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LEARNING WITH FUN AND ACTIVITY -3

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    LEARNING WITH FUN AND ACTIVITY -3






LEARNING WITH FUN AND ACTIVITY -3


āŠĩિāŠĶ્āŠŊાāŠ°્āŠĨીāŠ“ āŠŪાāŠŸેāŠĻું āŠķૈāŠ•્āŠ·āŠĢિāŠ• "Whatsapp"āŠ—્āŠ°ુāŠŠ āŠŪા āŠœોāŠĄાāŠĩāŠĩા


Is dim and concentrated are comparable words.  The solution you got in Activity 2.2 was relatively slow compared to Group B.  Activity Take two beakers and fill each with about 50 mL of water.  Add salt to one goat and sugar or barium chloride to the other goat and keep stirring.  If the soluble particles do not dissolve in large quantities, start adding the solvent to the beaker again.  


The arrow has solvent solvent and solvent as the constituent chamber, the component of the solution which dissolves the other particles in itself (the amount of particulate matter in solution is called solvent and the particle of solution which dissolves in solvent less)  Hoy) It is called soluble, for example? (I) A solution made of sugar in water is a solid solution made in solid liquid.  The solution is called ** tincture iodine '' in which iodine (solid) at a given temperature is salt and sugar or barium, soluble and alcohol (liquid solvent. Chloride is equally soluble?).  


A solution is a solution that has the same capacity as a solution, containing carbon dioxide (gas) as a solvent and water (liquid) as a solvent.  Solution made in u.  There is a lot of air.  In other words, when at a certain temperature all gases are homogeneous mixture.  If the two main solutions cannot dissolve more solids, it is called a saturated component: oxygen (21%) and nitrogen solution.  At a certain temperature is the solubility (78%) present in the solution.  

LEARNING WITH FUN AND ACTIVITY -3

āŠ—āŠŪ્āŠŪāŠĪ āŠļાāŠĨે āŠœ્āŠžાāŠĻ āŠŪેāŠģāŠĩો: 03 👇

 

