OpenLLM-France/wikimedia huggingface dataset:
# A-level Computing/OCR AS text book

The aim is to create a text book which will support the new A level course (OCR Level 3 Advanced subsidiary GCE in Computer Science H446).
Content for A Level:

## Content of Computer systems (Component 01)

1.1. The characteristics of contemporary processors, input, output and storage devices 1.1.1 Structure and function of the processor 1.1.2 Types of processor 1.1.3 Input, output and storage 1.2. Software and software development 1.2.1 System software 1.2.2 Applications generation 1.2.3 Software Development 1.2.4 Types of Programming Language 1.3. Exchanging data 1.3.1 Compression, Encryption and Hashing 1.3.2 Databases 1.3.3 Networks 1.3.4 Web Technologies 1.4. Data types, data structures and algorithms 1.4.1 Data Types 1.4.2 Data Structures 1.4.3 Boolean Algebra 1.5. Legal, moral, ethical and cultural issues 1.5.1 Computing related legislation 1.5.2 Ethical, moral and cultural issues

## Content of Algorithms and programming (Component 02)

2.1. Elements of computational thinking 2.1.1 Thinking abstractly 2.1.2 Thinking ahead 2.1.3 Thinking procedurally 2.1.4 Thinking logically 2.1.4 Thinking concurrently 2.2. Problem solving and programming 2.2.1 Programming techniques 2.2.2 Computational Methods 2.3 Algorithms 2.3.1 Algorithms
# A-level Computing/Print version

The final AQA A-Level Computing Text Book will consist of 4 books:

## AS

* Unit 1 - print version (preview)
* Unit 2 - (preview)

## A2

* Unit 3
* Unit 4
# A-level Computing/WJEC (Eduqas)

This is a book about A-Level Computer Science. It aims to fit with the Eduqas GCE AS and GCE A-Level syllabus but is not endorsed by WJEC Eduqas. It should be useful as a revision guide or to find alternative explanations to the ones in your textbook. If you haven't heard of an A-Level then this book probably won't be of much interest to you but may find helpful information about exception handler and change log.
If any part of this book is unclear or even wrong then please post a comment on the discussion page or simply fix it yourself! In particular, please say if the book assumes any knowledge or skills which not all A-Level Computer Science students have.

## 2016 A-level

Component 1
* Data structures
* Logical operations
* Algorithms and programs
* Principles of programming
* Systems analysis
* System design
* Software engineering
* Program construction
* Economic, moral, legal, ethical and cultural issues
Component 2
* Hardware and communication
* Data transmission
* Data representation and data types
* Organisation and structure of data
* Databases and distributed systems
* The operating system
* The need for different types of software
* Data security and integrity processes
Component 3
A programmed solution to a problem, Non-exam assessment.

## Resources

Below are some resources that will help you to prepare for your favourite part of the course, the exam! Remember that this course is assessed by both WJEC (in Wales) and Eduqas (in the UK) and that the course used to be called Computing. This just means more papers, however the Computing papers will have the odd question that isn't on the new specification any more (like social networking/computers in the workplace).
WJEC Question Bank for Computing
WJEC Past Papers for Computing
WJEC Past Papers for Computer Science
WJEC Related Documents (Examiner's Reports) for Computer Science
Eduqas Past Past Papers for Computer Science
Eduqas Related Documents (Examiner's Reports) for Computer Science
WJEC Services Raw Mark to UMS (Grade Boundaries)

## How to read the book

You will meet several coloured boxes, here are their meanings:
* Specification link
* What the specification says you must learn for each chapter
* Examples
* Example questions and how to solve them
* Questions
* Questions to test yourself, click below
* Answer:
* to check if you were right
* Extension
* Topics that aren't examined but you might be interested in
There will be a lot of concepts that you need to be familiar with, definitions are highlighted like so:
# A-level Chemistry/OCR (Salters)/Index

