text:
Embedded Systems/Common RTOS/Palm OS

For many years, the Palm OS was the defacto RTOS used in hand-held devices, primarily the Palm handheld PDAs. However, Palm has lost a large amount of market share in recent years, and has lost dominance in the PDA market. However, many Palm devices still exist in this world, and an intrepid engineer can still find and use an old palm device as the primary microcontroller for other projects. This page will discuss Palm OS, and—to a lesser extent—Palm PDAs.

title: Embedded Systems/Common RTOS/Palm OS


text:
Embedded Systems/Common RTOS/Windows CE

Windows CE has been gaining a large market share in the high-end PDA market, and can even be found occasionally on cell phones as well. Windows CE is very similar to other Windows implementations, and actually has a nearly complete implementation of the Win32 programming API for developers to tap into. This page will briefly discuss Windows CE, because further discussions of it are heavily related to discussions of the desktop breeds of Windows, and this book does not have enough scope to discuss windows architecture, the Windows API, or windows programming in general.

Currently, Windows CE implementations ship with the .NET Compact framework. This means that Windows CE applications can be programmed in traditional languages (C, C++, etc.) but also .NET languages such as C# and VB.NET.

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

title: Embedded Systems/Common RTOS/Windows CE


text:
Communication Systems/Envelope Filters

What is an Envelope Filter?
The envelope detector is a simple analog circuit that can be used to find the peaks in a quickly-changing waveform. Envelope detectors are used in a variety of devices, specifically because passing a sinusoid through an envelope detector will suppress the sinusoid.

Circuit Diagram
In essence, an envelope filter has the following diagram:

o--+--+--o +     |      |      +        \     (c) vin   /R     |     vout \     | -      |      |      - o--+--+--o

Where (c) represents a capacitor, and R is a resistor. Under zero input voltage (vin = 0), the capacitor carries no charge, and the resistor carries no current. When vin is increased, the capacitor stores charge until it reaches capacity, and then the capacitor becomes an open circuit. At this point, all current in the circuit is flowing through the resistor, R. As voltage decreases, the capacitor begins to discharge it's stored energy, slowing down the state change in the circuit from high voltage to low voltage.

Positive Voltages
By inserting a diode at the beginning of this circuit, we can negate the effect of a sinusoid, dipping into negative voltage, and forcing the capacitor to discharge faster:

diode o-->|--+--+--o +     |      |      +        \     (c) vin   /R     |     vout \     | -      |      |      - o--+--+--o

Purpose of Envelope Filters
Envelope filters help to find the outer bound of a signal that is changing in amplitude.

title: Communication Systems/Envelope Filters


text:
Self-Reliance Handbook/Disposal of Human Waste

Composting toilet

Put sawdust or some other dry material (like newspaper) in after each 'dump'. Urine can be very smelly! Using separate areas for urine and feces can reduce the stench! Wash hands thoroughly after using...disease can spread easily. Locate the latrines some ways from camp and away from water sources.

Standard Outhouse

Use a simple enclosure to provide privacy. The best method of reducing the normal unpleasantness is to have a bucket of wood ash and to put one scoop in after relieving yourself. This method assists in eliminating moisture and smell.

After the outhouse fills to within a foot of the ground level fill in the top of the pit and clearly mark the area so that no one accidentally falls in. The ground should be very firm due to the addition of the wood ash over time.

Spread the Waste - do it like they do on discovery channel

What is the reason, that makes human waste stink?! Think of a water toilet. The waste is flushed down into the ducts. Well, where you drop it, it won't stink - but think of the collected "broth" in the ducts....

What other toilets do you know of?! Well the outhouse...everybody loves it. The light, dampy smell... Especially when it is a public outhouse like the ones you find out there next to the trails - it will definitely stink.

But there still is an increase. The small plastic outhouses used on construction sites! A skunk is nothing compared to them - placed in the summer sun.

So far, so good. What is the problem of the toilets mentioned above?! What is the solution?!

Well, it is pretty simple. The above toilets use water, chemicals and cumulate the human waste. That produces a condition close to be perfect for putrefaction! The only thing to get rid of the stench is: keep it airy, dry and don't cumulate!

My way to achieve that is: create a nice and dry spot somewhere in the shrubs. Make a circle on the ground and call it "drop-off-ground". This is where your waste goes. After "dropping-off" take a wooden stick and roll the waste in the dust to cover it a bit. After that you go playing golf: spread the waste into the back of the shrub. Use your wooden stick as a golf club. Make sure you choose different directions. This way you creating compost. No bad smell at all! It smells like nice humus soil. If you use toilet paper, don't spread the paper. Separate it from the waste and dig a hole to put it in. For comfort and style lean a stick to a tree, so you can yourself lean back for a nice drop-off. This toilet works perfect for long-term use. If you use it for more than three people, use a second toilet and swap them regularly - so the environment has the chance to regenerate.

Don't forget to designate the back of the shrub to be a "no-go-area"!

So remember: '''keep it airy, dry and don't cumulate. No putrefaction, but compost'''.

I heard of someone that uses a sieve to strain the waste (don't cumulate), puts saw-dust on it and is airing it by a ventilator (keep it dry). He is also separating the fluids (urine) from the rest of the waste by using a bypass: a bottle and a hose. This composting-toilet is for indoor-use. It needs cleaning from time to time, power of course (for the ventilator) and that are the reasons I personally don't like it. :o) I like to watch the stars, the birds and other wildlife while pausing.


text:
Policy Debate/Advanced 1AC Advice

Practice makes perfect, and in the judge's eyes, this speech should be close to flawless. Absolute effiency is important and presentation helps a good bit as well. Depending on the political orientation of the 1AC, differing structures are used to present the content.

For the right (what is traditionally seen as policy debate, claiming things like hegemony, terrorism, etc.)- Inherency- prove that your plan is not in the status quo Harms/advantages- prove that there is a problem now and the reason why bad things could happen is because the plan is not in effect. Plan text- Usually this is formatted by saying the resolution of the year, then state your plan action after it. Ex. Resolved: The United States federal government should substantially decrease its authority to detain without charge by having the United States Supreme Court overturn Kormatsu v. the United States in the first available test case. Solvency- this section should be about how the plan is going to be able to stop the harms from happening.

For the left(known better as critical)- usually the inherency is told by reading a story of a person that would be affected by the plan. Next the 1AC launches into a criticism on the way things are now and how we should stop it from happening by implementing the affirmative plan. Usually the plans are questionably topical. Also there is no concrete part of a critical 1AC because the presentation should be entirely fluid.

title: Policy Debate/Advanced 1AC Advice


text:
Talk:Java Programming

About

 * Started: 8 August 2003
 * Size: 54,500 words (Sep 2008)
 * Templates:, , etc.
 * Templates:, , etc.
 * Templates:, , etc.

New sections/parts
I've made a new page Java_Programming/Beginning_Java, I think it's a good idea to start moving/modifying/adding pages to it, so that the links appear as Java_Programming/Beginning_Java/Pages_Go_Here, but I don't know if this is the best option so waiting for the green light from major authors before I start work on it. --Mattylaws (talk) 13:16, 10 March 2010 (UTC)

Willing to edit
Hi I've been working on this book the past couple of days, just getting my head around it. There's a few things I'd like to discuss concerning the project. --Mattylaws (talk) 15:48, 17 February 2010 (UTC)

Aims
Something I see as one of the most important issues: I'm not sure there are any clear aims in this book, I think that the general idea is to design the book as a reference and a book for new comers in Java and programming, but I don't think this really shows, at the moment its a mass of jumbled writings to do with Java, but this is a start, all we need to do now is define a solid book purpose or aim and then we can start really tackling the layout and writing style. So the book (from what I gather) as I mentioned before is geared towards being a reference book and also something for beginners. This might be difficult to achieve because if we go into depth about the java language, newbies will be lost. Say we want to take them through variables, which is one of the first things they'll learn about, and we start talking about static variables, then they could get lost because to really understand static variables you need to understand object orientation, which is something they'll learn about later. But then for people who are using the book as a reference they may find it helpful for it to talk about static declaration. – Mattylaws (talk) 15:48, 17 February 2010 (UTC)
 * I agree with what you have said regarding the aim of the book not being clearly defined and structured. What I feel lacking in this book is, in actuality, the decent progression from beginner level topics to advanced. This book clearly needs to adopt a difficulty progression. I believe we should start discussing about the organisation of the book as soon as is possible and begin implementing it simultaneously. I also would strongly like to get rid of all the templates (e.g., content templates, content sub-categories templates, template for keywords within code snippets, etcetera) being used by this book. Another suggestion that I would like to make here is the inclusion of short tutorial-like progressive build-ups of code snippets for every topic being discussed. This would ensure that the reading comes natural and easy to the reader. Plus, I find definitions of keywords and techniques in separate paragraphs or notes, rather than flowing within text, very misleading for the beginners. We can work on a separate glossary for every thing at the end of the book for quick references. – Arunreginald (talk) 23:20, 21 February 2010 (UTC)
 * Hi there, thanks for your reply, sorry I have been away from wikibooks for a while due to life commitments. I agree with your statements concerning a progression through topics, from beginner through to advance. I think a major mistake that can be made is constructing a book while trying to cater all audiences at once, while constructing a tutorial, it's very easy to include everything on that topic rather than just the bare details a person of a certain expertise needs to know at that point in their progression. So major consideration is needed to what is included in a topic and what is left to be mentioned at a higher level, allowing more focus on teaching those at that level. These sort of ideas do in fact need a major overhaul of the book structure and layout. I found it quite confusing trying to navigate around, so I agree with the deletion of all the templates, I don't know if there is an easier method of maintaining the structure of a book without turning it into a completely flat hierarchy (or should we turn it into a flat hierarchy?). I hope there is some sort of framework for the ordering of pages, chapters, sections etc, where just changing one item would reorder them (keeping the ordering to just one area), being a programmer I always see code maintainability of utmost importance.  So a natural step forward would be to construct (at least) three sections of the book: Beginner, Intermediate and Advance, with glossary and indexes at the back, introduction at the front plus all other gubbins and extra sections that we can decide upon at a later period. The major problem will be deciding upon the level of expertise needed for a certain topic. --Mattylaws (talk) 04:03, 6 March 2010 (UTC)

Style and Conventions
Although mainly cosmetic, I think a consistent style should be met throughout the book. This is concerning code examples, notes, warnings etc. Here is what I propose. –Mattylaws (talk) 15:48, 17 February 2010 (UTC)

Code examples
There are two types of code examples, one which displays just a small snippet of code, and another which displays a whole program or file. I think the snippets can just be held within the source tags, but sometimes I think it could be tidier if they were surrounded with a box, but it seems like a lot of effort employing css overrides(please correct me if I'm wrong). The full program and file example should definitely be held within a box, with the file name at the top, line numbers down the left hand side, and alternating striped colours for the lines, take a look at pastebin and some of their codes. This would need an external stylesheet. Ok after a little looking around I figured out what templates are and how to use them, and found Template:Code, nearly exactly what I needed, so I modified it and made a new Template:Java_Code_File, ready to be used. –Mattylaws (talk) 15:49, 17 February 2010 (UTC)

Template:Java_Code_File
For full java examples, where the whole file is written, I think this should be used, the following syntax is used:

For more info you can check out Template:Java_Code_File and Template:Code. --Mattylaws (talk) 00:51, 18 February 2010 (UTC)

Other
There are a few other things like warnings and notes I quite often see in programming books that can be used in this book (the C++ book seems to use them too) Notes can be highlighted with a neutral colour like blue or green, with a notebook icon at the left, and warnings more of a orange or red colour with a exclamation mark in a triangle. –Mattylaws (talk) 15:49, 17 February 2010 (UTC)

As I read these comments I'm left realizing this book can be improved. However, having just finished the book now and prior to reading these comments, my impression was that the book has a professional tone and was inclusive of most topics presented in the Java Programming tome I still have from my undergrad days. Admittedly, though inclusive, it could use expansion in certain parts. However, it was a quicker read than my  1200 page Java book from school -  significantly increasing its accessibility. I just read this book immediately after reading a similer Wikibook on C++ which seemed to have won special recognition. I consider these books equally commendable. I'm refamiarizing myself with Computer Science in preparation for my return to engineering after several years of unhappily practicing law. This book was perfect for my needs; however it never met my late night needs with regard to falling back to sleep. Bravo to the contributors. Swandog101 (discuss • contribs) 11:33, 8 August 2019 (UTC)

Learning Styles
Learning styles is something I've learnt about in my current course and I think could be helpful to be applied to this book. The whole idea revolves around how people learn differently, although different people learn through a variety of different methods, quite often you can find their learning styles fall into one (or more) of three different categories

Auditory Learners
These learn best from hearing, so recorded messages stick a lot better; there's not much we can do for this group really, obviously due to the fact a book doesn't talk, maybe if we keep in mind the book may be transcribed to an audio book at a certain point in time

Visual Learners
People who fall into this category always learn best from seeing; diagrams, pictures, flow charts, any sort of visual aid to the book could prove very handy for this type of learner.

