OpenLLM-France/wikimedia huggingface dataset:
# Physics Formulae

This aim of this article is to provide links to external articles on tabulations of fundamental physics formulae, laws, principles, definitions of important quantities, and their application to useful results which are frequently encountered in physical problems. As physics is such a large subject, each branch of physics requires its own article for tabuluations of equations.
The scope is that of advanced school/ introductory degree level Physics, and beyond. For generality the language of calculus (including multiple integrals and partial differentials), vector algebra and calculus and matrices is neccersary. Tensors are also sometimes required for generality, but kept to a minimum. Only SI units and their corresponding dimensions are used (i.e. no natural/characteristic units or non-dimensional equations).

## Fundamental, General Quantities

The quantities below recur throughout all fields of physics, characteristic to the foundational SI units. The articles which follow use this nomenclature unless otherwise stated.
| Quantity (Common Name/s) | (Common) Symbol/s | SI Units | Dimension |
| Length, width, height, depth | $a,b,c,d,h,l\,\!$ $r,w,x,y,z\,\!$ | m | [L] |
| (Spatial) Position Vector | $\mathbf {r} ,\mathbf {R} ,\mathbf {a} ,\mathbf {d} \,\!$ | m | [L] |
| Area | $A,S\,\!$ | m$^2$ | [L]$^2$ |
| Area Vector | $\mathbf {A} =A\mathbf {\hat {n}} ,\mathbf {S} =S\mathbf {\hat {n}} \,\!$ | m$^2$ | [L]$^2$ |
| Volume | $V\,\!$ | m$^3$ | [L]$^3$ |
| Plane Angle | $\alpha ,\beta ,\gamma ,\theta ,\phi ,\chi \,\!$ | rad | dimensionless |
| Solid Angle | $\omega ,\Omega \,\!$ | sr | dimensionless |
| Angular Position, Angle (of Rotation) | $\theta \,\!$ | rad | dimensionless |
| Time | $t\,\!$ | s | [T] |
| Mass | $m\,\!$ | kg | [M] |
| Temperature | $\theta \,\!$ | K | [Te] |

## Derived General Quantities

Many quantities in the classical physics section, such as mass, momentum, force, energy are are also continuously used throughout all fields of physics, with appropriate modifications. They are not fundamental as they can be derived.

## Main Articles

General Physics
Conservation and Continuity Equations
Classical Physics
Classical Mechanics Formulae
Equations for Properties of Matter
Thermodynamics Formulae
Waves Formulae
Gravitation Formulae
Foundational Modern Physics
Electromagnetism Formulae
Electric Circuits Formulae
Equations of Light
Advanced Modern Physics
Quantum Mechanics Formulae
Special Relativity Formulae
General Relativity Formulae
Astronomy and Cosmology Formulae
Particle Physics Formulae
# Physics (A-level)

A brief overview of AS and A2 level Physics based around the Physic A specification

## AS Units
### Unit 3 - Practical skills in physics 1

* Practical skills in physics

## A2 Units
### Unit 4 - The Newtonian world

* Newton's laws and momentum
* Circular motion and oscillations
* Thermal physics

### Unit 5 - Fields, particles and frontiers of physics

* Electric and magnetic fields
* Capacitors and exponential decay
* Nuclear physics
* Medical imaging
* Modelling the universe
(Modules 3,4 and 5 were previously optional but in some specifications are now mandatory)

### Unit 6 - Practical skills in physics 2

* Practical skills in physics

## See Also

Chemistry (A-Level)
# Physics (A-level)/Practical skills in physics
## Overview

For A-level physics, you will have to partake in certain practical experiments of three types: quantitative, qualitative and evaluative. You will be graded for one of each in both you AS and A2 parts of the course, adding up to six graded experiments in the two years. You will usually have two or three attempts at each category.

## Evaluative

You will be asked to evaluate data from an experiment you have done using the examiners results.
You will need to comment on an experiments precision, reliability and accuracy. For this you will need to understand the difference between the three. Precision - this refers to the distance of the points from the line of best fit on the graph. If the majority of the points lye on or very near to the line of best fit, the experiment is said to be precise. Reliability - this refers to the difference in results between repeats. If a repeat has a very similar value in the experiment, the experiment is said to be reliable. Accuracy - this refers to the comparison of a calculated value to the accepted value. If a value that you calculate is very close to the accepted value, it is said to be accurate. An example of this would be if you calculated the earths gravitational field strength (g) to be 9.75ms$^{-2}$, it is very close to the accepted value of 9.81ms$^{-2}$. Therefore that experiment would be accurate.
Another evaluation you must make is working out or comparing gradients and y-intercepts. For this you must know the equation y=mx+C where y and x are variables, m is the gradient and C is the y-intercept.
All linear equations can be rearranged into this form, in order to work out certain values. For example the equation, m=PM(1/l)+M
The equation in this example compares m over 1/l. Comparing this to y=mx+C, m is the y-variable, 1/l is the x-variable, PM is the gradient and M is the y-intercept. You will be given or will have to work out the graph's gradient and y-intercept. With these you can work out values for P and M.

