text:
Wikibooks talk:Requests for permissions

Need some order
I think we should make RFA look like Wikipedia's one. Now everything is messed up: support, oppose votes, comments, chat etc. There should be clearly separeted sections of: support, oppose votes, questions, comments.

The same problem appears in other votings like WB:NP, which is completely unreadable. --Derbeth 19:48, 17 October 2005 (UTC)

I don't think it's necessary to do that. I prefer the mix everything in together approach personally. It's a discussion rather than a vote. Theresa knott 10:58, 19 October 2005 (UTC)

 * Apparently, the adminship rules are less strict here, so I don't think there's a need to have a fancy RfA like Wikipedia. I've been here for a few days, and I've discovered that this place and Wikipedia are two different places.  Kayau  David Copperfield  MOBY DICK   the great gatsby  07:49, 3 August 2009 (UTC)
 * The RfA process at Wikipedia is a disaster in action and designed for.. well Wikipedia. Our system seems to be fairly effective in getting things done. Geoff Plourde (talk) 18:03, 3 August 2009 (UTC)
 * IMO linear sequencing is fine if we indicatge support/opposition/nuetrality by boldfacing our opinion.
 * Keep linear adhocracy. Geofferybard (discuss • contribs) 20:18, 19 May 2011 (UTC)

Admin question
I have spent quite a bit of time around the RfA process at en.wiki, and know the ins and outs, but am a little puzzled here. Roughly how long does a user have to be active before adminship is a real possibility? About how many edits? I guess I'm gonna get some response about it is a case-by-case basis and that editcountitis is bad, but I would like a candid answer. Thanks. --Lord Voldemort (Dark Mark)  18:31, 11 November 2005 (UTC)

 * There are no strict requirements. As for now, you should be "active at Wikibooks for a while" and "known and trusted". --Derbeth 18:42, 11 November 2005 (UTC)

 * I realise there are no strict requirements. I was just looking for some general answer. What does "active at Wikibooks for a while" even mean? 1 week? 1 month? 3 months? 6 months? 1 year? And I know people have their own standards and such, I am looking for a frank, to the point answer. At Wikipedia, you have a hard time becoming Admin if you haven't been there for around 3 months or have less than 1000 edits. There is no rule, but that seems to be about the line most people have in their standards. I want to know what the general community consensus is here. Thanks. --Lord Voldemort (Dark Mark)  18:51, 11 November 2005 (UTC)

 * I've been an admin for only a short time now, and I am up to a total of about 1500 edits, and have been a contributer for a relatively short period of time. If you have a good history (even if it is brief), and you ask nicely, you will probably get it if you want it. --Whiteknight T C E 19:25, 11 November 2005 (UTC)

 * I from what it looks like here, you have less then 100 edits, and you dont seem to have any history before november. If this is the case you are at a pretty good pace, (about 10 edits per day or more), so if you wait another solid month, and maybe help to clean up a spot of vandalism, you would have my vote. --Whiteknight T C E 19:27, 11 November 2005 (UTC)

 * Well, I wasn't thinking about nominating myself any time in the near future, I was just wondering if I ever did want to run. I do plan to stick around because I see a lot of stuff happening here. Thanks WhiteKnight. --Lord Voldemort (Dark Mark)  19:30, 11 November 2005 (UTC)

 * You know, edits are not everything. For me, a candidate for admin should be proficient with MediaWiki mechanisms: history, moving, special pages, templates. He should also prove that he knows Wikibooks policies. I don't think an admin should take part in discussion about policies and be active at staff lounge, but I require that he is able to patrol Recentchanges regularly. I would also check if the user does not start arguments and whether his contributions are useful to Wikibooks. --Derbeth 19:43, 11 November 2005 (UTC)

 * I like to see people become admins once you have been able to figure out how to use the major tools for editing, like page moves and marking in a watchlist, as well as going beyond just adding a little bit of text to a page. Participation in discussion, especially on Staff Lounge and the VfD discussions is useful as well.  One huge plus is if you have been able to help out with a vandalism attack and have been able to on your own revert some vandalism and help restore some of the damage without resorting to the use of admin tools.  All of this, plus knowing some of the general policies of Wikibooks is all I look at.  I believe that the quality of the edits is more important than the number of edits anyway.  If you do an edit and put in 20K more content instead of 2000 edits of one word each, I would say the one edit is far more valuable.  Using this philosophy, you could become an admin with just 50 high quality edits where you spend a lot of time reading policies and getting to know the community.  I think it is important that an admin is going to stick around as well, so an admin candidate that created the account just two weeks ago is IMHO less likely to get the admin status than somebody who has been on here for more than a year.

 * Jimbo has suggested that becoming an admin is "not that big of a deal", and if you are willing to put in a little bit more effort for Wikibooks and help police what is going on, you are certainly encouraged to try and become an administrator. --Rob Horning 02:04, 12 November 2005 (UTC)

 * Well, like I said earlier (and I'm not sure you were directing this totally at me), I am not really interested in "running" for Admin any time soon. And to play Devil's Advocate, I believe he said it is "no big deal". Cheers. -- LV (Dark Mark) 15:09, 14 November 2005 (UTC)

Edit limit
I suggest creating edit limit for users who want to vote here. I think we may take Collaboration of the Month and WB:BOTM as example and require at least 20 edits. --Derbeth talk 20:21, 28 February 2006 (UTC)
 * I think a more substantial edit count should be used. 20 edits can happen pretty easily for very new users, and I would think something a bit larger like 50 edits would be better. This ensures a bit more practice around the project. -Matt 21:28, 28 February 2006 (UTC)

 * Yeeeah, I think some minimum should be set, but think we should allow (and encourage if they have something substantive to say) anons and low-edit accounts to comment. -- LV (Dark Mark) 00:59, 1 March 2006 (UTC)

 * An edit limit seems a good idea. I have not seen here the same problems with suspicious (may be sock puppets or friends) votes and other such nonsense seen at COTM and BOTM (and occasionally VfD), so I don't see a need for a higher limit than for those.  If problems arise, then we can raise it.  Or if we need to raise the edit limit for COTM and BOTM, then we can raise the edit limit here to match.  --JMRyan 20:25, 3 March 2006 (UTC)

 * I personally don't like the idea, new users are effected just as much by who becomes an adin as the ones who have been around. Plus I think that enforcing an edit limit may make a new user feel left out in some cases perhaps, but I agree in that something needs to be in place to prevent sockpuppets from getting involved, perhaps someone with checkuser can "certify" the voting results by checking for sockpuppets, although thats not a fool-proof method, I don't think anything is.RyanB88 21:09, 18 February 2007 (UTC)
 * I agree that newer users should be encouraged to exercise full citizenship. Many have background on WMF, or at RealWorld university. The problem with checkuser is that it is intrusive but maybe a non-judgemental individual could be entrusted to screen for sock-voting.(Probably no way that can be done unintrusively.)The only other idea I have is that the number of user edits could be displayed next to the voter's signature through some sort of software device. If any programmers out there feel like looking into that maybe we can do that and to get fancy, create an algorithm that multiplies users edits times votes for a weighted average. But wait - these aren't votes, they are discussions. This is one of those things with no "right" answer. Cf epistemology, wave particle duality and the Heisenberg uncertainty principle.Geofferybard (discuss • contribs) 20:27, 19 May 2011 (UTC)

Desysop request
About the desysop request for my account : It's ok for me to be desysoped here. I don't know if I will contribute here very much in short future. My sysop privilege came essentially from the period when all wikibooks were on the same domain. Now, it's not really useful anymore. What is sure, is that I will not abuse from these privileges, so don't worry, but if you want to remove them, it's ok. Traroth 14:13, 17 March 2006 (UTC)

Sysop Removal Timeline
When does everyone think inactive sysops can be re-nominated to be removed of rights? As time goes on many of these admins' inactivity times just lengthen. Perhaps every six months a vote can be held? Also, it might not be a bad idea to define what "inactivity" means here since many of the supposed current votes have been non-consesused due to last-second voting regarding mandatory inactivity rules. -Matt 02:02, 11 April 2006 (UTC)

 * Yes. Though it might be better to reconsider the issues again in abstract first. The initial discussions showed there was unanimity amongst those voting to remove those who had made no edit of any description in the last 12 months (unless there are other wikimedia-related matters than need to be taken into consideration). The discussions on the other nominees seem to have stalled - mostly relating to a nomination that was considered by some to be arguing for de-sysopping on fault rather than no fault. This even led to one user opposing the de-sysopping of a user who has consented to his own de-sysopping, which just seems weird - as is the case where a level of inactivity of well over 12 months was broken by one single edit on a usertalk page to thank him for a vote he made on meta.

 * The discussion areas for "no fault" de-sysoppings under a "use it or lose it policy" are:

 * Complete inactivity over 12 months (excepting those who need reserve rights for Wikimedia Foundation or MediaWiki development reasons) - de facto already agreed as being reason for de-sysopping
 * User request or with the consent of the user - we'd need to agree this, but personally I can't see why this should be controversial
 * Complete inactivity over 6 months (excepting those who need reserve rights for Wikimedia Foundation or MediaWiki development reasons) - there was around 80% support for this looking at the nominations on the project page - maybe we can agree this in the abstract
 * Inactivity over 12 months - ie there was some activity (maybe fewer than 10 edits, or no edits to the main namespace) - again, there was some significant support for this looking at the nominations - maybe this is worth discussing again in the abstract
 * Intermittent (or continuing) editing activity, but no usage of sysop-only rights for a 12 month period - again, maybe this is worth discussing again in the abstract

 * Jguk 06:40, 11 April 2006 (UTC)

I oppose establishing any such timeline without the general discussion suggested by Jguk. We seemed to have at least more or less agreed to do some housecleaning of inactive Admins at the Staff Lounge discussion. But the consensus spoiling "last minute votes" seem to indicate that we had less of a consensus than we had thought. In the Staff Lounge discussion, Gentgeen suggested we should have a policy on these issues. Derbeth's horror expressed as "Oh dear, not another new policy" reply notwithstanding, I support having a policy or guideline on the matter (possibly new or possibly worked into existing policies). In the recent vote, there seemed to be some confusion both over what we were doing and over what we should have been doing. Were we desysopping those with no activity for 12 months? No activity for 6 moths? Desysopping those with non-admin activity only for 6 or 12 months? Desysopping those with no non-admin activity outside their own books? I changed one of my votes over such confusion. There was even disagreement over whether we should be having no-fault desysopping votes at all. Having a policy or even a guideline to point to might even have ameliorated a bit the contretemps that occurred over Marshman's vote (okay, well, maybe that one's a stretch).