* Page
* Alcohols
* Amino acids
* Amount of substance
* Aspects of Agriculture
* Atomic orbitals
* Benzene
* Born-Haber cycles
* Buffer solutions
* Chemical Ideas sortable table of contents
* Chemical Ideas table of contents
* Chip-pan fires‎
* Colour by Design
* Complexes
* Condensation reactions
* Designer Polymers
* Developing fuels
* Discovery and development of metallocene catalysts
* Electronic configurations
* Engineering Proteins
* Entropy
* Equilibrium constants
* Experimental Skills
* Elements from the Sea
* Front page
* Froth flotation
* Halogens
* Hydrocarbons
* Hydrogen
* Infrared (IR) spectroscopy
* Isomerism
* Kevlar
* Kinetics
* Medicines by Design
* Metallic bonding
* Molecular geometry
* Nitrile hydrolysis
* Organic compounds
* Open-Book Paper
* Ozone
* Penicillins
* Periodic table
* Physical quantities
* Reactions
* Reactions of arenes
* Silicates
* Spectroscopy
* Standard conditions
* Stereochemistry in poly(propene)
* Table of functional groups
* Table of substances
* The Atmosphere
* The Elements of Life
* The Oceans
* The Polymer Revolution
* The Steel Story
* Vacuum filtration
* Visiting the Chemical Industry
* Weak acids
* What's in a Medicine?
* Yield
# A-level Chemistry/OCR (Salters)/Isomerism
## Geometric isomerism

Geometric isomerism, also known as cis-trans isomerism, is commonly observed in alkenes.
Cis is Latin for "on this side of" and refers to the isomer that has both substituents on the same side of the carbon-carbon double bond.
Trans is Latin for "across" and refers to the isomer that has the substituents on opposite sides of the carbon-carbon double bond.
* cis-1,2-dichloroethene
* trans-1,2-dichloroethene
* cis-but-2-ene
* trans-but-2-ene

### Rotation around an alkene double bond is restricted

In alkenes, there is no free rotation about the double bond, unlike in alkanes. Consequently, groups attached to a double bonded carbon cannot exchange places. Therefore, the cis and trans isomers are separable compounds because they cannot interconvert.
Alkenes such as ethene (shown to the right) have a carbon-carbon double bond. In such a double bond, there is significant electron density above and below the plane of the bond. Rotation around the bond is greatly restricted by a large energy barrier. For rotation to occur, groups attached to one of the double-bonded carbons would have to temporarily occupy this high electron density region, resulting in very high repulsion between the electrons in the group and the electrons in the double bond.
Sometimes cis and trans isomers can interconvert, but this usually requires UV light to provide the energy to overcome the high rotational energy barrier.

### Rotation around an alkane single bond is free

In alkanes, the situation is different. There is free rotation about the carbon-carbon bond because there are no regions of electron density above and below the bond that repel rotating groups. Whereas alkenes have cis and trans isomers, alkanes have eclipsed and anti conformers. Unlike geometric isomers, conformers can interconvert with ease and cannot normally be isolated from each other — they are both molecules of the same compound, just in different rotational orientations.
* anti conformer of 1,2-dichloroethane (front view)
* anti conformer of 1,2-dichloroethane (side view)
* eclipsed conformer of 1,2-dichloroethane (front view)
* eclipsed conformer of 1,2-dichloroethane (side view)

## Optical isomerism

For compounds to exhibit optical isomerism, they need to have two non-superimposable mirror images.
For the purposes of this A-level, that means tetrahedral carbon with four different groups attached.

## Condition for optical Isomer

the molecule must have a chiral center, each isomer is the mirror image of other
* R-CBrClFI
* S-CBrClFI
* R-CBrClFI
* S-CBrClFI
* D-alanine
* L-alanine
# A-level Chemistry/OCR (Salters)/Medicines by Design

Medicines by Design is the thirteenth unit in the Salters Advanced Chemistry course.

## Chemical Storylines sections

* MD1 Alcohol in the body
* MD2 The drug action of ethanol
* MD3 Medicines that send messages to nerves
* MD4 Enzyme inhibitors as medicines
* MD5 Targeting bacteria
* MD6 Summary

## Chemical Ideas sections

* 1.1 Amount of substance
* 13.7 Aldehydes and ketones
* 7.6 Chromatography (revision)
* 14.1 Planning a synthesis
* 14.2 Summary of organic reactions
* 6.4 Infrared spectroscopy (revision)
* 13.9 Amino acids (revision)
* 6.5 Mass spectrometry (revision)
* 6.6 Nuclear magnetic resonance spectroscopy (revision)
* 6.8 Ultraviolet and visible spectroscopy (revision)

## Activities

* MD1.1 Aldehydes and ketones
* MD1.2 BAC determination using gas-liquid chromatography
* MD3.1 Making a toolkit of organic reactions
* MD3.2 Classifying reactions
* MD3.3 Using the toolkit to synthesise medicines
* MD3.4 Manufacturing salbutamol (Optional extension)
* MD5.1 Making and testing a penicillin
* MD5.2 A closer look at the structure of penicillins (Optional extension)
* MD6 Check your notes on Medicines by Design