## Links

Back to Physics (A-level)
# Primitive function/Rational function/1 over 1+x^4/Exercise

Determine an antiderivative (primitive function) of the function
    ${\frac {1}{1+x^{4}}}.$
# Primitive function/Rational function/1 over x^2-5/Exercise

Determine an antiderivative (primitive function) of the function
    ${\frac {1}{x^{2}-5}}.$
# Primitive function/Inverse function/Section
## Theorem

Let $f\colon [a,b]\rightarrow [c,d]$ denote a
bijective differentiable function, and let $F$ denote a primitive function for $f$. Then
    $G(y):=yf^{-1}(y)-F{\left(f^{-1}(y)\right)}\,$
is a primitive function for the inverse function
$f^{-1}$

### Proof

Differentiating, using fact and fact, yields
    ${\begin{aligned}{\left(yf^{-1}(y)-F{\left(f^{-1}(y)\right)}\right)}'&=f^{-1}(y)+y{\frac {1}{f'(f^{-1}(y))}}-f{\left(f^{-1}(y)\right)}{\frac {1}{f'{\left(f^{-1}(y)\right)}}}\\&=f^{-1}(y).\end{aligned}}$
$\Box$
For this statement, there exists also an easy geometric explanation. When $f\colon [a,b]\rightarrow \mathbb {R} _{+}$ is a strictly increasing continuous function (and therefore induces a bijection between $[a,b]$ and $[f(a),f(b)]$), then the following relation between the areas holds:
    $\int _{a}^{b}f(s)\,ds+\int _{f(a)}^{f(b)}f^{-1}(t)\,dt=bf(b)-af(a)\,,$
or, equivalently,
    $\int _{f(a)}^{f(b)}f^{-1}(t)\,dt=bf(b)-af(a)-\int _{a}^{b}f(s)\,ds\,.$
For the primitive function $G$ of $f^{-1}$ with starting point $f(a)$, we have, if $F$ denotes a primitive function for $f$, the relation
    ${\begin{aligned}G(y)&=\int _{f(a)}^{y}f^{-1}(t)\,dt\\&=\int _{f(a)}^{f(f^{-1}(y))}f^{-1}(t)\,dt\\&=f^{-1}(y)f(f^{-1}(y))-af(a)-\int _{a}^{f^{-1}(y)}f(s)\,ds\\&=yf^{-1}(y)-af(a)-F(f^{-1}(y))+F(a)\\&=yf^{-1}(y)-F(f^{-1}(y))-af(a)+F(a),\end{aligned}}$
where $-af(a)+F(a)$ is a constant of integration.

## Example

We compute a primitive function for $\arctan x$, using fact. A primitive function of tangent is
    $\int _^\tan t\,dt=-\ln(\cos x)\,.$
Hence,
    $x\cdot \arctan x+\ln(\cos(\arctan x))$
is a primitive function for $\arctan x$.
# Primitive function/Logarithm/Via primitive function of inverse mapping/Exercise

Determine an antiderivative of the natural logarithm function using the antiderivative of its inverse function.
# Primitive function/R/Exercise form

Determine an antiderivative for the function
    $f$
# Primitive function/Rational function/1 over 2x^2+x-1/Exercise

Determine an antiderivative (primitive function) of the function
    ${\frac {1}{2x^{2}+x-1}}.$
# Primitive function/Logarithm/Example

We determine a primitive function for the natural logarithm $\ln x$, with integration by parts. We write $\ln x=1\cdot \ln x$, and we integrate the constant function $1$, and we differentiate the logarithm. Then
    $\int _{a}^{b}\ln x\,dx=(x\cdot \ln x)|_{a}^{b}-\int _{a}^{b}x\cdot {\frac {1}{x}}\,dx=(x\cdot \ln x)|_{a}^{b}-\int _{a}^{b}1\,dx=(x\cdot \ln x)|_{a}^{b}-x|_{a}^{b}\,.$
So a primitive function is $x\cdot \ln x-x$.
# Primitive function/Negative argument/Exercise