I don't have much of a position on the issues raised by Jguk. Here is what little I do have:

 * No-fault desysopping due to 12 months inactivity (whether that's complete inactivity, near complete inactivity, non-admin inactivity, etc.) is more likely to garner a consensus than desysoping due to 6 months inactivity. I base that on the discussions both at the Staff Lounge discussion and at the desysopping votes themselves.  I like consensus.  Consensus is good.  :-)

 * Assuming we have set times for these desysopping votes or time spans between them, we should consider not holding a desysopping vote for the same admin two times in a row. As long as they are not doing any damage, I don't want to give the impression that we're piling on.  If that adopted, it might argue for holding housecleaning desysop votes twice a year rather than yearly.

 * Perhaps we should maintain a strict wall between for-cause desysop votes and no-fault housecleaning desysop votes. For-cause reasons for desysopping are of a very different type than no-fault housecleaning desysop votes.  I don't see a little bit of for-cause and a little bit of no-fault reasons supporting each other.  For-cause and no-fault desysoppings need to stand by themselves as sufficient.  On the other hand, the "piling on" problem concerns me here.  Consider  Marshman's case.  How much nastier would that fight have been if we held one type of vote (for-cause or no-fault) first and then the other type a month later.  I don't right now have any brilliant ideas as to how to separate for-cause and no-fault votes without leaving us susceptible to piling on problems.  But I do feel that such a brilliant idea would be highly desirable.

--JMRyan 23:01, 12 April 2006 (UTC)

Change Requests for deadminship
I think the requests for deadminship should be changed to requests for removal of powers, or simular and it could be useed fro de-adminning, de-checkusering, de-boting, ect...RyanB88 17:59, 18 February 2007 (UTC)
 * May be worth you looking around and getting used to the place for a bit. Suggestions are always welcome but this seems to work for us - thanks -- Herby talk thyme 18:07, 18 February 2007 (UTC)
 * I dunno... "Request for removal of special status" has a nice ring to it. -- SB_Johnny | talk 19:01, 18 February 2007 (UTC)
 * As I see it, their is no way to request to have someones bot flag or checkuser status or buearcrat (i probably spelled this worng) status removed.RyanB88 21:02, 18 February 2007 (UTC)

more
now it is my turn to talk here

i need admin for the following reason i know how to block and i want to do it in real —Preceding unsigned comment added by Anthony 5432 (discuss • contribs)
 * Then you need to request it on the project page rather than the talk page (go to WB:RFP). It's fair to say you are unlikely to achieve a consensus to have the admin flag when you've made no contributions here to any books. Unusual? Quite TalkQu 22:24, 21 November 2009 (UTC)

How do I know if I have certain permissions?
I haven't worked with Wikibooks for a bit, but am the one that created the How to use a Motorola DVR book. It looks like flagged revisions have been added, but I have no idea how to 'approve' items. There is mention that some submit or other buttons should show up, but I don't see that. Basically, I assume I haven't been granted the correct permissions? I have no idea on how to check if I should have them or not, or if I'm just missing something. andyross (talk) 14:27, 16 February 2010 (UTC)

 * That's been corrected. -- Adrignola talk contribs 15:10, 16 February 2010 (UTC)

CU
I hope this won't lead to a straw poll like WN ArbCom elections... Kayau ( talk | email | contribs ) 14:15, 15 August 2010 (UTC)

 * CUs have a minimum requirement of support "votes", take a look in Adrignola's nomination. It shouldn't be a static number but a percentage based on the active administrators.  --Panic (talk) 14:31, 15 August 2010 (UTC)

 * Actually, the requirement is at least 25 votes. It's the last bastion of an actual vote.  It should be based on project size, but it's not. – Adrignola talk 15:16, 15 August 2010 (UTC)

 * After a fixed minimum number of votes, the next simplest arrangement would perhaps be a number simply proportional to active admins, which would seem to make it too easy for tiny projects and prohibitively difficult for huge projects. One might supplement that with absolute lower and upper bounds on the required minimum, or go for something even more baroque (logarithmic scale, anyone?).  But the more complicated you make it, the harder it is to use and the more of a controversy magnet it becomes.

 * Smaller projects are given some relief in trying to scrape up the requisite numbers by the fact that there is no fixed limit on how long a CU vote can remain open. Sanity checks are that the whole local community has to have been properly notified of the vote (which, since we haven't clearly settled on what we're doing, has not yet happened here), and that once you claim to have the requisite level of consensus, you have to request at Meta, which gives the Stewards a chance to look over the proceedings to see if there's anything dicey about them.  Details are at Checkuser policy.  --Pi zero (talk) 16:03, 15 August 2010 (UTC)
 * It has been my experience that WMF projects do, despite protestations to the contrary, have a certain number of individuals who are eager to acquire administrative power in order to promote or protect POV or for ego-gratification reasons present company excepted . Thus I would suggest erring on the side of (a) less is more regarding CU's but more importantly (b) quality more important than quantity in that CU's should have a very detailed understanding of rights and responsibilities, be accessible to folks with less technical expertise and have a demonstrated record of wielding power judiciously, NPOV and fairly. My bottom line is that I use properly disclosed multiple accounts for lawful purposes, like protecting my sanity from POV warriors, and I don't doubt that someday a POV Warrior will try to use CU and attempt to characterize my lawful-per-policy multiple accounts as somehow indicative of (evil vampire soundtrack) "socking". Geofferybard (discuss • contribs) 20:35, 19 May 2011 (UTC)

i want to be a admin.
please can i be one —Preceding unsigned comment added by Katherine808082 (discuss • contribs)
 * Please see here for an understanding of what is expected from an administrator. If after reading this you want to be considered, you need to place your request at WB:RFP QU TalkQu 17:33, 2 February 2012 (UTC)

Administrator request
I would like to become an administrator to access the features it gives, such as protecting my pages from being edited, and take a serious and important part in helping the wiki community. Noémie2602 (discuss • contribs) 18:19, 12 April 2020 (UTC)
 * OK, it's possible if you patrol Special:RecentChanges for at least one year while knowing the policy, beginning by Using Wikibooks. JackPotte (discuss • contribs) 18:38, 12 April 2020 (UTC)

title: Wikibooks talk:Requests for permissions


text:
Spanish/Exercises/Regular Verbs

^Lesson 3^

Fill in the blanks
Por favor, rellena los espacios en blanco con la forma correcta del verbo: Please, fill in the blanks with the correct form of the verb:

1. Nosotros _________ (aprender) español. We learn Spanish.

2. Yo _________ (comprar) un libro. I buy a book.

3. Carmen y Roberto _________ (viajar) a Mexico. Carmen and Roberto travel to Mexico.

4. Ana __________ (hablar) ingles. Ana speaks English.

5. Tú ________ (beber) una cerveza. You drink a beer.

6. Susana ________ (escribir) una carta. Susana writes a letter.

7. Los niños _________ (estudiar) para el examen. The children study for the exam.

8. Fernando y Lucas __________ (cantar) una cancion. Fernando and Lucas sing a song.

9. Tú ________ (leer) un libro. You read a book.

10. Vosotros _________ (subir) las escaleras. You all (plural) climb the stairs.

Soluciones a los ejercicios Solution to exercices

^Lesson 3^

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: Spanish/Exercises/Regular Verbs


text:
Spanish/Solutions to Exercises

This page is a list of links to the solutions to the exercises in this Wikibook. The exercises themselves can be found here.

Lesson 1

 * Greetings
 * Personal Pronouns
 * Ser and Estar

Lesson 2

 * Articles
 * Mathematics
 * Telling Time

Lesson 3

 * Regular Verbs

Lesson 4

 * Stem Changing Verbs

Lesson 5

 * Comparisons
 * Possessive Adjectives
 * Questions

Lesson 6

 * Object Pronouns

Lesson 7

 * Preterite
 * Preterite vs. Imperfect

title: Spanish/Solutions to Exercises


text:
Ruby Programming

Ruby is an interpreted, object-oriented programming language. Its creator, Yukihiro Matsumoto, aka “Matz”, released it to the public in 1995. Its history is covered here. Its many features are listed here.

The book is currently broken down into several sections and is intended to be read sequentially. Getting started will show how to install and get started with Ruby in your environment. Basic Ruby demonstrates the main features of the language syntax. The Ruby language section is organized like a reference to the language. Available modules covers some of the standard library. Intermediate Ruby covers a selection of slightly more advanced topics. Each section is designed to be self contained.

Getting started

 * /Overview/
 * /Installing Ruby/
 * /Ruby editors/
 * /Notation conventions/
 * /Interactive Ruby/
 * /Mailing List FAQ/

Basic Ruby

 * /Hello world/
 * /Strings/
 * /Alternate quotes/
 * /Here documents/
 * /ASCII/
 * /Encoding/
 * /Introduction to objects/
 * /Ruby basics/
 * /Data types/ — numbers, strings, hashes and arrays
 * /Writing methods/
 * /Classes and objects/
 * /Exceptions/

Ruby Semantic reference

 * /Syntax/
 * Lexicology
 * Identifiers
 * Comments
 * Embedded Documentation
 * Reserved Words
 * Expressions
 * Variables and Constants
 * Local Variables
 * Instance Variables
 * Class Variables
 * Global Variables
 * Constants
 * Pseudo Variables
 * Pre-defined Variables
 * Literals
 * Numerics
 * Strings
 * Interpolation
 * Backslash Notation
 * The % Notation
 * Command Expansion
 * Regular Expressions
 * Arrays
 * Hashes
 * Ranges
 * Symbols
 * Operators
 * Assignment
 * Self Assignment
 * Multiple Assignment
 * Conditional Assignment
 * Scope
 *
 *
 *
 * Control Structures
 * Conditional Branches
 *
 * modifier
 *
 * modifier
 *
 * Loops
 *
 * modifier
 *
 * modifier
 *
 * ...
 *
 *
 *
 *
 * Exception Handling
 *
 *
 * modifier
 * Miscellanea
 *
 *
 * Methods
 *
 * Iterators
 *
 * Classes
 * Class Definition
 * Instance Variables
 * Class Variables
 * Class Methods
 * Instantiation
 * Declaring Visibility
 * Private
 * Public
 * Protected
 * Instance Variables
 * Inheritance
 * Mixing in Modules
 * Ruby Class Meta-Model
 * Ruby Hooks add the ability to know when new methods are defined et al.

See also some rdoc documentation on the various keywords.

Built in Classes
This is a list of classes that are available to you by default in Ruby. They are pre-defined in “core.”