Kinesthetic Learners
People who learn best by doing; if we give the opportunity for the readers write out example programs, and then go a step further and give them ideas on how to expand on the program on their own, this could benefit these sort of learners invaluably For more information on learning styles, visit here, or take a look at the wikipedia page. --Mattylaws (talk) 14:21, 6 March 2010 (UTC)

These are the VAK learning modalities proposed by Barbe et al. and largely discredited. https://doi.org/10.1080%2F02671520701755416 https://doi.org/10.1080%2F03004270500507644 https://www.worldcat.org/oclc/396172891 Syneil (discuss • contribs) 14:11, 26 March 2018 (UTC)

Seam
I've been working with Seam recently (teaching myself) and figure that I could help others as well making a manual of sorts as I go along. I started one over at the JBoss Wiki, but their default syntax (CamelCase) is just brutal to work with. Any objections to having its root at Seam? Oberiko (talk) 03:07, 23 January 2008 (UTC)

Interesting, I thought that the front-end should be separated from the back-end(EJB). I don't know how Seam is doing the integration, I'll check it out. Thanks. Ervinn (talk) 20:37, 25 January 2008 (UTC)

New Editor
I just took a Java class this quarter, kind of fell in love with programming it, and decided to start adding some content to this book. Just thought I'd introduce myself! - Ceclauson (talk) 05:30, 7 March 2008 (UTC)

 * Welcome Ceclauson, I think your contributions could be valuable for this book. I have been away from this WikiBook for a while but since I see that this needs proper clean-up, I'd love to assist you in writing this book. You can as well talk on my project page regarding content you want to add to this book and how you'd love to structure it. I would be more than grateful. Arunreginald (talk) 02:29, 8 May 2008 (UTC)

Questions about licences and screenshots
I added some screenshots to a page I did on swing (an I think it looks pretty good), but I think there are some copyright issues with the images, and that they'll be deleted unless this can be fixed. Does anyone know anything about this who can help?

--Ceclauson (talk) 20:09, 7 March 2008 (UTC)

Conventions
Some conventions would suit the book, so here comes a proposal, to be edited as you see fit. These should help those editors who would like to stick to them. --Dan Polansky (talk) 19:24, 6 April 2008 (UTC)

Model Wikibook
It would be nice to have some model Wikibooks, from which to learn. Please add your candidates or comment on the linked ones. --Dan Polansky (talk) 19:37, 6 April 2008 (UTC)

Transwiki:Java syntax
You may be interested in cleaning that up and including it as Java Programming/Syntax or something. — Mike.lifeguard | talk 20:08, 8 November 2008 (UTC)
 * I think the page is really well written, my best bet is it's place would be in back matter of the book, most of what is described on the page should be explained over a period of time in the progression of the whole book, but saying that, for intermediate users of Java I think that page would be of great help for them for a quite lookup of various topics, they may know what a statement does and want to use it, but maybe they don't know exactly how, instead of making their way through the whole book, they can refer to this page instead. --Mattylaws (talk) 12:36, 10 March 2010 (UTC)

Ready To Contribute!
Hi, my name's Beau, know Java and the most used APIs inside-out, and am ready to contribute. BeauMartinez (talk) 19:15, 31 January 2009 (UTC)

merge
I suggest merging The Way of the Program into Java Programming. As far as I can tell, both books have exactly the same scope (Java programming) and target audience (people that don't know any programming language yet). --DavidCary (talk) 05:05, 5 June 2009 (UTC)
 * Well to be honest it mentions other programming languages and has one chapter in Java. Maybe the chapter on Java can be merged with the Java Programming book, and then new chapters can be written for C, C++, FORTRAN, and other languages mentioned in the book. The way I see it, this book was written for programming like a computer scientist in general, and then included a chapter on Java. Most likely because most college programming classes use Java as an example (When I took computer science we used Turbo Pascal, and then later Turbo C, and then other colleges use Visual BASIC or GNU C++, but now it seems to be Java because it is platform independent and it runs in web browsers via the Java plugin, etc.) The O'Reilly Headstart series seems to default to Java as well for the same reason in teaching how to start out in programming. Orion Blastar (talk) 23:20, 6 July 2009 (UTC)

 * Does not seem to cover the same ground, so I don't see the point... --Alainr345 (talk) 19:36, 14 November 2009 (UTC)
 * I second Alainr345 --Mattylaws (talk)

16:41, 6 March 2010 (UTC)

Orphaned pages
The following pages are orphaned and not linked to by any page of this book. Please link to them, merge their content and label them with, or if they are not needed add to them. -- Adrignola talk contribs 16:27, 7 August 2009 (UTC) Ftiercel (talk) 13:39, 18 September 2009 (UTC)
 * --Sigma 7 (talk) 01:34, 3 August 2009 (UTC)
 * --Sigma 7 (talk) 01:34, 3 August 2009 (UTC)
 * - Some content copied, original page replaced by redirect. --Sigma 7 (talk) 02:06, 3 August 2009 (UTC)
 * Java Programming/Swing/Using FlowLayout (redundant --AlainR345Techno-Wiki-Geek 00:15, 2 March 2010 (UTC))
 * Java Programming/Tutorials (now linked --AlainR345Techno-Wiki-Geek 00:15, 2 March 2010 (UTC))
 * Java Programming/Tutorials/Notepad (now linked --AlainR345Techno-Wiki-Geek 00:15, 2 March 2010 (UTC))
 * Java Programming/Understanding a Java Program/Javadoc and other comments (now linked --AlainR345Techno-Wiki-Geek 00:15, 2 March 2010 (UTC))
 * Java Programming/Development Tools (redundant --AlainR345Techno-Wiki-Geek 00:15, 2 March 2010 (UTC))
 * Java Programming/J2SDK (redundant --AlainR345Techno-Wiki-Geek 00:15, 2 March 2010 (UTC))
 * Java Programming/Math2 (now merged to Java Programming/Flow control --AlainR345Techno-Wiki-Geek 00:15, 2 March 2010 (UTC))
 * Java Programming/RMI-IIOP (now linked --AlainR345Techno-Wiki-Geek 00:15, 2 March 2010 (UTC))
 * Java Programming/Preliminaries (redundant --AlainR345Techno-Wiki-Geek 00:15, 2 March 2010 (UTC))
 * Java Programming/Standard Libraries (redundant --AlainR345Techno-Wiki-Geek 00:15, 2 March 2010 (UTC))
 * Java Programming/Procedures and Functions (now merged to Java Programming/Methods --AlainR345Techno-Wiki-Geek 00:15, 2 March 2010 (UTC))
 * Java Programming/Simple Input and Output (now merged to Java Programming/Basic IO --AlainR345Techno-Wiki-Geek 00:15, 2 March 2010 (UTC))
 * Java Programming/Variables (already linked --AlainR345Techno-Wiki-Geek 00:15, 2 March 2010 (UTC))
 * Java Programming/Variables (already linked --AlainR345Techno-Wiki-Geek 00:15, 2 March 2010 (UTC))
 * Java Programming/JSP (now linked but should be moved to J2EE Programming/JSP --AlainR345Techno-Wiki-Geek 00:15, 2 March 2010 (UTC))

 * I discovered this book by chance and was drawn into its talk a bit too much for my own good... Well, I did the content change or evaluation, I'll leave the retagging to you Wikibooks people. --AlainR345Techno-Wiki-Geek 00:15, 2 March 2010 (UTC)

 * Thank you for your efforts. If only more people were drawn in so heavily. -- Adrignola talk contribs 02:04, 2 March 2010 (UTC)

File section
after going through the wikibook i found that there were no section pertaining to files and I/O (except for basic command line input. I think this is a important part of the java programming language. Possible subsections would/could include text and binary files and possibly xml. this would help the book greatly. Spock431 (talk) 00:54, 18 May 2010 (UTC)

Doing some work on a transwiki regarding type conversion
See if this links are useful to mention or mine.

External Resources
 * Casting in Java
 * Comparison of Casting in ABAP and Java

--Panic (discuss • contribs) 23:37, 24 November 2011 (UTC)

Transwiki inclusion?
Hi there contributors, I'm wondering if these two pages have information worth being included within this wikibook. If so, would someone kindly harvest the information and tag the Transwiki pages for deletion?

 * Transwiki:Packages in Java
 * Transwiki:Java syntax

Thanks! -Thereen (discuss • contribs) 20:45, 27 July 2012 (UTC)

Main Layout
By now the book would have explained how the user can install Java and other items needed to develop Java programs.

In rough order a list of topics that shall be taught in the book (though not necisarily the titles of indidvidual pages). I see the Beggining_Java section to be the part of the book that deals with the base structure of the Java Programming, so excludes topics concerning the API.

Feel free to add to or reorder this list

List of things to teach in this section)

--Mattylaws (talk) 16:53, 10 March 2010 (UTC)
 * Variables
 * Program Flow
 * Statements
 * Expressions
 * Methods
 * Logic
 * Naming conventions
 * Packages (and general file and folder naming and organisation)
 * Object Orientation
 * Inheritence
 * Abstract Classes
 * Interfaces

Merge of the design pattern page
Hi,

I planned to do the merge. Ftiercel (discuss • contribs) 19:36, 23 May 2013 (UTC)

Expression of Interest to Contribute in Java Programming WikiBooks
Dear All, I would like to express my interest to contribute in the content of the wiki/Java_Programming WikiBooks. I personally feel that this book will be a very useful introductory to Java programming for beginners. I would like to propose the following two sub topics for inclusion in the book: Java_Programming/Algorithms and Java_Programming/Flow_Chart. Let me know your view! Thanks! (Shchung (discuss • contribs) 16:22, 30 July 2014 (UTC))

Wikibooks contributor
I would like to welcome JeanneCMH to the involvement of this Java Programming WikiBooks. JeanneCMH, please feel free to add your thoughts here!

title: Talk:Java Programming


text:
Evolution of Operating Systems Designs/Languages as Operating Systems

Up until the advent of VLSI, there were basically two different types of computers, General Character based computers, and Large word Number Crunchers. But when VLSI brought the unit cost of computing down low enough, people began to think in terms of specialized computers, designed and built to do one thing well. One group of people, decided to design a personal computer, something that could be used by novices, and would work just as well as a more complex computer. Another group wanted to transfer artificial intelligence programs to more compact robots instead of hooking up the robot to a mainframe. Rather than install a program with thousands of lines of code on these machines they wanted to keep the complexity and cost of their systems down. Of course by now, we are seeing computers being integrated into our phones, but the designers still want to keep their costs down.

