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User:Thewinster/sandbox

Inductors in parallel (1)
Name the three dots as l, m and n. Redraw the circuit using these three points as reference and you’ll find that the three inductors have their ends joined to the same potential difference. Hence the effective inductance in between A and D is [1/3 + 1/3 + 1/3]-1 = 1 H.

This is a very common circuit diagram to represent elements in parallel. Please keep it in mind. What if we replace the inductors with three capacitors of 3μ each? What would be the equivalent capacitance between the points A and D?

Projectile (2)
Relate everything with the speed. Assume the speed in the beginning to be the V.

Then, $$\frac{mV^2}{2}=E$$. When the ball is at its highest point, its vertical velocity would have decreased to zero (otherwise, won’t it go a little bit higher? Think about it. As a food for thought, after the highest point, the velocity changes its direction and its magnitude increases. No wonder the projectile descends after the highest point!)

Then, at the highest point of the trajectory the speed of the projectile would be its unchanged horizontal velocity - $$\frac{V}{\sqrt2}$$. Find the kinetic energy using this as the speed of the ball. It will be half of E.

Falling from a height (3)
There is one thing that you need to agree with, the direction of velocity vector of both the balls is the same. If their speeds on reaching the ground are same as well, then we know the answer would be B.

Use the equation of motion $$v^2=u^2 + 2as$$. The balls have the same value of initial speed, same acceleration and most importantly – the same displacement. Yes, s is nothing but displacement and we know that whenever they reach the ground their displacements will be same. We happily conclude that their final speeds would be the same as well.

Speed same, direction of velocity same. This implies their velocities on reaching the ground are same.

By the way, will the time required to reach the ground will be the same for them? You may put forward worded arguments or use equations.

Bullet in a block (4)
This question requires a little assumption that the acceleration of the bullet is the same throughout its motion. Then, we use the first data to find the acceleration.

We know the initial and final speeds, we know the displacement. So, to find the acceleration $$v^2=u^2 +2as$$ will do. We get $$a=\frac{-v^2}{8}$$, the negative sign signifying that acceleration is opposite in direction than velocity.

Use the equation again, $$0=\left(\frac{v}{2}\right)^2 - \frac{2sv^2}{8}$$ the further displacement require to stop the bullet comes out to be 1 cm.

Satellite (5)
The centripetal force required to maintain circular motion is provided by the gravitational force. When a satellite moves around in an orbit its velocity constantly changes. As soon as the force disappears, there is nothing that can alter the instantaneous velocity and so the object continues to move with that velocity. [Newton’s WHAT law? Quick. I give you 5 seconds.]

Ammeter/Voltmeter (6)
Remember that an ammeter has a very low resistance [Why?]. When we use it in place of a voltmeter, the meter will move because the readings are based on deflection. The problem is, for being a nearly ideal voltmeter [one that doesn’t alter the circuit being measured] we need the voltmeter to have a very high resistance [Why?].

Done, we connect the ammeter in parallel to the points of the circuit whose potential difference is to be measured. But in order that the parallel circuit [containing the ammeter] behaves as a voltmeter, we need it to have a high resistance. Kya karein? Just connect a high resistance to the ammeter in series. As simple as that!

So, what was all that special about the question? Very special! This is a type of question which most people will attempt and get it wrong. Remember that we are converting an ammeter into a voltmeter. Generally, we convert a galvanometer into an ammeter and a galvanometer into voltmeter. Expect most study-by-rots to tick the procedure corresponding to any one of this without giving it much of a thought.

Ratio of magnetic fields (7)
$$\frac{\frac{\mu_o\left(i\right)}{2\pi\left(2R\right)}}{\frac{\mu_o\left(2i\right)}{ 2\pi\left(R\right)}} = 1$$ Of course, the number of turns of both the coil is one. Even that may have been mentioned to make this a probable candidate for negative marks.

Just keep one thing in mind, whenever solving such questions draw one big line and write down the fraction. Then evaluate it with ease. Otherwise, there are chances of messing up. Its just a personal advice though!

Plane mirrors (8)
360/n - 1 = 5. This is a pure formulae based problem. Not in your syllabi? Think again! We studied it way back around sixth or seventh standard.

Power dissipation (9)
Go by the same procedure. We will calculate the power dissipation using $$P = \frac{V^2}{R}$$. Then, since we have to calculate the ratio, we write down the ratio of the two quantities and watch everything get cancelled off. I have provided this solution specifically to point out how lengthy questions can be shortened. It will take some time in realizing what I have written, but it is only to enable you to solve the question by yourself! $$\left( \frac{1}{2}\frac{V^2\left(\frac{l}{2}\right)}{\rho A} \right) \frac{1}{\frac{\rho A}{V^2 l}} = 4$$

 * When the pieces were cut into two, the resistances of the wire changed to half of the original one. We calculated this using PL/A.
 * When the pieces were connected in parallel, their equivalent resistance was half of their individual resistance. [How?]

Note how swiftly we solved this problem! A typical suicidal variation would be to find the current through each circuit, then square it and multiply it with resistance in both cases. Even worse, you might waste your time in calculating the power dissipation across individual resistances and then summing them up in the second case.

Hydrogen atom (10)
One fourth of the total energy of the first orbit, i.e. -3.4 ev is the energy of the second orbit. If we give the electron 3.4 ev of energy, it’ll leave the atom, ionizing it.

The 13.6 ev KE data is needed to know that the energy of the first orbit is -13.6 ev. [Why? What’s the relation between TE and KE?]

Fundamental Frequencies (11)
Direct question on waves, $$\frac{\frac{v}{2l}}{\frac{v}{4l}} = 2$$

For practice: - What are the fundamental wavelengths of the open organ pipe and closed organ pipe? What happens to the wavelengths as the frequency of the organ pipes increase? What series do they form?

Also, this is a question that every deserving candidate will solve. Please, please! Get it right. Also, if you solve the question and get the answer to be 1/2 DO NOT consolidate yourself! You messed up something very obvious!

Beats (12)
The tuning fork produces 4 beats/sec with another fork of frequency of 288 cps. The possible values of the frequencies of the tuning fork are 284 and 292 cps.

When the tuning fork is loaded with wax, its frequency decreases and so does the difference between the frequencies of the two forks. This eliminates 284 cps and we conclude that the answer is 292 cps.

By the way, beats/sec is in the unit of Hertz. Is Cycles/sec in the same unit? Ofcourse it is, but convince yourself that there is no need of a conversion factor of 2π in it!

Wave equation (13)
To satisfy the given conditions,
 * The wave must be traveling in the opposite direction. (Negative X Axis) That is, the wave equation must be a function of ωt + kx.
 * At x=0 the sum of the wave equations must amount to zero for all values of time.

Potential (14)
$$Work = \Delta V$$

20x = 2J which gives the potential difference between the two points to be 0.1 V. Just recall the definition of potential difference! We do not need anything else.

Circular motion in a magnetic field (15)
Magnetic force [qvb here] is the source of centripetal force [what’s the equation?]. Equating them, we get the expression for the radius of curvature. [So that you do not need to rot the expression.]

$$r = \frac{mv}{qb}$$ This equation is enough to deduce that the radius of curvature of both the particles will be same. [Note the numerator.]

By the way, because the options mention it, the particle with the greater radius will have a less curved path. [Draw two circles of different radii and check by yourself.]

Gravitational Potential (16)
The gravitational potential difference between the two points is GM/6R [positive, why?] [What is the potential energy difference?] The work done then is nothing but m times the potential difference. [Opposite in sign to the change in potential energy, why?]

Spring Constant (17)
T is inversely proportional to the square root of k. [Go back to SHM $$T = 2\pi\sqrt\left(\frac{m}{k}\right)$$] K in the second case will be n times that of the first. [I’ll skip the explanation, but recall F/A = Y (∆l/L). From here, we can say that YA/L is the spring constant, since length has decreased by n times the spring constant has increased by n times.]

Using this, we say that the time period of an individual piece would be T/√n.

Flux (18)
The face BCFG is symmetric with respect to the two charges. Use your existing knowledge of vectors to deduce that the electric field at any point on the face would be perpendicular to the local area vector. [Do not forget the various derivations that use this step, including the deduction that electric field near an infinite planar sheet is perpendicular to it. All of this is elementary physics and discussed one too many times in all textbooks.]

...and a word of caution (based on personal experiences! Go ahead, take it! Its meant to be a friendly advice!), if you cannot satisfactorily explain such trivial points in words and diagrams then either work harder or give up the hope of scoring 95 percent in your CBSE exams. They require a harmony in your studies, fragmented knowledge will NOT help in the 95% goal!

That’s it than, the integration of E.ds will be zero over the face. Note that we did not use Gauss’ Law to calculate the flux. It cannot be used anyways, becaue the face is not a closed surface!

Power dissipation, again? (19)
$$\frac{15^2}{\frac{2R}{2+R}} = 150 $$ which gives the value of R to be 6 ohms fairly easily. Infact, if you are in haste – you might skip solving the equation once you make it. Just check among the options for the one that satisfies it [Only if you’re quick at mental calculation!]

Resolving power (20)
I am not sure if this is still a part of the standard curriculum, but here’s the solution. The resolving power would be inversely proportional to the wavelength of the light used.

Center of mass (21)
Considering the velocity of the first particle positive... $$v_\left(cm\right) = \frac{m\left(2v\right) - m\left(v\right)}{m+m} = v/2$$

i.e. V/2 in the direction of the first particle. Anyways, it is obvious that the motion will be along the direction of the faster moving particle out of the two IDENTICAL ones.

Current and spring (22)
When a current is passed through the spring, its turns will act as parallel wires. These parallel wires will attract each other [Why?] and hence the spring will be compressed!

Heat capacity (23)
Based on definition.
 * Heat capacity is nothing but the constant of proportionality in the relation Q is proportional to ΔT. Heat capacity in turn depends upon the mass (or more generally, the amount of a substance).
 * Specific heat is then the constant of proportionality between heat capacity and mass (Specific heat capacity for mass) or between heat capacity and moles (molar specific heat capacity.

Silicon at absolute zero (24)
It is factual; however there is an explanation for it in our course! It is related to the energy band gap and thermal energy of electrons.

Nature of EM waves (25)
Standard textbook stuff – the student is obliged to know it.

Optical fibers (26)
Again an obligatory question! Basically, what such easy questions do is to filter out insincere students. Otherwise, questions based on logical understanding cannot distinguish between students who have studied whatever they are obliged to (although they might not have gone further) and those who have been reckless.

Escape velocity (27)
Search for the expression of escape velocity in your textbook. It depends solely on the mass on the planet and not on the mass of the body which wants to escape. [Derive the expression and write two convincing lines why the mass of the body doesn’t feature in it.]

EM Waves (28)
Beta rays are streams of energetic electrons, so even if you do not know what cosmic rays are – it will not matter! Again we encounter an obligatory question. By the way, cosmic rays are an interesting topic for many. Do consider reading about them online if you are inclined towards such knowledge. And anyways, we have atleast heard of them once in our normal course – in carbon dating. [What exactly is their part over there?]

