{"pkgId":null,"subjectId":null,"fullwidthLayout":true,"contentData":{"CONT_ID":"13","CONT_TITLE":"Position, Distance, and Displacement","CONT_SLUG":"position-distance-and-displacement","CONT_TITLE_AR":"Position, Distance and Displacement","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe position of an object depends upon the reference point. The actual path traveled between two points is known as distance, whereas the shortest distance between initial and final positions is known as displacemet.\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\u003E \r\n \u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n \u003Cdiv\u003E - Define distance and displacement.\u003C\/div\u003E \r\n \u003Cdiv\u003E - Explain the effect of direction of motion on the numerical values of distance and displacement.\u003C\/div\u003E \r\n\u003C\/div\u003E","CONT_DESC_AR":"The description of an objects position depends upon a reference from the point\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 distance and displacement\u003C\/br\u003E\r\n- explain the effect of direction of motion on the numerical values of the distance and the displacement","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms400003","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400003.jpg","PUBLIC_BANNER_IMG":"MS400003.jpg","PUBLIC_VIDEO":"pvideo_ms400003.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/DHrpEWjIS_8","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":"2017-01-21 15:53:16","CREATED_BY":"1","UPDATED_ON":"2023-05-24 09:10:10","UPDATED_BY":"9","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;\r\n\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\r\n\u0026lt;div\u0026gt;The position of an object depends upon the reference point. The actual path traveled between two points is known as distance, whereas the shortest distance between initial and final positions is known as displacemet.\u0026lt;\/div\u0026gt;\r\n\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\r\n\u0026lt;h3\u0026gt;Learning Objectives::\u0026lt;\/h3\u0026gt;\r\n\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\r\n\u0026lt;div\u0026gt;\r\n\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\r\n\u0026lt;div\u0026gt;\u0026amp;nbsp;- Define distance and displacement.\u0026lt;\/div\u0026gt;\r\n\u0026lt;div\u0026gt;\u0026amp;nbsp;- Explain the effect of direction of motion on the numerical values of distance and displacement.\u0026lt;\/div\u0026gt;\r\n\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Position Distance and Displacement","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_IMG":"569.jpg","ADMSUBJECT_ID":"569","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","ADMCOURSE_ID":"191","COURSE_NAME":"Middle School","COUNTRY_ID":"287","STANDARD_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12","DOMAIN_DESC":"K-12"},"pkgCourses":[],"allContents":[{"CONT_ID":"764","CONT_TITLE":"The Decibel Scale","CONT_SLUG":"the-decibel-scale","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 volume of sound varies from soft to loud. A sound level meter is a measuring instrument that assess the volume of sound and displays the acoustic measurement values in units of decibels (dB).\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 \u0026quot;decibel scale\u0026quot;.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Analyze the decibel level of sounds.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify harmful decibel levels.\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.veative.vp000065","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vp000065.jpg","PUBLIC_BANNER_IMG":"vp000065.jpg","PUBLIC_VIDEO":"en_us_pvideo_vp000065.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/wb5LAsCD6nU","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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 volume of sound varies from soft to loud. A sound level meter is a measuring instrument that assess the volume of sound and displays the acoustic measurement values in units of decibels (dB).\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 the term \u201ddecibel scale\u0026quot;.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Analyze the decibel level of sounds.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Identify harmful decibel levels.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"The Decibel Scale","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"763","CONT_TITLE":"Uses of Electric Energy","CONT_SLUG":"uses-of-electric-energy","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\u003EElectric appliances and devices require electric energy. Electric energy can be supplied to the device by power plant transmission lines, by batteries, or by photovoltaic 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- Define electrical energy.\u003C\/div\u003E \r\n\u003Cdiv\u003E- List some uses of electrical energy.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Observe the conversion of other forms of energy into electrical energy.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Observe the conversion of electrical energy into other forms of energy.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe practical uses of electrical energy.\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.veative.vp000051","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vp000051.jpg","PUBLIC_BANNER_IMG":"vp000051.jpg","PUBLIC_VIDEO":"en_us_pvideo_VP000051.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/kN0A0HEhoiQ","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Electric appliances and devices require electric energy. Electric energy can be supplied to the device by power plant transmission lines, by batteries, or by photovoltaic cells.\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 electrical energy.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- List some uses of electrical energy.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Observe the conversion of other forms of energy into electrical energy.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Observe the conversion of electrical energy into other forms of energy.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Describe practical uses of electrical energy.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Uses of Electric Energy","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"762","CONT_TITLE":"Solar Devices","CONT_SLUG":"solar-devices","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\u003ESolar energy can be used to generate electricity, heat water, and cook food. Solar panels are composed of solar cells that convert energy from the sun into electricity. Black or dark colors absorb more heat energy than light colors. For example, solar cookers are painted black so that they absorb the maximum amount of heat energy and the food inside the solar cooker is cooked at faster 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- Describe what solar energy is.\u003C\/div\u003E \r\n\u003Cdiv\u003E- List the uses of solar energy.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe how solar energy is converted into electrical energy.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain why solar cookers are painted black.\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.veative.vp000047","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vp000047.jpg","PUBLIC_BANNER_IMG":"vp000047.jpg","PUBLIC_VIDEO":"en_us_pvideo_vp000047.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/asWvIDAYuso","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Solar energy can be used to generate electricity, heat water, and cook food. Solar panels are composed of solar cells that convert energy from the sun into electricity. Black or dark colors absorb more heat energy than light colors. For example, solar cookers are painted black so that they absorb the maximum amount of heat energy and the food inside the solar cooker is cooked at faster 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;- Describe what solar energy is.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- List the uses of solar energy.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Describe how solar energy is converted into electrical energy.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Explain why solar cookers are painted black.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Solar Devices","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"761","CONT_TITLE":"Gears","CONT_SLUG":"gears","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 gear is a wheel with teeth around the edges. Two or more simple machines that operate together form a compound machine. The amount of force transmitted through a set of gears is affected by the size of the gears.\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 principle of a basic gear.\u003C\/div\u003E \r\n\u003Cdiv\u003E- State that a compound machine is a combination of gears.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the factors that affect the speed, force, and direction of multiple gears.\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.veative.vp000044","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vp000044.jpg","PUBLIC_BANNER_IMG":"vp000044.jpg","PUBLIC_VIDEO":"en_us_pvideo_vp000044.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/KibJan5c8dk","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;A gear is a wheel with teeth around the edges. Two or more simple machines that operate together form a compound machine. The amount of force transmitted through a set of gears is affected by the size of the gears.\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;- Explain the principle of a basic gear.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- State that a compound machine is a combination of gears.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Explain the factors that affect the speed, force, and direction of multiple gears.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Gears","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"725","CONT_TITLE":"Thermostats","CONT_SLUG":"thermostats","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 thermostat senses and regulates the temperature in an electrical system or device. A bimetallic strip thermostat works as an electric contact breaker in an electric circuit. A thermostat is used to control the temperatures in electrical appliances such as refrigerators, air conditioners, electric irons, ovens, and toasters.\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 thermostat.\u003C\/div\u003E \r\n\u003Cdiv\u003E- State the working principle of bimetallic strip thermostats.\u003C\/div\u003E \r\n\u003Cdiv\u003E- List some devices that use a thermostat.\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.veative.vp000055","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vp000055.jpg","PUBLIC_BANNER_IMG":"vp000055.jpg","PUBLIC_VIDEO":"en_us_pvideo_vp000055.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/12gw3mpR32M","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;A thermostat senses and regulates the temperature in an electrical system or device. A bimetallic strip thermostat works as an electric contact breaker in an electric circuit. A thermostat is used to control the temperatures in electrical appliances such as refrigerators, air conditioners, electric irons, ovens, and toasters.\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 thermostat.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- State the working principle of bimetallic strip thermostats.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- List some devices that use a thermostat.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Thermostats","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"724","CONT_TITLE":"Describing Position","CONT_SLUG":"describing-position","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 position in two-dimensions is described by two reference directions and one reference point. A reference point is a point which is used to describe the location of another point with respect to it. A reference direction is the distance of the location from the reference point. To locate a position in two dimensions, begin with a reference point. Next, specify two reference directions and then determine the distance along the reference 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 position in two dimensions.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Locate a position in two dimensions using a reference point and two reference directions.\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.veative.vp000018","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vp000018.jpg","PUBLIC_BANNER_IMG":"vp000018.jpg","PUBLIC_VIDEO":"en_us_pvideo_vp000018.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/CQ5jM7Gq0Wo","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;A position in two-dimensions is described by two reference directions and one reference point. A reference point is a point which is used to describe the location of another point with respect to it. A reference direction is the distance of the location from the reference point. To locate a position in two dimensions, begin with a reference point.\u0026amp;nbsp; Next, specify two reference directions and then determine the distance along the reference direction.\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;- Describe position in two dimensions.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Locate a position in two dimensions using a reference point and two reference directions.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Describing Position","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"723","CONT_TITLE":"Hydroelectric Power Plants","CONT_SLUG":"hydroelectric-power-plants","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\u003EHydroelectric power plants make use of the force of flowing water to generate electricity. The stored water in the reservoir has potential energy which gets converted into kinetic energy when the water flows through the pen-stock. The flowing water rotates a turbine. The turbine activates a generator that converts mechanical energy to electrical 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- Define hydroelectric power.\u003C\/div\u003E \r\n\u003Cdiv\u003E- List and describe the main parts of a hydroelectric power plant.\u003C\/div\u003E \r\n\u003Cdiv\u003E- List advantages and disadvantages of hydroelectric power plants.\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.veative.vp000054","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vp000054.jpg","PUBLIC_BANNER_IMG":"vp000054.jpg","PUBLIC_VIDEO":"en_us_pvideo_vp000054.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/B-2ol0J5GSo","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Hydroelectric power plants make use of the force of flowing water to generate electricity. The stored water in the reservoir has potential energy which gets converted into kinetic energy when the water flows through the pen-stock. The flowing water rotates a turbine. The turbine activates a generator that converts mechanical energy to electrical energy.\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 hydroelectric power.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- List and describe the main parts of a hydroelectric power plant.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- List advantages and disadvantages of hydroelectric power plants.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Hydroelectric Power Plants","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"722","CONT_TITLE":"Uses of Radiant Energy","CONT_SLUG":"uses-of-radiant-energy","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\u003EEnergy contained in an electromagnetic wave is called radiant energy. There are many applications of radiant energy in our daily life, such as microwave ovens and mobile phones. We can see trees and other objects because radiant energy in the form of light is coming from those objects to our eyes.\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 radiant energy.\u003C\/div\u003E \r\n\u003Cdiv\u003E- List several examples of radiant energy.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Provide examples of other forms of energy that are converted into radiant energy.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Provide examples of radiant energy that is converted into other forms of energy.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe practical uses of radiant energy.\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.veative.vp000050","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vp000050.jpg","PUBLIC_BANNER_IMG":"vp000050.jpg","PUBLIC_VIDEO":"en_us_pvideo_vp000050.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/mvDiO38h72s","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Energy contained in an electromagnetic wave is called radiant energy. There are many applications of radiant energy in our daily life, such as microwave ovens and mobile phones. We can see trees and other objects because radiant energy in the form of light is coming from those objects to our eyes.\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 radiant energy.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- List several examples of radiant energy.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Provide examples of other forms of energy that are converted into radiant energy.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Provide examples of radiant energy that is converted into other forms of energy.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Describe practical uses of radiant energy.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Uses of Radiant Energy","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"721","CONT_TITLE":"Uses of Chemical Energy","CONT_SLUG":"uses-of-chemical-energy","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 many ways in which chemical energy is stored. Chemical energy can be transformed into other forms of energy. Other forms of energy can be converted to chemical 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- Identify objects in which chemical energy is stored.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Infer that chemical energy can be transformed into other forms of energy.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Infer that other forms of energy can be converted into chemical energy.\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.veative.vp000049","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vp000049.jpg","PUBLIC_BANNER_IMG":"vp000049.jpg","PUBLIC_VIDEO":"en_us_pvideo_vp000049.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/Zpkl2WS45e0","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;There are many ways in which chemical energy is stored. Chemical energy can be transformed into other forms of energy. Other forms of energy can be converted to chemical energy.\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;- Identify objects in which chemical energy is stored.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Infer that chemical energy can be transformed into other forms of energy.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Infer that other forms of energy can be converted into chemical energy.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Uses of Chemical Energy","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"720","CONT_TITLE":"Geothermal Energy","CONT_SLUG":"geothermal-energy","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\u003EThermal energy inside the earth\u0026#039;s inner core is called geothermal energy. The hot water and steam in the geothermal reservoir reach the surface of the earth through geothermal vents. Geothermal power plants use this energy to produce electricity. The four major parts of a geothermal power plant are the steam generator, steam turbine, steam condenser, and electric generator.\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 geothermal energy.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe how geothermal energy is produced.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain how a geothermal power plant works.\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.veative.vp000048","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vp000048.jpg","PUBLIC_BANNER_IMG":"vp000048.jpg","PUBLIC_VIDEO":"en_us_pvideo_vp000048.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/1QU4GwPrFxc","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Thermal energy inside the earth\u0026#039;s inner core is called geothermal energy. The hot water and steam in the geothermal reservoir reach the surface of the earth through geothermal vents. Geothermal power plants use this energy to produce electricity. The four major parts of a geothermal power plant are the steam generator, steam turbine, steam condenser, and electric generator.\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;- Define geothermal energy.\u0026amp;nbsp;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Describe how geothermal energy is produced.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Explain how a geothermal power plant works.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Geothermal Energy","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"719","CONT_TITLE":"Pressure and Area","CONT_SLUG":"pressure-and-area","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\u003EForce exerted per unit area is called pressure. Pressure is related to the area on which it is applied. Pressure can be increased by reducing the surface area or by increasing the force. It can be decreased by increasing the surface area or by decreasing the 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- Explore what pressure is and how it is related to force and area.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explore examples of the relationship between force and area.\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.veative.vp000022","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vp000022.jpg","PUBLIC_BANNER_IMG":"vp000022.jpg","PUBLIC_VIDEO":"en_us_pvideo_vp000022.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/9fBnM8Ln7R4","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Force exerted per unit area is called pressure. Pressure is related to the area on which it is applied. Pressure can be increased by reducing the surface area or by increasing the force. It can be decreased by increasing the surface area or by decreasing the force.\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;- Explore what pressure is and how it is related to force and area.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Explore examples of the relationship between force and area.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Pressure and Area","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"718","CONT_TITLE":"Class 3 Levers","CONT_SLUG":"class-3-levers","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 class 3 lever is a type of simple machine, used to simplify work. In a class 3 lever, the input force is greater than the output force. Examples of class 3 levers include shovels and tongs.\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 parts of a class 3 lever.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe applications of class 3 levers.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify mechanical and anatomical examples of class 3 levers.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Calculate the ideal mechanical advantage of class 3 levers.\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.veative.vp000041","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vp000041.jpg","PUBLIC_BANNER_IMG":"vp000041.jpg","PUBLIC_VIDEO":"en_us_pvideo_vp000041.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/R7Ig09oJ-WA","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;A class 3 lever is a type of simple machine, used to simplify work. In a class 3 lever, the input force is greater than the output force. Examples of class 3 levers include shovels and tongs.\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 parts of a class 3 lever.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Describe applications of class 3 levers.\u0026amp;nbsp;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Identify mechanical and anatomical examples of class 3 levers.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Calculate the ideal mechanical advantage of class 3 levers.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Class 3 Levers","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"717","CONT_TITLE":"Conserving Energy Resources","CONT_SLUG":"conserving-energy-resources","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\u003ENon-renewable energy resources are resources that need to be conserved because once consumed, they cannot be replaced. Minimizing energy consumption and using energy from renewable sources can help to conserve non-renewable energy resources.\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 ways to conserve energy resources.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the importance of conserving energy resources.\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.veative.vp000053","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vp000053.jpg","PUBLIC_BANNER_IMG":"vp000053.jpg","PUBLIC_VIDEO":"en_us_pvideo_vp000053.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/lp1kPPZ8jW8","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Non-renewable energy resources are resources that need to be conserved because once consumed, they cannot be replaced. Minimizing energy consumption and using energy from renewable sources can help to conserve non-renewable energy resources.\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;After completing this module, you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Describe ways to conserve energy resources.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Explain the importance of conserving energy resources.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Conserving Energy Resources","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"716","CONT_TITLE":"Forms of Energy","CONT_SLUG":"forms-of-energy","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\u003EMechanical energy is the energy that is possessed by an object based on its motion or position. Thermal energy is the heat energy produced by the motion of particles in an object. All vibrating objects produce sound, and the energy carried by sound is called sound energy. Energy carried by an electric current is called electric energy. Radiant energy is the energy of electromagnetic waves that can travel through space. Nuclear energy is the energy stored in the nucleus of an 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- List six forms of energy.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Distinguish between kinetic energy and potential energy.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the type of energy required for a variety of everyday tasks.\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.veative.vp000052","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vp000052.jpg","PUBLIC_BANNER_IMG":"vp000052.jpg","PUBLIC_VIDEO":"en_us_pvideo_vp000052.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/ddh0-251L2c","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Mechanical energy is the energy that is possessed by an object based on its motion or position. Thermal energy is the heat energy produced by the motion of particles in an object. All vibrating objects produce sound, and the energy carried by sound is called sound energy. Energy carried by an electric current is called electric energy. Radiant energy is the energy of electromagnetic waves that can travel through space. Nuclear energy is the energy stored in the nucleus of an atom.\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;- List six forms of energy.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Distinguish between kinetic energy and potential energy.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Describe the type of energy required for a variety of everyday tasks.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Forms of Energy","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"713","CONT_TITLE":"Sound Needs a Medium for Propagation","CONT_SLUG":"sound-needs-a-medium-for-propagation","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 sound waves travel through a substance, scientists say that the sound propagates. Propagation of sound is the result of molecules of the substance vibrating. Sound can not propagate in a vacuum.\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 that sound propagates as waves.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify sound as longitudinal waves.\u003C\/div\u003E \r\n\u003Cdiv\u003E- State that sound can travel through liquids, gases, and solids.\u003C\/div\u003E \r\n\u003Cdiv\u003E- State that sound cannot propagate in a vacuum.\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.veative.vp000008","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vp000008.jpg","PUBLIC_BANNER_IMG":"vp000008.jpg","PUBLIC_VIDEO":"en_us_pvideo_vp000008.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/yGqqg7ENLt0","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;When sound waves travel through a substance, scientists say that the sound propagates. Propagation of sound is the result of molecules of the substance vibrating. Sound can not propagate in a vacuum.\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;- State that sound propagates as waves.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Identify sound as longitudinal waves.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- State that sound can travel through liquids, gases, and solids.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- State that sound cannot propagate in a vacuum.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Sound Needs a Medium for Propagation","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"712","CONT_TITLE":"Mirrors and Reflections","CONT_SLUG":"mirrors-and-reflections","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 beam of light continues to travel in a straight line unless a reflective surface, such as a mirror, reflects the beam and changes its path.\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 that light travels in a straight line.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain how the direction of light can be changed when it is reflected by a mirror.\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.veative.vp000007","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vp000007.jpg","PUBLIC_BANNER_IMG":"vp000007.jpg","PUBLIC_VIDEO":"en_us_pvideo_vp000007.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/DvRK-shqE-0","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;A beam of light continues to travel in a straight line unless a reflective surface, such as a mirror, reflects the beam and changes its path.\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;- State that light travels in a straight line.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Explain how the direction of light can be changed when it is reflected by a mirror.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Mirrors and Reflections","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"711","CONT_TITLE":"Lenses","CONT_SLUG":"lenses","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 lens that is thicker in the middle than at the edges is called a convex lens, whereas, a lens that is thicker at the edges than in the middle is called a concave lens. The distance between an object and a lens affect the size and orientation of the image that is produced.\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- Differentiate between convex and concave lenses.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain how distance affects the orientation of an image that passes through a lens.\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.veative.vp000006","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vp000006.jpg","PUBLIC_BANNER_IMG":"vp000006.jpg","PUBLIC_VIDEO":"en_us_pvideo_vp000006.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/sHJhDivp6x8","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;A lens that is thicker in the middle than at the edges is called a convex lens, whereas, a lens that is thicker at the edges than in the middle is called a concave lens. The distance between an object and a lens affect the size and orientation of the image that is produced.\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;- Differentiate between convex and concave lenses.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Explain how distance affects the orientation of an image that passes through a lens.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Lenses","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"710","CONT_TITLE":"Spherical Mirrors","CONT_SLUG":"spherical-mirrors","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 plane mirror has a flat surface and a spherical mirror has a curved surface. A concave mirror is a mirror whose reflecting surface curves inwards, whereas, a convex mirror is a mirror whose reflecting surface curves outwards. Real images can be projected on a surface, but virtual images cannot be projected on a surface.