OpenLLM-France/wikimedia huggingface dataset:
# Adventist Youth Honors Answer Book/Computers/Monitor

A computer display, monitor or screen is a computer peripheral device capable of showing still or moving images generated by a computer.
# Adventist Youth Honors Answer Book/Knot/Surgeons

* Surgeon's knot
* Use: The surgeon's knot is similar to a square knot, except that the first stage is doubled. This helps the knot stay tight while it is being tied.
# Adventist Youth Honors Answer Book/Knot/Turn

A turn is a component of a knot. Turns can be made around objects, through rings, or around the standing part of the rope itself. Turns come in various forms, distinguished by the number of passes that the rope makes. A turn or single turn requires one pass. The line makes a U-shape through or around the object, or half a revolution. A round turn requires two passes and makes one and a half revolutions. Two round turns adds another pass and revolution.
# Adventist Youth Honors Answer Book/Knots/Making rope

Making rope requires some simple apparatus which you can make yourself easily enough. The first apparatus (we'll call it the twister) is used for twisting three strands of twine (or smaller rope). When making the twister, clamp the two boards that form the handles together tightly and drill three holes through both at the same time. This will ensure that they line up. The hook/crank portion of the twister can be made from coat hanger wire. First make the two 90° bends in the center, then pass them through the holes in the handles. Finally, form the hooks on one end and the other 90° bend on the other. (This final bend prevents the crank from slipping out of the holes in the handle).
As the strands are twisted, they will tend to grab one another and twist together. To make rope, this tendency has to be controlled. This is done with a second apparatus (we'll call it the separator). It consists of a board with three holes drilled in it, forming the points of an equilateral triangle. These points should be at least six inches away from one another, and should be large enough to pass the strands of twine through.
To make rope, cut three pieces of twine about 33% longer than the desired rope. Pass each strand through a hole in the separator, then tie a non-slip loop in the end of each (a figure-eight on a bight works well for this). We will call this end of the strands the free end. Slip these loops over a hook of some sort, and pull the strands straight. Bunch the ends opposite the loops together, and tie them off, again in a loop (and again, a figure-eight on a bight works well for this). We will call this end the bound end. Make sure that the three strands are the same length from one loop to the other. Hand the bound end to a helper, then attach the loops on the free end to the hooks on the twister. Pull the twister away from the bound end (still affixed firmly to another hook) until the strands are straight and tight. Then slide the separator towards the common end. Start cranking the twister so that the hooks rotate. As you crank, your helper will allow the three strands on his side of the separator to twist together. As they do this, the helper will slide the separator towards you, going only as fast as the strands bind to one another. Be careful to keep the strands tight as you do this so that they do not bind to one another on your end of the separator. Continue twisting until the separator reaches the twister. Then tie a knot in the free end of the rope, unhook it from the twister, and slide the separator off. Tie a stopper knot, or bind the end with tape. Then cut off the few inches of untwisted strand that remain (or make a back splice). Finish the opposite end in the same manner. Voila! You now have a rope!
# Adventist Youth Honors Answer Book/Knot/Strangle

* Strangle knot
* Use: The Strangle knot is a simple binding knot. Similar to the constrictor knot, it also features an overhand knot under a riding turn. The difference is that the ends emerge at the outside edges, rather than between the turns as for a constrictor. This knot is actually a rearranged double overhand knot and makes up each half of the double fisherman's knot.
* When tightened, it is very slip-resistant. It is ideal for constructing a pilot ladder (like a rope ladder, but with wooden rungs).
# Adventist Youth Honors Answer Book/Knot/Timber hitch

* Timber hitch
* Use: The timber hitch is a knot used to attach a single length of rope to a piece of wood. This knot is easily undone after use.
* How to tie:
* To make the knot, pass the rope completely around the wood.
* Pass the running end around the standing part, then through the loop that you have just formed.
* Make three turns around the loop then pull on the standing part to tighten.
* Take care that you double the rope back on itself before making the three turns, or it won't hold.
* Three are recommended for natural rope such as jute, whereas five turns are needed on synthetic rope like nylon.
* This knot is also known as the Bowyer's Knot as it is used to attach the lower end of the bowstring to the bottom limb on an English Longbow.
# Adventist Youth Honors Answer Book/Knot/Two half hitches