Seebeck Effect (30)
This topic is now out of the CBSE syllabi, but the relation they have asked is standard stuff – something which is asked in typical Board exam objective questions.

Anyways, here’s a little explanation. The graph of the thermo-emf and temperature of the hot junction is a downward parabola (what is it’s equation?) with two roots. First is when the two junctions are at the same temperature (obvious!!) and the other is at the inversion temperature. From the geometry of a parabola we know that there will be a maxima in between the two zeroes (! – neutral temperature) and from symmetry we know that the point where an extremum is obtained (in all standard parabolas with a displaced vertex – we are not talking of parabolas which have been inclined to the axis) is the middle point of the two zeroes. (Why? Convert the equation of the parabola in the sum of a perfect square and constant and gawk at it, you’ll know.)

Half life (32)
Three half lives have been spent and in each half-life the initial amount will be reduced to half (irrespective of its initial concentration.) Again, it is obligatory for a good student (good as in a mix of sincerity and aptitude, not excellent or hardworking!) to solve this question.

Specific Resistance (33)
We are talking of specific resistance (and not resistance of the sample). The question is again straight forward! Instead of testing your application or understanding, it just checks if you know this fact or not.

A little note - In examination conditions we find it difficult to recall a trivial point. Once we encounter this – we spend the next few minutes thinking about it and mentally juggling between two options. Maximum amount of time the student will mark the correct option and then change it to the incorrect one. To avoid this kind of a situation, all we can do is to study intelligently. For example, in this particular case, the reason why this happens has been explained in almost all board textbooks. If incase we forget this point as a fact, we can arrive at these conclusions by mentally reconstructing the logic we have read in our course books. [Semiconductors - something related to thermal energy and band gap, conductors - ??? I’d leave it on the student to convince themselves by putting the above hints into a proper format.]

Capacitors in parallel (34)
$$Energy = \frac{1}{2}C_\left(equivalent\right)V^2$$

Reversible cycles (36)
The answer can of course be found in your textbook. The only reason why you might not mark option A would be (I suppose) a confusion between some of the other options. You can check them in your textbook one by one (that is because this question, again, is obligatory! I’m emphasizing this again and again so that it can be seen that if you do not get it right, you’ll drag yourself behind others by a big margin! When you encounter such questions, give them due respect and try not to mark them wrongly!).

Here’s a little question – why do irreversible cycles have a lesser efficiency than reversible cycles? [Relate it with the amount of work done and the like...]

Checkpoint
If you notice, all questions since the early 20s are easy and every student who scores decent at school is expected to solve them! I say this to emphasize that whatever is asked in competitive exams is basically the same thing that we learn in school! Many people just do not realize this and labor unintelligently with stupid books, [The IIT-JEE is an exception only because it requires specific preparation. Otherwise the syllabus is much less than a typical board exam!]

Do you study by rote?
Also, if you are struggling with these questions even though you score decently, think once. Either what you think is decent is not decent enough or you have been scoring by rote instead of learning. It is common knowledge that in many places (like Gujarat) the students are made to write down the solution of even math problems a number of times so that they can memorize them! The GujCET is again notorious for lifting questions directly from the textbook (keeping the numerical values, statements and even the order of alternatives intact!). No wonder even teachers advise to memorize the answers to the objective questions. If you have been using this loophole to score well, don’t be surprised if you fail here. Extremely examination oriented atmosphere or incompetent teachers might be the cause, though I pay my due respect to the teachers who work hard but never get competent students!

Do you ever think while studying?
Finally, if you do not belong to any of the above two categories, are doing well and still struggled with the past few Qs – sit down and think. Have you ever practiced writing down on paper the descriptive questions? Have you ever avoided doing a problem or giving a verbal explanation asked in the textbook? Have you ever excused yourself from practicing by saying that if it is asked in the examination you’ll do it just because it is simple? Be wise. If you do something for the first time directly in an examination, either your answer will not be technically sound, or you’ll make some silly mistake. Worse still – you’ll waste some time and not attempt it at all.

Give it some thought. What was the use of reading something and giving it time when you couldn’t answer something as simple as 2+2=4 in the examination? Come out of your comfort zone my friends! Solving problems and writing practice is a must for every student aiming a decent score. More so if you dream of scoring 95% in your board exams. Its relatively easy and requires nothing but common sense and sincerity. So, if you really aim 95% or even 90+ please be sincere enough. Practicing and getting out of your comfort zone is more important than laboring. You don’t need to be a genius for that. I say this based on my observation with me and my friends. If you still don’t catch the warning, God bless you!

Standing wave (37)
Either use the expression for frequency (Must!) or Think! (optional). The two rigid ends will be nodes. The distance between two nodes is half the wavelength. The more the number of nodes in between, the lesser will be the wavelength. (Common sense, check and see if you can draw a diagram to convince yourself! Remember the warning that preceded!). The wavelength will be maximum when there are no nodes between the two ends. In that case, the length of the string is half the wavelength. (ends are nodes!) In other words, the maximum wavelength will be double the length of the string.

Power factor (38)
You know tanφ, (- Xl/R) and you have to find cosφ. What is the big deal? Cosφ = (secφ)-1 = (1 + tan2φ)-0.5. This last manipulation is just a brain teaser, nothing that you haven’t learned.

Escape energy (40)
This paper is turning out to be quite simple! There are two logics: -
 * The kinetic energy required would be equal to the potential energy difference at the surface and at infinity, GMMe/R or mgR.
 * The kinetic energy required would correspond to the energy of a mass moving with escape speed.

Kindly note that the first logic was used to derive the expression for the escape speed. Using the expression of the escape speed to find energy would be clumsy in a textbook. Also, GMe/R = gR (Does anyone need an explanation?)

Temperature and gas (41)
It’s a good question. The point here is that the speed of molecules is related to their temperatures. When the gas container moves, the gas particles acquire extra speed. This is the source of the confusion; does it increase the temperature of the gas?

Go back to the construction used to derive the relation between the kinetic energy and the temperature. The movement of the container walls was not mentioned at all! The change in momentum (and hence force) was with respect to the container. This resolves the confusion. There is no change in the temperature of the gas. (I’m not sure if everyone will even have this confusion – let alone resolving it!)

The above conclusion will seem more obvious when you think about it. If it were not true, wouldn’t the temperature of gas would be different in the frame of the earth and the moon even though we measure them the same time? Think about two parallel running buses and a stationary observer when a gas cooker is placed in one of the buses.

Mass energy equivalence (43)
When water is cooled to form ice, energy is given out by the system. Does it mean that the released energy was due to the disintegration of mass into energy according to E=MC2? Certainly not! It’s simply an enthalpy change! The pity is, some solutions that I have referred to say that this release of energy was due to loss of mass of water. Some even say that since water loses its energy, its mass will have to increase to maintain the equivalence! Please use your understanding and stay immune to such stupidity!

SHM (46)
At the mean position, the acceleration is zero and the velocity is maximum, i.e. KE - max, PE - min. (Qualitative nature of SHM). However, do not be surprised if you mark KE min and PE max. Such confusions happen! :)

Angular momentum (47)
This is again a direct question based on conservation of angular momentum. We do not expect people who have been studying in pieces to solve a numerical problem, but if you have worked hard enough for a Board Exam (specially the GSEB) get it right to maintain your dignity! We should not falter on direct questions! Here is the equation, solve ahead yourself!

$$\frac{MR^2\omega_1}{2} = \left(\frac{MR^2}{2}+mR^2+mR^2\right)\omega_2$$

Skidding (48)
When the car moves around the track, it needs a centripetal force to allow the circular path. $$\frac{mV^2}{R} = f_s$$, the RHS being the force of friction. Since the frictional force can have a range of values from 0 to maximum µN, the speed of the car too has a range. After all, the idea of driving at a fixed speed around a track doesn’t seem observable in nature! Now, when the frictional force reaches its maximum value, we cannot increase the speed further. If we do, the centripetal force will not be enough to maintain circular motion. At that critical speed, $$\frac{mV^2_\left(max\right)}{R} = \mu mg$$, giving Vmax = 30 m/s.

At this stage you might want to revise the case of a car moving on a banked road.

Velocity of efflux (49)
$$V =\sqrt 2gh= 20 m/s$$. As a practice exercise, derive this expression using Bernoulli’s theorem and equation of continuity.

Spring Potential Energy (50)
This is a good question. It’s a seen question, but nevertheless a good one. The spring potential energy is 1/2kx2. Here x is not the change in extension/compression! It is the absolute value of change in length from normal length!

The work done would be the extra potential energy stored. What would it be? 1/2k(15-5)2 or 1/2 k(152 – 52)? C’mon! Atleast make so much of a decision!

Or be spoon fed. Conserve energy. Initial energy + Work Done = Final Energy. $$\frac{k5^2}{2} + W = \frac{k15^2}{2}$$

Pendulum (51)
This is the case of a physical pendulum, which is a pendulum with a finite size. In the expression $$T = 2\pi\sqrt\frac{l}{g}$$ l is the distance of the center of gravity (which is practically the center of mass in this case, but not always!) from the point of suspension. (How did we arrive at this simplification?) When the child stands up, the center of gravity rises up (why? Obvious, but don’t take it factually.) and so the distance from point of suspension decreases.

The time period decreases. If the angular amplitude remains same, this will mean that the speed of swinging has increased. You can observe this yourself. Sit on a swing, swing and raise your hands! (You don’t need to stand up - your aim is simply to raise your center of mass!)

Food for thought: - If center of mass and gravity rise and the angular displacement remains same, doesn’t it mean the maximum potential energy has increased? Let us put it this way, the speed of the system at mean position has increased. Where does the extra kinetic energy/potential energy come from? Hint – stand on a swing, sit down and repeat this a hundred times. Do you feel hungry?

Lift (52)
A man standing on the ground will observe the acceleration to be g. Why did the motion of the lift have no effect on the acceleration? Well, the motion of the lift has got nothing to do with the net force on the ball. What about the man inside the lift? Either add the two accelerations according to vector rules (relative motion) or look at it this way. Since the man is inside a non inertial frame, we apply a pseudo force on the ball in direction opposite to motion - that is the upward direction. Acceleration of the ball, considering downward positive will be (mg - ma)/m = g-a downward. I leave the vector addition pathway for practice, but do not be intimidated by the word vectors! Why! You could even find the answer using normal visualization!

RMS Velocities (54)
$$\sqrt \frac{3RT_H}{M_H} = \sqrt \frac{3RT_O}{M_O}$$

Here the subscripts H and O represent hydrogen and oxygen gases respectively. Fix the values and get the answer.

There’s one problem if instead of hydrogen you were asked about helium. The molecular mass of helium is 0.004 kg/mol. That of oxygen is 0.032 kg/mol, not 0.016! In the case of hydrogen/oxygen, you might commit the same mistake of substituting atomic mass instead of molar mass twice and benefit, but not here! Also note the SI values of molar mass! Also, we need to be careful; the values of temperature to be substituted are not in Celsius but in Kelvin! To wrap it up I’d say that after a short break, we encounter one more must solve question!

