OpenLLM-France/wikimedia huggingface dataset:
# School Science/Graticule slides

A graticule slide is a microscope slide that contains a mm grid of lines. They allow the size of objects seen under magnification to be measured. A simple version of a graticule slide can be made by anyone with access to a drawing program. Something as simple as the drawing tools that come with Microsoft Word will do (see instructions below).
Once there is a suitable grid on the computer [you could download the one to the side; see figure 1], a test print should be produced. The size of the printed square should be measured and the grid should be resized until a cm$^2$ grid is printed. This grid can now be printed on photocopiable OHP sheets.
The OHP sheets can be glued to a glass slide with clear nail varnish.

## Instructions to create a grid

Use of Word drawing tools (in italics)
* In Word, go to view, toolbars. and make sure that 'Drawing' is ticked. Then select a line from the drawing tool pallet. [it is a picture of a line next to 'AutoShapes']
* Draw a single straight, vertical line. Copy and paste the line 9 times.
* Use the arrow keys on the keyboard to line up the lines so that you have 10 evenly spaced lines.
* Select all ten lines at once by holding down the shift key and left clicking on each line in turn.
* Go to Draw then Group, to group all ten lines into a single object.
* Copy then paste the lines then go to 'Draw' then 'Rotate or flip' and rotate by 90°
* Line up the vertical and horizontal lines and by using the corner tabs resize them until there is a perfect grid without any overhangs. Then select both sets of lines and group them together into one object.You should now have a square grid.

## See also

* School Science/Microscope slide
# School Science/How to make a transformer

This article explains how to make a demonstration transformer. A transformer is a device that converts one AC voltage to another. A detailed description of how they work is given under transformer. The purpose of this page is to give details of how a demonstration transformer can be made very simply in a classroom in order to teach the basic principles. Demonstrations similar to this are usually performed in schools by pupils aged around 13 years old, under the supervision of a qualified science teacher.

## You will need

* Some pieces of soft iron, preferably in a U shape but a cylinder will do.
* Plastic-coated wire
* Some 6 V mes bulbs (torch/flashlight bulbs) in a suitable bulb holder
* Connecting wire with 4 mm plugs
* Alligator clips
* A 4 V AC power supply that is fitted with a 5 A trip switch (IMPORTANT!) Under no circumstances should this home made transformer be plugged into home current.

## Further reading

* Electronics/Transformers
* Electronics/Transformer Design
# School Science/Demonstrating the effects of amylases on starch

This experiment demonstrates the effects of heat and pH on the activity of enzymes.

## Materials required

Saliva (contains amylases that break down starch), starch, iodine, test tubes, hot plate

## Methods

Exact amounts should be determined by trial and error.
* Collect some saliva (no mucus) in a beaker. Conduct the experiment in test tubes or small beakers and do not put anything into your mouth to mix with saliva.
* Mix starch with water and boil until solution becomes clear. Cool. This step is necessary to homogenize the starch solution and increase the surface area of the starch for the enzymes to act on.
* Mix starch solution with a small drop of iodine. A positive reaction is indicated by a dark blue/black color.
* Mix starch solution with some saliva. Mix well. Keep at body temperature for several minutes (hold in hand). Amylases in the saliva break down the starch.
* Mix saliva/starch solution with a small drop of iodine. Reaction should be negative.
Here are some variations
* Alternative: Heat up saliva to denature the enzyme before mixing with starch solution. Iodine reaction should be positive for starch.
* Alternative: Mix saliva with acids or bases (e.g. lemon juice for safety) before mixing with starch. This can be used to demonstrate pH sensitivity of the amylase.
* Alternative: Mix saliva first with iodine. Then use the iodine/saliva mixture to test for starch. The iodine possibly inhibits the amylases in the saliva.
* Alternative: Conduct a Benedicts Test to test for simple sugars after starch solution has been treated with saliva. Benedict's test should be positive after addition with saliva. Test results are expected to be negative without addition of saliva or after heat denaturation or pH change of the saliva.
For a briefer demonstration of the enzymatic effect, hold a cracker in your mouth for 60 seconds. The amylases will break down the starch and the cracker will start to taste sweet due to the sugar produced.
# School Science/Frog dissection

Frog dissection is a procedure used in undergraduate courses in zoology and high school biology classes. The procedure familiarizes a student with basic chordate anatomy.
In the Philippines, Bufo marinus, or the common toad, is used. Dissection is the cutting of a dead animal, and is the more common method. However, vivisection, or the cutting of live animals, is still used as a means of instruction (and research). Pithing is a procedure which attempts to sever the spinal cord from the brain using a scalpel, scissors, or probe/needle. Furthermore, it has been invasive in plantation areas in the Philippines. According to Jocson, frog dissection is one of the introductory science laboratory practices in the Philippines.