* Two half hitches
* Use: This reliable knot is quickly tied and is the hitch most often used in mooring.
* How to tie:
* Pass end of rope around post or other object.
* Wrap short end of rope under and over long part of rope, pushing the end down through the loop. This is a half hitch.
* Repeat on long rope below first half hitch and draw up tight.
# Adventist Youth Honors Answer Book/Knot/Taut-line hitch

* Taut-line hitch
* Use: The Taut-Line Hitch is an adjustable loop knot for use on lines under tension. It is useful when the length of a line will need to be periodically adjusted in order to maintain tension. It is made by tying a Rolling hitch around the standing part after passing around an anchor object. Tension is maintained by sliding the hitch to adjust size of the loop, thus changing the effective length of the standing part without retying the knot. When under tension, however, the knot will grip the cord and will be difficult to cause to slip. It is typically used for securing tent lines in outdoor activities involving camping, by arborists when climbing trees, for creating adjustable moorings in tidal areas, and to secure loads on vehicles. A versatile knot, the Taut-line hitch was even used by astronauts during STS-82, the second Space Shuttle mission to repair the Hubble Space Telescope.
* How to tie:
* Pass the working end around the anchor object. Bring it back along side of the standing part and make a half-hitch around the standing part.
* Continue with another wrap inside the loop, effectively making a round turn around the standing part.
* Complete with a half-hitch outside the loop, made in the same direction as the first two wraps, as for a clove hitch.
* Dress by snugging the hitch firmly around the standing part. Load slowly and adjust as necessary.
# Adventist Youth Honors Answer Book/Knot/Whipping

* Common whipping
* Use: The common whipping is the simplest type of whipping knot, a series of knots intended to stop a rope from unraveling. As it can slip off of the rope easily, the common whipping should not be used for rope ends that will be handled. This whipping knot is also called 'wolf' whipping in some parts of the world.
* The benefit of a common whipping is that no tools are necessary and the rope does not need to be unlayed. The problem is that it will slide off the end of the rope with little provocation. Other whippings avoid this by interleaving the whipping with the strands of the rope and creating friction with the strands to avoid slipping.
* Normally a natural fiber rope is whipped with twine. The size of the rope dictates the size of the twine. Any twine can be used, but tarred two strand hemp (marline) is preferred. Artificial-fiber ropes should have their ends fused by heat rather than whipped to prevent unraveling.
* How to tie:
* The rope should be whipped a short distance (One and a half times the diameter) from its end.
* Lay the head of the twine along the rope, make a bight back along the rope
* Begin wrapping the twine around the rope and bight of twine securely. Wrap until the whipping is one and a half times wider than the rope is thick.
* Slip the working end of the twine through the bight. Carefully pull on the standing end of the twine until the bight and working end are pulled under the whipping (Note: It is normally necessary to maintain tension on the working end to prevent the bight from being dragged completely through and so destroying the whipping)
* Cut the twine flush with the edges of the whipping and the rope end not less than half its width from the whipping to give the rope end a finished look
# Adventist Youth Honors Answer Book/Lashing/Continuous
## Continuous Lashing

Continuous Lashing is a fun technique. It is used to create shelves, tables, and other structures.
Comments on the pictures on the right'
* Support poles under the 'surface' poles.
* Attach string to the support pole using a clove hitch.
* Clove hitch, up over surface pole, back down & cross under below support pole, and up over the second surface pole.
* Detail of lashing as seen from top.
* Detail of lashing as seen from bottom. Inset shows details of clove hitch, and cross-under below support pole.
* View from the top.
* Start with a string/rope that is 4 or 5 times longer than the length of your project.
* Find the middle/center of the string and attach it to one of the support poles.
* Put one of the surface sticks on top of the support pole and bring both ends of the string over this surface stick.
* Continue back down below the support pole.
* Cross the string under the support pole.
* Bring it back up and over the next surface stick and then back down and cross under the support pole.
* Repeat for the remaining surface sticks.
* End off with a square knot when all the surface sticks are attached.
# Adventist Youth Honors Answer Book/Knot/Stevedore's

