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C++ Programming/Programming Languages/C++/Code/Statements/Variables/Operators

Operators
Now that we have covered the variables and data types it becomes possible to introduce operators. Operators are special symbols that are used to represent and direct simple computations. They have significant importance in programming since they serve to define actions and simple interactions with data in a direct, non-abstract way.

Since computers are mathematical devices, compilers and interpreters require a full syntactic theory of all operations in order to correctly parse formulas involving combinations of symbols. In particular, they depend on operator precedence rules just as mathematical writing depends on order of operations. Conventionally, the computing usage of operator also goes beyond the mathematical usage (for functions).

C++, like all programming languages, uses a set of operators. They are subdivided into several groups:
 * arithmetic operators (like addition and multiplication).
 * boolean operators.
 * string operators (used to manipulate strings of text).
 * pointer operators.
 * named operators (operators such as, new, and delete defined by alphanumeric names rather than a punctuation character).

Most of the operators in C++ do exactly what you would expect them to do because most are common mathematical symbols. For example, the operator for adding two integers is +. C++ does allows the re-definition of some operators (operator overloading) on more complex types. This will be covered later on.

Expressions can contain both variables names and integer values. In each case the name of the variable is replaced with its value before the computation is performed.

Order of operations
When more than one operator appears in an expression, the order of evaluation depends on the rules of precedence. A complete explanation of precedence can get complicated, but just to get you started:

Multiplication and division happen before addition and subtraction. So 2*3-1 yields 5, not 4, and 2/3-1 yields -1, not 1 (remember that in integer division 2/3 is 0). If the operators have the same precedence they are evaluated from left to right. So in the expression minute*100/60, the multiplication happens first, yielding 5900/60, which in turn yields 98. If the operations had gone from right to left, the result would be 59*1 which is 59, which is wrong.

Any time you want to override the rules of precedence (or you are not sure what they are) you can use parentheses. Expressions in parentheses are evaluated first, so 2 * (3-1) is 4. You can also use parentheses to make an expression easier to read, as in (minute * 100) / 60, even though it doesn't change the result.

Precedence (Composition)
At this point we have looked at some of the elements of a programming language like variables, expressions, and statements in isolation, without talking about how to combine them.

One of the most useful features of programming languages is their ability to take small building blocks and compose them (solving big problems by taking small steps at a time). For example, we know how to multiply integers and we know how to output values. It turns out we can do both at the same time:

Actually, we shouldn't say "at the same time," since in reality the multiplication has to happen before the output. The point is that any expression involving numbers, characters, and variables can be used inside an output statement. We've already seen one example:

You can also put arbitrary expressions on the right-hand side of an assignment statement:

This ability may not seem so impressive now, but we will see other examples where composition makes it possible to express complex computations neatly and concisely.

The following is illegal:

The exact rule for what can go on the left-hand side of an assignment expression is not so simple as it was in C; as operator overloading and reference types can complicate the picture.

Assignment
The most basic assignment operator is the "=" operator. It assigns one variable to have the value of another. For instance, the statement x = 3 assigns x the value of 3, and y = x assigns whatever was in x to be in y. When the "=" operator is used to assign a class or struct it acts as if the "=" operator was applied on every single element. For instance:

Assignments can also be chained since the assignment operator returns the value it assigns. This time the chaining is from right to left. For example, to assign the value of z to <tt>y</tt> and assign the same value (which is returned by the <tt>=</tt> operator) to <tt>x</tt> you use:

When the "=" operator is used in a declaration it has special meaning. It tells the compiler to directly initialize the variable from whatever is on the right-hand side of the operator. This is called defining a variable, in the same way that you define a class or a function. With classes, this can make a difference, especially when assigning to a function call:

In the first case, <tt>a</tt> is constructed, then is changed by the "=" operator. In the second statement, <tt>a2</tt> is constructed directly from the return value of <tt>foo</tt>. In many cases, the compiler can save a lot of time by constructing <tt>foo</tt>'s return value directly into <tt>a2</tt>'s memory, which makes the program run faster.

Whether or not you define can also matter in a few cases where a definition can result in different linkage, making the variable more or less available to other source files.

Arithmetic operators
Arithmetic operations that can be performed on integers (also common in many other languages) include:

 * Addition, using the  operator
 * Subtraction, using the  operator
 * Multiplication, using the  operator
 * Division, using the  operator
 * Remainder, using the  operator

Consider the next example. It will perform an addition and show the result:

The line relevant for the operation is where the <tt>+</tt> operator adds the values stored in the locations <tt>a</tt> and <tt>b</tt>. <tt>a</tt> and <tt>b</tt> are said to be the operands of <tt>+</tt>. The combination <tt>a + b</tt> is called an expression, specifically an arithmetic expression since <tt>+</tt> is an arithmetic operator.

Addition, subtraction, and multiplication all do what you expect, but you might be surprised by division. For example, the following program:

would generate the following output:

<tt>Number of minutes since midnight: 719</tt> <tt>Fraction of the hour that has passed: 0</tt>

The first line is what we expected, but the second line is odd. The value of the variable minute is 59, and 59 divided by 60 is 0.98333, not 0. The reason for the discrepancy is that C++ is performing integer division.

When both of the operands are integers (operands are the things operators operate on) the result must also be an integer, and by definition integer division always rounds down even in cases like this where the next integer is so close.

A possible alternative in this case is to calculate a percentage rather than a fraction:

The result is:

<tt>Percentage of the hour that has passed: 98</tt>

Again the result is rounded down, but at least now the answer is approximately correct. In order to get an even more accurate answer we could use a different type of variable, called floating-point, that is capable of storing fractional values.

This next example:

will return: Quotient = 6 Remainder = 3

The multiplicative operators <tt>*</tt>, <tt>/</tt> and <tt>%</tt> are always evaluated before the additive operators <tt>+</tt> and <tt>-</tt>. Among operators of the same class, evaluation proceeds from left to right. This order can be overridden using grouping by parentheses, <tt>(</tt> and <tt>)</tt>; the expression contained within parentheses is evaluated before any other neighboring operator is evaluated. But note that some compilers may not strictly follow these rules when they try to optimize the code being generated, unless violating the rules would give a different answer.

For example the following statements convert a temperature expressed in degrees Celsius to degrees Fahrenheit and vice versa:

Compound assignment
One of the most common patterns in software with regards to operators is to update a value:

Since this pattern is used many times, there is a shorthand for it called compound assignment operators. They are a combination of an existing arithmetic operator and assignment operator:

Thus the example given in the beginning of the section could be rewritten as

Pre and Post Increment
Another common pattern is to increase or decrease a value by just 1. This is often used to keep a count of how many times the code has run:

 * a++
 * a--
 * ++a
 * --a
 * count++

We can again use the previous example and rewrite it as: However, while "a++" and "++a" look similar, they can result in different values.

Post Increment: Pre Increment:  In both examples above, a will be incremented by 1. This may not seem like a big difference, however when used in practice, it may not always be equivalent. For example: In the above post increment example, a is assigned to the value of x first, then x is incremented. Since we know that x is 2, a is then assigned the value of 2, afterwards, x is incremented to 3. In the above pre increment example, x is incremented and a is assigned to the incremented value. Since we know that x is 2, and it is being incremented by 1, a is assigned the value of 3, and x has been incremented to 3.

Character operators
Interestingly, the same mathematical operations that work on integers also work on characters.

For the above example, outputs the letter b (on most systems -- note that C++ doesn't assume use of ASCII, EBCDIC, Unicode etc. but rather allows for all of these and other charsets). Although it is syntactically legal to multiply characters, it is almost never useful to do it.

Earlier I said that you can only assign integer values to integer variables and character values to character variables, but that is not completely true. In some cases, C++ converts automatically between types. For example, the following is legal.

On most mainstream desktop computers the result is 97, which is the number that is used internally by C++ on that system to represent the letter 'a'. However, it is generally a good idea to treat characters as characters, and integers as integers, and only convert from one to the other if there is a good reason. Unlike some other languages, C++ does not make strong assumptions about how the underlying platform represents characters; ASCII, EBCDIC and others are possible, and portable code will not make assumptions (except that '0', '1', ..., '9' are sequential, so that e.g. '9'-'0' == 9).

Automatic type conversion is an example of a common problem in designing a programming language, which is that there is a conflict between formalism, which is the requirement that formal languages should have simple rules with few exceptions, and convenience, which is the requirement that programming languages be easy to use in practice.

More often than not, convenience wins, which is usually good for expert programmers, who are spared from rigorous but unwieldy formalism, but bad for beginning programmers, who are often baffled by the complexity of the rules and the number of exceptions. In this book I have tried to simplify things by emphasizing the rules and omitting many of the exceptions.

Bitwise operators
These operators deal with a bitwise operations. Bit operations needs the understanding of binary numeration since it will deal with on one or two bit patterns or binary numerals at the level of their individual bits. On most microprocessors, bitwise operations are sometimes slightly faster than addition and subtraction operations and usually significantly faster than multiplication and division operations.

Bitwise operations especially important for much low-level programming from optimizations to writing device drivers, low-level graphics, communications protocol packet assembly and decoding.

Although machines often have efficient built-in instructions for performing arithmetic and logical operations, in fact all these operations can be performed just by combining the bitwise operators and zero-testing in various ways.

The bitwise operators work bit by bit on the operands. The operands must be of integral type (one of the types used for integers).

For this section, recall that a number starting with 0x is hexadecimal (hexa, or hex for short or referred also as base-16). Unlike the normal decimal system using powers of 10 and the digits 0123456789, hex uses powers of 16 and the symbols 0123456789abcdef. In the examples remember that Oxc equals 1100 in binary and 12 in decimal. C++ does not directly support binary notation, which would hamper readability of the code.

 * NOT
 * ~a   :  bitwise complement of a.
 * ~0xc produces the value -1-0xc (in binary, ~1100 produces ...11110011 where "..." may be many more 1 bits)

The negation operator is a unary operator which precedes the operand, This operator must not be confused with the "logical not" operator, " " (exclamation point), which treats the entire value as a single Boolean—changing a true value to false, and vice versa. The "logical not" is not a bitwise operation.

These others are binary operators which lie between the two operands. The precedence of these operators is lower than that of the relational and equivalence operators; it is often required to parenthesize expressions involving bitwise operators.