## Skinning the frog or toad

* Pin the hands and legs on the wax-covered dissecting pan.
* Pinch the frog's skin at the anal or cloacal region, making sure that it is detached from the muscles, If not, rub it gently, so that the connective tissues may loosen with the skin.
* Cut a small hole there (in the anal or cloacal region) and cut forward, following an imaginary line called the linea alba.
* As soon as you reach the chin, you can now stop cutting.
# School Science/Cell holder

A cell holder is a simple device for holding 1.5V cells {batteries} for use in school laboratories. A cost-effective way of making simple cell units to use with 4mm leads, follows.
See also: School Science/Bulb holder, School Science/Simple switches.

### Equipment Required (to Make 60 Cell Holders)

* 60 pieces of wood at least 120mm x 36mm and 20mm thick
* 'D' cell plastic holder (available from most Design & Technology suppliers)
* 4mm terminals, 60 black and 60 red (available from most electrical component retailers)
* small screws to fit through the base of the cell holders
* Extra flexible lead wire, black and red
* Solder + soldering iron
* Pliers
* Screwdriver
* Drills 7.5mm, 5mm & 3mm
* Countersink drill bit
* Solder Flux

#### Method for making the cell holders

* Get the wood cut the wood to the correct size and sanded if need be.
* Drill 2 x 7.5mm holes at either end as show in fig 1.
* Drill 2 x 5 mm holes near those.
* Countersink the larger holes to about half way, so that you can attach the nut of the 4mm terminals.
* Insert the 4mm terminals in the larger holes, one of each colour in either end, and secure with nut.
* Attach the plastic cell holder with the 2 screws (diagonally opposite), first drilling holes, and making sure that the end with the spring goes near the black terminal.
* Cut a 5cm piece of each wire, strip the ends and solder onto the tags on the plastic cell holder, making sure you do not take to long or the tags will melt off. Ensure you have got red wire to the red terminal and black wire going to the black terminal. Then push the wire through the 5mm hole and out the other side so you can then solder it onto the 4mm terminal.
* It should look something like fig 2. these are usually very durable and can be used in conjuction with bulb holders etc.
# School Science/Demo periscope
## A cost-effective way of making a sturdy demonstration periscope
### Equipment Required (to Make Demo Periscope)

* 2 pieces of plywood 45 cm × 10 cm and 0.9 cm thick
* 2 pieces of plywood at least 37 cm × 10 cm and 0.9 cm thick
* 2 pieces of plywood at least 11.6 cm × 10 cm and 0.9 cm thick
* 2 pieces of wood which are prism shaped at least 10 cm × 8.5 cm × 8.5 cm the internal angles should be 90° and 45°
* 2 plastic or glass mirrors 10 cm × 10 cm
* small screws to fit.
* Screwdriver
* Drill with suitable drill bits for the screws
* PVA Glue

### Method for making the demonstration periscope

* Cut the wood to the correct size and sand if need be.
* Screw the 4 long pieces together as in fig 1.
* Screw the prism shaped pieces of wood on either end as in fig 1. and attach mirrors with glue.
* Attach ends as in fig 1.
* It should look something like fig 2.
# School Science/Demonstrating the properties of waves on an Oscilloscope

This is a School Science Experiment for demonstrating the properties of waves on an Oscilloscope. The following standard demonstration is used in many schools and colleges to show the basic principles of waves.

## Setting Up

A signal generator is connected to an oscilloscope and a loudspeaker. Some signal generators have two outputs:
* one marked with a low value w:impedance e.g. 8 Ω
* the other marked with a high value e.g 600 Ω.
In this case the high impedance output goes to the oscilloscope, the low to the speaker. If there is only one output connection, stackable 4mm plugs are used to connect both devices to the signal generator.
The oscilloscope is adjusted so that there is a clear sine wave trace that occupies about half the screen height and has two or three clear waves visible when the signal generator is set at a medium frequency and mid volume.