* Stevedore knot
* Finished stevedore knot
* Stevedore knot before tightening
* Use: The Stevedore knot is a stopper knot, often tied near the end of a rope. It is more bulky and less prone to jamming than the closely related figure-eight knot. This knot is excellent for anchoring a tarp. Pass the end of the rope through a tarp's grommet, tie a stevedore, and anchor the other end with a taut-line hitch. Its added bulk prevents it from pulling through the grommet.
* How to tie:
* The knot is formed by following the steps to make a figure-eight knot, but the working end makes an additional round turn around the standing part before the end passes back through the initial loop.
# Adventist Youth Honors Answer Book/Outreach/Christian Drama

Christian Drama :
| Outreach North American Division | Skill Level 2 |
| Outreach North American Division | Year of Introduction: 2006 |

## 1. Memorize and apply 1 Corinthians 10:31 to complete this honor.

* 1 Corinthians 10:31 (NKJ)
* Therefore, whether you eat or drink, or whatever you do, do all to the glory of God.

## 2. Describe each of the following categories of Drama
### a. Human Videos

Characterizing a song by acting it out with expression and movement.

### b. Worship Skits/Drama Sketches

Usually only about 10 minutes long or less and have a specific message.

### c. Pantomime

The art of telling a story without speech. Can be one person or a group. Can also be put to music as a Human Video.

### d. Dramatic Reading/monologue, duet, or group

Can be a monologue, duet or group reading using the voice to emphasize and show emotion.

### e. Musical/Drama

Usually longer than a skit. Could have different acts or scenes. Songs are added to go with the theme.

## 3. Describe how each of these areas of Drama can be used to reach people for God.

They can be used in Youth Rallies, Worships, and Youth Groups. Also, for going out to other churches, schools and youth groups as an outreach. For example, say you had a play about the nativity it would explain to people Jesus' birth. When acting it out, people who have never heard of Jesus, could easily find out about how the wise men came to see Jesus in just a play.

## 6. Know the following acting terminology
### a. Ad-lib

To make up stage business or conversation.

### b. Backstage

The area behind the stage. This part of the stage is invisible to an audience.

### c. Cross

The movement by an actor from one location to another onstage.

### d. Cue

An action or event that is a signal for somebody to do something.

### e. Downstage

The part of the stage toward the footlights.

### f. Exit

To leave the stage.

### g. Getting up in part

Memorizing lines.

### h. Holding it

Keeping perfectly still.

### i. Left and Right

Terms used to refer to the stage from the actors point of view when facing the audience.

### j. Left Center and Right Center

The portion of the stage just to the left or right (from the actor's point of view) of the center of the stage.

### k. Set

The scenery for an act or scene.

### l. Tempo

The speed with which speech and action move a play along.

### m. Upstage

The area of the stage away from the footlights, toward the rear of the stage.

### n. Upstaging

Improperly taking attention away from an actor who is the focus of interest.
# A-level Physics/Electrons, Waves and Photons/D.C. circuits

A direct current (DC) circuit usually has a steady and constant voltage supplied to it. A direct current does not have a continually changing polarity, unlike an alternating current (AC), but instead a constant direction and rate of flow. DC is generally provided by batteries or via a transformer, rather than generators.

## Circuit diagrams

Below are the symbols and names for all of the components that you are required to know:

## Series circuits

When resistors are set up in series, the formula to work out the total resistance is:
$R_{T}=r_{1}+r_{2}+r_{n}...etc$
Where $r_{1},r_{2}$ etc., are the resistance of each resistor in series.

## Parallel circuits

When resistors are set up in parallel, the formula to work out the total resistance is:
${\frac {1}{r_{t}}}={\frac {1}{r_{1}}}+{\frac {1}{r_{2}}}+{\frac {1}{r_{n}}}...etc$
Where $r_{1},r_{2}$ etc., are the resistance of each resistor in parallel.

## Internal resistance

A electrical source has its own resistance, known as Internal Resistance. This is caused by the electrons in the source having to flow through wires within it, or in the case of a chemical battery, the charge may have to flow through the electrolytes and electrodes that make up the cell.
By considering a battery of EMF E, in series with a resistor of resistance R we can calculate the internal resistance r:
$E=I(R+r)$ (See Series Circuits above)
Combining with V=IR:
$V=E-Ir$
The quantity Ir is called the lost volts. The lost volts shows us the energy transferred to the internal resistance of the source, so if you short circuit a battery, I is very high and the battery gets warm.

