Sync recent problem-spec updates (#369)

* sync docs
* sync metadata
* sync tests bob
* sync tests pig-latin

exercises/practice/affine-cipher/.docs/instructions.md

@@ -4,7 +4,7 @@ Create an implementation of the affine cipher, an ancient encryption system crea
 
 The affine cipher is a type of monoalphabetic substitution cipher.
 Each character is mapped to its numeric equivalent, encrypted with a mathematical function and then converted to the letter relating to its new numeric value.
-Although all monoalphabetic ciphers are weak, the affine cipher is much stronger than the atbash cipher, because it has many more keys.
+Although all monoalphabetic ciphers are weak, the affine cipher is much stronger than the Atbash cipher, because it has many more keys.
 
 [//]: # " monoalphabetic as spelled by Merriam-Webster, compare to polyalphabetic "
 

exercises/practice/atbash-cipher/.docs/instructions.md

@@ -1,6 +1,6 @@
 # Instructions
 
-Create an implementation of the atbash cipher, an ancient encryption system created in the Middle East.
+Create an implementation of the Atbash cipher, an ancient encryption system created in the Middle East.
 
 The Atbash cipher is a simple substitution cipher that relies on transposing all the letters in the alphabet such that the resulting alphabet is backwards.
 The first letter is replaced with the last letter, the second with the second-last, and so on.

exercises/practice/atbash-cipher/.meta/config.json

@@ -16,7 +16,7 @@
       ".meta/example.tcl"
     ]
   },
-  "blurb": "Create an implementation of the atbash cipher, an ancient encryption system created in the Middle East.",
+  "blurb": "Create an implementation of the Atbash cipher, an ancient encryption system created in the Middle East.",
   "source": "Wikipedia",
   "source_url": "https://en.wikipedia.org/wiki/Atbash"
 }

exercises/practice/bob/.meta/tests.toml

@@ -1,6 +1,13 @@
-# This is an auto-generated file. Regular comments will be removed when this
-# file is regenerated. Regenerating will not touch any manually added keys,
-# so comments can be added in a "comment" key.
+# This is an auto-generated file.
+#
+# Regenerating this file via `configlet sync` will:
+# - Recreate every `description` key/value pair
+# - Recreate every `reimplements` key/value pair, where they exist in problem-specifications
+# - Remove any `include = true` key/value pair (an omitted `include` key implies inclusion)
+# - Preserve any other key/value pair
+#
+# As user-added comments (using the # character) will be removed when this file
+# is regenerated, comments can be added via a `comment` key.
 
 [e162fead-606f-437a-a166-d051915cea8e]
 description = "stating something"
@@ -64,6 +71,7 @@ description = "alternate silence"
 
 [66953780-165b-4e7e-8ce3-4bcb80b6385a]
 description = "multiple line question"
+include = false
 
 [5371ef75-d9ea-4103-bcfa-2da973ddec1b]
 description = "starting with whitespace"
@@ -76,3 +84,7 @@ description = "other whitespace"
 
 [12983553-8601-46a8-92fa-fcaa3bc4a2a0]
 description = "non-question ending with whitespace"
+
+[2c7278ac-f955-4eb4-bf8f-e33eb4116a15]
+description = "multiple line question"
+reimplements = "66953780-165b-4e7e-8ce3-4bcb80b6385a"

exercises/practice/bob/bob.test

@@ -107,8 +107,8 @@ test bob-20 "alternate silence" -body {
 
 skip bob-21
 test bob-21 "multiple line question" -body {
-    heyBob "\nDoes this cryogenic chamber make me look fat?\nNo."
-} -returnCodes ok -result "Whatever."
+    heyBob "\nDoes this cryogenic chamber make me look fat?"
+} -returnCodes ok -result "Sure."
 
 skip bob-22
 test bob-22 "starting with whitespace" -body {
@@ -130,5 +130,4 @@ test bob-25 "non-question ending with whitespace" -body {
     heyBob "This is a statement ending with whitespace      "
 } -returnCodes ok -result "Whatever."
 