## Demonstrating the Amplitude and Frequency

The advantage of setting the demonstration up in this manner, over the more traditional method of plugging a w:microphone into the input of the scope, is that the signal generator produces perfect w:sine waves, which keeps everything nice and straightforward.
* By changing the w:frequency of the signal generator, the effect can be seen as more complete waves on the screen correspond to a higher pitch of the sound.
* By changing the w:amplitude (volume) of the signal generator, the amplitude of the waveform on the scope can be seen to change and the loudness of the speaker sound changes.

## See also

* Demonstrating properties of waves with a ripple tank
* w:free audio software to view and generate signals
# Seed Factories/PFModels
## Alternatives and Modeling Approach

For the Community Factory we follow the general approach described in section 4.2.
# Open Education Handbook/Who is this book for?

Open Education is of interest to many and different sections of this handbook are likely appeal to different stakeholders, whether they are expert or beginner in this field. This handbook is aimed at a wide variety of users from all sectors of education as well as informal learning.
We understand the main audiences as including:
* Formal students
* Independent learners
* Lecturers/Tutors
* Teachers
* Researchers
* e-Learning specialists
* Producers of open educational resources (OER)
* Primary and secondary school professionals
* Educational technologists
* Software developers
* People interested in using open data
* Policymakers
Secondary audience(s) include:
* Administrators
* Support staff
* Education managers
* Publishers
* Parents/Guardians of learners
* Funders
* 'Creatives' interested in open licensing
# Open Education Handbook/Types of OER

Open Educational Resources (OERs) can divided up in many ways. For example open courseware, open textbooks and MOOCs can all be OER.
Here are some examples of OERs:
* Complete courses
* Individual course units or modules
* Textbooks
* Lesson plans
* Syllabi
* Lectures
* Assignments
* Games
* Quizzes
* Podcasts
* Videos
OER can also be divided up by their content format, though most OER will be comprised of a variety of media.
* Text led
* Video led
* Animation led
* Multiple media
One distinction which may be useful to think about is between 'Big' OER and 'Little' OER.
Big OERs are institutionally generated ones that arise from projects such as OpenLearn. These are usually of high quality, contain explicit teaching aims, presented in a uniform style and form part of a time-limited, focused project with portal and associated research and data. Little OERs are the individually produced, low cost resources. They are produced by anyone, not just educators, may not have explicit educational aims, have low production quality and are shared through a range of third party sites and services.

### Further resources

* Martin Weller on 'Big and little OER'.
# Open Education Handbook/Useful software for OER creation

There is a considerable amount of software that can support the development and release of OER. Take a look at:
* Audacity - a free and open source audio editing tool
* Open Office - a free and open source alternative to Microsoft Office, handy for changing the formats of files
* Jing or Camstudio - handy for making screen captures
* Xerte - an open source tool developed by the University of Nottingham
* BlueGriffon - an open source WYSIWYG HTML editor
* USEEK is a public tool providing search over a wide range of software tools available for educational purposes (such as OER authoring) http://linkededucation.org/applications/#useek & http://www.gsic.uva.es/seek/useek/
* The OERPub is in the process of developing an online editor (to be ready in 2014), which will allow for easy development and editing of OER, facilitating the process of sharing, licensing and adapting resources.
You might want to avoid some software. For example Adobe Acrobat (PDF while handy is not really an open format). Good practice is to provide open versions of closed documents like PDF as well (e.g. on OpenOffice, LibreOffice .ODT, .ODS, .ODP formats). It's possible to bundle both versions using a free compression software like 7-Zip. Popular formats like Microsoft Word, Excel, Powerpoint etc. while ubiquitous are not truly open. Open alternatives would e.g. be RTF or the OpenOffice formats, ODT for texts, ODP for presentations etc. Be careful with anything having an Apple sign on it because most Apple formats are proprietary (e.g. iTunesU). You can release stuff on iTunesU but good OER practice would be to release them in Open formats in parallel (which is little extra effort). Also try and avoid anything that needs a plugin and Flash.
These sites are also very useful:
* Xpert Picture attribution allows you to search Creative Commons Licensed content and embed the license
* Flickr allows you to search for pictures and videos with a Creative Commons License
* Wikimedia Commons allows you to search for media files, some of which will have Creative Commons Licenses
* Creative Commons lots of useful links and resources on licensing content
* Web 2 Rights lots of resources on intellectual property on the internet
There are certain sites where you may need to tread carefully:
* Content on Youtube may be in violation of copyright - public doesn't mean open
* Content from MOOC sites - MOOCs refer to 'open' in that the courses are free and open to everyone, but they are generally not openly licensed.
* Resources in the Public Domain - some resources are “Public Domain”, but “Public Domain” can mean “Free of Copyright”- but it’s meaning is not consistent internationally
* University Sites - just because it is on a University site, doesn’t mean you have the right to use it
* Your own VLE - other lecturers may have different licence agreements.
# Rinconada/Greetings