One way of keeping the cost down, was to integrate a few basic operating system commands into an interpreted language. Languages where this was successfully done include: BASIC, Lisp, Smalltalk, and Java.

BASIC
The first known case of this happening was the Altair kit computer, which was programmed by Microsoft with a program called "Stand Alone Basic". Essentially, Stand Alone Basic was a basic interpreter with operating system commands integrated into the language so that you didn't need a separate operating system. Although I haven't seen this version, I did see a similar program on the Commodore 64, which integrated a number of commands such as Load, Run, Continue, Stop and Reset, as well as Peek and Poke. Essentially, BASIC assumes that anything loaded into it is a BASIC program unless it is loaded using the load absolute variation of the load command. It automatically goes through a lexical analysis, converting each command into a token, and warning the operator if it can't translate a particular command. When the program has been successfully loaded, in token form, it waits for the run command to start. When it is run, it starts at the start of the tokenized program and interprets each token in turn. By promoting some of the commands to keys on the keyboard, it becomes possible to load a program into the computer and run it.

Lisp
Very soon after Microsoft's success at producing a stand-alone basic program, some A.I. Researchers decided to do a similar thing with LISP. By creating a custom chip, that favored some of the stages in lisp interpretation, they were able to reduce the size of a Lisp based robot significantly. To this day Lisp is used in A.I. programming because as a list processing language, it speeds the processing of list based devices such as rule-bases and expert systems.

Smalltalk
Smalltalk has the cachet of having an extremely small interpreter. Based on the concept of Object oriented programming it is a very effective language on which to base a dedicated computer. However, Object oriented programming is difficult to learn conceptually, and so Smalltalk computers have never had a large market segment.

Java
Perhaps the most successful interpreted language as an operating system is Java. This language is meant to capture the benefits of both C and Smalltalk in a single language. It is based on a Virtual Machine which can be written to run in machine language as easily as in C. By installing the Java language right onto silicon, it makes possible sophisticated processing and network services on a very compact unit. In fact, Java has been used in smartphones to provide an internet interface to a relatively inexpensive cellular phone circuit.

The following was left in this file by the original author. Possibly as a way of organizing his thoughts about java. I am considering removing it, because it goes into too much detail about Java, and not enough about operating systems.

Introduction to Programming Using Java, Third Edition Table of Contents

THIS IS THE FULL TABLE OF CONTENTS for an on-line introductory programming textbook that uses Java as the language of instruction. For more information about the text, please see its front page. The text is available on-line at http://math.hws.edu/javanotes/.

Preface

Preface to the Second Edition

Chapter 1: Overview: The Mental Landscape

Section 1: The Fetch-and-Execute Cycle: Machine Language Section 2: Asynchronous Events: Polling Loops and Interrupts Section 3: The Java Virtual Machine Section 4: Fundamental Building Blocks of Programs Section 5: Objects and Object-oriented Programming Section 6: The Modern User Interface Section 7: The Internet and World-Wide Web Quiz on this Chapter Chapter 2: Programming in the Small I: Names and Things

Section 1: The Basic Java Application Section 2: Variables and the Primitive Types Section 3: Strings, Objects, and Subroutines Section 4: Text Input and Output Section 5: Details of Expressions Programming Exercises Quiz on this Chapter Chapter 3: Programming in the Small II: Control

Section 1: Blocks, Loops, and Branches Section 2: Algorithm Development Section 3: The while and do..while Statements Section 4: The for Statement Section 5: The if Statement Section 6: The switch Statement Section 7: Introduction to Applets and Graphics Programming Exercises Quiz on this Chapter Chapter 4: Programming in the Large I: Subroutines

Section 1: Black Boxes Section 2: Static Subroutines and Static Variables Section 3: Parameters Section 4: Return Values Section 5: Toolboxes, API's, and Packages Section 6: More on Program Design Section 7: The Truth about Declarations Programming Exercises Quiz on this Chapter Chapter 5: Programming in the Large II: Objects and Classes

Section 1: Objects, Instance Variables, and Instance Methods Section 2: Constructors and Object Initialization Section 3: Programming with Objects Section 4: Inheritance, Polymorphism, and Abstract Classes Section 5: More Details of Classes Programming Exercises Quiz on this Chapter Chapter 6: Applets, HTML, and GUI's

Section 1: The Basic Java Applet Section 2: HTML Basics and the Web Section 3: Graphics and the Paint Method Section 4: Mouse Events Section 5: Keyboard Events Section 6: Introduction to Layouts and Components Section 7: Looking Back: The Java 1.0 Event Model Programming Exercises Quiz on this Chapter Chapter 7: Advanced GUI Programming

Section 1: More about Graphics Section 2: More about Layouts and Components Section 3: Standard Components and Their Events Section 4: Programming with Components Section 5: Threads, Synchronization, and Animation Section 6: Nested Classes and Adapter Classes Section 7: Frames and Dialogs Section 8: Looking Forward: Swing and Java 2.0 Programming Exercises Quiz on this Chapter Chapter 8: Arrays

Section 1: Creating and Using Arrays Section 2: Programming with Arrays Section 3: Vectors and Dynamic Arrays Section 4: Searching and Sorting Section 5: Multi-Dimensional Arrays Programming Exercises Quiz on this Chapter Chapter 9: Correctness and Robustness

Section 1: Introduction to Correctness and Robustness Section 2: Writing Correct Programs Section 3: Exceptions and the try...catch Statement Section 4: Programming with Exceptions Programming Exercises Quiz on this Chapter Chapter 10: Advanced Input/Output

Section 1: Streams, Readers, and Writers Section 2: Files Section 3: Programming with Files Section 4: Networking Section 5: Programming Networked Applications Programming Exercises Quiz on this Chapter Chapter 11: Linked Data Structures and Recursion

Section 1: Recursion Section 2: Linking Objects Section 3: Stacks and Queues Section 4: Binary Trees Section 5: A Simple Recursive-descent Parser Programming Exercises Quiz on this Chapter Appendix 1: From Java to C++

Section 1: C++ Programming Fundamentals Section 2: Pointers and Arrays in C++ Section 3: Classes and Objects in C++ Appendix 2: Some Notes on Java Programming Environments

Appendix 3: Source code for all examples in the text

News and Errata

David J. Eck (eck@hws.edu), May 2000


text:
Biblical Studies/Christianity/The essence of Christianity

Jesus of Nazareth was a historical person who Christians and their texts claim fulfilled the prophecies of the Jewish expectations of a Messiah, the one Anointed by God to bring about the salvation of mankind and establish the reign of God. He lived his life in the Roman Tributary of Galilee, during the rule of Herod Antipas, and the Province of Judea, during the governorship of Pontius Pilate, by whose order he was beaten, tortured, mocked, and crucified as an enemy of the Roman State. His message is best summarized in the words of the Gospel writers, called the "Evangelists": "Repent, for the Kingdom of God is at hand." However, Paul the Apostle would later write in a letter that the summation of Christian belief is in the fact of Jesus, the Son of God, taking on human form, dying on the cross carrying all human sin from the beginning to the end of time, and rising again on the third day, which was witnessed by many.

Thus, it is to be said that Christianity is a religion based on the teachings of Jesus of Nazareth as recorded the  Holy Bible , which includes the Old Testament or Hebrew Scriptures, about the religious life of the ancient Hebrews, and the New Testament, which contains both stories about the actions of Hebrew religious reformers in the first century AD, including Jesus, his disciples, and the earliest converts, and letters from the most influential of the apostles: Peter, Paul, and John. Collectively, this book is also known as "the Scriptures" or the short form, "Bible". According to the Bible, there is one (male) God who created the universe from nothing. He favors the morally good, choosing to reveal himself and his universal laws through various holy men known as prophets (those after Moses) and patriarchs (those before and including Moses). This being said, Christians regard the Bible as being a record of what is known as "Salvation History", beginning with the Creation and Fall of Man in the Garden of Eden (at which time they assert sin and death entered the world), followed by the stories (in order) of Noah and the Great Flood, the call of and promise to Abraham and his descendants, the Exodus from Egypt to Canaan, the establishment of the Israelite nation and the Davidic dynasty, the Exile to Babylon, and the Wisdom and Prophetic Traditions. This story culminates in the story of Jesus' life, death on the cross, and resurrection, where Jesus, as the Son of God, explains the meaning of the Hebrew Scriptures, instructs the subjugated Hebrew people in morality, and performs miracles, which include his own rising from the dead.

The practice of Christianity includes the Sunday church service and special festivals, the most important of which are Easter (celebrating the Resurrection of Jesus), Christmas (the celebration of Christ's birth on December 25), and Pentecost (the celebration of the beginning of the Apostles' ministry). These services always include a particular structure in which parts of the Bible are read to the audience, followed by a short speech from the presbyter, who is known by various titles in each of the different sects, called denominations. These speeches are called sermons or homilies and usually center on guiding the Christian community into a closer relationship with God, which includes moral living, as outlined by the Scriptures. During the Catholic mass the congregation takes communion together using bread and wine in the ritual of transubstantiation. Many Protestant denominations are opposed to drinking alcohol, so these communities will often substitute grape juice for the wine. Despite the difference in drinking preferences, this ritual is universally known as the Eucharistic Rite or the Communion Rite. In addition to the Sunday service, Christians are encouraged to pray everyday, and often do, whether they follow prescribed, such as Rosaries, Chaplets, or the "Lord's Prayer"/"Our Father", or free-form prayers, which usually follow the format of " Father, please do this thing, and we/I will do that pious practice/for the glory of Your Name. We/I ask this in the name of Jesus. Amen." For Catholics, Orthodox Christians, and some denominations the Sign of the cross is used to open and close prayer. The sign of the cross was used by Martin Luther although not all Protestants use it. Grace is encouraged to be said prior to all meals. In Catholicism and Orthodox Churches, there are Patron Saints who may be prayed to which is called the Intercession of saints.

It should be noted that some Christian theologians and laymen argue that there is no "essence of Christianity", per se, because Christianity was formed in a different paradigm than the primarily-Greek paradigm that uses the language of "Essence". In the early Christian church, the "essence" was reported by some as simply "Jesus is Lord." Creeds were formed to replace this as a refinement of the statement, and over the centuries countless theologians, mystics, and monks have added to and argued about what the essence of Christianity is. It can be quite clearly seen that the basic love of Jesus was not of a majority point of view, even down to the present day, but Jesus distinguished himself from others by his concern for the weak, the disenfranchised, the revelation of Truth to their oppressors, and the evidence for the hereafter he presented.

The Christian religion is specially distinguished from other religions in this, – that no other has given equal prominence to the salvation of man.


text:
Cookbook:Jerk Lobster

Jerk lobster is a dish made popular by Nathanyay Chang.

Ingredients

 * 4 lobster tails
 * 2 tsp jerk seasoning
 * ½ cup butter
 * 2 whole scallions
 * 2 tsp lemon juice or lime juice
 * ½ tsp Jamaican pickapeppa sauce or 3 drops of Jamaican hot pepper sauce (optional)

Procedure

 * 1) Thinly slice the scallions.
 * 2) Melt the butter in a small skillet.
 * 3) Lightly sauté the scallions until golden.
 * 4) Add the lemon juice.
 * 5) Add Jamaica pickapeppa sauce or hot pepper sauce (optional, depending on your taste).
 * 6) Let it simmer for about 1 minute, then set aside.
 * 7) Remove the membrane from the lobster tails.
 * 8) Use a sharp knife to split the lobster tail in half lengthwise.
 * 9) Brush butter sauce onto each tail.
 * 10) Using the same brush, spread the jerk sauce over the tails, especially on the exposed meat. Set oven to broil.
 * 11) Put the lobster tails in oven on the meat side for 4 minutes, turn, and cook the shell side for 2 minutes.
 * 12) If you want a more smoked taste, cook for 2 minutes on each side in the oven, then place on a barbecue grill for 3 minutes. You may need to add more jerk sauce if using a grill.
 * 13) Serve with Jamaican festival and/or bammy. You can also serve with Jamaican hardo bread.

title: Cookbook:Jerk Lobster


text:
Cookbook talk:Jerk Lobster

Jerk Lobster authors and history
= From Wikipedia:Talk:Jerk Lobster =
 * 2005-09-14 23:05:05 User:Wetman
 * 2005-09-12 11:01:20 User:62.197.126.10

title: Cookbook talk:Jerk Lobster


text:
Cookbook:Mashed Plantains and Pork Rinds (Mofongo)

| Puerto Rican Cuisine

Mofongo is a popular Caribbean dish that originated in Puerto Rico. It is made from fried green plantains, seasoned with garlic, fat (olive oil, butter, or lard) and pork cracklings, then mashed. Mofongo is usually served with a fried meat and a chicken broth soup.