-
 cleanupTests

exercises/practice/complex-numbers/.docs/instructions.md

@@ -1,29 +1,100 @@
 # Instructions
 
-A complex number is a number in the form `a + b * i` where `a` and `b` are real and `i` satisfies `i^2 = -1`.
+A **complex number** is expressed in the form `z = a + b * i`, where:
 
-`a` is called the real part and `b` is called the imaginary part of `z`.
-The conjugate of the number `a + b * i` is the number `a - b * i`.
-The absolute value of a complex number `z = a + b * i` is a real number `|z| = sqrt(a^2 + b^2)`. The square of the absolute value `|z|^2` is the result of multiplication of `z` by its complex conjugate.
+- `a` is the **real part** (a real number),
 
-The sum/difference of two complex numbers involves adding/subtracting their real and imaginary parts separately:
-`(a + i * b) + (c + i * d) = (a + c) + (b + d) * i`,
-`(a + i * b) - (c + i * d) = (a - c) + (b - d) * i`.
+- `b` is the **imaginary part** (also a real number), and
 
-Multiplication result is by definition
-`(a + i * b) * (c + i * d) = (a * c - b * d) + (b * c + a * d) * i`.
+- `i` is the **imaginary unit** satisfying `i^2 = -1`.
 
-The reciprocal of a non-zero complex number is
-`1 / (a + i * b) = a/(a^2 + b^2) - b/(a^2 + b^2) * i`.
+## Operations on Complex Numbers
 
-Dividing a complex number `a + i * b` by another `c + i * d` gives:
-`(a + i * b) / (c + i * d) = (a * c + b * d)/(c^2 + d^2) + (b * c - a * d)/(c^2 + d^2) * i`.
+### Conjugate
 
-Raising e to a complex exponent can be expressed as `e^(a + i * b) = e^a * e^(i * b)`, the last term of which is given by Euler's formula `e^(i * b) = cos(b) + i * sin(b)`.
+The conjugate of the complex number `z = a + b * i` is given by:
 
-Implement the following operations:
+```text
+zc = a - b * i
+```
 
-- addition, subtraction, multiplication and division of two complex numbers,
-- conjugate, absolute value, exponent of a given complex number.
+### Absolute Value
 
-Assume the programming language you are using does not have an implementation of complex numbers.
+The absolute value (or modulus) of `z` is defined as:
+
+```text
+|z| = sqrt(a^2 + b^2)
+```
+
+The square of the absolute value is computed as the product of `z` and its conjugate `zc`:
+
+```text
+|z|^2 = z * zc = a^2 + b^2
+```
+
+### Addition
+
+The sum of two complex numbers `z1 = a + b * i` and `z2 = c + d * i` is computed by adding their real and imaginary parts separately:
+
+```text
+z1 + z2 = (a + b * i) + (c + d * i)
+        = (a + c) + (b + d) * i
+```
+
+### Subtraction
+
+The difference of two complex numbers is obtained by subtracting their respective parts:
+
+```text
+z1 - z2 = (a + b * i) - (c + d * i)
+        = (a - c) + (b - d) * i
+```
+
+### Multiplication
+
+The product of two complex numbers is defined as:
+
+```text
+z1 * z2 = (a + b * i) * (c + d * i)
+        = (a * c - b * d) + (b * c + a * d) * i
+```
+
+### Reciprocal
+
+The reciprocal of a non-zero complex number is given by:
+
+```text
+1 / z = 1 / (a + b * i)
+      = a / (a^2 + b^2) - b / (a^2 + b^2) * i
+```
+
+### Division
+
+The division of one complex number by another is given by:
+
+```text
+z1 / z2 = z1 * (1 / z2)
+        = (a + b * i) / (c + d * i)
+        = (a * c + b * d) / (c^2 + d^2) + (b * c - a * d) / (c^2 + d^2) * i
+```
+
+### Exponentiation
+
+Raising _e_ (the base of the natural logarithm) to a complex exponent can be expressed using Euler's formula:
+
+```text
+e^(a + b * i) = e^a * e^(b * i)
+              = e^a * (cos(b) + i * sin(b))
+```
+
+## Implementation Requirements
+
+Given that you should not use built-in support for complex numbers, implement the following operations:
+
+- **addition** of two complex numbers
+- **subtraction** of two complex numbers
+- **multiplication** of two complex numbers
+- **division** of two complex numbers
+- **conjugate** of a complex number
+- **absolute value** of a complex number
+- **exponentiation** of _e_ (the base of the natural logarithm) to a complex number

exercises/practice/eliuds-eggs/.docs/introduction.md

@@ -12,36 +12,54 @@ The position information encoding is calculated as follows:
 2. Convert the number from binary to decimal.
 3. Show the result on the display.
 
