OpenLLM-France/wikimedia huggingface dataset:
# Static electricity/EMP demo
## Problem

Static discharges create an EMP pulse that travels through the air and can hurt electronics. Bombs are made of this stuff. The goal is to figure out how close to computer equipment a Wimshurst or Van De Graaph generator can get before starting to work about the electronics of other projects in a classroom.

## Conceive

In the 1870's, big sparks were made that caused little sparks in receivers up to 500 meters away. The goal is to make these little receivers, then quantify, then measure the response in broken or discarded computer equipment. Then explore shielding.
# Static electricity/Cyclotron
## Conceive

video
# Static electricity/Dancing balls
## Problem

The dancing ball demonstration is inspiring. The goal is to document the current success and then start trying patterns. Perhaps a pattern of foil on one plate changes the angle of the ball bouncing, or moves them all into one spot. Or perhaps foil can be moved around by hand to create different shapes of balls. The balls can be made smaller or bigger. Perhaps spraying glue or conductive paint that dries will cause them to clump in a 3D shape. This could turn into art or maybe a 3D printer.

## Conceive

* video big ball bouncing between CD plates
* video little balls between plates
* video conductive ping pong ball pendulum between plates

## Design

Document the dimensions, the voltages (if known), the ball diameters, weight and construction. Then begin empirical experiments. At the same time create a theory of operation from the analytical physics that would explain this behavior in physics.
For safety's purpose, must outline and propose the experiment to the instructor and class before doing the experiments.

## Implement

Implement this with a variety of high voltage sources ... as they become available. Start of with whimshurst machines.

## Operate

Shoot video of each different success or failure.
Perhaps try the above with solder balls or laser printer toner cartridge dust.
Try to add water to the balls video.

## Demo

present

## Next Steps

* get current system working and document
* develop theory of operation in the context of "Dancing balls"
* make hypothesis, design test and analyze the results
# Static electricity/Creating high voltages
## Problem

A static lifter can not be built without a 30,000 volt power supply. In addition, existing high voltage creation devices need to be maintained and certifications (online tests) built in order to use them.
There are some of the mechanisms for generating high voltages:
* Rubbing things together
* lots of 9v batteries video
* TV flyback transformer
* Van de graaff
* Wimshurst machine
* Cockcroft-Walton generators
* Tesla Coil (AC like a power line .. not static)
* Van de Graaff
* Wimshurst
* TV/Monitor flyback transformer
* Tesla Coil

## Conceive

The static lifter demo requires the highest voltage. The goal is to generate 30KV to do a static lifter demo. All methods for generating the high voltage should be attempted.

## Design

* video from tv/monitor
* video making high voltage supply
* repairing high voltage supply
* make 120KV CW Tower
* 101 Cockcroft voltage multiplier

## Implement

* video of lifter working
* 30KV powersupply
* lifter construction

## Operate

Have an old high voltage probe that needs to be fixed and it's operation documented. Video of violet ray machine.
Looks similar to the Violet Ray Machine from the 1920's. Need to visit the Montgomery County Historical Society to see if they know anything about it. Versions of it have shown up at some new age healing expositions or fairs.

## Demo

presentation

## Next Steps

* Develop and reference safety precautions
* Make Van De Graph generator
* Get Wimhurst machines working
* Fix high voltage probe
* Build 30KV supply
# Static electricity/Howard Community College/Fall2012/p1-502-rmwh

Please delete everything in italics after filling it out.
Project documentation focuses on how the team organized itself to tackle the unknown. This is a creative process. The details learned should be captured in tutorials. Project documentation should focus on how the team organized itself to step out into the unknown. Failure is common. The single most effective way to increase engineering respect is to document failures in a creative way that stimulates, inspires and helps others continue the project. Projects are never done. There are always loose ends. There are always decisions that might have been made more clearly. There are always other alternatives that might have been considered. None of this stuff appears in a tutorial. It does appear in the team documentation.

## Electronic Sections Expected
### Problem Statement

What is the final, negotiated problem statement?

### Team Members

Put each team members name here with links to their user pages here. Real names do not have to be used. Renkenberger Waters Holcomb McGivern

### Summary

Put an overall, short one paragraph summary here.

### Poster

Put a graphic in wikimedia, include the graphic here or link to it here. The graphic should be suitable for creating a traditional project poster.

### Story

Tell a detailed story of the project. Describe how split up, what the obstacles were, what testing was done, what informal decisions were made, what assumptions were made, what the results were.

### Decision List

List all formal decisions made with links to their documentation such as a decision tree or decision matrix.

### Material List

    1. List materials used, quantity, size, cost.
    2. Describe what needs to be purchased in the future to continue working on this project.

### Software List

You installed different software packages or used already installed software. Describ the programs here.