āŠŠāŠ°્āŠŊાāŠĩāŠ°āŠĢ .āŠ§ો: 3 āŠĨી 8 āŠŪાāŠŸે

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āŠĻીāŠšે āŠ†āŠŠેāŠēાં āŠŠ્āŠ°āŠķ્āŠĻો āŠŠ્āŠ°āŠĨāŠŪ āŠĪāŠŪાāŠ°ી āŠĻોāŠŸāŠŽુāŠ•āŠŪાં āŠēāŠ–ો. 
āŠ…āŠĻે āŠļાāŠšો āŠĩિāŠ•āŠē્āŠŠ āŠŠāŠļંāŠĶ āŠ•āŠ°ી āŠĻીāŠšે ✔️āŠŸીāŠ• āŠ•āŠ°ો. 
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(1) āŠ•āŠĄિāŠŊો āŠšāŠĢāŠĪāŠ° āŠ•āŠ°āŠĩા āŠ•āŠŊું āŠļાāŠ§āŠĻ āŠĩાāŠŠāŠ°ે āŠ›ે? 
      āŠāŠ°āŠĢ       āŠđāŠĨોāŠĄી         āŠēેāŠēું        āŠšાāŠ•āŠĄો 
(2)āŠ•ુંāŠ­ાāŠ° āŠ•્āŠŊાં āŠļાāŠ§āŠĻāŠĨી āŠŪાāŠŸીāŠĻાં āŠĩાāŠļāŠĢ āŠŽāŠĻાāŠĩે? 
      āŠ°ંāŠ§ો         āŠšાāŠ•āŠĄો         āŠđāŠĨોāŠĄી         āŠēેāŠēું 
(3) āŠœૂāŠĻા āŠœāŠŪાāŠĻાāŠŪાં āŠ°āŠļોāŠˆ āŠ•્āŠŊાં āŠŽāŠĻાāŠĩāŠĪાં āŠđāŠķે? 
      āŠļāŠ—āŠĄી        āŠ—ૅāŠļ        āŠŠ્āŠ°ાāŠˆāŠŪāŠļ        āŠšૂāŠēો 
(4) āŠēોāŠ–ંāŠĄāŠŪાંāŠĨી āŠ•ોāŠĢ āŠ“āŠœાāŠ°ો āŠŽāŠĻાāŠĩāŠĪું āŠđāŠķે? 
      āŠĶāŠ°āŠœી        āŠļુāŠĨાāŠ°        āŠēુāŠđાāŠ°       āŠļોāŠĻી 
(5) āŠŠાāŠ‡āŠŠāŠēાāŠˆāŠĻ -āŠĻāŠģ āŠŦિāŠŸીંāŠ— āŠ•ોāŠĢ āŠ•āŠ°āŠĪું āŠđāŠķે? 
     āŠ­ાāŠĄāŠ­ૂંāŠœો     āŠŠ્āŠēāŠŪ્āŠŽāŠ°      āŠŪોāŠšી      āŠĶāŠ°āŠœી 
(6) āŠŽાāŠĨāŠ°ૂāŠŪāŠŪાં āŠ…ંāŠĶāŠ° āŠķું āŠēāŠ—ાāŠĄāŠĩાāŠŪાં āŠ†āŠĩે āŠ›ે? 
      āŠ•ાāŠŠāŠĄ       āŠŠāŠĪāŠ°ું        āŠ•ાંāŠ•āŠ°ી       āŠŸાāŠ‡āŠē્āŠļ    
(7) āŠˆંāŠŸ āŠ…āŠĻે āŠĻāŠģિāŠŊાં  āŠķાāŠŪાંāŠĨી  āŠŽāŠĻāŠĪાં  āŠđāŠķે? 
      āŠēોāŠ–ંāŠĄ        āŠēાāŠ•āŠĄું         āŠŪાāŠŸી          āŠ°ેāŠĪી 
(8) āŠĻાāŠĻી āŠĻāŠĶીāŠŪાં āŠ•āŠŊું āŠĩાāŠđāŠĻ āŠšાāŠēી āŠķāŠ•āŠĪું āŠđāŠķે? 
     āŠđોāŠĄી         āŠļ્āŠŸીāŠŪāŠ°         āŠŽāŠļ       āŠ°ેāŠēāŠ—ાāŠĄી 
 (9) āŠŠીāŠĩાāŠĻું āŠķુāŠĶ્āŠ§ āŠŠાāŠĢી  āŠ•્āŠŊાંāŠĨી  āŠŪāŠģāŠĪું  āŠđāŠķે? 
     āŠĪāŠģાāŠĩ      āŠ–ાāŠŽોāŠšિāŠŊું       āŠĶāŠ°ીāŠŊો      āŠŽોāŠ° 
(10) āŠŠાāŠĢીāŠŪાં āŠ•āŠˆ āŠĩāŠļ્āŠĪું āŠĻાāŠ–āŠĩાāŠĨી āŠļāŠŦેāŠĶ āŠŽāŠĻે? 
        āŠļાāŠ•āŠ°         āŠŪીāŠ ું          āŠĶૂāŠ§         āŠ–ાંāŠĄ       
(11) āŠĩāŠ§ું āŠĩāŠ°āŠļાāŠĶ āŠŠāŠĄāŠĩાāŠĨી āŠĻāŠĶીāŠŪાં āŠķું āŠ†āŠĩે ?
       āŠાāŠ•āŠģ        āŠ§ુāŠŪ્āŠŪāŠļ        āŠŠૂāŠ°         āŠ•āŠ°ા 
(12) āŠ•āŠŊો āŠŠāŠĶાāŠ°્āŠĨ āŠŠાāŠĢીāŠŪાં āŠ“āŠ—āŠģāŠĪો āŠĻāŠĨી? 
         āŠ°ેāŠĪી         āŠŪીāŠ ું          āŠ–ાંāŠĄ         āŠļોāŠĄા 
(13) āŠ•ોāŠĢ  āŠ–ાāŠŽોāŠšિāŠŊાāŠŪાંāŠĨી āŠŪાāŠ›āŠēી āŠŠāŠ•āŠĄે āŠ›ે?  
         āŠđંāŠļ        āŠ•āŠŽૂāŠĪāŠ°        āŠŽāŠ—āŠēો       āŠĪેāŠĪāŠ° 
(14) āŠ•āŠŊો āŠŠāŠĶાāŠ°્āŠĨ āŠŠાāŠĢીāŠŪાં āŠ­āŠģી āŠœāŠĪો āŠĻāŠĨી? 
       āŠēીંāŠŽુ āŠ°āŠļ        āŠ—ોāŠģ         āŠĶૂāŠ§         āŠĪેāŠē   
(15)āŠļિāŠŪેāŠĻ્āŠŸ, āŠ°ેāŠĪી, āŠ•āŠŠāŠšીāŠĻો āŠŪાāŠē āŠ•ોāŠĢ āŠŽāŠĻાāŠĩે? 
        āŠŠોāŠēીāŠļ       āŠŪāŠœૂāŠ°       āŠļુāŠĨાāŠ°       āŠļોāŠĻી   
•••••••••••••••••••••••••••••••••••••••••••••• 