\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 features of spherical mirrors.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define the types of spherical mirrors.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Demonstrate how spherical mirrors form images.\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.veative.vp000005","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vp000005.jpg","PUBLIC_BANNER_IMG":"vp000005.jpg","PUBLIC_VIDEO":"en_us_pvideo_vp000005.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/QGVeyUFg2no","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;A plane mirror has a flat surface and a spherical mirror has a curved surface. A concave mirror is a mirror whose reflecting surface curves inwards, whereas, a convex mirror is a mirror whose reflecting surface curves outwards. Real images can be projected on a surface, but virtual images cannot be projected on a surface.\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;- Explain the features of spherical mirrors.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Define the types of spherical mirrors.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Demonstrate how spherical mirrors form images.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Spherical Mirrors","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"709","CONT_TITLE":"Clinical Thermometers","CONT_SLUG":"clinical-thermometers","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\u003EMercury and digital thermometers are two types of clinical thermometers designed to measure body temperature. Mercury thermometers consist of a bulb, kink, temperature scale, narrow capillary tube, column of mercury, and glass tube. Mercury is used in clinical thermometers because it conducts heat, doesn\u0026#039;t stick to the glass, and has a high boiling point. Mercury thermometers are considered risky; therefore, digital thermometers are a safer way to measure body 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- Describe the parts of a clinical thermometer.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain why mercury is used in clinical thermometers.\u003C\/div\u003E \r\n\u003Cdiv\u003E- List precautions for using a clinical thermometer.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe when to use a digital clinical thermometer.\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.veative.vp000004","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vp000004.jpg","PUBLIC_BANNER_IMG":"vp000004.jpg","PUBLIC_VIDEO":"en_us_pvideo_vp000004.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/BKEQkVGDCa8","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Mercury and digital thermometers are two types of clinical thermometers designed to measure body temperature. Mercury thermometers consist of a bulb, kink, temperature scale, narrow capillary tube, column of mercury, and glass tube. Mercury is used in clinical thermometers because it conducts heat, doesn\u0026#039;t stick to the glass, and has a high boiling point. Mercury thermometers are considered risky; therefore, digital thermometers are a safer way to measure body temperature.\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;- Describe the parts of a clinical thermometer.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Explain why mercury is used in clinical thermometers.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- List precautions for using a clinical thermometer.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Describe when to use a digital clinical thermometer.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Clinical Thermometer","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"708","CONT_TITLE":"Laboratory Thermometers","CONT_SLUG":"laboratory-thermometers","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 laboratory thermometer measures the temperature of substances, but is not used to measure body temperature. It consists of a bulb, a temperature scale, a narrow capillary tube, working liquid, and a glass tube. The bulb of a laboratory thermometer should be surrounded from all sides by the substance whose temperature is to be measured.\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 parts of a laboratory thermometer.\u003C\/div\u003E \r\n\u003Cdiv\u003E- List the precautions to be taken while reading a laboratory thermometer.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain how to read the temperature of a substance while using a laboratory thermometer.\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.veative.vp000003","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vp000003.jpg","PUBLIC_BANNER_IMG":"vp000003.jpg","PUBLIC_VIDEO":"en_us_pvideo_vp000003.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/oGbM_WMPVqk","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;A laboratory thermometer measures the temperature of substances, but is not used to measure body temperature. It consists of a bulb, a temperature scale, a narrow capillary tube, working liquid, and a glass tube. The bulb of a laboratory thermometer should be surrounded from all sides by the substance whose temperature is to be measured.\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;- Describe the parts of a laboratory thermometer.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- List the precautions to be taken while reading a laboratory thermometer.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Explain how to read the temperature of a substance while using a laboratory thermometer.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Laboratory Thermometer","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"707","CONT_TITLE":"Distance-Time Graphs for Uniform Motion","CONT_SLUG":"distance-time-graphs-for-uniform-motion","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\u003EBar graphs and pie charts are generally used for representing statistical data. The data of the distance traveled can be presented in tabular form or by distance-time graphs. A straight-line distance-time graph indicates that an object is moving at a constant speed.\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 graph represents the relation between two variable quantities in pictorial form.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Plot a distance-time graph for uniform motion.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify that the distance-time graph for a body moving with uniform speed is a straight line.\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.veative.vp000002","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vp000002.jpg","PUBLIC_BANNER_IMG":"vp000002.jpg","PUBLIC_VIDEO":"en_us_pvideo_vp000002.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/XLFU2DsXwtg","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Bar graphs and pie charts are generally used for representing statistical data. The data of the distance traveled can be presented in tabular form or by distance-time graphs. A straight-line distance-time graph indicates that an object is moving at a constant speed.\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;- Explain that a graph represents the relation between two variable quantities in pictorial form.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Plot a distance-time graph for uniform motion.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Identify that the distance-time graph for a body moving with uniform speed is a straight line.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Distance-Time Graph for Uniform Motion","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"706","CONT_TITLE":"Wind Speed and Air Pressure","CONT_SLUG":"wind-speed-and-air-pressure","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\u003EWind speed is closely related to air pressure. The pressure exerted by air is called air pressure. The air in the atmosphere exerts pressure on every object and in all directions. Air movement can cause changes in air pressure.\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 that air in the atmosphere exerts pressure on every object and in all directions.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain that high wind speed causes reduced air pressure.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain why roofs, which are not firmly fixed, are blown off when a strong wind blows over them.\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.veative.vp000001","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vp000001.jpg","PUBLIC_BANNER_IMG":"vp000001.jpg","PUBLIC_VIDEO":"en_us_pvideo_vp000001.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/yZ2qB1vAfZ0","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Wind speed is closely related to air pressure. The pressure exerted by air is called air pressure. The air in the atmosphere exerts pressure on every object and in all directions. Air movement can cause changes in air pressure.\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;- State that air in the atmosphere exerts pressure on every object and in all directions.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Explain that high wind speed causes reduced air pressure.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Explain why roofs, which are not firmly fixed, are blown off when a strong wind blows over them.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Wind Speed and Air Pressure","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"676","CONT_TITLE":"Structural Isomers","CONT_SLUG":"structural-isomers","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\u003ECompounds with the same molecular formula but different structures are called structural isomers. Structural isomers can be classified as chain isomers, position isomers, or functional group isomers.\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 structural isomer and structural isomerism.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Classify structural isomers as chain isomers, position isomers, or functional isomers.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify various structural isomers of organic compounds. \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.veative.vc000048","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vc000048.jpg","PUBLIC_BANNER_IMG":"vc000048.jpg","PUBLIC_VIDEO":"en_us_pvideo_vc000048.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/rCzSp0Ex6Fo","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Compounds with the same molecular formula but different structures are called structural isomers. Structural isomers can be classified as chain isomers, position isomers, or functional group isomers.\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;- Define the terms structural isomer and structural isomerism.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Classify structural isomers as chain isomers, position isomers, or functional isomers.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Identify various structural isomers of organic compounds.\u0026amp;nbsp;\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Structural Isomers","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"675","CONT_TITLE":"How to Balance Chemical Equations","CONT_SLUG":"how-to-balance-chemical-equations","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 chemical equation is the symbolic representation of a chemical reaction. A chemical equation must be balanced according to the Law of Conservation of Mass. In order to balance a chemical equation, the molecular formulas in the equation cannot be altered. A coefficient specifies how many of each molecule are required for a 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- Define the terms chemical equation and coefficient.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Apply the law of conservation of mass to describe the characteristics of a balanced chemical equation.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Determine whether or not a chemical equation is balanced.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Balance a chemical equations.\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.veative.vc000037","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vc000037.jpg","PUBLIC_BANNER_IMG":"vc000037.jpg","PUBLIC_VIDEO":"en_us_pvideo_vc000037.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/DyZSkv1CeWM","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;A chemical equation is the symbolic representation of a chemical reaction. A chemical equation must be balanced according to the Law of Conservation of Mass. In order to balance a chemical equation, the molecular formulas in the equation cannot be altered. A coefficient specifies how many of each molecule are required for a balanced equation.\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;- Define the terms chemical equation and coefficient.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Apply the law of conservation of mass to describe the characteristics of a balanced chemical equation.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Determine whether or not a chemical equation is balanced.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Balance a chemical equations.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"How to Balance Chemical Equations","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"672","CONT_TITLE":"Parts of Solutions","CONT_SLUG":"parts-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\u003EA solution is a homogeneous mixture which has a uniform appearance and composition. Every solution is composed of two distinct parts: the solvent and the solute. The substance that makes up the greater part of a solution is called the solvent. The substance that makes up the lesser part of a solution is called the solute. The solute is dissolved in the solvent.\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 solution, solute, and solvent.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the parts of solutions.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Recognize that solutions can be composed of gases, liquids, and solids.\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.veative.vc000031","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vc000031.jpg","PUBLIC_BANNER_IMG":"vc000031.jpg","PUBLIC_VIDEO":"en_us_pvideo_vc000031.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/ivERClQe4a8","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;A solution is a homogeneous mixture which has a uniform appearance and composition. Every solution is composed of two distinct parts: the solvent and the solute. The substance that makes up the greater part of a solution is called the solvent. The substance that makes up the lesser part of a solution is called the solute. The solute is dissolved in the solvent.\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;- Define solution, solute, and solvent.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Identify the parts of solutions.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Recognize that solutions can be composed of gases, liquids, and solids.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Parts of Solutions","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"671","CONT_TITLE":"Compounds vs Solutions","CONT_SLUG":"compounds-vs-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\u003EThe chemical substances that contain two or more elements that are chemically bonded to one another are called compounds. Solutions are homogeneous mixtures. The elements in the compounds are joined by bonds. Some compounds, such as water and sodium chloride, form a solution when mixed together.\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 compounds and solutions.\u003C\/div\u003E \r\n\u003Cdiv\u003E- List some common examples of compounds and solutions.\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.veative.vc000030","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vc000030.jpg","PUBLIC_BANNER_IMG":"vc000030.jpg","PUBLIC_VIDEO":"en_us_pvideo_vc000030.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/j1Fiec9Vsl0","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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 chemical substances that contain two or more elements that are chemically bonded to one another are called compounds. Solutions are homogeneous mixtures. The elements in the compounds are joined by bonds. Some compounds, such as water and sodium chloride, form a solution when mixed together.\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;- Explain the difference between compounds and solutions.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- List some common examples of compounds and solutions.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Compounds and Solutions","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"670","CONT_TITLE":"Elements, Compounds and Mixtures","CONT_SLUG":"elements-compounds-and-mixtures","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 matter around us is of two types, pure substances and mixtures. Pure substances have the same composition throughout. They can be classified as elements or compounds. A mixture consists of two or more elements or compounds not chemically combined together.\u003C\/div\u003E \r\n\u003Cdiv\u003EThe properties of a compound are different from the properties of each of the elements that make up the compound. In mixtures, all of the substances that make up the mixture retain their original 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- Identify the characteristics of pure substances, elements, compounds, and mixtures.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Distinguish between compounds and mixtures.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Classify matter as a pure substance or a mixture.\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.veative.vc000028","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vc000028.jpg","PUBLIC_BANNER_IMG":"vc000028.jpg","PUBLIC_VIDEO":"en_us_pvideo_vc000028.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/N6yzael6Vpg","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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 matter around us is of two types, pure substances and mixtures. Pure substances have the same composition throughout. They can be classified as elements or compounds. A mixture consists of two or more elements or compounds not chemically combined together.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;The properties of a compound are different from the properties of each of the elements that make up the compound. In mixtures, all of the substances that make up the mixture retain their original 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:\u0026amp;nbsp;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Identify the characteristics of pure substances, elements, compounds, and mixtures.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Distinguish between compounds and mixtures.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Classify matter as a pure substance or a mixture.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Elements, Compounds, and Mixtures","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"668","CONT_TITLE":"Concentration of Solutions","CONT_SLUG":"concentration-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\u003EA solution is a homogeneous mixture composed of two components: a solute and a solvent. The concentration of a solution is that quantity of a solute that is contained in a specific quantity of a solvent. It tells us how much solute has been dissolved in the solvent. If a solution has a small amount of solute as compared to the solvent, it is called a dilute solution. If a solution has a large amount of solute as compared to the solvent, it is called a concentrated 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 solution, solute, and solvent.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify dilute and concentrated solutions.\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.veative.vc000032","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vc000032.jpg","PUBLIC_BANNER_IMG":"vc000032.jpg","PUBLIC_VIDEO":"en_us_pvideo_vc000032.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/cFPZF5F7zZg","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;A solution is a homogeneous mixture composed of two components: a solute and a solvent. The concentration of a solution is that quantity of a solute that is contained in a specific quantity of a solvent. It tells us how much solute has been dissolved in the solvent. If a solution has a small amount of solute as compared to the solvent, it is called a dilute solution. If a solution has a large amount of solute as compared to the solvent, it is called a concentrated solution.\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;- Define solution, solute, and solvent.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Identify dilute and concentrated solutions.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Concentration of Solution","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"658","CONT_TITLE":"Water as a Solvent","CONT_SLUG":"water-as-a-solvent","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\u003EWater is a polar covalent compound and has a high dielectric constant, which means that it has strong polarity. Due to strong polarity, most ionic compounds are soluble in water. Water can also dissolve many polar covalent compounds, such as ethanol and sugar. Becuase water is capable of dissolving a variety of substances, it is called a universal solvent. Nonpolar compounds such as oils are not attracted to polar water molecules and do not dissolve in 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- Identify water as a universal solvent.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify polar solvents, ionic solutes, polar solvents, nonpolar solutes, and nonpolar solvents.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the process of dissolving a nonpolar solute in a nonpolar solvent.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the \u201clike dissolves like\u201d concept.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Predict the suitable solvent for a solute.\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.veative.vc000008","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vc000008.jpg","PUBLIC_BANNER_IMG":"vc000008.jpg","PUBLIC_VIDEO":"en_us_pvideo_vc000008.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/PZZBsfO7V2U","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Water is a polar covalent compound and has a high dielectric constant, which means that it has strong polarity. Due to strong polarity, most ionic compounds are soluble in water. Water can also dissolve many polar covalent compounds, such as ethanol and sugar. Becuase water is capable of dissolving a variety of substances, it is called a universal solvent. Nonpolar compounds such as oils are not attracted to polar water molecules and do not dissolve in it.\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 water as a universal solvent.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Identify polar solvents, ionic solutes, polar solvents, nonpolar solutes, and nonpolar solvents.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Describe the process of dissolving a nonpolar solute in a nonpolar solvent.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Describe the \u201clike dissolves like\u201d concept.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Predict the suitable solvent for a solute.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Water as a Solvent","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"657","CONT_TITLE":"Separation of Mixtures","CONT_SLUG":"separation-of-mixtures","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\u003EMany of the substances in daily life were once part of a mixture of substances. These substances were separated from their mixtures so the substances could be used. For complex mixtures, more than one method of separation might be required. Separation methods include filtration, evaporation, and condensation.\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 need to use more than one method of separation.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the procedure to separate a mixture of salt, sand, and water using processes of filtration, evaporation, and condensation.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Predict the method of separation for other mixtures.\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.veative.vc000007","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vc000007.jpg","PUBLIC_BANNER_IMG":"vc000007.jpg","PUBLIC_VIDEO":"en_us_pvideo_vc000007.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/AV6Qx6CVcfk","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Many of the substances in daily life were once part of a mixture of substances. These substances were separated from their mixtures so the substances could be used. For complex mixtures, more than one method of separation might be required. Separation methods include filtration, evaporation, and condensation.\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;- Explain the need to use more than one method of separation.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Describe the procedure to separate a mixture of salt, sand, and water using processes of filtration, evaporation, and condensation.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Predict the method of separation for other mixtures.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Separation of Mixtures","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"652","CONT_TITLE":"Functional Groups Naming Conventions","CONT_SLUG":"functional-groups-naming-conventions","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003EFunctional groups are a special group of atoms or bonds within molecules that are responsible for the characteristic reactions of those molecules. Some of the common functional groups present in organic compounds include -OH, -CHO, -CO, -COOH, C=C, C\u2261C, and halogen. If any functional group is present in an organic compound, it is denoted in the compound\u0026#039;s name with either a prefix or a suffix.\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 functional groups.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explore how to name molecules with functional groups. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Recognize organic compounds using the IUPAC name.\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.veative.vc000002","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vc000002.jpg","PUBLIC_BANNER_IMG":"vc000002.jpg","PUBLIC_VIDEO":"en_us_pvideo_vc000002.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/FurXKgYZiRM","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Functional groups are a special group of atoms or bonds within molecules that are responsible for the characteristic reactions of those molecules. Some of the common functional groups present in organic compounds include -OH, -CHO, -CO, -COOH, C=C, C\u2261C, and halogen. If any functional group is present in an organic compound, it is denoted in the compound\u0026#039;s name with either a prefix or a suffix.\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;- Describe functional groups.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Explore how to name molecules with functional groups.\u0026amp;nbsp;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Recognize organic compounds using the IUPAC name.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Functional Groups Naming Conventions","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"651","CONT_TITLE":"Hydrocarbons Naming Conventions","CONT_SLUG":"hydrocarbons-naming-conventions","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003EOrganic compounds have a common name, similar to a nickname, and a more formal IUPAC name. IUPAC stands for International Union of Pure Chemistry, an organization responsible for standardizing chemical terminology, such as the naming conventions for organic compounds. According to IUPAC system, the IUPAC name of a hydrocarbon may consist of 3 parts: \u201c Prefix + Root word + Suffix\u201d.\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 prefixes, suffixes, and root words.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Name straight-chain saturated and unsaturated hydrocarbons.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Name branched-chain saturated and unsaturated hydrocarbons.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Recognize hydrocarbons based on the IUPAC name.\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.veative.vc000001","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vc000001.jpg","PUBLIC_BANNER_IMG":"vc000001.jpg","PUBLIC_VIDEO":"en_us_pvideo_vc000001.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/Jk09hTeNqsY","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Organic compounds have a common name, similar to a nickname, and a more formal IUPAC name. IUPAC stands for International Union of Pure Chemistry, an organization responsible for standardizing chemical terminology, such as the naming conventions for organic compounds. According to IUPAC system, the IUPAC name of a hydrocarbon may consist of 3 parts: \u201c Prefix + Root word + Suffix\u201d.\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;- Describe prefixes, suffixes, and root words.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Name straight-chain saturated and unsaturated hydrocarbons.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Name branched-chain saturated and unsaturated hydrocarbons.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Recognize hydrocarbons based on the IUPAC name.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Hydrocarbons Naming Conventions","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"568","CONT_TITLE":"Ionic Compounds","CONT_SLUG":"ionic-compounds","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\u003EIonic compounds consist of positively charged cations and negatively charged anions. Ionic compounds are solid at room temperature. They are brittle in nature. These compounds are highly soluble in water and conduct electricity in aqueous state only.\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- Identify ionic compounds.\u003C\/div\u003E\r\n \r\n\u003Cdiv\u003E- Demonstrate the solubility of ionic compounds.\u003C\/div\u003E\r\n \r\n\u003Cdiv\u003E- Examine the electrical conductivity of ionic compounds.\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.veative.hs200314","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS200314.jpg","PUBLIC_BANNER_IMG":"HS200314.jpg","PUBLIC_VIDEO":"pvideo_hs200314.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/c_eYogLOTRU","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Ionic compounds consist of positively charged cations and negatively charged anions. Ionic compounds are solid at room temperature. They are brittle in nature. These compounds are highly soluble in water and conduct electricity in aqueous state only.\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 ionic compounds.\u0026lt;br\u0026gt;- Demonstrate the solubility of ionic compounds.\u0026lt;br\u0026gt;- Examine the electrical conductivity of ionic compounds.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Ionic compounds","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"562","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.veative.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\/hjpAuQVVOPo","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Soap and Detergents","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"561","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.veative.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\/cmR2vz3vq_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":"0","UPDATED_ON":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Relative motion","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"540","CONT_TITLE":"Speed","CONT_SLUG":"speed","CONT_TITLE_AR":"Speed","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003ESpeed is a measure of the distance traveled per unit of time. The SI unit of speed is meters per second (m\/s). When objects move with different speeds they cover different distances in a period of time.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003E Learning Objectives:\u003C\/div\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 to find the speed of a moving object and its different units.\u003C\/div\u003E \r\n\u003Cdiv\u003E - State that the Speed = Distance traveled\/Time taken.\u003C\/div\u003E \r\n\u003Cdiv\u003E - Compare the speed of moving 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.veative.ms400002","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400002.jpg","PUBLIC_BANNER_IMG":"MS400002.jpg","PUBLIC_VIDEO":"pvideo_ms400002.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/247ESlcw14I","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Speed is a measure of the distance traveled per unit of time. The SI unit of speed is meters per second (m\/s). When objects move with different speeds they cover different distances in a period of time.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026amp;nbsp;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;\u0026amp;nbsp;- Explain how to find the speed of a moving object and its different units.