### Time

Put one number here. Hours. Total hours that everyone worked on the project. Do not estimate. Do not talk about it. ADD.

### Tutorials

All projects create new tutorials of technical details future participants are going to want to know. They are going to be separate pages that are linked to here.

### Next Steps

List specific details, advice, describe the current problems that the next team faces associated with the project here.
# Static electricity/Fly stick
## Problem

Need to do a variety static electric field demonstrations. The fly sticks can be built. Then a variety of demonstrations are possible. In addition, the sharp point of a high voltage probe can do a completely different set of demos. Both need to be developed.

## Conceive

* Commercial Product
* Video of soda can demos
* electricity demos including Static Electricity to harden cornstarch/water mixture.

## Design

Follow this instructable or this video video for the design of the fly stick.

## Implement

Assembly video

## Operate

Example video of static electricity demonstration.

## Demo

present

## Next Steps

* build soda can version of fly sticks
* build van de graph fly stick
* shoot video of fly stick demos
* develop point source demos
# Stars/Dwarfs/Quiz

Dwarf stars is a lecture about the dwarf classes of stars.
You are free to take this quiz based on dwarf stars at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{stars resources}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* The current metallicity of a star may depend on the presence of coronal clouds.
# Stars/Evolutions/Quiz

Stellar evolution is a lecture about a specific theory from astrophysics for the origin and accumulated changes of star systems. It is an offering from the radiation astronomy department.
You are free to take this quiz based on stellar evolution at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{stars resources}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!
# Stars/Cyans
## Beta Virginis

Beta Virginis has a surface T$_{eff}$ = 6,132 ± 26. According to SIMBAD, beta Virginis is a high proper-motion star with spectral type equal to F9V. Beta Virginis is also known as LHS 2465, GJ 449, HD 102870, and HR 4540. It is an X-ray source per 2E,RBS,RX,1RXS, and is a double star.

## Theta Ursae Majoris

Theta Ursae Majoris is a spectral type F7V star. It has a surface temperature of 6300 ± 33 K. Such an effective surface temperature has a Planckian black body peak wavelength of 476 nm which places this star at the high temperature end of the cyan band.

## NGC 5236

"The spiral galaxy, Messier 83, NGC 5236 [is shown in the image at right]. [The t]ri-colour photograph, exposures of 30, 30 and 35 minutes on hypersensitised plates, [is] in blue, green and red light respectively".
# Stars/CNOs

"Due to the removal of the outer layers by mass loss, matter produced by the CNO tri-cycle is revealed at stellar surfaces in OB stars, supergiants and WN stars."

## Spectroscopy

Analysis "of the photometry, the radial velocity and the rotational velocities shows that the stars are concentrated in a small range of U-B colors, that they generally exhibit variable radial velocity and slow rotation."
A "large fraction exhibits evidence of [temporal] changes in the spectrum."

## Carbon stars

HD 15497 exhibits very strong lines from C II.

## Nitrogen stars

HD 201345 exhibits very strong lines from N III.

## Oxygen stars

The O II from Kappa Cassiopeiae (HD 2905) is very strong.

## Kappa Cassiopeiae

Kappa Cassiopeiae (HD 2905) exhibits lines from N II, C III and O II.
"Roguish runaway stars can have a big impact on their surroundings as they plunge through the Milky Way galaxy. Their high-speed encounters shock the galaxy, creating arcs, as seen in this newly released image [right] from NASA’s Spitzer Space Telescope."
"In this case, the speedster star is known as Kappa Cassiopeiae, or HD 2905 to astronomers. It is a massive, hot supergiant. But what really makes the star stand out in this image is the surrounding, streaky red glow of material in its path. Such structures are called bow shocks, and they can often be seen in front of the fastest, most massive stars in the galaxy."
"Bow shocks form where the magnetic fields and wind of particles flowing off a star collide with the diffuse, and usually invisible, gas and dust that fill the space between stars. How these shocks light up tells astronomers about the conditions around the star and in space. Slow-moving stars like our sun have bow shocks that are nearly invisible at all wavelengths of light, but fast stars like Kappa Cassiopeiae create shocks that can be seen by Spitzer’s infrared detectors."
"Incredibly, this shock is created about 4 light-years ahead of Kappa Cassiopeiae, showing what a sizable impact this star has on its surroundings. (This is about the same distance that we are from Proxima Centauri, the nearest star beyond the sun.)"
"The Kappa Cassiopeiae bow shock shows up as a vividly red color. The faint green features in this image result from carbon molecules, called polycyclic aromatic hydrocarbons, in dust clouds along the line of sight that are illuminated by starlight."
"Delicate red filaments run through this infrared nebula, crossing the bow shock. Some astronomers have suggested these filaments may be tracing out features of the magnetic field that runs throughout our galaxy. Since magnetic fields are completely invisible themselves, we rely on chance encounters like this to reveal a little of their structure as they interact with the surrounding dust and gas."
"For this Spitzer image, infrared light at wavelengths of 3.6 and 4.5 microns is rendered in blue, 8.0 microns in green, and 24 microns in red."