Let $f\colon \mathbb {R} \rightarrow \mathbb {R} ,x\mapsto f(x)$, be a continuous function and let $F(x)$ be a primitive function for $f(x)$. Show that $-F(-x)$ is a primitive function for $f(-x)$.
# Primitive function/Piecewisely defined/1/Exercise

Compute the definite integral $\int _{0}^{8}f(t)dt$, where the function $f$ is
    $f(t)={\begin{cases}t+1,{\text{ if }}0\leq t\leq 2\,,\\t^{2}-6t+11,{\text{ if }}2<t\leq 5\,,\\6,{\text{ if }}5<t\leq 6\,,\\-2t+18\,,{\text{ if }}6<t\leq 8\,.\end{cases}}\,$
# Primitive function/Rational function/1 over x^2+5/Exercise

Determine an antiderivative (primitive function) of the function
    ${\frac {1}{x^{2}+5}}.$
# Strategic Studies/Universal Tactical Simulation

Part of Strategic Studies

## Introduction

The Tactical Simulations page contains a number of games, as well as the proposed Universal Tactical Simulation, and the discussion on theory and how its rules should be developed.

## The Universal Tactical Simulation

* Universal Tactical Simulation: A discussion of the fundamental principles that should be observed in the Tactical Simulation.
   * Universal Tactical Simulation: Rules: The raw rules of the Tactical Simulation.

## Other User-Developed Simulations

* Landsknecht - A simple tactical wargame that can be played (of all places) on a chessboard. Introduces ideas of morale, frontage, flanking, and set-piece battle in the early Renaissance/Late Middle Ages.

## Links to Other Extant Simulations

* Mark IV is an open source 3D Battlefield vehicle simulation, currently being developed.

## Active Contributors

* dnjkirk

## Rule and Strategic Game Development Resources

* The Journal of Boardgame Design - an intelligent look at game development from a long-time game afficionado.
* Mike Doyle's Art Play - a look at artistic design in games and their pieces
# Strategic simulations

Part of Strategic Studies

## Introduction

The Strategic Simulations page contains a number of games, each one with a particular learning objective.

## The Simulations
### Complete

* Mercantilism: A simulation of proxy competition between Superpowers through economics.
   * Cold War: A Mercantilism variant with combat, for the illustration of proxy war in the Cold War Era.
* Forbidden Kingdom: A simulation of Chinese Communist Party decision making.

### Incomplete (help the author complete them!)

* Liberal Diplomacy (variant of Diplomacy): What would Diplomacy be like if Liberal IR theorists had invented it?

## Links to Other Simulations

It is recommended that these links only contain games that are available free and online. This means that the link should include rules, illustrations of pieces, and boards. If it is a computer game, it should at least be shareware, if not freeware.

### Diplomacy

Diplomacy is a strategic game that has stood the test of time. It is not only popular amongst gamers, but is used as a project in Strategic Studies classes at some institutions. Play is available online.
* Diplomacy Archive - Contains lots of information on how to play, variants, rules, maps.
* Diplomacy (board game) - Wikipedia link.

### Dune

Not to be scoffed as a piece of fan paraphernalia, Dune includes a strong Diplomatic component.
* Dune - This site includes all rules and published variants.
* Dune (board game) - Wikipedia link.

### Lunar Boom Town

Free form learning simulation. Budding venture team members of all ages with a bent towards R&E&D&I (research,exploitation,development,investment) can practice synergistic free form collaboration with and on each other while creating and managing transparent engineering data sets. Data products are expected under a variety of licensing modes. Legal integration and distribution is one of the targeted key skillsets. We are developing the guidelines at Lunar Boom Town. Safe fair play is expected at all times to the extent feasible. Peer enforcement is under development. When in doubt seek assistance via concensus with other participants. Mirwin 14:17, 25 November 2007 (UTC)

## Active Contributors

* dnjkirk
* mirwin

## Rule and Strategic Game Development Resources

* The Journal of Boardgame Design - an intelligent look at game development from a long-time game afficionado.
* Mike Doyle's Art Play - a look at artistic design in games and their pieces
# Strategic Studies Topics