 * Built-in Functions
 * Predefined Variables (globals)
 * Predefined Classes
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *
 *

Available Standard Library Modules
These are parts of Ruby that you have available (in the standard library, or via installation as a gem). To use them you typically have to require some filename, for example  would make accessible to you the Tracer class.

You can see a list of basically all the (std lib ruby) modules available in the ruby source and lib readme. There are a several more modules available in the std lib, which are C based extensions. You can see their list here.

 * BigDecimal gives you a way to have arbitrary precision Decimal style numbers. Never succumb to rounding errors again!
 * Debugger gives you a way to step through debug your Ruby code.
 * Distributed Ruby (DRb) gives you a way to make remote procedure calls against objects in a different VM.
 * mkmf is a utility used to generate makefiles for ruby extensions.
 * Mutex gives you a way to control thread concurrency.
 * Net::HTTP gives you a way to download web pages.
 * Open3 gives you a way to run a sub-process and have easy access to its I/O.
 * OpenSSL is a wrapper to the OpenSSL (C) library, giving you access to secure socket connections.
 * Pathname gives you an easy way to manipulate filenames and create/remove files.
 * Profiler gives you a way to profile what is taking up the most time in your code.
 * OpenURI gives you a way to download files using ruby.
 * REXML is a way to parse XML in pure Ruby.
 * Ripper gives you a way to parse pure Ruby code into an AST.
 * Socket gives you access to Network connectivity.
 * Tracer gives you a way to see which lines of your code are being executed and in what order.
 * Win32::Registry gives you a way to query and edit the windows registry.
 * Win32API gives you a way to call into specific windows core methods easily.
 * WIN32OLE gives you a way to use Windows OLE.

Other Libraries

 * /Database Interface Modules/

GUI Libraries

 * /GUI Toolkit Modules/ gives a run down of various options for ruby GUI programming.

Here is info on some specifically:

 * Tk
 * GTK2 Notes on the GTK/Gnome bindings.
 * Qt4

Intermediate Ruby
Here are some more in depth tutorials of certain aspects of Ruby.

 * /Unit testing/
 * /RubyDoc/
 * /Rake/
 * /RubyGems/
 * /Running Multiple Processes/
 * Using Network Sockets
 * Building /C Extensions/
 * /Rails/
 * /Embedding Ruby/ within a separate C program

Core Docs

 * Ruby Documentation Homepage - various ruby documentations and tutorials, as well as information on how to update ruby's core docs should you so desire.

gem docs

 * Ruby Toolbox - Find actively maintained & popular open source software libraries for the Ruby programming language

Learning Ruby

 * Ruby in Twenty Minutes - A small Ruby tutorial
 * CK-12 - Online Ruby tutorials & practice exercises
 * Learning Ruby A free tool to find and learn Ruby concepts using flash cards.

Print

 * The Ruby Programming Language by David Flanagan, Yukihiro Matsumoto aka “Matz,” the creator of Ruby. Also covers 1.9
 * Programming Ruby 1.9 & 2.0 (aka “Pickaxe”) by Dave Thomas, with Chad Fowler and Andy Hunt — this 2013 version covers Ruby 1.9 and 2.0
 * Programming Ruby 3.2 by Noel Rappin, with Dave Thomas
 * Ruby by Example

Online

 * Programming Ruby (a.k.a. “Pickaxe”) 1st edition online version
 * Why’s (Poignant) Guide To Ruby
 * Humble Little Ruby Book

Quick References

 * Ruby Quick Reference (some of more obscure expressions are explained)
 * Ruby Cheat Sheets (a list of some different Ruby cheat sheets)

Ruby-Programmierung Programación en Ruby Lernolibro pri Rubeno Programmation Ruby Programmeren in Ruby Ruby Ruby Ruby Ruby Programming

title: Ruby Programming


text:
User:David Martland~enwikibooks

Let's see where these all turn up!

a:User:David Martland b:User:David Martland c:User:David Martland d:User:David Martland e:User:David Martland f:User:David Martland g:User:David Martland h:User:David Martland i:User:David Martland j:User:David Martland k:User:David Martland l:User:David Martland m:User:David Martland n:User:David Martland o:User:David Martland p:User:David Martland q:User:David Martland r:User:David Martland s:User:David Martland t:User:David Martland u:User:David Martland v:User:David Martland w:User:David Martland x:User:David Martland y:User:David Martland z:User:David Martland

title: User:David Martland~enwikibooks


text:
Spanish/Exercises/Personal Pronouns

^Lesson 1^

Pronombres personales. (Personal pronouns.)

Ejercicio 1. Rellena los espacios en blanco con los pronombres personales correctos en español.

Exercise 1. Fill the blank spaces with the correct Spanish personal pronouns.

Ejercicio 2. Rellena los espacios en blanco con los pronombres personales correctos en español.

Exercise 2. Fill the blank spaces with the correct Spanish personal pronouns.

Soluciones a los ejercicios Solution to exercices

^Lesson 1^

title: Spanish/Exercises/Personal Pronouns


text:
Wikibooks:Language and literature bookshelf

Linguistics

 * Conlang
 * Linguistics
 * Policy Debate
 * Extemporaneous Speaking
 * Student Congress (Legislative) Debate

Composition and writing

 * Please add short guides to specific genres to Creative Writing.

 * Basic Writing: Process and Practice
 * Business writing
 * Composition
 * Conworld
 * Creative Writing
 * How to write a research paper in History
 * How to write an essay
 * How to Keep a Journal
 * Rhetoric and Composition
 * Professional and Technical Writing: A Rhetorical Guide to Tech Comm
 * Writing Adolescent Fiction

Rhetoric

 * Basic Writing: Process and Practice
 * Rhetoric and Composition
 * Professional and Technical Writing: A Rhetorical Guide to Tech Comm
 * Rhetoric and Writing in the Public Sphere: An Introduction
 * Visual Rhetoric

Regional literature

 * English literature:
 * William Shakespeare
 * Guide to English Literature
 * American literature:
 * American Literature
 * Japanese Literature
 * Genre Literature:
 * Science Fiction Literature

General topics in literature

 * Literary criticism
 * History of Literature

Multiple works and author guides

 * William Shakespeare's Works (with Notes)
 * Plato
 * 19th Century Literature
 * The Poetry of Gaius Valerius Catullus
 * How to Read Young Adult Literature Like a Young Adult Writer

Mythology and folklore

 * Mythology
 * Greek Mythology
 * Indian Mythology

Fiction annotations

 * Technical Companion of Accelerando by Charles Stross
 * Angels and Demons by Dan Brown
 * Annotations of The Complete Peanuts by Charles M. Schulz
 * Atlas Shrugged by Ayn Rand
 * The Divine Comedy by Dante Alighieri
 * Lord of the Flies by William Golding
 * Of Mice and Men by John Steinbeck
 * The Once and Future King by T. H. White
 * A Tale of Two Cities by Charles Dickens
 * The Wealthy Barber by David Barr Chilton
 * The Grand Inquisitor by Fyodor Dostoevsky
 * The Poetry of Gaius Valerius Catullus by Gaius Valerius Catullus

Nonfiction annotations

 * Constitution of the United States by various authors
 * Annotated laws relating to Conrail by various authors
 * The Seven Habits of Highly Effective People? by Stephen Covey
 * The Voynich Manuscript by various authors

Annotations with source text
Madame Bovary by Gustave Flaubert


text:
Spanish/Exercises/Verbs ser And estar

^Lesson 1^

Llena los espacios en blanco con la forma verbal correcta del verbo "ser". Fill the blank spaces with the correct form of the verb "ser" (to be).

Llena los espacios en blanco con la forma verbal correcta del verbo "estar". Fill the blank spaces with the correct form of the verb "estar" (to be).

Llena los espacios en blanco con la forma verbal correcta del verbo "ser" o "estar". Fill the blank spaces with the correct form of the verb "ser" or "estar" (to be).

Soluciones a los ejercicios Solution to exercices

^Lesson 1^

title: Spanish/Exercises/Verbs ser And estar


text:
CACS/Glossary/CSS

Cascading Style Sheet (CSS) (Web Pages, HTML) is an HTML feature using a set of hierarchic input files that specify display characteristics used to interpret various HTML formatting tags. The CSS2 version also supports the description of display properties that are applied to XML applications. The CSS is an open specification maintained by the W3C, and detailed online information describing style sheets may be found at the W3C's Specification Page.

title: CACS/Glossary/CSS


text:
GCSE Science/Electricity

Information on the Oxford, Cambridge and RSA examinations is available from the OCR Website.

 * Static Electricity
 * GCSE Science/Uses of static electricity
 * GCSE Science/Advanced static electricity topics
 * Electrolysis
 * GCSE Science/Circuits
 * GCSE Science/Current, voltage resistance and Ohm's law
 * GCSE Science/Three useful components
 * GCSE Science/Circuits Part2
 * GCSE Science/Parallel and series circuits
 * Safety in Mains Circuits
 * Power
 * Electromagnetism
 * GCSE Science/Magnetic effects of a current
 * GCSE Science/Uses of electromagnets
 * GCSE Science/The motor effect
 * GCSE Science/Induction
 * GCSE Science/Generating electricity
 * GCSE Science/Transformers

End of Module tests

 * Multiple choice
 * Terminal exam questions

See also Electronics.

title: GCSE Science/Electricity


text:
GCSE Science/Static Electricity

GCSE Science/Electricity

Have you ever noticed a crackle when you pull off a sweater? Have you ever had your hair stick to your face after combing? What about seeing a balloon stick to the wall after it has been rubbed? All these effects are caused by static electricity. Static electricity is the imbalanced charges of matter. It was the Greeks who first noticed that when they rubbed a piece of amber, it attracted small pieces of paper. The Greek word for amber is elektron, and it is from this that we get our words electron and electricity.

What causes static electricity?
Usually materials are electrically neutral. This means that they are not electrically charged. However this doesn't mean that materials have no charges inside them. All materials are made of atoms. Atoms are made of particles called electrons, protons, and neutrons. Electrons have a negative charge, protons have a positive charge, and neutrons (as you can probably guess by the name) have no charge. Materials are partly made of charged particles. Materials have no overall charge whenever they have the same number of electrons and protons. The negative charge of the electrons exactly cancels out the positive charge of the protons.

Test YourSelf: Q1) The element lithium has three protons. How many electrons must a neutral lithium atom have?

Inside an atom the protons and neutrons are held firmly at the very centre in a structure called the nucleus. The electrons however are held much more loosely. Some can be found at the surface, and if the surface is rubbed, they can be rubbed away. This removal of electrons will leave the atom with more protons than electrons. It will have a positive charge because the protons are positively charged. Atoms that are charged are called ions.

When you rub a balloon on your sweater some of the electrons are transferred from the sweater to the balloon. The sweater becomes positively charged.

Test YourSelf: Q2) What charge will the balloon have?

How do the two types of charge behave?
The sweater is positively charged, the balloon negative. The balloon sticks to the sweater. This is because unlike charges attract. If you were to take two balloons, both of which had been negatively charged and brought them together you would find that they tried to push apart. This is because like charges repel.

 Test Yourself Q3) Look at the balloons above. The pair on the left are being repelled. The pair on the right are being attracted. Notice that one out of each pair of balloons is negatively charged. What is the sign (positive or negative) of the charges on the other two balloons?

Sparks can fly!
When a large enough charge is built up sparks can fly. A spark is just a flow of electrons through the air. This can sometimes be very dangerous. For example, petrol flowing through a pipeline can pick up a charge by friction. If a spark flies it could ignite the petrol. For this reason, pipes are earthed. Earthing means connecting the pipe to the ground by means of a copper wire. Copper, unlike air, is a very good conductor of electricity. The electrons can flow easily and safely to the ground without sparking.

Some devices make use of sparks. A Van de Graaf generator consists of a large metal dome that is in contact with a rubber or plastic looped belt. As the belt moves, friction causes it to become charged; the charge is spread out over the metal dome where it builds up until it is large enough to cause a spark.

In the diagram above a girl is standing on a washing up bowl and touching a Van de Graaf machine.

Test Yourself Q4) What do you think is the purpose of the washing up bowl?

Test Yourself Q5) Explain why the girl's hair is standing on end (no it's not her style, it's to do with the charge)

Answers to questions | << Electricity | Uses of static electricity >>

title: GCSE Science/Static Electricity


text:
Talk:GCSE Science

Hey Theresa knott, looks like an exciting project. Best of luck and welcome to the textbook project. We're gonna like change the world, an' stuff ! Thanks for the help. (I added a couple of navigation links for you) ... --Karl Wick

Thanks for the links! We certainly are gonig to change the world, but it's a daunting prospect this early on. Still little by little -- Theresa knott 10:29, 29 Aug 2003 (UTC)

I've been thinking. I sort of hijacked this page for GCSE science. It occurs to me that someone visiting this page migh want see see things on the scientific method, anyalysing data, Good and not so good science. Examples of downright sloppy science and even fraud. That sort of thing.If anyone want's reclaim this page for general science rather than GCSE science, feel free, but please link GCSE science to the main page or somewhere it is likely to be seen Theresa knott 21:36, 18 Sep 2003 (UTC)

 * Very chivalrous of you. I imagine that as this site grows there will be all kinds of overlaps on name usage, with multiple books and stuty guides on any topic. Hopefully there will be so much activity that people will be fighting over namespaces. Well, not that I am hoping for fighting. --Karl Wick

Tweaks
Theresa, love the design of the page. I tweaked it up a bit for you. Question: Just what does "GCSE" stand for, anyways ? If I knew I forgot and don't know where to check. --Karl Wick

Thanks for the tweaks. GCSE stands for General certificate of secondary education.

 *

The best place to check for information is wikipedia ;-) see this article for more details http://www.wikipedia.org/wiki/GCSE
 *  User:Theresa knott

 * Headmistress ? OK, this must definitely be a non-US thing. Seriously, I have never heard of General certificate of secondary education before. I thought the S would stand for science ..

Funny science songs
You may like the songs found on this page. Sort of more designed for kids but it was funny to me as an adult too. Maybe it could fit into your book somewhere although I wouldn't know where.

http://www.acme.com/jef/science_songs/

- Thank you

Subpages
Wouldn't it be better to use subpages? For example, right now you have "GCSE_science" and "Introduction_(GCSE_science)" and so on. With subpages, they would be "GCSE_science" and "GCSE_science/Introduction" and so on. It seems tider to me because all the GCSE science pages are then contained under 'GCSE_science'. Just a thought. :) --Avxxv 20:10, 15 October 2005 (UTC)

 * Subpages is a feature that was added long after this book was created. Sure, having subpages will be much tidier, but things will have to be moved in a way to not ruin internal links. --Krackpipe 18:58, 7 December 2005 (UTC)

Proposed rename
I'd like to change these pages so that they all start with "GCSE Science/". This would bring these pages into link with other wikibooks. Any move would be done in such a way as to preserve all links. I trust this will prove to be non-controversial, but note the proposal here first to allow for comments, Jguk 12:50, 24 February 2006 (UTC)

Image format
A lot of images in this textbook are in GIF format. They should be converted to PNG, or a PNG alternative should be found. Emanla Eraton 15:26, 26 August 2007 (UTC)

title: Talk:GCSE Science


text:
GCSE Science/Answers-Static Electricity

Back to GCSE Science/Static Electricity

Q1) 3 --- all atoms have the same number of protons as electrons

Q2) Negative ---	electrons have been added to the balloon.

Q3 left hand pair) Negative--- The balloons are  repelled

Q3 right hand pair)Positive --- The balloons are attracted. Remember '"like charges repel, unlike charges attract'''

Q4) The purpose of the washing up bowl is to insulate the girl from the ground. People are reasonable conductors of electricity. If the girl just stood on the floor electricity would run through her body and leak away. She would act as an earth wire for the Van de Graaf.

Q5) The girl's hairs all pick up static electricity from the Van de Graaf machine. Remember like charges repel, so each hair tries to get as far away from the other hairs as possible. That is why her hair stands on end.

title: GCSE Science/Answers-Static Electricity


text:
User talk:Theresa knott

Hi Theresa, here's the page where we would like the picture to illustrate four 13-year-old friends going to the cinema KS3_Computing/Logic/Boolean Bnathyuw (discuss • contribs) 14:29, 18 April 2015 (UTC)

I LOVE your drawings ... you are going to make me get off my duff and do some of my own because I see how much they immediately add to the work. --Karl Wick

Theresa, what program are you using to make those drawings ? Just wondering .. Hey never mind, I just checked your user page on the main WP and saw that you have links and info about it .. you use MS Word ?? Interesting ... I hope you keep up the passion. --Karl Wick

Thanks, Theresa. You've really restored my confidence in the whole Wikibooks thing. I've encountered a lot of unwritten, poorly-written or excessively incomprehensible stuff, and what I see with GCSE Science is a breath of fresh air! Keep up the good work, it's of sufficient quality to actually see it competing with other major textbooks. Well done! --81.157.26.41 21:31, 6 Jan 2005 (UTC)

Theresa, sub-pages are any page that contains a '/' in the page name. Normally, a slash in the URL indicates a file structure or directory entry on the server. They were used a lot in Wikipedia, but have mostly been removed there. We've discussed them here as a possible way to solve the need for duplicate modules. Thus GCSE/Atomic Structure would be different than Physics/Atomic Structure. The Wikipedia approach would be to name these modules Atomic Structure in General Science, but this seems combersome. Another approach involvers the use of Namespaces. This would get things like GCSE:Atomic Structure.

There are a couple of us experimenting with things like automated table of contents and pop-up windows for footnotes or a glossary. When we get a good technique that works, we'll update or create a guideline page. In the meantime, most of us are just continuing whatever method a book started with. We know we'll have some cleanup when a good technique is settled on. Hope this explains some of whats going on. Keep up the good work, and I second Karl's praise for your illustrations. LouI 19:57, 1 Sep 2003 (UTC)

Covalent bonding
Hey Theresa, thanks for your edits on the organic subpages. This statement from Covalent bonding does not seem to be true tho: "Covalent bonds always occur in molecules that only have one type of atom". --Karl Wick

I was just looking at your science book. It sure is a large volume to cover. Do you plan on writing the whole thing ? I see your edits all of the time for quite some time now and yet the volume left to go is much larger than that which is done. I guess my book is the same tho, and when I finish ochem its on to other subjects .. Oh yeah, I hope you approve of the edit I did on the main science book page. --Karl Wick
 * It certainly is a large amount of work. If I do it all by myself on and off as the mood takes me it'll take maybe two or three years to complete. Still nothing worth doing is easy. What I hope will happen, when I get the electricity module really well done, a proper useable resource, then people might start actually using it. If that happens {well I should say when that happens) someone else may be inspired to write another module, Still if I have to do the whole thing myself I will. Oh and yes the edit on general science is good.Theresa knott 21:21, 18 Sep 2003 (UTC)

Evangelizing
By the way, I was talking up your page to a guy I ran into at work who is an eighth-grade teacher, saying how it is coming along and everything. He was pretty excited about it. As we get along farther on these things I think growth will accelarate. --Karl Wick

Admin
Theresa I want to nominate you to be an admin. I cant find the page tho.. --Karl Wick

Ochem
Looks nice ! --Karl Wick

We miss you
Hi Theresa, what's new. I haven't seen you around lately .. I hope you are not mad about my not understanding the meaning of GCSE or anything related. Are you taking a break ? Not giving up I hope. --Karl Wick

Welcome back Theresa !
I did miss you but am glad you were able to take a refreshing breather, and look forward to seeing you around these pages once again. --Karl Wick

Quiz maker tool
Teresa, are you familiar with this site ? http://javascript.about.com/library/tools/blquizmaker.htm

It writes quiz code for you so you can make dynamic Q&A's. Maybe we (you) could use it. --Karl Wick

Theresa - The main page was perfectly fine before (Statement not true about whatever size screen you have ~ I never had to scroll right left. Not sure what the proper sizing is, but the central contents area looks a bit squeezed now - Marsh 21:18, 4 Nov 2003 (UTC) I think the problem arises from that little box added at top right. -- Marsh

Theresa - I'm using IE. The html width % tags should adjust things for both individual browser and screen resolutioon settings (all things functioning perfectly). By adjusting the contents table to 80% it did get smaller on my screen, but everything else around (above and below) stayed the same (the tables are nested), so there was no right-left adjustment in text outside the colored contents box. Is it (on your browser) actually filling more than full screen width? Usually, that is caused by something forcing the width out of specified bounds (e.g., a line or graphic that is too large for screen setting, or something similar in essence overriding the percent width commands) - Marsh 22:55, 4 Nov 2003 (UTC)

I too am using IE. I think the problem that have is to do with the navigation frame on the L.H.S. of the page. (the one with the wikibooks logo) This takes up about 20% of the page width, so if the tables set at 100% the page will always be wider than the browser window. I don't see why we need to set a width at all really, so I've removed the width attributes entirely, letting the viewers browser decide how wide to make the table. Does this look ok to you ? Theresa knott 09:17, 5 Nov 2003 (UTC)

Did removing the Width=100% make any difference on your browserr? - Marsh 17:37, 5 Nov 2003 (UTC)
 * Yes it's cured the problem for me. Does it still look OK to you? Theresa knott 23:03, 5 Nov 2003 (UTC)
 * After I brought the three columns a bit closerr to same size, it looks fine on my screen, but only fills about 80% of the available space. If it was off screen with 100% setting on your monitor, then something must be forcing the layout wide (and the colored box table complies by filling 100% of "too big"); but I cannot see what that is.  Most suspicious is the longer titles in the book listings. That is all I can see that could overide settings as there are no wide graphics anywhere.  What does the French Wikibooks main page look like on your system?  It is fine on mine. - Marsh 00:49, 6 Nov 2003 (UTC)

About the picture of Paris, I took it on the french Wikipedia, in the article about Paris. Traroth 10:26, 5 Nov 2003 (UTC)
 * I see. I'll do the necessary editing then. Theresa knott 11:12, 5 Nov 2003 (UTC)

A belated thankyou for the image on Discrete mathematics:Functions and relations :) Dysprosia 10:27, 12 Nov 2003 (UTC)
 * You're very welcome :-) Theresa knott 11:35, 12 Nov 2003 (UTC)

Foundation or Higher?
As far as I know, there is no Foundation or Higher. It is law that schools (except public schools...) have to have balanced sciences.

There is Single Science, 6 modules, Double Science, 12 modules, or Seperate Sciences, 18 modules.

Single Science makes you do 6 modules in the 2 GCSE years and you recieve one grade (from * down to F/U/similar).

Double Science makes you do 12 modules in the 2 GCSE years and you recieve two identical grades (from ** down to FF/UU/similar). They can never be different so excelling in Chemistry will not get you very far.

Seperate Sciences (that's me!) is like taking a Biology, Physics and Chemistry GCSE. Each have 6 modules and you get three seperate grades.

What's Foundation and Higher? R3m0t 16:52, 5 Dec 2003 (UTC)

It's the paper you sit in many exam boards Foundation is balanced, you still get 12 modules for doulble science, but the papers omit the most difficult questions. You can get grades C downwards. The higher paper is gives grades A -D any lower than that you get a U. The paper sat is not specified on the final certificate though, A grade C For example can be got by sitting either paper and nobody but the candidate need know which paper was sat. Theresa knott 08:31, 7 Dec 2003 (UTC)

Algebra:Functions images
Thanks for those. The apple picture is great! I'm going to move the second illustration down from the relation section to the function part; any chance you could make another similar picture demonstrating a relation that's not a function (ie., at least one right-hand element points to more than one left-hand element)? That would really make the distinction clear. --Spikey 01:35, 18 Dec 2003 (UTC)

Hi T :) If you do intend on resizing the image yourself, you may want to simplify it just a little, it may be a bit complicated on sight to spot that it isn't a function - perhaps have the mapping 1->{2,3}, 2->3, 3->4, 4->4? Just a suggestion, really, no big deal if you don't wanna change it! :) Dysprosia 10:45, 20 Dec 2003 (UTC)

r3m0t and Science
*bows* Well thank you! Merely 14 years 4 months. r3m0t 07:19, 15 Jan 2004 (UTC)

I'm in year 10, doing Triple Science, AS Mathematics and I'm doing a Chemistry coursework this term. I already did Chemical Patterns, Chemistry in Action and Energy and Electricity and got three A*s (woohoo!). Also finishing Human Body unit and starting Waves, Atoms and Space. I'll try come along to the GCSE Science and help out when I can :) r3m0t 10:41, 16 Jan 2004 (UTC)

 * Well, so far I've done... um... let's see. I've done Chemical Patterns, Chemistry in Action, The Human Body, Inheritance and Survival, Energy and Electricity, Waves, Atoms and Space - that's all of Single Science. Also finished Health and Exercise and Chemicals of the Earth (I think that's it) in Double Science. Also currently doing Movement and Change, in Double, which I started on the 24th. I recieve my Chemistry coursework next week.
 * Well, this is going to sound really stupid, but... what do you need help with? :) I would much prefer Movement and Change because that's what I'm doing right now. PS We use Edexcel in this school. r3m0t (cont) (talk) 11:48, 26 Mar 2004 (UTC)
 * Well, I prefer Chemistry to Physics, so what the hell - I'll do Chemical Patterns, I think. Need to go find the syllabus thing. r3m0t (cont) (talk) 11:48, 26 Mar 2004 (UTC)

languages
Theresa, maybe its no big thing but I am so frustrated I want to rend my clothes. Let me cry on your shoulder ... sniff .. --Karl Wick

venn diagrams
Sure thing, Diagram Queen :) Just need some ideas for what to be shown in them, haven't had much time to think about the DM book for a while... Dysprosia 10:31, 3 Feb 2004 (UTC)

editing feature
Theresa, have you seen the feature where little boxes show up at the top of the editing box that let you do some formatting in one click ? I was on a friend's computer and these icons showed up that I had never seen, to make text bold or italic, among other things. Maybe it does not work on my Mac or something. Do you know what I am talking about ? It was an XP home edition machine that I saw it on, but the XP pro version work does not seem to support it. --Karl Wick

thanks
Thank you for your kind words. Your support means a lot to me. I will take your advice and will curtail my wikipedia time to make more time for wikibooks. Perl 13:09, 25 Mar 2004 (UTC)

BTW, Ill be in NEw york for a few days so I won't be able to contribute until Monday. Perl 13:13, 25 Mar 2004 (UTC)

thanks
Thanks for your work on the physics wikibook.

-- DavidCary

p.s.: are you looking for the book "The Magic Army" by Leslie Thomas http://www.fetchbook.info/The_Magic_Army.html ?

Yeah, that's a possibility. If he revert's again I'll use the babelfish or something :) Dysprosia 02:12, 4 Jul 2004 (UTC)

how to
forgive my ignorance but for the life of me i can't get the venus image to post from the wikipedia article over to the module. why is this? i was also thinking of bringing the tables from the articles explaining the planet stats. can you help me out maybe post a tutorial type of thing on my talk page here. sorry to bother you. oh and p.s. i look forward to working on this project with everyone, i beleive it will be a great success! --Larsie 16:50, 8 Nov 2004 (UTC)

 * It can't be done! (Which explains why you can't do it) However a new project called wikicommons has just been launched. This is a central repository for wikimedia pictures. I think you can get images from commons to display on any wiki, but I don't know for sure as I've never tried it. Take a look here and see if you can figure it out.

nasa
hey there would you be able to tell me where i can find info on how to bring the nasa image from the site to the module? --Larsie 18:16, 8 Nov 2004 (UTC)

 * Go to the NASA site and download the image onto your harddrive. (Clicking on the image and selecting "save as" should do it. Make sure you save it where you can find it again. Change the name if necessary; it should be descriptive. then click the upload button and navigate yo where the file is on your computer. Put the public domain tag in the summary and also add that it's from NASA then hit the upload button. Let me know if you have any problems. Theresa knott 20:10, 8 Nov 2004 (UTC)

i actually know how to format now it's just that i can't download images as i use my work pc for all my contributions so i don't have the ability to gather images and upload them, sorry. --Larsie 20:57, 8 Nov 2004 (UTC)

check out what i did for the venus category (the image showing venus in blue) is that ok or should i not do it like that. --Larsie 21:07, 8 Nov 2004 (UTC)
 * No you can't do that. What you are doing is retreiving the image live from their website everytime you look at the page. This has two consiquences
 * If their website is down for any reason, or if they decide to move the image location or name, we'll see a "missing image" note instead.
 * Because the viewers browser fetches the image from thier website rather than ours, they have to pay for the bandwith rather than us. bandwith theft is considered extremely poor etiquette.

You best bet is to just put the url on the talk page and let someone else sort adding it to the page. Theresa knott 06:48, 9 Nov 2004 (UTC)

thanks for the heads up there theresa, appreciate it. --Larsie 17:14, 9 Nov 2004 (UTC)

Image:Inside_the_sun.PNG
I like this diagram. Could I have a go at it? I'd be happy to correct the typo. Also, I'd like to create a new version, under a different name. It would have the photosphere, chromosphere, and corona labelled. I see a comment here from Karl Wick that you create your images in MS Word. If that's true, I should be able to edit in MS Word, right? Could you upload the "original" picture file or a Word document with the picture file in it. I could download, work on them, and report back to you on what I've done with your baby. --SV Resolution 16:23, 23 August 2005 (UTC)

Thanks for responding to my message. I appreciate your invitation to re-use your image. I thought the original version -- in the format you had when you were editing it, before you saved it as a PNG -- would be better than the png, because it might have more bits. If I start working from a copy, I could just degrade the image. Thanks if you can enlighten me. --SV Resolution 00:52, 29 August 2005 (UTC)

Commons
If possible, add your those of your images that have no english-spesific labels to wikimedia commons. I've already added anode image there, and used it in finnish-language wikipedia article.

Copyright problem with Image:Electrolysis anode.png
--Derbeth 09:26, 6 October 2005 (UTC)

Duplicate account
What do you this should be done with your second account? I think it's ok to block it infinitely to avoid possibility that someone could break its password and uses as sockpuppet. --Derbeth talk 19:25, 25 April 2006 (UTC) A block on that account will trip the autoblocker when I log in with this one. I'm not sure blocking it is really necessary at all. If somone could break its password then they could probably break the paaword on this account too, and this one has admin privaledges! Theresa knott 20:09, 25 April 2006 (UTC)

Question
Hi THeresa! I just registered today, and I have a question about articles on Wikibooks. Are there cases here where blank pages are accepted? I saw European History/Chapter 14 was created today and saw that European History/Chapter 13 is in a similar vein. Just wondered because Chapter 13 seems to be several years old. Sjakkalle 11:30, 26 April 2006 (UTC)
 * I can't for the life of me see why someone needs to create a totally blank page. Books are different from encylopedias because they need to be structured. So obviosly chapter 13 should come before chapter 14 in the contents page, but once there is a link there I can't see a reason to actually create the page blank. I'll leave it a little while as the book is clearly being worked on (if not that chapter) and see what happens. Theresa knott 11:36, 26 April 2006 (UTC)

Process Control Wikibook
You left a note on the "Ellastic Collisions" page of the Process Control Wikibook. I am currently merging that old book into the new Control Systems book. I am copying the text verbatim from this page into the Discussion page. You mentioned that you had some issues with the text of the page, so let me know if this material is worth salvaging and moving to a better location, or if we should just delete it and start fresh. --Whiteknight (talk) (current) 20:21, 26 April 2006 (UTC)

 * Can you provide a link because I can't find the original page or my comments. Theresa knott 20:38, 26 April 2006 (UTC)

 * The current contents of the page are listed on the talk page of the control systems book here. The contents of the talk page are still available at Their original location, but I will soon move the talk information over, and delete the old talk page as well. --Whiteknight (talk) (current) 21:22, 27 April 2006 (UTC)

School Project
I'm probably going to be a TA next semester, and I was toying with the idea of offering my students extra credit for making (class-related) contributions to wikibooks. I saw your school project, and would very much like to know how well it is working out for your students, how easy it is to teach wikiformatting to people who may be completely unfamiliar with text markup etc. I think it's very admirable for you to be getting young people involved, not only in the learning process, but also in the teaching process as well. Kudos to you! --Whiteknight (talk) (current) 19:14, 4 May 2006 (UTC)

 * Well they seem to be enjoying it! I haven't actually taught much formatting at all; some of the brighter ones are picking it up for themselves. It's very easy after all, and the nice thing about a wiki is that someone else can always fix the formatting later.

 * You need to think carefully about safety. My pupils are all quite young, so I gave them a very stern talking to about how they are allowed to behave online, and i vetted their usernames etc. You also need to think about staff pupil relationships. If the pupils are teenagers I recommend that you create a seperate account for yourself for use in the project and keep you main account secret from them.

 * Thanks for your kind words, but children love to show off what they know. When the term ends I'm going to print up the pages and bind them together into a little booklet and give them a copy each to take home. Theresa knott 05:17, 5 May 2006 (UTC)

 * Good suggestions, all. Thanks, and good luck with your project. --Whiteknight (talk)(projects) 16:01, 5 May 2006 (UTC)

Naming convention
Please inform your students to obey our naming conventions. They mess up a little creating pages like "simple switch" (I have just deleted one thinking it is a vandalism). It's very simple, you just need to write  /pagename/  or  pagename  instead of  pagename . --Derbeth talk 08:57, 11 May 2006 (UTC)

Yep I will, but they are young :-( What is easy for us is hopelessly complicated for a kid. Theresa knott 12:07, 11 May 2006 (UTC)

Great!
So happy to have a contributor! The standards you suggest are right on the money. "key stage three" as you call it is exactly the same age group I was aiming for. As for science currently learned, It vairies from school to school but generally they will have had basic environmental science, weather, some geology, basic electricity, etc... In the USA, public school texts do not focus enough on laboratory experimentation as a form of learning. Because of this, i would like the book to have a large basis in experimentation, lab work and procedure, and careful observation as methods of learning material covered in the book, but also as preparation for high school science (ages 14-18) where this sort of analysis is required. I look forward to working with you! please feel free to edit any part of the book that you find a way to improve! Thanks for the offer! For more info about my ideas for the book, you can see the guide. Basejumper123 20:42, 12 May 2006 (UTC)

Standards
I found this guide to Massachussetts Science education standards at the state department website

Newbie friend
I have retired from my work at wikipedia. I have been told that wikibooks has a more pleasant atmosphere than en.wikipedia so I thought I would give it a chance. I know that you are a long-term wikibookian so I thought I would tell you I set up an account so you can watch out for newbie screw-ups, and maybe time permitting over any guidance or advice. Thanks. -JCarriker 08:30, 6 June 2006 (UTC)

Your images
Here's the list of images you uploaded that are untagged. -- SB_Johnny | talk 09:09, 4 November 2006 (UTC)

 * Sorry for my delay in responding to you. You seem to have properly tagged all your images now, but I gladly would have done it for you if you had asked. We didn't mean to alarm you! See you around. --Whiteknight (talk) (projects) 13:57, 6 November 2006 (UTC)

Acetone peroxide synthesis
I have proposed the acetone peroxide synthesis for deletion. What do you think? Ewen 14:18, 13 November 2006 (UTC)

Image copyright problem with Image:Magnetic field of a current carrying wire.png
Thanks for uploading Image:Magnetic field of a current carrying wire.png. However, the image may soon be deleted unless we can determine the copyright holder and copyright status. The Wikimedia Foundation is very careful about the images included in Wikibooks because of copyright law (see Wikibooks' Copyright policy).

The copyright holder is usually the creator, the creator's employer, or the last person who was transferred ownership rights. Copyright information on images is signified using copyright templates. The three basic license types on Wikibooks are open content, public domain, and fair use. Find the appropriate template in Image copyright tags and place it on the image page like this:.

Please signify the copyright information on any other images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, feel free to contact me, or ask them at the Study help desk. Thank you. Az1568(Talk) 07:41, 6 January 2007 (UTC)

Your De-Adminship
Hello. I would like to inform you that you will have your sysop rights removed here on 7 Feb 2008 due to inactivity. If you would like to discuss the matter, please see WB:RFA. You can re-apply for adminship at a later date if you wish. Thanks. -within focus 23:10, 7 January 2008 (UTC)

bsrboy
I didn't "add" the Swastika the next day. It was always there. It's been The Vandal Warrior's page for ages and no one mentioned it to me. When that user removed he didn't put a good enough reason for removing it, so I put it back and explained me reason, then he put it back still without any discussion, so I reverted it, then he blocked my user page and still didn't discuss it. Then I asked him why he did via email... No email reply and guess what? I got my email blocked! Great... I really was going to do as you said, but none of this would have happened, if he talked about it with me or maybe if you did... or if anyone did, rather than just getting blocked. It seems unfair to be blocked from email someone when all I did was ask him why he reverted it?! And still no reply! What's going on with Wikipedia. What happened to the politeness and respect I had for administrators? 86.29.128.62 (talk) 16:56, 14 May 2008 (UTC)

title: User talk:Theresa knott


text:
GCSE Science/Uses of static electricity

GCSE Science/Electricity

There are several practical uses of static electricity in our daily life. We will look at three of them on this page. There are many, many more, but these are the easiest to understand. Let’s take a look at them.

Number One: The Photocopier
One example of the practical use of static electricity is a photocopier. A photocopier is a complicated piece of equipment, but the basic principle of how it works is fairly simple. The best way to understand what is going on is to consider it as a stage by stage process. Relates to xerography

Stage one
Positive charge is applied onto a plate from a high voltage power supply which is called charging by friction. The plate is connected to the earth but the charge does not have quite enough energy to flow away from it. (The plate is not a good conductor of electricity.)

Stage two
Paper is placed over the plate and a light shines onto the paper. Where the paper is white the light is reflected onto the plate. Where the paper is dark a shadow falls onto the plate. The light falling on the plate gives it just the extra energy needed to allow the charge to escape to earth. The plate becomes neutral where the paper is white but keeps its charge where the paper is black. The plate is now a copy of the paper with charges taking the place of ink. You could call this a template.

Stage three
Toner particles are sprayed through a negatively charged nozzle onto the plate. As the toner passes through the nozzle it picks up the charge so that each particle of toner becomes negatively charged. The now charged toner is attracted to the areas of positive charge because opposite charges attract. More light then allows the positive charge to escape (However the negative charge on the toner remains.)

Stage four
A sheet of paper is given a very strong positive charge, and then placed in contact with the plate. The paper attracts the toner. The paper is then removed from the plate and passed through a heating unit. The heat melts the toner and bonds it to the paper.

In a real photocopier, there is no plate, just a large drum. As the drum rotates its surface goes through stages one through four. At the end of the sequence a scraper removes any toner left on the drum and the whole process is repeated with a new image. A good photocopier is capable of producing 20 duplicate pages per minute (20ppm), which is approximately one page every three seconds.

Questions on Photocopiers
Q1) If the black areas of the image leave a positive charge in the plate what charge do the white areas of the image leave? (Be very careful, the answer may not be what you think!)

Q2) How does the light shining onto the charged plate allow it to lose its charge?

Q3) Why is the toner given a negative charge?

Q4) Why does the paper attract the toner?

Number Two: Spray painting car parts
When paint is sprayed from a paint gun, the painter normally needs to use a fair amount of skill to ensure the paint goes on evenly. By connecting the spray nozzle to a negative electrode, it is possible to charge each droplet of paint. If the car part is then given the opposite charge, the paint droplets will be attracted to the car body part. This has several advantages:
 * Less mess - The paint goes to the charged body part and not to the electrically neutral floor.
 * Less wastage - All the paint ends up on the body part, very little is wasted.
 * Less skill needed - Because the charge is over the entire car part, the paint will stick to it.
 * Neater job - The paint is distributed evenly across the surface

Questions
Q1) If the paint droplets are given a positive charge, what charge should the car part be given?

A1) A negative charge as the positive will always be looking for a negative to balance it out.

Q2) Why does less paint fall on the floor? Give reasons for your answer

A2) This is because the oppositely charged particles are naturally attracted to each other and depending on the strength of the charge the range of attraction will increase/decrease respectively.

Q3) In the application of painting cars, wouldn't negatively charging the spray source and positively charging the object being sprayed also attract dust, dirt, and trash too?

Number Three: Pollution Control
Static electricity is used in pollution control by applying a static charge to dirt particles in the air and then collecting those charged particles on a plate or collector of the opposite electrical charge. Such devices are often called electrostatic precipitators. Out of the three this is the one people will know it most for.

Factories use static electricity to reduce pollution coming from their smoke stacks. They give the smoke an electric charge. When it passes by electrodes of the opposite charge, most of the smoke particles cling to the electrodes. This keeps the pollution from going out into the atmosphere.

Answers | <>

title: GCSE Science/Uses of static electricity


text:
Discrete Mathematics/Graph theory

Introduction
A graph is a mathematical way of representing the concept of a "network".

A network has points, connected by lines. In a graph, we have special names for these. We call these points vertices (sometimes also called nodes), and the lines, edges.

Here is an example graph. The edges are red, the vertices, black.

In the graph, $$v_1, v_2, v_3, v_4$$ are vertices, and $$e_1, e_2, e_3, e_4, e_5$$ are edges.

Definitions of graph
There are several roughly equivalent definitions of a graph. Set theory is frequently used to define graphs. Most commonly, a graph $$G$$ is defined as an ordered pair $$G=(V,E)$$, where $$V=\{v_1,\ldots,v_n\}$$ is called the graph's vertex-set and $$E=\{e_1,\ldots,e_m\}\subset\{\{x,y\}|x,y\in V\}$$ is called the graph's edge-set. Given a graph $$G$$, we often denote the vertex—set by $$V(G)$$ and the edge—set by $$E(G)$$. To visualize a graph as described above, we draw $$n$$ dots corresponding to vertices $$v_1,\ldots, v_n$$. Then, for all $$i,j\in\{1,\ldots,n\}$$ we draw a line between the dots corresponding to vertices $$v_i, v_j$$ if and only if there exists an edge $$\{v_i,v_j\}\in E$$. Note that the placement of the dots is generally unimportant; many different pictures can represent the same graph.