## Zeta Persei

Zeta Persei has anomalously weak levels of carbon.
# Stars/Cyans/Quiz

Cyan stars is a lecture from the radiation astronomy department courses on stars.
You are free to take this quiz based on cyan stars at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links and in the {{stars resources}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* Quiz questions about cyan should also include bluish-green, greenish-blue, green-blue, or blue-green.
# Questioning the grounds

Welcome to the learning project on Questioning the grounds!

## Learning project summary

* Project code:
* Suggested Prerequisites:
* Time investment:
* Assessment suggestions:
* Portal: Portal:...(List main portal/s here)
* School: School:... (List main school/s here)
* Department: Topic:...
* Stream:
* Level:

## Goals

In this learning project we aim to learn to think of meta-ethics as a story about what people should do and not do. Most people believe there is a kind of moral constitution upon which moral rules are build using a moral reasoning. We try to find this constitution of moral.

## Contents
### Learning materials

Add learning materials here. See also the box below.

### Readings and other resources

Each project/lesson/activity may have a suggested reading selection. For example:
* meta-ethics (Wikipedia)
* Thinking and Moral (Wikibooks)
* b: ...

### Lessons

* Lesson 1:
Read the page Topic:Meta-Ethics.
Read this quote: "As for what meta-ethics actually is allow us to address this from the sides as opposed to head on. We accept that there is a general concensus as to what is morally acceptable and Good and proper. Even the most staunch Consequentialist will agree with Kant himself that murder is wrong for example."
This so-called 'accepted consensus' is questionable. Think about the acceptance of murder (killing people, abortion, death penalty, war, self defence) and of this accepted consensus.
What do you think of the Grounds for ethics now?
* Lesson 2:
Read this text about euthanasia.
Try to name and list the grounds for the moral rules in this text.
* Lesson 3:
Rules and judgement connect, where rules excict somebody will judge.
Think and discuss:
** Who are / is the judge when it comes to grounds of ethical questions?
** On what grounds do people judge ethical rules?
** On what grounds do people judge each other?

### Activities

* Activity 1:
* Activity 2:

### Tests and quizzes

* Quiz 1:
* Quiz 2:
* Test 1:

## Subpages

Subpages can be created - using the syntax '[[/concepts/]]' (for concepts involved in this learning project & without the quotes).
Links to subpages can be automatically shown using
* Questioning the grounds

## Active participants

Active participants in this Learning Group
* Learning materials
* Learning materials and learning projects are located in the main Wikiversity namespace (i.e. without any prefix such as 'Topic:' or 'School:'). Simply make a link to the name of the learning resource, lesson, or learning project (these are independent pages in the main namespace, and sometimes subpages when appropriate) and start writing!
* You should also read about the Wikiversity:Learning model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects - and you are encouraged to cooperate with other departments that use the same learning resource.
<--please include subject name. By default, this page is included in the category with the same name as this page.
# QuickBASIC

* Please help develop and classify this resource
* Learn how you can develop this resource to teach participants about QuickBASIC. Choose a subject, education level, and resource type to classify the resource by. You may learn more about the topic to help you develop and classify the resource from:
I got a new laptop with 64-bit OS. Much of my old software no longer works. I thought QB64 might be a good place to re-start. My adventures in learning to use QB64 may interest beginners. There are many resources available; I hope it will be useful if I can scope them out, catalog, and add links and comments to some of them. Ray Calvin Baker 21:15, 26 November 2011 (UTC)

## Resources

* Starting

### Wikipedia

* BASIC
* QB64
# Questionnaire

Surveys and questionnaires are used to collect qualitative and quantitative information about from a sample. Surveys of human populations and institutions are common in political polling and government, health, social science and marketing research. A survey may focus on opinions or factual information depending on its purpose, and many surveys involve administering questions to individuals. Surveys can be implemented via interview (in-person or via telephone) or self-report questionnaire (in-person, mail, email, web).
# Quick References

Wikiversity provides several quick reference guides, available from the following links.
* Arithmetic and algebra
** Operator precedence—the order of operations.
** Basic Laws of Algebra
* Calculus
* Chemistry (not yet available)
* Electrical Engineering
* Emotions
* Geometry (not yet available)
* Intellectual virtues
* Logic
** Logical fallacies
* Moral virtues
* Physics Cheat Sheets
* Linux/Basic_commands
* Table of Physical Constants
* Thinking Tools
* Trigonometry Identities
* Wise Affirmations
# The US Civil War/Important People
## Abraham Lincoln

* Was the president of the United States.
* Opposed the spread of slavery.
* Believed the U.S. was one nation, not a collection of independent states.
* Was determined to preserve the Union by force if necessary.
* Issued the Emancipation Proclomation, which freed the slaves in the Confederate States.
* Wrote the Gettysburg Address.
# The US Civil War/Week 13
### What is Reconstruction?