* Major Strategic Thinkers · André Beaufre · Carl von Clausewitz · Sir Julian Stafford Corbett · Giulio Douhet · J.F.C. Fuller · Thomas E. Lawrence · Sir Basil Liddell Hart · Niccolo Machiavelli · Alfred Thayer Mahan · Miyamoto Musashi · Sun Tzu · Mao Zedong
* Major concepts of strategic studies · Attrition · Blitzkrieg · Center of Gravity · Compellence · Defense · Decision · Deterrence · Maneuver · Offense · Victory
* Wars · Russo-Japanese War · First World War · World War Two · Cold War · Vietnam War · (Persian) Gulf War · Iraq War
* Military Organizations · Greek Hoplites · Roman Legion · Kataphraktoi · Knights of Christ · Spanish Tercio · Army of Gustavus Adolphus · British "Redcoat" Infantry
* Weapons Systems · Bladed Weapons · Crushing Weapons · Piercing Weapons · Missile Weapons · Early Siege Weapons · Firelocks · Breech-Loading Small Arms · Field and Siege Guns
* Types of Strategy · Air Warfare · Guerrilla Warfare · Information Warfare · Maritime Strategy · Nuclear Strategy
* Great Military Commanders · Alexander the Great · Frederick II of Prussia · Heinz Guderian · George S. Patton · Douglas MacArthur
* Warriors and Warrior Societies · The Samurai · The Janissaries · Viking Hersir
# Strategies for Instructional Material Development for Interpersonal Skills
### General Strategies:

Team should put some text here.

### Strategies for Specific Topics within the Interpersonal Domain

A. Instructional Design Strategies to affect Conflict Resolution
B. Instructional Design Strategies to affect Team Building
C. Instructional Design Strategies to affect Leadership
D. Instructional Design Strategies to affect Social Behavior

### Instructional Materials: Strategies to Create, Select, Obtain or Develop for Interpersonal Domain Training

Motivation and decision making should be built in to the materials being developed. Develop the materials so that the instructor is not built into the process.
Determine if pre-existing materials exist that will fit your objectives. To evaluate existing materials:
* adequate motivation
* appropriate content
* correct sequencing
* all required information is present
* contains practice exercises
* feedback mechanism included
* tests are available
* directions are included
* learner guidance is provided to permit moving from sequence to the next
If the materials lack one or more items, adapt to meet those needs if possible.

### Selection of Media

Objectives - interpersonal skills (cull information from lesson that introduces what interpersonal skills are to remind what the instructional material must teach) Based upon backwards design (Wiggins & McTighe, 1998).
Materials:
contextualizing (collaboration, role play, case studies), multiple and varied perspectives
identifying learning performance standards - these performances guide the design of activities
assessment and rubrics
identifying tasks, sequencing, practice skills
pilot/feedback of materials
Audience (characteristics, prerequisite knowledge) - can only make use of prior knowledge when you know what that prior knowledge is; contextualizing helps link ideas to prior knowledge
Students bring experience unique to cultural and ethnic backgrounds.
Cost
Technical Requirements
Equipment
Facilities
Assessment
| Instructional Design | Interpersonal Behaviors |
# Strategies for developing instructional materials assessment

Back to Strategies for Developing Instructional Materials for the Interpersonal Domain

## Answers

Check your answers with the information below to see how you did.
1. When developing the instructional content for this training session, what are five things that Joyce should consider?
Your answer should include items from this list: the instructional strategy, cost of developing materials (budget), resources available (setting), contextualizing the content, the flexibility of instruction, opportunities for peer sharing, interpersonal interactions, team games, cooperative activities
2. What are three interpersonal skills that the training session should target?
Your answer should include items from this list: listening skills, person-to-person communication, giving and receiving feedback, teamwork, cooperation, conflict resolution
3. When selecting the media for the training program, what would you recommend Joyce choose and why?
Best Answer:
Training Games - cost effective, able to conduct with large groups, can be done in short period of time, encourages problem solving and develops communication skills
Alternatively, Joyce may wish to consider these options as well:
Role Playing - provides context, promotes multiple perspectives, develops listening and communication skills (concern: can be difficult to moderate effectively with a larger group)
Video - works well with large groups, permits safe observation of sensitive subjects, develops critical thinking (concern: lack of interaction means the need to incorporate question/answer and discussion sessions to supplement video)
Back to Strategies for Developing Instructional Materials for the Interpersonal Domain
# Straw rocket activity

This is an abridged version of an activity from the 321 Liftoff Educators Guide: Lesson 6. The complete lesson is available as a pdf from NASA.gov
Create a straw rocket!

## Materials

* Straw rocket pattern
* Printer paper
* A Printer
* A Straw
* A glue stick
* Scissors

## Directions

* Print the straw rocket pattern
* Color and cut out the 2-piece rocket
* Place the two pieces together with the drawings on the outside. Carefully seal the edges with glue, leaving the bottom edge open. Make sure no air can escape. It is important that students carefully seal the edges of the rocket with glue. Students need to leave the bottom edge of the rocket open and unsealed. Adults may need to assist with the application of glue.
* Insert the straw into the bottom edge and blow into the straw to launch the rocket. Use one short, strong breath to launch the rocket
# Stream and River Deposits

Rivers may seem normal at the first glance, but they are a of river and can cause big bad grammer is what we are good at a liquid conveyor belts by transporting tons of fertile soil to farmlands and wetlands. Rivers also renew soils and form new lands! In this page, we will go into depth with depositions that occur in rivers.