## External links

* MD unit map
* MD Check Your Notes
# A-level Chemistry/OCR (Salters)/Kinetics
## Rate equations

${\mbox{rate}}=k[A]^{m}[B]^{n}\,\!$
${\mbox{order of reaction}}=m+n\,\!$

## Arrhenius equation

$k=Ae^{-{\frac {E_{a}}{RT}}}$

### Arrhenius plot

$\ln {(k)}=\ln {\left(Ae^{-{\frac {E_{a}}{RT}}}\right)}$
$\ln {(k)}=\ln {(A)}+\ln {\left(e^{-{\frac {E_{a}}{RT}}}\right)}$
$\ln {(k)}=\ln {(A)}+-{\frac {E_{a}}{RT}}$
$\ln {(k)}=\ln {(A)}-{\frac {E_{a}}{RT}}$
$\ln {(k)}=-{\frac {E_{a}}{RT}}+\ln {(A)}$
$\ln {(k)}=-{\frac {E_{a}}{R}}{\frac {1}{T}}+\ln {(A)}$
${\mbox{straight-line graphs are always of the form }}y=mx+c\,\!$
${\mbox{therefore, the dependent variable }}y{\mbox{ is }}\ln {(k)}\,\!$
${\mbox{the gradient }}m{\mbox{ is }}-{\frac {E_{a}}{R}}\,\!$
${\mbox{the independent variable }}x{\mbox{ is }}{\frac {1}{T}}\,\!$
${\mbox{the y-intercept }}c{\mbox{ is }}\ln {(A)}\,\!$
# A-level Chemistry/OCR (Salters)/Open-Book Paper
## How to create diagrams

Diagrams are invaluable for conveying precise chemical information without encroaching on the word count. For two-dimensional diagrams such as skeletal formulae or flow charts, a molecule editor is your best bet.
For images of three-dimensional molecules, use molecular graphics software, such as Accelrys DS Visualizer, a free downloadable application for Windows. A tutorial on how to use DS Visualizer is available here.

## 2001
### Article 1: From Accident to Design: the progress of poly(ethene)

* Discovery of poly(ethene)
* Development of industrial production of poly(ethene)
* Discovery of Ziegler-Natta catalysts

### Article 2: Shaping up: the story of poly(propene)

* Stereochemistry in poly(propene)
* Development of Ziegler-Natta catalysts
* Discovery and development of metallocene catalysts

### Exemplar response

An exemplar response to the 2001 open paper exam is available here.
# A-level Chemistry/OCR (Salters)/Nitrile hydrolysis

Nitrile hydrolysis proceeds by the mechanism outlined below. It begins with protonation of the nitrile nitrogen, which increases the partial positive charge on carbon and therefore renders carbon more susceptible to nucleophilic attack by a water molecule. Addition of water to the nitrile is the key step in nitrile hydrolysis − the next few steps are simple proton transfers, until an amide is formed. The amide then typically undegoes further hydrolysis to a carboxylic acid.
# Active Server Pages
## How this book is organized

This book is organized into modules. Each module should take you about one hour to complete.
Modules are organized as follows:
* objectives
* content
* summary
* review questions
* exercises
Later modules build upon earlier modules, so we encourage you to read them in sequence.

## Table of Contents

* Prerequisites
* Differences between ASP 3.0 and ASP.NET
* Your first page
* Basic ASP Syntax
* Variable Types
* Expressions
* Conditionals and Looping
* Functions and Subroutines
* Database Access Using ADO
* Server-Side Includes
* Debugging

## Other ASP References

* Appendix A: Language Reference
* Protecting against user-input (XSS attacks)
# Active Learning In Virtual Environment/Snowball Technique

Activity: #in-class/short-term, #group-work, #quick-preparation

### Outline

Snowball technique gives students an opportunity to share and teach different concepts and topics. Firstly, students work independently - they gather information and ideas. Then, they collaborate with a partner. Next, partners join another pair and form a group of four students. Lastly, they form a group of eight. What makes this technique efficient is the active collaboration among students. Moreover, students can take the role of a teacher by sharing information they gathered or asking questions. The more students there are in a group, the more effective the learning outcome will be.