Other gases have a much smaller amount of solubility.  In quantities.  - If the amount of solute in the solution is less than the saturated level AL (Properties of a Solution) then such solution is called unsaturated solution.  The solution is a homogeneous mixture.  What happens if you take a saturated solution at a certain temperature * and cool the particles of the solution more slowly than the diameter of one fnm (109 m)?  Are less.  


So they cannot be seen with the naked eye.  From the above activity it can be inferred that due to the particle size of a particular solution, the solubility of different substances in a given solvent at different temperatures may differ by scattering the rays of light passing through them.  Can't.  That is why the concentration of a solution by looking at the path of light in a solution means that the amount of solute present in a given quantity of solution (cannot be massed or size) or the particles of soluble mass of a given quantity cannot be separated from the solution by filtration.  


LEARNING WITH FUN AND ACTIVITY -3

Although the soluble particles are kept without any disturbance, they do not settle to the bottom, which is why the solution is stable.  Amount of solution The amount of solute dissolved in the solvent.  Concentration of solution = amount of solvent or 2.2.1 siqa-risal (Concentration of a solution) In Activity 2.2 we saw that groups A and B have solutions of different shades of the same substance.  Thus we can understand that, the amount of solute in a solution, it can be called dilute, concentrated or saturated solution. Concentration of solution = amount of solute




What about that?  Have 1.  avel) e medium - of sound.  Attach the following airtight pipe.  Will be able to.  When crying - less.  What if?  What?  These waves are called corresponding waves.  Particles of medium particles in these waves 4. (My school bell, how sound is produced parallel to the direction of transfer transmission. Understand what a particle does from one place to another. 



LEARNING WITH FUN AND ACTIVITY -3

āŠ—āŠŪ્āŠŪāŠĪ āŠļાāŠĨે āŠœ્āŠžાāŠĻ āŠŪેāŠģāŠĩો: 02 👇

 

āŠ—ુāŠœāŠ°ાāŠĪી āŠ­ાāŠ·ા āŠļāŠœ્āŠœāŠĪા.āŠ§ો: 3 āŠĨી 8 āŠŪાāŠŸે

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✳️ āŠ‰āŠĶાāŠđāŠ°āŠĢ āŠŠ્āŠ°āŠŪાāŠĢે āŠĩાāŠ•્āŠŊ āŠŽāŠĻાāŠĩીāŠĻે āŠēāŠ–ો. 

     āŠ‰āŠĶા. āŠŪāŠĻુ āŠŪāŠŪāŠ°ા āŠ–ાāŠŊ āŠ›ે.=āŠŪāŠĻુ āŠŪāŠŪāŠ°ા āŠ–ાāŠķે. 

(1) āŠĩૈāŠ­āŠĩી āŠĶાāŠĄāŠŪ āŠ–āŠ°ીāŠĶે āŠ›ે.=____________  

(2) āŠĻāŠĩીāŠĻ āŠ•āŠļોāŠŸી āŠēāŠ–ે āŠ›ે.  =____________

(3) āŠ•િāŠ°āŠĢ āŠĶૂāŠ§ āŠŠીāŠĩે āŠ›ે.      =____________

(4) āŠ°āŠŪેāŠķ āŠ°āŠŪāŠĩા āŠœાāŠŊ āŠ›ે.   =____________

(5) āŠŪāŠŪ્āŠŪી āŠĩાāŠ°્āŠĪા āŠ•āŠđે āŠ›ે.      =____________

(6) āŠ•ોāŠ•િāŠēા āŠ•ેāŠ°ી āŠ–ાāŠŊ āŠ›ે    =____________

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✳️ āŠ•ૌંāŠļāŠŪાં āŠ†āŠŠેāŠēાં āŠķāŠŽ્āŠĶોāŠĻા āŠ†āŠ§ાāŠ°ે āŠēāŠ–ો :