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026amp;nbsp;- State that the Speed = Distance traveled\/Time taken.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026amp;nbsp;- Compare the speed of moving objects.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Speed","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"508","CONT_TITLE":"Formation of Ionic Bonds","CONT_SLUG":"formation-of-ionic-bonds","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 ionic bond is the electrostatic attraction between two oppositely charged ions. In ionic bonds, the metal loses electrons to become a positively charged cation, whereas the nonmetal accepts those electrons to become a negatively charged anion. Elements in columns 1, 2, and 3 on the periodic chart are likely to form ionic bonds with elements in columns 15, 16, and 17.\u003C\/div\u003E \r\n\u003Cdiv\u003E\u003Cbr\u003E\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E\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 is an ionic compound. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Form ionic compounds.\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.veative.hs200432","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS200432.jpg","PUBLIC_BANNER_IMG":"HS200432.jpg","PUBLIC_VIDEO":"pvideo_hs200432.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/f3M6KO4mRPM","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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 ionic bond is the electrostatic attraction between two oppositely charged ions. In ionic bonds, the metal loses electrons to become a positively charged cation, whereas the nonmetal accepts those electrons to become a negatively charged anion. E\u0026lt;span style=\u0026quot;color: rgb(38, 50, 56); font-family: Roboto, sans-serif;\u0026quot;\u0026gt;lements in columns 1, 2, and 3 on the periodic chart are likely to form ionic bonds with elements in columns 15, 16, and 17.\u0026lt;\/span\u0026gt;\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;- Explain what is an ionic compound.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Form ionic compounds.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Formation of ionic bonds","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"507","CONT_TITLE":"Liquids","CONT_SLUG":"liquids","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\u003ELiquids are nearly incompressible fluids. They take the shape of the container in which they are stored or kept, but they retain constant volume. Thus, liquids are known to have definite volume but indefinite shape. The particles in liquids have a force of attraction between them, but not much energy is required to break this force. Examples of liquids include water, honey 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- Define liquids.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the shape and volume of liquids.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the compressibility of liquids.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the intermolecular spaces between particles of liquids.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the forces of attraction between particles of liquids.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":"ms200425.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms200425","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS200425.jpg","PUBLIC_BANNER_IMG":"MS200425.jpg","PUBLIC_VIDEO":"pvideo_ms200425.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/l78BfIy8jK4","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Liquids are nearly incompressible fluids. They take the shape of the container in which they are stored or kept, but they retain constant volume. Thus, liquids are known to have definite volume but indefinite shape. The particles in liquids have a force of attraction between them, but not much energy is required to break this force. Examples of liquids include water, honey etc.\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 liquids.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the shape and volume of liquids.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the compressibility of liquids.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the intermolecular spaces between particles of liquids.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the forces of attraction between particles of liquids.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Liquids","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"506","CONT_TITLE":"Solids","CONT_SLUG":"solids","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\u003ESolids are simply the hard substances in which their molecules are tightly packed together. Unlike liquids or gases, they have a definite shape that is not easy to change. Examples of solids include rock, chalk, 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- Define solids.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the shape and volume of solids.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the compressibility of solids.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the intermolecular spaces between the particles in solids.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the forces of attraction between the particles in solids.\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.veative.ms200424","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS200424.jpg","PUBLIC_BANNER_IMG":"MS200424.jpg","PUBLIC_VIDEO":"pvideo_ms200424.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/b-Y_kPrUYzw","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Solids are simply the hard substances in which their molecules are tightly packed together. Unlike liquids or gases, they have a definite shape that is not easy to change. Examples of solids include rock, chalk, etc.\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 solids.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the shape and volume of solids.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the compressibility of solids.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the intermolecular spaces between the particles in solids.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the forces of attraction between the particles in solids.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Solids","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"505","CONT_TITLE":"The Difference Between Compounds and Mixtures","CONT_SLUG":"difference-between-compounds-and-mixtures","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 compound is the substance consisting of only one type of molecule throughout its composition, whereas in mixtures two or more than two types of molecules can be observed.\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- Differentiate between compounds and mixtures. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Sort compounds and mixtures. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Classify compounds and mixtures on the basis of molecular view.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":"hs200418.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.hs200418","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS200418.jpg","PUBLIC_BANNER_IMG":"HS200418.jpg","PUBLIC_VIDEO":"pvideo_hs200418.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/A-DbwZx4pvI","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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 compound is the substance consisting of only one type of molecule throughout its composition, whereas in mixtures two or more than two types of molecules can be observed.\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;- Differentiate between compounds and mixtures.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Sort compounds and mixtures.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Classify compounds and mixtures on the basis of molecular view.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Difference between compounds and mixtures","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"504","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.veative.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\/N--7qBwfT1Y","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Today\u0027s periodic table","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"503","CONT_TITLE":"Nucleic Acids","CONT_SLUG":"nucleic-acid","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\u003ENucleic acids are biomolecules present in living cells, especially DNA (deoxyribonucleic acid) or RNA (ribonucleic acid), whose molecules consist of many nucleotides linked in a long chain. Nucleic acid is made up of nucleotides. A nucleotide consists of a sugar, phosphate and nitrogenous 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 what a nucleic acid is.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the structure of a nucleotide.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the different components of RNA and DNA.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Construct a nucleic 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.veative.hs200408","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS200408.jpg","PUBLIC_BANNER_IMG":"HS200408.jpg","PUBLIC_VIDEO":"pvideo_hs200408.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/-TGerkhiRGk","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Nucleic acids are biomolecules present in living cells, especially DNA (deoxyribonucleic acid) or RNA (ribonucleic acid), whose molecules consist of many nucleotides linked in a long chain. Nucleic acid is made up of nucleotides. A nucleotide consists of a sugar, phosphate and nitrogenous 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 what a nucleic acid is.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the structure of a nucleotide.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify the different components of RNA and DNA.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Construct a nucleic acid.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Nucleic acid","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"502","CONT_TITLE":"Functional Groups","CONT_SLUG":"functional-groups","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 functional group in a substituted hydrocarbon is an atom or group of atoms which gives idea about its properties and functions. Examples of functional groups are hydroxyl, carboxyl, halide and amino group.\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 different functional groups. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Construct a molecule containing particular functional group. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Name a molecule according to the functional group present in it.\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.veative.hs200403","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS200403.jpg","PUBLIC_BANNER_IMG":"HS200403.jpg","PUBLIC_VIDEO":"pvideo_hs200403.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/OiZleYIRwVQ","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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 functional group in a substituted hydrocarbon is an atom or group of atoms which gives idea about its properties and functions. Examples of functional groups are hydroxyl, carboxyl, halide and amino group.\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 different functional groups.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Construct a molecule containing particular functional group.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Name a molecule according to the functional group present in it.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Functional groups","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"501","CONT_TITLE":"Naming Hydrocarbons","CONT_SLUG":"naming-hydrocarbons","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\u003EChemical compounds were named as per IUPAC nomenclature in order to avoid duplicate names. IUPAC nomenclature has one set of standardized rules. According to IUPAC system, the IUPAC name of an organic compound may consist of 5 parts that is: \u201cSecondary prefix + Primary prefix + Word root + Primary suffix + Secondary suffix\u201d.\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 different parts of the IUPAC name of an organic compound.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Name straight chain hydrocarbons according to the IUPAC guidelines.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Name branched hydrocarbons according to the IUPAC guidelines.\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.veative.hs200402","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS200402.jpg","PUBLIC_BANNER_IMG":"HS200402.jpg","PUBLIC_VIDEO":"pvideo_hs200402.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/6PM8EYWzr-8","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Chemical compounds were named as per IUPAC nomenclature in order to avoid duplicate names. IUPAC nomenclature has one set of standardized rules. According to IUPAC system, the IUPAC name of an organic compound may consist of 5 parts that is: \u201cSecondary prefix + Primary prefix + Word root + Primary suffix + Secondary suffix\u201d.\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 different parts of the IUPAC name of an organic compound.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Name straight chain hydrocarbons according to the IUPAC guidelines.\u0026lt;\/div\u0026gt;- Name branched hydrocarbons according to the IUPAC guidelines.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Naming hydrocarbons","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"500","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.veative.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\/611vXemWano","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Types of solutions","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"498","CONT_TITLE":"Reaction Rates","CONT_SLUG":"reaction-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 rate of a chemical reaction is the speed at which it occurs. Different reactions happen at different rates. According to collision theory, collisions between reactant molecules having sufficient energy lead to product formation. An increase in the speed of collisions increases the collision frequency, and as a result, the rate of the reaction 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- Define the rate of a chemical reaction.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain that reaction rates are different for different reactions.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Correlate the rate of reaction to the properties of the particles through collision theory.\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.veative.hs200368","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS200368.jpg","PUBLIC_BANNER_IMG":"HS200368.jpg","PUBLIC_VIDEO":"pvideo_hs200368.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/GoyWZb0dBok","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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 rate of a chemical reaction is the speed at which it occurs. Different reactions happen at different rates.\u0026amp;nbsp; According to collision theory, collisions between reactant molecules having sufficient energy lead to product formation. An increase in the speed of collisions increases the collision frequency, and as a result, the rate of the reaction increases.\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 the rate of a chemical reaction.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain that reaction rates are different for different reactions.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Correlate the rate of reaction to the properties of the particles through collision theory.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Reaction rates","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"497","CONT_TITLE":"Physical Changes","CONT_SLUG":"physical-changes","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 physical change is characterized by signs such as: a change in the state of matter, a change in shape and size of the matter, etc. In this type of change, however, the substance remains intact.\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 signs of physical changes.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify whether a change is physical or not.\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.veative.ms200367","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS200367.jpg","PUBLIC_BANNER_IMG":"MS200367.jpg","PUBLIC_VIDEO":"pvideo_ms200367.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/oDzzDkcBK2c","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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 physical change is characterized by signs such as: a change in the state of matter, a change in shape and size of the matter, etc. In this type of change, however, the substance remains intact.\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 signs of physical changes.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify whether a change is physical or not.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Physical changes","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"496","CONT_TITLE":"Testing for Carbon Compounds","CONT_SLUG":"testing-for-carbon-compounds","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 food items consumed by us come from living beings and contain carbon compounds such as protein, carbohydrates and lipids. The presence of carbohydrates (starch) in a food sample can be detected using Lugol\u2019s solution as indicator whereas the presence of proteins in a food sample can be detected using Biuret solution as indicator. On the other hand, the presence of lipids in a food sample can be detected using Sudan red solution as indicator.\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 process of Lugol\u2019s test for carbohydrates. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the process of Biuret test for proteins. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the process of Sudan red test for lipids. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Test for the presence of carbohydrates, proteins and lipids.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":"hs200335.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.hs200335","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS200335.jpg","PUBLIC_BANNER_IMG":"HS200335.jpg","PUBLIC_VIDEO":"pvideo_hs200335.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/Mv0xDIyYptI","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Most of the food items consumed by us come from living beings and contain carbon compounds such as protein, carbohydrates and lipids. The presence of carbohydrates (starch) in a food sample can be detected using Lugol\u2019s solution as indicator whereas the presence of proteins in a food sample can be detected using Biuret solution as indicator. On the other hand, the presence of lipids in a food sample can be detected using Sudan red solution as indicator.\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;- Explain the process of Lugol\u2019s test for carbohydrates.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Describe the process of Biuret test for proteins.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Explain the process of Sudan red test for lipids.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Test for the presence of carbohydrates, proteins and lipids.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Testing for carbon compounds","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"495","CONT_TITLE":"Hydrocarbons","CONT_SLUG":"hydrocarbons","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\u003EHydrocarbons are the molecules that consist of carbon and hydrogen as their constituent atoms. These are classified into three types on the basis of the bond between two carbon atoms: alkanes, alkenes and alkynes.\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 hydrocarbons.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Classify hydrocarbons on the basis of bond type and general formula.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify three different types of hydrocarbons.\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.veative.hs200330","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS200330.jpg","PUBLIC_BANNER_IMG":"HS200330.jpg","PUBLIC_VIDEO":"pvideo_hs200330.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/cOcHFZL6Pmw","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Hydrocarbons are the molecules that consist of carbon and hydrogen as their constituent atoms. These are classified into three types on the basis of the bond between two carbon atoms: alkanes, alkenes and alkynes.\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 hydrocarbons.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Classify hydrocarbons on the basis of bond type and general formula.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Identify three different types of hydrocarbons.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Hydrocarbons","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"494","CONT_TITLE":"Like Dissolves Like","CONT_SLUG":"like-dissolves-like","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\u003EPolar solutes tend to dissolve in polar solvents; nonpolar solutes tend to dissolve in nonpolar solvents. However, the dissolving nature also depends on the charge of the ions in the solution. Non-polar substances have Van der Waals attractions which are weak but present.\u003C\/div\u003E \r\n\u003Cdiv\u003E\u003Cbr\u003E\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E\u003Cbr\u003E\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify water as a polar solvent.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify ethanol as a polar solute.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify sodium chloride as an ionic solute.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify hexane as a nonpolar solvent.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify pentane as a nonpolar solute.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the process of dissolving a polar solute in a polar solvent.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the process of dissolving an ionic solute in a polar solvent.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the process of dissolving a nonpolar solute in a nonpolar solvent.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":"hs200323.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.hs200323","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS200323.jpg","PUBLIC_BANNER_IMG":"HS200323.jpg","PUBLIC_VIDEO":"pvideo_hs200323.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/-KTnmBYqQzE","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Polar solutes tend to dissolve in polar solvents; nonpolar solutes tend to dissolve in nonpolar solvents. However, the dissolving nature also depends on the charge of the ions in the solution.\u0026amp;nbsp;\u0026lt;span style=\u0026quot;color: rgb(38, 50, 56); font-family: Roboto, sans-serif;\u0026quot;\u0026gt;Non-polar substances have Van der Waals attractions which are weak but present.\u0026lt;\/span\u0026gt;\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;- Identify water as a polar solvent.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify ethanol as a polar solute.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify sodium chloride as an ionic solute.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify hexane as a nonpolar solvent.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify pentane as a nonpolar solute.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the process of dissolving a polar solute in a polar solvent.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the process of dissolving an ionic solute in a polar solvent.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the process of dissolving a nonpolar solute in a nonpolar solvent.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Like dissolves like","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"493","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.veative.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\/q6zF5qWaQjM","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Decomposition reaction","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"492","CONT_TITLE":"Covalent Compounds","CONT_SLUG":"covalent-compounds","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 covalent compound is made when two or more nonmetal atoms bond by sharing valence electrons. Covalent compounds have low boiling point, melting point and thermal conductivity. They are insoluble in water and do not conduct electricity.\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 what are covalent compounds. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Observe the boiling points of the covalent compounds. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Examine the solubility of the covalent compounds. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Demonstrate the flame test for the covalent compounds. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Demonstrate the thermal conductivity of the covalent compounds.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":"ms200312.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms200312","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS200312.jpg","PUBLIC_BANNER_IMG":"MS200312.jpg","PUBLIC_VIDEO":"pvideo_ms200312.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/n4J1pbRI4cw","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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 covalent compound is made when two or more nonmetal atoms bond by sharing valence electrons. Covalent compounds have low boiling point, melting point and thermal conductivity. They are insoluble in water and\u0026amp;nbsp; do not conduct electricity.\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;- Identify what are covalent compounds.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Observe the boiling points of the covalent compounds.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Examine the solubility of the covalent compounds.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Demonstrate the flame test for the covalent compounds. \u0026lt;br\u0026gt;\u0026amp;nbsp;- Demonstrate the thermal conductivity of the covalent compounds.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Covalent compounds","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"491","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.veative.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\/wLDV-R_ym-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":"0","UPDATED_ON":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Stable and unstable atoms","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"490","CONT_TITLE":"Mass Number","CONT_SLUG":"mass-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 atom consists of three subatomic particles namely: electrons, protons and neutrons. The mass number of an atom is the sum of the number of protons and the number of neutrons in the nucleus.\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 mass number.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the mass number of the first 20 elements in the periodic table.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Calculate the mass number of any element.\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.veative.ms200296","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS200296.jpg","PUBLIC_BANNER_IMG":"MS200296.jpg","PUBLIC_VIDEO":"pvideo_ms200296.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/H10QeTyIVs4","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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 atom consists of three subatomic particles namely: electrons, protons and neutrons. The mass number of an atom is the sum of the number of protons and the number of neutrons in the nucleus.\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 mass number.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify the mass number of the first 20 elements in the periodic table.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Calculate the mass number of any element.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Mass number","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"489","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.veative.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\/u6jywpCPh7E","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Atomic number","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"488","CONT_TITLE":"Phase Change: Sublimation","CONT_SLUG":"phase-change-sublimation","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 process in which a solid directly changes its state to gas without undergoing the liquid phase is called sublimation. Examples of substances that undergo sublimation are camphor, naphthalene 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- Define sublimation.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the process of sublimation.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify substances that undergo sublimation.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":"ms200286.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms200286","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS200286.jpg","PUBLIC_BANNER_IMG":"MS200286.jpg","PUBLIC_VIDEO":"pvideo_ms200286.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/JOm9Y0A4KJg","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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 process in which a solid\u0026amp;nbsp; directly changes its state to gas without undergoing the liquid phase is called sublimation. Examples of substances that undergo sublimation are camphor, naphthalene etc.\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 sublimation.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the process of sublimation.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify substances that undergo sublimation.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Phase change: Sublimation","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"487","CONT_TITLE":"Phase Changes: Boiling, Evaporation and Condensation","CONT_SLUG":"phase-change-boiling-evaporation-and-condensation","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 change in state of liquid into gas is called vaporization. The process in which the vaporization occurs from the surface of a liquid is called evaporation. Whereas the process in which vaporization occurs within the surface of the liquid is called boiling. The change in state of gas into liquid is called condensation.\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 evaporation, boiling and condensation. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain how liquid state and gaseous state of matter can be interchanged.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":"ms200285.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms200285","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS200285.jpg","PUBLIC_BANNER_IMG":"MS200285.jpg","PUBLIC_VIDEO":"pvideo_ms200285.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/FTdh_QP9BCc","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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 change in state of liquid into gas is called vaporization. The process in which the vaporization occurs from the surface of\u0026amp;nbsp; a liquid is called evaporation. Whereas the process in which vaporization occurs within the surface of the liquid is called boiling. The change in state of gas into liquid is called condensation.\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 evaporation, boiling and condensation.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Explain how liquid state and gaseous state of matter can be interchanged.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Phase change: Boiling, evaporation and condensation","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"486","CONT_TITLE":"Properties of Gases","CONT_SLUG":"properties-of-gases","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\u003EGases do not have definite shape and volume. They attain the shape and volume of the container. Gases are highly compressible. They disperse in the available space in response to differences in concentration of gases. This phenomenon is termed as diffusion of 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- Illustrate that gases do not have definite shape and volume.\u003C\/div\u003E  \r\n\u003Cdiv\u003E- Explain that gases occupy the whole space available to them. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe that gases have unlimited diffusibility. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain that gases have high compressibility.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":"ms200283.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms200283","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS200283.jpg","PUBLIC_BANNER_IMG":"MS200283.jpg","PUBLIC_VIDEO":"pvideo_ms200283.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/NFo15NUx2pQ","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Gases do not have definite shape and volume. They attain the shape and volume of the container.