Time period in magnetic field (55)
A popular question and in fact some people treat it as a fact! Here’s the math, explanation of radius can be found in the solution to Q 15.$$T = \frac{2\pi R}{V} = \frac{2\pi\left(\frac{mV}{qB}\right)}{V}$$ The time period is then independent of the speed. This fact is the working principle of the cyclotron.

Rigid bodies down a plane (56)
Note that the bodies are not rolling because there is absolutely no friction. As if that hint wasn’t enough the paper setter explicitly mentioned this! Their acceleration is then simply component of g along the plane (gsinθ). Incase of rolling, we’d require the moment of inertias and the radii of the bodies to compare. As revision, search for one such problem and solve!

Carnot engine (58)
Efficiency = 1-T2/T1. For efficiency to be 1, T2 has to be zero, which is not possible practically. Even if we achieve that temperature, it might not be feasible to operate a carnot engine. For practice, convince yourself why the other three alternatives are wrong.

Just on a side note, the NCERT textbook mentions that the pronunciation of <I>carnot</I> isn’t <I>Kar Not</I>. (Well, that is the place where I read it first, not that its the only place!) You might want to look it up for the actual pronunciation. In fact, even <I>de Broglie</I> isn’t pronounced as <I>Dee Brog Lee</I>. Watch out for it too!

Ring and its MI (59)
Note that the moment of inertia that has been asked is about a diameter, not about the axis perpendicular to its plane! This is the first mistake that people might make.

Use the perpendicular axis theorem. Let Ix and Iy be the moment of inertias about two perpendicular diameters, both (why both?) equal to X (that’s what we have to find). The equation is then, $$I_x + I_y = I_z$$ i.e. $$2x = MR^2$$.

Force and acceleration (60)
A little analysis is required. If the particle stays in equilibrium under the three forces, doesn’t it mean that F1 is opposite in direction but equal in magnitude to the resultant of F2 and F3? When the force F1 is removed, the resultant force on the particle is the resultant of F2 and F3, which we have seen is equal in magnitude to F1! For practice, arrive at this conclusion yourself by drawing rough vector diagrams. Most people have a phobia for vectors. Just keep in mind that vectors seemed tough only because they were introduced at a transition phase - tenth to eleventh!

Force vectors (61)
I’ll put forward two solutions.

$$A + B = 18$$ - (1), $$12 = \sqrt\left(A^2 + B^2 + 2AB\cos\theta\right)$$ - (2), $$\tan \frac{\pi}{2} = \frac{B\sin\theta}{A+B\Cos\theta}$$ - (3)

Solve these three equations. Here B is the magnitude of the smaller vector. Seems difficult, but its simple. To ease your work in objective exams, just eliminate θ and then plug in values of A and B from the alternatives to see which one is correct.

Alternatively, if the resultant is perpendicular to the smaller vector, it means that the component of A along B is antiparallel to B and equal in magnitude. Acosθ = B. The resultant is then simply the component of A perpendicular to B. Asinθ = 12. Eliminate θ from the two equations by $$\left(\frac{B}{A}\right)^2 + \left(\frac{12}{A}\right)^2 = 1$$ Finally, use A + B = 18

It’s a seen question nevertheless, so I don’t think it requires specific preparation for you to solve this Q in AIEEE except revision! Of course people choose such preparatory classes because of incompetent teachers in school or teachers teaching only at their private classes. But choosing slogging for two years when you can enjoy studying in a good school (if it is available) along with all the pleasures of the school life would be a decision worth contemplating. (Don’t forget that the pleasures include everything from diving under the bench to drown laughter to gearing up for school events to freedom to bunking English classes to gossiping about idiots planning a marriage life with one of your classmates to infinity!) Hostel based coaching classes have their own advantages – but they materialize only for people who are very hardworking or have a formidable level of intellect. However, ultimately this remains my own personal opinion!

Identical Cars (62)
Identical cars imply that the two cars have the same acceleration when braked. To relate speed, displacement and acceleration use V2 = u2 + 2as with a and s having opposite signs. $$\frac{u^2}{2s_1} = \frac{\left(4u\right)^2}{2s_2}$$<BR> Now find the ratio.

Adiabatic Exponent (63)
The adiabatic exponent of the mixture will be defined as the ratio of Cp and Cv for the mixture. How are the two heat capacities defined? The heat required to raise the temperature of one mole of the sample by one degree at constant volume would be this quantity. $$C_v = \frac{\left(1\right) \left(1\right)\left(\frac{3R}{2}\right) + \left(1\right) \left(1\right) \left(\frac{5R}{2}\right)}{2}$$ <BR> Similarly,<BR> $$C_p = \frac{\left(1\right) \left(1\right)\left(\frac{5R}{2}\right) + \left(1\right) \left(1\right) \left(\frac{7R}{2}\right)}{2}$$

What we have done in the two cases is to write the total heat required to raise the temperature of the two gases by using their heat capacities differently and then divide it by total number of moles so that AVERAGE HEAT CAPACITY PER MOLE of the mixture is obtained.

Charges in equilibrium (64)
This question is a simplified version of a very popular question. Now, we know that the central charge q would be in equilibrium for any value of q. [Electric field is zero in that position, check and see.) The problem here is, we haven’t fixed the other two charges. The force on both of them should be zero for the whole system to be in equilibrium. There’s nothing but the coulomb’s law to be used. Diagram here is not needed.

The charge q should be opposite in sign to Q. This is because the two charges at the end repel each other. The duty of the charge q is to balance this force to zero by attracting both the Qs. Our equation here is to balance the force on any one of the two charges. $$\frac{kQq}{\left(\frac{d}{2}\right)^2} = \frac{kQ^2}{d^2}$$ which gives q = Q/4 (in magnitude). Also, as we discussed before, the sign is opposite to Q. Alternatively, if you do not want to decide what the sign of the charge is, then just add the two forces as vectors and equate the resultant to zero. The answer will have the sign incorporated.

Pulleys and masses (66)
This happens to be an elementary problem. Here is the equation, using standard notations as in our textbooks. $$T – m_1g = m_1a$$ (m1 going down)<BR> $$m_2g – T = m_2a$$ (m2 going up)<BR> Add the two equations so T that is eliminated. $$a = \frac{m_2 – m_1}{m_1 + m_2}g = \frac{g}{8}$$ When you divide both numerator and denominator with m2, the equation will turn into a linear equation in m1/m2.

What are the needs of the following assumptions?
 * Strings are inextensible
 * Pulley is frictionless
 * Pulley is massless (Hint – this assumption is not needed here. Why?)

Stefan’s law (67)
This question again is direct and does not require any explanation. The power radiated (Energy per second) is given by E = σeAT4. Now evaluate the fraction as we always do. In our case since the bodies have the same material the value of e is same for both.

$$\frac{E_1}{E_2} = \frac{\sigmaeA_1T^4_1}{\sigmaeA_2T^4_2} = \frac{\left(r_1\right)^2T^4_1}{\left(r_2\right)^2T^4_2} = \frac{1}{16}16 = 1$$

Three blocks carried away (68)
Use Newton’s second law. The tension in the string would be equal to (mass of block C) x (acceleration of mass C) (we have used net force T = ma). What is the acceleration? Zoom out and see the whole diagram. The acceleration of the block c would be equal to the combined acceleration of the three masses, which would be $$\frac{m_a + m_b + m_c}{F}$$. Remember that when we consider the three blocks and the two strings as a system, the tension of the other two strings becomes internal force and are not counted in the equation of Newton’s law!

Climbing up a rope (69)
The weight of the man is 60g = 600 N approx! For being able to lift him, the rope should be able to exert a force more than 600 N while in the question it is mentioned that the rope cannot withstand a force greater than 360 Newton. This means that the rope cannot even support his weight, let alone the possibility of climbing up! None of the options match. Since this question paper is reconstructed based on the memory of students who have answered it (AIEEE papers were not given back to students after they answered the exams until last couple of years!) we can safely assume that the reproduction of this question was imperfect.

Angular momentum (70)
Note that the angular momentum of a particle over another point is RxL (Cross Product), where R is the position vector of that particle with respect to the point and L is the linear momentum vector (absolute, not relative to the point!). The magnitude would be then |R||L|sinθ = m|R||V|sinθ. |R|sinθ is the perpendicular distance of the point from the velocity vector. Refer the diagram. |R|sinθ is then simply l. The answer is hence mvl. Many people with incomplete knowledge of mechanics would mark mvr here, because in standard notation the perpendicular distance or radius is taken as r! AIEEE frequently does this so that people learning the formulae by heart (without knowing their exact meanings) would score a negative here!

Radioactive emission (72)
Any particle that has a charge will be deflected in a magnetic field, just go according to that.

Work function (73)
The question confuses people as to what wavelength they are talking about. It must be the threshold wavelength. When the striking photons are of threshold wavelength, their energy is just equal to the work function of the metal. $$W_f = \frac{hc}{\lambda_t}$$

So, $$\frac{\lambda_\left(Na\right)}{ \lambda_\left(Cu\right)} = \frac{\frac{hc}{W_fNa}}{\frac{hc}{W_fCu}} = \frac{4.5}{2.3}$$ which is nearly equal to 2.

Covalent Compounds (74)
Covalent compounds are formed when two halffilled orbitals (or one filled and one empty in case of co-ordinate bonds) overlap. (refer Chemical Bonding) Recall that orbitals are nothing but wave functions of the electron cloud. The overlap is then an example of the wave nature of electrons.

Induced EMF (75)
In the loop, Sides AB and DC are moving along their lengths and hence there is no EMF induced in them. Side BC is not moving in a magnetic field so there is no emf across it as well. Only the rod AD has motional EMF induced across it which is equal to vBL.

 * A is at a higher potential on the side AD. What does this say about the charge separation inside the rod? Where are the positive charges and what end has the negative charges?
 * Suppose the loop is moving as it is but is completely immersed in the magnetic field. We say that the change in flux through it is zero and hence there is no EMF induced in it. The question is, both sides AD and BC have a motional EMF, then why is the net EMF zero? [Hint - induced EMF has a positive and negative side just like the voltage of a battery.]

title: User:Thewinster/sandbox


text:
Greek Mythology/Beasts/Phoenix

The phoenix was a creature that when killed, would perish in flames, only to rise again anew from the ashes.

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

title: Greek Mythology/Beasts/Phoenix


text:
IB Computer Science/Case Study

The case study is part of paper 2 for both SL and HL students, and they share the same case study and some of the questions, but not all.

The case study itself if a real life problem or system, and the tasks the students are asked to perform are of analysis and design. e.g. suitable data structures of the system in the case study.

title: IB Computer Science/Case Study


text: User talk:196.206.198.222

title: User talk:196.206.198.222


text:
Talk:Automobile Repair/Diagnostics

My car got water from air filter, and every morning when smoke sparks car until the car's temperature rises. I wanted to know what the problem is ?? My car is the Opel Astra 1.7 year production 2000

title: Talk:Automobile Repair/Diagnostics


text: User talk:71.88.23.164

title: User talk:71.88.23.164


text: User talk:66.203.20.153

title: User talk:66.203.20.153


text: User talk:216.54.174.45

title: User talk:216.54.174.45


text:
User talk:Maya.zhecheva

Welcome!
Welcome, Maya.zhecheva!