-Example 1:
+## Example 1
+
+![Seven individual nest boxes arranged in a row whose first, third, fourth and seventh nests each have a single egg.](https://assets.exercism.org/images/exercises/eliuds-eggs/example-1-coop.svg)
 
 ```text
-Chicken Coop:
  _ _ _ _ _ _ _
 |E| |E|E| | |E|
+```
+
+### Resulting Binary
+
+![1011001](https://assets.exercism.org/images/exercises/eliuds-eggs/example-1-binary.svg)
+
+```text
+ _ _ _ _ _ _ _
+|1|0|1|1|0|0|1|
+```
 
-Resulting Binary:
- 1 0 1 1 0 0 1
+### Decimal number on the display
 
-Decimal number on the display:
 89
 
-Actual eggs in the coop:
+### Actual eggs in the coop
+
 4
+
+## Example 2
+
+![Seven individual nest boxes arranged in a row where only the fourth nest has an egg.](https://assets.exercism.org/images/exercises/eliuds-eggs/example-2-coop.svg)
+
+```text
+ _ _ _ _ _ _ _
+| | | |E| | | |
 ```
 
-Example 2:
+### Resulting Binary
+
+![0001000](https://assets.exercism.org/images/exercises/eliuds-eggs/example-2-binary.svg)
 
 ```text
-Chicken Coop:
- _ _ _ _ _ _ _ _
-| | | |E| | | | |
+ _ _ _ _ _ _ _
+|0|0|0|1|0|0|0|
+```
 
-Resulting Binary:
- 0 0 0 1 0 0 0 0
+### Decimal number on the display
 
-Decimal number on the display:
 16
 
-Actual eggs in the coop:
+### Actual eggs in the coop
+
 1
-```

exercises/practice/grade-school/.docs/instructions.md

@@ -1,21 +1,21 @@
 # Instructions
 
-Given students' names along with the grade that they are in, create a roster for the school.
+Given students' names along with the grade they are in, create a roster for the school.
 
 In the end, you should be able to:
 
-- Add a student's name to the roster for a grade
+- Add a student's name to the roster for a grade:
   - "Add Jim to grade 2."
   - "OK."
-- Get a list of all students enrolled in a grade
+- Get a list of all students enrolled in a grade:
   - "Which students are in grade 2?"
-  - "We've only got Jim just now."
+  - "We've only got Jim right now."
 - Get a sorted list of all students in all grades.
-  Grades should sort as 1, 2, 3, etc., and students within a grade should be sorted alphabetically by name.
-  - "Who all is enrolled in school right now?"
+  Grades should be sorted as 1, 2, 3, etc., and students within a grade should be sorted alphabetically by name.
+  - "Who is enrolled in school right now?"
   - "Let me think.
-    We have Anna, Barb, and Charlie in grade 1, Alex, Peter, and Zoe in grade 2 and Jim in grade 5.
-    So the answer is: Anna, Barb, Charlie, Alex, Peter, Zoe and Jim"
+    We have Anna, Barb, and Charlie in grade 1, Alex, Peter, and Zoe in grade 2, and Jim in grade 5.
+    So the answer is: Anna, Barb, Charlie, Alex, Peter, Zoe, and Jim."
 
-Note that all our students only have one name (It's a small town, what do you want?) and each student cannot be added more than once to a grade or the roster.
-In fact, when a test attempts to add the same student more than once, your implementation should indicate that this is incorrect.
+Note that all our students only have one name (it's a small town, what do you want?), and each student cannot be added more than once to a grade or the roster.
+If a test attempts to add the same student more than once, your implementation should indicate that this is incorrect.

exercises/practice/hamming/.docs/instructions.md

@@ -2,15 +2,6 @@
 
 Calculate the Hamming distance between two DNA strands.
 
-Your body is made up of cells that contain DNA.
-Those cells regularly wear out and need replacing, which they achieve by dividing into daughter cells.
-In fact, the average human body experiences about 10 quadrillion cell divisions in a lifetime!
-
-When cells divide, their DNA replicates too.
-Sometimes during this process mistakes happen and single pieces of DNA get encoded with the incorrect information.