Ingredients

 * 3 very green plantains
 * Vegetable oil for frying
 * ½ pound pork rinds, also known as chicharrones or pork cracklings, ground
 * 3 cloves garlic, minced
 * 1 cup stock or broth
 * 1 tablespoon fat (e.g. olive oil, butter, or lard)

Procedure

 * 1) Peel the plantains and cut into 1-inch diagonal pieces.
 * 2) Heat the oil in a large skillet. Place the plantains in the oil and fry on both sides (approximately 3 ½ minutes per side).
 * 3) Remove the plantains from the pan and flatten the plantains by placing a plate over the fried plantains and pressing down.
 * 4) Return the plantains to the hot oil and fry 1 minute on each side. Then, place on paper towels.
 * 5) While the plantains are still hot, use a mortar and pestle to mash them with the garlic, fat, and stock or broth. Add the chicharrones, salt, and pepper to taste.

Notes, tips, and variations

 * Packaged pork rinds can be used. Alternatively, any kind of bacon can also be used.
 * You can also use a food processor for mashing; add the plantains to food processor with bacon, garlic and some salt and pepper. You may have to work in batches. Process to consistency of mashed—not whipped—potatoes. Do not over-process!


text:
Cookbook talk:Mashed Plantains and Pork Rinds (Mofongo)

Mofongo authors and history
= From Wikipedia:Talk:Mofongo =
 * 2005-10-28 08:40:16 User:AKeen (move to cookbook)
 * 2005-09-23 17:58:19 User:Flaunted


text:
Cookbook:Pasta, Meat and Cheese Casserole (Mostaccioli)

| Pasta Recipes

Ingredients

 * 1 cup uncooked mostaccioli pasta
 * ½ pound ground beef
 * 2 Italian sausages, removed from casings
 * 2 tablespoons chopped onion
 * 2 tablespoons chopped green bell pepper
 * 1 clove minced garlic
 * 1 cup chopped canned tomatoes,
 * 3 ounces tomato paste
 * ½ cup water
 * 1 teaspoon dried basil leaves
 * ½ tablespoon chili powder
 * ½ teaspoon red pepper
 * ½ teaspoon salt
 * ½ teaspoon dried oregano
 * 1 dash of sugar
 * 1 dash of black pepper
 * 1 egg, slightly beaten
 * 8 ounces ricotta cheese
 * ¼ cup Parmesan cheese

Procedure

 * 1) Cook mostaccioli until al dente in boiling salted water. Drain and set aside.
 * 2) In skillet, combine meat, sausages, onion, green pepper and garlic. Cook while breaking up meat, until browned. Drain off fat.
 * 3) To the meat, add all remaining ingredients, except egg and cheeses. Bring meat sauce to a boil. Reduce heat.
 * 4) Cover and simmer for 15–20 minutes, stirring occasionally.
 * 5) Combine egg and cheeses. To assemble, stir cooked pasta into meat sauce. Place half in buttered 1-quart baking dish.
 * 6) Spread cheese mixture evenly over the top. cover with remaining pasta.
 * 7) Bake, covered, at 350°F for 30–35 minutes or until cooked through.


text:
Cookbook talk:Pasta, Meat and Cheese Casserole (Mostaccioli)

Mostaccioli authors and history
= From Wikipedia:Talk:Mostaccioli = This seems to be a recipe rather than an explanation of what mostaccioli is, which if I recall, isn't really wikipedia's sort of thing... maybe one of the sister projects? Not sure. Someone that knows more than n00bish me needs to weigh-in I think, but it really does need an explanation of what it is at least. Wish I could write it! -Graptor
 * 2005-11-04 20:55:48 User:Keenan Pepper
 * 2005-09-21 12:46:16 User:129.176.151.7


text:
School Science/Winkler test for dissolved oxygen

The Winkler test is used to determine the level of dissolved oxygen in fresh water samples. What follows is a set of instructions on how to perform the test.

Stage 1

 * Manganese(II) sulfate 48%
 * Potassium iodide 15% in potassium hydroxide 70%
 * Sample of fresh water
 * Latex gloves
 * Safety glasses

Stage 2

 * Sulfuric acid 60%
 * Sodium thiosulfate 0.31%
 * Starch making up solutions 0.1%
 * Burette
 * Burette stand
 * 10 ml pipette and pipette filler
 * 100 ml conical flasks
 * Filter paper
 * Latex gloves
 * Safety glasses

Stage 1
Collect and label water samples in 25 ml stoppered bottles. (Two samples per location are required for Biological Oxygen Demand testing.) Add 0.1 ml of manganese(II) sulfate solution, and mix carefully, without letting in air. Add 0.2 ml of alkaline potassium iodide, and again mix without letting in air. A pinky-brown precipitate should appear. At this point the sample may be stored for later analysis in the laboratory.

Stage 2
Add 0.3 ml sulfuric acid to each sample, and mix. Allow the sample to stand for two minutes. If the precipitate does not dissolve into iodine solution, add a further 0.1 ml acid. Fill the burette with thiosulfate solution and adjust to zero (or note the burette reading). Transfer 10 ml of the sample to a conical flask, and add a few drops of starch solution. The subsample should turn blue. Titrate the subsample with thiosulfate until it turns clear. (You may find the endpoint easier to see if the conical flask is stood on a sheet of filter paper.) Record and repeat the titration.


text:
Talk:School Science/Winkler test for dissolved oxygen

Winkler test for dissolved oxygen authors and history
= From Wikipedia:Talk:Winkler test for dissolved oxygen = The description of the procedure seems like it is different from the Winkler titrations I did over 20 years ago. Is it older or newer? Any water professionals with more recent lab experience? -- WCFrancis 01:35, 11 May 2005 (UTC)
 * 2005-09-10 22:37:07 User:Beland
 * 2005-06-24 00:57:14 User:Josh Parris m (ISBN)
 * 2005-06-23 08:28:51 User:202.141.70.94
 * 2005-05-11 01:39:40 User:WCFrancis (→Notes -add references)
 * 2005-05-06 18:01:25 User:WCFrancis (→Notes - instrumental DO measurement)
 * 2005-05-06 17:57:32 User:WCFrancis (→Notes -revise BOD test)
 * 2005-04-21 03:51:48 User:210.50.40.27 (Category:Water)
 * 2005-04-01 04:09:18 User:Gene Nygaard (spaces)
 * 2004-09-16 03:26:15 User:Darrien m (Cleanup. Archaic -> IUPAC. Remove labels.)
 * 2004-02-12 02:38:28 User:24.218.123.200
 * 2003-06-28 16:44:38 User:62.254.128.6
 * 2003-05-17 08:45:41 User:62.254.128.6
 * 2003-02-13 21:50:54 User:Adrian Kirkup
 * 2003-02-13 21:01:50 User:Adrian Kirkup
 * 2003-02-13 20:59:53 User:Adrian Kirkup
 * 2003-02-13 16:44:45 User:Theresa knott m (put the links back in)
 * 2003-02-13 15:40:49 User:Adrian Kirkup
 * 2003-02-13 11:13:54 User:Theresa knott m
 * 2003-02-13 11:13:10 User:Theresa knott (Add intro and links)
 * 2003-02-13 10:26:23 User:212.219.0.185
 * For over thirty years, the sample size used in water/wastewater labs (esp for utilities) has typically been 300 milliLiter, the standard size of a BOD bottle. I have not felt inclined to correct this either here or there yet, not having time since my work as a water professional has been very demanding lately. I need to do something called research, which some folks editting here don't seem to always do with adequate care. WCFrancis 00:22, 17 January 2006 (UTC)

=Edit question= Although this is here, it is difficult to locate since the title begins "Transwiki". How can that be corrected easily? Move or copy to new article? I will soon "be bold", like a bull in a china shop. *grin* WCFrancis 01:04, 17 January 2006 (UTC)


text:
School Science/Testing leaves for starch

Testing leaves for starch

Introduction
In a food chain, plants are usually the producers, which means they can make food by themselves. They make food by carrying out photosynthesis, then storing the food made in the form of starch.

Aim
The aim of the experiment is to compare a covered part of a leaf to an uncovered part of a leaf to see whether plants produce starch

Equipment

 * Beaker
 * Test tube
 * Water 200 ml
 * Boiling water any amount that doesn't exceed 600 ml
 * Ethanol 5 ml
 * White tile
 * Iodine solution 3 drops
 * Safety Goggles
 * Leaves
 * Bunsen burner
 * Apron
 * safety mat
 * gauze
 * tripod
 * forceps or tweezers
 * glass rod

Safety precautions

 * Wear safety goggles
 * Keep ethanol away from Bunsen burner; ethanol is flammable
 * Tie the hair back
 * Tuck ties, files and loose material away
 * Keep all bags out of the way to avoid tripping up.
 * Make sure you are not wearing tight clothes
 * Use the forceps to place the leaf in the boiling water

Method

 * 1) Arrange the apparatus as shown in the figure.
 * 2) Place a beaker of hot water in the hot water bath. When the water has boiled add the leaf that had been in light.
 * 3) Wait 3 minutes for the leaf to boil (this is to get rid of the waterproof layer and break the open cells and make it soft).
 * 4) Take out the leaf using the forceps.
 * 5) soak it in the ethanol and the water.
 * 6) Put the leaf in a boiling tube and cover with ethanol.
 * 7) Put the tube of ethanol plus leaf into the beaker of hot water WITHOUT the bunsen burner on as ethanol is highly flammable.
 * 8) Dip the leaf back into the hot water, using the forceps.This is done to get the ethanol off the leaf.
 * 9) Spread the leaf out on the tile using the glass rod. Add about five drops of iodine solution on to the leaf and observe.
 * 10) Carefully draw a diagram of the leaf marking any areas that have stained black.

Results
From this experiment, you will discover that leaves contain starch in the black parts of the leaf. But originally where the green parts of the leaf were present starch is available in lesser quantity.

.


text:
Talk:School Science/Testing leaves for starch

Testing leaves for starch authors and history
= From Wikipedia:Talk:Testing leaves for starch = Why do ypu have to boil the leaf?
 * 2005-10-17 03:58:36 User:Daycd
 * 2005-10-12 20:13:33 User:Theresa knott m (Reverted edits by 88.107.180.17 to last version by Beland)
 * 2005-10-12 15:47:29 User:88.107.180.17
 * 2005-09-10 22:37:33 User:Beland
 * 2004-09-20 18:35:47 User:Finn-Zoltan m
 * 2004-07-01 02:36:24 User:166.121.36.9 (→See also)
 * 2004-05-22 23:24:28 User:Brockert m (de-link Variegated)
 * 2004-05-04 20:20:04 User:81.152.246.85
 * 2004-04-27 20:27:32 User:Theresa knott m (Reverted edits by 81.155.2.87 to last version by Cyp)
 * 2004-04-27 17:48:24 User:81.155.2.87
 * 2003-11-21 21:51:26 User:Cyp m (of of -> of)
 * 2003-11-15 09:19:37 User:Reddi m (==See also==)
 * 2003-10-18 19:01:09 User:Wik (sp)
 * 2003-10-18 18:59:47 User:Wik (sp)
 * 2003-10-03 12:47:52 User:Angela (revert vandalism and bold title words)
 * 2003-10-03 12:31:20 User:212.85.1.1
 * 2003-09-18 10:55:43 User:Theresa knott (correcting mistake)
 * 2003-09-18 10:53:21 User:Theresa knott (corrected mistakes in the write up)
 * 2003-09-18 10:48:40 User:Theresa knott m (format)
 * 2003-09-18 10:47:43 User:Dysprosia m (fmt)
 * 2003-09-18 10:47:03 User:Dysprosia (rewrite writeup (someone please clarify the method a bit further))
 * 2003-09-18 10:35:50 User:Dysprosia m (more fmt, will fix up later)
 * 2003-09-18 10:33:48 User:Theresa knott (Formatting. )
 * 2003-09-17 15:41:29 User:Michael Hardy (This article needs a lot of work, both in formatting and in context-setting.)
 * 2003-09-12 14:27:25 User:207.218.152.146
 * 2003-09-12 14:24:30 User:207.218.152.146
 * 2003-06-04 12:53:04 User:Theresa knott m (typo)
 * 2003-06-04 12:27:33 User:Ahoerstemeier m (rv vandalism)
 * 2003-06-04 12:24:34 User:62.171.194.41
 * 2003-02-12 12:29:15 User:217.204.254.210 (Method Added)
 * 2003-02-12 08:46:34 User:Theresa knott


text:
School Science/Staining onion cells without methylene blue

Methylene Blue may not be suited for storing in classrooms (especially for younger students) due to health hazards if swallowed. The following method allows for a nice staining of onion cell nuclei using normal fountain pen ink. I have used this staining method with students, and after a short demonstration the students were able to conduct the experiment themselves. Only very little alcohol and ink is needed for each student (max 5 ml alcohol and 5 drops of ink per student or group). Success, of course, also depends on microscopy experience, maturity and class size.

Materials

 * 1) alcohol
 * 2) water based ink, not the one used for calligraphy, as this one contains particles of carbon that can not enter the cells. Blue fountain pen ink worked fine for me
 * 3) water
 * 4) slides and cover slip
 * 5) microscope
 * 6) onion
 * 7) small beakers for alcohol and water
 * 8) tweezers

Method

 * 1) Take a piece of onion and peel off the membrane using tweezers or your fingernails.
 * 2) Put the membrane into alcohol for about 30 s. This will pull out the water of the cells. The membrane will become stiff a bit.
 * 3) Put the membrane into beaker with ink for about 30 s. The ink is waterbased and will therefore enter the dehydrated cells. The membrane will stain dark blue.
 * 4) Wash the membrane in water until no more ink comes out (about 1 min). Both cytoplasm and the nuclei are still stained blue. We need to remove the excess ink from the cytoplasm.
 * 5) Put the membrane into a small beaker with alcohol for 30 s. Excessive fluid (and ink) is removed from the cytoplasm. The nucei are retaining their color.
 * 6) Put the membrane into clear water for 30 s. The cytoplasm swells up again.
 * 7) Repeat the washing steps 5 and 6 once more. After each washing the cells become lighter as they lose more color.
 * 8) Put the membrane on a slide, add a drop of water and put on the cover slip.

The nuclei of the cells should be clearly visible. If the cytoplasm is still to dark (the whole cell is blue), repeat the washing steps 5 and 6 again. If the nuclei are not visible, then the cells were probably washed too many times and the color was removed from the nuclei as well. In this case shorten the washing times in step 5 and 6 or do not repeat these steps too often. If done well, it is even possible to see two darker dots in each nucleus (the nucleoli?).


text:
Talk:School Science/Staining onion cells without methylene blue

Staining onion cells without methylene blue authors and history
= From Wikipedia:Talk:Staining onion cells without methylene blue =
 * 2005-09-30 17:16:12 User:Uncle G
 * 2005-09-30 17:14:42 User:Uncle G (Removed links to deleted article.)
 * 2005-01-30 23:51:30 User:Sam Hocevar m (→Method - spelling)
 * 2004-10-23 17:15:02 User:24.94.82.245 (carbon, not coal)
 * 2004-08-11 11:19:43 User:Topbanana (Rm extra 'in', spelling)
 * 2004-07-03 21:37:07 User:Bobblewik m (sec -> s)
 * 2004-05-06 14:01:27 User:Oliver12 (=Method=)
 * 2004-05-06 13:31:58 User:Oliver12 (=Materials=)
 * 2004-05-06 13:31:29 User:Oliver12 (=Method=)
 * 2004-05-06 13:30:24 User:Oliver12 (=Introduction=)
 * 2004-05-06 11:27:40 User:Oliver12 (=Method=)
 * 2004-05-06 11:24:30 User:Oliver12 (=Introduction=)
 * 2004-05-06 11:20:23 User:Oliver12 (=Materials=)
 * 2004-05-06 11:19:10 User:Oliver12 (=Method=)
 * 2004-05-06 11:18:28 User:Oliver12 (=Materials=)
 * 2004-05-06 11:14:58 User:Oliver12 (=Method=)
 * 2004-05-06 11:14:35 User:Oliver12 (=Method=)
 * 2004-05-05 14:52:00 User:62.218.153.66
 * 2004-05-05 14:50:18 User:62.218.153.66
 * 2004-05-05 14:49:26 User:62.218.153.66


text:
Cookbook talk:Soft Boiled Eggs

Soft-boiled egg authors and history
= From Wikipedia:Talk:Soft-boiled egg =
 * 2005-10-27 09:37:33 User:Martin-C (notice to be moved to wikibooks cookbook)
 * 2005-09-20 20:02:48 User:SoothingR (optimizing article)
 * 2005-09-20 20:00:14 User:83.98.244.140 (typo)
 * 2005-09-20 19:56:10 User:86.128.213.171

Difference between methods?
Currently the article just throws 6 different methods for preparing eggs at you, but doesn't take the time to explain the difference and why some should be chosen over others (e.g. "Does this method create runnier yolks?" or "Is this method more reliable?").

If there's no huge difference between these methods, I suggest we just take one and stick with it. Money-lover-12345 (discuss • contribs) 04:45, 1 February 2023 (UTC)

 * I went ahead and merged some of the methods, clarified the differences, and noted variations to try and clean up the recipe. I think it does make sense to keep different general methods since people will form their own preferences! —Kittycataclysm (discuss • contribs) 19:02, 12 February 2023 (UTC)

title: Cookbook talk:Soft Boiled Eggs


text:
Cookbook:Shirred Egg

Ingredients

 * Butter
 * Eggs
 * Salt and pepper
 * Cream (optional)
 * Cheese (optional)
 * Bread crumbs (optional)

Procedure

 * 1) Butter a shirred egg dish (a small casserole or custard dish).
 * 2) Put the dish on a low heat to melt the butter, or just add 2–3 tsp cream.
 * 3) Break an egg in the dish over the cream and season with salt and pepper.
 * 4) Optionally, sprinkle with shredded cheese and/or bread crumbs.
 * 5) Bake in the oven at 375°F long enough to set the whites of the eggs. Alternatively, cook by placing the dish directly on low heat.
 * 6) Serve in the same dish.

title: Cookbook:Shirred Egg


text:
Cookbook talk:Shirred Egg

Shirred egg authors and history
= From Wikipedia:Talk:Shirred egg =
 * 2005-09-20 10:44:36 User:Doc glasgow
 * 2005-09-20 06:09:16 User:129.94.6.28 (remove copied stuffs)
 * 2005-09-20 05:43:03 User:128.239.159.63 (No page, added definition and recipe.)

title: Cookbook talk:Shirred Egg


text:
School Science/Screaming jelly babies

Screaming jelly babies is a chemistry demonstration which is practised in schools all over the United Kingdom. It is often used at open evenings to demonstrate just how much fun secondary school science can be.

This demonstration nicely shows just how much energy there is in a "jelly baby". Potassium chlorate is a very strong oxidizing agent that oxidises the sugar in the jelly baby all at once. The following text gives an explanation of how to perform the experiment. This should only be done by an experienced chemist or chemistry teacher.

Safety

 * 1) Make sure test tube is completely clean. Any trace of an oxidisable material can cause an explosion.
 * 2) Surround the apparatus with safety screens.
 * 3) Ensure the pupils/audience are seated several metres away and that they are wearing eye protection.

You will need

 * Jelly babies
 * Large test tubes
 * Clamp Stand (retort stand)
 * Potassium chlorate
 * Tongs
 * Access to a fume cupboard
 * Bunsen burner
 * Safety goggles
 * Fire resistant surface

Method
1)Put 12-15g potassium chlorate in large test tube. 2)Clamp the tube in a clamp stand at approx. 60° (just off the vertical) then melt the powder with a Bunsen burner. Make sure you are wearing safety goggles. 3)Turn the Bunsen off, then, using tongs and wearing heat resistant gloves stand to the side of your boiling tube, drop in the jelly baby and stand well back.

Results
If you follow the instructions above precisely then the jelly baby should burst into flames with a strange, high pitched noise (screaming). There will also be a lot of smoke so open a window. Do NOT touch the boiling tube for at least 5 minutes unless you have protection on.

title: School Science/Screaming jelly babies


text:
Talk:School Science/Screaming jelly babies

Screaming jelly babies authors and history
= From Wikipedia:Talk:Screaming jelly babies = Wow, what a terribly dangerous experiment.
 * 2005-11-06 10:24:31 User:CLW (→Safety - tidying)
 * 2005-11-04 12:17:12 User:Icairns (→External links - categ Chemistry -> Chemical reactions - in case it stays)
 * 2005-10-19 19:59:23 User:87.80.28.111 (→Method)
 * 2005-09-10 22:32:26 User:Beland
 * 2005-09-09 23:10:25 User:Kel-nage m (→Links - Renamed to External links)
 * 2005-09-07 20:24:27 User:BlaiseFEgan (→Method)
 * 2005-06-15 03:55:13 User:209.209.113.34 (→Results)
 * 2005-05-25 10:39:04 User:82.32.100.218 (cat)
 * 2005-01-13 14:50:55 User:DooMDrat m (Added video link.)
 * 2004-12-27 23:10:38 User:Delpino m (→Method)
 * 2004-03-30 05:43:40 User:Meelar m (fmt)
 * 2004-03-30 05:43:28 User:Meelar (copyedits)
 * 2004-01-03 07:59:59 User:Maveric149 m (removed ugly inline, self-referential and alarming  disclaimer; disclaimer already linked at bottom of every page )
 * 2003-11-27 14:31:28 User:Theresa knott m (Adding link to risk disclaimer)
 * 2003-08-05 01:35:03 User:64.229.85.88 (added a space after the first sentense.)
 * 2003-07-25 18:37:29 User:Angela m (bold title word)
 * 2003-06-10 12:41:09 User:Theresa knott m (wikify "jelly baby" substitute wikiformatting for HTML)
 * 2003-06-10 11:54:19 User:81.103.218.4
 * 2003-06-10 11:52:52 User:81.103.218.4
 * 2003-02-14 09:48:09 User:Mintguy m
 * 2003-02-14 09:43:28 User:Susan oliver
 * 2003-02-14 09:43:03 User:Susan oliver
 * 2003-02-13 22:53:51 User:Theresa knott m (typo)
 * 2003-02-13 22:13:32 User:Adrian Kirkup m
 * 2003-02-13 15:24:42 User:Oliver Pereira (formatting)
 * 2003-02-13 11:05:22 User:Theresa knott
 * 2003-02-13 10:26:00 User:Susan oliver
 * 2003-02-13 10:25:30 User:Susan oliver
 * 2003-02-13 10:25:15 User:Susan oliver
 * 2003-02-13 10:22:30 User:Susan oliver
 * 2003-02-12 14:01:25 User:213.253.40.129 ("jelly baby" candy.)
 * 2003-02-12 13:41:55 User:217.204.254.210
 * 2003-02-12 13:40:03 User:217.204.254.210

I've seen it done loads of times without any problems.It is definately a demo for chemistry teachers rather than pupils which is why I've added the safety warning to the chemistry experiment page

Maybe the Wikipedia would be better served with chemistry experiments that don't involve heating unstable chemicals until they melt...

personally I'm in favour of just adding information to wikipedia and not worrying how best to serve it. Although you do have a point. So far in wikipedia, not many experiments have been added at all. Lot's of science info, but no practical advice. I suppose we do have some responsibility towards potential readers. I'd hate to be in anyway responsible for someone getting hurt. Yet, to self-censure info goes against the grain for me. It's also IMO against the whole idea of an encyclopaedia, which is supposed to represent all knowledge not just the knowledge which is safe to know. I suppose the solution is to add safety warnings and suggest alternative chemicals on the page.