\u0026amp;nbsp; Gases are highly compressible. They disperse in the available space in response to differences in concentration of gases. This phenomenon is termed as diffusion of gases.\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;- Illustrate that gases do not have definite shape and volume.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Explain that gases occupy the whole space available to them.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Describe that gases have unlimited diffusibility.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Explain that gases have high compressibility.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Properties of gases","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"485","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.veative.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\/Evyw8ET7u-k","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Properties of liquids: Viscosity","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"484","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.veative.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\/PAHk-i1FkrA","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Effect of surface area on reaction rate","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"483","CONT_TITLE":"Conservation of Mass","CONT_SLUG":"conservation-of-mass","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\u003EPhysical and chemical changes follow the law of conservation of mass. The law states that mass cannot be formed or destroyed. Mass remains constant before and after a change.\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 law of conservation of mass.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Illustrate the law of conservation of mass in physical changes.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Illustrate the law of conservation of mass in chemical changes.\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.veative.ms200273","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS200273.jpg","PUBLIC_BANNER_IMG":"MS200273.jpg","PUBLIC_VIDEO":"pvideo_ms200273.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/w_KdxoWwWRQ","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Physical and chemical changes follow the law of conservation of mass. The law states that mass cannot be formed or destroyed. Mass remains constant before and after a change.\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 law of conservation of mass.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Illustrate the law of conservation of mass in physical changes.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Illustrate the law of conservation of mass in chemical changes.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Conservation of mass","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"482","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.veative.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\/OiE1SXFAiaY","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Inhibitors","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"481","CONT_TITLE":"Organic Compounds","CONT_SLUG":"organic-compounds","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\u003EOrganic compounds are compounds made up of carbon atoms. These are essential molecules for existence of life on earth. These are classified as hydrocarbons, substituted hydrocarbons and biological 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- Differentiate organic compounds into hydrocarbons, substituted hydrocarbons and biological molecules.\u003C\/div\u003E  \r\n\u003Cdiv\u003E- Identify organic compounds through their molecular structure.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":"hs200166.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.hs200166","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS200166.jpg","PUBLIC_BANNER_IMG":"HS200166.jpg","PUBLIC_VIDEO":"pvideo_hs200166.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/5o69FV-kh_8","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Organic compounds are compounds made up of carbon atoms. These are essential molecules for existence of life on earth. These are classified as hydrocarbons, substituted hydrocarbons and biological molecules.\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;- Differentiate organic compounds into hydrocarbons, substituted hydrocarbons and biological molecules.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Identify organic compounds through their molecular structure.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Organic compounds","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"480","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.veative.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\/ZQK1pTpxevE","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Ions- Gaining or losing electrons","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"479","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.veative.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\/7gV7UcnLmn4","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Sound Interference-Beats","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"478","CONT_TITLE":"Uses of Thermal Energy","CONT_SLUG":"uses-of-thermal-energy","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\u003EIn real life, uses of thermal energy are varied and wide in range. From cooking food to heating buildings, thermal energy can be utilized in many areas. It can be obatined from various sources like coal, gasoline, electricity and sun 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- List some of the uses of thermal energy.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the forms of energy from which thermal energy can be produced.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the forms of energy which can be produced from thermal energy.\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.veative.ms400538","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400538.jpg","PUBLIC_BANNER_IMG":"MS400538.jpg","PUBLIC_VIDEO":"pvideo_ms400538.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/MZq87ImF4Ek","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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 real life, uses of thermal energy are varied and wide in range. From cooking food to heating buildings, thermal energy can be utilized in many areas. It can be obatined from various sources like coal, gasoline, electricity and sun etc.\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;- List some of the uses of thermal energy.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify the forms of energy from which thermal energy can be produced.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify the forms of energy which can be produced from thermal energy.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Uses of Thermal Energy","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"477","CONT_TITLE":"Types of Collisions","CONT_SLUG":"types-of-collisions","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 collision is an event in which two or more bodies exert forces on each other for a relatively short time. There are two types of collisions: elastic collision and inelastic collision. An elastic collision occurs when two objects \u0026quot;bounce\u0026quot; apart when they collide. An inelastic collision occurs when two objects collide and do not bounce away from 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 collision.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the types of collisions.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Differentiate between different types of collisions.\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.veative.ms400531","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400531.jpg","PUBLIC_BANNER_IMG":"MS400531.jpg","PUBLIC_VIDEO":"pvideo_ms400531.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/5FdAsuXI2YQ","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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 collision is an event in which two or more bodies exert forces on each other for a relatively short time. There are two types of collisions: elastic collision and inelastic collision. An elastic collision occurs when two objects \u0026quot;bounce\u0026quot; apart when they collide. An inelastic collision occurs when two objects collide and do not bounce away from each other.\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 collision.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the types of collisions.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Differentiate between different types of collisions.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Types of Collisions","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"476","CONT_TITLE":"Concave Lenses","CONT_SLUG":"lenses-concave-lenses","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\u003EConcave lenses are thicker at edges and thinner at the middle. The light rays passing through the lens diverge (spread out), therefore the concave lens is also called a diverging lens. When parallel rays of light pass through a concave lens, the refracted rays diverge so that they appear to come from one point called the principal focus. The distance between the center of the lens and principal focus is called the focal length. The image formed by concave lens is virtual and diminished (smaller).\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 concave lens.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the shape of a concave lens.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Illustrate that a concave lens is a diverging lens.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Demonstrate image formation by a concave lens.\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.veative.ms400526","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400526.jpg","PUBLIC_BANNER_IMG":"MS400526.jpg","PUBLIC_VIDEO":"pvideo_ms400526.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/2tZKC5X1nW4","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Concave lenses are thicker at edges and thinner at the middle. The light rays passing through the lens diverge (spread out), therefore the concave lens is also called a diverging lens. When parallel rays of light pass through a concave lens, the refracted rays diverge so that they appear to come from one point called the principal focus. The distance between the center of the lens and principal focus is called the focal length. The image formed by concave lens is virtual and diminished (smaller).\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 concave lens.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the shape of a concave lens.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Illustrate that a concave lens is a diverging lens.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Demonstrate image formation by a concave lens.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Lenses - Concave Lenses","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"475","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.veative.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\/vZ6p62NDnlc","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Transferring Charge by Contact","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"474","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.veative.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\/k1vSbqszB3k","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Microwaves","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"473","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.veative.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\/EdGLgUmpBLo","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Heating Appliances","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"472","CONT_TITLE":"Lenses-Convex Lenses","CONT_SLUG":"lenses-convex-lenses","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\u003EConvex lenses are thinner at edges and thicker at the middle. The light rays that pass through the lens, converge (brought closer), therefore a convex lens is also called a converging lens. When parallel rays of light pass through a convex lens, the refracted rays converge at one point called the principal focus. The distance between the center of the lens and the principal focus and is called the focal length. A convex lens forms real and inverted or virtual and erect image depending upon the position 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- Describe the shape of a convex lens.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain why a convex lens is also known as a converging lens.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Demonstrate image formation by a convex lens.\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.veative.ms400518","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400518.jpg","PUBLIC_BANNER_IMG":"MS400518.jpg","PUBLIC_VIDEO":"pvideo_ms400518.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/mCJLPxdl8KE","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Convex lenses are thinner at edges and thicker at the middle. The light rays that pass through the lens, converge (brought closer), therefore a convex lens is also called a converging lens. When parallel rays of light pass through a convex lens, the refracted rays converge at one point called the principal focus. The distance between the center of the lens and the principal focus and is called the focal length. A convex lens forms real and inverted or virtual and erect image depending upon the position of the object.\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;- Describe the shape of a convex lens.\u0026lt;div\u0026gt;- Explain why a convex lens is also known as a converging lens.\u0026lt;\/div\u0026gt;- Demonstrate image formation by a convex lens.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Lenses - Convex Lenses","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"471","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.veative.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\/-8sgSdD-PDs","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Bernoulli\u0027s Principle","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"470","CONT_TITLE":"Convex Mirrors","CONT_SLUG":"convex-mirrors","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 convex mirror is a spherical mirror whose reflecting surface is curved outward. Convex mirror can only form virtual images.\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 convex mirrors.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explore the images formed by convex mirrors.\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.veative.ms400431","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400431.jpg","PUBLIC_BANNER_IMG":"MS400431.jpg","PUBLIC_VIDEO":"pvideo_ms400431.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/dS53tS1s394","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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 convex mirror is a spherical mirror whose reflecting surface is curved outward. Convex mirror can only form virtual images.\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026amp;nbsp;\u0026lt;br\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe convex mirrors.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explore the images formed by convex mirrors.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Convex Mirrors","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"469","CONT_TITLE":"Concave Mirrors","CONT_SLUG":"concave-mirrors","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 concave mirror is a spherical mirror whose reflecting surface is curved inward. Concave mirrors can form both real and virtual images.\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 concave mirrors.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify that concave mirrors can form different types of images.\u003C\/div\u003E \r\n\u003Cdiv\u003E- List the conditions causing an image formed by a concave mirror to be larger or smaller than the object.\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.veative.ms400429","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400429.jpg","PUBLIC_BANNER_IMG":"MS400429.jpg","PUBLIC_VIDEO":"pvideo_ms400429.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/o2tzYgzHM-M","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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 concave mirror is a spherical mirror whose reflecting surface is curved inward. Concave mirrors can form both real and virtual images.\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;- Describe concave mirrors.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify that concave mirrors can form different types of images.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- List the conditions causing an image formed by a concave mirror to be larger or smaller than the object.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Concave Mirrors","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"468","CONT_TITLE":"Regular and Diffuse Reflection","CONT_SLUG":"regular-and-diffuse-reflection","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\u003ELight travels in the form of waves. These waves are also described as countless number of light rays spreading out in all directions as they move away from the source of light. The formation of shadow is the example that show that light normally travels in a straight line.\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 - Illustrate the reflection of light when it falls on a smooth surface.\u003C\/div\u003E \r\n\u003Cdiv\u003E - Illustrate the reflection of light when it falls on a rough or irregular surface.\u003C\/div\u003E \r\n\u003Cdiv\u003E - Differentiate between regular and diffused reflection.\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.veative.ms400427","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400427.jpg","PUBLIC_BANNER_IMG":"MS400427.jpg","PUBLIC_VIDEO":"pvideo_ms400427.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/kGCQedrbpyM","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Light travels in the form of waves. These waves are also described as countless number of light rays spreading out in all directions as they move away from the source of light. The formation of shadow is the example that show that light normally travels in a straight line.\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;\u0026amp;nbsp;- Illustrate the reflection of light when it falls on a smooth surface.\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-size: 13px;\u0026quot;\u0026gt;\u0026amp;nbsp;- Illustrate the reflection of light when it falls on a rough or irregular surface.\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;span style=\u0026quot;font-size: 13px;\u0026quot;\u0026gt;\u0026amp;nbsp;- Differentiate between regular and diffused reflection\u0026lt;\/span\u0026gt;.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Regular and Diffuse Reflection","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"467","CONT_TITLE":"Traveling of Light","CONT_SLUG":"traveling-of-light","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\u003ELight travels in the form of waves. These waves are also described as countless number of light rays spreading out in all directions as they move away from the source of light. The formation of shadow is the example that show that light normally travels in a straight line.\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 how light travels from a light source. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Show that light travels in a straight line.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":"ms400424.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms400424","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400424.jpg","PUBLIC_BANNER_IMG":"MS400424.jpg","PUBLIC_VIDEO":"pvideo_ms400424.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/-owEbkfSgKw","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Light travels in the form of waves. These waves are also described as countless number of light rays spreading out in all directions as they move away from the source of light. The formation of shadow is the example that show that light normally travels in a straight line.\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;- Identify how light travels from a light source.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Show that light travels in a straight line.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Traveling of light","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"466","CONT_TITLE":"Sources of Light","CONT_SLUG":"sources-of-light","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\u003EAny object which releases light energy is a source of light. There are various processes through which light is produced. Sun is the most prominent source of light. Other sources of light are firefly, burning wood, light bulb etc.\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- List some sources of light.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe processes that produce light.\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.veative.ms400423","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400423.jpg","PUBLIC_BANNER_IMG":"MS400423.jpg","PUBLIC_VIDEO":"pvideo_ms400423.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/01a8HSad4-0","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Any object which releases light energy is a source of light. There are various processes through which light is produced. Sun is the most prominent source of light. Other sources of light are firefly, burning wood, light bulb etc.\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;- List some sources of light.\u0026lt;\/div\u0026gt;- Describe processes that produce light.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Sources of Light","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"465","CONT_TITLE":"Detecting Sound","CONT_SLUG":"detecting-sound","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\u003EVarious sections of a human ear perform different functions in detecting sound. The outer ear collects sound waves, middle ear amplifies it, and inner ear converts it into electrical impulses which is sent to the brain for interpretation.\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 effect of distance on a loudness of sound.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe how sound travels to the human ear.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the anatomy of the human ear.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":"ms400421.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms400421","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400421.jpg","PUBLIC_BANNER_IMG":"MS400421.jpg","PUBLIC_VIDEO":"pvideo_ms400421.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/cWSNwzlFKxw","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Various sections of a human ear perform different functions in detecting sound. The outer ear collects sound waves, middle ear amplifies it, and inner ear converts it into electrical impulses which is sent to the brain for interpretation.\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026amp;nbsp;\u0026lt;br\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the effect of distance on a loudness of sound.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe how sound travels to the human ear.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the anatomy of the human ear.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Detecting Sound","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"464","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.veative.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\/jPAR5lXRnak","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Sound Interference","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"463","CONT_TITLE":"Thermal Expansion and Contraction","CONT_SLUG":"thermal-expansion-and-contraction","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\u003EThermal expansion is an increase in material\u2019s volume when its temperature increases. As the temperature increases, the average kinetic energy of the particles increases and they speed up and spread out thereby increasing the volume of the material. Thermal contraction is a decrease in a material\u2019s volume when its temperature decreases. As the temperature decreases, the average kinetic energy of the particles decreases and they slow down and get closer together thereby decreasing the volume of the material. Thermal expansion and contraction are most noticeable in gases, less noticeable in liquids and the least noticeable in solids.\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 matter generally expands when heated and contracts when cooled.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Relate the concept of thermal expansion in real life situations.\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.veative.ms400412","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400412.jpg","PUBLIC_BANNER_IMG":"MS400412.jpg","PUBLIC_VIDEO":"pvideo_ms400412.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/3NFUc4KkQPc","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Thermal expansion is an increase in material\u2019s volume when its temperature increases. As the temperature increases, the average kinetic energy of the particles increases and they speed up and spread out thereby increasing the volume of the material. Thermal contraction is a decrease in a material\u2019s volume when its temperature decreases. As the temperature decreases, the average kinetic energy of the particles decreases and they slow down and get closer together thereby decreasing the volume of the material. Thermal expansion and contraction are most noticeable in gases, less noticeable in liquids and the least noticeable in solids.\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 that matter generally expands when heated and contracts when cooled.\u0026lt;\/div\u0026gt;- Relate the concept of thermal expansion in real life situations.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Thermal Expansion and Contraction","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"462","CONT_TITLE":"Temperature Scales","CONT_SLUG":"temperature-scale","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\u003ETemperature is a measurement of how warm or cold an object is. There are three main temperature measurement scales: Kelvin, Degree Celsius and Fahrenheit. We can convert one scale to another by using different formulas. The lowest possible temperature for any material is 0 Kelvin. This is known as absolute zero.\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- Compare different scales of temperature measurement.\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.veative.ms400396","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400396.jpg","PUBLIC_BANNER_IMG":"MS400396.jpg","PUBLIC_VIDEO":"pvideo_ms400396.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/8ZiSDkGxPpc","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Temperature is a measurement of how warm or cold an object is. There are three main temperature measurement scales: Kelvin, Degree Celsius and Fahrenheit. We can convert one scale to another by using different formulas. The lowest possible temperature for any material is 0 Kelvin. This is known as absolute zero.\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;- Compare different scales of temperature measurement.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Temperature Scale","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"461","CONT_TITLE":"Measuring Temperature","CONT_SLUG":"measuring-temperature","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\u003ETemperature is a measure of the average heat or thermal energy of the particles in a substance. It is measured by a thermometer. Several scales and units exist for measuring temperature, the most common being Celsius (\u00b0C), Fahrenheit (\u00b0F), and, especially in science, Kelvin (K). Simple formulas can be used to convert the temperature of one scale into 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- Describe the different parts of bulb thermometer. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the different parts of digital thermometer.\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.veative.ms400395","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400395.jpg","PUBLIC_BANNER_IMG":"MS400395.jpg","PUBLIC_VIDEO":"pvideo_ms400395.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/CG1CHu28PwU","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Temperature is a measure of the average heat or thermal energy of the particles in a substance. It is measured by a thermometer. Several scales and units exist for measuring temperature, the most common being Celsius (\u00b0C), Fahrenheit (\u00b0F), and, especially in science, Kelvin (K). Simple formulas can be used to convert the temperature of one scale into another.\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;- Describe the different parts of bulb thermometer.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Explain the different parts of digital thermometer.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Measuring Temperature","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"460","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.veative.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\/Kmr4fOr1UgM","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Electric Forces","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"459","CONT_TITLE":"Thermal Conductors and Insulators","CONT_SLUG":"thermal-conductors-and-insulator","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 substances that easily allow the thermal energy to pass through them are called thermal conductors. Metals are good thermal conductors. The substances that does not allow the thermal energy to easily pass through them are termed as thermal insulators. Wood and plastic are the examples of thermal insulators.\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 thermal conductor.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define thermal insulator.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain how the transfer of heat takes place in conductors.\u003C\/div\u003E \r\n\u003Cdiv\u003E- List the different types of thermal conductors and insulators.\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.veative.ms400367","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400367.jpg","PUBLIC_BANNER_IMG":"MS400367.jpg","PUBLIC_VIDEO":"pvideo_ms400367.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/cHFyyEetTq0","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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 substances that easily allow the thermal energy to pass through them are called thermal conductors. Metals are good thermal conductors. The substances that does not allow the thermal energy to easily pass through them are termed as thermal insulators. Wood and plastic are the examples of thermal insulators.\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 thermal conductor.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Define thermal insulator.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain how the transfer of heat takes place in conductors.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- List the different types of thermal conductors and insulators.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Thermal Conductors and Insulator","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"458","CONT_TITLE":"Refraction Through Slower and Faster Medium","CONT_SLUG":"refraction-through-slower-and-faster-media","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 speed of light changes whenever light travels from one medium to another medium. If light enters the new medium obliquely, the direction of light will change. This phenomenon is called refraction of 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- Differentiate between a slower medium and a faster medium.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain refraction through a slower medium.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain refraction through a faster medium.\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.veative.ms400356","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400356.jpg","PUBLIC_BANNER_IMG":"MS400356.jpg","PUBLIC_VIDEO":"pvideo_ms400356.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/k0gIHP-0GdU","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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 light changes whenever light travels from one medium to another medium. If light enters the new medium obliquely, the direction of light will change. This phenomenon is called refraction of 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;- Differentiate between a slower medium and a faster medium.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain refraction through a slower medium.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain refraction through a faster medium.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Refraction through slower and faster medium","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"457","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.veative.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\/vYYtdVuN8_8","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Density of Fluids","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"456","CONT_TITLE":"Inclined Planes","CONT_SLUG":"inclined-planes","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\u003EInclined plane is a simple machine which can be used to reduce the force required to move an object to a certain height.\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 inclined planes.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explore applications of inclined planes.\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.veative.ms400280","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400280.jpg","PUBLIC_BANNER_IMG":"MS400280.jpg","PUBLIC_VIDEO":"pvideo_ms400280.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/RnfnPSl1dU0","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Inclined plane is a simple machine which can be used to reduce the force required to move an object to a certain height.\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 inclined planes.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explore applications of inclined planes.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Inclined Planes","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"455","CONT_TITLE":"Using Newton\u0027s Third Law of Motion","CONT_SLUG":"using-newtons-third-law-of-motion","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\u003ENewton\u0026#039;s third law explains how you can swim and jump. It also explains how rockets can be launched into space. If body A applies an action force on body B, then body B applies a reaction force on body A. If the action force of body A is greater than the reaction force by body B, then the body starts accelerating in the direction of net force in accordance with the Newton\u0026#039;s second law of motion.\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 that every action force has a reaction force in the opposite direction.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain that a body accelerates in the direction of the net force.\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.veative.hs400273","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS400273.jpg","PUBLIC_BANNER_IMG":"HS400273.jpg","PUBLIC_VIDEO":"pvideo_hs400273.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/hVtrUXcINLs","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Newton\u0026#039;s third law explains how you can swim and jump. It also explains how rockets can be launched into space. If body A applies an action force on body B, then body B applies a reaction force on body A. If the action force of body A is greater than the reaction force by body B, then the body starts accelerating in the direction of net force in accordance with the Newton\u0026#039;s second law of motion.\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;\u0026lt;div\u0026gt;- Describe that every action force has a reaction force in the opposite direction.\u0026lt;\/div\u0026gt;- Explain that a body accelerates in the direction of the net force.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Using Newton\u0027s Third Law of Motion","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"454","CONT_TITLE":"Circular Motion","CONT_SLUG":"circular-motion","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\u003ECircular motion is the movement of an object on a circular path. The direction of the object in a circular motion keeps changing continuously. Circular motion is always accelerated even if it has a steady speed.\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 a circular motion.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Recognize the changes in the direction of motion on a curved path.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the direction of acceleration for a circular motion.\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.veative.ss400271","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS400271.jpg","PUBLIC_BANNER_IMG":"SS400271.jpg","PUBLIC_VIDEO":"pvideo_ss400271.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/jlBjIoqCHHQ","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Circular motion is the movement of an object on a circular path. The direction of the object in a circular motion keeps changing continuously. Circular motion is always accelerated even if it has a steady speed.\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 and identify a circular motion.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Recognize the changes in the direction of motion on a curved path.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify the direction of acceleration for a circular motion.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Circular Motion","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"453","CONT_TITLE":"Speed-Time Graphs","CONT_SLUG":"speed-time-graphs","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 various methods of presenting data for the motion of an object. Speed-time graph is one of them. It is the graphical method for the presentation of speed of an object with passage of time. We can use speed-time graph to find out the speed at a given instance of time.\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 shapes of speed-time graphs for different types of motion.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the limitations of a speed-time graph.\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.veative.hs400266","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS400266.jpg","PUBLIC_BANNER_IMG":"hs400266.jpg","PUBLIC_VIDEO":"pvideo_hs400266.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/0RYgo2Ztwhg","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;There are various methods of presenting data for the motion of an object. Speed-time graph is one of them. It is the graphical method for the presentation of speed of an object with passage of time. We can use speed-time graph to find out the speed at a given instance of time.\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;- Explore the shapes of speed-time graphs for different types of motion.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Identify the limitations of a speed-time graph.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Speed-Time Graphs","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"452","CONT_TITLE":"Distance-Time Graphs","CONT_SLUG":"distance-time-graphs","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 various methods of presenting data for the motion of an object. Distance-time graph is one of them. It gives the data of distance covered for each instance in a given time duration. Using a distance-time graph, we can calculate the distance as well as speed at any specific time.\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- Plot a distance-time graph.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Express changing speeds on a distance-time graph.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Compare the speeds of moving objects using distance-time graphs.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Calculate speed using a distance-time graph.\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.veative.hs400265","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS400265.jpg","PUBLIC_BANNER_IMG":"HS400265.jpg","PUBLIC_VIDEO":"pvideo_hs400265.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/SRfQrfjsgUQ","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;There are various methods of presenting data for the motion of an object. Distance-time graph is one of them. It gives the data of distance covered for each instance in a given time duration. Using a distance-time graph, we can calculate the distance as well as speed at any specific time.\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;- Plot a distance-time graph.\u0026lt;br\u0026gt;- Express changing speeds on a distance-time graph.\u0026lt;br\u0026gt;- Compare the speeds of moving objects using distance-time graphs.\u0026lt;br\u0026gt;- Calculate speed using a distance-time graph.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Distance-Time Graphs","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"451","CONT_TITLE":"Earth\u0027s Magnetic Field","CONT_SLUG":"earths-magnetic-field","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\u003EEarth acts as a magnet. It has a north magnetic pole and a south magnetic pole. Earth\u0026#039;s magnetic field extends from the Earth\u0026#039;s interior out into space.\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 existence of a magnetic field around Earth.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the importance of Earth\u0026#039;s magnetic field.\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.veative.ms400170","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400170.jpg","PUBLIC_BANNER_IMG":"MS400170.jpg","PUBLIC_VIDEO":"pvideo_ms400170.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/e2ZEG9sauTg","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Earth acts as a magnet. It has a north magnetic pole and a south magnetic pole. Earth\u0026#039;s magnetic field extends from the Earth\u0026#039;s interior out into space.\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;- Describe the existence of a magnetic field around Earth.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the importance of Earth\u0026#039;s magnetic field.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Earth\u0027s Magnetic Field","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"450","CONT_TITLE":"Magnetic Fields","CONT_SLUG":"magnetic-fields","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 space around a magnet in which the force of attraction and repulsion can be detected is called magnetic field. The force that one magnet exerts on another can be described as the interaction between one magnet and the magnetic field of the other. Magnetic field can be detected with the help of a magnetic compass or a magnet. The imaginary lines of magnetic field around a magnet are called field line or field line of magnet.\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 magnetic field.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Illustrate the magnetic field lines around a bar magnet.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Illustrate the resulting magnetic field when two magnets are brought together.\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.veative.ms400169","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400169.jpg","PUBLIC_BANNER_IMG":"MS400169.jpg","PUBLIC_VIDEO":"pvideo_ms400169.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/vwjB7zyohgo","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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 space around a magnet in which the force of attraction and repulsion can be detected is called magnetic field. The force that one magnet exerts on another can be described as the interaction between one magnet and the magnetic field of the other. Magnetic field can be detected with the help of a magnetic compass or a magnet. The imaginary lines of magnetic field around a magnet are called field line or field line of magnet.\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 magnetic field.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Illustrate the magnetic field lines around a bar magnet.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Illustrate the resulting magnetic field when two magnets are brought together.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Magnetic Fields","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"449","CONT_TITLE":"Radiation","CONT_SLUG":"radiation","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 transfer of thermal energy from one material to another by electromagnetic waves is called radiation. The amount of energy released in the form of thermal radiation depends on many factors. Radiation is the only method of transfer of heat through vacuum.\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 radiation.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify that all matter can transfer thermal energy by radiation.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Infer that hot objects emit more thermal energy through radiation than cold objects.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Observe that thermal energy can pass through a vacuum through radiation.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Learn that thermal energy can be transferred through solids, liquids, and gases via radiation.\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.veative.ms400146","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400146.jpg","PUBLIC_BANNER_IMG":"ms400146.jpg","PUBLIC_VIDEO":"pvideo_ms400146.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/xEMMNhmxJ7w","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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 transfer of thermal energy from one material to another by electromagnetic waves is called radiation. The amount of energy released in the form of thermal radiation depends on many factors. Radiation is the only method of transfer of heat through vacuum.\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 radiation.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify that all matter can transfer thermal energy by radiation.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Infer that hot objects emit more thermal energy through radiation than cold objects.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Observe that thermal energy can pass through a vacuum through radiation.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Learn that thermal energy can be transferred through solids, liquids, and gases via radiation.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Radiation","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"448","CONT_TITLE":"Newton\u2019s Second Law of Motion","CONT_SLUG":"newton\u2019s-second-law-of-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\u003ENewton\u0026#039;s second law of motion pertains to the behavior of objects for which all existing forces are not balanced. The second law states that the acceleration of an object is dependent upon two variables - the net force acting upon the object and the mass of the object. The acceleration of an object depends directly upon the net force acting upon the object, and inversely upon the mass of the object. As the force acting upon an object is increased, the acceleration of the object is increased. As the mass of an object is increased, the acceleration of the object is decreased.\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 Newton\u0026#039;s second law of motion.\u003C\/div\u003E\r\n \r\n\u003Cdiv\u003E- Explore the relationship between force and mass.\u003C\/div\u003E\r\n \r\n\u003Cdiv\u003E- Explore the relationship between force and acceleration.\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.veative.hs400127","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS400127.jpg","PUBLIC_BANNER_IMG":"HS400127.jpg","PUBLIC_VIDEO":"pvideo_hs400127.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/8Wcz4qQscm4","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Newton\u0026#039;s second law of motion pertains to the behavior of objects for which all existing forces are not balanced. The second law states that the acceleration of an object is dependent upon two variables - the net force acting upon the object and the mass of the object. The acceleration of an object depends directly upon the net force acting upon the object, and inversely upon the mass of the object. As the force acting upon an object is increased, the acceleration of the object is increased. As the mass of an object is increased, the acceleration of the object is decreased.\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;\u0026lt;div\u0026gt;- Explain Newton\u0026#039;s second law of motion.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explore the relationship between force and mass.\u0026lt;\/div\u0026gt;- Explore the relationship between force and acceleration.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Newton\u0027s Second Law of Motion","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"447","CONT_TITLE":"Newton\u0027s First Law of Motion","CONT_SLUG":"newtons-first-law-of-motion","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\u003ENewton\u2019s first law deals with objects at rest or those moving at constant speed. Newton stated that if the resultant force on an object is zero then an object at rest will remain at rest and an object in motion will continue its motion in the same direction at constant speed. This means that all objects have a natural tendency to keep on doing what they are doing. All objects have a reluctance to change their state of motion and require an unbalanced force to bring about a change. The reluctance or resistance of a mass to change its state of motion is referred to as inertia.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E\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 Newton\u0026#039;s first law of motion.\u003C\/div\u003E \r\n\u003Cdiv\u003E- List the applications of Newton\u0026#039;s first law of motion.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Relate balanced forces and the motion of a body.\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.veative.hs400126","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS400126.jpg","PUBLIC_BANNER_IMG":"HS400126.jpg","PUBLIC_VIDEO":"pvideo_hs400126.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/QUba9liJlTg","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Newton\u2019s first law deals with objects at rest or those moving at constant speed. Newton stated that if the resultant force on an object is zero then an object at rest will remain at rest and an object in motion will continue its motion in the same direction at constant speed. This means that all objects have a natural tendency to keep on doing what they are doing. All objects have a reluctance to change their state of motion and require an unbalanced force to bring about a change. The reluctance or resistance of a mass to change its state of motion is referred to as inertia.\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;- Explain Newton\u0026#039;s first law of motion.\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-size: 13px;\u0026quot;\u0026gt;- List the applications of Newton\u0026#039;s first law of motion.\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;span style=\u0026quot;font-size: 13px;\u0026quot;\u0026gt;- Relate balanced forces and the motion of a body\u0026lt;\/span\u0026gt;.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Newton\u0027s First Law of Motion","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"446","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.veative.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\/rGAPKGD16r0","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Momentum","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"445","CONT_TITLE":"Refraction of Light","CONT_SLUG":"refraction-of-light","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\u003ELight rays change direction while traveling obliquely from one transparent medium to another. The change in direction takes place due to the difference in speed of light in the two mediums. This phenomenon is called refraction of 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 the refraction of light.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe refractive index.\u003C\/div\u003E \r\n\u003Cdiv\u003E- List the refractive index of different media.\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.veative.ms400043","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400043.jpg","PUBLIC_BANNER_IMG":"MS400043.jpg","PUBLIC_VIDEO":"pvideo_ms400043.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/gxKEL3_8x-s","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Light rays change direction while traveling obliquely from one transparent medium to another. The change in direction takes place due to the difference in speed of light in the two mediums. This phenomenon is called refraction of 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;- Explain the phenomenon of the refraction of light.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe refractive index.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- List the refractive index of different media.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Refraction of light","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"444","CONT_TITLE":"Total Internal Reflection","CONT_SLUG":"total-internal-reflection","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 light travels from one medium to another, some of the light gets reflected. If the angle of incidence is sufficiently large during the passage of a light ray from a denser medium to a rarer, or less dense, medium, all of the light gets reflected. This phenomenon is known as total internal reflection.\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 for total internal reflection.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain how to find the critical angle of a transparent material.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain how the refractive index and critical angle of a material are interrelated.\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.veative.ss400004","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS400004.jpg","PUBLIC_BANNER_IMG":"SS400004.jpg","PUBLIC_VIDEO":"pvideo_ss400004.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/UF7yEr4dHhM","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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 light travels from one medium to another, some of the light gets reflected. If the angle of incidence is sufficiently large during the passage of a light ray\u0026amp;nbsp; from a denser medium to a rarer, or less dense, medium, all of the light gets reflected. This phenomenon is known as total internal reflection.\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;- Identify the conditions for total internal reflection.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain how to find the critical angle of a transparent material.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain how the refractive index and critical angle of a material are interrelated.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Total Internal Reflection","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"383","CONT_TITLE":"Separating Mixtures: Using Evaporation","CONT_SLUG":"separating-mixtures-using-evaporation","CONT_TITLE_AR":"Separating Mixtures: Using Evaporation","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe evaporation method of separation is used for the separation of soluble solids and solvents. In this separation method, a solution is heated until the solvent evaporates, leaving behind a solid residue.\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 process of the evaporation method of separation.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify solutions that can be separated using the evaporation method of separation.\u003C\/div\u003E","CONT_DESC_AR":"The evaporation method of separation is used for the separation of soluble solids and solvents. In this separation method, a solution is heated until the solvent evaporates, leaving behind a solid residue.\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:\n\u0026lt;ol\u0026gt;\n\t\u0026lt;li value=\u0026quot;NaN\u0026quot;\u0026gt;explain the process of evaporation method of separation\u0026lt;\/li\u0026gt;\n\t\u0026lt;li value=\u0026quot;NaN\u0026quot;\u0026gt;identify solutions that can be separated using evaporation method of separation\u0026lt;\/li\u0026gt;\n\u0026lt;\/ol\u0026gt;\n","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms200064","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS200064.jpg","PUBLIC_BANNER_IMG":"MS200064.jpg","PUBLIC_VIDEO":"pvideo_ms200064.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/H4hm71qil68","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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 evaporation method of separation is used for the separation of soluble solids and solvents. In this separation method, a solution is heated until the solvent evaporates, leaving behind a solid residue.\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 process of the evaporation method of separation.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify solutions that can be separated using the evaporation method of separation.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Separating mixtures: Using evaporation","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"382","CONT_TITLE":"Magnetic Domains","CONT_SLUG":"magnetic-domain","CONT_TITLE_AR":"Magnetic Domain","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA magnetic domain is a region in a magnetic material in which the magnetic fields of all atoms point in the same direction. Each domain is a tiny magnet with a north pole and a south pole.\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 magnetic domains.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Demonstrate the behavior of magnetic domains in different magnetic materials.\u003C\/div\u003E","CONT_DESC_AR":"\u0026lt;p\u0026gt;A magnetic domain is a region in a magnetic material in which the magnetic fields of atoms all point in the same direction. Each domain is a tiny magnet with a north pole and a south pole.\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 magnetic domains\u0026lt;br \/\u0026gt;\n- demonstrate the behavior of magnetic domains in different magnetic materials\u0026lt;\/p\u0026gt;\n","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms400067","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400067.jpg","PUBLIC_BANNER_IMG":"MS400067.jpg","PUBLIC_VIDEO":"pvideo_ms400067.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/a2b3Xbm7DXg","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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 magnetic domain is a region in a magnetic material in which the magnetic fields of all atoms point in the same direction. Each domain is a tiny magnet with a north pole and a south pole.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\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;In this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe magnetic domains.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Demonstrate the behavior of magnetic domains in different magnetic materials.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Magnetic Domain","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"372","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.veative.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\/kq6mFUMV0zY","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Application of VSEPR theory","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"371","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.veative.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\/bZkBtcxZ4a0","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"VSEPR Theory","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"367","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.veative.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\/AiIKuL8Nbfw","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Distillation","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"366","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.veative.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\/Zgux3S0QvxQ","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Dissolving solids in liquids","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"357","CONT_TITLE":"Methods of Separation","CONT_SLUG":"methods-of-separation","CONT_TITLE_AR":"Methods of Separation","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003ESublimation is the process in which a solid directly changes to a gaseous state. This solid, which directly changes to a gaseous state, is called a sublimable solid. One example is solid ammonium chloride. We can separate ammonium chloride from a mixture of sodium chloride-ammonium chloride, using this method. The distillation method is best for separating a liquid from a solution. Acetone can be separated from an acetone-water solution using this method.\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 the separation of acetone from an acetone and water solution using the distillation method.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the process of the separation of ammonium chloride from a mixture of sodium chloride and ammonium chloride using the sublimation method.\u003C\/div\u003E","CONT_DESC_AR":"Sublimation is the process in which a solid directly changes to a gaseous state. This solid, which directly changes to a gaseous state, is called a sublimable solid. One example is solid ammonium chloride. We can separate ammonium chloride from a mixture of sodium chloride-ammonium chloride using this method. The distillation method is best for separating a liquid from a solution. Acetone can be separated from an acetone-water solution using this method.\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 separation of ammonium chloride from a mixture of sodium chloride-ammonium chloride by sublimation method\u0026lt;br \/\u0026gt;\n\u0026amp;bull; describe the separation of acetone from acetone-water solution by distillation method","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms200076","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS200076.jpg","PUBLIC_BANNER_IMG":"MS200076.jpg","PUBLIC_VIDEO":"pvideo_ms200076.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/Fdavtt6jyuc","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Sublimation is the process in which a solid directly changes to a gaseous state. This solid, which directly changes to a gaseous state, is called a sublimable solid. One example is solid ammonium chloride. We can separate ammonium chloride from a mixture of sodium chloride-ammonium chloride, using this method. The distillation method is best for separating a liquid from a solution. Acetone can be separated from an acetone-water solution using this method.\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;\u0026lt;div\u0026gt;- Describe the process of the separation of acetone from an acetone and water solution using the distillation method.\u0026lt;\/div\u0026gt;- Explain the process of the separation of ammonium chloride from a mixture of sodium chloride and ammonium chloride using the sublimation method.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Methods of separation","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"356","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.veative.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\/TXlk2dBI8xo","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"The pH scale","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"355","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.veative.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\/PIV2gaHjd2g","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"What is pH?","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"354","CONT_TITLE":"Separating Mixtures: Sedimentation and Decantation","CONT_SLUG":"sedimentation-and-decantation","CONT_TITLE_AR":"Sedimentation and Decantation","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003ESedimentation and decantation methods are used for the separation of insoluble substances which are heavier than liquid. In the sedimentation process, heavier components of the mixture settle on the bottom, due to gravity. Decantation follows sedimentation. The decantation process involves pouring clear, upper liquid out of the container, without disturbing the sediment.\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 process of the sedimentation and decantation method of separation.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify mixtures that can be separated using the sedimentation and decantation method of separation.\u003C\/div\u003E","CONT_DESC_AR":"Sedimentation and decantation methods are used for the separation of insoluble substances which are heavier than liquid. In the sedimentation process, heavier components of the mixture settle on the bottom, due to gravity. Decantation is followed by sedimentation. The decantation process involves pouring clear, upper liquid out of the container, without disturbing the sediment.\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 process of the sedimentation method of separation\u0026lt;br \/\u0026gt;\n\u0026amp;bull; explain the process of the decantation method of separation\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify mixtures that can be separated using the sedimentation and decantation method of separation","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms200065","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS200065.jpg","PUBLIC_BANNER_IMG":"MS200065.jpg","PUBLIC_VIDEO":"pvideo_ms200065.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/vf1SmbGjmio","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Sedimentation and decantation methods are used for the separation of insoluble substances which are heavier than liquid. In the sedimentation process, heavier components of the mixture settle on the bottom, due to gravity. Decantation follows sedimentation. The decantation process involves pouring clear, upper liquid out of the container, without disturbing the sediment.\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;- Explain the process of the sedimentation and decantation method of separation.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify mixtures that can be separated using the sedimentation and decantation method of separation.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Sedimentation and decantation","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"353","CONT_TITLE":"The Atom","CONT_SLUG":"the-atom","CONT_TITLE_AR":"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\u003EAn atom is the smallest particle that defines an element. Atoms are made up of three subatomic particles: electrons, protons and neutrons. Protons and neutrons are present in a small, dense nucleus at the center of the atom. The positively charged nucleus is surrounded by negatively charged 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 an atom.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe subatomic particles.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the subatomic particles that are present in the nucleus.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the subatomic particles that revolve around the nucleus.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Construct a model of an atom.\u003C\/div\u003E","CONT_DESC_AR":"An atom is the smallest particle that makes up all matter. Atoms are made up of three subatomic particles: electrons, protons and neutrons. Protons and neutrons are present a in a small, dense nucleus at the center of the atom. The positively charged nucleus is surrounded by negatively charged electrons.\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:\n\u0026lt;ol\u0026gt;\n\t\u0026lt;li value=\u0026quot;NaN\u0026quot;\u0026gt;define an atom\u0026lt;\/li\u0026gt;\n\t\u0026lt;li value=\u0026quot;NaN\u0026quot;\u0026gt;describe subatomic particles\u0026lt;\/li\u0026gt;\n\t\u0026lt;li value=\u0026quot;NaN\u0026quot;\u0026gt;explain subatomic particles that are present in the nucleus\u0026lt;\/li\u0026gt;\n\t\u0026lt;li value=\u0026quot;NaN\u0026quot;\u0026gt;explain subatomic particle that revolve around the nucleus\u0026lt;\/li\u0026gt;\n\t\u0026lt;li value=\u0026quot;NaN\u0026quot;\u0026gt;construct the model of an atom\u0026lt;\/li\u0026gt;\n\u0026lt;\/ol\u0026gt;\n","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms200081","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS200081.jpg","PUBLIC_BANNER_IMG":"MS200081.jpg","PUBLIC_VIDEO":"pvideo_ms200081.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/kp6LQ5ffiAA","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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 atom is the smallest particle that defines an element. Atoms are made up of three subatomic particles: electrons, protons and neutrons. Protons and neutrons are present in a small, dense nucleus at the center of the atom. The positively charged nucleus is surrounded by negatively charged electrons.\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 atom.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe subatomic particles.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the subatomic particles that are present in the nucleus.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the subatomic particles that revolve around the nucleus.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Construct a model of an atom.\u0026lt;\/div\u0026gt;\u0026lt;ol\u0026gt;\r\n\u0026lt;\/ol\u0026gt;\r\n","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"The Atom","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"352","CONT_TITLE":"Chemical Changes","CONT_SLUG":"chemical-changes","CONT_TITLE_AR":"Chemical Changes","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EChemical change is a change in matter in which the substances that make up the matter change into new chemical substances. The physical and chemical properties of the new chemical substances that formed are entirely different. The signs that indicate the formation of a new type of matter include the formation of bubbles or a change in energy, color or odor.\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 chemical changes.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the signs that indicate the formation of new types of matter.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Compare the physical and chemical properties of newly formed chemical substances.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify whether a chemical change has occurred or not.\u003C\/div\u003E","CONT_DESC_AR":"Chemical change is a change in matter in which the substances that make up the matter change into new chemical substances. Physical and chemical properties of new chemical substances formed are entirely different. The signs that indicate the formation of a new type of matter include the formation of bubble or a change in energy, colour or odour.\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 describe the chemical changes\u0026lt;br \/\u0026gt;\n\u25cf explain the signs that indicate formation of new type of matter\u0026lt;br \/\u0026gt;\n\u25cf compare physical and chemical properties of new\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026amp;nbsp;\u0026amp;nbsp;chemical substances formed\u0026lt;br \/\u0026gt;\n\u25cf identify whether a chemical change has occurred or not","BACKING_FILE":"ms200080.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms200080","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS200080.jpg","PUBLIC_BANNER_IMG":"MS200080.jpg","PUBLIC_VIDEO":"pvideo_ms200080.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/VoTjsUjzMZM","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Chemical change is a change in matter in which the substances that make up the matter change into new chemical substances. The physical and chemical properties of the new chemical substances that formed are entirely different. The signs that indicate the formation of a new type of matter include the formation of bubbles or a change in energy, color or odor.\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;- Describe chemical changes.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the signs that indicate the formation of new types of matter.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Compare the physical and chemical properties of newly formed chemical substances.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify whether a chemical change has occurred or not.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Chemical changes","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"333","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. Hence, a pH indicator detects a change in concentration of hydronium ion during 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 change in color of pH indicators at different pH values.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Select an appropriate pH indicator to identify a solution as acidic, basic, or neutral.\u003C\/div\u003E","CONT_DESC_AR":"A pH indicator is a halochromic substance that changes color with a change in the pH of a solution. 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.veative.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\/4n-l6bFeFJM","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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. Hence, a pH indicator detects a change in concentration of hydronium ion during a chemical reaction.\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;- Identify the change in color of pH indicators at different pH values.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Select an appropriate pH indicator to identify a solution as acidic, basic, or neutral.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"pH indicators","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"326","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. The process in which released hydrogen ions combine with hydroxide ions to form water is called the neutralization 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 ions present in acids and bases.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Demonstrate the neutralization reaction of an acid and a base.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Combine ions to perform a neutralization reaction between an acid and a base.\u003C\/div\u003E","CONT_DESC_AR":"Acids dissociate in water and release hydrogen ions. Alkalies dissociate in water and release hydroxide ions. 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.veative.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\/X-iVekqLHMA","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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. The process in which released hydrogen ions combine with hydroxide ions to form water is called the neutralization reaction.\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;- Identify the ions present in acids and bases.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Demonstrate the neutralization reaction of an acid and a base.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Combine ions to perform a neutralization reaction between an acid and a base.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Neutralization Reaction","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"325","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.veative.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\/8CjBAFhXLSA","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Atoms and Their Symbols","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"320","CONT_TITLE":"Simple Machines","CONT_SLUG":"simple-machines","CONT_TITLE_AR":"Simple Machines","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA machine is something that makes work easier and faster for us by changing a small force into a larger one, changing a small movement into a larger one or changing the direction or position of a force. There are six simple machines, which include a pulley, inclined plane, wedge, screw, wheel, and axle and lever.\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 six types of simple machines.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe how various types of simple machines work.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the applications of simple machines.\u003C\/div\u003E","CONT_DESC_AR":"A machine is something that makes work easier and faster for us by changing a small force into a larger one, changing a small movement into a larger one or changing the direction or position of a force. There are six simple machines, which include a pulley, inclined plane, wedge, screw, wheel, and axle and lever.\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- classify different machines into six simple machines\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n- pulley, inclined plane, wedge, screw, wheel and axle and lever\u0026lt;br \/\u0026gt;\n- state some of the uses of the six simple machines","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms400008","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400008.jpg","PUBLIC_BANNER_IMG":"MS400008.jpg","PUBLIC_VIDEO":"pvideo_ms400008.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/99Sm0QhsIx0","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":"2018-01-18 09:47:57","UPDATED_BY":"2143","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 machine is something that makes work easier and faster for us by changing a small force into a larger one, changing a small movement into a larger one or changing the direction or position of a force. There are six simple machines, which include a pulley, inclined plane, wedge, screw, wheel, and axle and lever.\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;\u0026lt;span style=\u0026quot;color: rgb(0, 0, 0); font-family: Arial; white-space: pre-wrap;\u0026quot;\u0026gt;After completing this module, you will be able to:\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;color: rgb(0, 0, 0); font-family: Arial; white-space: pre-wrap;\u0026quot;\u0026gt;- Explain six types of simple machines.\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;color: rgb(0, 0, 0); font-family: Arial; white-space: pre-wrap;\u0026quot;\u0026gt;- Describe how various types of simple machines work.\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;color: rgb(0, 0, 0); font-family: Arial; white-space: pre-wrap;\u0026quot;\u0026gt;- Explain the applications of simple machines.\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Simple Machines","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"319","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.veative.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\/ip15937oavQ","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Friction and its Causes","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"279","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.veative.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\/qYJPzpACj58","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Structure of Phenol","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"275","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.veative.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\/Sr4Lk5QgMLU","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Effect of temperature on reaction rate","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"273","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.veative.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\/DOnk9qD3hDs","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Structural representations of organic compounds","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"270","CONT_TITLE":"Boyle\u2019s Law","CONT_SLUG":"boyles-law","CONT_TITLE_AR":"Boyle\u2019s Law","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EBoyle\u0026#039;s law gives a quantitative relationship between pressure and the volume of a gas. According to this law, at constant temperature, the volume of a given mass of a gas is inversely proportional to its pressure.\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 quantitative relationship between the pressure and the volume of a gas.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Graphically illustration Boyle\u0026#039;s law.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Apply Boyle\u0026#039;s law in practical problems.\u003C\/div\u003E","CONT_DESC_AR":"Boyles law gives a quantitative relationship between pressure and the volume of a gas. According to this law, at constant temperature, the volume of a given mass of a gas is inversely proportional to its pressure.\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- understand the quantitative relationship between pressure and the volume of a gas\u0026lt;br \/\u0026gt;\n- identify a graphical illustration of Boyles law\u0026lt;br \/\u0026gt;\n- apply Boyles law in practical problems","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ss200046","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS200046.jpg","PUBLIC_BANNER_IMG":"ss200046.jpg","PUBLIC_VIDEO":"pvideo_ss200046.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/a_eGu2fXZyU","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Boyle\u0026#039;s law gives a quantitative relationship between pressure and the volume of a gas. According to this law, at constant temperature, the volume of a given mass of a gas is inversely proportional to its pressure.\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;- Explain the quantitative relationship between the pressure and the volume of a gas.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Graphically illustration Boyle\u0026#039;s law.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Apply Boyle\u0026#039;s law in practical problems.\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Boyle\u0027s law","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"268","CONT_TITLE":"Charles\u2019s Law","CONT_SLUG":"charles\u2019s-law","CONT_TITLE_AR":"Charles\u2019s Law","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003ECharles\u0026#039;s law provides a quantitative relationship between the volume and temperature of a gas. According to this law, at constant pressure, the volume of a given mass of a gas is directly proportional to its 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- Explain the quantitative relationship between the temperature and volume of a gas.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Graphically illustrate Charles\u0026#039;s law.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Apply Charles\u0026#039;s law in practical problems.\u003C\/div\u003E","CONT_DESC_AR":"Charless law provides a quantitative relationship between volume and the temperature of a gas. According to this law, at constant pressure, the volume of a given mass of a gas is directly proportional to its temperature.\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 quantitative relationship between temperature and volume of a gas\u0026lt;br \/\u0026gt;\n\u0026amp;bull; graphically illustrate Charles\u0026amp;#39;s law\u0026lt;br \/\u0026gt;\n\u0026amp;bull; apply Charles\u0026amp;#39;s law in practical problems","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ss200045","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS200045.jpg","PUBLIC_BANNER_IMG":"SS200045.jpg","PUBLIC_VIDEO":"pvideo_ss200045.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/bUfSy4vBHeA","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Charles\u0026#039;s law provides a quantitative relationship between the volume and temperature of a gas. According to this law, at constant pressure, the volume of a given mass of a gas is directly proportional to its temperature.\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;- Explain the quantitative relationship between the temperature and volume of a gas.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Graphically illustrate Charles\u0026#039;s law.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Apply Charles\u0026#039;s law in practical problems.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Charles\u0027s law","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"264","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.veative.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\/zofPgL9t2Rg","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Organic Functional Groups","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"262","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.veative.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\/zzeO0Rdb7HI","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Structure of benzene","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"259","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.veative.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\/29P9ByO8dWo","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Aromatic Compound","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"255","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.veative.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\/TllK6Nyvv8Y","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Structure of diamond","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"253","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.veative.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\/Q9N_JuZHXsM","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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. The structure of buckyball is similar to that of a football as it also contains hexagonal and pentagonal rings.\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 structure of a buckyball, containing 60 carbon atoms.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify the hexagonal and pentagonal rings present in the spherical structure of a buckyball.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the properties of a buckyball.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Buckyballs","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"250","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.veative.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\/zr9RWwu_2Gg","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Structure of graphite","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"247","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.veative.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\/UrGbrOeipLE","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Allotropes of carbon","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"246","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.veative.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\/GX_k1s2eGKs","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Alcohols","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"245","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.veative.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\/OwsMoSbOcj8","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Boiling Point Elevation","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"242","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.veative.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\/1LPpHhZhap4","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Titration of a strong acid with a strong base","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"240","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.veative.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\/G7d1Gf4ZvEA","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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. In electrolysis, electrical energy is used to carry out a chemical reaction.\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 an electrolytic cell.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the working principle of an electrolytic cell.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the applications of electrolytic cells.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Construct an electrolytic cell.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Electrolytic Cell","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"229","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.veative.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\/dlh7pzUZ7w0","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Feasibility of Galvanic cell","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"227","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.veative.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\/ebZVrnCVoCk","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Galvanic Cell","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"224","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.veative.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\/jGtwdADsS00","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Structure of alkynes","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"220","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.veative.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\/gdtdpBmng2s","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Structure of alkenes","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"217","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.veative.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\/YTi4p5hEHZ8","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Structure of alkanes","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"204","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.veative.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\/dtC7ogje24c","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Aufbau principle","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"192","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.veative.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\/Ed5xroGn2vs","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Structure of Methane","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"188","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.veative.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\/JptvZmV4e4o","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Acids","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"181","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.veative.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\/8xVyVBu1vcA","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Rutherford\u2019s Atomic model","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"178","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.veative.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\/Rp8JCkEhvcQ","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Structure of Ethanal","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"175","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.veative.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\/fpacnLRc-XI","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Structure of Ethanol","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"173","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.veative.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\/CgZxWwdepxo","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Valence electrons","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"169","CONT_TITLE":"Lewis Dot Structures","CONT_SLUG":"lewis-dot-structures","CONT_TITLE_AR":"Lewis dot Structures","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003ELewis dot structures of atoms are the representations that show valence electrons as dots around the element\u2019s chemical symbol. Lewis dot structures of molecules are the representations that show the bonding between atoms and lone pairs of 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- Explain the steps to represent the \u0026#039;Lewis dot structure\u0026#039; of different atoms and molecules. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Draw the \u0026#039;Lewis dot structures\u0026#039; of atoms and molecules.\u003C\/div\u003E","CONT_DESC_AR":"Lewis dot structures of atoms are the representations that show valence electrons as dots around the element\u0026amp;rsquo;s chemical symbol.Lewis dot structures of molecules are the representations that show the bonding between atoms and lone pairs of electrons.\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\u0026amp;bull; explain steps involved in writing Lewis dot structures of atoms and molecules\u0026lt;br \/\u0026gt;\n\u0026amp;bull; draw Lewis dot structures of atoms and molecules","BACKING_FILE":"hs200069.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.hs200069","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS200069.jpg","PUBLIC_BANNER_IMG":"HS200069.jpg","PUBLIC_VIDEO":"pvideo_hs200069.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/iauGMJdOuPE","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Lewis dot structures of atoms are the representations that show valence electrons as dots around the element\u2019s chemical symbol. Lewis dot structures of molecules are the representations that show the bonding between atoms and lone pairs of electrons. \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;- Explain the steps to represent the \u0026#039;Lewis dot structure\u0026#039; of different atoms and molecules.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Draw the \u0026#039;Lewis dot structures\u0026#039; of atoms and molecules.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Lewis dot structures","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"167","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.veative.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\/q5kWgN7TicU","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Isoelectronic species","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"165","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.veative.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\/fA5VorWlJAU","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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. Boron-12 and carbon-13 are isotones, as both of them contain 7 neutrons.\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;At the end of this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Define isotones.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify isotones of different elements.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Isotones","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"162","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.veative.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\/bHGlUtAF4LQ","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Isobars","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"159","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.veative.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\/U0Ax-b2buQ0","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Isotopes","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"157","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.veative.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\/eJ3mKb5Nxj4","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Synthesis reactions","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"154","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.veative.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\/itArVhqXTj4","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Combustion reactions","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"144","CONT_TITLE":"Electron Distribution in Different Shells","CONT_SLUG":"electron-distribution-in-different-shells","CONT_TITLE_AR":"Electron Distribution in Different Shells","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EElectrons are arranged in energy levels, or shells, around the nucleus of an atom. The shell nearest to the nucleus has the least energy and subsequent shells have progressively more energy. Electrons first occupy lowest-energy shell, subsequent shells are occupied according to increasing order of energy. The maximum number of electrons that can be accommodated in any energy level is given by 2n\u00b2 where n is the number of the energy level, such as 1, 2, 3, 4...\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 rules for filling electrons in different atomic shells.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Arrange electrons in different atomic shells up to first 20 elements.\u003C\/div\u003E","CONT_DESC_AR":"Electrons are arranged in energy levels, or shells, around the nucleus of an atom. The shell nearest the nucleus has the least energy and subsequent shells have progressively more energy. The electron first occupy the lowest-energy shell, subsequent shells are occupied according to increasing order of energy. The maximum number of electrons that can be accommodated in any energy level is given by 2n2 where n is the number of the energy level, such as 1, 2, 3, 4...\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning objectives\u0026amp;nbsp;\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 rules for filling different atomic shells with electrons\u0026lt;br \/\u0026gt;\n\u0026amp;bull; arrange electrons in different atomic shells for the first 20 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.veative.hs200004","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS200004.jpg","PUBLIC_BANNER_IMG":"HS200004.jpg","PUBLIC_VIDEO":"pvideo_hs200004.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/FibsOGkH_Ak","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Electrons are arranged in energy levels, or shells, around the nucleus of an atom. The shell nearest to the nucleus has the least energy and subsequent shells have progressively more energy. Electrons first occupy lowest-energy shell, subsequent shells are occupied according to increasing order of energy. The maximum number of electrons that can be accommodated in any energy level is given by 2n\u00b2 where n is the number of the energy level, such as 1, 2, 3, 4...\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;- Explain the rules for filling electrons in different atomic shells.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Arrange electrons in different atomic shells up to first 20 elements.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Electron Distribution in Different Shells","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"135","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.veative.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\/EvMycXjQE_E","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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. When white light enters a prism, each color of light is bent by a different amount, causing a dispersion of white 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;- Explain the phenomenon of dispersion.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Demonstrate the phenomenon of dispersion of white light by a prism.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Dispersion","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"133","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. If an unbalanced force acts on an object , it experiences accelerated motion.\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 unbalanced forces.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Demonstrate the effect of unbalanced forces on an object.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify unbalanced forces.\u003C\/div\u003E","CONT_DESC_AR":"If the 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.\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 unbalanced forces\u0026lt;br \/\u0026gt;\n- demonstrate the effect of unbalanced forces on an object\u0026lt;br \/\u0026gt;\n- identify unbalanced forces","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ss400059","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS400059.jpg","PUBLIC_BANNER_IMG":"SS400059.jpg","PUBLIC_VIDEO":"pvideo_ss400059.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/IMQ-PeqlfJo","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;If 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. If an unbalanced force acts on an object , it experiences accelerated motion.\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 unbalanced forces.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Demonstrate the effect of unbalanced forces on an object.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify unbalanced forces.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Unbalanced Forces","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"113","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.veative.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\/eD5ZRJwBLAs","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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. This phenomenon is used in polarizers, to control the intensity of light. A polarizer is generally used in sunglasses, window panes, photographic cameras, etc.\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 phenomenon of the polarization of light.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Define polarizers.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Determine the behavior of two polarizers kept at different angles.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Polarization of Light","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"103","CONT_TITLE":"The Substances","CONT_SLUG":"the-substances","CONT_TITLE_AR":"The Substances","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EPure substances are made of only one type of atom or only one type of molecule. For example, pure iron would only contain iron atoms, pure water would only contain molecules of water.\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 substances.\u003C\/div\u003E \r\n\u003Cdiv\u003E- List elements as metals, nonmetals, or metalloids.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Classify substances as elements or compounds.\u003C\/div\u003E","CONT_DESC_AR":"Pure substances are made of only one type of atom or only one type of molecule. For example, pure iron would only contain iron atoms, pure water would only contain molecules of water.\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 substances\u0026lt;br \/\u0026gt;\n\u0026amp;bull; list elements as metals, non-metals, or metalloids\u0026lt;br \/\u0026gt;\n\u0026amp;bull; classify substances as elements or compounds","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms200063","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS200063.jpg","PUBLIC_BANNER_IMG":"MS200063.jpg","PUBLIC_VIDEO":"pvideo_ms200063.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/jxfYzGiE0CE","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Pure substances are made of only one type of atom or only one type of molecule. For example, pure iron would only contain iron atoms, pure water would only contain molecules of water.\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 substances.\u0026lt;br\u0026gt;\u0026amp;nbsp;- List elements as metals, nonmetals, or metalloids.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Classify substances as elements or compounds.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"The Substances","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"98","CONT_TITLE":"Physical Properties of Metals","CONT_SLUG":"physical-properties-of-metals","CONT_TITLE_AR":"Physical Properties 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\u003EA solid material which is typically hard, shiny, malleable, fusible, and ductile, with good electrical and thermal conductivity is called metal.\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 are metals.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe physical properties of metals.\u003C\/div\u003E","CONT_DESC_AR":"A solid material which is typically hard, shiny, malleable, fusible, and ductile, with good electrical and thermal conductivity is called metal.\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; describe the physical properties of metals\u0026lt;br \/\u0026gt;\n\u0026amp;bull; explain the conductivity 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.veative.ms200061","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS200061.jpg","PUBLIC_BANNER_IMG":"MS200061.jpg","PUBLIC_VIDEO":"pvideo_ms200061.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/wbb8OzxjCNY","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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 solid material which is typically hard, shiny, malleable, fusible, and ductile, with good electrical and thermal conductivity is called metal.\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;- Explain what are metals.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Describe physical properties of metals.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Physical properties of metals","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"96","CONT_TITLE":"The Molecule","CONT_SLUG":"the-molecules","CONT_TITLE_AR":"The Molecule","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA molecule is a group of atoms bonded together. Molecules can be monatomic, diatomic or polyatomic on the basis of the number of atoms present in 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- Define molecules.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Calculate the atomicity of different molecules.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify monoatomic, diatomic and polyatomic molecules.\u003C\/div\u003E","CONT_DESC_AR":"A molecule is a group of atoms bonded together. Molecules can be monoatomic, diatomic or polyatomic on the basis of the number of atoms present in them.\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 molecules\u0026lt;br \/\u0026gt;\n\u0026amp;bull; calculate atomicity of a molecule\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify monoatomic, diatomic and polyatomic 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.veative.ms200077","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS200077.jpg","PUBLIC_BANNER_IMG":"MS200077.jpg","PUBLIC_VIDEO":"pvideo_ms200077.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/TCyOpPZrgxM","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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 molecule is a group of atoms bonded together. Molecules can be monatomic, diatomic or polyatomic on the basis of the number of atoms present in them.\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 molecules.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Calculate the atomicity of different molecules.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify monoatomic, diatomic and polyatomic molecules.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"The Molecules","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"93","CONT_TITLE":"Homogeneous Mixtures","CONT_SLUG":"homogeneous-mixtures","CONT_TITLE_AR":"Homogeneous Mixtures","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EIn homogeneous mixtures, substances are completely mixed together and are indistinguishable from one another. This kind of mixture has a uniform composition and has no visible boundaries of separation between the various constituents.\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 homogeneous mixtures.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the properties of homogeneous mixtures.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify whether a mixture is homogeneous or not.\u003C\/div\u003E","CONT_DESC_AR":"In homogeneous mixtures, substances are completely mixed together and are indistinguishable from one another. This kind of mixture has a uniform composition and has no visible boundaries of separation between the various constituents.\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; describe homogeneous mixtures\u0026lt;br \/\u0026gt;\n\u0026amp;bull; explain the properties of homogeneous mixtures\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify whether a mixture is homogeneous or not","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms200054","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS200054.jpg","PUBLIC_BANNER_IMG":"MS200054.jpg","PUBLIC_VIDEO":"pvideo_ms200054.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/rsRrCEvc4Sw","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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 homogeneous mixtures, substances are completely mixed together and are indistinguishable from one another. This kind of mixture has a uniform composition and has no visible boundaries of separation between the various constituents. \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;- Describe homogeneous mixtures.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Explain the properties of homogeneous mixtures.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Identify whether a mixture is homogeneous or not.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Homogeneous mixtures","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"88","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.veative.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\/y4Kw38tlssU","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Transformer","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"85","CONT_TITLE":"Heterogeneous Mixtures","CONT_SLUG":"heterogeneous-mixtures","CONT_TITLE_AR":"Heterogeneous Mixtures","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EIn heterogeneous mixtures, substances remain separate. In these mixtures, one substance is spread throughout another substance as small particles, droplets or bubbles. This kind of mixture has visible boundaries of separation between the various constituents.\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 heterogeneous mixtures.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the properties of heterogeneous mixtures.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify whether a mixture is heterogeneous or not.\u003C\/div\u003E","CONT_DESC_AR":"substance is spread throughout another substance as small particles, droplets or bubbles. This kind of mixture has visible boundaries of separation between the various constituents.\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; describe heterogeneous mixtures\u0026lt;br \/\u0026gt;\n\u0026amp;bull; explain the properties of heterogeneous mixtures\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify whether a mixture is heterogeneous or not","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms200053","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS200053.jpg","PUBLIC_BANNER_IMG":"MS200053.jpg","PUBLIC_VIDEO":"pvideo_ms200053.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/uDJunXt-8N8","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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 heterogeneous mixtures, substances remain separate. In these mixtures, one substance is spread throughout another substance as small particles, droplets or bubbles. This kind of mixture has visible boundaries of separation between the various constituents.\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 heterogeneous mixtures.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the properties of heterogeneous mixtures.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify whether a mixture is heterogeneous or not.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Heterogeneous mixtures","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"84","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.veative.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\/s9dsrS8Mvvo","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Faraday\u0027s Law of Electromagnetic Induction","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"76","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.veative.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\/sj_y_gyu6j0","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Newton\u0027s First law","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"70","CONT_TITLE":"Changes Between Kinetic and Potential Energy","CONT_SLUG":"changes-between-kinetic-and-potential-energy","CONT_TITLE_AR":"Changes between Kinetic and Potential Energy","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EEnergy can neither be created nor destroyed. Energy can only be converted from one form to another. For example, potential energy can be converted into kinetic energy during a ride on a roller coaster.\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- Show that energy cannot be created or destroyed.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Show the transformation of potential energy to kinetic energy, and vice versa.\u003C\/div\u003E","CONT_DESC_AR":"Energy can\u0026amp;nbsp;neither\u0026amp;nbsp;be created nor destroyed. Energy can only be converted from one form to another. For example, potential energy can be converted into kinetic energy during a ride on a swing.\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- show that energy cannot be created or destroyed\u0026lt;br \/\u0026gt;\n- show the transformation of potential energy to kinetic energy and vice versa","BACKING_FILE":"hs400064.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.hs400064","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS400064.jpg","PUBLIC_BANNER_IMG":"HS400064.jpg","PUBLIC_VIDEO":"pvideo_hs400064.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/MlUbgFwdeFA","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Energy can neither be created nor destroyed. Energy can only be converted from one form to another. For example, potential energy can be converted into kinetic energy during a ride on a roller coaster.\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;- Show that energy cannot be created or destroyed.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Show the transformation of potential energy to kinetic energy, and vice versa.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Changes between Kinetic and Potential Energy","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"69","CONT_TITLE":"Endothermic Reactions","CONT_SLUG":"endothermic-reactions","CONT_TITLE_AR":"Endothermic Reactions","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EHeat is absorbed from the surrounding area during an endothermic reaction. The temperature of the surrounding area decreases after the completion of an endothermic reaction. Photosynthesis is an example of an endothermic 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- Define an endothermic reaction.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the condition that makes a chemical reaction endothermic.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Demonstrate an endothermic reaction.\u003C\/div\u003E","CONT_DESC_AR":"Heat is absorbed from the surrounding area during an endothermic reaction. The temperature of the surrounding area decreases after the completion of an endothermic reaction. Photosynthesis is an example of an endothermic 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- define an endothermic reaction\u0026lt;br \/\u0026gt;\n- identify the condition that makes a chemical reaction endothermic\u0026lt;br \/\u0026gt;\n- demonstrate an endothermic 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.veative.ms200030","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS200030.jpg","PUBLIC_BANNER_IMG":"MS200030.jpg","PUBLIC_VIDEO":"pvideo_ms200030.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/ka0oGwknK7g","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Heat is absorbed from the surrounding area during an endothermic reaction. The temperature of the surrounding area decreases after the completion of an endothermic reaction. Photosynthesis is an example of an endothermic reaction.\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 an endothermic reaction.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify the condition that makes a chemical reaction endothermic.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Demonstrate an endothermic reaction.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Endothermic reactions","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"67","CONT_TITLE":"Exothermic Reactions","CONT_SLUG":"exothermic-reaction","CONT_TITLE_AR":"Exothermic Reaction","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EHeat is released to the surrounding area during an exothermic reaction. The temperature of the surrounding area increases after the completion of an exothermic reaction. The burning of coal is an example of an exothermic 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- Define an exothermic reaction.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the condition that makes a chemical reaction exothermic.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Demonstrate an exothermic reaction.\u003C\/div\u003E","CONT_DESC_AR":"Heat is liberated to the surrounding area during an exothermic reaction. The temperature of the surrounding area increases after the completion of an exothermic reaction. The burning of coal is an example of an exothermic 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- define an exothermic reaction\u0026lt;br \/\u0026gt;\n- identify the condition that makes a chemical reaction exothermic\u0026lt;br \/\u0026gt;\n- demonstrate an exothermic 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.veative.ms200029","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS200029.jpg","PUBLIC_BANNER_IMG":"MS200029.jpg","PUBLIC_VIDEO":"pvideo_ms200029.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/qdVyQuMLIac","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Heat is released to the surrounding area during an exothermic reaction. The temperature of the surrounding area increases after the completion of an exothermic reaction. The burning of coal is an example of an exothermic reaction.\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 an exothermic reaction.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify the condition that makes a chemical reaction exothermic.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Demonstrate an exothermic reaction.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Exothermic reaction","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"64","CONT_TITLE":"Separation by Filtration","CONT_SLUG":"separation-by-filtration","CONT_TITLE_AR":"Separation by Filtration","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EWater-based mixtures containing solid substances can be separated by using a filter paper. We can separate sand from a sand-water mixture as sand cannot permeate into the filter paper.\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 procedure of filtration using filter paper.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify mixtures that can be separated by filtration.\u003C\/div\u003E","CONT_DESC_AR":"Liquid mixtures containing solid substances can be separated by using a filter paper. We can separate sand from a sand water mixture as sand cannot permeate filter paper.\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- describe the procedure of filtration using filter paper\u0026lt;br \/\u0026gt;\n- identify mixtures that can be separated by filtration\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.veative.ms200051","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS200051.jpg","PUBLIC_BANNER_IMG":"MS200051.jpg","PUBLIC_VIDEO":"pvideo_ms200051.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/2qefUnQ4adg","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Water-based mixtures containing solid substances can be separated by using a filter paper. We can separate sand from a sand-water mixture as sand cannot permeate into the filter paper.\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 procedure of filtration using filter paper.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify mixtures that can be separated by filtration.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Separation by filtration","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"63","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.veative.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\/7t08EYucOqw","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Convection","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"62","CONT_TITLE":"Separating Mixtures: Using Magnets","CONT_SLUG":"separating-mixtures-using-magnets","CONT_TITLE_AR":"Separating Mixtures: Using Magnets","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EMixtures containing substances that are attracted by magnets can be separated using a magnet. We can separate iron from a mixture of sand and iron, as only the iron is attracted to the magnet.\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 procedure to separate the constituents of a mixture that are attracted toward a magnet.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the mixtures whose constituents can be separated by using a magnet.\u003C\/div\u003E","CONT_DESC_AR":"Mixtures containing substances that get attracted to magnet can be separated using a magnet. We can separate iron from a mixture of sand and iron, as only iron attracts\u0026amp;nbsp;to the magnet.\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- describe the procedure of separating the constituents of a mixture with the help of a magnet\u0026lt;br \/\u0026gt;\n- identify the mixtures whose constituents can be\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;separated by using a magnet","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms200036","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS200036.jpg","PUBLIC_BANNER_IMG":"MS200036.jpg","PUBLIC_VIDEO":"pvideo_ms200036.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/TELzVUw36rc","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Mixtures containing substances that are attracted by magnets can be separated using a magnet. We can separate iron from a mixture of sand and iron, as only the iron is attracted to the magnet.\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 the procedure to separate the constituents of a mixture that are attracted toward a magnet.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify the mixtures whose constituents can be separated by using a magnet.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Separating mixtures: Using magnets","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"59","CONT_TITLE":"Phase Change: Melting and Freezing","CONT_SLUG":"phase-change-melting-and-freezing","CONT_TITLE_AR":"Phase Change-Melting and Freezing","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EIf a solid matter gains enough heat, it changes its state from solid to liquid, causing melting. On the other hand, when a solid matter loses heat, it causes a process called freezing. In freezing, the motion of atoms or molecules slows down.\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 melting and freezing.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain how solid state and liquid state of matter can be interchanged.\u003C\/div\u003E","CONT_DESC_AR":"If solid matter gains enough heat, it changes state from solid to liquid, causing melting. The inverse of melting is called freezing, changing from a liquid state to solid, in which atoms and molecules lose heat and come together, slowing down motion.\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 melting and freezing\u0026lt;br \/\u0026gt;\n- Explain how a solid state and liquid state of matter can be interchanged","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms200018","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS200018.jpg","PUBLIC_BANNER_IMG":"MS200018.jpg","PUBLIC_VIDEO":"pvideo_ms200018.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/Sdr61Y2W5Gc","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;If a solid matter gains enough heat, it changes its state from solid to liquid, causing melting. On the other hand, when a solid matter loses heat, it causes a process called freezing. In freezing, the motion of atoms or molecules slows down.\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 melting and freezing.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain how solid state and liquid state of matter can be interchanged.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Phase Change: Melting and freezing","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"58","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.veative.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\/NvSL5f9PK3I","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Features of Spherical Mirrors","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"57","CONT_TITLE":"Comparing Solid, Liquid, and Gas","CONT_SLUG":"comparing-solid-liquid-and-gases","CONT_TITLE_AR":"Comparing Solid, Liquid and Gases","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe three common states of matter are: gases, liquids, and solids. These are all made up of particles, but the behaviors of these particles differ in the three states. Gases are well separated with no regular arrangement, liquids are close together with no regular arrangement, and solids are tightly packed, usually in a regular pattern.\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 characteristics of particles in different states of matter.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Compare the characteristics of particles of matter.\u003C\/div\u003E","CONT_DESC_AR":"Gases, liquids and solids are all made up of particles, but the behaviors of these particles differ in the three phases. Gases are well separated with no regular arrangement, liquids are close together with no regular arrangement, and solids are tightly packed, usually in a regular pattern.\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 the simulation you will be able to:\u0026lt;br \/\u0026gt;\n- explain the characteristics of particles of different states of matter\u0026lt;br \/\u0026gt;\n- compare the characteristics of particles of matter\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.veative.ms200016","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS200016.jpg","PUBLIC_BANNER_IMG":"MS200016.jpg","PUBLIC_VIDEO":"pvideo_ms200016.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/G4JlO_Xg5m0","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;The three common states of matter are: gases, liquids, and solids. These are all made up of particles, but the behaviors of these particles differ in the three states. Gases are well separated with no regular arrangement, liquids are close together with no regular arrangement, and solids are tightly packed, usually in a regular pattern.\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;- Explain the characteristics of particles in different states of matter.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Compare the characteristics of particles of matter.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Comparing solid, liquid and gases","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"56","CONT_TITLE":"States of Matter","CONT_SLUG":"states-of-matter","CONT_TITLE_AR":"States of Matter","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EMatter exists in three states: solid, liquid, and gas. Particles of various types of matter have different characteristics. The particles in solids are packed very closely. The spaces between the particles of liquids are almost the same as in solids.\u003C\/div\u003E \r\n\u003Cdiv\u003EBut, the particles of liquids are free to move. The particles in a gas have a high amount of energy, which makes it very easy to break apart gas 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- Identify different states of matter.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the characteristics of the particles of matter.\u003C\/div\u003E","CONT_DESC_AR":"Matter exists in three states: solid, liquid, and gas.\u003C\/br\u003E\r\nParticles of various types of matter have different characteristics.\u003C\/br\u003E\r\nThe particles in solids are packed very closely. The spaces between the particles of liquids are almost the same as in solids.\u003C\/br\u003E\r\nBut, the particles of liquids are free to move. The particles in a gas have a high amount of energy, which makes it very easy to break apart gas particles.\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- identify different states of matter\u003C\/br\u003E\r\n- explain the characteristics of particles of matter","BACKING_FILE":"ms200013.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms200013","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS200013.jpg","PUBLIC_BANNER_IMG":"MS200013.jpg","PUBLIC_VIDEO":"pvideo_ms200013.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/4zYATep_tp8","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Matter exists in three states: solid, liquid, and gas. Particles of various types of matter have different characteristics. The particles in solids are packed very closely. The spaces between the particles of liquids are almost the same as in solids.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;But, the particles of liquids are free to move. The particles in a gas have a high amount of energy, which makes it very easy to break apart gas particles.\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 different states of matter.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the characteristics of the particles of matter.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"States of Matter","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"55","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.veative.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\/yHaWZkAkEus","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Opaque, Translucent and Transparent","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"52","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.veative.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\/HysdBqTcmec","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Reactivity Series of Metals","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"51","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.veative.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\/0HCki5u-vck","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Single Displacement Reaction","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"49","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.veative.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\/2NifulkG2IU","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Conduction","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"47","CONT_TITLE":"Acceleration","CONT_SLUG":"acceleration","CONT_TITLE_AR":"Acceleration","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAcceleration is defined as the change in velocity in a certain period of time. An object accelerates when its velocity changes as a result of increasing speed, decreasing speed or changing 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- Explain the situations where an object is said to be under accelerated motion.\u003C\/div\u003E","CONT_DESC_AR":"Acceleration is defined as the change in velocity in a certain period of time. An object accelerates when its velocity changes as a result of increasing speed, decreasing speed or changing direction.\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 the situations where an object is said to be under accelerated motion","BACKING_FILE":"ms400061.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms400061","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400061.jpg","PUBLIC_BANNER_IMG":"MS400061.jpg","PUBLIC_VIDEO":"pvideo_ms400061.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/cv01zhHnp-s","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Acceleration is defined as the change in velocity in a certain period of time. An object accelerates when its velocity changes as a result of increasing speed, decreasing speed or changing direction.\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 the situations where an object is said to be under accelerated motion.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Acceleration","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"45","CONT_TITLE":"Balanced Forces","CONT_SLUG":"balanced-forces","CONT_TITLE_AR":"Balanced Forces","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EWhen there are more than one forces acting on a body and the resultant of all the forces comes out to be zero, the forces are said to be balanced. If the forces on an object are balanced, the object experience no acceleration, it either moves with constant speed or stays at rest.