Examples
| Rinconada | English |
| Maray na aldaw | Good day |
| Maray na ramrag | Good morning |
| Maray na mudto | Good midday |
| Maray na apon | Good afternoon |
| Marhay na banggi | Good evening |
| Maugma akong mamidbidan ka | I'm glad to know you |
| Paaram | Goodbye |
| Mahale na ako | I'm going now |
| Ingat | Take care |
# Ring/Lessons/Date and Time
## Date and Time

In this chapter we are going to learn about the date and time functions.

## Clock Function

Syntax:
Example:

## Time Function

We can get the system time using the Time function.
Example:

## Date Function

We can get the date using the Date function.
Syntax:
Example:

## TimeList Function

We can print the date and the time information using the TimeList function.
Syntax:
The next table presents the list items
Example:
Example:
Example:

## AddDays Function

Syntax:
Example:

## DiffDays Function

Syntax:
Example:
# Ring/Lessons/Command Line Options
## Command Line Options

The ring interpreter takes source code file (*.ring) as input to execute, also the interpreter provide other options like

## Printing Tokens

Example:
Command:
Output:

## Printing Rules

Command:
Output:

## Printing Intermediate Code

Command:
Output:

## Printing Final Intermediate Code

Command:
Output:

## CGI Support

Command:

## No Run

Command:

## Printing Instruction Operation Code

Command:
Output:
.. tip:: Output removed from the previous example because it's very large!

## Performance

Command:
Output:
# Ring/Lessons/Declarative Programming using Nested Structures
## Declarative Programming using Nested Structures

In this chapter we are going to learn how to build declarative programming world using nested structures on the top of object oriented.
We will learn about
* Creating Objects inside Lists
* Composition and Returning Objects and Lists by Reference
* Executing code after the end of object access
* Declarative Programming on the top of Object-Oriented

## Creating Objects inside Lists

We can create objects inside lists during list definition. Also we can add objects to the list at any time using the Add function or the + operator.
Example:
Output:

## Composition and Returning Objects and Lists by Reference

When we use composition and have object as one of the class attributes, when we return that object it will be returned by reference.
if the called used the assignment operator, another copy of the object will be created.
The caller can avoid using the assignment operator and use the returned reference directly to access the object.
The same is done also if the attribute is a list (not object).
.. note:: Objects and Lists are treated using the same rules. When you pass them to function they are passed by reference, when you return them from functions they are returned by value except if it's an object attribute where a return by reference will be done.
Example:
Output:
Example(2):
Output:
Example(3):
Output:

## Executing code after the end of object access

We can access an object using { } to use object attributes and methods.
if the object contains a method called BraceEnd, it will be executed before the end of the object access.
Example:
Output:

## Declarative Programming on the top of Object-Oriented

The next features enable us to build and use declarative programming environment using nested structures on the top of object oriented
* using to access the object attributes and methods
* BraceEnd Method
* returning objects by reference
* Setter/Getter Methods (optional)
Example:
Output:

## More beautiful Code

We can get better results and a more beautiful code when we can avoid writing after the method name when the methods doesn't take parameters. This feature is not provided directly by the Ring language because there is a difference between object methods and object attributes. We can get a similar effect on the syntax of the code when we define a getter method for the object attribute. For example instead of defining the point method. we will define the point attribute then the getpoint method that will be executed once you try to get the value of the point attribute. since we write the variable name direcly without we can write point instead of point and the method getpoint will create the object and return the object reference for us.
Example:
Output
# Rinconada/Months of the Year