## Deposition in Water

As you possibly already know, the Earth's surface is constantly eroded by flowing water. But, there is more to it! After rivers erode rock and soil, they deposit (drop) their load downstream. This process is known as deposition. Rocks and soils deposited by streams are known as "sediments". Rivers and streams deposit sediment where the speed of the water current decreases. In rivers, deposition occurs along the inside bank of the river bend [This "area" is where water flows slower], while erosion occurs along the outside bank of the bend, where the water flows a lot faster.

### Placer Deposits

Sometimes, heavy minerals are deposited at the points in the river that the current slows down [at]. This kind of sediment is called a "placer deposit", which was a hot-spot for gold (as in, these placer deposits usually had gold). During the California gold rush from 1848-1855, many thirsty gold-seekers panned for gold in the placer deposits of rivers.

### Delta

In Egypt, the Nile River (coming south from Sudan) slows when it empties into the Mediterranean Sea, and as this current slows, it forms a delta. A delta is a fan-shaped mass of material deposited at the mouth of a stream. A delta usually forms on a flat surface and is made out of mud. These muddy deposits create a new land and cause the coastline to grow, thus, making the world's deltas home to a diversity of plants and animal life.
In the US, the Mississippi River watersed has formed the Mississippi Delta, which [the Mississippi Delta] flows into the Gulf of Mexico. A lot of the mud particles made their journey down to the Gulf of Mexico from areas upstream, such as Montana, Minnesota, Ohio, and Illinois.
# Strategies for Engineered Negligible Senescence

Strategies for Engineered Negligible Senescence is SENS. This area is devoted to learning, teaching, and research related to SENS.
Many educational institutions attempt to cure diseases. There are many teaching hospitals that exist. There are many universities that conduct research into how we can reduce the global disease burden.
Aging is a lot like smoking cigarettes, it is really bad for you.

## Discussion questions

* Should funding for SENS research be increased? By how much?
* How can you help to raise awareness for SENS research?
* How you read the book Ending Aging by Aubrey de Grey? What did you think about it? What did you learn from it?
* How might SENS eventually help reduce the prevalence of atherosclerosis?
| Learning and research resources Fetal tissue transplantation in Regenerative Medicine Lessons research and discussion Why SENS is ethical and should be adopted as a point of view Controversies surrounding SENS Ethics involving SENS How you can help support SENS research Readings Wikipedia SENS Research Foundation Strategies for Engineered Negligible Senescence Papers It is time to classify biological aging as a disease More Aubrey de Grey's answer to "Is it correct that the WHO has stated that aging is a disease?" | See also Overcoming pro-aging mindsets Biomedical gerontology Stem cells Cryonics Rejuvenation Should suicide be legal? - If aging is defeated should suicide be legal? Should people be able to engage in suicide after 100 years of life? 400 years? Never? If extreme life extension technologies are developed successfully, would stopping such therapies be a form of suicide? Medical ethics External links Crowd funding SENS research and longevity research Discuss and learn about SENS on Reddit Discuss and learn about radical life extension on Reddit |
# Strategies for Online Teaching

Started in Fall 2020, this is a co-created resource page started by University of Colorado Denver graduate students studying teaching strategies for online, remote, and blended/hybrid learning. For questions or comments, please contact Dr. Joanna Dunlap via joni.dunlap@ucdenver.edu.

## See Also

* Social media in education
# QB/a11fluidStatics buoyantForce

* Quizbank now resides on MyOpenMath at https://www.myopenmath.com (although I hope Wikiversity can play an important role in helping students and teachers use these questions!)
* At the moment, most of the physics questions have already been transferred. To see them, join myopenmath.com as a student, and "enroll" in one or both of the following courses:
** Quizbank physics 1 (id 60675)
** Quizbank physics 2 (id 61712)
** Quizbank astronomy (id 63705)
The enrollment key for each course is 123. They are all is set to practice mode, giving students unlimited attempts at each question. Instructors can also print out copies of the quiz for classroom use. If you have any problems leave a message at user talk:Guy vandegrift.
* Latest essay: MyOpenMath/Pulling loose threads
* Latest lesson: Phasor algebra
See special:permalink/1863294 for a wikitext version of this quiz.