-If we compare two strands of DNA and count the differences between them we can see how many mistakes occurred.
-This is known as the "Hamming distance".
-
 We read DNA using the letters C, A, G and T.
 Two strands might look like this:
 
@@ -20,8 +11,6 @@ Two strands might look like this:
 
 They have 7 differences, and therefore the Hamming distance is 7.
 
-The Hamming distance is useful for lots of things in science, not just biology, so it's a nice phrase to be familiar with :)
-
 ## Implementation notes
 
 The Hamming distance is only defined for sequences of equal length, so an attempt to calculate it between sequences of different lengths should not work.

exercises/practice/hamming/.docs/introduction.md

@@ -0,0 +1,12 @@
+# Introduction
+
+Your body is made up of cells that contain DNA.
+Those cells regularly wear out and need replacing, which they achieve by dividing into daughter cells.
+In fact, the average human body experiences about 10 quadrillion cell divisions in a lifetime!
+
+When cells divide, their DNA replicates too.
+Sometimes during this process mistakes happen and single pieces of DNA get encoded with the incorrect information.
+If we compare two strands of DNA and count the differences between them, we can see how many mistakes occurred.
+This is known as the "Hamming distance".
+
+The Hamming distance is useful in many areas of science, not just biology, so it's a nice phrase to be familiar with :)

exercises/practice/hamming/.meta/config.json

@@ -16,7 +16,7 @@
       ".meta/example.tcl"
     ]
   },
-  "blurb": "Calculate the Hamming difference between two DNA strands.",
+  "blurb": "Calculate the Hamming distance between two DNA strands.",
   "source": "The Calculating Point Mutations problem at Rosalind",
   "source_url": "https://rosalind.info/problems/hamm/"
 }

exercises/practice/knapsack/.docs/instructions.md

@@ -1,11 +1,11 @@
 # Instructions
 
-Your task is to determine which items to take so that the total value of his selection is maximized, taking into account the knapsack's carrying capacity.
+Your task is to determine which items to take so that the total value of her selection is maximized, taking into account the knapsack's carrying capacity.
 
 Items will be represented as a list of items.
 Each item will have a weight and value.
 All values given will be strictly positive.
-Bob can take only one of each item.
+Lhakpa can take only one of each item.
 
 For example:
 
@@ -21,5 +21,5 @@ Knapsack Maximum Weight: 10
 ```
 
 For the above, the first item has weight 5 and value 10, the second item has weight 4 and value 40, and so on.
-In this example, Bob should take the second and fourth item to maximize his value, which, in this case, is 90.
-He cannot get more than 90 as his knapsack has a weight limit of 10.
+In this example, Lhakpa should take the second and fourth item to maximize her value, which, in this case, is 90.
+She cannot get more than 90 as her knapsack has a weight limit of 10.

exercises/practice/knapsack/.docs/introduction.md

@@ -1,8 +1,10 @@
 # Introduction
 
-Bob is a thief.
-After months of careful planning, he finally manages to crack the security systems of a fancy store.
+Lhakpa is a [Sherpa][sherpa] mountain guide and porter.
+After months of careful planning, the expedition Lhakpa works for is about to leave.
+She will be paid the value she carried to the base camp.
 
-In front of him are many items, each with a value and weight.
-Bob would gladly take all of the items, but his knapsack can only hold so much weight.
-Bob has to carefully consider which items to take so that the total value of his selection is maximized.
+In front of her are many items, each with a value and weight.
+Lhakpa would gladly take all of the items, but her knapsack can only hold so much weight.
+
+[sherpa]: https://en.wikipedia.org/wiki/Sherpa_people#Mountaineering