### Activity arrangement

* provides students with materials
* give students about 10 minutes to read the material and list key factors
* once students have finished the first task, they share what they have discovered with another student
* two pairs form a group, the task repeats, students add additional details
* further, groups can join into the groups of eight and repeat the process
* you may end the task by discussing students’ findings with the entire class

### Pointers

* active student engagement
* collaborative work
* students try a role of a teacher

### How to use this method in online class?

Students can be divided into breakout rooms firstly as pairs, then as a group of four and so on. Students then share their findings. All notes can be written down in a shared Google document.

### Footnotes

* ↑ Western Sydney University, ‘Strategy: Snowball Technique”, n.d., received from https://lf.westernsydney.edu.au/engage/strategy/snowball-technique/
* ↑ Gay Miller, ‘Snowball Technique - A Teaching Startegy’, Book Units Teacher, 2021, received from https://bookunitsteacher.com/wp/?p=5826
* ↑ Ibid, note 2
* ↑ Ibid
# Active Learning In Virtual Environment/Think pair share

Activity: #in-class/short-term, #group-work, #discussion, #quick-preparation

### Outline

The point of this learning method is to get the students to activate themselves in different ways. First the students think about the problem themselves then in pairs where they share their ideas on the topic which they firstly thought about themselves. Lastly, the students will share their individual ideas and pair ideas with the whole class. Think-pair-share enabled the students to understand the concept of the class as well as teach the students how to draw conclusions and discuss the topic in general. Think-pair-share speaks for itself, first the student thinks on their own then discusses with their pair and then the pair shares their ideas with the class.

### Activity arrangement

* Choose a topic that you want to discuss in the class
* Ask the students to think about a question that you presented them about the topic
* Next divide the class into pairs and ask them to discuss about the question that you presented and their thoughts on it
* Ask the pairs to present their ideas to the class
* Discuss the questions and the topic with the whole class

### Pointers

* Allows the students to interpret the topic with their own way
* When working together the students learn from each other
* Enables the all the students to be an active participant in class

### How to use this method in online class?

This method is very easy to use in online classes since many different formats have the possibility to put the students into pairs and have them working together. For example in Zoom it is possible to divide the class into pairs and then ask the pairs to share their ideas and thoughts with the whole class after the discussing in pairs part is done. For example, divide students into breakout rooms for two people and then discuss with class after they first discussed with their partner.

### Footnotes

* ↑ ReadWriteThink, ‘Strategy Guide: Using the think-pair-share’, n.d.
* ↑ Reading Rockets, ‘Think-Pair-Share’, n.d.
* ↑ Western Government University - Texas, ‘How to Use the Think-Pair-Share Activity in Your Classroom’, n.d.
* ↑ Adolescent Literacy, ‘Classroom Strategies - Think-Pair-Share’, n.d.
# Active Learning In Virtual Environment/Whats Missing

Activity: #in-class/short-term, #individual-work, #group-work, #needs-preparation

### Outline

Active learning method where students are shown a list, diagram or picture related to course content with a piece of information purposely omitted. Students then respond by stating what they believe is missing. Instructors may consider listing steps to solve a problem, a list of characters in a story or list of sections in a research paper. This learning method allows students to reflect on their previous knowledge and understanding of course content.

### Activity arrangement

* Share a word problem with the class that has some information missing.
* Facilitate a think-pair-share activity by asking students to think about what information they have and what information they still need.
* Then, have them discuss their thoughts with a partner before sharing with the whole group.
* Ask probing questions about what the problem is asking them to do, what information they have, and what information they still need. Note the language that students use, and paraphrase the explanations they share.
* Read aloud the student-friendly Language Objective to the class and explain that today, they'll explore strategies they can use to find missing information in an equation.

### Pointers

* Develops the attentiveness of the students for example to the slides presented in class.
* Gives the students a chance to reflect on their learning and reflect the concepts that were discussed in class.
* Shows the students the importance of paying attention and the importance of understanding the topic.
* The students understand how the little things matter for example in history and how these are important to remember.

### How to use this method in online class?

For example in Zoom recap what was taught in the last class and ask the students to look for the missing parts that were discussed in the previous class or do not even give the students a hint that there is something missing and see if they notice. To enable conversation, giving the students a hint that there is something missing is a good way to start the practise. In Zoom present the students the modified slides that have parts missing and let the students figure out what’s missing.