And does this really need its own page? Might be better to just expand the "Chemistry practicals" page...

I'm hoping that the chemistry practicals page will grow into a very long list. Besides with it's own page it can be linked to pages on energy in food etc.

 * I think it's brilliant! :) Except that... is it really an encyclopaedia article? It seems to me that an article would say something like, "The screaming jelly babies experiment is a demonstration of the oxidizing power of potassium chlorate, first performed in 1827 by Michael Faraday," or something along those lines - describing what the experiment is, rather than giving instructions on how to do it. I wouldn't have thought that an encyclopaedia should be an instruction manual. But then again, I've seen quite a few things like this - recipes and so on - so maybe there is a consensus to allow such things... -- Oliver P. 19:33 Feb 12, 2003 (UTC)

 * I agree with Oliver. It needs a bit of a tweak to read more like an encyclopedia article. A backlink to Chemistry practicals would be good too... though Chemistry practicals needs renaming -- Tarquin 21:31 Feb 12, 2003 (UTC)

 * Ok I've added an itro to make it partially more like a typical article. As for renaming chemistry practicals I was thinking of renaming it School Chemistry experiments and demonstrations, and doing the same with physics and biology practicals - what do you think? Theresa knott

Encyclopedic or note, this is an excellent article in that it enlightens and visualises a somewhat abstract aspect like energy in the food we eat. On a related not: in the UK an expert had a "show" where he would dunk a Digestive biscuit in liquid oxygen and then set fire to it with a match. Flames were spectacular and presumably people would think twice before pigging out on sweets.

I thought I should mention, that the Virtual School page, linked to in this article. It is no more, it says they're done with the project if you go there.


text:
Cookbook:Pineapple Upside-Down Cake

A Pineapple Upside-Down Cake is a cake with pineapple rings or pieces baked in the top. It is called an upside down cake because it is made with the pineapple at the bottom and then turned over. There are several recipes for such a cake:

 * Original Pineapple Upside-Down Cake (from Dole)
 * Pineapple Upside-Down Cake in a Skillet
 * Quick and Delicious Pineapple Upside-Down Cake
 * Delicious Pineapple upside-down cake

title: Cookbook:Pineapple Upside-Down Cake


text:
Cookbook talk:Pineapple Upside-Down Cake

Pineapple upside-down cake authors and history

 * 2005-10-02 08:38:08 User:Caesura m (didn't know we had a template just for the cookbook)
 * 2005-09-27 23:30:43 User:Caesura (see talk page)
 * 2005-09-27 23:21:21 User:Caesura m (Pineapple Upside-Down Cake moved to Pineapple upside-down cake)
 * 2005-09-25 19:17:08 User:PM Poon m (→Recipes - enlarge image size)
 * 2005-09-12 18:56:25 User:24.12.176.94
 * 2005-09-12 05:32:35 User:Melesse (→Recipes)
 * 2005-09-11 21:29:38 User:213.94.244.26 (wikify)
 * 2005-09-09 20:05:56 User:24.12.176.94 (→History)
 * 2005-09-09 19:33:36 User:Dkretz
 * 2005-09-09 19:29:17 User:Dkretz
 * 2005-09-09 19:27:26 User:Dkretz
 * 2005-09-09 19:18:27 User:Dkretz
 * 2005-09-09 19:17:32 User:Dkretz
 * 2005-09-09 19:12:21 User:Dkretz
 * 2005-09-09 19:08:19 User:Dkretz
 * 2005-09-09 19:07:35 User:Dkretz
 * 2005-09-09 19:04:09 User:Dkretz
 * 2005-09-09 18:57:40 User:Dkretz
 * 2005-09-09 18:55:04 User:Dkretz
 * 2005-09-09 18:37:08 User:Dkretz m
 * 2005-09-09 18:36:21 User:Dkretz
 * 2005-09-09 18:29:31 User:Dkretz
 * 2005-09-09 18:04:08 User:24.12.176.94

= From Wikipedia:Talk:Pineapple upside-down cake = This article has two sections. The first section, "History", is taken entirely from a third-party source and may be copyvio (and even if it's not, long excerpts don't belong in Wikipedia anyway). The second section, "Recipes", belongs in Cookbook. So I'm going to delete the first section and then mark the article to be transwiki'd to Wikibooks. —Caesura(t) 23:29, 27 September 2005 (UTC)


text:
School Science/Paper chromatography of amino acids

This is a description of how to use paper chromatography of amino acids (to identify amino acids).

 * To demonstrate separation of amino acids by paper chromatography
 * To use chromatography to identify amino acids

Materials

 * Chromatography tank and lid
 * Chromatography paper (or filter paper), to fit tank
 * Capillary tubes or pasteur pipettes
 * Amino acid samples in 1 molar hydrochloric acid (IRRITANT)
 * Unknown samples (e.g. 'unknown' mix or filtered fruit juice)
 * Solvent (BAW): Butan-1-ol : Acetic acid : Water 60 : 15 : 25 (FLAMMABLE, TOXIC)
 * Hairdryer or heating tray
 * Spray can of Indanetrione (Ninhydrin) 1% in butan-1-ol (FLAMMABLE, TOXIC)
 * Latex gloves
 * Access to fume cupboard
 * Drying oven at 100 °C

Methods
BAW solvent should be made up fresh on the day

Using a pencil, lightly draw a line 1.5–2 cm above the bottom of the chromatography paper. Make small marks at 1.5 cm intervals along the line.

Fill a capillary tube or pipette by capillary action with your first sample. Touch the tip of the capillary to the first mark and pull it away. You should leave a small (>5 mm) wet spot. Let this dry and apply the sample again. Make a note of which sample is placed on the spot (you can lightly write on the paper beneath the mark, using a pencil). Repeat for each sample or mixture, on a different mark and using a fresh tube or pipette each time. Let the paper dry.

Put 1 cm or less of BAW into the chromatography tank. The sample spots should not dip into the solvent. Place the tank in a cool place out of direct sunlight. Stand the chromatography paper in the tank so that the bottom edge is in the solvent but the remaining paper does not touch the tank. Place the lid on the tank and leave for about 1 hour.

Wearing gloves, remove the damp paper and mark where the solvent has reached. Dry the paper in the fume cupboard. Still in the fume cupboard, spray the whole of the paper with ninhydrin in butanol. Dry the paper and transfer it to the drying oven for 1–2 min.

Mark the position of each spot that develops. Note the colour and Rf (or travel distance) of each standard and hence find the amino acid composition of the unknown samples.

Hazards

 * Acetic acid
 * Irritant vapour. On skin; flood with water. Ventilate area.

 * Butan-1-ol
 * Highly flammable. Remove ignition sources
 * Harmful by inhalation. Irritant vapour. Use fume cupboard.

 * Hydrochloric acid 1 molar
 * Irritant, may cause burns. On skin; flood with water. Spills, neutralise with sodium bicarbonate.

 * Indanetrione
 * Irritant. Wear gloves. Indanetrione, spilt on the skin, is not immediately noticeable. It stains skin purple, slowly, and even seems to work through gloves. Wash frequently to remove it.

 * Hot Oven; also produces Butan-1-ol fumes.
 * Remove papers wearing gloves, or use forceps. Ventilate area


text:
Talk:School Science/Paper chromatography of amino acids

Paper chromatography of amino acids authors and history
= From Wikipedia:Talk:Paper chromatography of amino acids =
 * 2005-10-25 23:11:08 User:Wimvandorst (→Materials - wikilink)
 * 2005-10-25 22:03:39 User:Cacycle (Acetic acid linkfix)
 * 2005-10-20 08:04:42 User:Theresa knott m (Reverted edits by 210.5.70.2 to last version by Beland)
 * 2005-10-20 07:08:40 User:210.5.70.2 (→Hazards)
 * 2005-10-20 07:07:24 User:210.5.70.2 (→Hazards)
 * 2005-09-10 22:43:35 User:Beland
 * 2005-03-04 02:29:20 User:Gene Nygaard (→Methods)
 * 2005-03-04 02:19:46 User:Gene Nygaard (→Methods)
 * 2004-12-07 22:26:38 User:CDN99 (rm merge notice)
 * 2004-09-04 21:40:13 User:Cohesion (merge)
 * 2003-11-15 09:17:40 User:Reddi m (+)
 * 2003-11-15 09:16:52 User:Reddi m (intro [wiki std])
 * 2003-11-15 09:14:20 User:Reddi m
 * 2003-11-15 09:14:15 User:Reddi m
 * 2003-11-15 09:13:58 User:Reddi m
 * 2003-11-15 09:13:20 User:Reddi m (See also)
 * 2003-09-25 09:32:23 User:Ahoerstemeier m (Reverted to last edit by Adrian Kirkup)
 * 2003-09-25 09:31:48 User:67.122.211.7
 * 2003-02-13 22:03:39 User:Adrian Kirkup
 * 2003-02-13 21:56:30 User:Adrian Kirkup
 * 2003-02-13 21:09:57 User:Theresa knott m
 * 2003-02-13 15:19:43 User:Adrian Kirkup m
 * 2003-02-12 18:25:55 User:Theresa knott m (format links tired to insert degree sign but its gone wrong. Could someone correct please.)
 * 2003-02-12 17:31:00 User:212.219.0.185
 * 2003-02-12 17:13:03 User:212.219.0.185


text:
School Science/Microscope slide

A microscope slide is a thin sheet of glass used to hold objects for examination under a microscope. A standard microscope slide (shown on the right) is 75 x 25 mm (3" X 1") and 1.2 mm thick. A range of other sizes is available for various special purposes.

Since compound or high power microscopes have a very narrow region within which they focus, the object to be viewed ("specimen") should typically be placed on the middle of the slide with another, much thinner square (or circle or rectangle) of glass placed over the specimen. This smaller sheet of glass, called a cover slip or cover glass, is usually between 18 and 25 mm on a side. The cover glass serves two purposes: (1) it protects the microscope's objective lens from contacting the specimen, and (2) it creates an even thickness (in wet mounts) for viewing.

Wet mount
Many objects that are going to be viewed on a microscope slide need to be prepared as a wet mount using water. Other materials are used when a permanent slide is being prepared for viewing and storage. In a wet mount, the specimen is placed at the center of the slide with one (or two) drops of water and the cover glass placed over the specimen. In some preparations (such as looking at pond water for microscopic critters), the object being prepared for viewing is contained within water. Special slides are available for viewing mounts that require more than one or two drops of water.

Once the specimen and water are combined on the slide, the cover glass is added. The cover glass should be placed at an angle to the slide, one edge touching the slide, and then lowered as if hinged there. If done properly, the water will force out any air as the cover glass closes over it, and no bubbles will be trapped beneath the glass. Although an occasional bubble might be tolerated, large numbers will make viewing the specimen difficult. Adhesive forces between the liquid and the glass will hold the cover glass firmly in place. Generally, only one drop of water is sufficient. Adding too much water will create a problem, as the affixing of the cover slip to the slide will depend on much weaker cohesive forces (see "Problems and solutions" below).