 * AND
 * a & b : bitwise boolean and of a and b
 * 0xc & 0xa produces the value 0x8 (in binary, 1100 & 1010 produces 1000)

The truth table of a AND b:

 * OR
 * a | b : bitwise boolean or of a and b
 * 0xc | 0xa produces the value 0xe (in binary, 1100 | 1010 produces 1110)

The truth table of a OR b is:

 * XOR
 * a ^ b : bitwise xor of a and b
 * 0xc ^ 0xa produces the value 0x6 (in binary, 1100 ^ 1010 produces 0110)

The truth table of a XOR b:

 * Bit shifts
 * a << b : shift a left by b (multiply a by $$2^b$$)
 * 0xc << 1 produces the value 0x18 (in binary, 1100 << 1 produces the value 11000)

 * a >> b : shift a right by b (divide a by $$2^b$$)
 * 0xc >> 1 produces the value 0x6 (in binary, 1100 >> 1 produces the value 110)

Derived types operators
There are three data types known as pointers, references, and arrays, that have their own operators for dealing with them. Those are <tt>*</tt>, <tt>&</tt>, <tt>[]</tt>, <tt>-></tt>, <tt>.*</tt>, and <tt>->*</tt>.

Pointers, references, and arrays are fundamental data types that deal with accessing other variables. Pointers are used to pass around a variables address (where it is in memory), which can be used to have multiple ways to access a single variable. References are aliases to other objects, and are similar in use to pointers, but still very different. Arrays are large blocks of contiguous memory that can be used to store multiple objects of the same type, like a sequence of characters to make a string.

Subscript operator [ ]
This operator is used to access an object of an array. It is also used when declaring array types, allocating them, or deallocating them.

address-of operator &
To get the address of a variable so that you can assign a pointer, you use the "address of" operator, which is denoted by the ampersand <tt>&</tt> symbol. The "address of" operator does exactly what it says, it returns the "address of" a variable, a symbolic constant, or a element in an array, in the form of a pointer of the corresponding type. To use the "address of" operator, you tack it on in front of the variable that you wish to have the address of returned. It is also used when declaring reference types.

Now, do not confuse the "address of" operator with the declaration of a reference. Because use of operators is restricted to expression, the compiler knows that <tt>&sometype</tt> is the "address of" operator being used to denote the return of the address of <tt>sometype</tt> as a pointer.

Dynamic memory allocation
Dynamic memory allocation is the allocation of memory storage for use in a computer program during the runtime of that program. It is a way of distributing ownership of limited memory resources among many pieces of data and code. Importantly, the amount of memory allocated is determined by the program at the time of allocation and need not be known in advance. A dynamic allocation exists until it is explicitly released, either by the programmer or by a garbage collector implementation; this is notably different from automatic and static memory allocation, which require advance knowledge of the required amount of memory and have a fixed duration. It is said that an object so allocated has dynamic lifetime.

The task of fulfilling an allocation request, which involves finding a block of unused memory of sufficient size, is complicated by the need to avoid both internal and external fragmentation while keeping both allocation and deallocation efficient. Also, the allocator's metadata can inflate the size of (individually) small allocations; chunking attempts to reduce this effect.

Usually, memory is allocated from a large pool of unused memory area called the heap (also called the free store). Since the precise location of the allocation is not known in advance, the memory is accessed indirectly, usually via a reference. The precise algorithm used to organize the memory area and allocate and deallocate chunks is hidden behind an abstract interface and may use any of the methods described below.

You have probably wondered how programmers allocate memory efficiently without knowing, prior to running the program, how much memory will be necessary. Here is when the fun starts with dynamic memory allocation.

new and delete
For dynamic memory allocation we use the new and delete keywords, the old malloc from C functions can now be avoided but are still accessible for compatibility and low level control reasons.

As covered before, we assign values to pointers using the "address of" operator because it returns the address in memory of the variable or constant in the form of a pointer. Now, the "address of" operator is NOT the only operator that you can use to assign a pointer. You have yet another operator that returns a pointer, which is the new operator. The new operator allows the programmer to allocate memory for a specific data type, struct, class, etc., and gives the programmer the address of that allocated sect of memory in the form of a pointer. The new operator is used as an rvalue, similar to the "address of" operator. Take a look at the code below to see how the new operator works.

By assigning the pointers to an allocated sector of memory, rather than having to use a variable declaration, you basically override the "middleman" (the variable declaration). Now, you can allocate memory dynamically without having to know the number of variables you should declare.

If you looked at the above piece of code, you can use the new operator to allocate memory for arrays too, which comes quite in handy when we need to manipulate the sizes of large arrays and or classes efficiently. The memory that your pointer points to because of the new operator can also be "deallocated," not destroyed but rather, freed up from your pointer. The delete operator is used in front of a pointer and frees up the address in memory to which the pointer is pointing.

The memory pointed to by  and   have been freed up, which is a very good thing because when you're manipulating multiple large arrays, you try to avoid losing the memory someplace by leaking it. Any allocation of memory needs to be properly deallocated or a leak will occur and your program won't run efficiently. Essentially, every time you use the new operator on something, you should use the delete operator to free that memory before exiting. The delete operator, however, not only can be used to delete a pointer allocated with the new operator, but can also be used to "delete" a null pointer, which prevents attempts to delete non-allocated memory (this action compiles and does nothing).

You must keep in mind that <tt>new T</tt> and <tt>new T</tt> are not equivalent. This will be more understandable after you are introduced to more complex types like classes, but keep in mind that when using  it will initialize the <tt>T</tt> memory location ("zero out") before calling the constructor (if you have non-initialized members variables, they will be initialized by default).

The new and delete operators do not have to be used in conjunction with each other within the same function or block of code. It is proper and often advised to write functions that allocate memory and other functions that deallocate memory. Indeed, the currently favored style is to release resources in object's destructors, using the so-called resource acquisition is initialization (RAII) idiom.

As we will see when we get to the Classes, a class destructor is the ideal location for its deallocator, it is often advisable to leave memory allocators out of classes' constructors. Specifically, using new to create an array of objects, each of which also uses new to allocate memory during its construction, often results in runtime errors. If a class or structure contains members which must be pointed at dynamically-created objects, it is best to sequentially initialize arrays of the parent object, rather than leaving the task to their constructors.

The ideal way is to not use arrays at all, but rather the STL's vector type (a container similar to an array). To achieve the above functionality, you should do:

Vectors allow for easy insertions even when "full." If, for example, you filled up, you could easily make room for a 6th element like so:

You can similarly dynamically allocate a rectangular multidimensional array (be careful about the type syntax for the pointers):

You can also emulate a ragged multidimensional array (sub-arrays not the same size) by allocating an array of pointers, and then allocating an array for each of the pointers. This involves a loop.


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ACT Study Guide

Contents

 * /Registering/
 * /Links/
 * What to bring on test day
 * /Bibliography/
 * Question of the Day
 * We could have our own if we could find an author or we could just link to another site.

 * /Overview/
 * /Subjects/
 * /Time/
 * /Points/
 * /Sections/
 * /English/
 * /Math/ (Incomplete)
 * /Reading/
 * /Science/
 * /Guessing/
 * /Scoring/
 * /Miscellaneous Tips/

We could also have lessons, but that is probably in the future. Another thing we could have is a study plan for students so that they can pace themselves in their studying and not end up cramming the night before like I did.

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

title: ACT Study Guide


text:
Talk:ACT Study Guide

Sign Up
If you want to sign up for anything, go right ahead! If you have any areas that you feel strongest in, feel free to list those as well as your user name.

I have done registering, links, what to take on test day, and the overview. Right now I am working on the English section. --Think Fast 13:16, 4 September 2005 (UTC)

I have completed English --Think Fast 14:26, 4 September 2005 (UTC)

I started a bibliography. Please add all of your sources for your information there. Thanks. --Think Fast 14:49, 4 September 2005 (UTC)

Hey, I think its great that you started an ACT wikibook. I'm in a prep class for ACT and remembered seeing this a while ago. Its really a shame that you haven't had more help. Anyway, I have a big ass (800+ pg.) ACT book and I'm signing up. I'll help out with whatever I can, put I really would like to have all the blanks filled in by the time I take the ACT. - Ridge Racer 13:24, 1 February 2006 (UTC)

I can help write the math section, although I don't think I'll be able to finish it on my own...--Generic Name 03:43, 6 July 2006 (UTC)

Suggestions
If you have any suggestions for format, new pages, new sections, etc. please list them here.

Could you add a short introduction that describes what ACT is, for the benefit of those of us whoa re not from North America? Better still if you could add it to the title so that it would show up from the referring page. Thanks
 * I didn't quite understand the second part of your question, but I added the information to the Overview page.  If you have any more comments, please add them.  I hadn't thought about people who might not know what the ACT is.  Thanks for your suggestion. --Think Fast 22:42, 7 September 2005 (UTC)

I saw the overview, but it refers to terms such as "juniors" and "seniors" in "high school". Terminology about schools differs throughout the world, so I have no idea what they mean. Could you say what age students who take these exams tend to be. Are they 17 and 18 year olds, or something different? Jguk 08:09, 17 February 2006 (UTC)

Writing section
I did not see "writing" among the sections of the test, is there a piece devoted to that part of the test? LealandA 03:14, 23 November 2007 (UTC) link title

title: Talk:ACT Study Guide


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Cookbook talk:Taco Meat

I think you need way more cumin. 1 to 4 teaspoons (4 to 16 times as much) should do nicely. You could reduce the oregano a bit too I think. If you want to hold the meat together, add one or more of: corn masa, cornstarch, flour. AlbertCahalan 02:03, 30 August 2005 (UTC)

title: Cookbook talk:Taco Meat


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Template talk:Recipe Summary

Please do not make changes to this template without first coming to agreement with other contributors to the Cookbook on Talk:Cookbook. The template is live, and therefore is used on many recipes. Geo.T 02:05, 30 August 2005 (UTC)

title: Template talk:Recipe Summary


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Cookbook:Strong Candied Sweet Potatoes

| Southern U.S. Cuisine

Ingredients

 * 5 large sweet potatoes
 * 2¼ cups brown sugar
 * 5 cloves
 * Zest of 1 orange
 * 2 cups water
 * ½ cup brandy
 * 1 tsp nutmeg
 * 1 stick cinnamon

Procedure

 * 1) Slice the sweet potatoes and lay in a deep baking pan with the cinnamon stick.
 * 2) Mix the liquids, zest, cloves, brown sugar and nutmeg together in a pot; bring to a boil and cook for 5 minutes.
 * 3) Pour liquid mixture over the dish's contents.
 * 4) Cover with foil and bake at 350°F for 30 minutes or until sweet potatoes appear to be tender and glazed.
 * 5) Chill for 3 hours, and serve cold.

title: Cookbook:Strong Candied Sweet Potatoes


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User:Gentgeen/Sandbox

 * w:en:User:Gentgeen
 * w:User:Gentgeen

 * Senemut
 * Senemut

title: User:Gentgeen/Sandbox


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A-level Physics/Forces and Motion/Kinematics

Kinematics is the study of the way objects move. It focuses on describing an object's motion, and doesn't explain how forces affect it.