\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 balanced forces.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Demonstrate the effect of balanced forces on an object.\u003C\/div\u003E","CONT_DESC_AR":"If the forces acting on an object are such that they combine to form a net force of zero, then the forces are said to be balanced forces.\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 balanced forces\u003C\/br\u003E\r\n- demonstrate the effect of balanced forces on 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.veative.ms400058","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400058.jpg","PUBLIC_BANNER_IMG":"MS400058.jpg","PUBLIC_VIDEO":"pvideo_ms400058.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/d4fOTNOyu_4","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;When there are more than one forces acting on a body and the resultant of all the forces comes out to be zero, the forces are said to be balanced. If the forces on an object are balanced, the object experience no acceleration, it either moves with constant speed or stays at rest.\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;- Define balanced forces.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Demonstrate the effect of balanced forces on an object.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Balanced Forces","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"43","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.veative.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\/ZUoNePBjqzk","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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. The effective resistance in a parallel circuit decreases with the 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 parallel circuits.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026amp;nbsp;- Demonstrate a change in current with the change in the number of resistors in the circuit.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Parallel Circuit","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"42","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.veative.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\/4LF5wjJZhGU","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Series Circuit","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"40","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.veative.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\/ZNkIoijEi6U","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Making sound","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"38","CONT_TITLE":"Weight","CONT_SLUG":"weight","CONT_TITLE_AR":"Weight","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EWeight is defined as the force acting on an object due to gravity. After completing this module, we will determine the weight of objects due to the gravitational force exerted by the earth. The weight of an object is directly proportional to its mass. There is insignificant change in the weight of an object even when its distance from the earth increases, due to the large size of the earth.\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 weight.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Determine the relation between weight and mass.\u003C\/div\u003E","CONT_DESC_AR":"Weight is defined as the force acting on an object due to gravity. In this simulation, we will determine the weight of objects due to the gravitational force exerted by the earth. The weight of an object is directly proportional to its mass. There is insignificant change in the weight of an object even when its distance from the earth increases, due to the large size of the earth.\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 this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n- define weight\u0026lt;br \/\u0026gt;\n- determine the relation between weight and mass","BACKING_FILE":"ms400049.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms400049","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400049.jpg","PUBLIC_BANNER_IMG":"MS400049.jpg","PUBLIC_VIDEO":"pvideo_ms400049.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/NKJw4n3NSPM","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Weight is defined as the force acting on an object due to gravity. After completing this module, we will determine the weight of objects due to the gravitational force exerted by the earth. The weight of an object is directly proportional to its mass. There is insignificant change in the weight of an object even when its distance from the earth increases, due to the large size of the earth.\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;- Define weight.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026amp;nbsp;- Determine the relation between weight and mass.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Weight","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"37","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.veative.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\/hybA0-DYICk","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Electromagnet","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"36","CONT_TITLE":"Electromagnetic Spectrum","CONT_SLUG":"electromagnetic-spectrum","CONT_TITLE_AR":"Electromagnetic Spectrum","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EElectromagnetic spectrum denotes the entire range of electromagnetic waves having different frequencies and wavelengths. It consists of radio waves, microwaves, infrared waves, visible light, ultraviolet waves, x-rays and gamma rays.\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 electromagnetic spectrum.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Compare the wavelengths and frequencies of different electromagnetic waves.\u003C\/div\u003E \r\n\u003Cdiv\u003E- List some of the applications of different electromagnetic waves.\u003C\/div\u003E","CONT_DESC_AR":"Electromagnetic spectrum denotes the entire range of electromagnetic waves having different frequencies and wavelengths. It consists of radio waves, microwaves, infrared waves, visible light, ultraviolet waves, x-rays and gamma rays.\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nLearning 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 electromagnetic spectrum\u0026lt;br \/\u0026gt;\n- compare the wavelengths and frequencies of different electromagnetic waves\u0026lt;br \/\u0026gt;\n- list some of the applications of different electromagnetic waves","BACKING_FILE":"ms400051.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms400051","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400051.jpg","PUBLIC_BANNER_IMG":"MS400051.jpg","PUBLIC_VIDEO":"pvideo_ms400051.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/fYC4xRhrlno","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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\u003EElectromagnetic spectrum denotes the entire range of electromagnetic waves having different frequencies and wavelengths. It consists of radio waves, microwaves, infrared waves, visible light, ultraviolet waves, x-rays and gamma rays.\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- Describe the electromagnetic spectrum.\u003C\/div\u003E\u003Cdiv\u003E- Compare the wavelengths and frequencies of different electromagnetic waves.\u003C\/div\u003E\u003Cdiv\u003E- List some of the applications of different electromagnetic waves.\u003C\/div\u003E\u003C\/div\u003E","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Electromagnetic Spectrum","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"35","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.veative.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\/lyruGDQsbLA","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Working of electric Motor","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"34","CONT_TITLE":"Shadows","CONT_SLUG":"shadows","CONT_TITLE_AR":"Shadows","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA shadow is formed when one object blocks the light emitted by another object. Wide sources of light, such as the sun or a torch, cast shadows with two distinct parts - umbra and penumbra. While umbra is the darker part of the shadow located at the center, where light is completely blocked by the object, penumbra is the lighter part of the shadow located at the edges, where light is partially blocked by 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- Comprehend the formation of a shadow by a wide source of light.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Distinguish between two distinct parts of a shadow formed by wide sources of light: the umbra and the penumbra.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Demonstrate the change in the umbra and the penumbra with the change in position of the object with respect to the light source.\u003C\/div\u003E","CONT_DESC_AR":"A shadow is formed when one object blocks the light emitted by another object. \u0026amp;nbsp;Wide sources of light, such as the sun or a torch, cast shadows with two distinct parts - umbra and penumbra. Umbra is the darker part of the shadow located at the Center, where light is completely blocked by the object. Penumbra is the lighter part of the shadow located at the edges, where light is partially blocked by 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;comprehend the formation of a shadow by a wide source of light\u0026lt;br \/\u0026gt;\n- distinguish between two distinct parts of a shadow formed by wide sources of light: umbra and penumbra\u0026lt;br \/\u0026gt;\n- demonstrate the change in umbra and penu","BACKING_FILE":"ms400048.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms400048","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400048.jpg","PUBLIC_BANNER_IMG":"MS400048.jpg","PUBLIC_VIDEO":"pvideo_ms400048.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/Jqv2syY_lWE","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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 shadow is formed when one object blocks the light emitted by another object. Wide sources of light, such as the sun or a torch, cast shadows with two distinct parts - umbra and penumbra. While umbra is the darker part of the shadow located at the center, where light is completely blocked by the object, penumbra is the lighter part of the shadow located at the edges, where light is partially blocked by the object.\u0026lt;br\u0026gt;\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;- Comprehend the formation of a shadow by a wide source of light.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Distinguish between two distinct parts of a shadow formed by wide sources of light: the umbra and the penumbra.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Demonstrate the change in the umbra and the penumbra with the change in position of the object with respect to the light source.\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Shadows","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"33","CONT_TITLE":"Reflection of Light","CONT_SLUG":"reflection-of-light","CONT_TITLE_AR":"Reflection of Light","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \u003C\/div\u003E \r\n\u003Cdiv\u003EReflection of light is the phenomenon in which a light ray bounces off the surface of the object it strikes. According to the law of reflection, the angle at which a light ray strikes a surface is the same as the angle at which it is reflected.\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- Define reflection of light by a plane mirror.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain different terms related to the reflection of light.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Establish the relationship between the angle of incidence and the angle of reflection.\u003C\/div\u003E","CONT_DESC_AR":"Reflection of light is the phenomenon in which a light ray bounces off the surface of the object it strikes. According to the law of reflection, the angle at which a light ray strikes a surface is the same as the angle at which it is reflected.\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 reflection of light by a plane mirror\u0026lt;br \/\u0026gt;\n- explain different terms related to the reflection of lightestablish the relationship\u0026lt;br \/\u0026gt;\n-\u0026amp;nbsp;between the angle of incidence and the angle of reflection","BACKING_FILE":"ms400029.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms400029","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400029.jpg","PUBLIC_BANNER_IMG":"MS400029.jpg","PUBLIC_VIDEO":"pvideo_ms400029.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/-ojhP9Rjd38","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Reflection of light is the phenomenon in which a light ray bounces off the surface of the object it strikes. According to the law of reflection, the angle at which a light ray strikes a surface is the same as the angle at which it is reflected.\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 reflection of light by a plane mirror.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain different terms related to the reflection of light.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Establish the relationship between the angle of incidence and the angle of reflection.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Reflection of Light","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"32","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.veative.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\/5xyd924zB4I","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Principle and construction of Electric Motor","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"31","CONT_TITLE":"Poles of a Magnet","CONT_SLUG":"poles-of-a-magnet","CONT_TITLE_AR":"Poles of a Magnet","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003EMagnet ends, where the force applied by the magnet is the strongest, are called the poles of the magnets. There are two magnetic poles - north pole and south pole. If the opposite poles or unlike poles (north pole and south pole) of two magnets are brought together, the magnets are attracted to each other. If similar poles or like poles face each other (north\/north or south\/south), the magnets repel each other. \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 poles of a magnet.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Relate the magnetic poles of a magnet to the Earth\u0026#039;s geographic North Pole and South Pole.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explore the force between opposite poles of a magnet.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explore the force between similar poles of a magnet.\u003C\/div\u003E","CONT_DESC_AR":"Magnet ends, where the force applied by the magnet is the strongest, are called the poles of the magnets. There are two magnetic poles - north pole and south pole. If the opposite poles or unlike poles (north pole and south pole) of two magnets are brought together, the magnets are attracted to each other. If similar poles or like poles face each other (north\/north or south\/south), the magnets repel each other.\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 the poles of a magnet\u0026lt;br \/\u0026gt;\n- relate the magnetic poles of the magnet to the Earth\u0026amp;#39;s geographic north and south pole\u0026lt;br \/\u0026gt;\n- explore the force between opposite poles of a magnet\u0026lt;br \/\u0026gt;\n- explore the force between similar poles of a magnet","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms400026","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400026.jpg","PUBLIC_BANNER_IMG":"MS400026.jpg","PUBLIC_VIDEO":"pvideo_ms400026.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/YlJcU7htvak","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Magnet ends, where the force applied by the magnet is the strongest, are called the poles of the magnets. There are two magnetic poles - north pole and south pole. If the opposite poles or unlike poles (north pole and south pole) of two magnets are brought together, the magnets are attracted to each other. If similar poles or like poles face each other (north\/north or south\/south), the magnets repel 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;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify the poles of a magnet.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Relate the magnetic poles of a magnet to the Earth\u0026#039;s geographic North Pole and South Pole.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explore the force between opposite poles of a magnet.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explore the force between similar poles of a magnet.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Poles of a magnet","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"28","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.veative.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\/Zq7qwN_6-nk","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Types of Forces","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"26","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.veative.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\/bZtRz72QfNU","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Force and Effects of Forces","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"24","CONT_TITLE":"Class 1 Lever","CONT_SLUG":"class-1-lever","CONT_TITLE_AR":"Class 1 Lever","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA class 1 lever has a load and effort on opposite sides of a fulcrum, like a seesaw. Examples of a class 1 lever are a seesaw, claw hammer, pliers, crowbar, and a pair of scissors.\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 location of the input force, the output force and the fulcrum in a class 1 lever.\u003C\/div\u003E \r\n\u003Cdiv\u003E- State examples of a class 1 lever.\u003C\/div\u003E","CONT_DESC_AR":"A Class 1 lever has a load and effort on opposite sides of a fulcrum, like a seesaw. Examples of a Class 1 lever are a seesaw, claw hammer, pliers, crowbar, and a pair of scissors.\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 location of input force, output force and the fulcrum in a class 1 lever\u0026lt;br \/\u0026gt;\n- state examples of a class 1 lever","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms400013","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400013.jpg","PUBLIC_BANNER_IMG":"MS400013.jpg","PUBLIC_VIDEO":"pvideo_ms400013.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/67wUCTc4dGk","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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 class 1 lever has a load and effort on opposite sides of a fulcrum, like a seesaw. Examples of a class 1 lever are a seesaw, claw hammer, pliers, crowbar, and a pair of scissors.\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- Identify the location of the input force, the output force and the fulcrum in a class 1 lever.\u003C\/div\u003E\u003Cdiv\u003E- State examples of a class 1 lever.\u003C\/div\u003E\u003C\/div\u003E","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Class 1 Lever","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"22","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.veative.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\/IOfvpdZgQbs","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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","CONT_TYPE":"VR Module","CAT_NAME":"Factors Affecting Friction","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"16","CONT_TITLE":"Electric Generator","CONT_SLUG":"electric-generator","CONT_TITLE_AR":"Electric Generator","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAn electric generator converts mechanical energy into electric energy. It consists of four parts: armature, permanent magnet, slip rings and brushes. When the armature moves in a magnetic field of a permanent magnet, a current induces in the armature.\u003C\/div\u003E \r\n\u003Cdiv\u003E\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E\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 electric generator.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Demonstrate the working of electric generator.\u003C\/div\u003E","CONT_DESC_AR":"A coil moving within the magnetic field of a permanent magnet induces a current in the coil. The current in the coil changes direction each time the ends of the coil move past the poles of the permanent magnet.\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-\u0026amp;nbsp;movement of a coil in the magnetic field of the permanent magnet will induce a current in the coil\u0026lt;br \/\u0026gt;\n- the current in the coil changes direction each time the ends of the coil move past the poles of the permanent magnet","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms400028","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400028.jpg","PUBLIC_BANNER_IMG":"MS400028.jpg","PUBLIC_VIDEO":"pvideo_ms400028.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/bcKKFK9P6ZU","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;font-family: Arial;\u0026quot;\u0026gt;Overview:\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-family: Arial;\u0026quot;\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-family: Arial;\u0026quot;\u0026gt;An electric generator converts mechanical energy into electric energy. It consists of four parts: armature, permanent magnet, slip rings and brushes. When the armature moves in a magnetic field of a permanent magnet, a current induces in the armature.\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-family: Arial;\u0026quot;\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-family: Arial;\u0026quot;\u0026gt;Learning Objectives:\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-family: Arial;\u0026quot;\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-family: Arial;\u0026quot;\u0026gt;After completing this module, you will be able to:\u0026amp;nbsp;\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-family: Arial;\u0026quot;\u0026gt;- Describe the construction of electric generator.\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-family: Arial;\u0026quot;\u0026gt;- Demonstrate the working of electric generator.\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Electric Generator","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"15","CONT_TITLE":"Work","CONT_SLUG":"work","CONT_TITLE_AR":"Work","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003EWork is the transfer of energy that occurs when a force is applied over a distance. No work is done if you push an object and the object doesn\u0026#039;t move. The amount of work done is calculated using the equation, Work = force \u00d7 distance. The force must be in Newtons (N) and distance must be in meters (m). \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 work.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the factors that affect work.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Calculate work using the formula:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Work = Force \u00d7 distance\u003C\/div\u003E","CONT_DESC_AR":"Work is the transfer of energy that occurs when a force is applied over a distance. No work is done if you push an object and the object doesn\u0026amp;#39;t move. The amount of work done is calculated using the equation, Work = force \u0026amp;times; distance. The force must be in Newtons (N) and distance must be in meters (m).\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-\u0026amp;nbsp;that work is the transfer of energy that occurs when a force is applied over a distance\u0026lt;br \/\u0026gt;\n- that no work is done if you push an object and the object doesn\u0026amp;#39;t move\u0026lt;br \/\u0026gt;\n- the amount of work done is calculated using the equation: work = force \u0026amp;times; distance, where force is measured in newtons (N) and distance\u0026amp;nbsp;is measured in meters (m)","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms400016","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400016.jpg","PUBLIC_BANNER_IMG":"ms400016.jpg","PUBLIC_VIDEO":"pvideo_ms400016.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/KrcWB-is1QI","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;Work is the transfer of energy that occurs when a force is applied over a distance. No work is done if you push an object and the object doesn\u0026#039;t move. The amount of work done is calculated using the equation, Work = force \u00d7 distance. The force must be in Newtons (N) and distance must be in meters (m).\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;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Define work.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the factors that affect work.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Calculate work using the formula:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026amp;nbsp; \u0026amp;nbsp; Work = Force \u00d7 distance\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Work","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"14","CONT_TITLE":"Introduction to Energy and Systems","CONT_SLUG":"introduction-to-energy-and-system","CONT_TITLE_AR":"Introduction to Energy and System","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \u003C\/div\u003E \r\n\u003Cdiv\u003EAn object that possesses energy is capable of doing work. There is always a transfer of energy from one system to another system whenever work is done.\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- Define energy and explain how work transfers energy.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define systems and the energy transfer between two systems.\u003C\/div\u003E","CONT_DESC_AR":"An object that possesses energy is capable of doing work.There is always a transfer of energy from one system to another system whenever work is done.\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-\u0026amp;nbsp;energy and how work transfers energy\u0026lt;br \/\u0026gt;\n- systems and energy transfer between two systems","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms400017","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400017.jpg","PUBLIC_BANNER_IMG":"MS400017.jpg","PUBLIC_VIDEO":"pvideo_ms400017.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/xm6GAYA4l5Q","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;An object that possesses energy is capable of doing work. There is always a transfer of energy from one system to another system whenever work is done.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\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;- Define energy and explain how work transfers energy.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Define systems and the energy transfer between two systems.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Introduction to Energy and System","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"},{"CONT_ID":"13","CONT_TITLE":"Position, Distance, and Displacement","CONT_SLUG":"position-distance-and-displacement","CONT_TITLE_AR":"Position, Distance and Displacement","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe position of an object depends upon the reference point. The actual path traveled between two points is known as distance, whereas the shortest distance between initial and final positions is known as displacemet.\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\u003E \r\n \u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n \u003Cdiv\u003E - Define distance and displacement.\u003C\/div\u003E \r\n \u003Cdiv\u003E - Explain the effect of direction of motion on the numerical values of distance and displacement.\u003C\/div\u003E \r\n\u003C\/div\u003E","CONT_DESC_AR":"The description of an objects position depends upon a reference from the point\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 distance and displacement\u003C\/br\u003E\r\n- explain the effect of direction of motion on the numerical values of the distance and the displacement","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms400003","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400003.jpg","PUBLIC_BANNER_IMG":"MS400003.jpg","PUBLIC_VIDEO":"pvideo_ms400003.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/DHrpEWjIS_8","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":"2018-01-18 09:47:57","UPDATED_BY":"9","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;\r\n\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\r\n\u0026lt;div\u0026gt;The position of an object depends upon the reference point. The actual path traveled between two points is known as distance, whereas the shortest distance between initial and final positions is known as displacemet.\u0026lt;\/div\u0026gt;\r\n\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\r\n\u0026lt;h3\u0026gt;Learning Objectives::\u0026lt;\/h3\u0026gt;\r\n\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\r\n\u0026lt;div\u0026gt;\r\n\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\r\n\u0026lt;div\u0026gt;\u0026amp;nbsp;- Define distance and displacement.\u0026lt;\/div\u0026gt;\r\n\u0026lt;div\u0026gt;\u0026amp;nbsp;- Explain the effect of direction of motion on the numerical values of distance and displacement.\u0026lt;\/div\u0026gt;\r\n\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Position Distance and Displacement","ADMSUBJECT_ID":"569","ADMCOURSE_ID":"191","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","SUBJECT_DESC":"\u003Cp style=\u0022text-align: justify; \u0022\u003EIn middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.\u003Cbr\u003E\u003C\/p\u003E","SUBJECT_DESC_AR":"In middle school Physical Sciences, performance expectations focus on students developing an understanding of 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. These practices should be used to demonstrate an understanding of the 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 engineering practices, including design and evaluation.","SUBJECT_IMG":"569.jpg","SUBJECT_BANNER_IMG":"569.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"Middle School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"K-12"}],"levelObject":["Position","Distance","Displacement","Origin"],"contData":{"CONT_ID":"13","CONT_TITLE":"Position, Distance, and Displacement","CONT_SLUG":"position-distance-and-displacement","CONT_TITLE_AR":"Position, Distance and Displacement","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe position of an object depends upon the reference point. The actual path traveled between two points is known as distance, whereas the shortest distance between initial and final positions is known as displacemet.\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\u003E \r\n \u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n \u003Cdiv\u003E - Define distance and displacement.\u003C\/div\u003E \r\n \u003Cdiv\u003E - Explain the effect of direction of motion on the numerical values of distance and displacement.\u003C\/div\u003E \r\n\u003C\/div\u003E","CONT_DESC_AR":"The description of an objects position depends upon a reference from the point\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 distance and displacement\u003C\/br\u003E\r\n- explain the effect of direction of motion on the numerical values of the distance and the displacement","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.veative.ms400003","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS400003.jpg","PUBLIC_BANNER_IMG":"MS400003.jpg","PUBLIC_VIDEO":"pvideo_ms400003.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/DHrpEWjIS_8","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":"2017-01-21 15:53:16","CREATED_BY":"1","UPDATED_ON":"2023-05-24 09:10:10","UPDATED_BY":"9","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;\r\n\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\r\n\u0026lt;div\u0026gt;The position of an object depends upon the reference point. The actual path traveled between two points is known as distance, whereas the shortest distance between initial and final positions is known as displacemet.\u0026lt;\/div\u0026gt;\r\n\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\r\n\u0026lt;h3\u0026gt;Learning Objectives::\u0026lt;\/h3\u0026gt;\r\n\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\r\n\u0026lt;div\u0026gt;\r\n\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\r\n\u0026lt;div\u0026gt;\u0026amp;nbsp;- Define distance and displacement.\u0026lt;\/div\u0026gt;\r\n\u0026lt;div\u0026gt;\u0026amp;nbsp;- Explain the effect of direction of motion on the numerical values of distance and displacement.\u0026lt;\/div\u0026gt;\r\n\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","CONT_TYPE":"VR Module","CAT_NAME":"Position Distance and Displacement","DISPLAY_NAME":"NGSS New - Middle School - Physical Science","DISPLAY_NAME_AR":"NGSS New - Middle School - Physical Science","SUBJECT_IMG":"569.jpg","ADMSUBJECT_ID":"569","SUBJECT_NAME":"Physical Science","SUBJECT_NAME_AR":"Physical Science","ADMCOURSE_ID":"191","COURSE_NAME":"Middle School","COUNTRY_ID":"287","STANDARD_ID":"287","SHORT_NAME":"NGSS","LANG_ID":null,"LOCALE_TITLE":null,"LOCALE_DESC":null,"DIR":null,"LANG_NAME":null,"DOMAIN_NAME":"K-12","DOMAIN_DESC":"K-12"},"checkLang":["English - US","\u4e2d\u6587","\u0639\u0631\u0628\u064a","Espa\u00f1ol","Ti\u1ebfng Vi\u1ec7t","\u092e\u0930\u093e\u0920\u0940"],"devices":["Google Cardboard with controller","Google Daydream","Samsung Gear VR","Oculus Go","Pico Goblin","EduPro","WebXR","Oculus Quest"]}