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Whiteknight (Page) (Talk) 14:47, 7 May 2008 (UTC)

title: User talk:Maya.zhecheva


text: Category:Book:X86 Disassembly

title: Category:Book:X86 Disassembly


text: User talk:167.206.160.2

title: User talk:167.206.160.2


text:
Futurebasic/Language/Reference/usr round

Syntax
USR ROUND

USR ROUNDUP

USR ROUNDDOWN

Description
ROUND

Rounds the specified numericExpression to a whole number using the rounding rule (where .5 and higher are rounded up and lower values are rounded down).

ROUNDUP

Rounds the specified numericExpression to the next whole number.

ROUNDDOWN

Rounds the specified numericExpression down to the nearest whole number. This is the same as FIX Example: DIM i#

FOR i = 1 TO 2 STEP 0.1 PRINT i#,USR ROUNDDOWN(i#),USR ROUND(i#),USR ROUNDUP(i#) NEXT output: 1111 1.1112  1.2112  1.3112  1.4112  1.5122  1.6122  1.7122  1.8122  1.9122


text:
Futurebasic/Language/Reference/usr saveimagefileaspict

Syntax
USR SAVEIMAGEFILEASPICT

Revised
June 2001 (Release 5)

Description
Use this simple function to convert a graphic image file into a PICT format. destName$ indicates the name of the converted file and destVol% its location. The following example allows to select a graphic file whose format is recognized by QuickTime and save the converted file with a PICT format. INCLUDE "Subs Image Files.Incl"

err = USR SaveImageFileAsPICT(fName$,vRef%,

PRINT "You now have a file named:"fName$" Converted"

STOP END IF Note: Before you can use this function, you must include it in your project with the following statement: include "Subs Image Files.Incl


text:
Futurebasic/Language/Reference/usr scanfolder

Syntax
USR SCANFOLDER

Revised
FEBRUARY, 2002 (Release 6)

Description
In order to use this function, you must first create a file scan record. The format for this record can be found in the "Util_Files.incl" header and is as follows: BEGIN RECORD FileScanRec DIM ScanSpecAS FSSpec ' 70 bytes DIM ScanIndex AS LONG ' File Index DIM TypeAS OSTYPE ' File Type DIM CreatorAS OSTYPE ' Creator Type DIM DataLenAS LONG ' Data Fork Size DIM RsrcLenAS LONG ' Resource Fork Size DIM CDateAS LONG ' Creation Date DIM MDateAS LONG ' Modification Date DIM BDateAS LONG ' Backup Date DIM FndrLocAS LONG ' Finder Location DIM FndrFlags AS WORD ' File Flags DIM FileAttrAS WORD ' File Attributes DIM recursive AS WORD ' True if recursive scan END RECORD You dimension such a record like this: DIM myFileScanRecord AS FileScanRec To begin a scan, you will need to set up a couple of values in the scan record. The first is the FSSpec portion of the record, the second is the index which starts at zero for the first file in a folder. DIM fsr AS FileScanRec fsr.ScanIndex = 0 fsr.ScanSpec = myFSSpecRec Each time this statement is executed, the ScanIndex value is incremented and information from the next file in the list is extracted. It is not necessary to manually handle this value, but it is possible to do so when desired.

Detecting Folders:

If the scanning process detects a folder, the result code of 1 is returned and the file type is set to _"fldr". You may use subsequent calls of USR SCANFOLDER to examine embedded folders. If you make these recursive calls, be sure to set the recursive field of the FileScanRec to _zTrue.

Example:

The following example lets the user select a folder using FILES$. Then all of the files in the same folder (along with some of the information contained in the FileScanRec) are displayed. The example first demonstrates a non recursive folder search and then a recursive folder search. include "Util_Files.incl" local fn ScanIt( fs as ^FSSpec, recursive as Boolean ) dim as FileScanRec fsr fsr.scanIndex = 0 fsr.recursive = recursive do fsr.scanSpec = fs select usr ScanFolder( fsr ) case 0 // file long if fsr.fndrFlags and _fInvisible print fsr.scanIndex, "Not Visible" xelse print fsr.scanIndex, mki$( fsr.type ), print fsr.dataLen, fsr.scanSpec.name end if case 1 // folder print fsr.scanIndex, mki$( fsr.type ),, fsr.scanSpec.name if ( recursive ) then fn ScanIt( fsr.scanSpec, _zTrue ) case else // error exit do end select until 0 end fn dim as FSSpec fs window 1,, (0, 0)-(500, 800) long if ( files$( _FSSpecFolder, "", "", fs ) ) fn ScanIt( fs, _false ) print "-" fn ScanIt( fs, _zTrue ) end if do HandleEvents until gFBQuit


text: User talk:216.20.98.93

title: User talk:216.20.98.93


text:
Futurebasic/Language/Reference/usr sendfiletotrash

Syntax
USR SENDFILETOTRASH

Revised
February, 2002 (Release 6)

Description
Rather than deleting a file, it is often desirable to move it to the trash. In this way, your user has a chance to retrieve it from the trash if he changes his mind. Note: You will not be able to use this function unless you include the proper header file as follows: INCLUDE "Util_Files.incl"


text:
Futurebasic/Language/Reference/usr stroffset

Syntax
USR STROFFSET

Revised
September 17, 2000 (Release 4)

Description
Returns the offset position (in bytes) to the beginning of a string element specified by element% in a STR# resource with an ID of resID% or from a handle that matches the STR# resource style. Example: dim t$,offset&,h& h& = fn getresource(_"STR#",-20481) long if h& offset& = usr stroffset(65,-20481) print PSTR$([h&]+offset&) end if output: Could not locate the AppleGuide help file. To access the help file, you need to have it installed in the Extensions folder inside your System Folder.


text:
Futurebasic/Language/Reference/usr wptr2wnum

Syntax
WindowID% = Usr WPtr2WNum(WindowPtr&)

Description
If WindowPtr& is the pointer to the window record of a FutureBASIC-created window, Usr WPtr2WNum returns the windowÕs ID number (this is the number that your program assigned to the window in the Window statement). Usr WPtr2WNum is the inverse of the Get Window statement and the Window(_wndPointer) function. If WindowPtr& does not point to a window record, or it points to a window record of a window that was created by other means than the Window statement, the Usr WPtr2WNum function returns zero.


text:
Futurebasic/Language/Reference/ucase

Syntax
UCASE$

UCASE$$

Description
This function returns a copy of string$ or container$$ with all its lower-case letters converted to upper-case. This also applies to letters with diacritical marks; so for example the string "mágüey" will be converted to "MÁGÜEY". UCASE$ is useful when you want to compare two strings for equality without regard to their letter case. For example, suppose you want all of the following strings to be treated in the same way: STAZ Staz staz sTAz Any pair from the above set will be considered to "match" if they're compared as follows: IF UCASE$(str1$) = UCASE$(str2$) THEN PRINT "Names match." The comparison of containers requires the use of an additional function. See FN FBcompareContainers for more information. Note: To test whether one string is greater than or less than another without regard to letter case, an alternative method is to use the string comparison operators ">>" and "<<". See Appendix D: Numeric Expressions, for more information.

title: Futurebasic/Language/Reference/ucase


text:
Futurebasic/Language/Reference/universalfn

Syntax
UNIVERSALFN

Description
This function executes the routine located at the memory address specified by procPtr&, optionally passing it the parameters specified in parm1, parm2 etc., and optionally returns a result. The flags parameter contains information about how parameters should be interpreted when they're passed to the routine, and what type of value (if any) should be returned. Unlike the CALL statement, the UNIVERSALFN function can be used to make "mixed mode" calls; that is, UNIVERSALFN allows your PPC-compiled program to call 68k-compiled routines, and vice-versa. (Note: if you are making a mixed mode call, then procPtr& must be a pointer to a "routine descriptor."See Inside Macintosh: PPC System Software for more information.) In the current version of FB, UNIVERSALFN can only call "Pascal stack-based" routines; this is the style which is most often supported by the MacOS Toolbox. Before you use UNIVERSALFN, you should make sure you know how many parameters (if any) the procPtr& routine expects, what the expected data type of each parameter is, and the data type (if any) that the routine will return. Having made this determination, you should then set the flags parameter to the sum of one or more of the following constants, as appropriate (note: the flags parameter must be a static integer expression; it can't be a variable):

Constant                   Description _rtnNone (0)     Routine does not return a value. _rtnByte (16)    Routine returns a byte value.

_rtnWord (32)    Routine returns a word (2-byte) value. _rtnLong (48)    Routine returns a long (4-byte) value. _p1Byte (64)     Routine expects 1st parameter to be a byte.

_p1Word (128)    Routine expects 1st parameter to be a word.

_p1Long (192)    Routine expects 1st parameter to be a long. _p2Byte (256)    Routine expects 2nd parameter to be a byte.

_p2Word (512)    Routine expects 2nd parameter to be a word.

_p2Long (768)    Routine expects 2nd parameter to be a long. _p3Byte (1024)   Routine expects 3rd parameter to be a byte.

_p3Word (2048)   Routine expects 3rd parameter to be a word.

_p3Long (3072)   Routine expects 3rd parameter to be a long. _p4Byte (4096)   Routine expects 4th parameter to be a byte.

_p4Word (8192)   Routine expects 4th parameter to be a word.

_p4Long (12288)  Routine expects 4th parameter to be a long. _p5Byte (16384)  Routine expects 5th parameter to be a byte.

_p5Word (32768)  Routine expects 5th parameter to be a word.

_p5Long (49152)  Routine expects 5th parameter to be a long. through... _p13Byte =        (&40000000) Routine expects 13th parameter to be a byte.

_p13Word =       (&80000000) Routine expects 13th parameter to be a word.

_p13Long =       (&C0000000) Routine expects 13th parameter to be a long.

Routine constants are located in the TlBx Stndard.Incl. The maximum number of parameters that can be used for a universal function is 13. Example: _myProcFlags = _rtnWord + _p1Word + _p2Long x% = UNIVERSALFN(procAddr&, _myProcFlags, 307, fred&) Note: It's vital that you set up the flags parameter properly, so that the stack pointer will be adjusted correctly when the routine is called. An incorrectly adjusted stack pointer can cause your program to crash.


text:
Futurebasic/Language/Reference/universalproc

Syntax
UNIVERSALPROC

Description
The UNIVERSALPROC statement works identically to the UNIVERSALFN function, except that it should only be used to call routines which don't return any value. The parameters of UNIVERSALPROC are interpreted the same way as the parameters of UNIVERSALFN.


text:
Futurebasic/Language/Reference/unloadsegment

Syntax
UNLOADSEGMENT

Description
This statement does nothing in modern FB. It is retained for compatibility with older versions of FutureBasic.


text:
Futurebasic/Language/Reference/unsstring

Syntax
UNS$

Description
This function interprets the internal bit pattern of expr as an unsigned integer, then returns a string of decimal digits representing that integer's value. The length of the returned string depends on which of DEFSTR BYTE, DEFSTR WORD or DEFSTR LONG is currently in effect; the returned string may be padded on the left with one or more "0" characters, to make a string of the indicated length. If expr is a positive integer, then the number represented in the returned string will be the same as the value of expr (provided that the current DEFSTR mode allows UNS$ to return sufficient digits). If expr is a negative integer, then its internal bit pattern is different from that of an unsigned integer. In this case, the number represented in the returned string will be:

expr + 28, if DEFSTR BYTE is in effect;

expr + 216, if DEFSTR WORD is in effect;

expr + 232, if DEFSTR LONG is in effect.