Distance and displacement

You may already be familiar with the term distance, as the distance between two points is the length of the path a body takes between those two points.

Distance is a scalar, so if you were to walk 10m North, and then 10m South, you would have covered a distance of 20m.

Displacement, however, is a vector quantity. Displacement, in a sense, is simply the shortest distance between any two points. If a body ends up at the same spot as its initial position after travelling through some distance, we say that the displacement of the body is 0, so the above example would give you a total displacement of 0m.

In the diagram on the right, if the distance covered was 25m, then the displacement would be 10m. You can find the displacement by measuring the length of the line between the start and end points.

A measurement is a displacement if it has a specified direction, otherwise it is a distance.

The symbol for distance is d, and the symbol for displacement is s or x. Be careful not to confuse the s for displacement with s for seconds.

Speed and velocity
The speed of an object is the distance it moves in a unit of time.

You can find the speed of an object if you know the distance an object moved, and the time it took to move that distance:

$$average\ speed = \frac {distance\ moved}{time\ taken}$$, or $$s=\frac {d}{t}$$.

Velocity is a vector, and similar to the difference between distance and displacement, velocity is speed in a specified direction.

A vehicle could be moving with constant speed, but have a changing velocity. This happens when the vehicle turns. Imagine a racing car is moving along the track with a speed of 20m s−1. If this direction is taken to be positive, then the car's velocity is also 20m s−1. Now, if the car was to turn into a "U" bend, its velocity would change. When the car is perpendicular to the first straight, the car will still have a speed of 20 m/s−1, but its velocity will now be 0 m/s−1. When the car has made the turn and is coming back to the starting point, the speed is still 20 m/s−1, but the velocity is -20 m/s−1, since the car is now moving in the opposite direction.

The symbol for speed is s, and the symbol for velocity is v. Be careful not to confuse the s for speed with s for displacement or s for seconds.

Acceleration
Acceleration is the rate of change of velocity. In other words, acceleration is the amount an object's velocity changes in a unit of time.

If you know the change in velocity and the time the change took, you can find acceleration using the formula:

$$acceleration = \frac {change\ in\ velocity}{time\ taken\ for\ change}$$, or $$a=\frac {\Delta v}{\Delta t}$$.

Alternatively, if you have the initial and final velocities, you can use the formula:

$$a=\frac {v-u}{\Delta t}$$, where $$u$$ is the initial velocity, and $$v$$ is the final velocity.

$$\Delta $$ (Delta) means "change in".

Acceleration is a vector, and can slow down objects as well as speed them up. An object will slow down when its acceleration is opposite to its velocity. The object is now decelerating.

Something can be said to be accelerating if it's changing direction. In the example above, the car changes its velocity by turning a corner. Since acceleration is the rate of change of velocity, the car is accelerating.

Acceleration is measured in metres per second per second, or $$m/s^{2}$$. If something had an acceleration of $$10m/s^{2}$$, it means that its speed increases by $$10m/s$$ each second.

Light gates
The Light Gate has an infrared transmitter and receiver, mounted in a robust steel housing avoids any misalignment problems. The Light Gate can be used for studying free fall, air track and incline plane experiments.

Ticker tape timer
The ticker tape timer is used in the measurement of velocity acceleration and general timing. It has a frequency of 50 to 60 Hz (varies according to type) equivalent to that of the mains power supply. It will give good results if operated from a 12V a.c. power supply. The timer uses an electromagnet which activates a striker producing dots via a carbon disk on the ticker tape. At 50 Hz, each dot will represent 0.02seconds.While at 60 Hz, one dot represents 0.01seconds.

Accelerometer
This device is used for the measurement of acceleration and the unit is in metre per second square (m/s2)

The equations of motion
From the definitions of position, velocity and acceleration, one can derive the relationships between the three vectors.

 * $$ \vec{v_f} = \vec{v_i} + \vec{a} \Delta t \ $$
 * $$ \Delta \vec{s} = \vec{v_i} \Delta t + \frac{1}{2} \vec{a}(\Delta t)^2 $$
 * $$ {\vec{v_f}}^2 = {\vec{v_i}}^2 + 2\vec{a} \Delta s \ $$

Where $$\vec{a}$$ is acceleration in the direction of the velocity, $$\vec{s}$$ is displacement, $$t$$ is time, $$\vec{v_i}$$ is initial velocity and $$\vec{v_f}$$ is final velocity. Note that these equations only work when an object has constant acceleration and the direction of motion is linear.

Using the equations
A car accelerate uniformly from rest at 5m/s². What is it velocity after 5 seconds. Firstly, we gather our data from the question above; Acceleration [a]= 5m/s² Time[∆t]= 0m/s² Initial velocity[u]= 0m/s Final velocity[v]=? Using the data gathered, we go for the equation: v=u+a∆t We then substitute our data for the equation: v=0m/s² + (5m/s²×10s) v=0m/s² + 25m/s v=25m/s The car attains a velocity of 25m/s after five seconds from start.

Deriving the equations
As stated above, the equations of motion are derived from:

$$ \vec{v} = \frac{\Delta \vec{s}}{\Delta t}, \vec{a} = \frac{\Delta \vec{v}}{\Delta t}$$.

Deriving $$\Delta s = v_{avg}\times \Delta t $$
The expression $$\frac{v_i + v_f}{2}$$ is the average velocity during the time frame. This is allowed only in a linear context; non linear kinematics requires the use of calculus. Because the average velocity accounts for the variations of the velocities during a linear change, the total distance traveled is thus the velocity during the time frame multiplied by the time.

Deriving s = ut + 1/2 a(Δt)2
This equation is derived from the equations $$ v = u + a \Delta t \ $$ and $$ \Delta s = \frac{(u+v)}{2} \cdot \Delta t $$.

Substitute $$ v = u + a \Delta t \ $$ into the equation $$ \Delta s = \frac{(u+v)}{2} \cdot \Delta t $$

 * $$ \Delta s \ $$
 * $$ \frac{u+u+a \Delta t}{2} \cdot \Delta t $$
 * $$ \frac{2u \Delta t}{2} + \frac{a(\Delta t)^2}{2} $$
 * $$ u \Delta t + \frac{1}{2} a (\Delta t)^2 $$
 * }
 * $$ \frac{2u \Delta t}{2} + \frac{a(\Delta t)^2}{2} $$
 * $$ u \Delta t + \frac{1}{2} a (\Delta t)^2 $$
 * }
 * $$ u \Delta t + \frac{1}{2} a (\Delta t)^2 $$
 * }
 * $$ u \Delta t + \frac{1}{2} a (\Delta t)^2 $$
 * }
 * }
 * }

An alternative derivation that is more commonly used is done by Calculus. Assuming $$v=u+at$$

 * $$ \frac{ds}{dt} =v $$
 * $$ s = \int{vdt} $$
 * $$ s = \int{(u+at) dt} $$
 * $$ s = ut + \frac{at^2}{2} + C $$
 * the boundary condition is that at t = 0, \Delta s = 0 so C = 0. Thus the equation becomes
 * $$s = ut + \frac{at^2}{2}$$

Deriving v2 = u2 + 2aΔs
This equation is derived from the equations $$ \Delta s = u \Delta t + \frac{1}{2}a(\Delta t)^2$$ and $$a=\frac {v-u}{\Delta t}$$.

Multiply $$ \Delta s = u \Delta t + \frac{1}{2}a(\Delta t)^2 $$ by $$ a = \frac{v-u}{\Delta t}$$

 * $$ a \Delta s = \frac{1}{2}(v+u) \cdot \Delta t \cdot \frac{(v-u)}{\Delta t} $$
 * $$ 2a \Delta s = (v+u)(v-u) \ $$
 * $$ 2a \Delta s = v^2 - u^2 \ $$
 * $$ v^2 = u^2 + 2a \Delta s \ $$

Deriving the equations in vectors

 * All constant are taken in capital letters
 * All variable are given in small letter

Deriving v(t) = Ui + A (t - Ti)

 * $$\vec{a} = \frac{d \vec{v}}{dt} = \frac{d^2 \ \vec{s}}{dt^2} $$

so

 * $$ \vec v (t) = \int _{T_i} ^t \vec a dt $$

for zero or constant acceleration A we have
 * $$ \vec v (t) = \vec A \int _{T_i} ^t  dt $$
 * $$ \vec v (t) = \vec A \, [t] _{T_i} ^t $$
 * $$ \vec v (t) = \vec A \, (t - {T_i}) + K $$

we have one unknown K, we need to consider initial or final condition
 * Lets take initially we have $$ \vec v (T_i) = \vec U_i$$
 * $$ \vec U_i = \vec A \, ({T_i} - {T_i}) + K $$

i.e.
 * $$ k= \vec U_i $$
 * $$ \vec v (t) = \vec U_i + \vec A \, (t - {T_i})  $$

If we take final condition in consideration then i.e.: $$ \vec v (T_f) = \vec V_f$$
 * $$ \vec v (t) = \vec V_f + \vec A \, ({T_f} -t )  $$

constant acceleration can be found using initial and final condition

 * $$ \vec A = \frac { \vec V_f - \vec U_i }{ T_f - T_i} $$

Deriving s(t) = Si + Ui(t-Ti) + (1/2)A (t - Ti)2
now we have

 * $$ \vec v (t) = \frac{d \vec{s}}{dt} = \vec U_i + \vec A \, (t - {T_i})  $$

 * $$ \vec{s}(t)= \int _{T_i} ^{t} \Big(\vec U_i + \vec A \, (t - {T_i}) \Big) {dt} $$

 * $$ \vec{s}(t) = (\vec U_i - \vec A \, T_i ) \int _{T_i} ^{t} {dt} + \vec A \int _{T_i} ^{t} t \ {dt} $$

 * $$ \vec{s}(t) = (\vec U_i - \vec A \, T_i ) \ \Big[t\Big] ^{t} _{T_i} + \vec A \Bigg[\frac { t^2} {2} \Bigg] _{T_i} ^{t} + K $$

 * $$ \vec{s}(t) = (\vec U_i - \vec A \, T_i ) ( {t} - {T_i} ) + \frac {\vec A } {2 } (t^2-{T_i}^2) + K $$

for eliminating K we need either final or initial condition i.e. $$ \vec{s}(T_i) = \vec S_i $$