There should be no excess water (water outside the cover slip) and the cover slip should remain in place when the slide is moved to the stage of the microscope, where it is held in place by stage clips or some other holding mechanism.

Problems and solutions

 * Mostly air under cover slip – too little water was used (increase by 1 drop) or cover glass was improperly dropped onto specimen. Adding a drop of water to the slide at the very edge of the cover glass will result in water being taken in under the cover glass (capillary effect). If numerous air spaces are still evident, it is best to start over.
 * Too much liquid under cover slip – cover glass slides around easily on glass slide, and may fall off if slide not held perfectly level. Using a small piece of absorbent paper (paper towel or tissue), touch edge of paper to excess water at edge of cover slip; repeat until cover glass affixes to the slide.
 * Cover slip "rocks" on specimen or is clearly not laying flat – either the specimen or something in the sample (a grain of sand for example) is preventing the cover slip from coming down far enough to adhere to the slide. Focusing on this slide will be difficult. Possibly the specimen is not thin enough or evenly sliced. If a grain is present, remove it and re-mount the specimen.

Graticule slide
The text above describes a standard microscope slide. However, there are many special purpose slides. For example, a graticule slide is a microscope slide that is marked with a grid of lines (for example, a 1 mm grid) that allow the size of objects seen under magnification to be easily estimated. Such grids are perhaps more often employed in counting exercises.

Voorwerpglaasje

title: School Science/Microscope slide


text:
Talk:School Science/Microscope slide

Microscope slide authors and history
= From Wikipedia:Talk:Microscope slide = A presume you plan just to move the "practical" stuff. Much of that is already at Wikibooks. - Marshman 18:20, 11 September 2005 (UTC)
 * 2005-09-10 22:44:20 User:Beland (→Wet mount - )
 * 2005-07-15 19:36:42 User:RobotE m (robot  Adding: nl)
 * 2005-05-08 07:37:58 User:Marshman (Merge as suggested from Graticule slide)
 * 2005-05-07 23:33:48 User:Joy Stovall (merge msg)
 * 2005-01-23 22:25:03 User:Sam Hocevar m (→Problems and solutions - spelling)
 * 2004-11-21 13:50:13 User:Drstuey m (Please help out by clicking here to fix someone else's Wiki syntax.)
 * 2004-10-27 18:23:24 User:Marshman (Add stage clips; cohesive vs adhesive; rearrange "instructions")
 * 2004-10-26 19:22:05 User:Marshman (Add third problem/solution)
 * 2004-10-26 05:53:19 User:Marshman (Add problemswith wet mounts section)
 * 2004-10-25 19:09:20 User:Marshman (Technique)
 * 2004-10-25 18:28:58 User:Marshman (Add photo; copy edit text; start "preparing a wet mount")
 * 2004-10-10 04:00:47 User:221.127.26.200
 * 2004-10-10 03:59:48 User:221.127.26.200
 * 2003-12-03 13:30:42 User:62.252.64.8
 * 2003-12-03 13:30:19 User:62.252.64.8
 * 2003-12-03 13:05:43 User:Maury Markowitz m
 * 2003-12-03 13:05:13 User:Maury Markowitz

title: Talk:School Science/Microscope slide


text:
School Science/How to prepare an onion cell slide

Tissue from an onion is a good first exercise in using the microscope and viewing plant cells. The cells are easily visible under a microscope and the preparation of a thin section is straight forward. An onion is made of layers, each separated by a thin skin or membrane. In this exercise, you will make a wet mount on a microscope slide and look at the cells of the onion membrane magnified by the high power, compound microscope.

Method

 * 1) First add a few drops of water or solution on the microscope slide to avoid dryness and wilting
 * 2) Take a small piece of onion and using tweezers, peel off the membrane from the underside (the rough side).
 * 3) Place the membrane flat on the surface of the slide.
 * 4) Add a drop of Iodine solution to the onion skin
 * 5) Using a pin, lower the thin glass cover slip or cover glass onto the slide. Make sure there are no air bubbles (Fig. 1).
 * 6) Make sure the lowest power objective lens (the shortest lens if there are several present) is in line with the optical tube, and the microscope light is turned on. Then place the prepared slide onto the stage of the microscope.
 * 7) Looking from the side (NOT through the eyepiece), lower the tube using the coarse focus knob until the end of the objective lens is just above the cover glass. Do this carefully so as not to crack the cover glass (and possibly damage the objective lens).
 * 8) Now look through the eyepiece and turn ONLY the smaller, fine focusing knob to move the optical tube upwards until an image comes into focus. The cells should look something like lizard skin.
 * 9) Swap the objective lens for a higher powered one so that you can see the cells at greater magnification. You should be able to make out a nucleus in each cell.
 * 10) Be very careful; these dyes can stain your skin and clothes. Could be dangerous if it is on you.

Proper use of the microscope - intended to prevent damage to the objective lenses - requires that the following techniques be followed:
 * Never use the coarse focus knob while looking through the eyepiece. The point of focus will be very near the cover glass. Looking from the side, lower the optical tube until the objective lens is as close as you can get it to the cover glass without actually touching it. Starting with the low power objective lens is the fastest way to achieve proper focus.
 * Initially, slowly focus back (turn the fine focus knob to raise the optical tube) while looking through the eyepiece. Once the specimen comes into focus, you can make fine adjustments up or down with the fine focus knob without fear of damaging the slide or the microscope.
 * If the specimen does not focus, raise the tube a little with the coarse focus knob and attempt to focus again with the fine focus knob. Once the object is in focus, switching objective lenses should be possible without any further coarse adjustments.

Return to laboratory exercise for Chapter 2


text:
Talk:School Science/How to prepare an onion cell slide

How to prepare an onion cell slide authors and history
= From Wikipedia:Talk:How to prepare an onion cell slide = I agree, this should be at Wikibooks. Actually, much of it might already be over there. - Marshman 18:22, 11 September 2005 (UTC)
 * 2005-11-11 05:00:49 User:Bluebot m (Bringing "External links" and "See also" sections in line with the Manual of Style.)
 * 2005-09-10 22:43:58 User:Beland
 * 2004-12-05 19:37:46 User:RJHall m (→See Also - Category)
 * 2004-10-27 18:49:30 User:Marshman (Add links)
 * 2004-10-27 18:33:46 User:Marshman m
 * 2004-10-27 18:32:29 User:Marshman (Do not over-tilt microscope)
 * 2004-10-27 04:54:02 User:Marshman (Add another reason onion good material; remove age appropriateness; valuable for all age.)
 * 2004-10-25 19:00:05 User:Marshman (Start w/ low power objective)
 * 2004-10-25 18:56:12 User:Marshman (Fix link > Microscope slide; Improve on technique)
 * 2004-03-10 00:01:43 User:Hugh2414 m
 * 2004-02-24 15:50:06 User:Robbot m (Andre Engels - Robot-assisted disambiguation: Biological cell)
 * 2003-11-14 19:28:24 User:Reddi m
 * 2003-11-14 19:27:15 User:Reddi m
 * 2003-11-14 19:26:46 User:Reddi m (img frmts)
 * 2003-11-11 02:40:46 User:Chris Roy m (Misc. copyediting)
 * 2003-09-04 13:44:58 User:Zoicon5 m
 * 2003-05-29 01:18:50 User:Wapcaplet m
 * 2003-05-29 01:16:14 User:202.157.192.162
 * 2003-05-20 10:11:35 User:Theresa knott m (cells --> cells)
 * 2003-05-20 10:08:53 User:Theresa knott (tidying up, adding a ==see also== section)
 * 2003-05-20 09:48:02 User:Theresa knott (An initial entry. Needs more work)


text:
School Science/Gram staining

Gram staining, or Gram's method, is an empirical method of differentiating bacterial species into two large groups based on the chemical and physical properties of their cell walls.

The method is named after the inventor, the Danish scientist Hans Christian Gram, who developed the technique in 1884 to discriminate between pneumococci and Klebsiella pneumoniae bacteria.

Uses
Gram stains are performed on body fluid or biopsy when infection is suspected. It yields results much quicker than culture, and is especially important when infection would make an important difference in the patient's treatment and prognosis; examples are cerebrospinal fluid for meningitis and synovial fluid for septic arthritis.

Mechanism
Gram-positive bacteria have a thick mesh-like cell wall made of peptidoglycan that is capable of retaining the violet dye/iodine complex. Gram-negative bacteria have a thin cell wall made of a layer of peptidoglycan. In addition to an inner membrane, they also have an outer membrane which contains lipids, and is separated from the cell wall by the periplasmic space.

The decolorizing mixture causes dehydration of the multilayered peptidoglycan in the Gram-positive cell wall, thus decreasing the space between the molecules and causing the cell wall to trap the crystal violet-iodine complex within the cell. But in Gram-negative bacteria, the decolorizing mixture acts as a lipid solvent and dissolves the outer membrane of the Gram-negative cell wall. The thin layer of peptidoglycan is unable to retain the crystal violet-iodine complex and the Gram-negative cell is decolorized. The decolorization step is the crucial one, and requires some degree of skill, as Gram-positivity is not an all-or-none phenomenon.

As a rule of thumb (which has exceptions), Gram-negative bacteria are more dangerous as disease organisms, because their outer membrane is often hidden by a capsule or slime layer which hides the antigens of the cell and so acts as "camouflage" - the human body recognises a foreign body by its antigens; if they are hidden, it becomes harder for the body to detect the invader. Often the presence of a capsule will increase the virulence of a pathogen. Additionally, Gram-negative bacteria have lipopolysaccharide in their outer membrane. Lipopolysaccharide is an endotoxin which increases the severity of inflammation. This inflammation may be so severe that septic shock may occur. Gram-positive infections are generally less severe because the human body does not contain peptidoglycan, and in fact the human body produces an enzyme called lysozyme which attacks the open peptidoglycan layer of Gram-positive bacteria. Gram-positive bacteria are also much more susceptible to beta-lactam antibiotics, such as penicillin.

A description of Gram staining

 * 1) First, an inoculum is taken from a culture using an inoculation loop and put on a slide and then allowed to air dry. If the culture is solid, it is diluted by adding a drop of water or sterile saline on the slide and mixing with the loop. It is important here to take a very small inoculum so that the end result is a sparse single layer of bacteria. It is a common mistake for beginners to put far too much inoculum at this step.
 * 2) The specimen is heat-fixed by passing the slide, inoculum side up, through a bunsen flame 1-2 times, without allowing the slide to become hot to the touch.  This prevents the bacteria from being washed away later and it also kills the bacteria.
 * 3) A basic dye, crystal violet or gentian violet, is used to stain the slide. This dye is taken up by both Gram-positive and Gram-negative bacteria. Allow to stain for 1 minute. The slide should look purple to the unaided eye, and if examined microscopically at this point both Gram-positive and Gram-negative bacteria are purple. Lugol can also be used instead of crystal violet.
 * 4) Rinse off with water for a maximum of 5 seconds.
 * 5) Add iodine (Gram's iodine) solution (1% iodine, 2% potassium iodide in water) for 1 minute. This acts as a mordant and fixes the dye.
 * 6) Rinse with water.
 * 7) Apply 95% ethanol or a mixture of acetone and alcohol several times until no more colour appears to come from the sample. This washes away all the unbound basic dye, (usually crystal violet) and leaves Gram-positive organisms stained purple and Gram-negative organisms unstained (colourless).
 * 8) Rinse with water immediately to prevent over-decolourisation.
 * 9) Apply a suitable counterstain. Opinions vary as to the best choice but suitable stains include safranin or fuchsin. This stain is taken up by both Gram-positive and Gram-negative organisms, but does not alter the colour of Gram-positive organism much, as they are already purple. It does, however, make the Gram-negative organisms pinkish-red.
 * 10) Blot gently and allow to dry. Do not smear.