  (āŠŪાāŠļ, āŠŠંāŠ–ી, āŠŦāŠģ, āŠ°ંāŠ—, āŠĩાāŠđāŠĻ, āŠķાāŠ•āŠ­ાāŠœી)

(1) āŠŽāŠŸાāŠŸા, āŠ°ીંāŠ—āŠĢ, āŠ­ીંāŠĄા =____________

(2) āŠšāŠ•āŠēી, āŠŪોāŠ°, āŠŠોāŠŠāŠŸ     =____________

(3) āŠļāŠŦેāŠĶ, āŠ•ાāŠģો, āŠēીāŠēો    =____________

(4) āŠ•ેāŠ°ી, āŠŪોāŠļંāŠŽી, āŠšીāŠ•ુ     =____________

(5) āŠœૂāŠĻ,āŠœુāŠēાāŠˆ,āŠ“āŠ—āŠļ્āŠŸ =____________

(6) āŠŽāŠļ, āŠ°ીāŠ•્āŠ·ા, āŠŪોāŠŸāŠ°      =____________

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✳️ āŠŊોāŠ—્āŠŊ āŠŠ્āŠ°ાāŠļ āŠ§āŠ°ાāŠĩāŠĪાં āŠķāŠŽ્āŠĶો āŠķોāŠ§ીāŠĻે āŠēāŠ–ો :

     āŠ‰āŠĶાāŠđāŠ°āŠĢ: āŠŠāŠ°āŠŪ > āŠ—āŠ°āŠŪ    āŠ­āŠĄāŠ•ો > āŠĪāŠĄāŠ•ો 

 (1) āŠļાāŠĪ >_______   (2) āŠĪāŠ°āŠĩા >_______

 (3) āŠĻાāŠĶ  >_______   (4) āŠĪāŠŪāŠ°ાં >_______

 (5) āŠ•ોāŠŊāŠē >______   (6) āŠļૂāŠ°    >_______

 (7)āŠ†āŠ—િāŠŊા >_____  (8) āŠĪāŠ°āŠĢા >______

 (9) āŠ°ાāŠĄ     >______  (10)āŠđાāŠŪ  >_______

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Kids are always curious and expressive. Here indoor games can help them learn new things. Skipy’s creative play kits encourage children to draw on their own, the blend of mixed reality with the toy keeps the children entertained in a safe way along with making them as a creative thinker.

Apart from this pandemic where social distancing is the new normal, many other factors in the society and environment support indoor activities for kids. Rising pollution, lack of space in metro cities also questions the outdoor play. And hence a large percentage of parents are moving them into indoor activities for their kids. Here we will discuss some of the best benefits of indoor activities for kids that make it better than outdoor activities.


When kids are made to play outdoor, they spent most of their time in physical activities like running, jumping, and sports which help in maintaining good physical health. But when it comes to creativity, the improvement is not guaranteed. Indoor games are mostly calm, entertaining, and knowledge oriented. There are many numbers of educational toys out there that help kids to bring out their creativity.


āŠ—āŠŪ્āŠŪāŠĪ āŠļાāŠĨે āŠœ્āŠžાāŠĻ āŠŪેāŠģāŠĩો: 01 👇

 

āŠ—ુāŠœāŠ°ાāŠĪી āŠ­ાāŠ·ા āŠļāŠœ્āŠœāŠĪા.āŠ§ો: 3 āŠĨી 8 āŠŪાāŠŸે

*āŠķāŠŽ્āŠĶ āŠķોāŠ§ો āŠœેāŠĻી āŠŠાāŠ›āŠģ āŠĻો āŠ›ેāŠē્āŠēો āŠ…āŠ•્āŠ·āŠ° "āŠ°ી" āŠđોāŠŊ* 


1..āŠŠિāŠĪાāŠĻે āŠĩ્āŠđાāŠēી..