The names of the months of the year are just borrowed from the Spanish language.
| Enero | January |
| Pebrero | February |
| Marso | March |
| Abril | April |
| Mayo | May |
| Hunyo | June |
| Hulyo | July |
| Agosto | August |
| Setyembre | September |
| Oktobre | October |
| Nobyembre | November |
| Desyembre | December |
# Rinconada/Numbers
## 1

    əsad (uh-SAHD)

## 2

    darwā (dahr-WAH)

## 3

    tolō (too-LAW)

## 4

    əpat (uh-PAHT)

## 5

    limā (lih-MAH)

## 6

    ənəm (uh-NUHM)

## 7

    pitō (pih-TAW)

## 8

    walō (wah-LAW)

## 9

    siyam (sih-YAHM)

## 10

    sampōlô (sahm-POO-law)

## 11

    samsad (sahm-SAHD)

## 12

    samdarwā (sahm-dahr-WAH)

## 13

    samtolō (sahm-too-LAW)

## 14

    sampat (sahm-PAHT)

## 15

    samlima (sahm-lih-MAH)

## 16

    samnəm (sahm-NUHM)

## 17

    sampito (sahm-pih-TAW)

## 18

    samwalo (sahm-wah-LAW)

## 19

    samsiyam (sahm-SHAHM)

## 20

    darwampōlô (dahr-wahm-POO-law)

## 21

    darwamsad (dahr-wahm-SAHD)

## 22

    darwamdarwa (dahr-wahm-dahr-WAH)

## 23

    darwamtolō (dahr-wahm-too-LAW)

## 30

    tolompōlô (too-loom-POO-law)

## 40

    pampōlô (pahm-POO-law)

## 50

    limampōlô (lih-mahm-POO-law)

## 60

    nəmpōlô (nuhm-POO-law)

## 70

    pitompōlô (pih-tawm-POO-law)

## 80

    walompōlô (wah-lawm-POO-law)

## 90

    yampōlô (yahm-POO-law)

## 100

    saŋgatos (SAHNG-gah-tawss)

## 200

    darwaŋgatos (dahr-wahng-GAH-tawss)

## 300

    toloŋgatos (too-loong-GAH-tawss)

## 1,000

    saŋrībo (sahng-REE-baw)

## 2,000

    darwaŋrībo (dahr-wahng-REE-baw)

## 1,000,000

    saŋmilyon (sahng-MEELL-yawn )

## 1,000,000,000

    saŋbilyon (sahng-BEELL-yawn)

## 1,000,000,000,000

    saŋtrilyon (sahng-TREELL-yawn)
# Ring/Lessons/Control Structures
## Control Structures

In this chapter we are going to learn about the control structures provided by the Ring programming language.

## Branching

* If Statement
Syntax:
Example:
* Switch Statement
Syntax:
Example:

## Looping

* While Loop
Syntax:
Example:
* For Loop
Syntax:
Example:
Example:
Example:
Example:
* For in Loop
Syntax:
Example:

## Using The Step option with For in

We can use the Step option with For in to skip number of items in each iteration
Example:

## Using For in to modify lists

When we use (For in) we get items by reference.
This means that we can read/edit items inside the loop.
Example:

## Do Again Loop

Syntax:
Example:

## Exit Command

Used to go outside one or more of loops.
Syntax:
Example:

## Exit from two loops

The next example presents how to use the exit command to exit from two loops in one jump.
Example:
* Loop Command
Used to jump to the next iteration in the loop.
Syntax:
Example:

## Exit/Loop inside sub functions

While we are inside a loop, we can call a function then use the exit and/or loop command inside that function and the command will work on the outer loop.
Example:

## Short-circuit evaluation

The logical operators and/or follow the `short-circuit evaluation <http://en.wikipedia.org/wiki/Short-circuit_evaluation>`_.
If the first argument of the AND operator is zero, then there is no need to evaluate the second argument and the result will be zero.
If the first argument of the OR operator is one, then there is no need to evaluate the second argument and the result will be one.
Example:
Example:
Example:

## Comments about evaluation

* True, False, nl & NULL are variables defined by the language
* True = 1
* False = 0
* nl = new line
* NULL = empty string = ""
* Everything evaluates to true except 0 (False).
Example: