OpenLLM-France/wikimedia huggingface dataset:
# Introduction to the History of Life Science

"One might think of science as a tool, and over time, the tools get better and better. One does not see anyone lining up to get a hole drilled into their skull to release the bad spirits when they have a headache anymore." Unknown
* Philosophy of Science
* History of Biology
* History of Science

### Participate

WikiProject History of Science
# Introduction to the Planets/Activity 1
## Activity 1

The following activity is for people with little experience of lunar observing and should be completed whenever you are able.
Follow the link below and print out the map of the moon:
Moon Map
If you don't own any binoculars for this activity try to beg, borrow or... well, just beg or borrow some (or a telescope if you have access to one). If you can't get any, pick a clear night and try this with unaided vision anyway - don't worry if the moon isn't full. Try to pick out the different feature of the moon. Once you have familiarised yourself with it, try to match the labels from the moon map to the features you can see.
If you want to continue observing the moon regularly and recording your observations you could use the following observing log:
Moon Observation Log Sheet
NB You don’t need a big fancy telescope to do real astronomy, a half-decent pair of binoculars are an excellent tool, and so portable they can go everywhere with you if you wish. In an ideal world you need a good pair of 10x50 (or 7x50 or 12x50) binoculars to do any serious astronomical observing (anything less than x50 is better than nothing, but doesn't gather as much light, so doesn't show as much detail; anything much more than 10x will magnify too much for someone of average strength to hold still enough for any length of time – the image will tremble. A good pair of 15x70 binoculars will give very good results if you can rest your arms on a high wall or similar to stop the worst of the tremble - even better with 15x70s or bigger would be attaching them to a camera tripod). If you are thinking of getting into astronomy it is sensible to buy yourself a pair of binoculars first (10x50s are more than adequate), as they are a fraction of the cost of a telescope, and if, after 2 or 3 months you are still keen (and can afford one), then it is time to think about buying a telescope.
# Introductory Algebra

This course is intended for adult learners returning to college or university studies. Some common classes covering roughly these topics are the College Algebra class sequence at University of Phoenix and Axia College, and the Basic Algebra class sequence at Devry. You might not have used academic algebra for many years, but don't worry! Introductory algebra can be both fun and useful!
If you are ready, start here!
| Lesson Name | Estimated Time |
| Equations_and_Expressions | 2 hours |
| Introducing_Functions | 2 hours |
| Solving_Linear_Equations | 2 hours |
| Graphing Lines | 2 hours |
| Intersection of Lines | 2 hours |
| Square roots | 2 hours |
| Solving Quadratic Equations | 2 hours |
| Graphing Quadratic Equations | 2 hours |
| Solving Exponential Equations | 2 hours |
| Solving Logarithmic Equations | 2 hours |
| Course Check What You Know | 2 hours |
Introductory Algebra/Personal Organization
The following courses cover related material but focus on specific exams:
* GED Mathematics Preparation
* ASVAB Mathematics Preparation
* GRE Mathematics Preparation
Learning mathematics takes time, energy and a few basic skills. Take the Introductory Algebra Readiness Check to see if you are ready! To succeed in this course, you need
* Arithmetic (including fractions) mastery,
* Mathematics Study Skills mastery,
* Spending time on this class daily.
By the end of this course, you will be able to
* Solve and graph linear, quadratic, exponential and logarithmic equations.
* Interpret function notation.
* Formulate and solve real world problems involving linear, quadratic, exponential and logarithmic equations.
Introductory Algebra/Help

## See Also

* Algebra
# Instructional design/Learning objectives/Examples and Non-Examples of Criterion Phrases/No I missed one or both

Lets look at the criteria answers and consider the questions to help describe criteria below.
When deciding how to word criteria some questions that will help to describe the criteria are:
   * How well does the learner need to perform in order to appropriately achieve the objective?
   * How will we know if the object has been achieved?
   * How is the performance measured; speed or accuracy?
1. Which one of these answers is a bad example of criteria?
2. Which of these answers is a good example of criteria?

## Can you think of two other ways to state a criteria for this type of objective?

Please select edit on this frame and type in your two other criteria. Keep in mind the questions you should ask yourself to help create critera descriptions from the previous page.
read pages 5 to 10 of the book "Gulliver's Travels". answer the last 8 out of 15 of the comprehension questions asked in chapter one of the book. 41.78.40.23 05:42, 3 January 2011 (UTC)
Step One: read pages 5-10 of the book "Gulliver's Travels" (state which edition). Step Two: answer comprehension questions 8-15 at then end of chapter one.
Oh now I understand. I'm supposed to be completing applications on USAjobs.gov in addition to this correct? Give me a sign. Throw me a bone. I need feedback and I need it from a human being. I also need proof that its a human being and not a computer providing the feedback and doing the monitoring. Thank you!
108.243.204.186 (discuss) 05:23, 29 April 2014 (UTC)
* < Back
# Instructional design/Learning objectives/Using Sample Test Items

| Instructional Design | ID Learning Objectives | < Back | Page 3 of 4 | Next > |
Jacksojt - I am not sure this needs to be put in the condition
Jdeimel - I don't have Mager's book with me but this is from his section on conditions

## Sample Test Items

The second method of adding a condition to an objective is to include what Mager calls a "test item." Rather than explicitly stating the conditions as part of the objective, you can include a sample test item that illustrates what the learner needs to do. This approach is beneficial when there are multiple ways for assessing the desired behavior.
For example -
Objective: When shown a Spanish verb, be able to conjugate (write) the correct tense of the verb in Spanish.
Sample Test Item: The Learning Spanish workbook contains a list of Spanish verbs. After the instructor selects the verb, he/she will write the verb on the white board along with the verb tense the learner needs to conjugate. the learner conjugate (write down on a piece of paper) the verb in the appropriate tense, with correct spelling and punctuation.
However, this does not mean that you should add sample test items to every objective you write. Mager suggests stating the desired behavior and adding a sample test item when the intent of the objective becomes convoluted with too many words. Remember to use as many words as necessary to make the intent of the objective clear to the learner.
# Instructional design/Learning objectives/Examples and Non-Examples of Criterion Phrases

| Instructional Design | ID Learning Objectives | < Back | Page 2 of 4 | Next > |

## Helpful questions

When deciding how to word criteria some questions that will help to describe the criteria are:
   * How well does the learner need to perform in order to appropriately achieve the objective?
   * How will we know if the object has been achieved?
   * How is the performance measured?
   * Is this measurement realistic?

## Good and Bad examples:

Bad.... write a metric measurement of weight.
Good.... weigh an object to the nearest gram.
Bad.... write an example of a business letter.
Good.... write an example of a business letter with no spelling, grammar or punctuation errors and within a 60 minute time frame. (this sentence actually has two criteria, accuracy-errors and time-minutes)

## Criterion and Bloom's Taxonomy

..... write a correct list of 20 high blood pressure medications with no more than 2 incorrect answers. (Knowledge)
..... name at least 3 generic substitutions of 20 high blood pressure medications with at least 80% accuracy. (Comprehension)
..... determine the correct high blood pressure medication for a patient within the top 3 answers provided by the doctor. (Application)
..... correctly diagnose 20 patients with no more than 2 incorrect. (Analysis)
..... devise 2 alternate medication plans for 10 patients that meet the approval of at least 80% of an expert panel. (Synthesis)
..... demonstrate a correct physical exam on 10 patients adhering to AMA standards, with at least 80% accuracy according to an expert panel. (Evaluation)

## Self-test

Using the deciding how to word criteria questions above can you answer the two questions below correctly?
# Instructional design/Learning objectives/Performance

| Instructional Design | ID Learning Objectives | < Back | Page 1 of 6 | Next > |

## Introduction

When writing well-formed learning objectives, one of the most important tasks is to identify "what you want the learner to do." During this first lesson, you will learn to identify verb phrases that state a "performance" of a cognitive learning objective. This lesson describes Bloom's Taxonomy of the Cognitive Domain, provides examples of cognitive domain verbs and performance phrases, and allows several opportunities for practice and feedback. The lesson topics are:
* Defining Performance
* Bloom’s Taxonomy of the Cognitive Domain
* Cognitive Domain Verb Usage
* Cognitive Domain Verb Usage, Part 2
* Examples and Non-Examples of Performance Phrases
* Performance Self-Test

## Defining Performance

The performance, or behavior, is a description of "what the learner must do" by the end of instruction. In addition, the behavior must be something we can see, evaluate, and should be described by using an action verb. The main characteristics of a performance are:
* It is observable, and
* It is measurable.
Sometimes the goal of instruction may be a behavior that is not observable, which means it is covert. These learning goals use words such as "know", "understand", or "distinguish". Since we cannot observe these behaviors, we need to include an indicator that allows us to observe the learner's performance.
For example:
"The learner will be able to know the capitals of each state" is not something that is observable and measurable. To "know" or "understand" a subject is a covert process which cannot be observed without providing an alternate method of measurement. However, I can determine if a learner knows the capitals of each state by writing the performance like this:
* "The learner will be able to label each state capital on a map" or
* "The learner will be able to list each state capital on a sheet of paper".
While "Know" and "Understand" are not observable; "List" and "label" are overt actions which can be assessed according to a standard.

## Practice and Feedback

Now, let's identify some observable and measurable verbs. Click the appropriate box for each question, then click the submit button for the correct answers.
# Instructional design/Learning objectives/Performance/I got them both right

Great job!
1. Which of these describes an overt action?
2. Which of these is the best example of an observable action verb?
* < Back
# Instructional design/Learning objectives/Performance/I missed one or both

Remember that the best performance objectives use verbs that are
* overt
* observable
* measurable
When we want to use a covert action, then we need to include an indicator (verb) that is observable and measurable.
1. Which of these describes an overt action?
While it is important for learners to be able to identify, recognize, and distinguish certain information; they are not observable behavior unless we add an indicator that can be measured. "Identify" by itself may cause some misunderstanding without a little clarification about how to identify (Point, Circle, etc). "Circle" is an overt behavior that we can measure.
2. Which of these is the best example of an observable action verb?
Determine and reflect are behaviors that we may want to develop in our students, but they are not observable unless we add an indicator. When a learner diagrams a sentence or a system it is an overt, observable, and measurable action.
* < Back
# Instructional design/Learning objectives/Examples and Non-Examples of Criterion Phrases/Yes I got them both right

1. Which one of these answers is a bad example of criteria?
2. Which of these answers is a good example of criteria?

## Your Explanation

Please select edit on this frame and explain why you selected the answers you did. Keep in mind the questions you should ask yourself to help create critera descriptions from the previous page.
It's because criterion must be specific and well thought-out and the chosen answers were both very specific to the statement lewl
* < Back
# Instructional design/Learning objectives/Examples and Non-Examples of Performance Phrases

| Instructional Design | ID Learning Objectives | < Back | Page 5 of 6 | Next > |

## Performance Phrase Questions

When constructing the performance phrase for a learning objective, ask the following three questions:
* Is the performance a main intent of the instruction?
* Is the performance observable? (If it is covert, can an indicator verb be used that is observable?)
* Is the performance measurable?

## Non-Examples of False Performance

One of the problems with writing the behavior portion of the learning objective is using verbs that are not observable.
For example:
* Know Newton's Law of Universal Gravitation
* Understand Newton's Law of Universal Gravitation
* Appreciate Grunge music
* Learn the correct steps to CPR
These verbs have been used on examples from classes you have taken before. The actions in these performance phrases are neither observable nor measurable. When the learning goal is covert, an indicator must be used that is observable.
If we want them to know the law of gravity, a better representation would be to
* State Newton's Law of Universal Gravitation (Knowledge)
* Explain how Newton's Law of Universal Gravitation affects a falling object (Comprehension)
* Solve Newton's Law of Universal Gravitation for two objects(Application)!

## Non-Examples of Unclear Performance

Another problem with writing performance phrases is a lack of clarification. There are two ways to fix this problem: either add a condition or modify the performance phrase.
For example:
* Identify the probable cause of the first powered fixed-wing aircraft accident
* Differentiate between an observation, finding, and cause of an accident
You have probably seen many objectives written with verbs such as identify, discriminate, differentiate, etc. While these performances can be observable and measurable, by themselves there is a potential for misunderstanding "how" the performance is done. Sometimes, we can add conditional phrases (which will be covered in the next lesson). Another solution is to choose another verb that still meets the main intent of the instruction.
If we want someone to identify the probable cause of the accident, an alternate solution would be to:
* Recite the probable cause of the first powered fixed-wing aircraft accident (Knowledge)
* Explain the probable cause of the first powered fixed-wing aircraft accident (Comprehension)
* Summarize the probable cause of the first powered fixed-wing aircraft accident (Analysis)

## Navigation

Click Next to continue.
| Instructional Design | ID Learning Objectives | < Back | Page 5 of 6 | Next > |
# Instructional design/Learning objectives/Performance self-test

| Instructional Design | ID Learning Objectives | < Back | Page 6 of 6 | Next > |
See how much you have learned. Take the short self-test below choosing the best answer.
1
Which of the following is a performance phrase for knowledge?
List the 5 phases of the ADDIE Model
Know the 5 phases of the ADDIE Model
Explain the 5 phases of the ADDIE Model
Demonstrate the 5 phases of the ADDIE Model
2
Which of the following is a performance phrase for comprehension?
Design a Goal-Based Scenario instructional strategy
Use the Goal-Based Scenario instructional strategy
Understand the Goal-Based Scenario instructional strategy
Classify the Goal-Based Scenario instructional strategy
3
Which of the following is a performance phrase for application?
Calculate a solution with Boyle's Law
Define Boyle's Law
Explain Boyle's Law
Discuss the pressure in Boyle's Law
4
Which of the following is a performance phrase for analysis?
Describe cancerous cells
Identify a cancerous cell
Differentiate between several types of cancer
Name several types of cancer
5
Which of the following is a performance phrase for synthesis?
Appreciate constructivst learning theory
Formulate a constructivist learning theory
Apply a constructivist learning theory
Explain a constructivist learning theory
6
Which of the following is a performance phrase for evaluation?
Draw an accident diagram
Describe the accident sequence
Arrange the events in chronological order
Determine the probable cause of the accident :