2..āŠāŠ• āŠŦāŠ°āŠļાāŠĢ


3.. āŠĶેāŠķી āŠŠીāŠા


4..āŠĪોāŠŦાāŠĻી āŠ›ોāŠ•āŠ°ાāŠ“ āŠ•āŠ°ે


5..āŠŪાāŠĪા āŠŠિāŠĪાāŠĻી āŠ•āŠ°āŠĩી āŠœોāŠˆāŠ


6..āŠēāŠ—્āŠĻ āŠĻ āŠĨāŠŊેāŠēા āŠđોāŠŊ āŠāŠĩી āŠ•āŠĻ્āŠŊા


7..āŠķાāŠ•āŠ­ાāŠœી āŠĩાāŠģો āŠķાāŠ•  āŠĩેāŠšāŠĩા āŠ†āŠĻો āŠ‰āŠŠāŠŊોāŠ— āŠ•āŠ°ે..


8..āŠŪāŠđેāŠĻāŠĪ āŠ•āŠ°ી āŠĻે āŠŪāŠœāŠĶૂāŠ° āŠŪેāŠģāŠĩે


9..āŠļૂāŠŸāŠ•ેāŠķ āŠŽāŠĻાāŠĩāŠĪી āŠ•ંāŠŠāŠĻી


10..āŠĄોāŠ•āŠŸāŠ° āŠĻેāŠĻે āŠĻી āŠŠāŠĪ્āŠĻી


11..āŠĶોāŠļ્āŠĪી


12..āŠ•āŠŠāŠĄાં āŠŪુāŠ•āŠĩા āŠœેāŠĻી āŠœāŠ°ૂāŠ° āŠŠāŠĄે


13..āŠ•āŠŠāŠĄાં āŠļૂāŠ•āŠĩāŠĩા āŠ‰āŠŠāŠŊોāŠ— āŠ•āŠ°āŠĩો


14.. āŠļ્āŠĪ્āŠ°ી āŠĻું āŠ‰āŠŠāŠĻાāŠŪ


15..āŠ°ાāŠŪાāŠŊāŠĢ āŠĻું āŠŠાāŠĪ્āŠ°


16..āŠ­āŠœીāŠŊા āŠļાāŠĨે āŠĪેāŠē āŠŪાં āŠŠāŠĄે


17..āŠ† āŠēાāŠ—ે āŠĪો āŠŠૈāŠļાāŠĶાāŠ° āŠŽāŠĻી āŠœāŠˆāŠ


18āŠĻાāŠĻા āŠŽાāŠģāŠ•ો āŠĻી āŠĩાāŠ°્āŠĪા āŠŪાં āŠ†āŠĩāŠĪી āŠļāŠđુāŠĻી āŠĩ્āŠđાāŠēી..


19.. āŠķાāŠ• āŠļુāŠ§ાāŠ°āŠĩાāŠĻું āŠļાāŠ§āŠĻ


20..āŠŽીāŠŪાāŠ° āŠĻ āŠĨāŠĩું āŠđોāŠŊ āŠĪો āŠŠાāŠģો


21.. āŠāŠ• āŠļૂāŠ•ો āŠĻાāŠļ્āŠĪો


22..āŠļુāŠ°āŠĪ āŠĻી āŠĩāŠ–āŠĢાāŠĪી āŠŪીāŠ ાāŠˆ


23..āŠŪીāŠ ું āŠœો āŠĩāŠ§ાāŠ°ે āŠđોāŠŊ āŠĪો āŠ°āŠļોāŠˆ āŠēાāŠ—ે..


24..āŠœો āŠœāŠĩાāŠŽ āŠĻ āŠ†āŠĩāŠĄે āŠĪો āŠļāŠĩાāŠē āŠĩાંāŠšāŠœો 


25.. āŠ›ેāŠē્āŠēે āŠ•ોāŠˆ āŠ­ૂāŠē āŠĨāŠˆ āŠ—āŠˆ āŠđોāŠŊ āŠĪો...                            


āŠœāŠĩાāŠŽો ðŸ‘‡












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