I always had a doubt in mind that, when lightening happens from cloud to cloud, what factor decides that the spark from this place will reach to that place? Is that random, i don't feel so? I always think that what will be equation which will tell us about the initial and final point of spark transfer? The lightening clouds look like a screen in which they are showing electron dance much less slower than in plasma tube TV. I some times think that clouds are explaing about themselve by lightening in a particular direction form a particular location at a particular time. Its looks like brain of clouds in which the electric signal are flowing as in one's brain. I think every cloud's behaviour is unique as of every human. They look like as if they are showing their psychology. What you think about my thinking about brains of clouds? plss say me the answer
Answers
Explanation:
This lesson is the first of a four-part series on static electricity. These lessons are meant to help students understand that static electricity is a phenomenon that involves positive and negative charges.
An understanding of static electricity must begin with the concept that all matter is composed of atoms, and all atoms are composed of subatomic particles among which are the charged particles known as electrons and protons. Protons carry a positive charge (+), and electrons carry a negative charge (-). The number of electrons in an atom—ranging from one up to about 100—matches the number of charged particles, or protons, in the nucleus, and determines how the atom will link to other atoms to form molecules. Electrically neutral particles (neutrons) in the nucleus add to its mass but do not affect the number of electrons and so have almost no effect on the atom's links to other atoms (its chemical behavior).
To further understanding about static electricity, you should help your students to make connections between their day-to-day experiences with static electricity—such as lightning, receiving shocks after shuffling across a carpet, taking clothes that cling to each other out of the dryer, combing their hair in the wintertime—with the static activities conducted in the classroom. Ask them to try to describe and explain their everyday experiences with static in the terms they are learning: repel, attract, static charge, electron transfer. It is important that students grasp the concept that oppositely charged objects attract each other and like charged objects repel each other. It is less important that they are able to recall which materials tend to acquire negative or positive charges.
When two different materials come into close contact, for example, felt rubbing against a balloon or two air masses in a storm cloud, electrons may be transferred from one material to the other. When this happens, one material ends up with an excess of electrons and becomes negatively charged, while the other ends up with a deficiency of electrons and becomes positively charged. This accumulation of imbalanced charges on objects results in the phenomena we commonly refer to as static electricity.
When students first begin to understand atoms, they cannot confidently make the distinction between atoms and molecules. Students often get the idea that atoms somehow just fill matter up rather than the correct idea that the atoms are the matter. Middle-school students also have trouble with the idea that atoms are in continual motion. Coming to terms with these concepts is necessary for students to make sense of atomic theory and its explanatory power. (Benchmarks for Science Literacy, p. 75.)
Answer:
please mark me as brainleast