## Navigation

Congratulations, you have finished the first lesson. Click Next to continue to Conditions for Learning Objectives.
| Instructional Design | ID Learning Objectives | < Back | Page 6 of 6 | Next > |
# Coordinate systems/Derivation of formulas/Divergence of a vector field

The divergence of a vector field has been verified for cartesian, spherical and cylindrical coordinates
Namelist need to inhibit warning:
# Cop-thermal engineering

COP (sometimes CP), of a heat pump is the ratio of the change in heat at the "output" (the heat reservoir of interest) to the supplied work:
where • is the change in heat at the heat reservoir of interest, and • is the work consumed by the heat pump. (Note: COP has no units, therefore in this equation, heat and work must be expressed in the same units.) The COP for heating and cooling are thus different, because the heat reservoir of interest is different. When one is interested in how well a machine cools, the COP is the ratio of the heat removed from the cold reservoir to input work. However, for heating, the COP is the ratio of the heat removed from the cold reservoir plus the heat added to the hot reservoir by the input work to input work:
where • is the heat moved from the cold reservoir (to the hot reservoir). Contents [hide] • 1 Derivation • 2 Example • 3 Conditions of use • 4 See also • 5 External links • 6 References
[edit] Derivation According to the first law of thermodynamics, in a reversible system we can show that Qhot = Qcold + W and W = Qhot − Qcold, where Qhot is the heat given off by the hot heat reservoir and Qcold is the heat taken in by the cold heat reservoir. Therefore, by substituting for W,
For a heat pump operating at maximum theoretical efficiency (i.e. Carnot efficiency), it can be shown that and , where Thot and Tcold are the temperatures of the hot and cold heat reservoirs respectively. Hence, at maximum theoretical efficiency,
Similarly,
It can also be shown that COPcooling = COPheating − 1. Note that these equations must use the absolute temperature, such as the Kelvin scale. COPheating applies to heat pumps and COPcooling applies to air conditioners or refrigerators. For heat engines, see Efficiency. Values for actual systems will always be less than these theoretical maximums.
# Coordinate systems/Derivation of formulas/Laplacian of a vector field

This is a brief introduction to Laplaciain theory and the equations for the maxwells equations.
# Coping (psychology)

This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.
Psychological coping (or coping strategies) refers to the behavioural and cognitive efforts made by individuals in attempting to deal with stressful situations.
The most widely cited definition of coping is that it is “constantly changing cognitive and behavioural efforts to manage specific external and/or internal demands that are appraised as taxing or exceeding the resources of the person” (Lazarus & Folkman, 1984).
A key theoretical perspective in this area is Lazarus and Folkman's transactional model of stress and coping.
# Coordinate systems/Derivation of formulas/Cylindrical from Cartesian unit vectors

From Wolfram Mathworld, we see the following relations:
${\begin{aligned}{\hat {\boldsymbol {\rho }}}&=\cos \phi {\hat {\mathbf {x} }}+\sin \phi {\hat {\mathbf {y} }}\\{\hat {\boldsymbol {\phi }}}&=-\sin \phi {\hat {\mathbf {x} }}+\cos \phi {\hat {\mathbf {y} }}\\{\hat {\mathbf {z} }}&={\hat {\mathbf {z} }}\end{aligned}}$
Additionally, it has already been shown on the same page that:
${\begin{aligned}\rho &={\sqrt {x^{2}+y^{2}}}\\x&=\rho \cos \phi \\y&=\rho \sin \phi \\\end{aligned}}$
Now, we simply need to combine these relations together to obtain:
${\begin{aligned}\cos \phi &={\frac {x}{\sqrt {x^{2}+y^{2}}}}\\\sin \phi &={\frac {y}{\sqrt {x^{2}+y^{2}}}}\\\end{aligned}}$
And hence:
${\begin{aligned}{\hat {\boldsymbol {\rho }}}&={\frac {x}{\sqrt {x^{2}+y^{2}}}}{\hat {\mathbf {x} }}+{\frac {y}{\sqrt {x^{2}+y^{2}}}}{\hat {\mathbf {y} }}&={\frac {x{\hat {\mathbf {x} }}+y{\hat {\mathbf {y} }}}{\sqrt {x^{2}+y^{2}}}}\\{\hat {\boldsymbol {\phi }}}&=-{\frac {y}{\sqrt {x^{2}+y^{2}}}}{\hat {\mathbf {x} }}+{\frac {x}{\sqrt {x^{2}+y^{2}}}}{\hat {\mathbf {y} }}&={\frac {-y{\hat {\mathbf {x} }}+x{\hat {\mathbf {y} }}}{\sqrt {x^{2}+y^{2}}}}\\{\hat {\mathbf {z} }}&={\hat {\mathbf {z} }}\end{aligned}}$
As was to be demonstrated.