 * $$ \vec{S_i} = (\vec U_i - \vec A \, T_i ) ( {T_i} - {T_i} ) + \frac {\vec A } {2 } ({T_i}^2-{T_i}^2) + K $$
 * $$ K= \vec{S_i} $$
 * $$ \vec{s}(t) = \vec{S_i} + (\vec U_i - \vec A \, T_i ) ( {t} - {T_i} ) + \frac {\vec A } {2 } (t^2-{T_i}^2)

$$
 * $$ \vec{s}(t) = \vec{S_i} + \vec U_i ( {t} - {T_i} ) - \vec A  ( {t}T_i - {T_i}^2 ) + \frac {\vec A } {2 } (t^2-{T_i}^2)

$$
 * $$ \vec{s}(t) = \vec{S_i} + \vec U_i ( {t} - {T_i} ) + \frac {\vec A } {2 } (t^2 - 2 {t}T_i +  {T_i}^2)

$$
 * $$ \vec{s}(t) = \vec{S_i} + \vec U_i ( {t} - {T_i} ) + \frac {\vec A } {2 } (t - T_i ) ^2

$$

If we would have taken final condition i.e. $$ \vec{s}(T_f) = \vec S_f $$ then

 * $$ \vec{s}(t) = \vec{S_f} + \vec V_f ( {T_f} - {t} ) - \frac {\vec A } {2 } (T_f - t ) ^2

$$

Deriving |v(t)|2 = |Ui|2 + 2 A . (s(t)-S_i)

 * $$ \vec v (t) = \vec U_i + \vec A \, (t - {T_i})  $$
 * $$ \vec v (t) \cdot \vec v (t) = \big(\vec U_i + \vec A \, (t - {T_i}) \big)\cdot\big(\vec U_i + \vec A \,  (t - {T_i}) \big) $$
 * $$ \vec v (t) \cdot \vec v (t) =  \vec U_i \cdot \vec U_i + \vec A \cdot \vec A \ (t - T_i)^2 + 2 \vec A \cdot \vec U_i (t- T_i)  $$
 * $$ \vec v (t) \cdot \vec v (t) =  \vec U_i \cdot \vec U_i + \vec A \cdot \vec A \ (t - T_i)^2 + 2 \vec A \cdot \Bigg( \vec s(t) - \vec S_i - \frac {\vec A } {2 } (t - T_i ) ^2 \Bigg)$$
 * $$ \vec v (t) \cdot \vec v (t) =  \vec U_i \cdot \vec U_i + \vec A \cdot \vec A \ (t - T_i)^2 + 2 \vec A \cdot ( \vec s(t) - \vec S_i) - 2 \vec A \cdot ( \frac {\vec A } {2 } (t - T_i ) ^2 )$$

 * $$ \vec v (t) \cdot \vec v (t) =  \vec U_i \cdot \vec U_i + 2 \vec A \cdot ( \vec s(t) - \vec S_i)  $$

taking case for final velocity

 * $$ \vec V_f \cdot \vec V_f =  \vec U_i \cdot \vec U_i + 2 \vec A \cdot ( \vec S_f - \vec S_i)  $$

or

 * $$ \left | \vec V_f \right | ^ 2 =  \left | \vec U_i \right | ^ 2 + 2 \vec A \cdot ( \vec S_f - \vec S_i)  $$


text:
Category:Nutmeg recipes

Recipes involving nutmeg.

title: Category:Nutmeg recipes


text:
Cookbook:Cherry Brownies

| Dessert

Cherry brownies are a rich brownie with no frosting, a fudge-like base, and a cheesecake-like top, filled with maraschino cherries and chocolate chips.

Base

 * 2 ea. (100 g) eggs
 * 1 cup (2.4 dl) white granulated sugar
 * 6 tbsp margarine
 * ¼ cup (0.6 dl) cocoa
 * ¾ cup (1.8 dl) flour
 * ¼ tsp salt

Topping

 * 4 ounces (110 g) softened cream cheese
 * ¼ cup (0.6 dl) maraschino cherry syrup
 * ¼ cup (0.6 dl) icing sugar
 * 1 egg
 * ½ cup (1.2 dl) semi-sweet chocolate chips
 * ½ cup (1.2 dl) maraschino cherries

Base

 * 1) Melt margarine in a saucepan over medium-low heat, then mix in the cocoa.
 * 2) Add the sugar, salt, and eggs. Mix well and then fold in the flour.
 * 3) Spread in a greased 9 x 9-inch (22 x 22 cm) cake pan and set aside.

Topping

 * 1) Beat the cream cheese, cherry syrup and icing sugar together in a bowl until creamy.
 * 2) Add the egg to the mixture and blend well.
 * 3) Mix in the chocolate chips and cherries.
 * 4) Pour the second mixture over top the base.

Baking

 * 1) Bake at 350 °F/175 °C for 30–40 minutes, until a toothpick poked through the centre comes out moist (but not wet with batter).
 * 2)  Let cool and cut into 36 squares.

Notes, tips and variations

 * Cool for at least 10 minutes before cutting and eating or you will have hot broken brownies.

title: Cookbook:Cherry Brownies


text:
Category:Cherry recipes

Recipes involving cherries.

title: Category:Cherry recipes


text:
Cookbook:Orange-Glazed Sweet Potatoes

| Southern U.S. Cuisine

Ingredients

 * 1 pound sweet potatoes
 * ¾ cup orange juice
 * ½ cup firmly packed brown sugar
 * ¼ tablespoon wheat germ
 * 1 tablespoon margarine
 * 2 tablespoons grated orange peel
 * 1 teaspoon cinnamon
 * ¼ teaspoon fresh grated nutmeg

Procedure

 * 1) Slice sweet potatoes about ⅛ inch thick and spread evenly in an 8-inch square baking dish.
 * 2) Combine orange juice, brown sugar, wheat germ, margarine, orange peel, cinnamon and nutmeg in bowl.
 * 3) Pour liquid mixture over the sweet potatoes.
 * 4) Cover dish with foil or lid. Bake for 1 hour at 350°F until potatoes are tender.

title: Cookbook:Orange-Glazed Sweet Potatoes


text:
Wikijunior talk:Ancient Civilizations/Mayans

Coverage
Acceptable. How mysteriously they flourished and how mysteriously they end; how their calculations were as accurate as modern ones; how Adolf Hitler stole Mayan stuff from other countries and they got bombed; and why only three are left today. Not mentioned.

Accuracy
I know little about it, so I don't want to comment, although I doubt that the descendants are still living. I thought who's living are the descendants of the Mayan's slaves.

Grammar and tone
Only acceptable. Parts of it, if not most of it, are too difficult for younger readers of eight or nine. (Topology, for example.) The tone is not very consistent.

These are my comments for this module.  Kayau  David Copperfield  MOBY DICK   the great gatsby  06:38, 3 August 2009 (UTC)


text:
Talk:World History/The Roman Empire

I shifted some things around so that it makes more sense (the shift from Greek to Roman dominance is no longer at the end of the article) I also cleaned up some things, and gave a few lines a more neutral tone.

Where is the information on the Silk Road (or, preferably, "silk Routes") promised in the title of this page? Is the page, perhaps,not yet complete?

Thanks,

John Hill 143.238.161.86 03:43, 30 August 2005 (UTC)

Oops, I deleted this page by mistake, but it's now restored. Geo.T 04:13, 30 August 2005 (UTC)

Restructure needed
I belive this chapter lacks the length and structure necessary to truly guide the reader through the classical to the Medieval period. It refers little to Roman territorial expansion, has nothing on the Triumvirate and the fall of the Republic, and has no graphics or maps of any kind. I will attempt to update it as best as I can with my limited knowledge of HTML.

Added Initial territorial Expansion. I will be contributing fairly regularly as I have time. I was planning on going to Graccus and the Triumvirate next if anyone would like to work on it.

Home work
Needs more info on roman empire

title: Talk:World History/The Roman Empire


text:
Neapolitan/parts of the body

'O cuórpo - the body
Napolitano/Partes del cuerpo Napoletano/Parti del corpo

title: Neapolitan/parts of the body


text:
Internet Technologies/Remote Access

Remote access allows you to access one computer from another using a protocol (ex. Secure Shell).

title: Internet Technologies/Remote Access


text:
Talk:Internet Technologies/Routing email

I think History should be moved to Email/History of Email. Epl18 10:23, 30 August 2005 (UTC)


text:
User:Epl18

Please use the page here: wikipedia:User:Epl18. You can also use its talk page.

title: User:Epl18


text:
Wikijunior:Solar System/Neptune/Nereid

Nereid is a moon of the planet Neptune. It is sometimes called "Neptune II". We still do not know much about this moon. Because it has an unusual orbit, scientists think that it may have been an asteroid that was captured by Neptune's gravity.

How big is Nereid?
This is the third largest of the moons of Neptune, but it is only 340 km across

How long is a day on Nereid?
A day on Nereid is 11 and a half hours.

How much would Nereid's gravity pull on me?
Nereid is only a small moon that has very low gravity.

Newtons describe how hard gravity is pulling you down. On Earth, if you weigh 51 kilograms or 112 pounds, your weight is 500 newtons. We only use newtons for some special purposes, when we are really interested in how hard we push down on something because gravity is pulling us.

Your weight in newtons would be much less on Nereid, only about 1/137 what it is on Earth. A typical adult would weigh about half a newton. But then you'll have to add in the weight of your spacesuit as well, because that is pressing down on the surface just like you are.

Who is it named after?
This moon was named for the sea-nymphs from Greek mythology. A nymph is a nature spirit that looks like a beautiful woman.

How was it discovered?
It was discovered in 1949 by the astronomer Gerard P. Kuiper.

Wikijunior Sonnensystem/ Neptun/ Nereid

title: Wikijunior:Solar System/Neptune/Nereid


text:
Wikijunior talk:Solar System/Archive 1

content format
So how is the content of the articles going to be created? is going to be like a copy/paste job with some editing to make the content easier to understand or are we writing completly fresh articles? --Larsie 19:48, 7 Nov 2004 (UTC)

 * I really think we should start afresh. It will be much easier IMO to write for children from the start, than it would be to copy and paste from Wikipedia and them simplify the text. Children texts shouldn't (IMO) be just simpler versions of adult texts minus the long words. Theresa knott 20:07, 7 Nov 2004 (UTC)

 * We should, however, take advantage of the tables and images, perhaps modifying and simplifying them for kids. Danny 20:09, 7 Nov 2004 (UTC)

Glossary
How would you all feel about a glossary at the end of the book. For instance, speed of light, satellite, etc. Danny 20:09, 7 Nov 2004 (UTC)

 * In my opinion, a glossary is essential for a children's non-fiction work. Angela 20:12, 7 Nov 2004 (UTC)

 * That's very sensible. Many educational texts highlight the first instance of "keywords" in a different colour, so that children know that this is a new word that they may not have come across. The colour clues them up to the fact that this word is in the glossary. Theresa knott 20:15, 7 Nov 2004 (UTC)

totally agree with theresa, any bolded text in the booklets should be added to the glossary, so children can then easily reference them. also has a name been chose aside from wikijunior? --Larsie 20:55, 7 Nov 2004 (UTC)
 * No not yet. We just using wikijunior as a working title until we do decide on a name. Theresa knott 21:12, 7 Nov 2004 (UTC)

Do you want to write your own definitions for the Glossary of link/copy an online dictionary? I linked the 1st three definitions to Wikipedia, but you might also want to write out a simplified defination on the page relating to what the term refers to. --DesertFox_59 {X} 20:48, 21 Nov 2004 (UTC)
 * I think we should have our own glossary, writen with children in mind. Theresa knott 08:49, 22 Nov 2004 (UTC)

additional articles
i beleive we should include articles on the kuiper belt and oort cloud as they are integral parts of our solar system. for example it is now known that pluto is not in fact a planet but a 'mini planet' that was pulled toward neptune by its gravity from the kuiper belt. see discover magazine nov issue. i've been planning to update the wikipedia article with this and other info. --Larsie 21:05, 7 Nov 2004 (UTC)
 * I agree. We do have to be careful about very recent information though. It's good to have the latest info, but we must make sure it's solid. New theories sometimes turn out to be wrong. Having said that having new stuff will make our booklets stand out from the crowd. I want our work to not only by cheaper, but also better than the competition. It'll be difficult to get things perfect, but that's no reason not to try. Theresa knott 17:41, 8 Nov 2004 (UTC)

Format
before i acually get started is there any particular format that we should be following for the categories? --Larsie 17:02, 8 Nov 2004 (UTC)

Start with a couple of lines as an intro, then use the standard questions as a heading titles. Check out the Nasa website for a wealth of images - go for the largest ones available and thumbnail them down to a better size for the webpage. (the larger images are needed for the print verion) Theresa knott 17:43, 8 Nov 2004 (UTC)

i'm sorry but how exactly would i go about bringing the image over also to format it?--Larsie 18:17, 8 Nov 2004 (UTC)

 * I've replied on my talk page. Try getting the image you want first. I'll teach you how to format it later. Theresa knott 20:11, 8 Nov 2004 (UTC)

Images
Are we allowed to add images from NASA? What are the copyright issues with images from other internet sites? --StarHawk 11:45, 1 August 2005 (UTC)

I defineatly think we need to add as many images as possible to these modules unfortuneatly i can't but i'm sure someone else can. --Larsie 17:16, 9 Nov 2004 (UTC)

 * I'm adding images from NASA right now. Plus i'm drawing diagrams. Theresa knott 20:54, 9 Nov 2004 (UTC)

Content
Shouldn't there be something about how the planets were discovered? I could see this being done in two different ways. One would be to have a brief blurb for each planet or other body telling who discovered it and when, and maybe an interesting detail or two on how it was discovered. The other approach would be to have a separate article about how our knowledge of the solar system has grown over time, and how we know what we know. I lean slightly to the latter. Isomorphic 18:49, 9 Nov 2004 (UTC)

 * That's a shame because I lean towards the former :-( Theresa knott 20:53, 9 Nov 2004 (UTC)
 * Mine wasn't a strong leaning. We should have some historical material included, but how it's organized isn't that important.  I just wanted to make sure there's some mention of people like Galileo, and maybe a bit about the various space probe programs (Mariner, Voyager, etc.) Isomorphic 00:06, 11 Nov 2004 (UTC)

In the list of questions, there is a question asking about the length of the planets' days. Shouldn't there also be a question about the length of their years? I saw the year lengths given under the header about the day length, so I fixed the numbers. --StarryTG 03:57, 10 Nov 2004 (UTC)
 * That was a goof of mine. I misread something somewhere. Good catch though. -- Bobdoe 04:52, 10 Nov 2004 (UTC)
 * I added a question about the year length. --StarryTG 21:27, 10 Nov 2004 (UTC)

As to the possible addition of a box with information about the particular God/Goddess the planet was named after, shouldn't there also be a mention of why that planet was named after that particular deity? i.e. Mars = Red = War. Mercury = Fast orbit = Speed, etc etc. -- Asbestos 01:16, 14 Nov 2004 (UTC)

 * Yes, I'd think so. Lyellin 01:19, 14 Nov 2004 (UTC)

 * I've added a couple more sentences to the mythology on the Mercury page. It's just a start, but I think these secions should start heading in that direction. -- Asbestos 00:53, 15 Nov 2004 (UTC)

 * I've added a "mythology box" to the Mercury page (a short one that could cetainly be expanded in the future). I think such asides are good additions to the modules, and can be used for any kind of interesting trivia. -- Asbestos 20:49, 15 Nov 2004 (UTC)

 * I like that idea- In general I agree that if we can do an aside like that, we should. Lyellin 20:52, 15 Nov 2004 (UTC)

Dot points
Just from browsing through what you guys are doing, it seems a bit all over the place (i know it is still very early days, so dont flame me) just having so many questions/headings with no clear reason from going from one to the next. I think that having too many unrelated questions with short answers somewhat jepodises the flow of the text. Anywho this is the attitude of an 18 yr old not a 7-12 yr old, maybe its perfect for them, i just thought that id mention it. Anywho, looks like you guys are progressing preety fast (or at least faster than us over at south america), so best of luck. The bellman 01:02, 11 Nov 2004 (UTC)

 * The answers are short because it's very early days. As time goes on we will give more detailed answers. We can always tidy up later. We need to concentrate on getting information on the page at the moment. Theresa knott 06:14, 11 Nov 2004 (UTC)

Sizes
I worry that the description of sizes is going to go over our targeted age groups head's. We say a lot of big numbers/units which are accurate, but are they going to have a frame of reference to figure out what those really mean? Is there some way to simplify this down so a 7 year old could understand it. (Wishing I was at home and knew where all the Magic school bus books taht we had are). Lyellin 18:31, 11 Nov 2004 (UTC)

 * I say leave them in (children won't have trouble realising "this planet is 10 times larger than that one") but place some references to real things. Sport grounds seem to be popular for this. (Rugby for USA, football (soccer) for UK?) r3m0t (cont) (talk) 20:12, 11 Nov 2004 (UTC)

 * As the person who's written what people are copying and pasting for the size content, I must say that comparing planet sizes to real, easily perceivable things is a must for any educational children's book. Sports fields seem ideal for this sort of thing, but are quite localized. American football, for instance, isn't very popular outside America. Should we settle on a standard field or leave it up to the localization crew? -- [[User:Bobdoe|Bobdoe (Silence)]] 07:10, 12 Nov 2004 (UTC)

 * American sportsfields are far too small a unit of measurement. We needsomething much bigger. Theresa knott 10:06, 12 Nov 2004 (UTC)

 * There must be something... how many kids have been to airports? Very few in Africa. Hmmph. r3m0t (cont) (talk) 15:10, 12 Nov 2004 (UTC)

 * I've been thinking on this. If American football fields are about the same size as real football fields ;-P then although it's too small "football field" would at least be internationally recognised. For larger areas "The size of Africa" might be the way to go as most children would probably recognise that. Theresa knott 19:14, 12 Nov 2004 (UTC)

 * We couold try using city blocks, although it may not help for kids that don'y live in cities. --Larsie 19:47, 14 Nov 2004 (UTC)

we should make units of measurement language specific. ya airports for kids in africa maybe not keep in mind that the children in africa are going to be reading the french, portuguese, or even african language versions. we may be able to leave the units of measurement out or aplicable to change for the translations. --Larsie 19:52, 14 Nov 2004 (UTC)

 * I'm not entirely sure about that, specifically in the case of African countries, where many countries' national languages are either French or English (ditto, South American countries are Spanish or Portuguese). Are we going to come out with different issues for each country, or is the French version going to come out in all francophone countries? --Asbestos 17:55, 15 Nov 2004 (UTC)

Try to give some sort of easy context or comparison for any number. I just read over Mercury and noticed that we were telling kids to multiply 0.378 times their weight. Now, I don't remember when I learned to multiply with decimel points, but even if a kid can it won't be simple and intuitive. For now I left the exact number and put an explanation, but I think it would be better to say that you'd weigh a little more than one third what you do on earth and leave it at that. Remember, this isn't a textbook. Understanding is more important than precision. Isomorphic 15:03, 15 Nov 2004 (UTC)

 * Indeed. Just earlier I had changed similar phrases on that page that said the diameter was 0.385 (or whatever) times the diameter of the Earth. I simplified that to what it is now, but think we should start doing some standardization on this issue. -- Asbestos 17:52, 15 Nov 2004 (UTC)

Do we have any policy on whether numbers should always be written using numbers, or whether to include words as well? For instance, on the Sun page, I noted that "The sun is 150,000,000 km away." Do we expect kids to understand so many zeros (and, of course, even more for something like "Pluto is about 6,000,000,000 km away from the sun)?

For the latter example, I'd say it would make sense to say "six billion." But "one hundrd and fifty million" is a little more of a mouthful (in the first example). Another possibility would be "150 millon." But how, if at all, should this be standardized? -- Asbestos 17:44, 15 Nov 2004 (UTC)

Article of the Week
Should each of the wikibooks have an AOTW, to encourage research on that article. It would in no way preclude efforts on other articles, but I think all three could benefit from a bit of focus (although this one is by the best off). Perhaps to start, Brazil for South America, Lion for Cats, and Earth for Solar? Lyellin 01:08, 13 Nov 2004 (UTC)

 * I think it's a good idea but it's perhaps a bit too early for that. We are still finding our feet at the moment. When we have some rough text on nearly every page, we could have an article of the week to whip them into good shape? Theresa knott 06:38, 14 Nov 2004 (UTC)

 * *shrugs* I was just thinking an AOTW in order to get proper info on each page. Really depends on philosophy- do you want AOTW to be an edit tool or a contect tool- doesn't bother me either way... just proposing the idea. Lyellin 06:39, 14 Nov 2004 (UTC)

 * It could be for either I suppose. Actually scrap my earlier suggestion, it's probably a good idea. Anything that encorages people to contribute can't be a bad thing. Theresa knott 21:36, 14 Nov 2004 (UTC)

 * How does this look? Template:WJAOTW Lyellin 20:28, 24 Nov 2004 (UTC)

 * Looks good! Theresa knott 21:34, 25 Nov 2004 (UTC)

Solar System
With all these pages on the planets, is there no page on the solar system as a whole? How it was formed, when it was formed, diagrams, orbits, etc.? I don't know if this has been discussed elsewhere, but I think that it is certainly needed (along with an overall introduction). -- Asbestos 00:53, 15 Nov 2004 (UTC)

 * It's there in the list of other articles. It's just that no one has started it yet. Feel free to go ahead yourself. Theresa knott 10:02, 15 Nov 2004 (UTC)

 * Completely missed it - I was only looking at the list at the top... Thanks, -- Asbestos 10:09, 15 Nov 2004 (UTC)

Wikipedia links
Do we have a policy on linking to Wikipedia articles? I haven't seen any such links in any articles yet, but would think that this would be a good idea. It would encourage interested readers to pursue information further and more in depth, and provide them with a very good introduction to wikipedia. (Note: If what we're doing here is only for the print version, excuse my confusion. There's to be an online section as well, though, right?) -- Asbestos 00:53, 15 Nov 2004 (UTC)

 * There will be a printed booklet and a website (not here) for kids. Since this is intended for young kids I'm not sure linking to a wikipedia article is a good idea. What we could do, as well as bolding words for a glossary is link those words to a section of an online glossary instead. Theresa knott 10:02, 15 Nov 2004 (UTC)

 * I think that we should include "read more in Wikipedia" links too. Ausir 18:24, 22 Jan 2005 (UTC)

 * Links within Wikijunior I don't think are a problem (it helps with on-line navigation and the overall experience when seeing it in web-form), but I would have to agree with Teresa knott to suggest it is not a good idea for general links, unless the full URL is displayed (even with Wikipedia), and even then it should be "For More Information" or something like that at the end of the article/module. The hyperlinks in the glossary are, IMHO, something that needs to go. Rob Horning 13:58, 25 Jun 2005 (UTC)

How can I help?
As I posted on the main Wikijunior Interested Participants page, I would like to help if I can. I work in the NASA Office of Education. Thus, I have access to people and a pretty good contact list of people who may want to volunteer here. I'll try to spend some time reading through this soon to see how we might help. In the meantime, please let me know if there is anything we may be able to do for the project. Visit NASA Education for some examples of what we do. --Jason@NASA 21:44, 13 May 2005 (UTC)
 * That's great! This project has unfortunately become a bit stagnant.  We could use some new editors, and anyone you'd like to refer would be welcome.  Isomorphic 02:37, 21 May 2005 (UTC)

I can help, too. I am great at researching facts. But I see there are plenty of people here to do that. Instead, I would like to offer to: I will not offer to "punch up" the text, because I think others are better at that. I am afraid I have already done some work. So now I will ask permission to continue...
 * Reword sections for a consistant reading comprehension level. I would probably run one paragraph at a time through the checks in Word, and rewrite to get consistancy.
 * Add in-text definitions. Like body, which, to an 8-year-old, implies the human body.
 * Work on consistant usage. Like planet vs. world.

--SV Resolution 00:34, 16 August 2005 (UTC)

Expanding sections on larger moons
Due to planetary space probes, a considerable amount of information is now available on many of the larger moons of the outer planets.

What I am proposing is that perhaps we could expand this Wikibook to cover at least some of the larger moons of some of the planets, notably the Gallelian moons of Jupiter, Titan, Triton, and perhaps Phobos and Deimos. The Earth's moon already rates a seperate article, so why not some of these other moons?

From the perspective of a 10 year old reading this, I think it is facinating that there are these whole new worlds that you can learn about. And there has been quite a bit of insight gained from studying these moons that apply back here to the Earth to understand how our planet works. The "coolness" factor in talking about the volcanoes of Io might be something neat to discuss as well, or water volcanoes on Triton. And don't forget the "Death Star" moon: Mimas.

A similar argument could be made about at least some of the asteroids. This is a harder line to draw, but there is some significant information and photos of several asteroids that might be worth putting in as a seperate article. Certainly some distinctions between groups of asteriods, i.e. Trojans, Apollos, Main Belt, etc.

I don't want to overwhelm this wikibook, and I do understand its target audience, but this could be some additional material that would be of interest to younger kids. I'm throwing this subject up to get some more insight from the community before I rush out and add these articles.

Rob Horning 11:08, 6 Jun 2005 (UTC)
 * Articles on some of the major moons could definitely be interesting. A couple of Neptune's moons are interesting, too.  The asteroids, not so much I think.  Isomorphic 04:45, 12 Jun 2005 (UTC)
 * With over 10K asteroids, most of them would be boring. There is some hard data about 5-10 asteroids, with pictures even taken by space probes, that would make some rather interesting pages at least as interesting as the larger moons.  Examples are Ceres, Ida, Gaspara, and Pallas.  Ceres and Pallas also have some interesting historic information, as they were used in part to establish the existance of the Asteroid Belt.Rob Horning 16:49, 12 Jun 2005 (UTC)

I've been giving this a little more thought, and I think the best way to add the "moons" would be to make them "optional" sections. We are trying to keep this wikibook to be about 45-55 pages (on A4 paper, larger font sizes) and adding all of the moons would make this too big. On the other hand, a more comprehensive books including all of the moons might be useful. Here is my general guideline/suggestion:

Write each of the sections on the planets themselves as though they can stand "alone" without any information from the separate modules on the moons. This includes a short 1 paragraph discription about significant moons of the planet. Hyperlinks can be put in that link to the moon articles (for navigation purposes in the Wiki).

The articles on the moons can still support one another, and will certainly be an area of supplimental details. Rob Horning 17:17, 12 Jun 2005 (UTC)

Who discovered the planet (or moon)?
This is somewhat related to the above topic, but I'm proposing another question to be asked for each planet, and that is: Who discovered the planet?

For most of the planets, it will simply be a part of the mythology and discussions of what people thought about it in ancient times. The discovery of these bodies is in itself a very fascinating story and something that could be useful to explain to kids. It also gives credit to some very interesting people who have had a significant role in the development of modern astronomy.

Rob Horning 21:24, 9 Jun 2005 (UTC)
 * I think this would be worth putting in. There's another option though, which was brought up earlier: we could have a separate article on "How we found out about the solar system".  That could cover the major discoverers as well as some basic info on how astronomy developed: things like who made the earliest telescopes, or what the major NASA probe missions have been. I was definitely interested in that kind of thing when I was a kid.  Isomorphic 04:45, 12 Jun 2005 (UTC)

Pronunciations
I think it would be helpful to include pronunciations for the major objects in the solar system on the corresponding pages (Planets, moons). While most are fairly evident, Kuiper and Oort (among some of the moon names) are not.
 * While a good idea for Wikipedia, I am not totally sure how far to go on a kids' book. In addition, what sort of pronounciation guide/system should be used?  Embeding an .ogg file might have some value, but that is hard to display on a printed page (within the wiki would be just fine).  Using a standard "dictionary" pronounciation guide might look cool, but would kids be able to decypher it?  And what is the standard to go by?  Uranus, for example, has a couple of different pronounciations to use, mainly on emphasis (Your-anus...Ur-an-us...etc.) and this is also something that is strongly dependant on local dialect usage as well.  I am curious if the IAU has anything on this subject?  After some digging I havn't been able to find anything other than strictly the correct spelling of the moon or planet. Rob Horning 15:01, 22 Jun 2005 (UTC)
 * With the points you made, I think I'm starting to agree with you more. My major line of thinking was that it would be valuable for children to be able to discuss with adults without feeling as though they might mispronounce something - though I guess this is something kids rarely worry about.  If we did decide to go with a pronunciation key I think it's a given that it would not be a standard dictionary pronunciation key - it'd have to be something geared toward kids based on words they are already familiar with.  I didn't think about the localization issue - I thought that there were standards on the subject but hadn't checked.  I'll see if maybe I can find anything later.

Cool Facts
Could somebody help me writing here a list of cool facts about the Solar System? DrJones 10:32, 12 July 2005 (UTC)

 * If we could weight the Sun, it would be X times heavier than all the planets together.(*)
 * The light, the fastest thing in universe, takes 8 minutes to go from the Sun to Earth.
 * The names of the planets correspond to Roman Deities.
 * The Moon shows always the same face, as its period of rotation is the same as Earth.

(*) Being weight = mass * gravity, we only need to divide the mass of the Sun by the sum of the masses of all the planets to know how many times would the Sun be heavier than all the other planets on any gravity distinct of zero.

proof: sunmass*g / (m1*g)+(m2*g)+(m3*g) = sunmass*g / g*(m1+m2+m3) = sunmass / (m1+m2+m3) where m1, m2, m3 are planet masses, g is any gravity distinct of zero, and sunmass is the mass of the Sun. [unsigned comments by Carlos Hoyos]

 * That's nonsense. That isn't what anybody means when they talk about the "weight" of the Sun or one of the planets or any other heavenly body, even going back to when British scientist Henry Cavendish reported his experiments in his famous paper, titled "Weighing the Earth".

 * There is no reason for any discussion of gravity in connection with this. You can chose not to use the ambiguous term "weight" if you like; we have an alternative that is less ambiguous in this context (though it, too, has several different meanings in other contexts).  Metric1000 15:17, 12 July 2005 (UTC)

 * This is indeed where mass alone really has any context. The mass of the sun has a larger gravity well than the Earth or Jupiter by virtue of its substantially larger mass.  Weight in this context is meaningless and has no practical value.

 * On the other hand, the "Cool Facts" for the various planets is a neglicted area of the articles, and there does need to be some more things for just about every article that would be something unique or interesting to think about for each celestial body in the solar system. If there is a good artist, it would be nice for somebody to try and render a "astronomical symbol" for a Comet, and perhaps fix Uranus.  The symbol currently being used is more the traditional astrology symbol, for horoscopes and the like.  The astronomical symbol is more a dotted circle with an arrow pointing straight up.  --Rob Horning 07:11, 14 July 2005 (UTC)

Cool Facts Template
I created a Cool Facts Template to be used in any section. You could use it like this:

Tables?
Should there be a page of multiple basic tables at the end of the book that shows data for the moons and planets? Names, symbols, diameters (both km and miles), masses (compared to Earth or Moon), densities (compared to ice), distances (from sun or planet), orbital periods, rotation periods, ... that sort of thing? That would allow a person reading the book to make comparisons between the different bodies. It's a pretty common feature of most books about the solar system. Thanks. — RJHall 21:46, 12 August 2005 (UTC)

 * It would be nice to adapt Planet (Table) to Wikijunior. If you are interested in taking on that task, Be Bold and add it to this Wikibook.  The table on Wikipedia is a bit too scientifically oriented for a typical Wikijunior reader, so it will take some work.  Don't do a direct fork of the Wikipedia article, but be creative and make it something kids would be interested in.  --Rob Horning 18:41, 16 August 2005 (UTC)

Other Great Sources To Inspire Us
Obviously, we aren't the first to work on a fun guide to the solar system. I think we can gain inspiration from these other sites and refine our ideas about what makes *THIS* project unique and, therefore, worth doing --SV Resolution 13:29, 16 August 2005 (UTC)

 * Windows to the Universe: Our Solar System It seems to me this website is practically everything everyone here has said this WikiBook ought to be. It has great pictures, (mostly) age-appropriate text, cool facts, tables of planetary stats and orbits, etc. --SV Resolution 13:29, 16 August 2005 (UTC)

One thing to keep in mind that makes this site unique is that the content is available under the GFDL, so you can modify it to any form or format that you would like. Change it to a DVD presentation? You can even quote directly from the contents without having to get permission from the authors. The other sites you mention can only be used under fair-use provisions, and that is quite limited. I'm actually in the process of making a printed book version of this Wikibook, so it will be interesting to see what other applications of this data can occur. Books on tape? --Rob Horning 18:34, 16 August 2005 (UTC)

 * The big benefit of this wikibook, then, is the GFDL? Still, I think we can make it as good as the Windows to the Universe site.  Without plagiarizing.
 * --SV Resolution 21:15, 16 August 2005 (UTC)

TOC template
I propose (lame suggestion deleted by SV Resolution)

--SV Resolution 20:30, 18 August 2005 (UTC)

 * Before you delete this suggestion completely, I wanted to bring something up about an idea I had about the general organization of this Wikibook. The current template  is very unwieldy, and if considerably more content is added, it would be almost impossible to "find a home" for the template on most pages.  It tends to push the images around and sometimes it destroys what I find to be an asthetically pleasing introduction to the topic (like the beginning of the Earth article).  Because of that you have to move it further down the page.  Some articles I have had a very difficult time trying to add images that don't conflict with this navigation bar. One other thing to keep in mind that when this Wikibook was started, this was only "supposed" to be about the major planets themselves, with a few "extra" artcles about other objects in the solar system.  My contention was that knowledge of the solar system has advanced so much that to merely talk about just the planets is doing a poor introduction to planetary astronomy (what this Wikibook really is about...frankly better than some college textbooks about this subject even though this is oriented toward 8-12 year olds).  That is why I pushed for the creation of seperate sections for major moons, and I feel that eventually several asteroids and a few comets might be useful as well, not to mention some information about the Kuiper belt objects that seem to be making notice lately in the mainstream (read non-astronomy/science magazines or newspapers) press. I created a seperate template for navigation within the "Mars system", and it was my intention to do the same thing with all of the other major planets.  I think this would work with the asteroids and perhaps even the "extra questions at large" section.  Keep in mind that none of these templates will ever be used in the print versions of this Wikibook, so this is mainly an aid to those who are using it on the web side.  --Rob Horning 12:24, 19 August 2005 (UTC)

 * OK. Sounds like "chapter templates" and a "condensed template" would work. But please don't resurrect my lame suggestion to create a "master list" template to feed two different templates with entirely different purposes :-) Thanks --SV Resolution 20:46, 19 August 2005 (UTC)

Satisfy Educational Content Standards?
Would it be worthwhile to aim at some kind of Educational Content Standards for the target age group? If so, which one(s).

Here's what I have learned recently about content standards:
 * In the US there is no national standard. The National Committee on Science Education Standards and Assessment, National Research Council, has proposed an outline for developing a set of|National Science Education Standards

--SV Resolution 17:00, 22 August 2005 (UTC)
 * Also in the US, | Pennsylvania Educational Content Standards, including | Science and Technology (astronomy in section 3.4.D). I think we are missing a short discussion of how gravity each object whizzing around in its orbit.  I am ignoring equinoxes, calendars, seasons,  eclipses, constellations, and living in space, which are within the scope of "astronomy"(?living in space?) but outside the scope of this WikiBook on "our solar system". With the addition of gravity, I think this book hits the PA standards well.  The remaining information could go in a another book "Discovering Space".  The two would be essential companions.

wrt the space exploration section
"...space starts at about 100km (62m) above the earth." This 'boundary' is for legal reasons only, as far as I know. There is no sudden change in the constituents of the atmosphere, nor is there a sudden change in density or temperature, but simply a convenient figure to be defined as 'space' in treaties and, of course, in competitions such as the X Prize. Could this perhaps be expressed in the text? Or does anyone know a more scientifically reasoned border? Cheers, Mark Lewis 22:51, 22 August 2005 (UTC)
 * I did a quick google on "where does space begin" and came up with http://liftoff.msfc.nasa.gov/academy/space/boundary.html

The United States awards astronaut status to anyone who flies above 50 miles in altitude. Many flight engineers, dealing with the effects of friction and heating of spacecraft due to atmospheric particles, define the boundary to be at 400,000 feet (75.76 miles). They call this the "entry interface," the point at which heating on reentry becomes observable. --SV Resolution 12:45, 23 August 2005 (UTC)

Length of this book
I see from the early-August PDF version of this book that it was already over 100 pages. The Beck Foundation grant was for 48 page booklets, right? We've got WAY more content than that! Do we plow through until we are completely happy with the tome, then fork a Wikijunior Solar System booklet from it and slash and burn to get down to the "correct" number of pages? --SV Resolution 18:16, 23 August 2005 (UTC)
 * I agree. The font of the books will be bigger, and each page will have pictures and/or toons. There's no way we can fit so much information in 48 pages (including the GFDL). Could you start suggesting how many sections should have the book, and how many pages should each one have? That way, we could have a reference to work from. I suggest starting now this process on another page, and keep the other as complete as it is. DrJones 11:39, 24 August 2005 (UTC)
 * I completely disagree. There is some "paring down" that can be done as far as giving this to the Beck Foundation, particularly if all you want to do is just cover the basic 9 planets.  If that is going to take a "fork", then so be it.  You can take the raw content here and do it yourself, which is certainly allowed according to the GFDL, but I think there is merit in having the content as detailed as it currently is right now on the web side, and perhaps encouraging more development work as well.  It also goes to show you that filling up 48 pages of matieral is not particularly difficult for this particular subject and IMHO the effort to make the formal publication for the Beck Foundation should be happening right now.  As far as the "cartoon" illustrations, I don't see any real effort to get that accomplished.BTW, what is the status of the "print version" that the Beck Foundation wanted anyway?  Who is involved?  This seems like a dead proposal for now, and the PDF file was made in part to try and kick start the whole publication idea.  --Rob Horning 13:44, 24 August 2005 (UTC)
 * First cut of 'toon voting just completed at Wikijunior_project_Nikki_character_designs. Rob Horning says he disagrees with DrJones, but it sounds like you are both talking about starting work on a "booklet" version.  I agree that this is a good time for planning, but too soon for copying content. There is still a lot of work to be done on the "big" version.  Like writing to the grade level of the audience.  And fact-checking/adding citations (which demonstrate the facts have been checked as well as providing links to primary source material they can be retained in comments in the "booklet" version).  So I think it is too early to copy content to the "booklet" version. But we do have to think about it.  Do we reduce detail, or dump topics?  What's our total word-count budget? --SV Resolution 14:39, 24 August 2005 (UTC)
 * I was talking about that. About the cartoons, I was merely stating that we should consider that they will also take up space on the booklet, not that they are more (less) important than the rest of the work. DrJones 15:27, 24 August 2005 (UTC)

title: Wikijunior talk:Solar System/Archive 1


text:
Cookbook:Lady Finger Cookies (Savoiardi)

| Cuisine of Italy | Desserts

Savoiardi are a sponge-like cookie originally from the Aosta Valley of Italy in the Alps, once known as the Duchy of Savoy (whence its name is derived). They figure prominently in several desserts, including puddings and tiramisu, as they absorb liquids excellently.

Ingredients

 * 400 g self raising flour
 * 1 tsp baking powder
 * 1 cup white sugar
 * 1 cup oil
 * 4 eggs
 * the juice of 2 lemons
 * Powdered sugar
 * Pure vanilla extract

Procedure

 * 1) Whip the eggs until very thick. Add sugar, oil, vanilla, baking powder, and lemon juice, and stir until combined.
 * 2) Slowly fold in flour with a wooden spoon, continually adding until you have a very thick batter (you may need more or less flour).
 * 3) On a large flat surface, such as a cutting board or plate, sift the powdered sugar.
 * 4) Using a teaspoon, scoop walnut-sized balls of batter onto the powdered sugar, and roll each into an oval.
 * 5) Transfer cookies to a cookie sheet lined with parchment paper, and cover with a single layer of parchment.
 * 6) Place pans into an oven preheated to 200°C (392°F).
 * 7) Bake for 5–15 minutes, until biscotti begin to turn golden.
 * 8) Cool completely.

Notes, tips, and variations

 * If you choose to buy savoiardi in a store rather than make them, be sure of the date they were made as they have a very short shelf life.
 * Properly made savoiardi should never be soft.
 * Savoiardi are often enjoyed dipped in brandy and espresso coffee.

Warnings

 * Savoiardi absorb liquid very quickly. If too much liquid is absorbed then the cookie breaks and falls apart.


text:
Consultant's Manual

The following consultant's manual is a one-stop place to come for vital information related to the process of becoming and succeeding as an independent consultant. The primary focus of the manual will be toward consultants living and working in the United States, or doing business with the United States. As the content grows and there is interest from consultants in other countries, those individuals can add that content to this manual. This manual is geared toward small, one- or two-person firms, rather than to larger consultant-type companies. It covers a wide range of topics, including home offices and tax-related issues.

The road to becoming a consultant takes many twists and turns. Some individuals have never had a formal education or background. Others have had many years of experience in a related position, possibly as part of a larger consulting firm; some even have received advanced degrees, such as the MBA, or Master’s of Business Administration. There is no one path which will guarantee success, nor is there clear guidelines for when and how to start an independent consultancy.

Here are a few of the many topics that will be covered:
 * 1) 	Making the decision to be an independent consultant
 * 2) 	Arranging your finances
 * 3) 	Determining your speciality
 * 4) 	Creating an identity
 * 5) 	Business structure
 * 6) 	Setting up a home office
 * 7) 	Marketing
 * 8) 	Delivering your services
 * 9) 	Record keeping
 * 10) 	Tax consequences
 * 11) 	Strategic planning
 * 12) 	Reference materials and other resources

Many other topics will be added as needed. First and foremost, this is a business and should be treated as such. Unless you are independently wealthy and doing consulting as a service to the community, one of your primary goals will be generating a profit. Profit is not just the money received from your clients, it is the money which remains after expenses are paid.

title: Consultant's Manual


text:
Cookbook talk:Cake Brownies

This recipe originally came from the brownies page and its history can still be found there. liblamb 16:00, 30 August 2005 (UTC)

Doesn't this recipe need milk or water or something? i think the batter would have the consistency of bread dough.

 * I have not made this recipe as I am vegan, but there is a large amount of (melted) margarine and 2 eggs.. I think this probably sufficient for moisture in the recipe. Kellen T 23:32, 11 December 2005 (UTC)

The quantities are wrong
" 1 cup (6¾oz - 2.4 dl) sugar"

 for sugar:

6.75 oz = 2dl

1 cup = 2.4dl

1 cup = 8.12 oz

(from my experience:) 1 dl = 95 g - ergo ->  2.4 dl = 228 g

-/-/-/-/-/-/-/-

" ¾ cup (6¼oz - 180 g/1.8 dl) flour "

 for flour:

6.25 oz = 1.85 dl

.75 cup = 6 oz = 1.77 dl

.78 cup = 6.25 oz = 1.85 dl

Ergo, flour is almost right (oz equal to the dl) (it says 1.8 instead of 1.85 there), if you see there. But hey, get it the best you can, if it doesn't cost extra.

(from my experience:) 1 dl = 66.67 g - ergo -> 1.85dl = 123.34g

-/-/-/-/-/-/-/-

What works best for me, from what I've tried so far, is the "2.4dl sugar, 1.85dl flour", ergo "228g sugar per 123.34g flour".

You see for yourself.

-- 08:56, 21 September 2018 (UTC)

title: Cookbook talk:Cake Brownies


text:
Cellular Automata/Table of Figures

Figures are sorted according their similarity into source files in OpenOffice.org 2.0 format.

title: Cellular Automata/Table of Figures


text:
Diagnostic Radiology/Musculoskeletal Imaging/Trauma/Meniscal Cysts

Well-defined cystic lesions located along the peripheral margin of the meniscus, nearly always associated with horizontal meniscal tears.

Etiology
Various etiologies have been proposed, including trauma,hemorrhage, chronic infection, and mucoid degeneration. The most widely accepted theory describes meniscal cysts resulting from extrusion of synovial fluid through a peripherally extended horizontal meniscal tear, accumulating outside the joint capsule. They arise more commonly from the medial joint margin, and occur most often in 20 to 40 year old males.

Signs/Symptoms
Pain and swelling or focal mass at the level of the joint. The pain may be related to a meniscal tear or distension of the knee capsule or both. The mass varies in consistency from soft/fluctuant to hard. Size is variable, and meniscal cysts are known to change in size with knee flexion/extension.

Radiologic Findings
MR imaging is the modality of choice for diagnosis of meniscal cysts. In their most subtle form, meniscal cysts present as focal areas of high signal intensity within a swollen meniscus. It is not uncommon for radiologists to miss this type of meniscal cyst because the signal intensity is not quite as bright as fluid on T2 weighted sequences.2 When this fluid is extruded into the adjacent soft tissues, the swollen meniscus subsequently assumes a more normal shape, and the extruded fluid demonstrates a relatively higher T2 signal typical of parameniscal cysts.

Medial meniscus horizontal tear extending into a meniscal cyst

Sagittal T2 images of a medial meniscus horizontal tear extending into a meniscal cyst

Large medial meniscus cyst

Treatment
Treatment of meniscal cysts consists of a combination of cyst decompression (intraarticular decompression versus open cystectomy) and arthroscopic repair of any meniscal abnormalities. Success rates are significantly higher when both the cyst and meniscal tear are treated compared to treating only one disease process.


text:
Template:Important

 Important!

title: Template:Important


text:
User:Chw333

Created part 1 of a draft tutorial on using particle system to create simple smoke and fire (hijacked an existing placeholder): Blender_3D:_Noob_to_Pro/Making_Fire

Need to:

- Add icons and screen shots/image dumps.

- Do part 2 on flames.

- Make stylistically compliant with book style

- Verify terminology consistency

--Chw333 22:05, 30 August 2005 (UTC)

title: User:Chw333


text:
Talk:Blender 3D: Noob to Pro/Making Fire

This is my first attempt at wikibook content, using some material that I'd already prepared for a Web-based beginner tutorial. Apologies for hijacking the existing (content-free) ToC entry and feel free to relocate the content under a different header.

More to come. --Chw333 22:16, 30 August 2005 (UTC)

Okay, I think I will do the tutorial, taking photos to illustrate what you are saying. And also if I have some difficulties, completing it. Anyway, it looks like a good tutorial ! Keep up the good work ( well me too :P ) -- Totophe64

Definately needs some images

I followed the tutorial exactly, but my particles look like translucent circles, instead of blending into one "puff".

Is there any way to add a blurry heat effect to this? Not just limited to the fire, but for other models as well?

Randomizing the initial velocity
To randomize only the norm of the initial velocity and not the direction, you can use a clouds texture.

 * Give the emitter a material
 * Create a texture for the material.
 * Activate PAttr in the MapTo panel.
 * Activat Life.
 * Set DVar to zero.
 * Use a clouds texture.

This creates a scaling factor for the initial speed, so you have to give the particles initial speed another way (e.g. with the Normal value in the particle physics panel.)

--SoylentGreen (talk) 14:56, 19 March 2009 (UTC)

Animating alpha
Someone wrote: (noob note: can someone show us how to do this.)

 * well, it is explained directly below. --SoylentGreen (talk) 15:05, 29 April 2009 (UTC)

 * I had some difficults too (following the book end to end). But I managed to do it. 2 things I would highlight there: "move the mouse cursor over the button window" and to see that pretty curve you must change the box in the IPO from object to material (I didn't know that). Should this info be written in the book? --Rgriffogoes (talk) 15:28, 07 May 2009 (UTC)
 * Basically this should have been explained somewhere here Blender 3D: Noob to Pro/Basic Animation, I'm afraid that section is missing quite a lot. --SoylentGreen (talk) 15:58, 7 May 2009 (UTC)
 * That's what I thought too... As I am still more a noob than a pro, soo I wait my knowledge on Blender improve before trying to write anything. Rgriffogoes (talk)  18:48, 7 May 2009 (UTC)

Okay, I still don't understand about the particle material being mapped to an individual particle's lifetime? Someone pls. explain more clearly? 492star (talk) 01:26, 26 April 2010 (UTC)


text:
Cookbook:Pasta with Red Pepper and Goat Cheese

Ingredients

 * 2 large red bell peppers
 * 2 tsp olive oil
 * ¼ cup red wine
 * 1–2 cloves garlic
 * Basil to taste
 * Oregano to taste
 * 4 oz (115 g) goat cheese (e.g. bouchon, crottin, or generic chevre)
 * 1 lb (450 g) pasta
 * Tabasco sauce, to taste

Procedure

 * 1) Skin and finely chop or process the red peppers.
 * 2) Place chopped peppers in saucepan, and cover with water. Crush and add garlic.
 * 3) Cover the pot and bring to a simmer. Stir in wine and olive oil.
 * 4) Add basil, oregano, and Tabasco, stirring occasionally at simmer; allow sauce to begin cooking down.
 * 5) While you're doing this, start boiling the pasta in salted water. Remember that the sauce just needs to take its sweet time to cook down.
 * 6) Cut the rind from the goat cheese; you only want the inner part for this.
 * 7) As soon as the pasta and sauce are ready, toss them and the goat cheese together in your serving dish. You have to do this fast, so the goat cheese will melt through the sauce and over the pasta. Stirring the goat cheese into the sauce could result in burned sauce.

Notes, tips, and variations

 * It might be advantageous to remove the Tabasco and instead skin and process some Peppadew or habañero chile peppers (no more than four peppadews, no more than one habañero) with the bell peppers. If you're going to do this, though, remember that when doing something which will get hot pepper juice on your hands, you wash your hands thoroughly with soap and water before touching your eyes.
 * It might be an interesting experiment to add balsamic vinegar to the sauce when you add the wine.
 * It might also be interesting to use half as much sweet white wine instead of the red wine and skip the spicy ingredients, and garnish with pine nuts.
 * If you're interested in a prettier-looking dish, peel and process a large carrot with the peppers.
 * Sausage would be a good accompaniment for this dish.
 * Use a traditional goat cheese, not a cow-style one


text:
User:Wikiczar

Ralph Hansen Senior Programmer Analyst Statistical Programming Consultant Academic Computing Services, Binghamton University

title: User:Wikiczar


text:
Wikijunior:Big Cats/Authors

If you wish to be formally listed as an author of Wikijunior Big Cats, please sign your name below.

According to the United States Code for registering a copyrighted work, you must include your nationality (what country you claim citizenship in) and the country you are currently residing in, if different. It is also suggested by the U.S. Copyright office to include the year you were born, for identification purposes. They also ask for the year of death, and if you know of a Wikibookian who has passed away, this would also be useful. How exactly we are going to collect this information for users and contributors of this Wikibooks is totally unknown, and is going to be an interesting little ride. Please add comments in the discussion page if you have any reservations about giving this information out. This is moving into new territory here, so we don't know exactly what is going to be required or if new policies should or ought to be developed.

This list has been gleaned from the histories of each section of this Wikibook. If you are missing and have contributed, I apologize in advance. I may have missed somebody. --Rob Horning

Addition If you wish to be listed as an author of Wikijunior Big Cats, but do not wish to give private information, please sign your name below as well. Formal listing is only required for registration and registration is not necessary. It is only required in order to file suit for infringement, and registration in advance protects the ability to claim statutory damages and attorney's fees (actual damages are not affected).

Anonymous authors include those who made edits without logging in as a user. While edits of this nature are appreciated, there is no way we can give attribution to any specific person unless they have created an account here.

Authors of this book include:

 * 1) Danny
 * 2) Zanimum
 * 3) Theresa knott
 * 4) Angela
 * 5) Nunh-huh
 * 6) Lyellin
 * 7) Mkn
 * 8) The bellman
 * 9) Naryathegreat
 * 10) Aya
 * 11) ManuelGR
 * 12) Robert Horning
 * 13) Happenstantially
 * 14) Bart133
 * 15) Goodgerster
 * 16) Raylena
 * 17) Laura K Fisher, Boulder, CO, USA, 1982
 * 18) John H Burkitt, Nashville, TN, USA
 * 19) E Kelly Wiggins, Reno, NV, USA
 * 20)  Percival Ross Tiglao, MD, USA
 * 21) Milton Tan
 * 22) Eduardo Lachy, VA USA, 1990.
 * 23) Paul from Michigan, MI, USA, 1955

And many anonymous Wikibook readers

title: Wikijunior:Big Cats/Authors


text:
Talk:Embedded Systems/8051 Microcontroller

I'm not sure about this:

"The Intel 8051 is an 8-bit microcontroller which means that all the registers and data is of 8 bits."

I remember the DPTR (data pointer) and the timers to be 16 bit long. The suggested sentence is:

"The Intel 8051 is an 8-bit microcontroller. This means that most operations are based on 8-bit registers and data. "

Am I right?

Do u remember one thing that 8-bit microcontroller having 8-bit data bus & 16-bit address bus...

Why 8051?
Why 8051 is still in use today despite we have many advanced microprocessors? First it is not microprocessor it is micro-controller & secondly it is initial stage micro-controller hence we can get idea of how development begins from initial stage micro-controllers.