Interpretation
Inspect the slide under a microscope
 * Gram-positive organisms will appear blue-black or purple.
 * Gram-negative organisms will appear red or pink.

Organisms that cannot reliably be differentiated by this staining technique are said to be Gram-variable

title: School Science/Gram staining


text:
Talk:School Science/Gram staining

Gram staining authors and history
= From Wikipedia:Talk:Gram staining =
 * 2005-10-22 09:57:26 User:143.89.221.227
 * 2005-10-13 00:34:02 User:219.89.150.33 (→A description of Gram staining)
 * 2005-10-13 00:33:26 User:219.89.150.33 (→A description of Gram staining)
 * 2005-10-13 00:32:54 User:219.89.150.33 (→A description of Gram staining)
 * 2005-10-03 10:07:30 User:129.215.16.12 (→A description of Gram staining - Improved wording)
 * 2005-09-30 21:55:40 User:24.131.244.207 (→A description of Gram staining)
 * 2005-09-10 21:37:59 User:Beland (→Procedure - )
 * 2005-09-07 18:32:49 User:82.61.0.227 (+it)
 * 2005-09-04 14:42:01 User:Chobot m (robot  Adding: ko Modifying: fr)
 * 2005-08-27 18:05:15 User:Brandmeister m
 * 2005-07-13 21:12:45 User:Jumbuck m (Robot: Automated text replacement  (-\[{2}minnan:(.*?)\]{2} +zh-min-nan:\1))
 * 2005-07-07 21:14:30 User:Salvadorjo
 * 2005-06-05 02:25:55 User:Jfdwolff (restructured, added Gram's original reference, some quick words about uses, removed as attention given)
 * 2005-04-29 05:14:21 User:MarcoTolo (Re-wrote introductory sentence (still needs more cleanup); added references.)
 * 2005-04-28 12:37:16 User:Nunh-huh
 * 2005-04-21 09:11:18 User:Egil (too much of a procedure)
 * 2005-04-17 11:04:29 User:Eleassar777 m (see also: staining (biology))
 * 2005-04-11 05:01:52 User:Christopherlin (cat)
 * 2005-03-29 17:19:25 User:62.209.237.4 (interwiki cs)
 * 2005-03-09 03:42:13 User:TenOfAllTrades m (Created direct link to anthrax)
 * 2005-03-08 19:19:21 User:TenOfAllTrades (Added gram stain image)
 * 2005-02-24 14:07:24 User:Moormand m (corrected year of Gram's death)
 * 2005-02-23 13:14:28 User:Eras-mus (french)
 * 2005-02-14 21:21:58 User:TenOfAllTrades m (→The Gram stain procedure - corrected crystal violet redlink)
 * 2005-02-01 04:52:33 User:129.7.142.114 (grammar, added lipopolysaccharide info)
 * 2005-01-03 22:23:04 User:Onco p53 (→Why does this work? - wikify)
 * 2004-12-28 18:25:34 User:194.247.44.210 (→Why does this work? - Fixed slig,htly broken punctu(ation...)
 * 2004-12-25 03:11:16 User:24.91.139.28
 * 2004-12-23 23:52:06 User:80.60.212.20 (→The Gram stain procedure)
 * 2004-12-23 23:51:28 User:80.60.212.20 (→The Gram stain procedure)
 * 2004-12-23 23:48:53 User:80.60.212.20 (→The Gram stain procedure)
 * 2004-12-17 05:09:41 User:CanisRufus m (RedWolf - link bacteria to bacterium)
 * 2004-12-06 21:52:11 User:Theresa knott m (Reverted edits by 152.78.254.132 to last version by 80.212.171.246)
 * 2004-12-06 21:32:41 User:152.78.254.132
 * 2004-12-03 18:24:50 User:80.212.171.246 (link to no:)
 * 2004-11-19 10:14:23 User:130.238.40.147
 * 2004-10-05 08:40:02 User:Robbot m (Andre Engels - robot  Adding:nl)
 * 2004-09-28 22:46:05 User:Nunh-huh (more detail)
 * 2004-09-28 05:38:17 User:A-giau m (+zh-min-nan)
 * 2004-09-19 15:14:10 User:Guanabot m (Guanaco - robot: converting HTML tags to proper wiki markup and removing excess newlines)
 * 2004-09-14 14:36:25 User:Dominus m (→Results: - sp.)
 * 2004-09-05 06:51:26 User:68.148.224.43 (→Results:)
 * 2004-08-10 03:32:03 User:Nunh-huh (→Results:)
 * 2004-04-26 15:11:07 User:195.93.32.8
 * 2004-04-26 15:09:20 User:195.93.32.8
 * 2004-03-22 22:38:30 User:Jll m (Disambig microscope slide)
 * 2004-03-20 21:21:16 User:Delta G (added detailed inoculum retrieval step)
 * 2004-03-01 22:18:05 User:Naddy m (de:)
 * 2004-02-28 19:37:37 User:132.203.61.74
 * 2004-02-19 22:44:46 User:MykReeve m (clarifying step one of instructions)
 * 2004-02-19 18:39:39 User:Irismeister (precise procedure - less waving ambiguity in step one)
 * 2004-02-18 12:50:08 User:Theresa knott (minor additions and tweaks)
 * 2004-02-18 04:20:08 User:Bensaccount
 * 2003-07-07 07:51:52 User:Sannse m (Disambiguating Danish)
 * 2003-03-13 20:17:17 User:Theresa knott m
 * 2003-03-13 16:46:06 User:Theresa knott (Adding step by step instructions)
 * 2003-03-05 00:49:59 User:Michael Hardy m
 * 2003-03-05 00:45:49 User:Michael Hardy m
 * 2003-03-05 00:41:59 User:Michael Hardy m
 * 2003-03-05 00:41:36 User:Michael Hardy m
 * 2003-01-08 01:41:41 User:AxelBoldt (difference between Gram positive and Gram negative)
 * 2003-01-08 00:58:34 User:Someone else (technique)
 * 2002-09-02 00:31:50 User:217.168.172.202 m
 * 2002-07-22 06:54:10 User:217.168.172.202
 * 2002-02-25 15:51:15 User:0 (stub, to deorpnaize gram negative. didn't there used to be an article about this already, though?)
 * 2002-02-03 01:07:16 User:Conversion script m (Automated conversion)
 * 2001-12-21 05:31:56 User:Alex Kennedy (Added info about the outer membrane)
 * 2001-12-09 00:31:21 User:Bryan Derksen m (fixing bacteria to slide. Learned through hard experience. :))

Attention
The attention tag was added since the article looks to much of a procedure, and not an encyclopedic article. One solution would be to move the procedure to Wikibooks. Or it could be rewritten. -- Egil 09:12, 21 Apr 2005 (UTC)

 * There is little to say about Gram staining other than its uses and how it's done. Perhaps the procedure should be trimmed. JFW | T@lk  02:15, 5 Jun 2005 (UTC)

 * I added some clinical uses and Gram's original reference. I don't agree that the procedure should be omitted. JFW | T@lk  02:27, 5 Jun 2005 (UTC)

 * I'd like to see some more information on what happens to the bacteria at each step. More information on roles the cell wall structures have with gram-staining? Thanks.. -Anonymous, 2 August 2005 (ACST)

 * I think the procedure how gram staining is done is important enought to be mentioned in Wikipedia. Not in a Howto style; listing the basic steps should be enought. Besides the Picture is good, but a photo showing gram positive an d negative bacteria side by side would be much better. --Thewob 20:51, 4 November 2005 (UTC)

title: Talk:School Science/Gram staining


text:
Do-It-Yourself/Faux marbling

Faux marble or faux marbling is the painting of painting surfaces so as to imitate the appearance of polished marble. It is typically used in buildings where the cost or weight of genuine marble would be prohibitive.

Faux marbling is a special case of faux stone painting, although the distinctive and varied patterns of marble make it the most imitated stone by far.

History
Faux stone painting was widely used in Pompeii, but it really took off in Europe during the Renaissance with two schools of faux marbling developing. The Italian school was loose and artistic, the French school was formal and realistic. It typically took an apprentice ten years or more to fully master the art.

Modern professional marblers are very skilled and will use a variety of techniques to closely imitate real marbles but many decorators are happy to merely suggest the appearance of marble rather than accurately imitate a particular stone. It is not as difficult to do as it looks. It is perfectly possible for an amateur to produce a beautiful effect with a little practice.

Materials and equipment

 * White eggshell paint {sometimes known as semigloss of softsheen}
 * Boiled linseed oil {Available in the wood treatment section of a "Do-it-Yourself" store. It is used to slow the paint drying time}
 * White spirit {to thin the paint and clean the brushes}
 * A tube of black artist oil paint. "Lamp black" is nice
 * Brushes, one of which should be good quality and very soft.
 * Two feathers, the traditional one to use is goose but any large feather will do.
 * Some rags or lint-free cloths

Stage 1
The surface is cleaned then painted with the eggshell paint and left to dry overnight. The following day the surface is painted with a thin layer of linseed oil. This slows the drying time of the paint considerably and therefore keeps it workable. Next the black oil paint is mixed with a little of the white eggshell to produce a light grey tone, which is added here and there over the linseed oil base. Other shades of grey are used to fill in the gaps so there is a swirly pattern of colour.

Stage 2
A soft, dry paintbrush {two or three inches wide} is used to soften the colour. A rag is dabbed over the surface to break up the colour and remove excess paint, then the surface is softened again with the dry brush.

Stage 3
An artist's brush is used to add a light veining pattern in mid grey. The veins do not cross one another, they do not start or stop suddenly, and they do not fan out from a point. They do go in a diagonal direction, but they are never regular or even.

Colour can be removed from part of the surface, if required, by dipping the artist's brush in white spirit, and lifting the colour off with the brush. The whole surface is then thoroughly resoftened with a dry brush, or a crumpled cloth.

Stage 4
Fine veining is added with a feather. The feather is dipped in white spirits and roughly brushed backwards to separate the bits. Then it is dipped in thin charcoal grey paint and used as a brush to add the fine wiggly veins. Light coloured veins can be added either by dipping a feather into off-white paint or by dipping the feather into white spirits. As it is drawn across the surface the white spirit dissolves the paint underneath and a light vein appears. The whole surface is then gently softened with a very soft brush - traditionally badger hair is used.

title: Do-It-Yourself/Faux marbling


text:
Talk:Do-It-Yourself/Faux marbling

Faux marbling authors and history
= From Wikipedia:Talk:Faux marbling = ((moved from Talk:marbling Jorge Stolfi 02:13, 12 Jun 2004 (UTC)))
 * 2005-11-06 17:46:57 User:Bluebot m (Bringing "External links" and "See also" sections in line with Manual of Style recommendations.)
 * 2005-09-23 19:53:37 User:Solipsist m (Reverted edits by 68.197.207.161 to last version by Beland)
 * 2005-09-23 17:05:40 User:68.197.207.161 (→External Links)
 * 2005-09-10 22:02:49 User:Beland (→How to paint faux marble - )
 * 2004-12-31 01:40:50 User:68.227.165.209
 * 2004-06-12 02:09:25 User:Jorge Stolfi (Created page from first part of marbling.)
 * 2003-06-02 11:49:30 User:Theresa knott m (Redirect mmarbling)

I don't understand whether the eggshell is oil-based or latex. Wouldn't latex be dry if you left it overnight? -Anon 17th Dec
 * Sorry i didn't notice your comment until now. Egg shell is midsheen oil based paint. You can't mix latex piant with linseed oil. theresa knott

((end of moved part))

title: Talk:Do-It-Yourself/Faux marbling