Reconstruction is the time which the government sent laws to reconstruct after the brutal Civil War. Because - you know - the slaves were free. Many African-Americans needed food, (proper) clothes and shelter. What will the government do? Here is an important thing that happened that the government made

#### Freedman's Bureau

The Freedman's Bureau is what congress made to help all the African-Americans get food, proper clothes and shelter.

### Reconstruction

Millions of freed African Americans roamed around the U.S.A while they do not have proper clothes - food - shelter. Congress created the Freedman's Bureau in 1865. The government agency provided food, schools, and medical care for freed African Americans and others in the south. But segregation started, and that led to pain and misery to many African Americans.
More in depth explanation of the "Reconstruction Era": Reconstruction
# The US Civil War/Week 3

w:Battle of Fort Sumter
# The Teachings of Yajnavalkya/Yajnavalkya 95 Years Cycle

The Yajnavalkya 95-year cycle is a method of reconciling the lunar and solar calendars. It was proposed by the ancient Indian sage Yajnavalkya, who is believed to have lived around the 8th century BCE.
The lunar calendar is based on the cycles of the Moon, and has 12 months of 29.5 days each. This means that the lunar calendar is about 11 days shorter than the solar calendar, which is based on the Earth's orbit around the Sun.
The Yajnavalkya 95-year cycle corrects for this difference by adding an extra month (Adhika Masa) to the lunar calendar every 32.5 years. This means that in a 95-year cycle, there will be 71 lunar years and 70 solar years.
The Yajnavalkya 95-year cycle is still used in India today to calculate Hindu religious festivals.
Here is an example of how the Yajnavalkya 95-year cycle works:
* In the year 1, the solar and lunar calendars are aligned.
* In the year 11, the lunar calendar is 11 days behind the solar calendar.
* In the year 32.5, an extra month is added to the lunar calendar to bring it into alignment with the solar calendar.
* In the year 43.5, the lunar calendar is 11 days behind the solar calendar again.
* In the year 65, an extra month is added to the lunar calendar to bring it into alignment with the solar calendar again.
* In the year 95, the solar and lunar calendars are aligned again.
The Yajnavalkya 95-year cycle is a remarkable example of the ancient Indians' knowledge of astronomy and mathematics. It is also a testament to their ability to develop complex systems to track time and calculate religious festivals.
# The US Civil War

The Official Records of the United States Government on what is alternatively known as The American Civil War, started to be compiled in 1864, began publication in 1881, and finished publication in 1901.
The Compilation consists of 128 books totaling 138,579 pages and is called: The Official Records of the War of the Rebellion. During the prewar (or Antebellum) period the United States Government functioned quite differently from how it does today, and the American South existed as an entirely different culture.
The fundamental questions of Republics, Confederations, Democracies, and Freedom itself were all put to the test, and the resulting consolidation of federal power was a critical watershed moment in the development of the United States of America as the world power it eventually became.

## Class Information

This comprehensive course on the War of the Rebellion will be available in several sections each containing several review quizzes and an exit exam, all students and contributors are encouraged to register and render assistance to each other in on the discussion pages of the lessons.

## Class Registration

* Gipsy Princess — Preceding unsigned comment added by 4.231.195.98 (talk • contribs) 03:29, 28 July 2007 (UTC)
* CSLysander

## Class Contributors

* William Hamblin 11:44, 15 May 2010 (UTC)
* KonKweesta (discuss • contribs) 14:26, 29 April 2013 (UTC)
* --Atcovi (Talk - Contribs) 22:47, 7 May 2015 (UTC)

## Class Syllabus

Course Syllabus

## Lessons

* Week 1 (Civil War Overview)
* Week 2 (Prelude to a War)
* Week 3 (Fort Sumter)
* Week 4 (The Gentleman's War)
* Week 5 (1861)
* Week 6 (1862)
* Week 7 (Battle of Antietam)
* Week 8 (1863)
* Week 9 (Battle of Gettyburgs)
* Week 10 (1864)
* Week 11 (1865)
* Week 12 (Appomattox Court House)
* Week 13 (Reconstruction)

## Quiz

Quiz

## Important People

important people

## Master Time line

Time line

## Selected Bibliography

Recommended Bibliography

## External Links

* Google Map of the American Civil War: Southern Assertiveness (1861-1863): Zoom in close on the battlefields and forts of the American Civil War.
* Google Map of the American Civil War: Divide & Conquer (1863-1865): Zoom in close on the battlefields and forts of the American Civil War.

## School and Department Links

* Department of Military History
* School of History