Alternately, using the graph above as a guide, we can define a graph as an ordered triple $$G=(V,E,f)$$:
 * a set of vertices, commonly called V
 * a set of edges, commonly called E
 * a relation $$f: E \rightarrow \{\{x,y\}|x,y\in V\}$$ that maps to each edge a set of endpoints, known as the edge-endpoint relation. We say an edge $$e\in E$$ is incident to a vertex $$v\in V$$ iff $$v\in f(e)$$.

In the above example,
 * V={v1, v2, v3, v4}
 * E={e1, e2, e3, e4, e5}
 * f such that e1 maps to {v1, v2}, e2 maps to {v1, v3}, e3 maps to {v1, v4}, e4 maps to {v2, v4}, and e5 maps to {v3, v4}.

If $$f$$ is not injective — that is, if $$\exists e,e'\in E$$ such that $$e\neq e', f(e) = f(e')$$ — then we say that $$G$$ is a multigraph and we call any such edges $$e,e'\in E$$ multiple edges. Further, we call edges $$e \in E$$ such that $$|f(e)|=1$$ loops. Graphs without multiple edges or loops are known as simple graphs.

Graphs can, conceivably, be infinite as well, and thus we place no bounds on the sets V and E. We will not look at infinite graphs here.

Directions, Weights, and Flows
We define a directed graph as a graph such that $$f$$ maps into the set of ordered pairs $$\{(x,y)|x,y\in V\}$$ rather than into the family of two-element sets $$\{\{x,y\}|x,y\in V\}$$. We can think of an edge $$e\in E$$ such that $$f(e)=(x,y)$$ as 'pointing' from $$x$$ to $$y$$. As such we would say that $$x$$ is the tail of edge $$e$$ and that $$y$$ is the head. This is one of the vagaries of graph theory notation, though. We could just as easily think of $$x$$ as the head and $$y$$ as the tail. To represent a directed graph, we can draw a picture as described and shown above, but place arrows on every edge corresponding to its direction.

In general, a weight on a graph $$G$$ is some function $$c: E(G)\rightarrow \mathbb R$$.

A flow $$(G,c)$$ is a directed graph $$G=(V,E,f)$$ paired with a weight function such that the weight "going into" any vertex is the same amount as the weight "going out" of that vertex. To make this more formal, define sets Then, formally stated, our requirement on the weight function is $$\sum_{e\in f^+(v)} c(e)=\sum_{e\in f^-(v)} c(e),\; \forall v\in V(G).$$
 * $$f^+(v)=\{e\in E(G)|f(e)=(v,x), x\in V(G)\},\; \forall v\in V(G)$$
 * $$f^-(v)=\{e\in E(G)|f(e)=(x,v), x\in V(G)\},\; \forall v\in V(G)$$

Algebraic Graph Theory
While set theory is frequently used when discussing graphs, other approaches can simplify certain operations. A set can be defined using an adjacency matrix $$A$$ where element $$a_{i,j}$$ is a 1, if there is an edge between vertex i and vertex j and 0 otherwise.

Special Graphs
Some graphs occur frequently enough in graph theory that they deserve special mention. One such graphs is the complete graph on n vertices, often denoted by Kn. This graph consists of n vertices, with each vertex connected to every other vertex, and every pair of vertices joined by exactly one edge. Another such graph is the cycle graph on n vertices, for n at least 3. This graph is denoted Cn and defined by V := {1,2,..,n} and E := {{1,2},{2,3}, ..., {n-1,n},{n,1}}. Even easier is the null graph on n vertices, denoted Nn; it has n vertices and no edges! Note that N1 = K1 and C3 = K3.

Some Terms
Two vertices are said to be adjacent if there is an edge joining them. The word incident has two meanings:

 * An edge e is said to be incident to a vertex v if v is an endpoint of e.
 * Two edges are also incident to each other if both are incident to the same vertex.

Two graphs G and H are said to be isomorphic if there is a one-to-one function from (or, if you prefer, one-to-one correspondence between) the vertex set of G to the vertex set of H such that two vertices in G are adjacent if and only if their images in H are adjacent. (Technically, the multiplicity of the edges must also be preserved, but our definition suffices for simple graphs.)

Subgraphs
A subgraph is a concept akin to the subset. A subgraph has a subset of the vertex set V, a subset of the edge set E, and each edge's endpoints in the larger graph has the same edges in the subgraph. A

A subgraph $$H$$ of $$G$$ is generated by the vertices {$$a, b, c,...$$}$$\in H$$ if the edge set of $$H$$ consists of all edges in the edge set of $$G$$ that joins the vertices in $$H=$${$$a, b, c, ...$$}.

A path is a sequence of edges $$$$ such that ei is adjacent to ei+1 for all i from 1 to N-1. Two vertices are said to be connected if there is a path connecting them.

Trees and Bipartite Graphs
A tree is a graph that is (i) connected, and (ii) has no cycles. Equivalently, a tree is a connected graph with exactly $$n-1$$ edges, where there are $$n$$ nodes in the tree.

A Bipartite graph is a graph whose nodes can be partitioned into two disjoint sets U and W such that every edge in the graph is incident to one node in U and one node in W. A tree is a bipartite graph.

A complete bipartite graph is a bipartite graph in which each node in U is connected to every node in W; a complete bipartite graph in which U has $$n$$ vertices and V has $$m$$ vertices is denoted $$K_{n,m}$$.

Adjacent,Incident,End Vertices

Self loops,Parallel edges,Degree of Vertex

Pendant Vertex : Vertex Degree one "Pendant Vertex" Isolated Vertex : Vertex Degree zero "Isolated Vertex"

Hamiltonian and Eulerian Paths
Hamiltonian Cycles: A Hamiltonian Cycle received its name from Sir William Hamilton who first studied the travelling salesman problem. A Hamiltonian cycle is a path that visits every vertex once and only once i.e. it is a walk, in which no edge is repeated (a trail) and therefore a trail in which no vertex is repeated (a path). Note also it is a cycle, the last vertex is joined to the first.

A graph is said to be Eulerian if it is possible to traverse each edge once and only once, i.e. it has no odd vertices or it has an even number of odd vertices (semi-Eulerian). This has implications for the Königsberg problem. It may be easier to imagine this as if it is possible to trace the edges of a graph with a pencil without lifting the pencil off the paper or going over any lines.

Planar Graphs
A planar graph is an undirected graph that can be drawn on the plane or on a sphere in such a way that no two edges cross, where an edge $$e = (u,v)$$ is drawn as a continuous curve (it need not be a straight line) from u to v.

Kuratowski proved a remarkable fact about planar graphs: A graph is planar if and only if it does not contain a subgraph homeomorphic to $$K_5$$ or to $$K_{3,3}$$. (Two graphs are said to be homeomorphic if we can shrink some components of each into single nodes and end up with identical graphs. Informally, this means that non-planar-ness is caused by only two things—namely, having the structure of $$K_5$$ or $$K_{3,3}$$ within the graph).

Coloring Graphs
A graph is said to be planar if it can be drawn on a plane in such way that no edges cross one another except of course for meeting at vertices

Each term, the Schedules Office in some university must assign a time slot for each final exam. This is not easy, because some students are taking several classes with finals, and a student can take only one test during a particular time slot. The Schedules Office wants to avoid all conflicts, but to make the exam period as short as possible.

We can recast this scheduling problem as a question about coloring the vertices of a graph. Create a vertex for each course with a final exam. Put an edge between two vertices if some student is taking both courses. For example, the scheduling graph might look like this: Next, identify each time slot with a color. For example, Monday morning is red, Monday afternoon is blue, Tuesday morning is green, etc.

Assigning an exam to a time slot is now equivalent to coloring the corresponding vertex. The main constraint is that adjacent vertices must get different colors; otherwise, some student has two exams at the same time. Furthermore, in order to keep the exam period short, we should try to color all the vertices using as few different colors as possible. For our example graph, three colors suffice: red, green, blue.

The coloring corresponds to giving one final on Monday morning (red), two Monday afternoon (blue), and two Tuesday morning (green)...

K Coloring
Many other resource allocation problems boil down to coloring some graph. In general, a graph G is kcolorable if each vertex can be assigned one of k colors so that adjacent vertices get different colors. The smallest sufficient number of colors is called the chromatic number of G. The chromatic number of a graph is generally difficult to compute, but the following theorem provides an upper bound:

Theorem 1. A graph with maximum degree at most k is (k + 1)colorable.

Proof. We use induction on the number of vertices in the graph, which we denote by n. Let P(n) be the proposition that an nvertex graph with maximum degree at most k is (k + 1)colorable. A 1 vertex graph has maximum degree 0 and is 1colorable, so P(1) is true.

Now assume that P(n) is true, and let G be an (n + 1)vertex graph with maximum degree at most k. Remove a vertex v, leaving an nvertex graph G. The maximum degree of G is at most k, and so G is (k + 1)colorable by our assumption P(n). Now add back vertex v. We can assign v a color different from all adjacent vertices, since v has degree at most k and k + 1 colors are available. Therefore, G is (k + 1)colorable. The theorem follows by induction.

Weighted Graphs
A weighted graph associates a  label (weight) with every edge in the graph. Weights are usually real numbers, and often represent a "cost" associated with the edge, either in terms of the entity that is being modeled, or an optimization problem that is being solved.

title: Discrete Mathematics/Graph theory


text:
Computer Programming/Linux Programming

About the platform
The GNU operating system was started by Richard Stallman as a free replacement for the UNIX operating system. At the same time Linus Torvalds was working on a kernel, which he adapted to fit the GNU operating system. As time progressed, many applications from UNIX and DOS were ported to GNU/Linux as well as the thousands of new applications written for it. GNU/Linux has become a completely self-sufficient operating system with applications ranging from the many console applications to the numerous highly advanced GUI applications (many of which are based on lower level console applications) and everything else in between.

The most popular languages for use on the GNU/Linux platform include C/C++ and Java, however the range of programming languages supported by the GNU/Linux platform cover the entire spectrum of the software development world. Other popular languages are Perl, Python and Ruby. Shell scripting is often used for administrative tasks but cannot be called a complete high level language.

Basic information
Most UNIX code is instantly portable to GNU/Linux systems - it can be compiled as on a UNIX system. GNU/Linux programming tools are mostly from the GNU project at http://www.gnu.org, including gcc (free C/C++ compiler), and equivalents of make, ld, as, etc. Numerous others are available for various languages, including java.

title: Computer Programming/Linux Programming


text:
Spanish/Exercises/Stem Changing Verbs

^Lesson 4^

Fill in the blank
Please fill in the blank with the correct form of the verb:

1. Yo ____________________ (cerrar) la puerta. I close the door.

2. Tú _______________________ (perder) tus llaves. You lost your keys.

3. ¿_________________________(preferir) usted la langosta? Do you prefer lobster?

4. Nosotros _______________________ (entender) los ejercicios. We understand the exercises.

5. Felipe y Juan ______________________(empezar) las prácticas de gramática. Felipe and Juan begin the grammar practices.

6. Ellos ____________________ (querer) almorzar. They want to eat lunch.

7. La chica _____________________ (perder) su pañuelo. The girl loses her handkerchief.

8. ¿Qué ______________________ (pensar)? What do you -singular- think?

9. Sofía _______________________ (entender) a Julio. Sofía understands Julio.

10. Yo no ______________________ (querer) la ensalada. I don't want the salad

Bonus: Argentinian voseo

2. Vos _____________________ (perder) tus llaves. You lose your keys.

8. ¿Qué ______________________ (pensar)? What do you -singular- think?

Soluciones a los ejercicios Solutions to the exercises

^Lesson 4^

title: Spanish/Exercises/Stem Changing Verbs


text:
User:Mic

w:en:User:Mic

title: User:Mic


text:
Biochemistry/Metabolism and energy

<< Catalysis | pKa values >>

Anabolism and catabolism
Metabolism (Fig. 1) is, broadly speaking, the conversion of food into energy, cell components, and waste products.

Figure 1: Overview of metabolism

The above diagram shows the different parts of metabolism: Catabolic reactions release energy and are therefore exergonic, while anabolic reactions use up energy and are therefore endergonic.
 * energy source, which is, after all, the sun, whose energy is harvested through photosynthesis
 * catabolism, the breakdown of food into chemical energy, which is needed in
 * anabolism, the construction of complex cell molecules from small environmental molecules, utilizing chemical energy

High-energy phosphates
Due to the large variety of food compounds, and the large number of biochemical reactions which need energy in anabolism, it would be quite inefficient to couple a specific anabolic reaction to a specific energy source in catabolism. Instead, the cell uses an intermediate compound, a kind of universal energy currency. This intermediate is called high-energy phosphate.

But when is a phosphate group called "high-energy", and how does it differ from a "low-energy" phosphate? A giveaway is the ΔG0' of hydrolysis. Hydrolysis separates a phosphate from a compound by adding water: O                     O R-OP-OH + H2O ⇌ R-OH + HO-P-OH O                     O

The ΔG0' of a low-energy (or "inorganic") phosphate group (called Pi) is 9-20 kJ mol-1, while the ΔG0' of a high-energy phosphate (denoted Ⓟ) is ~30 kJ mol-1.

pKa value
Now what makes this Ⓟ so special? To explain this, we must take a little excourse into pH and pKa values. A phosphate group has between zero and three OH groups. This allows Ⓟ to exist in up to four different forms (0, 1, 2, and 3 OH groups, Fig. 2), depending on the pH value of the surrounding solution. A pKa value gives us the pH value at which 50% of the molecules are in one form (e.g., 1 OH group) and another (e.g., 2 OH groups). This is expressed by the Henderson-Hasselbalch equation :

 * $${pH} = {pK}_{a} + log{[base] \over [acid]}$$

Figure 2: The four possible forms of a phosphate group. pKa2 represents the conditions in the cell.

Now to the promised difference between Ⓟ and PPi. The breaking of the ester bond of an ROⓅ releases more energy than the breaking of a PPi bond (Fig. 3), because of
 * 1) electrostatic repulsion between the two phosphate groups in PPi
 * 2) resonance stabilization of two Pi groups, compared to PPi (Fig. 4)

Figure 3: Hydrolysis of Ⓟ and PPi.

Figure 4: Resonance stabilization of Pi.

Resonance stabilization means that both OH and =O can "travel" around the phosphate. Of course, this is a crude analogy; they do not really move, the electrons are just "smeared" around the phosphate atom. This is also indicated by the use of the ↔ arrow, instead of ⇌; the three forms do not exist, they are just a way of writing down the chemical reality.

As you can see in Fig. 3, the ΔG0' value for PPi⇌2Pi is ≪0, shifting the reaction strongly in favor of the 2Pi.

Anhydride between phosphoric acid and carboxyl group
Hydrolysis : ΔG0' = -49.3 kJ mol-1

Guanidine phosphate
Hydrolysis : ΔG0' = -43.0 kJ mol-1

Enol phosphate
In the below picture, the final product should not have a carbon-carbon double bond, but a single bond with CH3 on the top. It is an error. Hydrolysis : ΔG0' = -61.9 kJ mol-1

ATP
Adenosine triphosphate contains one low-energy and two high-energy phosphate bonds: Low energy : ΔG0' = -14,2 kJ mol-1 High energy : ΔG0' = -30.5 kJ mol-1

 * ATP is regenerated from ADP (adenosine diphosphate), Pi and energy (from food); H2O is released in the process.
 * ATP is the short-term energy "currency" of the cell.
 * ATP concentration in the cell is low (ATP: 2-8mM; ADP:0,2-0,8mM). ATP is generated in high "turn over".
 * ATP performs its chemical work through coupled reactions.
 * Coupled reactions are always Ⓟ transfers, never direct hydrolysis

Basically, any ATP-driven reaction is reversible, building ATP from ADP and Pi in the process. However, some ATP-driven reactions should never be reversed; these include nucleotide and protein synthesis. If these were reversed, the organism would disassemble its own DNA and proteins for energy, a rather unfortunate strategy. For reactions that should never be reversed, ATP can be broken down into AMP (adenosine monophosphate) and PPi, which in turn becomes 2×Pi. This reaction has a ΔG0' of -65,7 kJ mol-1, which is totally irreversible under in vivo conditions.

It should be noted that AMP can not directly be converted to ATP again. Instead, the enzyme AMP kinase forms two ADP molecules from one ATP and one AMP. The resulting ADPs are then treated as described above.

Non-covalent bonds
The destruction of covalent bonds takes up huge amounts of energy. The breakdown of an O2 molecule into two oxygen atoms needs ~460 kJ mol-1. Thus, nowhere in "living" biochemistry are covalent bonds actually destroyed; if one is broken, another one is created. This is where non-covalent bonds come in, they are weak enough to be broken down easily, and to form "bonds" again. For this reason, many biochemical functions are using so-called weak/secondary/non-covalent bonds.

Weak bonds are created and destroyed much more easily than covalent ones. The typical range of energy needed to destroy such a weak bond is 4-30 kJ mol-1. Thus, the formation of weak bonds is energetically favorable, but these bonds are also easily broken by kinetic (thermal) energy (the normal movement of molecules). Biochemical interactions are often temporary (e.g., a substrate has to leave an enzyme quickly after being processed), for which the weakness of these bonds is essential. Also, biochemical specificity (e.g., enzyme-substrate-recognition) is achieved through weak bonds, utilizing two of their major properties:
 * Since individual weak bonds are, well, weak, several of them have to occur in a specific pattern at the same time in roughly the same place.
 * The short range of weak bonds.

The link that follows demonstrates the type of non-covalent forces: There are three basic types of weak bonds, and a fourth "pseudo-bond":

Ionic bonds
Ionic bonds are electrostatic attractions between permanently charged groups. Ionic bonds are not directed. Example:
 * X-CO2- ..... H3+N-Y
 * ~ 20 kJ mol-1

Hydrogen bonds
Hydrogen bonds are also established by electrostatic attraction. These attractions do not occur between permanently charged groups, but rather between atoms temporarily charged by a dipole moment, resulting from the different electronegativity of atoms within a group. Hydrogen bonds are even weaker than ionic bonds, and they are highly directional, usually along a straight line. Besides being weaker than ionic bonds, hydrogen bonds are also weaker, and longer than similar covalent bonds. Hydrogen bonds are unique because they only exist when the Hydrogen is bonded to an oxygen (O), Nitrogen (N), or Fluorine (F), but the most common hydrogen bonds in biochemistry are:
 * X-OH ..... O-Y
 * X-OH ..... N-Y
 * X-NH ..... O-Y
 * X-NH ..... N-Y

Hydrogen bonds equal an energy between 12-29 kJ mol, whereas covalent bonds are much higher. For example, the covalent bond between oxygen and hydrogen is about 492 KJ mol-1.

Hydrogen Bonds and Water
Water has unique properties; after all, it is chosen to be the universal solvent. The unique properties of water are due to hydrogen bonding between all the oxygen and hydrogen atoms of the content. The hydrogen bonds occurring in water are about 2 angstroms apart from each other. Although hydrogen bonding is only about 5% as strong as covalent bond, they still cause water to have a high boiling point, and a high surface tension. The following link will take you to the structure of water and its Hydrogen Bonding.

Van der Waals attractions
Van der Waals attractions are established between electron density-induced dipoles. They form when the outer electron shells of two atoms almost (but not quite) touch. The distance of the atoms is very important for these weak interactions. If the atoms are too far apart, the interactions are too weak to establish; if the atoms are too close to each other, their electron shells will repel each other. Van der Waals attractions are highly unspecific; they can occur between virtually any two atoms. Their energy is between 4-8 kJ mol-1.

Hydrophobic interactions
Hydrophobic forces are not actually bonds, so this list has four items, but still just three bond types. In a way hydrophobic forces are the negation of the hydrogen bonds of a polar solute, usually water, enclosing a nonpolar molecule. For a polar solute like water, it is energetically unfavorable to "waste" a possible hydrogen bond by exposing it towards a nonpolar molecule. Thus, water will arrange itself around any nonpolar molecule in such a way that no hydrogen bonds point towards that molecule. This results in a higher order, compared to "freely" moving water, which leads to a lower entropy level and is thus energetically unfavorable. If there is more than one nonpolar molecule in the solute, it is favorable for the nonpolar molecules to aggregate in one place, reducing their surrounding, ordered "shell" of water to a minimal surface. Also, in large molecules, such as proteins, the hydrophobic (nonpolar) parts of the molecule will tend to turn towards the inside, while the polar parts will tend to turn towards the surface of the molecule.

title: Biochemistry/Metabolism and energy


text:
User talk:81.249.66.2

FrWikipedia:mathématiques is pretty neat. Is that new? It would make more sense if fr: could be reserved for magic intra-project links instead of always pointing to different Wikipedia versions. This would solve some very important technical problems for non-Wikipedia projects. A shorthand would be nice though; FrWP: would work. --mav

title: User talk:81.249.66.2