## Potential dividers

A potential (or voltage) divider is made up of two resistors. The output voltage from a potential divider will be a proportion of the input voltage and is determined by the resistor values.
The values of a battery with voltage V1 passing through two resistors in series of resistance R1 and R2, with an output circuit in parallel with Resistor R1 with output voltage V2 are related by the equation: $V1=(R1/(R1+R2))$ × $V2$

## Kirchhoff's laws

First Law states "The sum of the current (A) entering a junction is equal to the sum of the current (A) leaving the junction". This is a consequence of conservation of charge.
Second law states that the EMF is equal to the voltage of the circuit. This is a consequence of conservation of energy.

## Use of other components

Thermistors can be placed in circuits when temperature plays a role. As the temperature increases, the resistance of the device decreases. This does not obey the Ohms law. Light dependent resistors are resistors that decrease their resistance when exposed to light.
# A-level Physics/Forces, Fields and Energy/Appendix of Formulae
## Formulae by Section

This is the list of required formulae in the order that they appear in the OCR Syllabus for this module.
| Dynamics |
| $P=\,m\cdot v$ | Momentum is mass times velocity. |
| $F={\frac {dP}{dt}}$ | Force is the rate of change of momentum with respect to time. |
| Work and Energy |
| $W=\,F\cdot s$ | Work is force times displacement |
| $E_{k}={\frac {1}{2}}mv^{2}$ | Kinetic energy is half of mass times velocity squared. |
| $E_{p}=\,mgh$ | Potential energy is mass times acceleration due to gravity times height. (For situations near the surface of the earth only) |
| Circular Motion |
| $a={\frac {v^{2}}{r}}$ | Centripetal acceleration is velocity squared divided by the radius. |
| $F={\frac {mv^{2}}{r}}$ | Centripetal force is mass times velocity squared divided by the radius. (You are expected to be able to derive this from $F=m\cdot a$ and $a={\frac {v^{2}}{r}}$ ). |
| Oscillations |
| $T={\frac {1}{f}}$ | Period is one over the frequency. |
| $a=-\left(2\pi f\right)^{2}x$ | Acceleration is proportional to the negative displacement from the centre of oscillation. |
| $x=A\sin \left(2\pi ft\right)$ | Displacement from the centre of oscillation is amplitude times position in cycle. (When oscillation started at centre). |
| $x=A\cos \left(2\pi ft\right)$ | Displacement from the centre of oscillation is amplitude times position in cycle. (When oscillation started at one end). |
| $w={\frac {2\pi }{T}}$ | Angular Velocity is 2 times $\pi$ over the time period. |
| $w=\left(2\pi f\right)$ | Angular Velocity is 2 times $\pi$ times the frequency of oscillations. |
| Gravitational Fields |
| $F={\frac {Gm_{1}m_{2}}{r^{2}}}$ | Force is Gravitational Force Constant ($\mathbf {6.67\times 10^{-11}Nm^{2}kg^{-2}}$) times mass one times mass two over radius squared. |
# A-level Physics/Cosmology/Structure of the universe
## Olbers' Paradox

Heinrich Olbers showed that in an infinite and uniform universe the sky at night would be exceedingly bright, whereas we know perfectly well that this is not the case. This contradiction, that the universe must be infinite otherwise it would collapse under its own gravitational forces, yet cannot be infinite otherwise the sky would be bright at night - is now known widely as Olbers' Paradox.
To be included in this section:
* Cosmological Principle
* Hubble's Law (and why it can't be used accurately at the moment to estimate the age of the Universe)
* Significance of the 3 K microwave radiation that we can detect
from A level OCR Physics A specification
# A-level Physics/Forces, Fields and Energy

Forces, Fields and Energy is the main module of the A2 year. You will need to know everything from the previous 3 modules from last year. There is a lot to learn this year, but here is where things start to get really interesting!

## Contents

* Further dynamics
* Work and energy
* Motion in a circle
* Oscillations
* Gravitational fields
* Electric fields
* Capacitors
* Electromagnetism
* Electromagnetic induction
* Thermal physics
* The nuclear atom
* Radioactivity
* Appendix of Formulae
# A-level Physics/Electrons, Waves and Photons/Electromagnetic waves
## Structure

Electromagnetic (EM) waves are transverse waves that carry energy. This means the light can be polarised like all other transverse waves. Depending on the amount of energy, the waves create the electromagnetic spectrum, comprising (from longest to shortest wavelengths) radio, microwave, infra-red, visible light, ultraviolet, X-ray, gamma ray. Commonly referred to as EM "Radiation," these waves have wavelengths ranging from several thousand kilometres ($\geq 10^{5}$ m) to sub-picometres ($\leq 10^{-12}$ m).
The wave is actually made up of two components which are perpendicular to the direction of the wave. EM radiation can be thought of as particles (the photon) or waves, which is commonly referred to as the "wave particle duality"

## The Speed of Light

All electromagnetic waves travel at the same speed (in a vacuum), and that is the universal constant known as the "speed of light," most often abbreviated by the lower-case letter "c".
The speed of light is (exactly): c = 299 792 458 $m/s$ or c = 983 571 056 $ft/s$

## Visible Light

In the middle of the electromagnetic spectrum is visible light, i.e., the range that the human eye has evolved to observe. The following is a chart of the wavelengths of visible light.

## Useful Equations

To find out the energy of a particular EM wave, or its frequency one can use the several forms of the Einstein Equation.
First, to determine an EM wave frequency, $\nu$ from its wavelength, $\lambda$. The wavelength multiplied by the frequency is always a constant value: the speed of light, $c$. Hence,
so you can find the frequency from the wavelength, or vice versa from simply manipulating this relationship.
Next, to determine the energy from a smallest quantity of EM wave (photon). Here, we must introduce another universal quantity known as "Planck's Constant," most commonly abbreviated by a lower-case "h." Planck's constant is
With this in place we can use the "Planck Equation," which provides a relationship between the frequency, $\nu$ and energy $E$ of a photon. The relation is as follows:
Now, if we only have the wavelength with which to start, we can manipulate equation (1) to get what we need.

## References

(In order of Mathematical/Material Depth)
Halliday D.; Resnick R.; Walker J.; Fundamentals of Physics, Part 4: Chapters 34 - 38. 6th ed. John Wiley & Sons, Inc., 2003. Chapter 34.
Griffiths, David J. Introduction to Electrodynamics. 3rd ed. Upper Saddle River, NJ: Prentice-Hall, Inc., 1999. Chapter 9, p364-411.
Rybicki, G.; Lightman, A. Radiative Processes in Astrophysics. Wiley-Interscience, 1985.
# A-level Physics/Electrons, Waves and Photons/Magnetic effects of current
## Right Hand Grip Rule

The most basic principle. Imagine your right hand gripping a pen while doing a "thumbs up"(it is vulgar in certain countries but this is for science). The thumb points to the direction of the conventional current while the other fingers points to the direction of the magnetif field lines(it circles around the direction of current).

## Fleming's left hand rule

Use your thumb, first and second fingers to point at 90° to each other: like the corner of a box. First finger: Field seCond finger: Current THumb: THrust

## Formula

$F=B\,I\,L$
F is the force produced, measured in newtons. B is the magnetic field strength (flux density), measured in Tesla. I is the current that the magnetic field is acting on, measured in Amps. L is the length of the electrical wire, measured in metres.
# A-level Physics/Edexcel (Salters Horners)

This Wikibook is about A-level Physics, designed to follow the Edexcel (Salters Horners) syllabus, but is not endorsed by Edexcel. It will hopefully be useful as a revision guide or for alternative explanations to the ones in your textbook or from your tutor.

## AS Units
### PSA1: Physics at work, rest and play (6751)

* Higher, Faster, Stronger (HFS)
* Good Enough to Eat (EAT)
* Spare Part Surgery (SUR)

### PSA2: Physics for life (6752)

* Digging Up the Past (DIG)
* Technology in Space (SPC)
* Sound of Music (MUS)

### PSA3: Coursework (6753)

* Experimental skills
* Visit

## A2 Units
### PSA4: Physics on the Move (6754)

* Transport on Track (TRA)
* The Medium is the Message (MDM)
* Probing the Heart of Matter (PRO)

### PSA5i: Coursework (6755/01)

* Practical project

### PSA5ii: Physics from creation to collapse (6755/02)

* Build or Bust? (BLD)
* Reach for the Stars (STA)

### PSA6: Synoptic test (6756)
## External links

* University of York course website
* Edexcel (Salters Horners) Advanced GCE in Physics — Specification, Issue 3 October 2003
* Edexcel Salters Horners A-level Physics resources