### Footnotes

* ↑ TopHat, ‘What’s Missing?’, n.d., received from https://tophat.com/glossary/w/whats-missing/
* ↑ Education.com, ’Strategies to Identify What’s Missing’, n.d., received fromhttps://www.education.com/lesson-plan/el-support-lesson-strategies-to-identify-whats-missing/
# Active Learning In Virtual Environment/The muddiest point

Activity: #offline/long-term, #individual-work, #quick-preparation, #feedback

### Outline

The point of the muddiest point is to determine the issues that the students might have with the topic that was discussed in class. In the most simple way the point is to find the muddiest point. This technique finds what the students thought was difficult in class, what was unclear and what would have needed more elaboration. The muddiest point gives the students a chance to reflect on the class as well as their own learning the class. It also enables the teacher to determine the strong and weak points of the class topic. The muddiest point is a quick way to get feedback as well as get improvement ideas on the lectures or the topics.

### Activity arrangement

* Determine a subject or matter on which you want feedback on. What do you want to know about the class that they found difficult?
* Reserve time for the students to provide their feedback to platform of your choice
* Collect the responses or have a look at them from the platform. Provide answers and further explain the topics that were the ones students had difficulties with
* Discuss these results with the students in the next class. Provide them feedback in the form of answers and further explanations

### Pointers

* Gives the teacher an insight of what subjects the students might struggle with in the particular class.
* The students have to think about their learning and analyse further the subject that was discussed in the class which deepens their understanding
* Gives also the chance for the more hesitant students to express their misunderstandings

### How to use this method in online class?

This is an easy active learning method to apply in online learning. For example in Moodle create a platform where the students can go and provide their answers to. Then have a look at them and provide them answers to the matters that they according to their feedback found difficult.

### Footnotes

* ↑ Office of Graduate Studies, ‘Muddiest Point’, University of Nebraska-Lincoln, n.d.
* ↑ Jasmine Parent, Teaching Blog, ‘Strategy Bites: The muddiest point’, McGill University, 14.03.2019
* ↑ Health Science Center, ‘Muddiest Point’, The University of North Texas, 27.11.2017
# Active Learning In Virtual Environment/Team Learning

Activity: #in-class/short-term, #group-work, #needs-preparation

### Outline

Is a structured form of small-group learning that emphasizes student preparation out of class and application of knowledge in class. Students are organized strategically into diverse teams of 5-7 students that work together throughout the class. Before each unit or module of the course, students prepare by reading prior to class. Achieving the learning advantage requires teamwork. Team learning marks a movement from individual learning to learning across individuals and serves as the basis for moving from individual to organizational learning.

### Activity arrangement

* Assign the students a reading that they must do before the class.
* Ask them to take a few notes from the text that they thought were important.
* In class divide the students into groups of 5-7 people.
* Provide the students with a few questions and ask them to start discussing the text further.
* Gather everybody after a while to the main session and ask what each of the groups discussed.
* Provide feedback to the groups as well as to the whole class and then end exercise.

### Pointers

* Leading teams involves building shared beliefs and team-learning behaviors.
* Team-learning behaviors include three interrelated processes: coordinating, continuously improving, and adapting.
* To foster team learning, leaders must work to establish an environment that engenders appropriate levels of control and participation.
* Team-learning processes track the experiential learning cycle and include building a shared purpose, reflective integration, critical conversations, and taking action.

### How to use this method in online class?

Assign a reading to the class before the next class. When the next class arrives, assign the students into groups for example 5-7 people and then provide them with few startup questions and ask them to discuss the reading given to them. Also instruct them to reflect on what they’ve read and how the reading is relevant to their class. This all can be done via Zoom.

### Footnotes

* ↑ Cynthia J. Brame, ‘Team-based learning’, Vanderbilt University Center for Teaching, 2013. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/team-based-learning/
* ↑ Ibid, note 1
* ↑ Kayes A., Kayes D.C. (2011) Team Learning. In: The Learning Advantage. Palgrave Macmillan, London. Received from https://link.springer.com/chapter/10.1057%2F9780230305595_8
* ↑ Ibid, note 2
* ↑ Ibid
* ↑ Ibid
# A-level Computing/AQA/Computer Components, The Stored Program Concept and the Internet/Webpage Design

* Web design
* Web page construction
* Have practical experience of creating simple web pages containing hyperlinks using the tags listed in the Teacher Resource Bank.
* HTML & style sheets
* Know that HTML is used for structure only and that style sheets are used for style and layout of web pages (see the Teacher Resource Bank for list of style sheet type, class and ID selectors, properties and values)
* Web page construction
* HTML & style sheets
* Webpage design