force acting between charged objects, even when they are not in contact with each other, is known as an electric force.\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;After completing this module, you will be able to:\u0026lt;br\u0026gt;- Define electric forces.\u0026lt;br\u0026gt;- Illustrate the electric forces between similar electric charges and opposite electric charges.\u0026lt;br\u0026gt;- Explain the factors affecting the electric forces between two charged objects.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Electric Forces","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"457","CATEGORY_ID":"1","CONT_TITLE":"Density of Fluids","CONT_SLUG":"density-of-fluids","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EDensity of a fluid is defined as the ratio of mass and volume of the fluid. If the density of an object is greater than that of the fluid, then the object will sink. If the density of the object is smaller than that of the fluid, then the object will float. If the density of the object is equal to that of the fluid, then the object will neither float nor sink. The pressure variation that is observed in different fluids is due to density. \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Compare the pressure due to fluids at different depths and altitudes.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Compare densities of different materials.\u003C\/div\u003E\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms400286","TOPIC_ID":"ms400286","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400286.jpg","PUBLIC_BANNER_IMG":"MS400286.jpg","PUBLIC_VIDEO":"pvideo_ms400286.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/7mNuLvkg21k","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Density of a fluid is defined as the ratio of mass and volume of the fluid. If the density of an object is greater than that of the fluid, then the object will sink. If the density of the object is smaller than that of the fluid, then the object will float. If the density of the object is equal to that of the fluid, then the object will neither float nor sink. The pressure variation that is observed in different fluids is due to density.\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026amp;nbsp;\u0026lt;br\u0026gt;After completing this module, you will be able to:\u0026lt;br\u0026gt;\u0026amp;nbsp;- Compare the pressure due to fluids at different depths and altitudes.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Compare densities of different materials.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Density of Fluids","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"446","CATEGORY_ID":"1","CONT_TITLE":"Momentum","CONT_SLUG":"momentum","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EMomentum is defined as the product of mass and velocity. The unit for momentum is kilogram meters per second (kg-m\/s) and it is a vector quantity as it has both size and direction. The direction is given by the velocity (velocity = speed in a particular direction). When a resultant force acts on an object it will cause a change of momentum in the direction of the force and the amount of the change depends on the amount of the force and the time for which it acts.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define momentum.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the effect of velocity on momentum.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the effect of mass on momentum.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs400120","TOPIC_ID":"hs400120","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS400120.jpg","PUBLIC_BANNER_IMG":"HS400120.jpg","PUBLIC_VIDEO":"pvideo_hs400120.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/s_i0A3MVRG0","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Momentum is defined as the product of mass and velocity. The unit for momentum is kilogram meters per second (kg-m\/s) and it is a vector quantity as it has both size and direction. The direction is given by the velocity (velocity = speed in a particular direction). When a resultant force acts on an object it will cause a change of momentum in the direction of the force and the amount of the change depends on the amount of the force and the time for which it acts.\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Define momentum.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the effect of velocity on momentum.\u0026lt;\/div\u0026gt;- Explain the effect of mass on momentum.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Momentum","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"398","CATEGORY_ID":"1","CONT_TITLE":"Bases","CONT_SLUG":"bases","CONT_TITLE_AR":"Bases","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E\u003Cbr\u003E\u003C\/div\u003E \r\n\u003Cdiv\u003EA base is a compound that gives hydroxide ion on ionization. Bases are usually bitter in taste.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define bases.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the properties of bases.\u003C\/div\u003E","CONT_DESC_AR":"A base is a compound that gives hydroxide ion on ionisation. Bases are usually bitter in taste.\u003C\/br\u003E\u003C\/br\u003E\r\n\u003Cstrong\u003ELearning Objectives\u003C\/strong\u003E\u003C\/br\u003E\u003C\/br\u003E\r\nIn this simulation, you will be able to:\u003C\/br\u003E\r\n\u2022 define bases\u003C\/br\u003E\r\n\u2022 identify the properties of bases","BACKING_FILE":"hs200060.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs200060","TOPIC_ID":"hs200060","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS200060.jpg","PUBLIC_BANNER_IMG":"HS200060.jpg","PUBLIC_VIDEO":"pvideo_hs200060.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/44_TMLTKv5A","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E\u003Cbr\u003E\u003Cdiv\u003EA base is a compound that gives hydroxide ion on ionization. Bases are usually bitter in taste.\u003C\/div\u003E\u003Cdiv\u003E\u003Cbr\u003E\u003C\/div\u003E\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E\u003Cdiv\u003E\u003Cbr\u003E\u003C\/div\u003E\u003Cdiv\u003E\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E\u003Cdiv\u003E- Define bases.\u003C\/div\u003E\u003Cdiv\u003E- Identify the properties of bases.\u003C\/div\u003E\u003C\/div\u003E","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Bases","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"372","CATEGORY_ID":"1","CONT_TITLE":"Application of VSEPR Theory","CONT_SLUG":"application-of-vsepr-theory","CONT_TITLE_AR":"Application of VSEPR Theory","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EValence shell electron pair repulsion (VSEPR) theory is used in chemistry to predict the three-dimensional shapes of molecules from the number of electron pairs surrounding their central atoms. Molecules can have linear, trigonal planar, bent, tetrahedral, trigonal bipyramidal, seesaw, T-shaped, octahedral, square pyramidal or pentagonal bipyramidal geometries.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Construct molecules having linear, trigonal planar, bent, tetrahedral, trigonal bipyramidal, seesaw, T-shaped, octahedral, square pyramidal and pentagonal bipyramidal geometries.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Apply VSEPR theory to predict the three-dimensional shapes of molecules.\u003C\/div\u003E","CONT_DESC_AR":"Valence shell electron pair repulsion (VSEPR)\u0026amp;nbsp;theory\u0026amp;nbsp;is used in chemistry to predict the three-dimensional shapes of molecules from the number of electron pairs surrounding their central atoms. Molecules can have linear, trigonal planar, bent, tetrahedral, trigonal bipyramidal, seesaw, T-shaped, octahedral, square pyramidal or pentagonal bipyramidal geometries.\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation you will be able to:\u0026lt;br \/\u0026gt;\n- construct molecules having linear, trigonal planar, bent, tetrahedral, trigonal bipyramidal, seesaw, T-shaped, octahedral, square pyramidal and pentagonal bipyramidal geometries\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n- apply VSEPR theory to predict the three-dimensional shapes of molecules","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss200035","TOPIC_ID":"ss200035","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS200035.jpg","PUBLIC_BANNER_IMG":"SS200035.jpg","PUBLIC_VIDEO":"pvideo_ss200035.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/gR_7S2Lk39g","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Valence shell electron pair repulsion (VSEPR) theory is used in chemistry to predict the three-dimensional shapes of molecules from the number of electron pairs surrounding their central atoms. Molecules can have linear, trigonal planar, bent, tetrahedral, trigonal bipyramidal, seesaw, T-shaped, octahedral, square pyramidal or pentagonal bipyramidal geometries.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Construct molecules having linear, trigonal planar, bent, tetrahedral, trigonal bipyramidal, seesaw, T-shaped, octahedral, square pyramidal and pentagonal bipyramidal geometries.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Apply VSEPR theory to predict the three-dimensional shapes of molecules.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Application of VSEPR theory","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"371","CATEGORY_ID":"1","CONT_TITLE":"VSEPR Theory","CONT_SLUG":"vsepr-theory","CONT_TITLE_AR":"VSEPR Theory","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \u003Cdiv\u003E  \u003Cbr\u003E \u003C\/div\u003E \u003Cdiv\u003EValence shell electron pair repulsion (VSEPR) theory suggests that the electron pairs surrounding the central atom repel each other and tend to occupy such positions around the central atom that minimize this repulsion. According to this theory, the geometry of a molecule depends upon the total number of electron pairs present around the central atom.\u003C\/div\u003E \u003Cdiv\u003E  \u003Cbr\u003E \u003C\/div\u003E \u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \u003Cdiv\u003E  \u003Cbr\u003E \u003C\/div\u003E \u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \u003Cdiv\u003E- Explain valence shell electron pair repulsion (VSEPR) theory.\u003C\/div\u003E \u003Cdiv\u003E- Predict the geometry of individual molecules from the number of electron pairs surrounding their central atoms.\u003C\/div\u003E","CONT_DESC_AR":"According to valence shell electron pair repulsion (VSEPR) theory, the valence electron pairs surrounding an atom mutually repel each other. They adopt an arrangement that minimizes this repulsion, thus determining its molecular geometry. This means that bonding and non-bonding electrons will repel each other as far away as geometrically possible. The number of atoms bonded to a central atom combined with the number of pairs of its non-bonding valence electrons is called its steric number.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; explain Valence shell electron pair repulsion (VSEPR) theory\u0026lt;br \/\u0026gt;\n\u0026amp;bull; predict the geometry of individual molecules from the number of electron pairs surrounding their central atoms","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss200034","TOPIC_ID":"ss200034","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS200034.jpg","PUBLIC_BANNER_IMG":"SS200034.jpg","PUBLIC_VIDEO":"pvideo_ss200034.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/RVz4Vp1j4nQ","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Valence shell electron pair repulsion (VSEPR) theory suggests that the electron pairs surrounding the central atom repel each other and tend to occupy such positions around the central atom that minimize this repulsion. According to this theory, the geometry of a molecule depends upon the total number of electron pairs present around the central atom.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-weight: bold;\u0026quot;\u0026gt;Learning Objectives:\u0026lt;\/span\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain valence shell electron pair repulsion (VSEPR) theory.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Predict the geometry of individual molecules from the number of electron pairs surrounding their central atoms.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"VSEPR Theory","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"370","CATEGORY_ID":"1","CONT_TITLE":"pH of a Solution","CONT_SLUG":"ph-of-a-solution","CONT_TITLE_AR":"pH of a Solution","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAn aqueous solution can be acidic, basic or neutral based, on the pH of the solution. A neutral solution like pure water has an equal number of hydronium ions and hydroxide ions, while an acidic solution has more hydronium ions than hydroxide ions, and basic solutions have more hydroxide ions than hydronium ions.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Measure the pH of a strong acid with the help of a pH meter.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Measure the pH of a strong base with the help of a pH meter.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify whether a solution is acidic or basic.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Calculate the pH of a strong acid.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Calculate the pH of a strong base.\u003C\/div\u003E","CONT_DESC_AR":"An aqueous solution can be acidic, basic or neutral based on the pH of the solution. A neutral solution like pure water has an equal number of hydronium ions and hydroxide ions, while an acidic solution has more hydronium ions than hydroxide ions, and basic solutions have more hydroxide ions than hydronium ions.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation , you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify whether a solution is acidic, basic or neutral\u0026lt;br \/\u0026gt;\n\u0026amp;bull;\u0026amp;nbsp;calculate the pH of an aqueous solution\u0026lt;br \/\u0026gt;\n\u0026amp;bull;\u0026amp;nbsp;calculate\u0026amp;nbsp;the hydronium ion and hydroxide ion concentrations of an aqueous\u0026amp;nbsp;solution","BACKING_FILE":"ss200071.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss200071","TOPIC_ID":"ss200071","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS200071.jpg","PUBLIC_BANNER_IMG":"SS200071.jpg","PUBLIC_VIDEO":"pvideo_ss200071.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/KOn_tFIwyd4","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;An aqueous solution can be acidic, basic or neutral based, on the pH of the solution. A neutral solution like pure water has an equal number of hydronium ions and hydroxide ions, while an acidic solution has more hydronium ions than hydroxide ions, and basic solutions have more hydroxide ions than hydronium ions.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-size: 13px;\u0026quot;\u0026gt;After completing this module, you will be able to:\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-size: 13px;\u0026quot;\u0026gt;- Measure the pH of a strong acid with the help of a pH meter.\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-size: 13px;\u0026quot;\u0026gt;- Measure the pH of a strong base with the help of a pH meter.\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-size: 13px;\u0026quot;\u0026gt;- Identify whether a solution is acidic or basic.\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-size: 13px;\u0026quot;\u0026gt;- Calculate the pH of a strong acid.\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-size: 13px;\u0026quot;\u0026gt;- Calculate the pH of a strong base\u0026lt;\/span\u0026gt;.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"pH of a solution","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"369","CATEGORY_ID":"1","CONT_TITLE":"Balancing Redox Reactions","CONT_SLUG":"balancing-redox-reaction","CONT_TITLE_AR":"Balancing Redox Reaction","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EIn the half-reaction method, both oxidation-half and reduction-half reactions are separated and balanced to get oxidation-half reaction and reduction-half reaction respectively. In the end, both half-reactions are added to obtain a final balanced equation.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the oxidation half-reaction and reduction half-reaction in a redox reaction.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Balance oxidation half-reaction and reduction half-reaction separately.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Balance the overall redox reaction by adding both the half-reactions and cancelling electrons.\u003C\/div\u003E","CONT_DESC_AR":"In the half-reaction method both oxidation-half and reduction-half reactions are separated and balanced to get oxidation-half reaction and reduction-half reaction respectively. In the end, both half-reactions are added to obtain a final balanced equation.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify the oxidation and reduction half-reactions in a redox reaction\u0026lt;br \/\u0026gt;\n\u0026amp;bull; balance oxidation and reduction half-reactions separately\u0026lt;br \/\u0026gt;\n\u0026amp;bull; balance the overall redox reaction by adding both half-reactions and cancelling electrons","BACKING_FILE":"ss200028.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss200028","TOPIC_ID":"ss200028","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS200028.jpg","PUBLIC_BANNER_IMG":"SS200028.jpg","PUBLIC_VIDEO":"pvideo_ss200028.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/8SetntZ-6ec","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;In the half-reaction method, both oxidation-half and reduction-half reactions are separated and balanced to get oxidation-half reaction and reduction-half reaction respectively. In the end, both half-reactions are added to obtain a final balanced equation.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-size: 13px;\u0026quot;\u0026gt;After completing this module, you will be able to:\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-size: 13px;\u0026quot;\u0026gt;- Identify the oxidation half-reaction and reduction half-reaction in a redox reaction.\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-size: 13px;\u0026quot;\u0026gt;- Balance oxidation half-reaction and reduction half-reaction separately.\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-size: 13px;\u0026quot;\u0026gt;- Balance the overall redox reaction by adding both the half-reactions and cancelling electrons\u0026lt;\/span\u0026gt;.\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Balancing redox reaction","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"368","CATEGORY_ID":"1","CONT_TITLE":"Oxidation-Reduction Reactions","CONT_SLUG":"oxidation-reduction-reaction","CONT_TITLE_AR":"Oxidation-Reduction Reaction","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EBoth oxidation and reduction take place in a singe reaction, called a redox reaction. The chemical species undergoing oxidation is called an oxidant or reducing agent. The chemical species undergoing reduction is called a reductant or oxidizing agent.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify oxidation-reduction or redox reactions.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify a redox reaction.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the oxidizing and reducing agents in a redox reaction.\u003C\/div\u003E","CONT_DESC_AR":"In a redox reaction both oxidation and reduction takes place in a single reaction. The chemical species undergoing oxidation is called an oxidant or reducing agent. The chemical species undergoing reduction is called a reductant or oxidizing agent.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; define oxidation-reduction (redox) reactions\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify a redox reaction\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify the oxidizing and reducing agents in a redox reaction","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss200026","TOPIC_ID":"ss200026","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS200026.jpg","PUBLIC_BANNER_IMG":"SS200026.jpg","PUBLIC_VIDEO":"pvideo_ss200026.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/frc5RvK7rIk","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Both oxidation and reduction take place in a singe reaction, called a redox reaction. The chemical species undergoing oxidation is called an oxidant or reducing agent. The chemical species undergoing reduction is called a reductant or oxidizing agent.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify oxidation-reduction or redox reactions.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify a redox reaction.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify the oxidizing and reducing agents in a redox reaction.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Oxidation-reduction reactions","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"367","CATEGORY_ID":"1","CONT_TITLE":"Distillation","CONT_SLUG":"distillation","CONT_TITLE_AR":"Distillation","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EDistillation is the separation of a mixture into its component parts, or fractions, separating chemical compounds by their boiling points, by heating them to a temperature at which one or more fractions of the compound will vaporize.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the process of distillation to separate miscible liquid mixtures.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify liquids that can be separated by distillation.\u003C\/div\u003E","CONT_DESC_AR":"Distillation is the separation of a mixture into its component parts, or fractions, separating chemical compounds by their boiling point by heating them to a temperature at which one or more fractions of the compound will vaporize.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; describe the process of distillation to separate miscible liquid mixtures\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify liquids that can be separated by distillation","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss200015","TOPIC_ID":"ss200015","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS200015.jpg","PUBLIC_BANNER_IMG":"SS200015.jpg","PUBLIC_VIDEO":"pvideo_ss200015.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/0CyfkKB5KG4","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Distillation is the separation of a mixture into its component parts, or fractions, separating chemical compounds by their boiling points, by heating them to a temperature at which one or more fractions of the compound will vaporize.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the process of distillation to separate miscible liquid mixtures.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify liquids that can be separated by distillation.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Distillation","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"366","CATEGORY_ID":"1","CONT_TITLE":"Dissolving Solids in Liquids","CONT_SLUG":"dissolving-solids-in-liquids","CONT_TITLE_AR":"Dissolving Solids in Liquids","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003ESolids that are soluble in a particular liquid when dissolved in that liquid, form a homogenous solution. Solids that are insoluble in a particular liquid when dissolved in that liquid form a heterogeneous solution.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain how solid solutes dissolve in liquid solvents.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the change in the properties of solids when dissolved in liquids.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify solids that can be dissolved in water.\u003C\/div\u003E","CONT_DESC_AR":"Solids that are soluble in a particular liquid when dissolved form homogenous solution. Solids that are insoluble in a particular liquid when dissolved form heterogenous solution.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nAfter playing the simulation you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; explain how solid solute disolves in liquid solvents\u0026lt;br \/\u0026gt;\n\u0026amp;bull; describe the change in the properties of solids when dissolved in liquids\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify solids that can be dissolved into water","BACKING_FILE":"hs200079.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs200079","TOPIC_ID":"hs200079","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS200079.jpg","PUBLIC_BANNER_IMG":"hs200079.jpg","PUBLIC_VIDEO":"pvideo_hs200079.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/nGvKBRfZJXk","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Solids that are soluble in a particular liquid when dissolved in that liquid, form a homogenous solution. Solids that are insoluble in a particular liquid when dissolved in that liquid form a heterogeneous solution.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain how solid solutes dissolve in liquid solvents.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the change in the properties of solids when dissolved in liquids.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify solids that can be dissolved in water.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Dissolving solids in liquids","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"356","CATEGORY_ID":"1","CONT_TITLE":"The pH Scale","CONT_SLUG":"the-ph-scale","CONT_TITLE_AR":"The pH Scale","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe pH scale ranges from 0 to 14. Aqueous solutions with a pH of less than 7 are acidic. Aqueous solutions with pH more than 7 are basic. Aqueous solutions with a pH exactly equal to 7 are neutral. Acidity increases as the solution move below 7, with pH 1 being the most acidic. Basicity increases as the solution move above 7, with pH 14 being the most basic.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the pH scale.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Compare different acids, bases and neutral solutions on the pH scale.\u003C\/div\u003E","CONT_DESC_AR":"The pH scale ranges from 0 to 14. Aqueous solutions with a pH of less than 7 are acidic. Aqueous solutions with pH more than 7 are basic. Aqueous solutions with a pH exactly equal to 7 are neutral. Acidity increases as we move below 7, with pH 1 being the most acidic. Basicity increases as we move above 7, with pH 14 being the most basic.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; define the pH scale\u0026lt;br \/\u0026gt;\n\u0026amp;bull; compare different acids, bases and neutral solutions in a pH scale","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms200067","TOPIC_ID":"ms200067","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS200067.jpg","PUBLIC_BANNER_IMG":"MS200067.jpg","PUBLIC_VIDEO":"pvideo_ms200067.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/9cl_CJSsVww","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;The pH scale ranges from 0 to 14. Aqueous solutions with a pH of less than 7 are acidic. Aqueous solutions with pH more than 7 are basic. Aqueous solutions with a pH exactly equal to 7 are neutral. Acidity increases as the solution move below 7, with pH 1 being the most acidic. Basicity increases as the solution move above 7, with pH 14 being the most basic.\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the pH scale.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Compare different acids, bases and neutral solutions on the pH scale.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"The pH scale","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"355","CATEGORY_ID":"1","CONT_TITLE":"What is pH?","CONT_SLUG":"what-is-ph","CONT_TITLE_AR":"What is pH?","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe pH level is a numeric scale used to specify the acidity or basicity of an aqueous solution. Solutions with a pH less than 7 are acidic and solutions with a pH greater than 7 are basic. Pure water is neutral, at pH 7, being neither an acid nor a base.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the difference between acidic, basic, and neutral solutions on the basis of their pH value.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Classify solutions as acidic or basic based on their pH values.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the relationship between hydronium ion concentration and pH value.\u003C\/div\u003E","CONT_DESC_AR":"The pH level is a numeric scale used to specify the acidity or basicity of an aqueous solution. Solutions with a pH less than 7 are acidic and solutions with a pH greater than 7 are basic. Pure water is neutral, at pH 7, being neither an acid nor a base.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation , you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; define the pH of an aqueous solution and its importance\u0026lt;br \/\u0026gt;\n\u0026amp;bull; memorize the application of pH\u0026lt;br \/\u0026gt;\n\u0026amp;bull; calculate pH for a given concentration of hydronium ion","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms200066","TOPIC_ID":"ms200066","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS200066.jpg","PUBLIC_BANNER_IMG":"MS200066.jpg","PUBLIC_VIDEO":"pvideo_ms200066.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/OFZ9pgaM2so","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;The pH level is a numeric scale used to specify the acidity or basicity of an aqueous solution. Solutions with a pH less than 7 are acidic and solutions with a pH greater than 7 are basic. Pure water is neutral, at pH 7, being neither an acid nor a base.\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the difference between acidic, basic, and neutral solutions on the basis of their pH value.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Classify solutions as acidic or basic based on their pH values.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify the relationship between hydronium ion concentration and pH value.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"What is pH?","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"337","CATEGORY_ID":"1","CONT_TITLE":"Pascal\u0027s Principle and Hydraulic Pressure","CONT_SLUG":"pascals-principle-and-hydraulic-pressure","CONT_TITLE_AR":"Pascals Principle and Hydraulic Pressure","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EIn fluid mechanics, Pascal\u2019s principle describes that in a confined incompressible fluid a pressure change is transmitted throughout the fluid, such that same change occurs everywhere.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Demonstrate that the pressure on an enclosed fluid is transmitted undiminished to every part of the fluid.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Illustrate the application of Pascal\u0026#039;s principle in a hydraulic lift used to raise a car off the ground.\u003C\/div\u003E","CONT_DESC_AR":"Pressure applied to a fluid is transmitted through the fluid and can be written as pressure in = pressure out.\u003C\/br\u003E\u003C\/br\u003E\r\n\u003Cstrong\u003ELearning Objective:\u003C\/strong\u003E\u003C\/br\u003E\u003C\/br\u003E\r\nIn this simulation, you will become aware that\u003C\/br\u003E\r\n1.pressure applied to a fluid is transmitted through the fluid and can be written as: pressure in = pressure out","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss400032","TOPIC_ID":"ss400032","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS400032.jpg","PUBLIC_BANNER_IMG":"SS400032.jpg","PUBLIC_VIDEO":"pvideo_ss400032.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/jRsM3xTFe2w","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;In fluid mechanics, Pascal\u2019s principle describes that in a confined incompressible fluid a pressure change is transmitted throughout the fluid, such that same change occurs everywhere.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Demonstrate that the pressure on an enclosed fluid is transmitted undiminished to every part of the fluid.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Illustrate the application of Pascal\u0026#039;s principle in a hydraulic lift used to raise a car off the ground.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Pascal\u0027s Principle and Hydraulic Pressure","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - 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These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. 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Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"333","CATEGORY_ID":"1","CONT_TITLE":"pH Indicators","CONT_SLUG":"ph-indicators","CONT_TITLE_AR":"pH indicators","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA pH indicator is a halochromic substance that changes color with a change in the pH of a solution. 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Hence a pH indicator detects a change concentration of hydronium ion during a chemical reaction.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify colour change of an indicator at different pH values\u0026lt;br \/\u0026gt;\n\u0026amp;bull; select an appropriate pH indicator that can be used to identify a solution as acidic, basic or neutral","BACKING_FILE":"ms200068.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms200068","TOPIC_ID":"ms200068","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS200068.jpg","PUBLIC_BANNER_IMG":"MS200068.jpg","PUBLIC_VIDEO":"pvideo_ms200068.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/QKXjIrQuCYU","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;A pH indicator is a halochromic substance that changes color with a change in the pH of a solution. 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Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"326","CATEGORY_ID":"1","CONT_TITLE":"Neutralization Reactions","CONT_SLUG":"neutralization-reaction","CONT_TITLE_AR":"Neutralization Reaction","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAcids dissociate in water and release hydrogen ions. Alkalies dissociate in water and release hydroxide ions. 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The process in which released hydrogen ions combine with hydroxide ions to form water is called the neutralisation reaction.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nAfter playing this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;middot; identify the ions present in acids and bases\u0026lt;br \/\u0026gt;\n\u0026amp;middot; demonstrate the neutralisation reaction of an acid and a base\u0026lt;br \/\u0026gt;\n\u0026amp;middot; combine ions to perform a neutralisation reaction between an acid and a base","BACKING_FILE":"hs200001.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs200001","TOPIC_ID":"hs200001","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS200001.jpg","PUBLIC_BANNER_IMG":"HS200001.jpg","PUBLIC_VIDEO":"pvideo_hs200001.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/QesxBXOtRF4","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Acids dissociate in water and release hydrogen ions. Alkalies dissociate in water and release hydroxide ions. 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These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"325","CATEGORY_ID":"1","CONT_TITLE":"Atoms and Their Symbols","CONT_SLUG":"atoms-and-their-symbols","CONT_TITLE_AR":"Atoms and Their Symbols","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThere are over a hundred different types of atoms, and these are called elements. Each element has a special name. For example carbon, oxygen and hydrogen are all elements. Each element is given its own chemical symbol, like O for oxygen and Cl for chlorine. Chemical symbols are usually one or two letters long, but sometimes three letters are used.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify element symbols.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Write element symbols.\u003C\/div\u003E","CONT_DESC_AR":"There are over a hundred different types of atom, and these are called elements. Each element has a special name. For example carbon, oxygen and hydrogen are all elements. Each element is given its own chemical symbol, like O for oxygen and Cl for chlorine. Chemical symbols are usually one or two letters long, but sometimes three letters are used.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify symbols of the elements\u0026lt;br \/\u0026gt;\n\u0026amp;bull; write symbols of the elements","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms200008","TOPIC_ID":"ms200008","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS200008.jpg","PUBLIC_BANNER_IMG":"MS200008.jpg","PUBLIC_VIDEO":"pvideo_ms200008.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/vsVEy0BjH3I","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;There are over a hundred different types of atoms, and these are called elements. Each element has a special name. For example carbon, oxygen and hydrogen are all elements. Each element is given its own chemical symbol, like O for oxygen and Cl for chlorine. Chemical symbols are usually one or two letters long, but sometimes three letters are used.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify element symbols.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Write element symbols.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Atoms and Their Symbols","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"319","CATEGORY_ID":"1","CONT_TITLE":"Friction and its Causes","CONT_SLUG":"friction-and-its-causes","CONT_TITLE_AR":"Friction and its Causes","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EFrictional force is a force that slows down moving objects or prevents stationary objects from moving. Frictional force acts between a pair of surfaces in contact. It acts in a direction opposite to the force applied. Rougher surfaces create more frictional force.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EIn this module you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Understand that the frictional force acts between a pair of surfaces in contact.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain that the frictional force acts in a direction opposite to the applied force.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Infer that rough surfaces create more frictional force than smooth ones.\u003C\/div\u003E","CONT_DESC_AR":"Frictional force is a force that slows moving objects or prevents stationary objects from moving. Frictional force acts between a pair of surfaces in contact. Frictional force acts in a direction opposite to the force applied. Rougher surfaces create more frictional force.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives:\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n- explain frictional force\u0026lt;br \/\u0026gt;\n- understand that frictional force acts between a pair of surfaces in contact\u0026lt;br \/\u0026gt;\n- explain how frictional force acts in a direction opposite to the force applied\u0026lt;br \/\u0026gt;\n- infer that rough surfaces create more frictional force than smooth ones","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms400001","TOPIC_ID":"ms400001","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400001.jpg","PUBLIC_BANNER_IMG":"MS400001.jpg","PUBLIC_VIDEO":"pvideo_ms400001.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/QhJRYR_L98Y","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Frictional force is a force that slows down moving objects or prevents stationary objects\u0026amp;nbsp; from moving. Frictional force acts between a pair of surfaces in contact. It acts in a direction opposite to the force applied. Rougher surfaces create more frictional force.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;In this module you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Understand that the frictional force acts between a pair of surfaces in contact.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain that the frictional force acts in a direction opposite to the applied force.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Infer that rough surfaces create more frictional force than smooth ones.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Friction and its Causes","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"279","CATEGORY_ID":"1","CONT_TITLE":"Structure of Phenol","CONT_SLUG":"structure-of-phenol","CONT_TITLE_AR":"Structure of Phenol","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EIn phenol, hydroxy functional group is directly attached to the sp2 hybridized carbon atom of the benzene ring. The interaction of six unhybridized 2pz orbitals of carbon atoms of the benzene ring leads to the formation of delocalized pi-electron clouds.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the functional group present in phenol.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the charge distribution of the phenol molecule using its electrostatic potential map.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the orbital structure of phenol.\u003C\/div\u003E","CONT_DESC_AR":"In phenol hydroxy functional group is directly attached to the sp2 hybridised carbon atom of the benzene ring. The interaction of six unhybridised 2pz orbitals of carbon atoms of the benzene ring leads to the formation of delocalised pi-electron clouds.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n- identify functional groups present in phenol\u0026lt;br \/\u0026gt;\n- explain the charge distribution of the phenol molecule using an electrostatic potential map\u0026lt;br \/\u0026gt;\n- explain the orbital structure of phenol","BACKING_FILE":"ss200049.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss200049","TOPIC_ID":"ss200049","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS200049.jpg","PUBLIC_BANNER_IMG":"ss200049.jpg","PUBLIC_VIDEO":"pvideo_ss200049.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/y_oKx7y2T7o","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;In phenol, hydroxy functional group is directly attached to the sp2 hybridized carbon atom of the benzene ring. The interaction of six unhybridized 2pz orbitals of carbon atoms of the benzene ring leads to the formation of delocalized pi-electron clouds.\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify the functional group present in phenol.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the charge distribution of the phenol molecule using its electrostatic potential map.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the orbital structure of phenol.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Structure of Phenol","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"275","CATEGORY_ID":"1","CONT_TITLE":"Effect of Temperature on Reaction Rate","CONT_SLUG":"effect-of-temperature-on-reaction-rate","CONT_TITLE_AR":"Effect of Temperature on Reaction Rate","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe rate of a chemical reaction increases with increase in temperature. For most of the reactions, the rate of reaction becomes nearly double for 10\u00b0 rise in temperature. This increase is mainly due to the increase in the number of collisions of the reactant particles.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the increase in the reaction rate with the increase in temperature.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Graphically illustrate the effect of temperature on the reaction rate.\u003C\/div\u003E","CONT_DESC_AR":"The rate of a chemical reaction increases with increase in temperature. For most of the reactions, the rate of reaction becomes nearly double for 10\u0026amp;deg; rise in temperature. This increase is mainly due to the increase in the number of collisions.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; explain the increase in the reaction rate with the increase in temperature\u0026lt;br \/\u0026gt;\n\u0026amp;bull; graphically illustrate the effect of temperature on the reaction rate\u0026lt;br \/\u0026gt;\n\u0026amp;bull; apply the concept in practical problems","BACKING_FILE":"ss200058.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss200058","TOPIC_ID":"ss200058","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS200058.jpg","PUBLIC_BANNER_IMG":"SS200058.jpg","PUBLIC_VIDEO":"pvideo_ss200058.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/d7IKyDsgrAA","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;The rate of a chemical reaction increases with increase in temperature. For most of the reactions, the rate of reaction becomes nearly double for 10\u00b0 rise in temperature. This increase is mainly due to the increase in the number of collisions of the reactant particles.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the increase in the reaction rate with the increase in temperature.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Graphically illustrate the effect of temperature on the reaction rate.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Effect of temperature on reaction rate","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"273","CATEGORY_ID":"1","CONT_TITLE":"Structural Representations of Organic Compounds","CONT_SLUG":"structural-representations-of-organic-compounds","CONT_TITLE_AR":"Structural Representations of Organic Compounds","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EVarious structural representations used to represent organic compounds include complete structural formula, bond-line structural formula and polygon formula. Molecular models are used for better visualization and perception of 3D structures of organic molecules.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain various structural representations such as molecular formula, structural formula, and bond-line formula used to represent organic compounds.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain ball and stick models and space filling models of organic compounds.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Compare the molecular formula, structural formula, bond-line formula, and ball and stick model.\u003C\/div\u003E","CONT_DESC_AR":"Various structural representations used to represent organic compounds include complete structural formula, bond-line structural formula and polygon formula. Molecular models are used for better visualisation and perception of 3D structures of organic molecules.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; explain various structural representations such as molecular formula, structural formula, and bond-line formula used to represent organic compounds\u0026lt;br \/\u0026gt;\n\u0026amp;bull; explain ball and stick models and space filling models of organic compounds\u0026amp;nbsp;properties of these allotropes are quite different due to the different arrangements of carbon atoms in their crystals","BACKING_FILE":"ss200057.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss200057","TOPIC_ID":"ss200057","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS200057.jpg","PUBLIC_BANNER_IMG":"SS200057.jpg","PUBLIC_VIDEO":"pvideo_ss200057.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/40m-Blnmh74","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Various structural representations used to represent organic compounds include complete structural formula, bond-line structural formula and polygon formula. Molecular models are used for better visualization and perception of 3D structures of organic molecules.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain various structural representations such as molecular formula, structural formula, and bond-line formula used to represent organic compounds.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain ball and stick models and space filling models of organic compounds.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Compare the molecular formula, structural formula, bond-line formula, and ball and stick model.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Structural representations of organic compounds","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"264","CATEGORY_ID":"1","CONT_TITLE":"Organic Functional Groups","CONT_SLUG":"organic-functional-groups","CONT_TITLE_AR":"Organic Functional Groups","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA functional group is an atom or group of atoms present in a molecule that largely determines its chemical properties. All compounds containing the same functional group display similar chemical reactions and belong to the same class of organic compounds.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define functional groups.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify various functional groups present in organic compounds.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Derive organic compounds containing functional groups from their parent hydrocarbons.\u003C\/div\u003E","CONT_DESC_AR":"A functional group is an atom or group of atoms present in a molecule that largely determines its chemical properties. All compounds containing the same functional group display similar chemical reactions and belong to the same class of organic compounds.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; define functional groups\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify various functional groups present in organic compounds\u0026lt;br \/\u0026gt;\n\u0026amp;bull; derive organic compounds containing functional groups from their parent hydrocarbons","BACKING_FILE":"ss200044.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss200044","TOPIC_ID":"ss200044","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS200044.jpg","PUBLIC_BANNER_IMG":"SS200044.jpg","PUBLIC_VIDEO":"pvideo_ss200044.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/iW10_wefWYQ","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;A functional group is an atom or group of atoms present in a molecule that largely determines its chemical properties. All compounds containing the same functional group display similar chemical reactions and belong to the same class of organic compounds.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Define functional groups.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify various functional groups present in organic compounds.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Derive organic compounds containing functional groups from their parent hydrocarbons.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Organic Functional Groups","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"262","CATEGORY_ID":"1","CONT_TITLE":"Structure of Benzene","CONT_SLUG":"structure-of-benzene","CONT_TITLE_AR":"Structure of Benzene","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe molecular formula of benzene is C6H6. Kekul\u00e9 proposed that six carbon atoms of benzene are joined to each other by alternate single and double bonds to form a hexagonal ring. The orbital structure of benzene suggests that each carbon atom in benzene ring is sp2 hybridized.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E  \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify Kekul\u00e9 structures and the modern symbol of benzene.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the orbital structure of benzene.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the charge distribution of the benzene molecule using its electrostatic potential map.\u003C\/div\u003E","CONT_DESC_AR":"The molecular formula of benzene is C6H6 Kekule proposed that six carbon atoms of benzene are joined to each other by alternate single and double bonds to form a hexagonal ring. The orbital structure of benzene suggests that each carbon atom in benzene ring is sp2\u0026amp;nbsp;hybridised.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n- identify Kekul\u0026amp;eacute; structures and the modern symbol of benzene\u0026lt;br \/\u0026gt;\n- explain the orbital structure of benzene\u0026lt;br \/\u0026gt;\n- explain the charge distribution of the benzene molecule using its electrostatic potential map","BACKING_FILE":"ss200043.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss200043","TOPIC_ID":"ss200043","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS200043.jpg","PUBLIC_BANNER_IMG":"SS200043.jpg","PUBLIC_VIDEO":"pvideo_ss200043.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/0FPZELqrUf4","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"Y","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\r\n\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\r\n\u0026lt;p\u0026gt;The molecular formula of benzene is C6H6. Kekul\u00e9 proposed that six carbon atoms of benzene are joined to each other by alternate single and double bonds to form a hexagonal ring. The orbital structure of benzene suggests that each carbon atom in benzene ring is sp2 hybridized.\u0026amp;nbsp;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\r\n\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\r\n\u0026lt;p\u0026gt;Learning Objectives:\u0026lt;\/p\u0026gt;\r\n\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\r\n\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Identify Kekul\u00e9 structures and the modern symbol of benzene.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Explain the orbital structure of benzene.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Explain the charge distribution of the benzene molecule using its electrostatic potential map.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Structure of benzene","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"259","CATEGORY_ID":"1","CONT_TITLE":"Aromatic Compounds","CONT_SLUG":"aromatic-compound","CONT_TITLE_AR":"Aromatic Compound","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EH\u00fcckel postulated that planar cyclic conjugated polyenes containing delocalized (4n+2) pi-electrons are called aromatic compounds. An example is the benzene molecule, which has 6 \u03c0 electrons is aromatic.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the criteria for aromaticity described by H\u00fcckel.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Determine whether a molecule is aromatic or not by investigating its structure.\u003C\/div\u003E","CONT_DESC_AR":"Huckel postulated that planar cyclic conjugated polyenes containing delocalised (4n+2) pi-electrons are called aromatic compounds. An example is the benzene molecule, which has 6\u0026amp;pi; electrons and is aromatic.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; explain the criteria for aromaticity described by Huckel\u0026lt;br \/\u0026gt;\n\u0026amp;bull; determine whether a molecule is aromatic or not by investigating its structure","BACKING_FILE":"ss200042.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss200042","TOPIC_ID":"ss200042","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS200042.jpg","PUBLIC_BANNER_IMG":"SS200042.jpg","PUBLIC_VIDEO":"pvideo_ss200042.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/N7AnvZ7Qtqw","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;H\u00fcckel postulated that planar cyclic conjugated polyenes containing delocalized (4n+2) pi-electrons are called aromatic compounds. An example is the benzene molecule, which has 6 \u03c0 electrons is aromatic.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the criteria for aromaticity described by H\u00fcckel.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Determine whether a molecule is aromatic or not by investigating its structure.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Aromatic Compound","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"255","CATEGORY_ID":"1","CONT_TITLE":"Structure of Diamond","CONT_SLUG":"structure-of-diamond","CONT_TITLE_AR":"Structure of Diamond","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EDiamond is a covalent solid in which the carbon atoms are linked together by covalent bonds to give a three dimensional structure. Due to the presence of a strong network of covalent bonds, diamond is very hard and possesses an extremely high melting point.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the three dimensional structure of a diamond.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Recognize the type of hybridization of the carbon atoms in a diamond.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the physical properties of a diamond.\u003C\/div\u003E","CONT_DESC_AR":"Diamond is a covalent solid in which the carbon atoms are linked together by covalent bonds to give a three dimensional structure. Due to the presence of a strong network of covalent bonds, diamond is very hard and possesses an extremely high melting point.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; explain the three dimensional structure of a diamond\u0026lt;br \/\u0026gt;\n\u0026amp;bull; recognize the type of hybridization of the carbon atoms in a diamond\u0026lt;br \/\u0026gt;\n\u0026amp;bull; describe the physical properties of a diamond","BACKING_FILE":"ss200073.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss200073","TOPIC_ID":"ss200073","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS200073.jpg","PUBLIC_BANNER_IMG":"SS200073.jpg","PUBLIC_VIDEO":"pvideo_ss200073.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/Cnz1zrnl_2U","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Diamond is a covalent solid in which the carbon atoms are linked together by covalent bonds to give a three dimensional structure. Due to the presence of a strong network of covalent bonds, diamond is very hard and possesses an extremely high melting point.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the three dimensional structure of a diamond.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Recognize the type of hybridization of the carbon atoms in a diamond.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the physical properties of a diamond.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Structure of diamond","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"253","CATEGORY_ID":"1","CONT_TITLE":"Buckyballs","CONT_SLUG":"buckyballs","CONT_TITLE_AR":"Buckyballs","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EBuckyball is an allotrope of carbon containing 60 carbon atoms joined together to form a spherical structure. The structure of buckyball is similar to that of a football as it also contains hexagonal and pentagonal rings.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the structure of a buckyball, containing 60 carbon atoms.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the hexagonal and pentagonal rings present in the spherical structure of a buckyball.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the properties of a buckyball.\u003C\/div\u003E","CONT_DESC_AR":"Buckyball is an allotrope of carbon containing 60 carbon atoms joined together to form a spherical structure. The structure of buckyball is similar to that of a football as it also contains hexagonal and pentagonal rings.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; explain the structure of a buckyball, containing 60 carbon atoms\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify the hexagonal and pentagonal rings present in the spherical structure of a buckyball\u0026lt;br \/\u0026gt;\n\u0026amp;bull; explain the properties of a buckyball","BACKING_FILE":"ss200056.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss200056","TOPIC_ID":"ss200056","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS200056.jpg","PUBLIC_BANNER_IMG":"SS200056.jpg","PUBLIC_VIDEO":"pvideo_ss200056.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/EAci6nWM9Q0","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Buckyball is an allotrope of carbon containing 60 carbon atoms joined together to form a spherical structure. 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These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"250","CATEGORY_ID":"1","CONT_TITLE":"The Structure of Graphite","CONT_SLUG":"structure-of-graphite","CONT_TITLE_AR":"Structure of Graphite","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EGraphite is a crystalline allotrope of carbon. The crystalline structure of graphite consists of layers or sheets of carbon atoms. In these layers, each carbon atom is joined to three other carbon atoms by strong covalent bonds to form hexagonal rings. Various graphite layers are held together by weak Van der Waals forces.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the layered structure of graphite.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the physical properties of graphite.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Recognize the hybridization of carbon atoms in graphite.