Note: To convert a "signed integer" expression sexpr into an "unsigned integer" expression which has the same internal bit pattern, just assign sexpr to an unsigned integer variable. For example: myUnsLong&` = mySignedLong&


text:
Futurebasic/Language/Reference/until

Syntax
UNTIL

Description
See the DO statement.

title: Futurebasic/Language/Reference/until


text:
Futurebasic/Language/Reference/using

Syntax
USING

Description
This function returns a decimal string representation of the numeric expr, formatted according to specifications in format$. The characters in format$ are interpreted as follows:  If format$ contains any characters other than the specifiers listed above, they are transferred unaltered to the returned string. Example: x! = 14.726 PRINT USING "You owe me $#,###.##."; x! program output: You owe me $14.73.

title: Futurebasic/Language/Reference/using


text: User talk:199.71.141.254

title: User talk:199.71.141.254


text:
Futurebasic/Language/Reference/def removestr

Syntax
DEF REMOVESTR

Description
Removes a string from the block referenced by str#handle&. The block must be in the format of an "STR#" resource, and typically str#handle& will be the handle to an "STR#" resource that your program has previously loaded, or the handle to a block that you intend to add as an "STR#" resource. The item% parameter indicates the sequential number of the string you want to remove; 1 indicates the first string in the list. If item% is greater than the number of strings currently in the list, then DEF REMOVESTR does nothing. Note: Never use DEF REMOVESTR on a purgeable resource, unless you first call FN HNOPURGE(str#handle&) to (temporarily) make it unpurgeable. If you think the resource may have been purged before you had a chance to call FN HNOPURGE, then you should also CALLLOADRESOURCE(str#handle&) to make sure it's loaded into memory. If you are using DEF REMOVESTR to update an existing "STR#" resource, then use CALLCHANGEDRESOURCE(str#handle&) after using DEF REMOVESTR, to cause your changes to be written to disk when the resource file is closed or updated.


text:
Futurebasic/Language/Reference/def setbuttonfocus

Syntax
DEF SETBUTTONFOCUS

Revised
February, 2002 (Release 6)

Description
This procedure sets the target button to be the focus in the current output window. Subsequent key presses will be directed toward that button. Depending on the attributes used when the button was created, this item will usually be encircled by a focus ring.


text:
Futurebasic/Language/Reference/def setbuttonfontstyle

Syntax
DEF SETBUTTONFONTSTYLE

Revised
February, 2002 (Release 6)

Description
This procedure sets up all of the font information associated with an Appearance Manager, control-based edit field. You may build such a field using the APPEARANCE BUTTON statement with the type of _kControlEditTextProc. Text may be placed in this type of button using DEF SETBUTTONTEXTSTRING. Before modifying text in an Appearance Manager, control-based edit field, you must create a control font style record. This record is defined in the Tlbx Appearance.Incl as follows:

BEGIN RECORD

ControlFontStyleRec DIM flags    AS SHORT DIM font     AS SHORT DIM size     AS SHORT DIM style    AS SHORT DIM mode     AS SHORT DIM just     AS SHORT DIM foreColor AS RGBCOLOR DIM backColor AS RGBCOLOR

END RECORD

You dimension a local copy of the record like this: DIM cfsr AS ControlFontStyleRec The first item that must be filled in for the controlFontStyleRec is the flags entry which will tell the Appearance Manager which parameters are important. Appropriate values for this item are:

_kControlUseFontMask

_kControlUseFaceMask

_kControlUseSizeMask

_kControlUseForeColorMask

_kControlUseBackColorMask

_kControlUseModeMask

_kControlUseJustMask

Items may be added together by joining the appropriate constants. For instance, if you wanted to change the font and back color of a field, you would use the following: cfsr.flags = _kControlUseFontMask_kControlUseBackColorMask The following, fully functional program creates an Appearance Manager, control-based edit field and sets the text to Monaco, bold on a red background: WINDOW 1 APPEARANCE BUTTON 1,1,1,0,1,"",¬ (10,10)-(200,200),_kControlEditTextProc DIM cfs AS ControlFontStyleRec cfs.flags = _kControlUseFontMask + ¬ _kControlUseFaceMask + ¬ _kControlUseBackColorMask

cfs.font           = _monaco

cfs.style          = _boldBit%

cfs.backColor.red  = -1

cfs.backColor.green = 0

cfs.backColor.blue = 0

DEF SETBUTTONFONTSTYLE( 1, cfs ) DEF SETBUTTONTEXTSTRING( 1, "Hello" ) DO HANDLEEVENTS UNTIL 0


text:
Futurebasic/Language/Reference/def setbuttontextselection

Syntax
DEF SETBUTTONTEXTSELECTION

Revised
February, 2002 (Release 6)

Description
Use this procedure to set the selection range of an Appearance Manager, control-based edit field. (Such buttons are created using the APPEARANCE BUTTON statement with a type like _kControlEditTextProc.) The minimum value for selStart is zero for the position before the first character. The maximum value for selEnd is 32767 (or _maxInt). To set the selection to the end of the field, use: DEF SETBUTTONTEXTSELECTION(bRefNum&, _maxInt, _maxInt)


text:
Futurebasic/Language/Reference/def setbuttontextstring

Syntax
DEF SETBUTTONTEXTSTRING

Revised
February, 2002 (Release 6)

Description
This Appearance Manager call changes the text string for a control. The two required parameters are the button's reference number and the new text in the form of a Pascal string. APPEARANCE BUTTON 1,1,,,,"",¬ (10,10)-(200,30),_kControlEditTextProc DEF SETBUTTONTEXTSTRING( 1, "Editable" ) APPEARANCE BUTTON 2,1,,,,"",¬ (10,50)-(200,80),_kControlStaticTextProc DEF SETBUTTONTEXTSTRING( 2, "Static" )


text:
Futurebasic/Language/Reference/def setdoublebyte

Syntax
DEF SETDOUBLEBYTE

Revised
July 26, 2000 (Release 3)

Description
FB provides the tools for you to handle double-byte characters for use with applications that support Chinese, Japanese, Vietnamese, and Korean scripts. FB provides three ways of handling scripts. The choices are available in the Preferences window under the Vars tab. Only one selection ("Automate handlers for 1 & 2 byte strings") will allow the use of this statement. Because automated handlers are in effect at all times, you may wish to have your program temporarily ignore them by using DEF SETSINGLEBYTE and reinstate them later with DEF SETDOUBLEBYTE.


text:
Futurebasic/Language/Reference/def setsinglebyte

Syntax
DEF SETSINGLEBYTE

Revised
July 26, 2000 (Release 3)

Description
FB provides the tools for you to handle double-byte characters for use with applications that support Chinese, Japanese, Vietnamese, and Korean scripts. FB provides three ways of handling scripts. The choices are available in the Preferences window under the Vars tab. Only one selection ("Automate handlers for 1 & 2 byte strings") will allow the use of this statement. Because automated handlers are in effect at all times, you may wish to have your program temporarily ignore them by using DEF SETSINGLEBYTE and reinstate them later with DEF SETDOUBLEBYTE.


text:
Futurebasic/Language/Reference/def setwindowbackground

Syntax
Syntax 1: DEF SETWINDOWBACKGROUND

Syntax 2: DEF SETWINDOWBACKGROUND

Revised
February, 2002 (Release 6)

Description
Using Syntax 1, this sets the output window's background to be auto-refreshing. It even maintains the background after the closing of an edit field or button without requiring a window update. This also insures that the proper background is used whether your application is operating in OS 9 or X. This only works with the Appearance Runtime. Syntax 2 is used to set a background color for the window. The color is a standard RGBcolor record. The applyNowBool parameter is non-zero if the window is to be updated immediately and false if the change will take place the next time anything is drawn in the window. Acceptable values for the _backgroundconstant are:

_kThemeActiveDialogBackgroundBrush          ( 1)

_kThemeInactiveDialogBackgroundBrush        ( 2)

_kThemeActiveAlertBackgroundBrush           ( 3)

_kThemeInactiveAlertBackgroundBrush         ( 4)

_kThemeActiveModelessDialogBackgroundBrush  ( 5)

_kThemeInactiveModelessDialogBackgroundBrush ( 6)

_kThemeActiveUtilityWindowBackgroundBrush   ( 7)

_kThemeInactiveUtilityWindowBackgroundBrush ( 8)

_kThemeListViewSortColumnBackgroundBrush    ( 9)

_kThemeListViewBackgroundBrush              (10)

_kThemeIconLabelBackgroundBrush             (11)

_kThemeListViewSeparatorBrush               (12)

_kThemeChasingArrowsBrush                   (13)

_kThemeDragHiliteBrush                      (14)

_kThemeDocumentWindowBackgroundBrush        (15)

_kThemeFinderWindowBackgroundBrush          (16)

Example:

The following code builds a window and sets the background. If the same code were run under system 9, the window with the theme background would be solid gray. WINDOW 1 DEF SETWINDOWBACKGROUND(¬  _kThemeActiveDialogBackgroundBrush,_zTrue)

DO HANDLEEVENTS UNTIL 0


text:
Futurebasic/Language/Reference/def shadowbox

Syntax
DEF SHADOWBOX

Description
This statement draws a box with a single-pixel drop shadow, and erases the interior of the box. The box is drawn just outside of the rectangle specified by rect (which should be an 8-byte variable such as a RECT type) or pointed to by rectAddr&. The box can be used as a border for text, pop-up menu items, and other things. The box is not automatically refreshed, unless you're using the "FB Lite" runtime. Otherwise; your program should explicitly re-draw it (call DEF SHADOWBOX again) when you receive an update event for the window. FB Lite behavior: When you use the "FB Lite" runtime, DEF SHADOWBOX switches to the Graphics Window before executing.

Example: CD Example: DEF SHADOWBOX.BAS


text:
Futurebasic/Language/Reference/def showpop

Syntax
DEF SHOWPOP

Description
This statement draws a pop-up menu triangle in the upper-right corner of the rectangle specified by rect (which should be an 8-byte variable such as a RECT type) or pointed to by rectAddr&. This triangle is most often used with pop-up menus. Unless youÕre using the ÒFB LiteÓ runtime, the triangle is not automatically refreshed. Your program should explicitly re-draw it (call DEF SHOWPOP again) when you receive an update event for the window. FB Lite behavior: When you use the "FB Lite" runtime, DEF SHOWPOP switches to the Graphics Window before executing.


text:
Futurebasic/Language/Reference/def tab

Syntax
DEF TAB

Description
This statement sets the default print field width to fieldWidth characters. This affects the number of space characters which are output when a comma is encountered in subsequent PRINT, PRINT# and LPRINT statements. When an item in such a statement follows a comma, FB outputs enough space characters so that each new item begins in a new print field which is fieldWidth characters wide. fieldWidth must be between 1 and 255. When the program starts, the default print field width is 16 characters. The value of the print field width affects comma-delimited items whether they're sent to a disk file or to a display device.

title: Futurebasic/Language/Reference/def tab


text:
Futurebasic/Language/Reference/def titlerect

Syntax
DEF TITLERECT

Description
This statement draws and titles a rectangle in the current output window, as shown in the figure below. This statement is useful for creating title rectangles around button groupings (especially with radio and checkbox buttons). The titlePosition% parameter specifies the title's horizontal offset (in pixels) from the left side of the rectangle. The rectangle is given by the 8-byte structure contained in the variable rect or pointed to by rectAddr&. The rectangle is drawn using the current pen pattern and pen size. The title is drawn using the current font settings. In general, you will want to set the text copy mode to _srcCopy in order to erase the part of the rectangle where the text appears. Unless you're using the "FB Lite" runtime, the titled rectangle is not automatically refreshed. Your program should explicitly re-draw it (call DEF TITLERECT again) when you receive an update event for the window.

FB Lite behavior:

When you use the "FB Lite" runtime, DEF TITLERECT switches to the Graphics Window before executing.


text:
Computers & Society/Social Web/Yahoo!

We will write a section on [http://en.wikipedia.org/wiki/Yahoo! Yahoo!] because of the attempted takeover by Microsoft with a view to competition with Google.

Yahoo! is important because it owns Flickr and Flickr has recently begun accepting video clips...

At the time of writing events are moving rapidly and it is only to be expected that whatever is written here will need to be updated.

What is also needed is our very own history mechanism for this entry to track the historical change. Let us see how this might be done?

History in the making
Pick you favorite online newspaper which is open source oriented and see what is going on. For example searching with will bring up reports such as "Yahoo proxy fight is on, courtesy Carl Icahn", May 15, 2008.
 * Yahoo! + "Guardian Unlimited"

Notice the inclusion of the date. This is a part of the history marker.

title: Computers & Society/Social Web/Yahoo!


text:
User talk:207.191.187.20

December 2010
You cannot edit for 1 week due to your persistent vandalism. You are welcome to contribute constructively when editing privileges are restored. You may appeal this action with a reasonable argument by adding the text below. – Adrignola talk 15:24, 8 December 2010 (UTC)

title: User talk:207.191.187.20


text: User talk:210.212.5.66

title: User talk:210.212.5.66


text: User talk:170.211.123.254

title: User talk:170.211.123.254


text:
Talk:A-level Biology

Hi everyone, am certainly new at this but have somewhat redesigned and spruced up this stagnating page. Am doing this as my revision for A-Levels coming up in a month or so and will be putting in 4-5 hours atleast per day. Hope to have the entire OCR AS and A2 syllabus up by end of this month. --Greenie (talk) 19:58, 7 May 2008 (UTC)

AS Foundation complete --Greenie (talk) 07:30, 30 May 2008 (UTC)

AS Level Course complete, --Greenie (talk) 19:32, 2 June 2008 (UTC)

Added the other optional modules, but since I have not done these modules I will be leaving them for someone who has to complete --Greenie (talk) 19:59, 2 June 2008 (UTC)

A2 Central concepts complete as I can make it - I have not done the missing chapters. Mammalian physiology complete. Good luck everyone! --Greenie (talk) 08:50, 18 June 2008 (UTC)

Have edited a couple of pages on respiration so to include the uptodate OCR syllabus.

Orphaned Modules
On orphan patrol there's two pages that have been orphaned from this module: Someone involved with this module should find a place for these pages to be linked. Xerol Oplan (talk) 09:35, 16 July 2008 (UTC)
 * A-level Biology/Biological & Molecular Structure
 * A-level Biology/Cells & Cell Structure

title: Talk:A-level Biology


text: Dutch Empire/Bibliography

title: Dutch Empire/Bibliography


text:
The Science of Programming/Constant Worries

So far, our polynomials contain only a single term, such as:

$$y = 2 x^3$$

This is rather restrictive. For example, the equation of a line:

$$y = m x + b$$

can be considered a polynomial whose term has power of one plus an added constant, b. In other words:

$$y = m x^1 + b$$

How do we deal with the constant? We could modify our term constructor to take a third argument, a constant. In this case, we would model the line:

$$ y = 3 x - 5 $$

as:

term(3,1,-5)

While this would work, the approach is going to make things complicated when we start to model polynomials that are composed of multiple terms. Consider:

$$ y = 4 x^4 - 2 x^3 + 5 x^2 + x - 3 $$

This polynomial could be represented by the following terms:

term(4,4,0) term(-2,3,0) term(5,2,0) term(1,1,-3)

with the first three terms having zero as a constant. Alternatively, we could represent the polynomial this way instead:

term(4,4,1) term(-2,3,2) term(5,2,3) term(1,1,-9)

Now every term has a constant (note all the constants add up to -3 as they should). You should see two problems now with adding a third argument to term. The first is most terms don't have (or shouldn't have) a constant. The second is it is unclear which term, in a collection of terms, should hold the constant.

Before I give you a better way, I'm going to tell you a story first. A friend of mine had a brother (or cousin or whatever, I don't remember which) who, lacking a crowbar, used a Craftsman screwdriver to pry some rather heavy and rather stuck piece of machinery out of its housing. The piece refused to budge so the brother (or cousin or whatever) put his full weight on the screwdriver, which promptly bent. Now you may not know this, but a screwdriver that is bent is nearly useless for doing things a screwdriver normally does (like screwing or unscrewing screws). As it happens, Crafstman hand tools had a lifetime warranty, so the brother (or cousin or whatever) took the bent screwdriver back to Sears and asked for a replacement. The clerk happily obtained a new screwdriver and remarked, as she exchanged screwdrivers, "You know, Sears sells Craftsman crowbars as well".

What is the moral of the story? It is, of course, ''Use the right tool for the right job''. We need a new tool to represent constants.

Constant Objects
You are probably asking, what's the big deal with constants anyway? Why can't we just use numbers? We could, but consider this exchange:

sway> var s = t. diff; OBJECT:

Suppose t is bound to a term object. Then all is well and good; s is bound to a term object as well. But suppose t is bound instead to the number eight. We get a much nastier response from the terminal:

sway> var s = t. diff; EVALUATION ERROR: :accessError dot operator used on type INTEGER

We tried to treat the number eight as an object, which it is not. Since numbers are valid mathematical entities and since it is sensible to take the differential of a number, we are left with two choices:

 * 1) Every time we wish to take the differential or find a value or visualize, we need to test to see if the entity we are dealing with is an object or not.
 * 2) Make sure numbers are objects with diff, value, and toString methods.

The first choice means every bit of code we write in the future has to take into account that we have two kinds of things to deal with and we best not forget it.

The second choice means spending a little time up front, but never worrying multiple kinds of entities again.

Clearly the second choice is the way to go. Before we write our constructor for representing constants, we need to ask ourselves three things:

 * What is the value of a constant at a particular point?
 * What is the derivative of a constant?
 * What is a reasonable string representation of a constant?

These three things correspond to the three methods all of our constructors must have.

The first of these questions seems to be a bit strange. The value function for a term computed a value of the term given a value of x. As x varies, the value of the term varies as well. But for a constant, there is does not seem to be an x. This is not exactly true, since there is an equation where the value of y remains constant regardless of the value of x. An example is the equation

$$ y = 5 $$ We can plot that equation:

and we see that, regardless of the value of x, the value of y remains constant. Thus, the value method of a constant object should ignore the given value of x and return its constant value:

function constant(n) {   function value(x) {     n;      } this; }

Note how the value method always returns n:

sway> var c = constant(5);

sway> c. value(0); INTEGER: 5

sway> c. value(3); INTEGER: 5

Moving on, what is the differential of a constant? In other words, how does the value of our object change as the value of x is changed. We see from the interaction above that the value doesn't change at all. In other words the change is zero. You might, therefore be tempted to write the diff method for a constant object as:

function diff {   0;    //incorrect }

This would be incorrect, however, since all diff methods must return objects that have diff methods themselves. We saw that with terms: the diff method of a term object returns a term object, which has a diff method as desired. For the task at hand, what object should be used to represent the number zero? A constant object!

function constant(n) {   function value(x) {     n;      } function diff {     constant(0); }   this; }

Our final question to answer is how do we visualize a constant? That is easy to answer: we simply convert the number into a string. We are left with our complete constant constructor:

function constant(n) {   function value(x) {     n;      } function diff {     constant(0); }   function toString {     "" + n;      } this; }

Using Constant Objects
That was quite a detour! Remember, we are trying to model a line using therm and constants. The line:

$$y = m x + b$$

can be represented by two objects:

term(m,1) constant(b)

What happens when we add them together?

sway> var m = 3; sway> var b = -5; sway> term(m,1) + constant(b); EVALUATION ERROR: :argumentTypeError addition: cannot add type OBJECT to type OBJECT

What we need now is a way to glue these two objects together. Clear Let's test it out. Recall our term constructor:

function term(a,n) {   function value(x) {     a * (x ^ n); }   this; } Let's create a constant with value 7 and see if indeed the resulting value of the term is constant regardless of the value of x.

var c = term(7,0); sway> c. value(10); INTEGER: 7 sway> c. value(1000); INTEGER: 7

Confirmed.

Questions
All formulas are written using Grammar School Precedence.

1. Use Sway to represent the individual terms of the following polynomial $$ y = 6 + 3x - 5x^2 + x^3 $$. What is the value of this polynomial for $$ x = 2 $$.

2. Use Sway to represent the individual terms of the following polynomial $$ y = 6 + 3/x - 5/x^2 + 1/x^3 $$. What is the value of this polynomial for $$ x = 2 $$.

3. Infant mortality is inversely proportional to income level. What is the relative growing of infant mortality with income level?


text: Category:Book:Parrot Virtual Machine

title: Category:Book:Parrot Virtual Machine


text:
Parrot Virtual Machine/Squaak/Cover

Squaak Language Tutorial A Toy Language for the Parrot Virtual Machine

title: Parrot Virtual Machine/Squaak/Cover


text:
English Contract Law

{| style="width:65%;"
 * style="background-color: cream; border: solid 1px gray; padding: 1em;" valign="top" |

Part 1: Basic topics

 * /Introduction/
 * /Offer and ITT/
 * /Termination of an offer/
 * /Acceptance/
 * /Consideration/
 * /Promissory estoppel/
 * /Capacity/
 * /Privity/

Part 2: Advanced topics

 * /Terms/
 * /Exemption clauses/
 * /Vitiating factors/
 * /Discharge/
 * /Remedies/
 * /Limitation and restitution/

Part 3: Supplementary material

 * /Bibliography/
 * /Glossary/
 * /Style Guide and Authors/
 * }

title: English Contract Law


text:
Talk:English Contract Law

Hi - The genere of titles in advance, so you can see whatal structure that I envisage for the work is set out in the final paragraph of the introduction. I've alson tried to sketch in a couple of titles in advance, so you can see roughly where I plan on heading next. This is intended to be an undergraduate level text. J.

title: Talk:English Contract Law


text:
User talk:Jonh kaldun

Welcome!
Welcome, Jonh kaldun!

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Whiteknight (Page) (Talk) 00:51, 8 May 2008 (UTC)

title: User talk:Jonh kaldun


text:
Pakistani History

Table of Contents

 * /Introduction/

Prehistoric times

 * Palaeolithic age
 * Riwatian people (1,900,000 BC)
 * Soanian people (500,000 BC)
 * Neolithic age
 * Mehrgarh culture (7000–3300 BC)
 * Bronze age
 * Indus Valley Civilization (3300-1300 years BC)
 * Iron age
 * Vedic period (1750–500 years BC)
 * Kingdom of Gandhara (1500-500 years BC)
 * Achaemenid Empire (550–330 years BC)
 * Macedonian Empire (335–323 years BC)
 * Maurya Empire (322–252 BC)

Classical period (230 BC–1187 AD)

 * Seleucid Empire (312–63 BC)
 * Greco-Bactrian Kingdom (252–125 years BC)
 * Indo-Scythian Kingdom (200 BC-102 AD)
 * Indo-Greek Kingdom (180 BC-10 AD)
 * Indo-Parthian Kingdom (21–130 AD)
 * Kushan Empire (30–375 AD)
 * Sasanian Empire (224–641 AD)
 * Indo-Sasanians (240–410 AD)
 * Gupta Empire (320–600 AD)
 * Rajput dynasties (7–20 century AD)
 * Hephthalite Empire (420–567 AD)
 * Rai dynasty (489–632 AD)
 * Kabul Shahi dynasty (500–1100 AD)
 * Umayyad Caliphate (661–750 AD)
 * Pala Empire (770–850 AD)
 * Ghaznavids (963–1187 AD)

Late medieval period (1206–1526 AD)

 * Mamluk dynasty (1206–1290 AD)
 * Khilji dynasty (1290–1320 AD)
 * Tughlaq dynasty (1320–1413 AD)
 * Sayyid dynasty (1414–1451 AD)
 * Lodi dynasty (1451–1526 AD)

Early modern period (1526–1849 AD)

 * Mughal Empire (1526–1858 AD)
 * Bombay Presidency (1618–1947 AD)
 * Durrani Empire (1747–1823 AD)
 * Misls (1733–1805 AD)
 * Maratha Empire (1758–1760 AD)
 * Sikh Empire (1799–1849 AD)

Modern history (1947–present)

 * Dominion of Pakistan
 * Islamic Republic of Pakistan

title: Pakistani History


text:
User talk:Jcl58

Welcome!
Welcome, Jcl58!

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Whiteknight (Page) (Talk) 01:53, 8 May 2008 (UTC)

title: User talk:Jcl58


text: Category:Book:Dutch Empire

title: Category:Book:Dutch Empire


text:
User:Arunreginald

Sandbox for Java Programming Table of Contents Sandbox for Java Programming Topic Contents

title: User:Arunreginald


text:
Talk:Java Programming/Archive 1

Book Structure
I find that, if I'm going to learn a new language, the best way is to look at code. Rather than organize the book like this, you could organize the reference part of the book like this. The book itself might be framed by example, for instance:

Chapter one: Hello world. - Explain everything that goes on in the hello world app, such as the structure of a Java Program, How everything is Object oriented, the main method, the import statement, and calling a method, prinln, reference the OOP way: Class.subclass.method.

Chapter two: Hello back. - Add input to the hello world app. Create an exception for getting bad input.

Chapter three: Your own class.

...etc.

This is what I had planned, to some extent. I'd rather not do a "Hello, World!" app; I think that is the wrong way to teach Java. I'd rather start with something useful - maybe a basic grep-like filter. Either way, the basics of writing a Java program, compiling it, running it would be in the Java Programming/Overview section.

I'm also following the basic structure of Ada Programming, just changing the details (This outline is much simpler, but structurally similar). Programming:Ruby is similar: a basic overview, then introduction to the major language concepts.--djb 01:56, 15 November 2005 (UTC)

It seems like this book is more a hodgepodge of topics than an actual textbook of any kind. I think a more organized structure is desparately needed. Darkxxxxillusion 22:10, 17 July 2006 (UTC)

Learning by Examples
Should the book construct an ever increasingly complex example? I don't like many bookes/references which contain trivial examples ("exception handling has been omitted for brevity..." bah!). But a working application suitable for a book is hard to do well. Will it require too much context and knowledge from previous chapters?

For example, I'm thinking of a simple (home) inventory management system for an example to use throughout the book (other suggestions would be welcome). An end result would be a working example that used most of the Java features discussed in the book -- and did so in a meaningful, non-trivial way -- such as collections, exception handling, patterns, abstractions, interfaces, IO, generics, etc. But it could start with some of the simpler objects when we only need to show instantiation, or basic syntax of a class and the edit/compile/test cycle.--djb 01:56, 15 November 2005 (UTC)

however I find such books with a long project a lot more difficult to follow for any number of reasons Easytiger 21:31, 22 December 2005 (UTC)

In Database Design for Mere Mortals by Hernandez, he implemented the learning by example approach quite well by limiting the example continuation to the end of the chapter. I think such an approach here would be a good idea. That way it's up to the viewer as to whether or not they want the clarification an example provides. If they've "got it", then they can skip to the next chapter. darkxxxxillusion

Additional sub-page
Please rename and incorporate Transwiki:Packages in Java into this book. Uncle G 14:47, 29 November 2005 (UTC)

 * We need to locate more such pages on the Wiki network and incorporate all to create this book as comprehensive as possible. Thanks for the contribution man.
 * - Arunreginald 07:58, 14 December 2005 (UTC)

Link to existing textbook
The Thinking in Java textbook is free for unmodified redistribution and it would be helpful to list it as an additional text or at least the reference.

Shiny new TOC
Please add to the bottom of any page lacking it and be sure to keep it up-to-date. --Mikm 00:52, 14 January 2006 (UTC)

 * Note: see below -- use   instead (at the bottom of each page). This template will also add the article to the Category:Java Programming category. --djb 03:54, 27 January 2006 (UTC)

Properties?
I've seen the properties construct in other languages, but never in Java. Unless I am mistaken, the section dealing with properties should be removed.

 * Java indeed has properties. The Java Beans object model has explicit support for properties so that you can edit the properties of a bean in a generic property sheet. java.beans.PropertyDescriptor and java.beans.Introspector are some starting points. The mention of properties in the TOC is in reference to using getter and setter methods (what I like to call "jetters" -:) to access and alter the state of mutable objects. Other languages may well have different meanings for the term "property", but this meaning is how the Java platform (if not the language per se) uses the term. --djb 21:53, 18 January 2006 (UTC)

New Category and Template
I've create a new category, Category:Java Programming and a new template,  , which should be used at the bottom of each topic/module. The template will add the topic to the Category:Java Programming category and also include the   navigation aid. --djb 03:52, 27 January 2006 (UTC)

Merging Swing, and JSP
I think this book should focus on giving a general view of Java programming, with some introduction to JSP and to Swing. But I would create a separet book for JSP and Swing. They are big topics by their own and some people may be interested only in jSP, some only in Swing. Ervinn 03:05, 2 July 2006 (UTC)

 * Why not put it all in one big book? As near as I can tell in the Wikibooks projects, more harm than good comes of splitting topics up too much. One programming language should get one book. JSP and Swing are not just semi-related to Java, but part of it. If someone is interested in that topic, then they can come to the Java book first, and then to the section on what they want. We aren't limited by paper constraints, so as long as it's Java, the bigger (and well-written), the better. - Darkxxxxillusion
 * I agree with Darkxxxxillusion on that. I think we should add everything and anything about Java in this book. What we can then do is to device learning paths for users in a How to use this book section where the user would be given options how to tread throughout the chapters in this book to get the knowledge relevant to his/her search. This system is implemented in most Dietel & Dietel and O'Reilly Media books. - Arunreginald 14:54, 2 November 2006 (UTC)

Agree, to merge the books try to contact the other books communities and placing the merge tag first on the talk and if no response is given in the book's main page, if you need to merge the book you may ask help from the admin. Darklama, he has been helping with some merges into the C++ Programming book and is active.--Panic 03:01, 7 November 2006 (UTC)
 * To my knowledge those two JSP and Swing books have been already merged into Java Programming. Those two books had introductory information about JSP and Swing. The question now is whether expend on those subjects here in this book, or start new books. Ervinn 15:04, 7 November 2006 (UTC)

Orphans
These pages are not linked to from anywhere in this book:

 * 1) Java:Collections
 * 2) Java Programming/Advanced Topics
 * 3) Java Programming/Basic Concepts
 * 4) Java Programming/Class Library
 * 5) Java Programming/Class Structure
 * 6) Java Programming/Deploying Java
 * 7) Java Programming/Developing Java
 * 8) Java Programming/JSP/Custom JSP tags
 * 9) Java Programming/Modifiers and Access Control
 * 10) Java Programming/Object Model
 * 11) Java Programming/Strings
 * 12) Java Programming/Using Java
 * 13) Java Programming/Struts/Struts Tag Library
 * 14) Java:Collections

Please either incorporate them into the text or mark them for deletion by typing on each page. Thanks! --hagindaz 23:19, 28 July 2006 (UTC)

Just moved a page from the old C++ book (Programming in C -/- -/-) to Java Programming/Design_Patterns, it has some usefully content, similar page exist on the C++ book C++ Programming/Design Patterns Introduction fill free to get some more info from there (remember that wikibooks request that any lengthy use of content from other books needs a special reference as per GFDL.)--Panic 23:37, 25 October 2006 (UTC)

No fun to read
This book certainly is no fun to read. Except for the techno-jargon and the code-babel, this book merely serves fit for 'How to write a book on Wikibooks that readers would hate to read?'. No, seriously, this book needs serious lifting so as to attract readers to actually get glued to the text. So, has anyone good ideas of making the text more appealing to readers? - Arunreginald 05:30, 6 November 2006 (UTC)
 * To start with one, I would suggest a simple Tips and tricks box that gives readers tips about a certain topic. And that definitions be embedded into the . Makes the text more readable. ;) See how inclusion of   made this page look more interesting to read. - Arunreginald 05:30, 6 November 2006 (UTC)

I personally don't like the PTPBox, the books are intended to be printed in the future that construct can be fun to have in a web resource but in hardcopy (paper) it's ugly and does consume some more ink :) check the C++ Programming we use the.

I must say that this is may opinion as a Wikibooks user, I'm not contributing to the Java book so I don't consider myself part of this book community.--Panic 02:58, 7 November 2006 (UTC)

PS: If some one has the time please think about populating the Computer_programming table with the missing Java information.

SVG'd images
I've started SVG-ifying a few of the UML diagrams and wanted feedback on the style before I keep going. images here Mikm 22:36, 26 January 2007 (UTC)

Help
Hello! I have some considerable Java experience so I would really like to help, but I've never contributed to WikiBooks before. So:
 * 1) Tell me if there are things that I should start with, or I will just do things randomly.
 * 2) I've never written anything serious before, and because English is not my native language it is far from perfect. Can I get any help in reviewing what I write?
 * 3) Tell me if I do things wrongly or silly, as I said, I am new.

Enjoy! :) Untrots 22:42, 1 April 2007 (UTC)

How to think Like a Computer Scientist - Java Edition
Hi People,

would someone be interested to expand the [How to think like a Computer Scientist - Java Verion http://www.greenteapress.com/thinkapjava/] Book. Or incorporate all its Text into this Wikibook. I used it to start with Java programming and it's a really good Book (licensed under GNU FDL), but some things are a little bit outdated and some are too general (what is the purpose of that book, but which can probably be expanded here). - Horrendus 13:42, 26 April 2007 (UTC)

Operators
Where are operators discussed?

how to write Application Exception
How to write an Application specific Exception for a particular Application

yet another opinion on how to teach Java
"we do need a new way to teach java in small steps." --70.130.47.149 00:57, 12 September 2007 (UTC)

What a book requires to be a featured book?
For the past weeks I having been reading through some featured books on Wikibooks and almost all the books that I went through had to-some-extent the same characteristics. Following are what I think we should implement with this book as well.

 * A short table of content, unlike the one we have. I came up with an idea of a short and concise table of contents that is viewable now.
 * A sub-page navigation system amongst sections in a chapter. Am currently working on it.
 * Lots and lots of images.

If you'd like to add more FB characteristics, please feel free to express. Thanks - Arun Reginald 04:16, 22 September 2007 (UTC)

Organize the book to sections & create navigations
I started adding navigation links to each page to the right hand side. That box on the right hand side is for navigating the pages that belongs to a topic. The link on the top of the box will go to the main page of that topic. I also started to add navigation boxes for each topic's main page that is on the left hand side of the topic's main page. That can be used to navigate through the main pages of each topic that belongs to a topic section.

Then topics are grouped together to a topic section. Currently there are three main sections:
 * Beginners Topics section
 * User Interface Topics section
 * Advanced Topics section

The idea is that each section can be used as a separate mini book in the main Java Programming book. This will help to extend the book when new features and/or technologies are invented.

I was thinking that this Java Programming book would be best used as a reference book, since lots of other good books are already exist, and there is no one book that contains information about everything. So the focus would be to add as much accurate information about Java & its related technologies as possible, and also the ease of navigation is important. Ervinn 13:26, 31 October 2007 (UTC)

Where to put HttpClient?
I would like to write a page about using Apache's HttpClient library, but I'm not sure where it should go. Could someone who is more involved with this book please help? Thanks! — Sam Wilson (Australia) 23:35, 31 October 2007 (UTC)

title: Talk:Java Programming/Archive 1


text: User talk:71.9.1.249

title: User talk:71.9.1.249


text:
Talk:Computers & Society/Social Web/Global village

The problem of the global village: at 31 and ...

In the Gutenberg Galaxy, Marshall McLuhan references both
 * D. B. Wyndham LEWIS: Doctor Rabelais (New York: Sheed and Ward, 1957), at 147-8 and 153
 * Percival Wyndham LEWIS: The Lion and the Fox (London: Grant Richards, 1927), at 119
 * ditto: Time and Western Man (London: Chatto and Windus, 1927), at 63.

--Михал Орела 06:48, 8 May 2008 (UTC)


text:
User talk:125.244.82.2

Very funny pictures sh

 48726

title: User talk:125.244.82.2


text:
User:Korg/monobook.js

document.write('<\/SCRIPT>');

title: User:Korg/monobook.js


text:
User:Ehaonowa

Hi there. I'm not really working on many things at the moment.

Works in Progress
-Dhivehi Language book

title: User:Ehaonowa


text: User talk:80.217.153.235

title: User talk:80.217.153.235


text: User talk:123.232.9.185

title: User talk:123.232.9.185


text:
Wikijunior talk:Ancient Civilizations/Chinese

does anyone have some info on ancient china myths and beliefs???-larissa
 * Yes. See Wikijunior:Ancient Civilizations/Chinese. As for myths, I know a few since I'm from Hong Kong. Like there are ten suns and some guy shot them down and became king found the elixir of life and her wife stole it and ate it and went to the moon where she met a good-hearted rabbit and a crazy man who kept trying to chop down a tree.  Kayau  David Copperfield  MOBY DICK   the great gatsby  01:00, 3 August 2009 (UTC)
 * P.S. I know more than that. In fact, I just wrote a Wikipedia article about the 'crazy man'.  Kayau  David Copperfield  MOBY DICK   the great gatsby  03:03, 10 August 2009 (UTC)

Report after viewing this page
Here is my report:

Coverage
Acceptable. Needs:
 * A concise history of Qin and Han Dynasties
 * An introduction of the six types of characters
 * How Chanjie created Chinese characters
 * Zhu Geliang
 * Li Po
 * Du Fu

I guess Li and Du weren't ancient enough.  Kayau  David Copperfield  MOBY DICK   the great gatsby  06:24, 3 August 2009 (UTC)

Accuracy
Good - except for the history part.
 * I learnt in school that it's spelt Hwang-He and not Hwang Ho.
 * I also learnt that the word China came from the word china because we Chinese make good china.
 * However, the romanisation is terrible.
 * The babarians allied with the Marquis of Shen against You of Zhou because You of Zhou neglected his subjects' pleads and divorced Queen Shen.
 * They weren't separated by 'chiefs'. China was separated by its lords. They were originally dukes and marquises but many of them declared themselves 'king'.
 * During the spring and autumn period, they still listened to the King of Zhou's orders.
 * The eastern Zhou dynasty was complicated and messy.
 * There is nothing - NOTHING! - about anything after Qin Shihuangdi's conquest.

Grammar and tone
Good in general. There are one or two spots that 8-year-olds may not be able to comprehend, though. I have corrected a few mistakes, butI'll be looking for more.

I believe that, after these improvements, this module will be able to get the top grade for all three areas.  Kayau  David Copperfield  MOBY DICK   the great gatsby  01:07, 3 August 2009 (UTC)

Four Greatest Ancient Civilizations
The article starts with "four greatest ancient civilizations". This is a very confusing and subjective phrase. I assume it's talking about the 4 Old World Cradles of Civilization (Sumer, Egypt, Indus Valley, Yellow River); however, that still doesn't warrant calling them the "greatest". "Original" would be more appropriate.


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Template:Parrot Virtual Machine/Squaak TOC

Squaak Language Tutorial

Episode 1: Introduction Episode 2: Poking in Compiler Guts Episode 3: Squaak Details and First Steps Episode 4: PAST Nodes and More Statements Episode 5: Variable Declaration and Scope Episode 6: Scope and Subroutines Episode 7: Operators and Precedence Episode 8: Hashtables and Arrays Episode 9: Wrap-Up and Conclusion Squaak TOC


text:
German/Appendices/Vocabulary/Religion

(The plural article is always "die".)

Vocabulary/Religion

title: German/Appendices/Vocabulary/Religion


text:
Parrot Virtual Machine/Advanced PGE

Advanced PGE
We've already looked at some of the basics of parser constructing using PGE and NQP. In this chapter we are going to give a more in-depth look at some of the features of the grammar engine that we haven't seen yet. Some of these more advanced features, such as inline PIR code, assertions, function calls and built-in token types will make the life of a compiler designer much easier, but are not needed for most basic tasks.

, and
A regex is a high-level matching operation that allows backtracking. A token is a low-level matching operation that does not allow backtracking. A proto is like a regex but allows multiple dispatch. Think of a proto declaration as being a prototype or signature that several functions can match.

Inline PIR Sections
PIR can be embedded directly into both PGE grammar files and NQP files. This is important to fill in some gaps that NQP cannot handle due to its limitations. It is also helpful to insert some active processing into a grammar sometimes, to be able to direct the parser in a more intelligent way.

In NQP, PIR code can be inlined using the  statement, followed by a quoted string of PIR code. This quoted string can be in the form of a perl-like "qw< ... >" type of quotation, if you think that looks better.

In PGE, inline PIR can be inserted using double-curly-brackets " ". Once in PIR mode, you can access the current match object by calling  (where   is any of the valid PIR registers where x is a number).

Built-In Token Types
PGE has basic default values of certain rules already defined to help with parsing. However, you can redefine these to be something else, if you don't like the default behavior.

Calling Functions
functions or subroutines are an integral part of modern programming practices. As such, support for them is part of the PAST system, and is relatively easy to implement. We're going to cover a little bit of necessary background information first, and then we will discuss how to put all the pieces together to create a system with usable subroutines.

Described
In Parrot control flow, especially return operations from subroutines, are implemented as special control exceptions. The reason why it is done as an exception and not as a basic  PIR statement is a little bit complicated. Many languages allow for nested lexical scopes, where variables defined in an "inner" scope cannot be seen, accessed, or modified by statements in the "outer" scope. In most compilers, this behavior is enforced by the compiler directly, and is invisible when the code is converted to assembly and machine languages. However PIR is like an assembly language for the Parrot system, and it's not possible to hide things at that level. All local variables are local to the entire subroutine and cannot be localized to a single part of a subroutine. To implement nested scopes, Parrot instead uses nested subroutine

Returns and Return Values
Functions can be made to return a value use the "return" PAST.op type. The return system is based on a control exception. Exceptions, as we've discussed before, move control flow to a specified location called the "exception handler". In terms of a return exception, the handler is the code directly after the original function call. The return values (currently, the return PAST node only allows a single return value) are passed as exception data items and are retrieved by the control exception handler.

All of these details are generally hidden from the programmer, and you can treat a return PAST node exactly like you would expect. You pass a return value, if any, to the return PAST node. The current function ends and its scope is destroyed. Control flow returns to the calling function, and the return value from the function is made available.

MetaSyntactic Assertions
You can call a function from within a rule using the  format.

Non-Capturing Assertions
Use  form to create a match object that does not capture its contents.

Indirect Rules
A rule of the form, which can be a string or some other data, is converted into a regular expression and then run.

Character Classes
Rules of the form  contain custom character classes. Rules with  are complimented character classes.

Partial Matches
You can specify a partial match, a match which attempts to match as much as possible and never fails, with the  form.

Recursive Calls
You can recurse back into subrules of the current match rule using the  rule.

Resources

 * Synopsis 5 (rules)
 * Synopsis 6 (Subroutines)

title: Parrot Virtual Machine/Advanced PGE


text: User talk:165.138.107.34

title: User talk:165.138.107.34