\u003C\/div\u003E","CONT_DESC_AR":"Crystal of graphite consists of layers or sheets of carbon atoms. In these layers, each carbon atom is joined to three other carbon atoms by strong covalent bonds to form hexagonal rings. Various graphite layers are held together by weak Van der Walls forces.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; explain the layered structure of graphite\u0026lt;br \/\u0026gt;\n\u0026amp;bull; describe the physical properties of graphite\u0026lt;br \/\u0026gt;\n\u0026amp;bull; recognize the hybridization of carbon atoms in graphite","BACKING_FILE":"ss200048.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss200048","TOPIC_ID":"ss200048","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS200048.jpg","PUBLIC_BANNER_IMG":"SS200048.jpg","PUBLIC_VIDEO":"pvideo_ss200048.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/gq2NqZsYfUs","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Graphite is a crystalline allotrope of carbon. The crystalline structure of graphite consists of layers or sheets of carbon atoms. In these layers, each carbon atom is joined to three other carbon atoms by strong covalent bonds to form hexagonal rings. Various graphite layers are held together by weak Van der Waals forces.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the layered structure of graphite.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the physical properties of graphite.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Recognize the hybridization of carbon atoms in graphite.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Structure of graphite","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"247","CATEGORY_ID":"1","CONT_TITLE":"Allotropes of Carbon","CONT_SLUG":"allotropes-of-carbon","CONT_TITLE_AR":"Allotropes of Carbon","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe element carbon can exist in different physical forms called the allotropes of carbon. Three examples of carbon allotropes are: diamond, graphite, and buckyball. The physical properties of these allotropes are quite different due to the different arrangements of carbon atoms in their crystals.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify various allotropes of carbon.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the different arrangements of the carbon atoms in diamond, graphite, and buckyball.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Compare the physical properties of diamond, graphite, and buckyball.\u003C\/div\u003E","CONT_DESC_AR":"The element carbon exists in three physical forms called the allotropes of carbon. Diamond, graphite and buckyball are the three allotropes of carbon. The physical properties of these allotropes are quite different due to the different arrangements of carbon atoms in their crystals.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify the three allotropes of carbon\u0026lt;br \/\u0026gt;\n\u0026amp;bull; explain different arrangements of carbon atoms in diamond, graphite and buckyball\u0026lt;br \/\u0026gt;\n\u0026amp;bull; compare the physical properties of diamond, graphite and buckyball","BACKING_FILE":"ss200047.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss200047","TOPIC_ID":"ss200047","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS200047.jpg","PUBLIC_BANNER_IMG":"SS200047.jpg","PUBLIC_VIDEO":"pvideo_ss200047.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/EoiR4OnSF40","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;The element carbon can exist in different physical forms called the allotropes of carbon. Three examples of carbon allotropes are: diamond, graphite, and buckyball. The physical properties of these allotropes are quite different due to the different arrangements of carbon atoms in their crystals.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify various allotropes of carbon.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the different arrangements of the carbon atoms in diamond, graphite, and buckyball.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Compare the physical properties of diamond, graphite, and buckyball.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Allotropes of carbon","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"246","CATEGORY_ID":"1","CONT_TITLE":"Alcohols","CONT_SLUG":"alcohols","CONT_TITLE_AR":"Alcohols","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E  \r\n\u003Cdiv\u003EAlcohols are the hydroxy derivatives of aliphatic hydrocarbons. In alcohols, the hydroxyl group is attached to an sp3-hybridized carbon atom. The electrostatic potential map of an alcohol molecule indicates that oxygen atoms of a hydroxy group provide a region of highest electron density due to the presence of lone pairs.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the functional group present in alcohols.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Write the IUPAC name of an alcohol.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the general formula of a homologous series of alcohols.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Predict the type of hybridization of carbon and oxygen atoms in an alcohol molecule.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the charge distribution of a methanol molecule using an electrostatic potential map.\u003C\/div\u003E","CONT_DESC_AR":"Alcohols are the hydroxy derivatives of aliphatic hydrocarbons. In alcohols, the hydroxyl group is attached to an sp3-hybridised carbon atom. The electrostatic potential map of an alcohol molecule indicates that oxygen atoms of a hydroxy group provide a region of highest electron density due to the presence of lone pairs.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify the functional group present in alcohols\u0026lt;br \/\u0026gt;\n\u0026amp;bull; write the IUPAC name of an alcohol\u0026lt;br \/\u0026gt;\n\u0026amp;bull; explain the general formula of a homologous series of alcohols\u0026lt;br \/\u0026gt;\n\u0026amp;bull; predict the type of hybridization of carbon and oxygen atoms in an alcohol molecule\u0026lt;br \/\u0026gt;\n\u0026amp;bull; explain the charge distribution of a methanol molecule using an electrostatic potential map","BACKING_FILE":"ss200055.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss200055","TOPIC_ID":"ss200055","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS200055.jpg","PUBLIC_BANNER_IMG":"ss200055.jpg","PUBLIC_VIDEO":"pvideo_ss200055.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/J-IuFLRYZjU","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Alcohols are the hydroxy derivatives of aliphatic hydrocarbons. In alcohols, the hydroxyl group is attached to an sp3-hybridized carbon atom. The electrostatic potential map of an alcohol molecule indicates that oxygen atoms of a hydroxy group provide a region of highest electron density due to the presence of lone pairs.\u0026amp;nbsp;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Identify the functional group present in alcohols.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Write the IUPAC name of an alcohol.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Explain the general formula of a homologous series of alcohols.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Predict the type of hybridization of carbon and oxygen atoms in an alcohol molecule.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Explain the charge distribution of a methanol molecule using an electrostatic potential map.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Alcohols","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"245","CATEGORY_ID":"1","CONT_TITLE":"Boiling Point Elevation","CONT_SLUG":"boiling-point-elevation","CONT_TITLE_AR":"Boiling Point Elevation","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe boiling point of a solution is always higher than that of the pure solvent. This increase is called the elevation in boiling point.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Theoretically calculate the boiling point elevation of a solution containing a non-volatile solute.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Experimentally calculate the boiling point of a solution containing a non-volatile solute.\u003C\/div\u003E","CONT_DESC_AR":"The boiling point of a solution is always higher than that of the pure solvent. This increase is called the elevation in boiling point.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation,\u0026amp;nbsp;you will\u0026amp;nbsp;be able to:\u0026lt;br \/\u0026gt;\n\u25cf theoretically calculate the boiling point elevation of a solution containing non-volatile solute\u0026lt;br \/\u0026gt;\n\u25cf experimentally calculate the boiling point of a solution containing non-volatile solute","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss200072","TOPIC_ID":"ss200072","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS200072.jpg","PUBLIC_BANNER_IMG":"SS200072.jpg","PUBLIC_VIDEO":"pvideo_ss200072.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/5bMUwIPeFKE","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;The boiling point of a solution is always higher than that of the pure solvent. This increase is called the elevation in boiling point.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Theoretically calculate the boiling point elevation of a solution containing a non-volatile solute.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Experimentally calculate the boiling point of a solution containing a non-volatile solute.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Boiling Point Elevation","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"242","CATEGORY_ID":"1","CONT_TITLE":"Titration of a Strong Acid with a Strong Base","CONT_SLUG":"titration-of-a-strong-acid-with-a-strong-base","CONT_TITLE_AR":"Titration of a Strong Acid with a Strong Base","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003ETitration of a strong acid with a strong base is used to determine the concentration of unknown acid by titrating it with a strong base of known concentration. Both the strong acid and the strong base are completely neutralized at an equivalence point, giving a pH of 7.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the detailed procedure for the titration of a strong acid with a strong base.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the laboratory setup for the titration of a strong acid with a strong base.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the application of the titration of a strong acid with a strong base.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Extrapolate the graph for the titration of a strong acid with a strong base.\u003C\/div\u003E","CONT_DESC_AR":"Strong acid-strong base titration is used to determine the concentration of unknown acid by titrating it with a strong base of known concentration. Both the strong acid and the strong base are completely neutralized at an equivalence point, giving a pH of 7.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; describe the detailed procedure for the titration of a strong acid with a strong base\u0026lt;br \/\u0026gt;\n\u0026amp;bull; explain the laboratory setup for the titration of a strong acid with a strong base\u0026lt;br \/\u0026gt;\n\u0026amp;bull; describe the application of titration of a strong acid with a strong base\u0026lt;br \/\u0026gt;\n\u0026amp;bull; extrapolate the graph for the titration of a strong acid with a strong base","BACKING_FILE":"ss200032.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss200032","TOPIC_ID":"ss200032","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS200032.jpg","PUBLIC_BANNER_IMG":"SS200032.jpg","PUBLIC_VIDEO":"pvideo_ss200032.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/R4ghDnAEBuo","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Titration of a strong acid with a strong base is used to determine the concentration of unknown acid by titrating it with a strong base of known concentration. Both the strong acid and the strong base are completely neutralized at an equivalence point, giving a pH of 7.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the detailed procedure for the titration of a strong acid with a strong base.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the laboratory setup for the titration of a strong acid with a strong base.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the application of the titration of a strong acid with a strong base.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Extrapolate the graph for the titration of a strong acid with a strong base.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Titration of a strong acid with a strong base","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. 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Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"240","CATEGORY_ID":"1","CONT_TITLE":"Electrolytic Cell","CONT_SLUG":"electrolytic-cell","CONT_TITLE_AR":"Electrolytic Cell","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe apparatus in which electrolysis is carried out is called electrolytic cell. In electrolysis, electrical energy is used to carry out a chemical reaction.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the components used to construct an electrolytic cell.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the working principle of an electrolytic cell.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the applications of electrolytic cells.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Construct an electrolytic cell.\u003C\/div\u003E","CONT_DESC_AR":"The apparatus in which electrolysis is carried out is called electrolytic cell. In electrolysis, electrical energy is used to carry out a chemical reaction.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify the equipment used in an electrolytic cell\u0026lt;br \/\u0026gt;\n\u0026amp;bull; construct an electrolytic cell\u0026lt;br \/\u0026gt;\n\u0026amp;bull; describe the principle of electrolytic cell function\u0026lt;br \/\u0026gt;\n\u0026amp;bull; explain the applications of electrolytic cells","BACKING_FILE":"ss200023.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss200023","TOPIC_ID":"ss200023","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS200023.jpg","PUBLIC_BANNER_IMG":"SS200023.jpg","PUBLIC_VIDEO":"pvideo_ss200023.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/VbY5Y80n-NI","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;The apparatus in which electrolysis is carried out is called electrolytic cell. 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These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"234","CATEGORY_ID":"1","CONT_TITLE":"Calculating the Oxidation Number","CONT_SLUG":"calculating-oxidation-number","CONT_TITLE_AR":"Calculating Oxidation Number","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EFor calculating the oxidation number, we calculate the number of electrons lost, gained or shared by an element in a chemical species.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define oxidation number.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Assign oxidation number to different elements in a chemical species.\u003C\/div\u003E","CONT_DESC_AR":"While calculating the oxidation number, we calculate the number of electrons lost, gained or shared by an element in a chemical species.\u003C\/br\u003E\u003C\/br\u003E\r\n\u003Cstrong\u003ELearning Objectives\u003C\/strong\u003E\u003C\/br\u003E\u003C\/br\u003E\r\nIn this simulation you will be able to:\u003C\/br\u003E\r\n\u2022 define oxidation number\u003C\/br\u003E\r\n\u2022 assign the oxidation number to different elements in a chemical species","BACKING_FILE":"ss200027.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss200027","TOPIC_ID":"ss200027","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS200027.jpg","PUBLIC_BANNER_IMG":"SS200027.jpg","PUBLIC_VIDEO":"pvideo_ss200027.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/Jf7BP10vSVM","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;For calculating the oxidation number, we calculate the number of electrons lost, gained or shared by an element in a chemical species.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Define oxidation number.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Assign oxidation number to different elements in a chemical species.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Calculating Oxidation number","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"229","CATEGORY_ID":"1","CONT_TITLE":"Feasibility of a Galvanic Cell","CONT_SLUG":"feasibility-of-galvanic-cell","CONT_TITLE_AR":"Feasibility of Galvanic cell","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EFor a galvanic cell reaction to be feasible, the standard cell potential must be positive. We can determine the feasibility of a cell reaction by calculating the standard cell potential from standard electrode potential data.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the relation between the standard cell potential and the feasibility of a cell reaction.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the conditions where a galvanic cell reaction is feasible.\u003C\/div\u003E","CONT_DESC_AR":"For a Galvanic cell reaction to be feasible the standard cell potential must be positive. We can determine the feasibility of a cell reaction by calculating the standard cell potential from standard electrode potential data.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; describe the relation between the standard cell potential and the feasibility of a cell reaction\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify the conditions where a galvanic cell reaction is feasible","BACKING_FILE":"ss200037.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss200037","TOPIC_ID":"ss200037","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS200037.jpg","PUBLIC_BANNER_IMG":"SS200037.jpg","PUBLIC_VIDEO":"pvideo_ss200037.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/peQvICwZjAA","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;For a galvanic cell reaction to be feasible, the standard cell potential must be positive. We can determine the feasibility of a cell reaction by calculating the standard cell potential from standard electrode potential data.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the relation between the standard cell potential and the feasibility of a cell reaction.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify the conditions where a galvanic cell reaction is feasible.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Feasibility of Galvanic cell","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"227","CATEGORY_ID":"1","CONT_TITLE":"Galvanic Cell","CONT_SLUG":"galvanic-cell","CONT_TITLE_AR":"Galvanic Cell","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA galvanic cell is an electrochemical cell that converts chemical energy into electrical energy. In a galvanic cell, the metal which is more reactive is taken as anode and the less reactive metal is taken as cathode. Electric batteries are examples of galvanic cells.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the components used to construct a galvanic cell.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Construct a galvanic cell.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe how a galvanic cell functions.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the importance of a salt bridge in a galvanic cell.\u003C\/div\u003E","CONT_DESC_AR":"A Galvanic cell is an electrochemical cell that converts chemical energy into electrical energy. In a Galvanic cell the more reactive metal is taken as anode and the less reactive metal is taken as cathode. Electric batteries are examples of Galvanic cells.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify the pieces of equipment used to construct a galvanic cell\u0026lt;br \/\u0026gt;\n\u0026amp;bull; construct a galvanic cell\u0026lt;br \/\u0026gt;\n\u0026amp;bull; describe how a galvanic cell functions\u0026lt;br \/\u0026gt;\n\u0026amp;bull; describe the importance of a salt bridge in a galvanic cell","BACKING_FILE":"ss200010.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss200010","TOPIC_ID":"ss200010","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS200010.jpg","PUBLIC_BANNER_IMG":"SS200010.jpg","PUBLIC_VIDEO":"pvideo_ss200010.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/xfKUW6Cwxn4","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;A galvanic cell is an electrochemical cell that converts chemical energy into electrical energy. In a galvanic cell, the metal which is more reactive is taken as anode and the less reactive metal is taken as cathode. Electric batteries are examples of galvanic cells.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify the components used to construct a galvanic cell.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Construct a galvanic cell.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe how a galvanic cell functions.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;-\u0026amp;nbsp;\u0026lt;span style=\u0026quot;color: rgb(0, 0, 0); font-family: Arial; white-space: pre-wrap;\u0026quot;\u0026gt;Explain the importance of a salt bridge in a galvanic cell\u0026lt;\/span\u0026gt;.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Galvanic Cell","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"224","CATEGORY_ID":"1","CONT_TITLE":"Structure of Alkynes","CONT_SLUG":"structure-of-alkynes","CONT_TITLE_AR":"Structure of Alkynes","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAlkynes are hydrocarbons that contain at least one carbon-carbon triple bond. Each carbon atoms in alkyne making a triple bond is sp hybridized. Hence alkynes contain both sigma and pi-bond. Ethyne is the simplest hydrocarbon, with chemical formula C2H2.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify an alkyne molecule.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the structure and hybridization of the simplest alkyne molecule, ethyne.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe bonding and hybridization in alkynes.\u003C\/div\u003E","CONT_DESC_AR":"Alkynes are hydrocarbons that contain at least one carbon-carbon triple bond. Each carbon atoms in alkyne making a triple bond is sp hybridized. Hence alkynes contain both sigma and pi-bond. Ethyne is the simplest hydrocarbon, with chemical formulae C2H2.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify an alkyne molecule\u0026lt;br \/\u0026gt;\n\u0026amp;bull; describe the structure and hybridisation of the simplest alkyne molecule, ethyne\u0026lt;br \/\u0026gt;\n\u0026amp;bull; describe bonding and hybridisation in alkynes","BACKING_FILE":"ss200009.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss200009","TOPIC_ID":"ss200009","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS200009.jpg","PUBLIC_BANNER_IMG":"SS200009.jpg","PUBLIC_VIDEO":"pvideo_ss200009.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/EGv4LSMdQwo","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Alkynes are hydrocarbons that contain at least one carbon-carbon triple bond. Each carbon atoms in alkyne making a triple bond is sp hybridized. Hence alkynes contain both sigma and pi-bond. Ethyne is the simplest hydrocarbon, with chemical formula C2H2.\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify an alkyne molecule.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the structure and hybridization of the simplest alkyne molecule, ethyne.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe bonding and hybridization in alkynes.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Structure of alkynes","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"220","CATEGORY_ID":"1","CONT_TITLE":"Structure of Alkenes","CONT_SLUG":"structure-of-alkenes","CONT_TITLE_AR":"Structure of Alkenes","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAlkenes are hydrocarbons that contain at least one carbon-carbon double bond. Each of the carbon atoms in alkene making a double bond is sp\u00b2 hybridized. Hence alkenes contain both sigma and pi-bond. Ethene is the simplest hydrocarbon, with a chemical formula of C2H4.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify an alkene molecule.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the structure and hybridization of the simplest alkene molecule, ethene.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe bonding and hybridization in alkenes.\u003C\/div\u003E","CONT_DESC_AR":"Alkenes are hydrocarbons that contain at least one carbon-carbon double bond. Each of the carbon atoms in alkene making a double bond is sp2 hybridized. Hence alkenes contain both sigma and pi-bond. Ethene is the simplest hydrocarbon, with a chemical formula of C2H4.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation you will be able to\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify an alkene molecule\u0026lt;br \/\u0026gt;\n\u0026amp;bull; describe the structure and hybridisation of the simplest alkene molecule, ethene\u0026lt;br \/\u0026gt;\n\u0026amp;bull; describe the bonding and hybridisation in alkenes","BACKING_FILE":"ss200005.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss200005","TOPIC_ID":"ss200005","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS200005.jpg","PUBLIC_BANNER_IMG":"SS200005.jpg","PUBLIC_VIDEO":"pvideo_ss200005.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/z4Tr-o6KRBs","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Alkenes are hydrocarbons that contain at least one carbon-carbon double bond. Each of the carbon atoms in alkene making a double bond is sp\u00b2 hybridized. Hence alkenes contain both sigma and pi-bond. Ethene is the simplest hydrocarbon, with a chemical formula of C2H4.\u0026amp;nbsp;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Identify an alkene molecule.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Describe the structure and hybridization of the simplest alkene molecule, ethene.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Describe bonding and hybridization in alkenes.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Structure of alkenes","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"217","CATEGORY_ID":"1","CONT_TITLE":"Structure of Alkanes","CONT_SLUG":"structure-of-alkanes","CONT_TITLE_AR":"Structure of Alkanes","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAlkanes are hydrocarbons that contain only a single bond. All the carbon atoms in an alkane are sp3 hybridized. Hence only a sigma bond is found in alkanes. Methane is the simplest hydrocarbon with a chemical formula of CH4.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify alkane.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the structure of an alkane.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe bonding and hybridization in alkanes.\u003C\/div\u003E","CONT_DESC_AR":"Alkanes are hydrocarbons that contain only a single bond. All the carbon atoms in an alkane are sp3 hybridized. Hence only a sigma bond is found in alkanes. Methane is the simplest hydrocarbon with a chemical formula of CH4.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify an alkane\u0026lt;br \/\u0026gt;\n\u0026amp;bull; explain the structure of an alkane\u0026lt;br \/\u0026gt;\n\u0026amp;bull; describe the bonding and hybridisation in alkanes","BACKING_FILE":"ss200002.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss200002","TOPIC_ID":"ss200002","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS200002.jpg","PUBLIC_BANNER_IMG":"SS200002.jpg","PUBLIC_VIDEO":"pvideo_ss200002.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/PsksVs8o8hg","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Alkanes are hydrocarbons that contain only a single bond. All the carbon atoms in an alkane are sp3 hybridized. Hence only a sigma bond is found in alkanes. Methane is the simplest hydrocarbon with a chemical formula of CH4.\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify alkane.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the structure of an alkane.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe bonding and hybridization in alkanes.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Structure of alkanes","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"213","CATEGORY_ID":"1","CONT_TITLE":"Catalysts","CONT_SLUG":"catalysts","CONT_TITLE_AR":"Catalysts","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA catalyst is a substance that increases the rate of a chemical reaction without itself undergoing any permanent chemical change. 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Enzymes are naturally occurring catalysts responsible for many essential biochemical reactions.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; define catalyst\u0026lt;br \/\u0026gt;\n\u0026amp;bull; explain effect of catalyst on the rate of a chemical reaction\u0026lt;br \/\u0026gt;\n\u0026amp;bull; explain how a catalyst increases the rate of a chemical reaction","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss200020","TOPIC_ID":"ss200020","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS200020.jpg","PUBLIC_BANNER_IMG":"ss200020.jpg","PUBLIC_VIDEO":"pvideo_ss200020.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/EpkHrhW2Xxc","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;A catalyst is a substance that increases the rate of a chemical reaction without itself undergoing any permanent chemical change. 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These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"211","CATEGORY_ID":"1","CONT_TITLE":"Factors Affecting Equilibria","CONT_SLUG":"factors-affecting-equilibria","CONT_TITLE_AR":"Factors Affecting Equilibria","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAccording to Le Chatelier\u2019s principle, if there is any change in the factors that affect the equilibrium condition of the system, the system will counteract or reduce the effect of the overall change. 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This principle is applicable to both physical as well as chemical equilibrium.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objective\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; explain, when there is any change in the factors that affect the equilibrium condition of the system, the system will counteract or reduce the effect of the overall change","BACKING_FILE":"ss200017.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss200017","TOPIC_ID":"ss200017","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS200017.jpg","PUBLIC_BANNER_IMG":"SS200017.jpg","PUBLIC_VIDEO":"pvideo_ss200017.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/KtndjzIHD3A","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;According to Le Chatelier\u2019s principle, if there is any change in the factors that affect the equilibrium condition of the system, the system will counteract or reduce the effect of the overall change. 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These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"204","CATEGORY_ID":"1","CONT_TITLE":"Aufbau Principle","CONT_SLUG":"aufbau-principle","CONT_TITLE_AR":"Aufbau principle","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EIn the ground state of the atoms, electrons first occupy the lowest energy orbital available to them and once the lower energy orbitals are filled, the electron can enter into higher energy orbital. \u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the energy order of the orbitals in an atom.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Arrange the electrons in different orbitals in order of increasing energy.\u003C\/div\u003E","CONT_DESC_AR":"In the ground state of the atoms, electrons first occupy the lowest energy orbital available to them and once the lower energy orbitals are filled, the electron can enter into higher energy orbital.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nAt the end of simulation you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; explain the energy order of the orbitals\u0026lt;br \/\u0026gt;\n\u0026amp;bull; arrange the electrons in different orbitals in order of increasing energy","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss200014","TOPIC_ID":"ss200014","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS200014.jpg","PUBLIC_BANNER_IMG":"ss200014.jpg","PUBLIC_VIDEO":"pvideo_ss200014.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/TGDXQNbFyOs","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;In the ground state of the atoms, electrons first occupy the lowest energy orbital available to them and once the lower energy orbitals are filled, the electron can enter into higher energy orbital.\u0026amp;nbsp;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the energy order of the orbitals in an atom.\u0026lt;div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Arrange the electrons in different orbitals in order of increasing energy.\u0026lt;div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Aufbau principle","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"200","CATEGORY_ID":"1","CONT_TITLE":"Structure of the Atom","CONT_SLUG":"structure-of-the-atom","CONT_TITLE_AR":"Structure of the Atom","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EEvery atom is made of a nucleus consisting of protons and neutrons. The nucleus is surrounded by electrons. Protons and electrons are oppositely charged, and neutrons have no charge. Thus the nucleus of an atom is positively charged.\u003C\/div\u003E \r\n\u003Cdiv\u003EOverall, an atom is electrically neutral because it has the same number of electrons as protons.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the structure of an atom proposed by J. J. Thomson.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the structure of an atom proposed by Rutherford.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the structure of an atom proposed by Niels Bohr.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the quantum mechanical model of an atom.\u003C\/div\u003E","CONT_DESC_AR":"In atoms, electrons which are found in the outermost shell are generally known as valence electrons and the number of valence electrons determines the valency of an atom.\u0026lt;br \/\u0026gt;\nThe valency of atoms of 1st, 2nd, 13th and 14th group elements are generally given as the number of valence electron.\u0026lt;br \/\u0026gt;\nAnd the valency of 15th to 18th group elements can be calculated by subtracting the number of valence electrons from the number eight.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify the structure of an atom proposed by J. J. Thomson\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify the structure of an atom proposed by Rutherford\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify the structure of an atom proposed by Neils Bohr\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify the quantum mechanical model of an atom\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;","BACKING_FILE":"ss200006.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss200006","TOPIC_ID":"ss200006","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS200006.jpg","PUBLIC_BANNER_IMG":"SS200006.jpg","PUBLIC_VIDEO":"pvideo_ss200006.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/oGc6JdkYAwY","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;Every atom is made of a nucleus consisting of protons and neutrons. The nucleus is surrounded by electrons. Protons and electrons are oppositely charged, and neutrons have no charge. Thus the nucleus of an atom is positively charged.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Overall, an atom is electrically neutral because it has the same number of electrons as protons.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify the structure of an atom proposed by J. J. 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These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"192","CATEGORY_ID":"1","CONT_TITLE":"Structure of Methane","CONT_SLUG":"structure-of-methane","CONT_TITLE_AR":"Structure of Methane","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA methane molecule contains one carbon and four hydrogen atoms. The four hydrogen atoms in methane molecule spread out evenly around the carbon atom, leading to the tetrahedral structure.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Write the molecular formula of methane.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the hybridization of the carbon atom in methane.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the tetrahedral structure of methane.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Calculate the number of covalent bonds present in methane.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Predict the C-H bond length and the H-C-H bond angle in methane.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the electrostatic potential map of methane.\u003C\/div\u003E","CONT_DESC_AR":"A methane molecule contains one carbon and four hydrogen atoms. The four hydrogen atoms in methane molecule spread out evenly around the carbon atom, leading to the tetrahedral structure.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; write the molecular formula of methane\u0026lt;br \/\u0026gt;\n\u0026amp;bull; explain the hybridisation of the carbon atom in methane\u0026lt;br \/\u0026gt;\n\u0026amp;bull; describe the tetrahedral structure of methane\u0026lt;br \/\u0026gt;\n\u0026amp;bull; calculate the number of covalent bonds present in methane\u0026lt;br \/\u0026gt;\n\u0026amp;bull; predict the C-H bond length and the H-C-H bond angle in methane\u0026lt;br \/\u0026gt;\n\u0026amp;bull; describe the electrostatic potential map of methane","BACKING_FILE":"hs200078.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs200078","TOPIC_ID":"hs200078","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS200078.jpg","PUBLIC_BANNER_IMG":"HS200078.jpg","PUBLIC_VIDEO":"pvideo_hs200078.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/KyIxUUo8mzg","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;A methane molecule contains one carbon and four hydrogen atoms. The four hydrogen atoms in methane molecule spread out evenly around the carbon atom, leading to the tetrahedral structure.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Write the molecular formula of methane.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the hybridization of the carbon atom in methane.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the tetrahedral structure of methane.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Calculate the number of covalent bonds present in methane.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Predict the C-H bond length and the H-C-H bond angle in methane.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the electrostatic potential map of methane.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Structure of Methane","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"188","CATEGORY_ID":"1","CONT_TITLE":" Acids","CONT_SLUG":"acids","CONT_TITLE_AR":"The Acid","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAn acid is a chemical species that donates protons or hydrogen ions and\/or accepts electrons. Acids are usually sour in taste.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning objective:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to: \u003C\/div\u003E \r\n\u003Cdiv\u003E- Define acids. \u003C\/div\u003E \r\n\u003Cdiv\u003E- List some common acids. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the properties of acids.\u003C\/div\u003E","CONT_DESC_AR":"An acid is a compound that gives hydronium ions on ionisation. Acids are usually sour in taste.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; define acids\u0026lt;br \/\u0026gt;\n\u0026amp;bull; list some common acids\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify the properties of acids","BACKING_FILE":"hs200059.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs200059","TOPIC_ID":"hs200059","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS200059.jpg","PUBLIC_BANNER_IMG":"HS200059.jpg","PUBLIC_VIDEO":"pvideo_hs200059.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/1DN17OR4aBk","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;An acid is a chemical species that donates protons or hydrogen ions and\/or accepts electrons. Acids are usually sour in taste.\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objective\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;After completing this module, you will be able to:\u0026lt;br\u0026gt;\u0026amp;nbsp;- Define acids.\u0026lt;br\u0026gt;\u0026amp;nbsp;- List some common acids.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Identify the properties of acids.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Acids","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"181","CATEGORY_ID":"1","CONT_TITLE":"Rutherford\u0027s Atomic Model","CONT_SLUG":"rutherfords-atomic-model","CONT_TITLE_AR":"Rutherford\u2019s Atomic model","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAccording to Rutherford\u2019s atomic model, the atom consists of two parts. First is the nucleus which is very small in size and carries a positive charge, and in which the entire mass of the atom is concentrated. The second part is the extra nuclear part, in which negatively charged electrons revolve around the nucleus on fixed circular paths.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the structure of an atom according to Rutherford\u0026#039;s atomic model.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify Rutherford\u0026#039;s model of an atom.\u003C\/div\u003E","CONT_DESC_AR":"According to Rutherfords atomic model, the atom consists of two parts\u003Cbr\u003E\n1. Nucleus, very small in size, carries a positive charge and in which the entire mass of the atom is concentrated\u0026lt;br \/\u0026gt;\n2. Extra nuclear part, in which negatively charged electrons revolve around the nucleus on fixed circular paths\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nAt the end of simulation you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; describe the structure of an atom according\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;to Rutherford\u0026amp;#39;s atomic model\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify Rutherford\u0026amp;#39;s model of atom\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;","BACKING_FILE":"hs200040.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs200040","TOPIC_ID":"hs200040","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS200040.jpg","PUBLIC_BANNER_IMG":"HS200040.jpg","PUBLIC_VIDEO":"pvideo_hs200040.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/YyEDbnJd0lc","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;According to Rutherford\u2019s atomic model, the atom consists of two parts. First is the nucleus which is very small in size and\u0026amp;nbsp; carries a positive charge, and in which the entire mass of the atom is concentrated. The second part is the extra nuclear part, in which negatively charged electrons revolve around the nucleus on fixed circular paths.\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the structure of an atom according\u0026amp;nbsp; to Rutherford\u0026#039;s atomic model.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify Rutherford\u0026#039;s model of an atom.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Rutherford\u2019s Atomic model","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"178","CATEGORY_ID":"1","CONT_TITLE":"Structure of Ethanal","CONT_SLUG":"structure-of-ethanal","CONT_TITLE_AR":"Structure of Ethanal","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EEthanal is commonly known as acetaldehyde. It is an aldehyde molecule containing two carbon atoms. Ethanal has five single bonds and one carbon-oxygen double bond.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the structure of ethanal.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the functional group present in ethanal.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the types of covalent bonds present in ethanal.\u003C\/div\u003E","CONT_DESC_AR":"Ethanal is commonly known as acetaldehyde. It is an aldehyde molecule containing two carbon atoms. Ethanal has five single bonds and one carbon-oxygen double bond.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation , you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; explain the structure of ethanal\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify the functional group present in ethanal\u0026lt;br \/\u0026gt;\n\u0026amp;bull; compare the molecular formula, structural formula, bond-line formula, and ball and stick model","BACKING_FILE":"hs200038.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs200038","TOPIC_ID":"hs200038","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS200038.jpg","PUBLIC_BANNER_IMG":"HS200038.jpg","PUBLIC_VIDEO":"pvideo_hs200038.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/OCIqGn4fCMc","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Ethanal is commonly known as acetaldehyde. It is an aldehyde molecule containing two carbon atoms. Ethanal has five single bonds and one carbon-oxygen double bond.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the structure of ethanal.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify the functional group present in ethanal.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the types of covalent bonds present in ethanal.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Structure of Ethanal","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"175","CATEGORY_ID":"1","CONT_TITLE":"Structure of Ethanol","CONT_SLUG":"structure-of-ethanol","CONT_TITLE_AR":"Structure of Ethanol","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EEthanol is commonly known as ethyl alcohol. It is an alcohol molecule containing the hydoxy functional group. An ethanol molecule has eight single bonds.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify functional groups present in ethanol.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain types of covalent bonds present in ethanol.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Predict the type of hybridization of carbon and oxygen atoms in ethanol molecule.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain charge distribution of an ethanol molecule using its electrostatic potential map.\u003C\/div\u003E","CONT_DESC_AR":"Ethanol is commonly known as ethyl alcohol. It is an alcohol molecule containing the hydoxy functional group. An ethanol molecule has eight single bonds.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation , you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify functional groups present in ethanol\u0026lt;br \/\u0026gt;\n\u0026amp;bull; explain types of covalent bonds present in ethanol\u0026lt;br \/\u0026gt;\n\u0026amp;bull; predict the type of hybridization of carbon and oxygen atoms in an ethanol molecule\u0026lt;br \/\u0026gt;\n\u0026amp;bull; explain charge distribution of an ethanol molecule using its electrostatic potential map","BACKING_FILE":"hs200074.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs200074","TOPIC_ID":"hs200074","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS200074.jpg","PUBLIC_BANNER_IMG":"HS200074.jpg","PUBLIC_VIDEO":"pvideo_hs200074.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/NdG5hheY5ok","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Ethanol is commonly known as ethyl alcohol. It is an alcohol molecule containing the hydoxy functional group. An ethanol molecule has eight single bonds.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify functional groups present in ethanol.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain types of covalent bonds present in ethanol.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Predict the type of hybridization of carbon and oxygen atoms in ethanol molecule.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain charge distribution of an ethanol molecule using its electrostatic potential map.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Structure of Ethanol","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"173","CATEGORY_ID":"1","CONT_TITLE":"Valence Electrons","CONT_SLUG":"valence-electrons","CONT_TITLE_AR":"Valence Electrons","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EValence electrons are the electrons present in the outermost shell of an atom. Since they are involved in the formation of a molecule, they decide the valency of the atom.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the outermost shell of an atom.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Count the number of valence electrons present in an atom.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Predict the number of valence electrons in the atoms of groups 1, 2, and 13 to 18 using the periodic table.\u003C\/div\u003E","CONT_DESC_AR":"Valence electrons are the electrons present in the outermost shell of an atom. The number of valence electrons in the atoms of groups 1,2 and 13 to 18 equals the ones digit of the group members.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation , you will be able to:\u0026lt;br \/\u0026gt;\n- identify outermost shell of an atom\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n- count valence electrons present in an atom\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n- predict the number of valence electrons in the atoms of groups 1, 2 and 13 to 18 using periodic table\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;","BACKING_FILE":"hs200070.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs200070","TOPIC_ID":"hs200070","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS200070.jpg","PUBLIC_BANNER_IMG":"HS200070.jpg","PUBLIC_VIDEO":"pvideo_hs200070.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/ksLodK-mJ8c","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Valence electrons are the electrons present in the outermost shell of an atom. Since they are involved in the formation of a molecule, they decide the valency of the atom.\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;After completing this module, you will be able to:\u0026lt;br\u0026gt;- Identify the outermost shell of an atom.\u0026lt;br\u0026gt;- Count the number of valence electrons present in an atom.\u0026lt;br\u0026gt;- Predict the number of valence electrons in the atoms of groups 1, 2, and 13 to 18 using the periodic table.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Valence electrons","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"167","CATEGORY_ID":"1","CONT_TITLE":"Isoelectronic Species","CONT_SLUG":"isoelectronic-species","CONT_TITLE_AR":"Isoelectronic species","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EIsoelectronic species have the same number of electrons or a similar electronic configuration, and similar structure. Isoelectronic species can be atoms, ions or molecules. Neon (Ne) atoms and Sodium ion (Na\u207a) are isoelectronic, as both contain 10 electrons.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define isoelectronic species.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify isoelectronic species of different elements.\u003C\/div\u003E","CONT_DESC_AR":"Isoelectronic species have the same number of electrons or a similar electronic configuration and similar structure. Isoelectronic species can be atoms, ions or molecules. Ne atoms and Na+ ions are isoelectronic, as both contain 10 electrons.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nAt the end of the simulation, you will be able to:\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026amp;bull; define isoelectronic species\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify isoelectronic species of different elements","BACKING_FILE":"hs200052.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs200052","TOPIC_ID":"hs200052","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS200052.jpg","PUBLIC_BANNER_IMG":"HS200052.jpg","PUBLIC_VIDEO":"pvideo_hs200052.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/IJ7J0l0OUZg","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Isoelectronic species have the same number of electrons or a similar electronic configuration, and similar structure. Isoelectronic species can be atoms, ions or molecules. Neon (Ne) atoms and Sodium ion (Na\u0026lt;span style=\u0026quot;color: rgb(38, 50, 56); font-family: Roboto, sans-serif;\u0026quot;\u0026gt;\u207a\u0026lt;\/span\u0026gt;) are isoelectronic, as both contain 10 electrons.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Define isoelectronic species.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify isoelectronic species of different elements.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Isoelectronic species","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"165","CATEGORY_ID":"1","CONT_TITLE":"Isotones","CONT_SLUG":"isotones","CONT_TITLE_AR":"Isotones","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EIsotones are atoms that have the same number of neutrons but a different number of protons. Boron-12 and carbon-13 are isotones, as both of them contain 7 neutrons.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAt the end of this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define isotones.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify isotones of different elements.\u003C\/div\u003E","CONT_DESC_AR":"Isotones have the same number of neutrons but a different number of protons. Boron-12 and carbon-13 are isotones, as both of them contain 7 neutrons.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nAt the end of the simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; define isotones\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify isotones of different elements","BACKING_FILE":"hs200050.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs200050","TOPIC_ID":"hs200050","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS200050.jpg","PUBLIC_BANNER_IMG":"HS200050.jpg","PUBLIC_VIDEO":"pvideo_hs200050.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/RNhrWFaUeqQ","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Isotones are atoms that have the same number of neutrons but a different number of protons. 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These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"162","CATEGORY_ID":"1","CONT_TITLE":"Isobars","CONT_SLUG":"isobars","CONT_TITLE_AR":"Isobars","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EIsobars are atoms that have the same mass number, but a different atomic number. Hence isobars have the same number of nuclides, but a different number of protons.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define isobars.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify isobars of different elements.\u003C\/div\u003E","CONT_DESC_AR":"Isobars have the same mass number, but a different atomic number. Hence isobars have the same number of nuclides, but a different number of protons.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nAfter playing this simulation you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; define isobars\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify isobars of different elements\u0026lt;br \/\u0026gt;\n\u0026amp;bull; calculate the number of protons and neutrons in different isobars","BACKING_FILE":"hs200025.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs200025","TOPIC_ID":"hs200025","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS200025.jpg","PUBLIC_BANNER_IMG":"HS200025.jpg","PUBLIC_VIDEO":"pvideo_hs200025.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/LOlP2PuVudo","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Isobars are atoms that have the same mass number, but a different atomic number. Hence isobars have the same number of nuclides, but a different number of protons.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Define isobars.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify isobars of different elements.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Isobars","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"159","CATEGORY_ID":"1","CONT_TITLE":"Isotopes","CONT_SLUG":"isotopes","CONT_TITLE_AR":"Isotopes","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EIsotopes are atoms that have the same number of protons and electrons, but a different number of neutrons. A hydrogen atom has three known isotopes: hydrogen, deuterium and tritium.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define isotopes. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify isotopes of different elements. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Calculate the number of protons and neutrons in different isotopes.\u003C\/div\u003E","CONT_DESC_AR":"Isotopes of an element have the same number of protons and electrons, but a different number of neutrons. A hydrogen atom has three known isotopes: \u0026amp;nbsp;hydrogen, deuterium and tritium.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; define isotopes\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify isotopes of different elements\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026amp;bull; calculate the number of protons and neutrons in different isotopes","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs200024","TOPIC_ID":"hs200024","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS200024.jpg","PUBLIC_BANNER_IMG":"HS200024.jpg","PUBLIC_VIDEO":"pvideo_hs200024.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/f4sZdLZU03k","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Isotopes are atoms that have the same number of protons and electrons, but a different number of neutrons. A hydrogen atom has three known isotopes:\u0026amp;nbsp; hydrogen, deuterium and tritium.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Define isotopes.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify isotopes of different elements.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Calculate the number of protons and neutrons in different isotopes.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Isotopes","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"157","CATEGORY_ID":"1","CONT_TITLE":"Synthesis Reactions","CONT_SLUG":"synthesis-reactions","CONT_TITLE_AR":"Synthesis reactions","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA synthesis reaction is a type of chemical reaction in which two or more substances combine to form a single substance. For example, when magnesium ribbon is burnt in air, it combines with oxygen to form magnesium oxide.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define a synthesis reaction.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Demonstrate the synthesis reaction of magnesium oxide.\u003C\/div\u003E","CONT_DESC_AR":"A synthesis reaction is a type of reaction in which multiple reactants combine to form a single product. Synthesis reactions release energy in the form of heat and light, so they are exothermic. An example of a synthesis reaction is the formation of water from hydrogen and oxygen.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; define a synthesis reaction\u0026lt;br \/\u0026gt;\n\u0026amp;bull; demonstrate the synthesis reaction of magnesium oxide","BACKING_FILE":"hs200021.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs200021","TOPIC_ID":"hs200021","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS200021.jpg","PUBLIC_BANNER_IMG":"HS200021.jpg","PUBLIC_VIDEO":"pvideo_hs200021.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/5RK8BgMSqAA","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;A synthesis reaction is a type of chemical reaction in which two or more substances combine to form a single substance. For example, when magnesium ribbon is burnt in air, it combines with oxygen to form magnesium oxide.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Define a synthesis reaction.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Demonstrate the synthesis reaction of magnesium oxide.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Synthesis reactions","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"154","CATEGORY_ID":"1","CONT_TITLE":"Combustion Reactions","CONT_SLUG":"combustion-reactions","CONT_TITLE_AR":"Combustion reactions","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA combustion reaction is a type of chemical reaction in which a combustible substance reacts with oxygen to produce energy, in the form of heat and light. The presence of oxygen as one of the reactants is vital for a reaction to be a combustion reaction. For example, when propane combines with oxygen, it produces heat and light.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify and define a combustion reaction.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Demonstrate the combustion of propane and oxygen.\u003C\/div\u003E","CONT_DESC_AR":"A combustion reaction is a major class of chemical reactions. Combustion usually occurs when a hydrocarbon reacts with oxygen to produce carbon dioxide and water. In the more general sense, combustion involves a reaction between any combustible material and an oxidizer to form an oxidized product. Combustion is an exothermic reaction, so it releases heat.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u25cf explain what is a combustion reaction\u0026lt;br \/\u0026gt;\n\u25cf demonstrate combustion reaction of propane and oxygen\u0026lt;br \/\u0026gt;\n\u25cf identify a combustion reaction","BACKING_FILE":"hs200022.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs200022","TOPIC_ID":"hs200022","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS200022.jpg","PUBLIC_BANNER_IMG":"HS200022.jpg","PUBLIC_VIDEO":"pvideo_hs200022.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/Wl8vJ7nbNbY","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;A combustion reaction is a type of chemical reaction in which a combustible substance reacts with oxygen to produce energy, in the form of heat and light. The presence of oxygen as one of the reactants is vital for a reaction to be a combustion reaction. For example, when propane combines with oxygen, it produces heat and light.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify and define a combustion reaction.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Demonstrate the combustion of propane and oxygen.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Combustion reactions","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"150","CATEGORY_ID":"1","CONT_TITLE":"Double Displacement Reactions","CONT_SLUG":"double-displacement-reaction","CONT_TITLE_AR":"Double displacement reaction","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA double displacement reaction is a type of chemical reaction in which two compounds react by an exchange of cations and anions to form two new compounds.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain what is double displacement reaction.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Demonstrate double displacement reaction of silver nitrate and sodium chloride.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Demonstrate double displacement reaction of copper(II) chloride with sodium hydroxide.\u003C\/div\u003E","CONT_DESC_AR":"A double displacement reaction is a type of chemical reaction where two compounds react, and the positive ions (cation) and the negative ions (anion) of the two reactants switch places, forming two new compounds.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; explain what is double displacement reaction\u0026lt;br \/\u0026gt;\n\u0026amp;bull; demonstrate double displacement reaction of silver nitrate and sodium chloride\u0026lt;br \/\u0026gt;\n\u0026amp;bull; demonstrate double displacement reaction of copper(II) chloride with sodium hydroxide","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs200019","TOPIC_ID":"hs200019","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS200019.jpg","PUBLIC_BANNER_IMG":"HS200019.jpg","PUBLIC_VIDEO":"pvideo_hs200019.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/cSoNIBkflKY","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;A double displacement reaction is a type of chemical reaction in which two compounds react by an exchange of cations and anions to form two new compounds.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain what is double displacement reaction.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Demonstrate double displacement reaction of silver nitrate and sodium chloride.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Demonstrate double displacement reaction of copper(II) chloride with sodium hydroxide.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Double displacement reaction","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"148","CATEGORY_ID":"1","CONT_TITLE":"Periodic Trends-Atomic Radii","CONT_SLUG":"periodic-trends-atomic-radii","CONT_TITLE_AR":"Periodic Trends: Atomic Radii","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe atomic radius of a chemical element is the distance from the center of the nucleus to the outmost boundary of the surrounding cloud of electrons. On moving left to right in the periodic table, the atomic radius decreases with the atomic number. Down the group, the atomic radius increases.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Predict the trends of atomic radii in the periodic table.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Compare the atomic radii of the elements.\u003C\/div\u003E","CONT_DESC_AR":"The atomic radius of a chemical element is the distance from the center of the nucleus to the boundary of the surrounding cloud of electrons. On moving left to right in the periodic table, the atomic radius decreases with the atomic number. 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Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"146","CATEGORY_ID":"1","CONT_TITLE":"Periodic Trends-Valency","CONT_SLUG":"periodic-trends-valency","CONT_TITLE_AR":"Periodic Trends: Valency","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EIn the atoms, the electrons which are found in the outermost shell are generally known as valence electrons and the number of valence electrons determines the valency of an atom. The valency of atoms of 1st, 2nd, 13th and 14th group elements are generally given as the number of valence electrons. 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Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"138","CATEGORY_ID":"1","CONT_TITLE":"Laser","CONT_SLUG":"laser","CONT_TITLE_AR":"Laser","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA ruby laser is a solid-state laser that uses the synthetic ruby crystal as its laser medium. It emits a narrow, intense beam of light in a single direction.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the construction of a ruby laser.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain how a ruby laser works.\u003C\/div\u003E","CONT_DESC_AR":"A helium neon laser is the most common laser that emits narrow, intense beams of light in a single direction. It consists of a glass tube filled with helium and neon, with mirrors located on both sides of the tube. There is a source of intense light around the tube.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives:\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n- describe the construction of a ruby laser\u0026lt;br \/\u0026gt;\n- explain the workings of a ruby laser","BACKING_FILE":"ss400062.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss400062","TOPIC_ID":"ss400062","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS400062.jpg","PUBLIC_BANNER_IMG":"SS400062.jpg","PUBLIC_VIDEO":"pvideo_ss400062.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/JswXEyBkBs0","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"6","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;A ruby laser is a solid-state laser that uses the synthetic ruby crystal as its laser medium. It emits a narrow, intense beam of light in a single direction.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the construction of a ruby laser.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain how a ruby laser works.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Laser","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"135","CATEGORY_ID":"1","CONT_TITLE":"Dispersion","CONT_SLUG":"dispersion","CONT_TITLE_AR":"Dispersion","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EDispersion refers to the splitting of white light into its constituent colors. When white light enters a prism, each color of light is bent by a different amount, causing a dispersion of white light.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the phenomenon of dispersion.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Demonstrate the phenomenon of dispersion of white light by a prism.\u003C\/div\u003E","CONT_DESC_AR":"Dispersion refers to the splitting of white light into its constituent colors. When white light enters a prism, each color of light is bent by a different amount, causing a dispersion of white light.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives:\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n- explain the phenomenon of dispersion\u0026lt;br \/\u0026gt;\n- demonstrate the phenomenon of dispersion of white light by a prism","BACKING_FILE":"ss400041.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss400041","TOPIC_ID":"ss400041","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS400041.jpg","PUBLIC_BANNER_IMG":"SS400041.jpg","PUBLIC_VIDEO":"pvideo_ss400041.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/TMiDfFq_7-Q","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"6","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Dispersion refers to the splitting of white light into its constituent colors. 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These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"133","CATEGORY_ID":"1","CONT_TITLE":"Unbalanced Forces","CONT_SLUG":"unbalanced-forces","CONT_TITLE_AR":"Unbalanced Forces","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EIf multiple forces acting on an object are such that they combine to form a non-zero net force, then the forces are said to be unbalanced forces. 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These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"128","CATEGORY_ID":"1","CONT_TITLE":"Ultrasound-SONAR","CONT_SLUG":"ultrasound-sonar","CONT_TITLE_AR":"Ultrasound-SONAR","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003ESONAR (SOund NAvigation Ranging) is a device which is used to detect and locate underwater objects by using ultrasonic waves. It consists of a transmitter that produces and transmits ultrasonic waves, and a detector that detects the ultrasonic wave reflected after striking the objects.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the basic parts used in a SONAR device.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain how a SONAR device works.\u003C\/div\u003E \r\n\u003Cdiv\u003E- List some of the uses of a SONAR device.\u003C\/div\u003E","CONT_DESC_AR":"SONAR is a device that uses ultrasonic waves to detect the depth of the sea and to locate underwater objects such as hills, submarines, icebergs, sunken ships, and so on. A SONAR device consists of a transmitter and a detector. The transmitter produces and transmits ultrasonic waves, which are reflected back after striking objects in their path. These are then detected by the detector. If d is the distance of the object from the ship, v is the speed of sound in seawater and t is the time interval between the transmission and reception of the ultrasonic waves, then 2d = v*t.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives:\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n- describe the basic parts used in a SONAR device\u0026lt;br \/\u0026gt;\n- explain how a SONAR device works\u0026lt;br \/\u0026gt;\n- list some of the uses of a SONAR device","BACKING_FILE":"ss400055.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss400055","TOPIC_ID":"ss400055","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS400055.jpg","PUBLIC_BANNER_IMG":"SS400055.jpg","PUBLIC_VIDEO":"pvideo_ss400055.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/-dig-KgRWzc","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"6","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;SONAR (SOund NAvigation Ranging) is a device which is used to detect and locate underwater objects by using ultrasonic waves. It consists of a transmitter that produces and transmits ultrasonic waves, and a detector that detects the ultrasonic wave reflected after striking the objects.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the basic parts used in a SONAR device.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain how a SONAR device works.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- List some of the uses of a SONAR device.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Ultrasound-Sonar","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"124","CATEGORY_ID":"1","CONT_TITLE":"Refracting Telescope","CONT_SLUG":"refracting-telescope","CONT_TITLE_AR":"Refracting Telescope","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA refracting telescope is an optical device that is used to collect and observe light coming from distant objects by using two converging lenses.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- State the use of a refracting telescope.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Label the basic parts of a refracting telescope.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Trace the ray diagram used in the formation of the image of a distant object.\u003C\/div\u003E","CONT_DESC_AR":"A refracting telescope uses lenses to gather the light from the distant objects.\u003C\/br\u003E\u003C\/br\u003E\r\nLearning Objectives:\u003C\/br\u003E\u003C\/br\u003E\r\nIn this simulation, you will be able to:\u003C\/br\u003E\r\n- state the use of a refracting telescope\u003C\/br\u003E\r\n- label the basic parts of a refracting telescope used in the formation of the image of a distant object\u003C\/br\u003E\r\n- trace the ray diagram used in the formation of the image of a distant object","BACKING_FILE":"ss400054.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss400054","TOPIC_ID":"ss400054","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS400054.jpg","PUBLIC_BANNER_IMG":"SS400054.jpg","PUBLIC_VIDEO":"pvideo_ss400054.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/E8uvJ4uW_jQ","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;A refracting telescope is an optical device that is used to collect and observe light coming from distant objects by using two converging lenses.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- State the use of a refracting telescope.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Label the basic parts of a refracting telescope.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Trace the ray diagram used in the formation of the image of a distant object.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Refracting Telescope","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"120","CATEGORY_ID":"1","CONT_TITLE":"Simple Microscope","CONT_SLUG":"simple-microscope","CONT_TITLE_AR":"Simple Microscope","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA microscope is a device used to magnify small, close objects. It uses two convex lenses \u2013 an objective lens and eyepiece, with relatively short focal lengths.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- State the use of a microscope.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Label basic parts of a microscope used in the formation of a magnified image of a microscopic object.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Trace the ray diagram used in the formation of a magnified image of a microscopic object.\u003C\/div\u003E","CONT_DESC_AR":"A microscope is a device used to magnify small, close objects. It uses two convex lenses \u0026amp;ndash; an objective lens and eyepiece, with relatively short focal lengths.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives:\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n- state the use of a microscope\u0026lt;br \/\u0026gt;\n- label basic parts of a microscope used in the formation of a magnified image of a microscopic object\u0026lt;br \/\u0026gt;\n- trace the ray diagram used in the formation of a magnified image of a microscopic object","BACKING_FILE":"ss400053.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss400053","TOPIC_ID":"ss400053","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS400053.jpg","PUBLIC_BANNER_IMG":"SS400053.jpg","PUBLIC_VIDEO":"pvideo_ss400053.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/qFLh6t1Wo7g","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;A microscope is a device used to magnify small, close objects. It uses two convex lenses \u2013 an objective lens and eyepiece, with relatively short focal lengths.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- State the use of a microscope.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Label basic parts of a microscope used in the formation of a magnified image of a microscopic object.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Trace the ray diagram used in the formation of a magnified image of a microscopic object.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Simple Microscope","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"116","CATEGORY_ID":"1","CONT_TITLE":"Floatation and Immersion of a Body","CONT_SLUG":"floatation-and-immersion-of-a-body","CONT_TITLE_AR":"Floatation and Immersion of a Body","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAn object can float or sink depending on its density as compared to the density of the fluid in which it is placed. An object floats if its density is less than that of the fluid. An object sinks if its density is more than that of the fluid.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the conditions required for an object to float or sink in a liquid.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Demonstrate the floating or sinking of different objects in different liquids.\u003C\/div\u003E","CONT_DESC_AR":"An object can float or sink depending on its density as compared to the density of the fluid in which it is placed. An object floats if its density is less than that of the fluid. An object sinks if its density is more than that of the fluid.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives:\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n- identify the conditions required for an object to float or sink in a liquid\u0026lt;br \/\u0026gt;\n- demonstrate the floating or sinking of different objects in different liquids","BACKING_FILE":"ss400045.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss400045","TOPIC_ID":"ss400045","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS400045.jpg","PUBLIC_BANNER_IMG":"SS400045.jpg","PUBLIC_VIDEO":"pvideo_ss400045.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/gG7MYl_Tz5g","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;An object can float or sink depending on its density as compared to the density of the fluid in which it is placed. An object floats if its density is less than that of the fluid. An object sinks if its density is more than that of the fluid.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Identify the conditions required for an object to float or sink in a liquid.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Demonstrate the floating or sinking of different objects in different liquids.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Floatation and Immersion of a body","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"113","CATEGORY_ID":"1","CONT_TITLE":"Polarization of Light","CONT_SLUG":"polarization-of-light","CONT_TITLE_AR":"Polarisation of Light","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EPolarization of light is the phenomenon in which the vibrations of light are restricted in a direction perpendicular to the direction of the propagation of light. This phenomenon is used in polarizers, to control the intensity of light. A polarizer is generally used in sunglasses, window panes, photographic cameras, etc.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the phenomenon of the polarization of light.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define polarizers.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Determine the behavior of two polarizers kept at different angles.\u003C\/div\u003E","CONT_DESC_AR":"The phenomenon of restricting the vibrations of light, of electric field vectors, in a direction perpendicular to the direction of the propagation of light is called the polarization of light. Polarizers use this phenomenon so as to control the intensity of light. These polarizers can be used in sunglasses, windowpanes, photographic cameras, and so on.\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives:\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n- explain the phenomenon of the polarization of light\u0026lt;br \/\u0026gt;\n- define polarizers\u0026lt;br \/\u0026gt;\n- determine the behavior of two polarizers kept at different angles","BACKING_FILE":"ss400019.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss400019","TOPIC_ID":"ss400019","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS400019.jpg","PUBLIC_BANNER_IMG":"SS400019.jpg","PUBLIC_VIDEO":"pvideo_ss400019.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/do5oTfai-RI","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"6","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Polarization of light is the phenomenon in which the vibrations of light are restricted in a direction perpendicular to the direction of the propagation of light. 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These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"110","CATEGORY_ID":"1","CONT_TITLE":"Waves and Particles","CONT_SLUG":"waves-and-particles","CONT_TITLE_AR":"Waves and Particles","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAn electromagnetic wave can behave as a particle called a photon. A photon is a massless bundle of energy that behaves like a particle and a wave. The photon\u0026#039;s energy depends on the frequency of the wave. Its energy increases as the wave\u0026#039;s frequency increases.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain that a wave can behave as a particle.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define photons.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain that a particle can behave as a wave.\u003C\/div\u003E","CONT_DESC_AR":"An electromagnetic wave can behave as a particle called a photon. A photon is a mass less bundle of energy that behaves like a particle. The photon\u0026amp;#39;s energy depends on the frequency of the wave. Its energy increases as the wave\u0026amp;#39;s frequency increases.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives:\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be to:\u0026lt;br \/\u0026gt;\n- describe that a wave can behave as a particle\u0026lt;br \/\u0026gt;\n- define photons\u0026lt;br \/\u0026gt;\n- describe that a particle can behave as a wave","BACKING_FILE":"ss400018.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss400018","TOPIC_ID":"ss400018","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS400018.jpg","PUBLIC_BANNER_IMG":"SS400018.jpg","PUBLIC_VIDEO":"pvideo_ss400018.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/PI_F5l4SigQ","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"6","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;An electromagnetic wave can behave as a particle called a photon. A photon is a massless bundle of energy that behaves like a particle and a wave. The photon\u0026#039;s energy depends on the frequency of the wave. Its energy increases as the wave\u0026#039;s frequency increases.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain that a wave can behave as a particle.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Define photons.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain that a particle can behave as a wave.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Waves and Particles","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"107","CATEGORY_ID":"1","CONT_TITLE":"Waves in Matter","CONT_SLUG":"waves-in-matter","CONT_TITLE_AR":"Waves in Matter","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EWater waves and sound waves require matter or a medium to move from place to place. In context with matter, waves travel fastest in solids and slowest in gases.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain that waves require matter to transfer energy from one place to another.\u003C\/div\u003E","CONT_DESC_AR":"Waves carry energy without transporting matter from place to place. Waves carry energy from place to place.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objective:\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; explain that waves require matter to transfer energy from one place to another","BACKING_FILE":"ss400039.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss400039","TOPIC_ID":"ss400039","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS400039.jpg","PUBLIC_BANNER_IMG":"SS400039.jpg","PUBLIC_VIDEO":"pvideo_ss400039.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/rLKQuoV_CX4","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"6","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Water waves and sound waves require matter or a medium to move from place to place. In context with matter, waves travel fastest in solids and slowest in gases.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objective\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain that waves require matter to transfer energy from one place to another.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Waves in Matter","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"104","CATEGORY_ID":"1","CONT_TITLE":"Heat Engines and the Second Law of Thermodynamics","CONT_SLUG":"heat-engines-and-second-law-of-thermodynamics","CONT_TITLE_AR":"Heat Engines and Second Law of Thermodynamics","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA heat engine is a device that converts some thermal energy into mechanical energy. Some examples of heat engines are: a thermal power station, a steam locomotive, and an internal combustion engine found in many cars. Internal combustion engines burn fuel in the engine\u0026#039;s cylinders transforms chemical energy into thermal energy, then converts that into mechanical energy as a piston moves up and down. A crankshaft, transmission, and differential convert the up and down motion of the piston into the rotation of the wheel.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain what a heat engine is.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe that burning fuel in an engine\u0026#039;s cylinders transforms chemical energy into thermal energy, and then into mechanical energy.\u003C\/div\u003E","CONT_DESC_AR":"A heat engine is a device that converts some thermal energy into mechanical energy. Burning fuel in the engine\u0026amp;#39;s cylinders transforms chemical energy into thermal energy, then converts that into mechanical energy as a piston moves up and down. A crankshaft, transmission and differential convert the up and down motion of the piston into the rotation of the wheel.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives:\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to explore:\u0026lt;br \/\u0026gt;\n- a heat engine is a device that converts some thermal energy into mechanical energy\u0026lt;br \/\u0026gt;\n- burning fuel in the engine\u0026amp;#39;s cylinders transforms chemical energy into thermal energy then converted into mechanical energy as the piston move up and down\u0026lt;br \/\u0026gt;\n- a crankshaft, transmission and differential convert the up and down motion of the pistons into rotation of the wheel","BACKING_FILE":"ss400037.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss400037","TOPIC_ID":"ss400037","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS400037.jpg","PUBLIC_BANNER_IMG":"SS400037.jpg","PUBLIC_VIDEO":"pvideo_ss400037.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/wNXRLuHgokg","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;A heat engine is a device that converts some thermal energy into mechanical energy. Some examples of heat engines are: a thermal power station, a steam locomotive, and an internal combustion engine found in many cars. Internal combustion engines burn fuel in the engine\u0026#039;s cylinders transforms chemical energy into thermal energy, then converts that into mechanical energy as a piston moves up and down. A crankshaft, transmission, and differential convert the up and down motion of the piston into the rotation of the wheel.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain what a heat engine is.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe that burning fuel in an engine\u0026#039;s cylinders transforms chemical energy into thermal energy, and then into mechanical energy.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Heat Engines and Second Law of Thermodynamics","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"92","CATEGORY_ID":"1","CONT_TITLE":"The Doppler Effect","CONT_SLUG":"the-doppler-effect","CONT_TITLE_AR":"The Doppler Effect","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E\r\n \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E\r\n \r\n\u003Cdiv\u003EThe Doppler effect explains the reason of the difference between the observed frequency of the sound with its actual frequency based on the motion of the sound source and the observer.\u003C\/div\u003E\r\n \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E\r\n \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E\r\n \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E\r\n \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E\r\n \r\n\u003Cdiv\u003E- Explain that whenever there is a relative motion between the sound source and its receiver, there is a change in frequency of the sound at the receiver\u0026#039;s end.\u003C\/div\u003E","CONT_DESC_AR":"Whenever there is a relative motion between a sound source and receiver there is a change in frequency which is known as Doppler\u0026amp;#39;s effect.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objective:\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will identify:\u0026lt;br \/\u0026gt;\n- When ever there is a relative motion between the sound source and the its receiver there is change in frequency which is known as Doppler\u0026amp;#39;s effect","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss400033","TOPIC_ID":"ss400033","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS400033.jpg","PUBLIC_BANNER_IMG":"SS400033.jpg","PUBLIC_VIDEO":"pvideo_ss400033.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/H0V7cC16ivQ","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"6","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;color: rgb(38, 50, 56); font-family: Roboto, sans-serif;\u0026quot;\u0026gt;Overview:\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;color: rgb(38, 50, 56); font-family: Roboto, sans-serif;\u0026quot;\u0026gt;The Doppler effect explains the reason of the difference between the observed frequency of the sound with its actual frequency based on the motion of the sound source and the observer.\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\r\n\u0026lt;div\u0026gt;\u0026lt;\/div\u0026gt;\r\n\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain that whenever there is a relative motion between the sound source and its receiver, there is a change in frequency of the sound at the receiver\u0026#039;s end.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"The Doppler Effect","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"88","CATEGORY_ID":"1","CONT_TITLE":"Transformers","CONT_SLUG":"transformer","CONT_TITLE_AR":"Transformer","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA transformer is a device that increases or decreases the voltage of an alternating current. The transfer which increases the voltage is called a step-up transformer. The transfer which decreases the voltage is called a step-down transformer.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define what is transformer.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explore the basic parts of transformer.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explore the types of transformer.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Differentiate between the types of transformer.\u003C\/div\u003E","CONT_DESC_AR":"A transformer is a device that increases or decreases the voltage of an alternating current.\u003C\/br\u003E\u003C\/br\u003E\r\n\u003Cstrong\u003ELearning Objective:\u003C\/strong\u003E\u003C\/br\u003E\u003C\/br\u003E\r\nIn this simulation, you will be able to:\u003C\/br\u003E\r\n- explain that a transformer is a device that increases or decreases the voltage of an alternating current","BACKING_FILE":"ss400038.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss400038","TOPIC_ID":"ss400038","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS400038.jpg","PUBLIC_BANNER_IMG":"SS400038.jpg","PUBLIC_VIDEO":"pvideo_ss400038.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/qEK91CjDYuQ","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"6","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;A transformer is a device that increases or decreases the voltage of an alternating current. The transfer which increases the voltage is called a step-up transformer. The transfer which decreases the voltage is called a step-down transformer.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Define what is transformer.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explore the basic parts of transformer.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explore the types of transformer.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Differentiate between the types of transformer.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Transformer","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"84","CATEGORY_ID":"1","CONT_TITLE":"Faraday\u0027s Law of Electromagnetic Induction","CONT_SLUG":"faradays-law-of-electromagnetic-induction","CONT_TITLE_AR":"Faraday\u0027s Law of Electromagnetic Induction","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe relative motion between a magnet and coil induces an electric current within the coil. This is known as Faraday\u2019s law of electromagnetism. The direction of current depends on the direction of motion and also on the direction of the pole of the magnet facing the coil.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe Faraday\u0026#039;s law of electromagnetism as the induction of an electric current in a coil due to the relative motion between a magnet and the coil.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain that the direction of current depends on the direction of motion and also on the direction of magnetic field.\u003C\/div\u003E","CONT_DESC_AR":"The relative motion between a magnet and coil induces an electric current within the coil. This is known as Faraday\u0026amp;rsquo;s Law of Electromagnetism. The direction of current depends on the direction of motion and also on the direction of the pole of the magnet facing the coil.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives:\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n- describe Faraday\u0026amp;#39;s law of electromagnetism as the induction of an electric current in a coil due to the relative motion between a magnet and the coil .\u0026lt;br \/\u0026gt;\n- explain that the direction of current depends on the direction of motion and also on the direction of magnetic field. That is, which pole of the magnet faces the coil .","BACKING_FILE":"ss400024.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss400024","TOPIC_ID":"ss400024","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS400024.jpg","PUBLIC_BANNER_IMG":"SS400024.jpg","PUBLIC_VIDEO":"pvideo_ss400024.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/9ivViwxuotw","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"6","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;The relative motion between a magnet and coil induces an electric current within the coil. This is known as Faraday\u2019s law of electromagnetism. The direction of current depends on the direction of motion and also on the direction of the pole of the magnet facing the coil.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe Faraday\u0026#039;s law of electromagnetism as the induction of an electric current in a coil due to the relative motion between a magnet and the coil.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain that the direction of current depends on the direction of motion and also on the direction of magnetic field.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Faraday\u0027s Law of Electromagnetic Induction","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"82","CATEGORY_ID":"1","CONT_TITLE":"The Speed of Sound","CONT_SLUG":"the-speed-of-sound","CONT_TITLE_AR":"The Speed of Sound","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe speed of sound depends on a medium\u0026#039;s composition and whether that medium is solid, liquid or gas. The temperature, density and elasticity of the medium also affect the speed of sound.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain how temperature affects the speed of sound.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe how the density of a material affects the speed of the sound.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Elaborate on how the elasticity of a material affects the speed of the sound.\u003C\/div\u003E","CONT_DESC_AR":"The speed of sound depends on a mediums composition and whether that medium is solid, liquid or gas. The temperature, density and elasticity of the medium also affect the speed of sound. \u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives:\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n- understand how temperature affects the speed of sound\u0026lt;br \/\u0026gt;\n- explain how density of a material affects the speed of the sound\u0026lt;br \/\u0026gt;\n- explain how elasticity of a material affects the speed of the sound","BACKING_FILE":"hs400071.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs400071","TOPIC_ID":"hs400071","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS400071.jpg","PUBLIC_BANNER_IMG":"HS400071.jpg","PUBLIC_VIDEO":"pvideo_hs400071.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/Td3-cKWNXUU","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"6","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;The speed of sound depends on a medium\u0026#039;s composition and whether that medium is solid, liquid or gas. The temperature, density and elasticity of the medium also affect the speed of sound.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain how temperature affects the speed of sound.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe how the density of a material affects the speed of the sound.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Elaborate on how the elasticity of a material affects the speed of the sound.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"The Speed of Sound","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"80","CATEGORY_ID":"1","CONT_TITLE":"Sound Waves","CONT_SLUG":"sound-waves","CONT_TITLE_AR":"Sound Waves","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA sound wave is the pattern of disturbance caused by the movement of energy traveling through a medium. Sound waves are longitudinal waves. Longitudinal waves are composed of two types of regions called compressions and rarefactions. Sound waves cannot travel through the vacuum of outer space.\u003C\/div\u003E \r\n\u003Cdiv\u003E\u003Cbr\u003E\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain that a sound wave is the pattern of disturbance caused by the movement of energy traveling through a medium.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe sound waves as longitudinal waves.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify longitudinal waves are composed of two types of regions called compressions and rarefactions.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain that sound waves cannot travel through a vacuum.\u003C\/div\u003E","CONT_DESC_AR":"A sound wave is the pattern of disturbance caused by the movement of energy traveling through a medium. Sound waves are longitudinal waves. Longitudinal waves are composed of two types of regions called compressions and rarefactions. Sound waves cannot travel through the vacuum of outer space.\u003C\/br\u003E\u003C\/br\u003E\r\n\u003Cstrong\u003ELearning Objectives:\u003C\/strong\u003E\u003C\/br\u003E\u003C\/br\u003E\r\nIn this simulation, you will be able to:\u003C\/br\u003E\r\n- explain a sound wave is the pattern of disturbance\u0026amp;nbsp;caused by the movement of energy traveling through a medium\u003C\/br\u003E\r\n- state sound waves are longitudinal waves\u003C\/br\u003E\r\n- identify a longitudinal waves are composed of two\u0026amp;nbsp;types of regions called compressions and rarefractions\u003C\/br\u003E\r\n- explore sound waves cannot travel through the vacuum of outer space","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs400070","TOPIC_ID":"hs400070","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS400070.jpg","PUBLIC_BANNER_IMG":"HS400070.jpg","PUBLIC_VIDEO":"pvideo_hs400070.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/BXisU5Kys8I","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"6","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;A sound wave is the pattern of disturbance caused by the movement of energy traveling through a medium. Sound waves are longitudinal waves. Longitudinal waves are composed of two types of regions called compressions and rarefactions. Sound waves cannot travel through the vacuum of outer space.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain that a sound wave is the pattern of disturbance caused by the movement of energy traveling through a medium.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe sound waves as longitudinal waves.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify longitudinal waves are composed of two types of regions called compressions and rarefactions.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain that sound waves cannot travel through a vacuum.\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Sound Waves","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"78","CATEGORY_ID":"1","CONT_TITLE":"Vibrations and Sound","CONT_SLUG":"vibrations-and-sound","CONT_TITLE_AR":"Vibrations and Sound","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThere are a variety of sounds all around us like footsteps, voices, wind, and falling water. Sound all around us results from vibrations.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain that sound all around us results from vibrations.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify that when vibrations stop, sound also stops.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explore that musical instruments produce sound due to vibrations.\u003C\/div\u003E","CONT_DESC_AR":"There are varieties\u0026amp;nbsp;of sounds all around us like footsteps, voices, wind, and falling water. Sound all around us results from vibrations.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives:\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n- identify\u0026amp;nbsp;that there are varieties\u0026amp;nbsp;of sounds all around us, such as footsteps, voices, wind, etc.\u0026lt;br \/\u0026gt;\n- explain that sound is the result of vibrations","BACKING_FILE":"hs400069.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs400069","TOPIC_ID":"hs400069","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS400069.jpg","PUBLIC_BANNER_IMG":"HS400069.jpg","PUBLIC_VIDEO":"pvideo_hs400069.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/vzAGvg1rx6o","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;There are a variety of sounds all around us like footsteps, voices, wind, and falling water. Sound all around us results from vibrations.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain that sound all around us results from vibrations.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify that when vibrations stop, sound also stops.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explore that musical instruments produce sound due to vibrations.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Vibrations and Sound","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"76","CATEGORY_ID":"1","CONT_TITLE":"Newton\u0027s First Law","CONT_SLUG":"newtons-first-law","CONT_TITLE_AR":"Newton\u0027s First Law","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003ENewton\u0026#039;s first law of motion states that an object continues to move at a constant velocity unless an unbalanced force acts on it. An object at rest continues to be at rest, unless an unbalanced force acts on it.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- State Newton\u0026#039;s first law of motion.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explore inertia\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the concept of inertia in relation to mass of an object.\u003C\/div\u003E","CONT_DESC_AR":"Newtons first law of motion states that an object at rest continues to be at rest, and a moving object continues to be in motion at a constant velocity, unless an unbalanced force acts on it.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives:\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n- define Newtons first law of motion, which states that an object continues to move at a constant velocity unless an unbalanced force acts on it\u0026lt;br \/\u0026gt;\n- state that an object at rest continues to be at rest, unless an unbalanced force acts on it\u0026lt;br \/\u0026gt;\n- explain the concept of inertia","BACKING_FILE":"hs400068.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs400068","TOPIC_ID":"hs400068","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS400068.jpg","PUBLIC_BANNER_IMG":"HS400068.jpg","PUBLIC_VIDEO":"pvideo_hs400068.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/l1vtuoOnp-U","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;Newton\u0026#039;s first law of motion states that an object continues to move at a constant velocity unless an unbalanced force acts on it. An object at rest continues to be at rest, unless an unbalanced force acts on it.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- State Newton\u0026#039;s first law of motion.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explore inertia\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the concept of inertia in relation to mass of an object.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Newton\u0027s First law","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"74","CATEGORY_ID":"1","CONT_TITLE":"Musical Instruments","CONT_SLUG":"musical-instruments","CONT_TITLE_AR":"Musical Instruments","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThere are mainly three types of musical instruments - string instruments, wind and brass instruments, and percussion instruments. String instruments produce sound due to vibrating strings. Wind and brass instruments produce sound owing to vibrations within an air column. Percussion instruments produce sound due to vibrations of stretched membrane. Another class of instruments not discussed here are electronic musical instruments which produce sound using electronic circuitry.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define string instruments.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define wind and brass instruments.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define percussion instruments.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Categorize different musical instruments as string, percussion, or wind and brass instruments based on their mode of producing sound.\u003C\/div\u003E","CONT_DESC_AR":"There are mainly three types of musical instruments - string instruments, wind and brass instruments, and percussion instruments.\u0026amp;nbsp;String instruments produce sound due to vibrating strings.\u0026amp;nbsp;Wind and brass instruments produce sound owing to vibrations within an air column.\u0026amp;nbsp;Percussion instruments produce sound due to vibrations of stretched membrane.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives:\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n- define string instruments\u0026lt;br \/\u0026gt;\n- define wind and brass instruments\u0026lt;br \/\u0026gt;\n- define percussion instruments\u0026lt;br \/\u0026gt;\n- categorize different musical instruments as string, percussion, or wind and brass instruments based on their mode of producing sound","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs400066","TOPIC_ID":"hs400066","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS400066.jpg","PUBLIC_BANNER_IMG":"HS400066.jpg","PUBLIC_VIDEO":"pvideo_hs400066.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/l7sHTtbAsyY","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"6","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;There are mainly three types of musical instruments - string instruments, wind and brass instruments, and percussion instruments. 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These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"72","CATEGORY_ID":"1","CONT_TITLE":"Pitch","CONT_SLUG":"pitch","CONT_TITLE_AR":"Pitch","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EPitch is a characteristic of sound that denotes the sensation of frequency. Pitch changes with a change in frequency. A high-pitched voice corresponds to a high frequency wave and a low-pitched voice corresponds to a low frequency wave.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define pitch.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Distinguish between a low-pitched sound and high-pitched sounds.\u003C\/div\u003E \r\n\u003Cdiv\u003E- State the relationship between pitch and frequency.\u003C\/div\u003E","CONT_DESC_AR":"Pitch is a characteristic of sound that denotes the sensation of frequency.\u0026amp;nbsp;Pitch changes with a change in frequency. A high-pitched voice corresponds to a high frequency wave and a low-pitched voice corresponds to a low frequency wave.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives:\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n- define pitch\u0026lt;br \/\u0026gt;\n- distinguish between a low-pitched sound and high-pitched sounds\u0026lt;br \/\u0026gt;\n- state the relationship between pitch and frequency","BACKING_FILE":"hs400065.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs400065","TOPIC_ID":"hs400065","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS400065.jpg","PUBLIC_BANNER_IMG":"HS400065.jpg","PUBLIC_VIDEO":"pvideo_hs400065.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/CWOtM8mSi-c","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"6","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;h3\u0026gt;Overview:\u0026lt;\/h3\u0026gt;\u0026lt;p\u0026gt;Pitch is a characteristic of sound that denotes the sensation of frequency. Pitch changes with a change in frequency. 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These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"66","CATEGORY_ID":"1","CONT_TITLE":"Wavelength and Frequency","CONT_SLUG":"wavelength-and-frequency","CONT_TITLE_AR":"Wavelength and Frequency","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe wavelength of a transverse wave is the distance from crest to crest or trough to trough. The wavelength of a longitudinal wave is the distance from the middle of one compression to the middle of the next one, or the distance from the middle of one rarefaction to the middle of another. Frequency is commonly measured in hertz (Hz).\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define the terms wavelength and frequency.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Distinguish between transverse and longitudinal waves.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Determine the wavelength and frequency of transverse and longitudinal waves.\u003C\/div\u003E","CONT_DESC_AR":"The wavelength of a transverse wave is the distance from crest to nearest crest or trough to nearest trough.\u0026amp;nbsp;The wavelength of a longitudinal wave is the distance from the middle of one compression to the middle of the next one or the distance from the middle of one rarefaction to the middle of next one.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives:\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n- define the terms wavelength and frequency\u0026lt;br \/\u0026gt;\n- distinguish between transverse and longitudinal waves\u0026lt;br \/\u0026gt;\n- determine the wavelength and frequency of both the transverse and longitudinal waves","BACKING_FILE":"hs400063.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs400063","TOPIC_ID":"hs400063","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS400063.jpg","PUBLIC_BANNER_IMG":"HS400063.jpg","PUBLIC_VIDEO":"pvideo_hs400063.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/M6evzqk7etg","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"6","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;The wavelength of a transverse wave is the distance from crest to crest or trough to trough. The wavelength of a longitudinal wave is the distance from the middle of one compression to the middle of the next one, or the distance from the middle of one rarefaction to the middle of another.\u0026amp;nbsp;Frequency is commonly measured in hertz (Hz).\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Define the terms wavelength and frequency.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Distinguish between transverse and longitudinal waves.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Determine the wavelength and frequency of transverse and longitudinal waves.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Wavelength and Frequency","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"63","CATEGORY_ID":"1","CONT_TITLE":"Convection","CONT_SLUG":"convection","CONT_TITLE_AR":"Convection","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EConvection is the transfer of heat by mass motion of a fluid or gas such as water or air when the heated substance is caused to move away from the source of heat, carrying energy with it. Convection above a hot surface occurs because hot air expands, becomes less dense, and then rises.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define convection.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain how convection occurs in liquids.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the reasons for the formation of rainforests and deserts.\u003C\/div\u003E","CONT_DESC_AR":"Convection is the process of heat transfer in a fluid by the movements of more energetic particles from one place to another.\u003C\/br\u003E\u003C\/br\u003E\r\n\u003Cstrong\u003ELearning Objectives:\u003C\/strong\u003E\u003C\/br\u003E\u003C\/br\u003E\r\nIn this simulation, you will be able to:\u003C\/br\u003E\r\n- define the process of heat transfer by convection\u003C\/br\u003E\r\n- demonstrate the phenomenon of convection in liquids","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs400036","TOPIC_ID":"hs400036","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS400036.jpg","PUBLIC_BANNER_IMG":"HS400036.jpg","PUBLIC_VIDEO":"pvideo_hs400036.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/7xcJaXxnhec","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;Convection is the transfer of heat by mass motion of a fluid or gas such as water or air when the heated substance is caused to move away from the source of heat, carrying energy with it. Convection above a hot surface occurs because hot air expands, becomes less dense, and then rises.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Define convection.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain how convection occurs in liquids.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify the reasons for the formation of rainforests and deserts.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Convection","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"61","CATEGORY_ID":"1","CONT_TITLE":"Galvanometer","CONT_SLUG":"galvanometer","CONT_TITLE_AR":"Galvanometer","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA galvanometer is a device that uses an electromagnet to measure and detect small electric currents. A galvanometer also gives the direction of current flow.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the construction of a galvanometer.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the workings of a galvanometer.\u003C\/div\u003E","CONT_DESC_AR":"A galvanometer is a device that uses an electromagnet to measure electric current.\u003C\/br\u003E\u003C\/br\u003E\r\n\u003Cstrong\u003ELearning Objectives:\u003C\/strong\u003E\u003C\/br\u003E\u003C\/br\u003E\r\nIn this simulation, you will be able to:\u003C\/br\u003E\r\n- describe the construction of a galvanometer\u003C\/br\u003E\r\n- explain the working of a galvanometer","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs400060","TOPIC_ID":"hs400060","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS400060.jpg","PUBLIC_BANNER_IMG":"HS400060.jpg","PUBLIC_VIDEO":"pvideo_hs400060.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/x25w27DoPVg","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;A galvanometer is a device that uses an electromagnet to measure and detect small electric currents. A galvanometer also gives the direction of current flow.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the construction of a galvanometer.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the workings of a galvanometer.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Galvanometer","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"58","CATEGORY_ID":"1","CONT_TITLE":"Features of Spherical Mirrors","CONT_SLUG":"features-of-spherical-mirrors","CONT_TITLE_AR":"Features of Spherical Mirrors","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA spherical mirrors is a mirrors which has the shape of a piece cut out of a spherical surface. There are two types of spherical mirrors, convex mirrors and concave mirrors, that behave differently when parallel rays of light fall on to their reflecting surfaces.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Distinguish between the two spherical mirrors: convex mirrors and concave mirrors.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the important features of spherical mirrors, such as optic axis, focal point, focal length, pole, and center of curvature.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Compare the behavior of spherical mirrors when parallel rays of light fall onto their reflecting surfaces.\u003C\/div\u003E","CONT_DESC_AR":"There are two types of spherical mirrors: convex and concave mirrors.\u0026amp;nbsp;Any mirror can be specified by its focal length, which is the distance between the center\u0026amp;nbsp;of the mirror to the focal point.\u0026amp;nbsp;The focal point of a concave mirror is the point on the optical axis to which light rays parallel to the optical axis converge.\u0026amp;nbsp;The focal point of a convex mirror is the point on the optical axis from which light rays parallel to the optical axis appear to diverge.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives:\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n- distinguish between the two spherical mirrors\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n- convex mirror and concave mirror\u0026lt;br \/\u0026gt;\n- explain the important features of spherical mirrors, such as optical axis, focal point, focal length, pole, and center of curvature\u0026lt;br \/\u0026gt;\n- compare the behavior of spherical mirrors when parallel rays of light fall onto","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs400050","TOPIC_ID":"hs400050","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS400050.jpg","PUBLIC_BANNER_IMG":"HS400050.jpg","PUBLIC_VIDEO":"pvideo_hs400050.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/B8iyzL3ZLLE","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"6","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;A spherical mirrors is a mirrors which has the shape of a piece cut out of a spherical surface. There are two types of spherical mirrors, convex mirrors and concave mirrors, that behave differently when parallel rays of light fall on to their reflecting surfaces.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Distinguish between the two spherical mirrors: convex mirrors and concave mirrors.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the important features of spherical mirrors, such as optic axis, focal point, focal length, pole, and center of curvature.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Compare the behavior of spherical mirrors when parallel rays of light fall onto their reflecting surfaces.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Features of Spherical Mirrors","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"55","CATEGORY_ID":"1","CONT_TITLE":"Opaque, Translucent and Transparent","CONT_SLUG":"opaque-translucent-and-transparent","CONT_TITLE_AR":"Opaque, Translucent and Transparent","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003ETransparent materials transmit light without scattering the waves so that objects are clearly seen through them. Translucent materials transmit light but also scatter light waves so that the objects seen through them appear blurry. Opaque materials absorb and reflect light but do not transmit it, not allowing objects to be seen through them.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify opaque, translucent and transparent objects.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the reason behind the visibility of objects seen through opaque, translucent and transparent objects.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Categorize different materials into opaque, translucent and transparent objects.\u003C\/div\u003E","CONT_DESC_AR":"Transparent materials transmit light without scattering the waves so that objects are clearly seen through them.\u0026amp;nbsp;Translucent materials transmit light but also scatter light waves so that the objects seen through them appear blurry.\u0026amp;nbsp;Opaque materials absorb and reflect light but don\u0026amp;#39;t transmit it, not allowing objects to be seen through them.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives:\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n-\u0026amp;nbsp;identify opaque, translucent and,\u0026amp;nbsp;transparent objects\u0026lt;br \/\u0026gt;\n- describe the reason behind the visibility of objects seen through opaque, translucent,\u0026amp;nbsp;and transparent objects\u0026lt;br \/\u0026gt;\n-\u0026amp;nbsp;categorize different materials into opaque, transparent,\u0026amp;nbsp;and translucent objects","BACKING_FILE":"hs400052.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs400052","TOPIC_ID":"hs400052","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS400052.jpg","PUBLIC_BANNER_IMG":"HS400052.jpg","PUBLIC_VIDEO":"pvideo_hs400052.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/sq14gy6RgO4","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Transparent materials transmit light without scattering the waves so that objects are clearly seen through them. Translucent materials transmit light but also scatter light waves so that the objects seen through them appear blurry. Opaque materials absorb and reflect light but do not transmit it, not allowing objects to be seen through them.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify opaque, translucent and transparent objects.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the reason behind the visibility of objects seen through opaque, translucent and transparent objects.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Categorize different materials into opaque, translucent and transparent objects.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Opaque, Translucent and Transparent","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"53","CATEGORY_ID":"1","CONT_TITLE":"Electroscope","CONT_SLUG":"electroscope","CONT_TITLE_AR":"Electroscope","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAn electroscope is a device to detect the presence of electric charge in an object. When an object is brought into contact with the metal knob of an uncharged electroscope, the divergence of the device\u0026#039;s metal leaves indicates the presence of electric charge in the object.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the construction of a simple electroscope.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Examine the working of an uncharged electroscope when a charged object is brought in contact with it.\u003C\/div\u003E","CONT_DESC_AR":"An electroscope is a device to detect the presence of electric charge in an object. When an object is brought into contact with the metal knob of an uncharged electroscope, the divergence of leaves indicates the presence of electric charge in the object.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives:\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n-\u0026amp;nbsp;describe the construction of a simple electroscope\u0026lt;br \/\u0026gt;\n- examine the working of an uncharged electroscope when a charged object is brought in contact with it","BACKING_FILE":"hs400047.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs400047","TOPIC_ID":"hs400047","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS400047.jpg","PUBLIC_BANNER_IMG":"HS400047.jpg","PUBLIC_VIDEO":"pvideo_hs400047.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/lo6dum3RX7k","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"6","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;An electroscope is a device to detect the presence of electric charge in an object. When an object is brought into contact with the metal knob of an uncharged electroscope, the divergence of the device\u0026#039;s metal leaves indicates the presence of electric charge in the object.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the construction of a simple electroscope.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Examine the working of an uncharged electroscope when a charged object is brought in contact with it.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Electroscope","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"52","CATEGORY_ID":"1","CONT_TITLE":"Reactivity Series of Metals","CONT_SLUG":"reactivity-series-of-metals","CONT_TITLE_AR":"Reactivity Series of Metals","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EIn the reactivity series of metals, the most reactive metal is placed at the top and the least reactive element at the bottom. Each element in the reactivity series can be replaced from a compound by any of the elements above it.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe why metals are arranged in a reactivity series.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the order of metals in a reactivity series.\u003C\/div\u003E","CONT_DESC_AR":"In the reactivity series of metals, the most reactive metal is placed at the top and the least reactive element at the bottom.\u0026amp;nbsp;Each element in the reactivity series can be replaced from a compound by any of the elements above it.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives:\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nAfter watching the video, you will be able to:\u0026lt;br \/\u0026gt;\n- describe why metals are arranged in a reactivity series\u0026lt;br \/\u0026gt;\n- explain the reactivity order of metals","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms200007","TOPIC_ID":"ms200007","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS200007.jpg","PUBLIC_BANNER_IMG":"MS200007.jpg","PUBLIC_VIDEO":"pvideo_ms200007.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/5T6IVD0FbAw","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;In the reactivity series of metals, the most reactive metal is placed at the top and the least reactive element at the bottom. Each element in the reactivity series can be replaced from a compound by any of the elements above it.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe why metals are arranged in a reactivity series.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the order of metals in a reactivity series.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Reactivity Series of Metals","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"51","CATEGORY_ID":"1","CONT_TITLE":"Single Displacement Reaction","CONT_SLUG":"single-displacement-reaction","CONT_TITLE_AR":"Single Displacement Reaction","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA single displacement reaction is a chemical reaction in which a more reactive element displaces a less reactive element from its compound.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify a single displacement reaction.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Demonstrate a single displacement reaction.\u003C\/div\u003E","CONT_DESC_AR":"A single displacement reaction is a chemical reaction in which a more reactive element displaces a less reactive element from its compound.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives:\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;- identify the single displacement reaction\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;- demonstrate the single displacement reaction\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms200003","TOPIC_ID":"ms200003","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS200003.jpg","PUBLIC_BANNER_IMG":"MS200003.jpg","PUBLIC_VIDEO":"pvideo_ms200003.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/o6-pPsqJirE","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;A single displacement reaction is a chemical reaction in which a more reactive element displaces a less reactive element from its compound.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify a single displacement reaction.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Demonstrate a single displacement reaction.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Single Displacement Reaction","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"50","CATEGORY_ID":"1","CONT_TITLE":"Archimedes\u0027 Principle","CONT_SLUG":"archimedes-principle","CONT_TITLE_AR":"Archimede\u0027s Principle","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAn object experiences an upward force called buoyant force when immersed in a fluid. This upward force opposes the weight of the object, resulting in a decrease of its weight. Archimedes\u2019 principle states that when a object is partially or fully immersed in a liquid, it experiences an upward thrust (buoyant force) which is equal to the weight of the fluid displaced by the immersed part of the object.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define buoyant force.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define Archimedes\u0026#039; principle.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Demonstrate Archimedes\u0026#039; principle.\u003C\/div\u003E","CONT_DESC_AR":"An object experiences an upward force called buoyant force when immersed in a fluid. This upward force opposes the weight of the object, resulting in a decrease of its weight. Archimedes\u0026amp;rsquo; principle states that when a body is partially or fully immersed in a liquid, it experiences an upward thrust (buoyant force) which is equal to the weight of the fluid displaced by the immersed part of the body.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives:\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n- define buoyant force\u0026lt;br \/\u0026gt;\n- define Archimedes\u0026amp;#39; principle\u0026lt;br \/\u0026gt;\n- demonstrate Archimedes\u0026amp;#39; principle","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs400009","TOPIC_ID":"hs400009","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS400009.jpg","PUBLIC_BANNER_IMG":"HS400009.jpg","PUBLIC_VIDEO":"pvideo_hs400009.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/hyU3OgPoZpg","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;An object experiences an upward force called buoyant force when immersed in a fluid. This upward force opposes the weight of the object, resulting in a decrease of its weight. Archimedes\u2019 principle states that when a object is partially or fully immersed in a liquid, it experiences an upward thrust (buoyant force) which is equal to the weight of the fluid displaced by the immersed part of the object.\u0026amp;nbsp;\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Define buoyant force.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Define Archimedes\u0026#039; principle.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Demonstrate Archimedes\u0026#039; principle.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Archimedes\u0027 Principle","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"49","CATEGORY_ID":"1","CONT_TITLE":"Conduction","CONT_SLUG":"conduction","CONT_TITLE_AR":"Conduction","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe process of transfer of thermal energy from a region of higher temperature to one with a lower temperature, without transferring matter, is called conduction. Heat transfer between two points occurs only when there is a temperature difference between the two points. The rate at which conduction transfers thermal energy depends on the material. Silver, copper and aluminum are among the best thermal conductors.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the process of heat transfer by conduction.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the necessary conditions for conduction to take place.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define thermal conductors.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify some thermal conductors.\u003C\/div\u003E","CONT_DESC_AR":"The process of transfer of thermal energy from a region of higher temperature to one with a lower temperature, without transferring matter, is called conduction. Heat transfer between two points occurs only when there is a temperature difference between the two points. The rate at which conduction transfers thermal energy depends on the material. Silver, copper and aluminum are among the best thermal conductors.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives:\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n- describe the process of heat transfer by conduction\u0026lt;br \/\u0026gt;\n- explain the necessary conditions for conduction to take place\u0026lt;br \/\u0026gt;\n- define thermal conductors\u0026lt;br \/\u0026gt;\n- identify some thermal conductors","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs400010","TOPIC_ID":"hs400010","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS400010.jpg","PUBLIC_BANNER_IMG":"HS400010.jpg","PUBLIC_VIDEO":"pvideo_hs400010.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/rZahFvGdC-c","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;The process of transfer of thermal energy from a region of higher temperature to one with a lower temperature, without transferring matter, is called conduction. Heat transfer between two points occurs only when there is a temperature difference between the two points. The rate at which conduction transfers thermal energy depends on the material. Silver, copper and aluminum are among the best thermal conductors.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the process of heat transfer by conduction.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the necessary conditions for conduction to take place.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Define thermal conductors.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify some thermal conductors.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Conduction","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"46","CATEGORY_ID":"1","CONT_TITLE":"Series and Parallel Circuits","CONT_SLUG":"series-and-parallel-circuits","CONT_TITLE_AR":"Series and Parallel Circuits","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThere are two basic ways in which more than two circuit components can be connected: series and parallel. A series circuit is an electric circuit with only one branch. The amount of current is the same through every part of the circuit. If any part is disconnected, no current runs through the circuit. Parallel circuits contain two or more branches for current. Devices on each branch can be turned on or off separately.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify circuits connected in series.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify circuits connected in parallel.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the behavior of current and voltage in series and parallel circuits.\u003C\/div\u003E","CONT_DESC_AR":"There are two basic ways in which to connect more than two circuit components: series and parallel. A series circuit is an electric circuit with only one branch. The amount of current is same through every part of a series circuit. If any part is disconnected, no current runs through the circuit. Parallel circuits contain two or more branches for current. Devices on each branch can be turned on or off separately.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives:\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n- identify circuits connected in series\u0026lt;br \/\u0026gt;\n- identify circuits connected in parallel\u0026lt;br \/\u0026gt;\n- know the behavior of current and voltage in series and parallel circuits","BACKING_FILE":"hs400034.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs400034","TOPIC_ID":"hs400034","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS400034.jpg","PUBLIC_BANNER_IMG":"HS400034.jpg","PUBLIC_VIDEO":"pvideo_hs400034.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/q7TltIu5xEY","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;There are two basic ways in which more than two circuit components can be connected: series and parallel. A series circuit is an electric circuit with only one branch. The amount of current is the same through every part of the circuit. If any part is disconnected, no current runs through the circuit. Parallel circuits contain two or more branches for current. Devices on each branch can be turned on or off separately.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify circuits connected in series.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify circuits connected in parallel.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the behavior of current and voltage in series and parallel circuits.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Series and Parallel Circuits","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"44","CATEGORY_ID":"1","CONT_TITLE":"Electric Charge","CONT_SLUG":"electric-charge","CONT_TITLE_AR":"Electric Charge","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EElectric charge is the physical property of matter that causes it to experience a force when placed in an electric field. There are two types of charges, positive and negative. Like charges repel each other and unlike charges attract each other.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain why you receive a shock when you touch a metal door knob after walking across a carpet on a dry day.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe that the shock is the result of an electric charge.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Distinguish between the two types of charge: positive and negative.\u003C\/div\u003E","CONT_DESC_AR":"You might have gotten a shock when you touched a metal door knob. This experience is the result of electric charge. There are two types of charges, positive and negative.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives:\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n- explain why you receive a shock when you touch a metal door knob\u0026lt;br \/\u0026gt;\n- describe that the shock is the result of electric charge\u0026lt;br \/\u0026gt;\n- distinguish between the two types of charge: positive and negative","BACKING_FILE":"hs400031.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs400031","TOPIC_ID":"hs400031","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS400031.jpg","PUBLIC_BANNER_IMG":"HS400031.jpg","PUBLIC_VIDEO":"pvideo_hs400031.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/kztJFuDsCtE","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"6","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Electric charge is the physical property of matter that causes it to experience a force when placed in an electric field. There are two types of charges, positive and negative. Like charges repel each other and unlike charges attract each other.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain why you receive a shock when you touch a metal door knob after walking across a carpet on a dry day.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe that the shock is the result of an electric charge.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Distinguish between the two types of charge: positive and negative.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Electric Charge","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"43","CATEGORY_ID":"1","CONT_TITLE":"Parallel Circuit","CONT_SLUG":"parallel-circuit","CONT_TITLE_AR":"Parallel Circuit","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA parallel circuit is an electric circuit in which electric current has more than one path to flow. The effective resistance in a parallel circuit decreases with the increase in the number of resistances in the circuit.\u003C\/div\u003E \r\n \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify parallel circuits.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Demonstrate a change in current with the change in the number of resistors in the circuit.\u003C\/div\u003E","CONT_DESC_AR":"A parallel circuit is an electric circuit in which electric current has more than one path for the flow of electric current. The effective resistance in a parallel circuit decreases with the increase in the number of resistances in the circuit.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives:\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n- identify parallel circuits\u0026lt;br \/\u0026gt;\n- demonstrate a change in current with the change in the number of resistors in the circuit","BACKING_FILE":"ms400057.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms400057","TOPIC_ID":"ms400057","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400057.jpg","PUBLIC_BANNER_IMG":"MS400057.jpg","PUBLIC_VIDEO":"pvideo_ms400057.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/DcKVS9T3xF0","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;A parallel circuit is an electric circuit in which electric current has more than one path to flow. 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These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"42","CATEGORY_ID":"1","CONT_TITLE":"Series Circuit","CONT_SLUG":"series-circuit","CONT_TITLE_AR":"Series Circuit","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA series circuit is an electric circuit in which there is only one path for electric current. The effective resistance in a series circuit increases with an increase in the number of resistances in the circuit.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify series circuits.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Demonstrate the change in current with the change in the number of resistors in the circuit.\u003C\/div\u003E","CONT_DESC_AR":"A series circuit is an electric circuit in which there is only one path for electric current. The effective resistance in a series circuit increases with an increase in the number of resistances in the circuit.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives:\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n- identify series circuits\u0026lt;br \/\u0026gt;\n- demonstrate the change in current with the change in the number of resistors in the circuit","BACKING_FILE":"ms400056.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms400056","TOPIC_ID":"ms400056","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400056.jpg","PUBLIC_BANNER_IMG":"MS400056.jpg","PUBLIC_VIDEO":"pvideo_ms400056.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/KuQGnErFfQQ","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;A series circuit is an electric circuit in which there is only one path for electric current. The effective resistance in a series circuit increases with an increase in the number of resistances in the circuit.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026amp;nbsp;- Identify series circuits.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026amp;nbsp;- Demonstrate the change in current with the change in the number of resistors in the circuit.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Series Circuit","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"41","CATEGORY_ID":"1","CONT_TITLE":"Gravity","CONT_SLUG":"gravity","CONT_TITLE_AR":"Gravity","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EGravity is an attractive force between any two objects, which depends on the mass of each object and the distance between them. The gravitational force between two objects depends upon the objects\u0026#039; masses and distance between them. This relationship is known as the law of gravitational forces.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explore the forces of gravity between two objects.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Calculate gravitational force between two objects.\u003C\/div\u003E","CONT_DESC_AR":"Gravity is an attractive force between any two objects, which depends on mass of each object and the distance between them.\u003C\/br\u003E\u003C\/br\u003E\r\n\u003Cstrong\u003ELearning Objective:\u003C\/strong\u003E\u003C\/br\u003E\u003C\/br\u003E\r\nIn this simulation, you will now be aware that:\u003C\/br\u003E\r\n- gravity is an attractive force between any two objects that depends on the masses of the objects and the distance between them","BACKING_FILE":"hs400022.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs400022","TOPIC_ID":"hs400022","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS400022.jpg","PUBLIC_BANNER_IMG":"HS400022.jpg","PUBLIC_VIDEO":"pvideo_hs400022.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/dpof12KE42M","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Gravity is an attractive force between any two objects, which depends on the mass of each object and the distance between them. The gravitational force between two objects depends upon the objects\u0026#039; masses and distance between them. This relationship is known as the law of gravitational forces.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explore the forces of gravity between two objects.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Calculate gravitational force between two objects.\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Gravity","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"40","CATEGORY_ID":"1","CONT_TITLE":"Making Sound","CONT_SLUG":"making-sound","CONT_TITLE_AR":"Making Sound","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003ESound is produced due to vibrations. A vibration is a rapid, back and forth motion of an object.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Demonstrate that sound is produced by vibrations.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe that a sound wave is a longitudinal wave.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain that sound waves can travel through solids, liquids, and gases.\u003C\/div\u003E","CONT_DESC_AR":"Sound is produced due to vibrations. A vibration is a rapid, back and forth motion of an object.\u003C\/br\u003E\u003C\/br\u003E\r\n\u003Cstrong\u003ELearning Objectives:\u003C\/strong\u003E\u003C\/br\u003E\u003C\/br\u003E\r\nIn this simulation, you will be able to:\u003C\/br\u003E\r\n- explain that sound is produced by vibrations\u003C\/br\u003E\r\n- describe vibrations of an object","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms400025","TOPIC_ID":"ms400025","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400025.jpg","PUBLIC_BANNER_IMG":"MS400025.jpg","PUBLIC_VIDEO":"pvideo_ms400025.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/HFYhkPiG4Ec","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Sound is produced due to vibrations. A vibration is a rapid, back and forth motion of an object.\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Demonstrate that sound is produced by vibrations.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe that a sound wave is a longitudinal wave.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain that sound waves can travel through solids, liquids, and gases.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Making sound","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"39","CATEGORY_ID":"1","CONT_TITLE":"Conductors and Insulators","CONT_SLUG":"conductors-and-insulators","CONT_TITLE_AR":"Conductors and Insulators","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EMaterials can be classified as electrical conductors or insulators, depending upon whether current flows through it or not. A electrical conductor allows current to pass through it and make the circuit complete. An insulator does not allow current to pass through it and the circuit remains incomplete.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define conductors and insulators.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Differentiate between conductors and insulators.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Classify different materials as conductors and insulators.\u003C\/div\u003E","CONT_DESC_AR":"A conductor allows current to pass through it and the circuit is completed. An insulator does not allow current to pass through it and the circuit remains incomplete. Materials can be classified as conductors or insulators, depending upon whether current flows through it or not. \u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives:\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this simulation, you will see that:\u0026lt;br \/\u0026gt;\n- a conductor allows current to pass through it and the circuit becomes complete\u0026lt;br \/\u0026gt;\n- an insulator does not allow current to pass through it and the circuit remains incomplete\u0026lt;br \/\u0026gt;\n- materials can be classified as conductors and insulators and depends on their ability of allowing current to pass through them","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs400023","TOPIC_ID":"hs400023","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS400023.jpg","PUBLIC_BANNER_IMG":"hs400023.jpg","PUBLIC_VIDEO":"pvideo_hs400023.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/vzzgI9hhiDw","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"6","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Materials can be classified as electrical conductors or insulators, depending upon whether current flows through it or not. A electrical conductor allows current to pass through it and make the circuit complete. An insulator does not allow current to pass through it and the circuit remains incomplete.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Define conductors and insulators.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Differentiate between conductors and insulators.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Classify different materials as conductors and insulators.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Conductors and Insulators","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"37","CATEGORY_ID":"1","CONT_TITLE":"Electromagnet","CONT_SLUG":"electromagnet","CONT_TITLE_AR":"Electromagnet","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAn electromagnet is a temporary magnet created when there is a current flowing in a coiled wire. The strength of electromagnet depends upon the magnitude of current flowing through it.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the construction of electromagnet.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Demonstrate the working of electromagnet.\u003C\/div\u003E","CONT_DESC_AR":"An electromagnet is a temporary magnet created when there is a current flowing in a coiled wire.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objective:\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n- explain that the electromagnet is a temporary magnet created when there is a current in a coiled wire","BACKING_FILE":"hs400014.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs400014","TOPIC_ID":"hs400014","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS400014.jpg","PUBLIC_BANNER_IMG":"HS400014.jpg","PUBLIC_VIDEO":"pvideo_hs400014.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/_stHgbgw7S4","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"6","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;An electromagnet is a temporary magnet created when there is a current flowing in a coiled wire. The strength of electromagnet depends upon the magnitude of current flowing through it.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the construction of electromagnet.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Demonstrate the working of electromagnet.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Electromagnet","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"35","CATEGORY_ID":"1","CONT_TITLE":"Working of Electric Motor","CONT_SLUG":"working-of-electric-motor","CONT_TITLE_AR":"Working of Electric Motor","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EIn a simple electric motor, an electromagnet rotates between the poles of a permanent magnet. Electric motor converts electrical energy to mechanical energy.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain that in a simple electric motor, an electromagnet rotates between the poles of a permanent magnet.\u003C\/div\u003E","CONT_DESC_AR":"In a simple electric motor, an electromagnet rotates between the poles of a permanent magnet.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objective:\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to explain:\u0026lt;br \/\u0026gt;\n- in a simple electric motor, an electromagnet rotates between the poles of a permanent magnet","BACKING_FILE":"ms400015.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms400015","TOPIC_ID":"ms400015","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400015.jpg","PUBLIC_BANNER_IMG":"MS400015.jpg","PUBLIC_VIDEO":"pvideo_ms400015.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/owqWwjzXnBQ","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"6","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;In a simple electric motor, an electromagnet rotates between the poles of a permanent magnet. Electric motor converts electrical energy to mechanical energy.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objective\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain that in a simple electric motor, an electromagnet rotates between the poles of a permanent magnet.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Working of electric Motor","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"32","CATEGORY_ID":"1","CONT_TITLE":"The Principle and Construction of an Electric Motor","CONT_SLUG":"principle-and-construction-of-electric-motor","CONT_TITLE_AR":"Principle and Construction of Electric Motor","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \u003C\/div\u003E \r\n\u003Cdiv\u003EAn electric motor is a device that converts electrical energy to mechanical energy. Electric motors are used in all types of industries, including agriculture and transportation. For example, electric motors are used in computers, DVD players, fans and hair dryers.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain what an electric motor is.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explore the uses of electric motors in different devices.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the working principle and construction of an electric motor.\u003C\/div\u003E","CONT_DESC_AR":"An electric motor is a device that converts electrical energy to mechanical energy. Electric motors are used in all types of industries, including agriculture and transportation. For example electric motors are used in computers, DVD players, fans and hair dryers.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives:\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this simulation, you will be aware that:\u0026lt;br \/\u0026gt;\n- an electric motor is a device that converts electrical energy into mechanical energy\u0026lt;br \/\u0026gt;\n-\u0026amp;nbsp;electric motors are used in all types of industry, agriculture and transportation. For example electric motors are used in computers, DVD players, fans and hair dryers","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs400007","TOPIC_ID":"hs400007","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS400007.jpg","PUBLIC_BANNER_IMG":"HS400007.jpg","PUBLIC_VIDEO":"pvideo_hs400007.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/GtanWhepR6Y","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"6","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;An electric motor is a device that converts electrical energy to mechanical energy. Electric motors are used in all types of industries, including agriculture and transportation. For example, electric motors are used in computers, DVD players, fans and hair dryers.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain what an electric motor is.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explore the uses of electric motors in different devices.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the working principle and construction of an electric motor.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Principle and construction of Electric Motor","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"30","CATEGORY_ID":"1","CONT_TITLE":"Electric Current and Voltage Difference","CONT_SLUG":"electric-current-and-voltage-difference","CONT_TITLE_AR":"Electric Current and Voltage Difference","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe flow of charges, in a single direction, is called electric current. The unit of electric current is ampere (A). Ammeter is the instrument which is used to measure the current. The direction of current is from higher voltage to lower voltage. The difference of voltage is measured in volts (V). Voltmeter is the instrument which is used to measure voltage differences.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the different components of an electric circuit such as the power supply, battery, ammeter, voltmeter, electric lamp, and electric switch.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the two terminals of a battery, the direction of the current, and the electron flow.\u003C\/div\u003E","CONT_DESC_AR":"The flow of charges, in a single direction, is called electric current. The Unit of current is ampere. 1 A = 1 C\/1 s. An Ammeter is the instrument used to measure current. The direction of current is from higher to lower voltage. The difference is measured in volts (V). A voltmeter is the instrument used to measure voltage differences. For electric charges to flow, we need a continuous path called an electric circuit.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives:\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n- identify different components of an electric circuit\u0026lt;br \/\u0026gt;\n- identify the terminals of a battery, and the direction of current and electron flow","BACKING_FILE":"hs400006.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs400006","TOPIC_ID":"hs400006","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS400006.jpg","PUBLIC_BANNER_IMG":"HS400006.jpg","PUBLIC_VIDEO":"pvideo_hs400006.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/eD32tM0Jl1A","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;h3\u0026gt;Overview:\u0026lt;\/h3\u0026gt;\u0026lt;br\u0026gt;\u0026lt;div\u0026gt;The flow of charges, in a single direction, is called electric current. The unit of electric current is ampere (A). Ammeter is the instrument which is used to measure the current. The direction of current is from higher voltage to lower voltage. The difference of voltage is measured in volts (V). Voltmeter is the instrument which is used to measure voltage differences.\u0026amp;nbsp;\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;h3\u0026gt;Learning Objectives:\u0026lt;\/h3\u0026gt;\u0026lt;br\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the different components of an electric circuit such as the power supply, battery, ammeter, voltmeter, electric lamp, and electric switch.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the two terminals of a battery, the direction of the current, and the electron flow.\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Electric current and Voltage difference","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"28","CATEGORY_ID":"1","CONT_TITLE":"Types of Forces","CONT_SLUG":"types-of-forces","CONT_TITLE_AR":"Types of Forces","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \u003C\/div\u003E \r\n\u003Cdiv\u003EThe forces which act on bodies when they are in physical contact are called contact forces. Muscular force, and frictional force are the examples of contact forces. Forces acting on bodies even without physical contact are called non-contact forces. Magnetic force, electric force, and gravitational force are some of the non-contact forces.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \u003C\/div\u003E \r\n\u003Cdiv\u003EIn this module you will explore that:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Contact forces are the forces that act on objects when they are in physical contact, such as muscular force and frictional force.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Non-contact forces are the forces experienced by objects without being physically touched, such as magnetic force, electric force, and gravitational force.\u003C\/div\u003E","CONT_DESC_AR":"The forces which act on bodies when they are in physical contact are called contact forces. Examples are muscular force, and frictional force. Forces acting on bodies even without physical contact are called non-contact forces. Magnetic force, electric force and gravitational force are examples.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives:\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this simulation, you will explain:\u0026lt;br \/\u0026gt;\n- the forces which act on bodies when they are in physical contact are called contact forces. Examples are muscular force, frictional force\u0026lt;br \/\u0026gt;\n- the force experienced bodies even without being physically touched are called non-contact forces. Magnetic force, electric force and gravitational force","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms400021","TOPIC_ID":"ms400021","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400021.jpg","PUBLIC_BANNER_IMG":"MS400021.jpg","PUBLIC_VIDEO":"pvideo_ms400021.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/D5z0Kw_aTX4","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;The forces which act on bodies when they are in physical contact are called contact forces. Muscular force, and frictional force are the examples of contact forces. Forces acting on bodies even without physical contact are called non-contact forces. Magnetic force, electric force, and gravitational force are some of the non-contact forces.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;In this module you will explore that:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Contact forces are the forces that act on objects when they are in physical contact, such as muscular force and frictional force.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Non-contact forces are the forces experienced by objects without being physically touched, such as magnetic force, electric force, and gravitational force.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Types of Forces","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"27","CATEGORY_ID":"1","CONT_TITLE":"Ohm\u0027s Law","CONT_SLUG":"ohms-law","CONT_TITLE_AR":"Ohm\u0027s Law","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \u003C\/div\u003E \r\n\u003Cdiv\u003EOhm\u0026#039;s Law describes the relationship between voltage and current in an ideal conductor. This relationship states that the potential difference or voltage across an ideal conductor is directly proportional to the current flowing through it.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain that if temperature and material of a substance remain unchanged, then the current through a conductor is directly proportional to the voltage difference across it.\u003C\/div\u003E \r\n\u003Cdiv\u003E- For an Ohmic conductor, the voltage to current plot is always a straight line.\u003C\/div\u003E \r\n\u003Cdiv\u003E- The Voltage to Current, or V\/I, ratio is constant and gives the measurement of resistance.\u003C\/div\u003E","CONT_DESC_AR":"Ohms Law describes the relationship between voltage and current in an ideal conductor. This relationship states that the potential difference (voltage) across an ideal conductor is proportional to the current flowing through it.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives:\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will learn:\u0026lt;br \/\u0026gt;\n- if temperature and material of a substance remains unchanged then the current through a conductor is directly proportional the voltage difference across it\u0026lt;br \/\u0026gt;\n- for an Ohmic conductor, the V\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n- I plot is always a straight line\u0026lt;br \/\u0026gt;\n- the V\/I ratio is constant and gives the measurement of resistance","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs400005","TOPIC_ID":"hs400005","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS400005.jpg","PUBLIC_BANNER_IMG":"HS400005.jpg","PUBLIC_VIDEO":"pvideo_hs400005.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/EU4L1QVHfuU","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;h3\u0026gt;Overview:\u0026lt;\/h3\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Ohm\u0026#039;s Law describes the relationship between voltage and current in an ideal conductor. This relationship states that the potential difference or voltage across an ideal conductor is directly proportional to the current flowing through it.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;h3\u0026gt;Learning Objectives:\u0026lt;\/h3\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain that if temperature and material of a substance remain unchanged, then the current through a conductor is directly proportional to the voltage difference across it.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- For an Ohmic conductor, the voltage to current plot is always a straight line.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- The Voltage to Current, or V\/I, ratio is constant and gives the measurement of resistance.\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Ohm\u0027s Law","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"26","CATEGORY_ID":"1","CONT_TITLE":"Force and Effects of Forces","CONT_SLUG":"force-and-effects-of-forces","CONT_TITLE_AR":"Force and Effects of Forces","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA force acting upon a stationary object makes it move. A force can also make a moving object move faster. A force can slow down, stop or change direction of a moving object.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain that force can move a stationary object.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Observe that force can increase or decrease the speed of moving objects. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Infer that force can change the direction of a moving object.\u003C\/div\u003E","CONT_DESC_AR":"Force acting upon a stationary object makes it move. A force can also make a moving object move faster. A force can make moving objects slow down or stop. A force can change the direction of a moving object.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will explain:\u0026lt;br \/\u0026gt;\n- a force acting make a stationary object move\u0026lt;br \/\u0026gt;\n- a force can make a moving object move faster\u0026lt;br \/\u0026gt;\n- a force can make moving object slow down or stop\u0026lt;br \/\u0026gt;\n- a force can change the direction of a moving object","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms400020","TOPIC_ID":"ms400020","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400020.jpg","PUBLIC_BANNER_IMG":"MS400020.jpg","PUBLIC_VIDEO":"pvideo_ms400020.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/IkCfeBqHHhU","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E\u003Cdiv\u003E\u003Cbr\u003E\u003C\/div\u003E\u003Cdiv\u003EA force acting upon a stationary object makes it move. A force can also make a moving object move faster. A force can slow down, stop or change direction of a moving object.\u003C\/div\u003E\u003Cdiv\u003E\u003Cbr\u003E\u003C\/div\u003E\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E\u003Cdiv\u003E\u003Cbr\u003E\u003C\/div\u003E\u003Cdiv\u003E\u003Cdiv\u003EAfter completing this module you will be able to:\u003C\/div\u003E\u003Cdiv\u003E- Explain that force can move a stationary object.\u003C\/div\u003E\u003Cdiv\u003E- Observe that force can increase or decrease the speed of moving objects.\u0026nbsp;\u003C\/div\u003E\u003Cdiv\u003E- Infer that force can change the direction of a moving object.\u003C\/div\u003E\u003C\/div\u003E","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Force and Effects of Forces","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"22","CATEGORY_ID":"1","CONT_TITLE":"Factors Affecting Friction","CONT_SLUG":"factors-affecting-friction","CONT_TITLE_AR":"Factors Affecting Friction","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EFrictional force depends on the nature of the surface in contact. The rougher the surface, the greater the friction involved. Frictional force is proportional to the pressing force, which is the weight of the body. It is independent of the area of contact.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EIn this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe various factors that affect friction such as: The roughness of the surface, the mass of the object, and the area of contact.\u003C\/div\u003E","CONT_DESC_AR":"Frictional force depends on the nature of the surface in contact. The rougher the surface, the greater the friction involved. Frictional force is proportional to the pressing force, which is weight of the body. It is independent of the area of contact.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives:\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n- surface roughness\u0026lt;br \/\u0026gt;\n- mass of the object\u0026lt;br \/\u0026gt;\n- area of contact with respect to frictional force","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms400011","TOPIC_ID":"ms400011","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400011.jpg","PUBLIC_BANNER_IMG":"MS400011.jpg","PUBLIC_VIDEO":"pvideo_ms400011.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/h0Kk9MZEc1M","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E\u003Cdiv\u003E\u003Cbr\u003E\u003C\/div\u003E\u003Cdiv\u003EFrictional force depends on the nature of the surface in contact. The rougher the surface, the greater the friction involved. Frictional force is proportional to the pressing force, which is the weight of the body. It is independent of the area of contact.\u003C\/div\u003E\u003Cdiv\u003E\u003Cbr\u003E\u003C\/div\u003E\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E\u003Cbr\u003E\u003Cdiv\u003EIn this module, you will be able to:\u003C\/div\u003E\u003Cdiv\u003E- Describe various factors that affect friction such as: The roughness of the surface, the mass of the object, and the area of contact.\u003C\/div\u003E","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Factors Affecting Friction","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"17","CATEGORY_ID":"1","CONT_TITLE":"Resistors in Series and Parallel","CONT_SLUG":"resistors-in-series-and-parallel","CONT_TITLE_AR":"Resistors in Series and Parallel","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EWhen two resistors are connected in series, the overall resistance increases, and as a result, the current in the circuit decreases. When two resistors are connected in parallel, the overall resistance decreases and as a result the current in the circuit increases.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain a series connection of two resistors.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain a parallel connection of two resistors.\u003C\/div\u003E","CONT_DESC_AR":"When two resistors are connected in series, overall resistance increases, and as a result, the current in the circuit decreases. In a series connection of resistors, the total length of the path increases, hence charges need to flow longer distances and will therefore slow down. When two resistors are connected in parallel, the overall resistance decreases and as a result the current in the circuit increases. In a parallel connection of resistors, current has more branches in which to flow, allowing more charge to flow.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives:\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nAt the end of the simulation, you will be able to:\u0026lt;br \/\u0026gt;\n-\u0026amp;nbsp;learn the in series connection of two resistors\u0026lt;br \/\u0026gt;\n- learn the in parallel connection of two resistors","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms400027","TOPIC_ID":"ms400027","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400027.jpg","PUBLIC_BANNER_IMG":"MS400027.jpg","PUBLIC_VIDEO":"pvideo_ms400027.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/MLabdBsG3dA","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2019-10-09 10:30:49","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E\u003Cdiv\u003E\u003Cbr\u003E\u003C\/div\u003E\u003Cdiv\u003EWhen two resistors are connected in series, the overall resistance increases, and as a result, the current in the circuit decreases. When two resistors are connected in parallel, the overall resistance decreases and as a result the current in the circuit increases.\u003C\/div\u003E\u003Cdiv\u003E\u003Cbr\u003E\u003C\/div\u003E\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E\u003Cdiv\u003E\u003Cbr\u003E\u003C\/div\u003E\u003Cdiv\u003E\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E\u003Cdiv\u003E- Explain a series connection of two resistors.\u003C\/div\u003E\u003Cdiv\u003E- Explain a parallel connection of two resistors.\u003C\/div\u003E\u003C\/div\u003E","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Resistors in series and Parallel","ADMSUBJECT_ID":"581","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Physical science","DISPLAY_NAME_AR":"NGSS New - High School - Physical science","SUBJECT_NAME":"Physical science","SUBJECT_NAME_AR":"Physical science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E1. Matter and its Interactions\u0026nbsp;\u003Cbr\u003E\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E2. Motion and Stability: Forces and Interactions\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E3. Energy\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003E4. Waves and Their Applications in Technologies for Information Transfer\u0026nbsp;\u003C\/p\u003E\u003Cp style=\u0022text-align: justify; \u0022\u003EStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In high school Physical Sciences, performance expectations focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students are expected to use these practices to demonstrate an understanding of the following core ideas:\r\n\r\n1. Matter and its Interactions \r\n2. Motion and Stability: Forces and Interactions \r\n3. Energy \r\n4. Waves and Their Applications in Technologies for Information Transfer \r\n\r\nStudents are also expected to demonstrate an understanding of several of engineering practices including design and evaluation while utilizing their creativity to transform theoretical knowledge of Physics and Chemistry into practical, useful applications.","SUBJECT_IMG":"thumb_file_756247422_1570617033.jpg","SUBJECT_BANNER_IMG":"file_756247422_1570617033.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"}],"levelObject":["Transparent","Translucent Or Opaque","Transparent Objects","Translucent Objects","Opaque Objects","Frosted Glass","Translucent Materials","Reflect Light"],"contData":{"CONT_ID":"55","CATEGORY_ID":"1","CONT_TITLE":"Opaque, Translucent and Transparent","CONT_SLUG":"opaque-translucent-and-transparent","CONT_TITLE_AR":"Opaque, Translucent and Transparent","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003ETransparent materials transmit light without scattering the waves so that objects are clearly seen through them. Translucent materials transmit light but also scatter light waves so that the objects seen through them appear blurry. Opaque materials absorb and reflect light but do not transmit it, not allowing objects to be seen through them.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify opaque, translucent and transparent objects.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the reason behind the visibility of objects seen through opaque, translucent and transparent objects.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Categorize different materials into opaque, translucent and transparent objects.\u003C\/div\u003E","CONT_DESC_AR":"Transparent materials transmit light without scattering the waves so that objects are clearly seen through them.\u0026amp;nbsp;Translucent materials transmit light but also scatter light waves so that the objects seen through them appear blurry.\u0026amp;nbsp;Opaque materials absorb and reflect light but don\u0026amp;#39;t transmit it, not allowing objects to be seen through them.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives:\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n-\u0026amp;nbsp;identify opaque, translucent and,\u0026amp;nbsp;transparent objects\u0026lt;br \/\u0026gt;\n- describe the reason behind the visibility of objects seen through opaque, translucent,\u0026amp;nbsp;and transparent objects\u0026lt;br \/\u0026gt;\n-\u0026amp;nbsp;categorize different materials into opaque, transparent,\u0026amp;nbsp;and translucent objects","BACKING_FILE":"hs400052.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs400052","TOPIC_ID":"hs400052","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS400052.jpg","PUBLIC_BANNER_IMG":"HS400052.jpg","PUBLIC_VIDEO":"pvideo_hs400052.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/sq14gy6RgO4","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AQ,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BV,BR,IO,BN,BG,BF,BI,KH,CM,CA,CV,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CK,CR,CI,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FO,FJ,FI,FR,GF,PF,TF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HM,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UM,UY,UZ,VU,VA,VE,VN,VG,VI,WF,EH,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"0","CREATED_ON":"2017-01-22 05:23:03","CREATED_BY":"1","UPDATED_ON":"2024-10-07 11:50:39","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Transparent materials transmit light without scattering the waves so that objects are clearly seen through them. Translucent materials transmit light but also scatter light waves so that the objects seen through them appear blurry. Opaque materials absorb and reflect light but do not transmit it, not allowing objects to be seen through them.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify opaque, translucent and transparent objects.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the reason behind the visibility of objects seen through opaque, translucent and transparent objects.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Categorize different materials into opaque, translucent and transparent objects.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Opaque Translucent and Transparent","DISPLAY_NAME":"Physics","DISPLAY_NAME_AR":"Physics","SUBJECT_IMG":"","ADMSUBJECT_ID":"297","SUBJECT_NAME":"Physics","SUBJECT_NAME_AR":"Physics","ADMCOURSE_ID":"102","COURSE_NAME":"Middle and High School","COUNTRY_ID":"270","STANDARD_ID":"270","SHORT_NAME":"Universal Science \u0026 Mathematics Concepts","LANG_ID":null,"LOCALE_TITLE":null,"LOCALE_DESC":null,"DIR":null,"LANG_NAME":null,"DOMAIN_NAME":"STEM","DOMAIN_DESC":"STEM"},"checkLang":["English - US","\u4e2d\u6587","\u0639\u0631\u0628\u064a","Espa\u00f1ol","Ti\u1ebfng Vi\u1ec7t"],"devices":["UmetyVR","WebXR"]}