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sciq-8326
|
multiple_choice
|
What term is used to describe a protein that acts as a biological catalyst?
|
[
"enzyme",
"protein",
"nucleus",
"heterozygote"
] |
A
|
Relavent Documents:
Document 0:::
In molecular biology, biosynthesis is a multi-step, enzyme-catalyzed process where substrates are converted into more complex products in living organisms. In biosynthesis, simple compounds are modified, converted into other compounds, or joined to form macromolecules. This process often consists of metabolic pathways. Some of these biosynthetic pathways are located within a single cellular organelle, while others involve enzymes that are located within multiple cellular organelles. Examples of these biosynthetic pathways include the production of lipid membrane components and nucleotides. Biosynthesis is usually synonymous with anabolism.
The prerequisite elements for biosynthesis include: precursor compounds, chemical energy (e.g. ATP), and catalytic enzymes which may need coenzymes (e.g. NADH, NADPH). These elements create monomers, the building blocks for macromolecules. Some important biological macromolecules include: proteins, which are composed of amino acid monomers joined via peptide bonds, and DNA molecules, which are composed of nucleotides joined via phosphodiester bonds.
Properties of chemical reactions
Biosynthesis occurs due to a series of chemical reactions. For these reactions to take place, the following elements are necessary:
Precursor compounds: these compounds are the starting molecules or substrates in a reaction. These may also be viewed as the reactants in a given chemical process.
Chemical energy: chemical energy can be found in the form of high energy molecules. These molecules are required for energetically unfavorable reactions. Furthermore, the hydrolysis of these compounds drives a reaction forward. High energy molecules, such as ATP, have three phosphates. Often, the terminal phosphate is split off during hydrolysis and transferred to another molecule.
Catalysts: these may be for example metal ions or coenzymes and they catalyze a reaction by increasing the rate of the reaction and lowering the activation energy.
In the sim
Document 1:::
Biochemistry or biological chemistry is the study of chemical processes within and relating to living organisms. A sub-discipline of both chemistry and biology, biochemistry may be divided into three fields: structural biology, enzymology, and metabolism. Over the last decades of the 20th century, biochemistry has become successful at explaining living processes through these three disciplines. Almost all areas of the life sciences are being uncovered and developed through biochemical methodology and research. Biochemistry focuses on understanding the chemical basis which allows biological molecules to give rise to the processes that occur within living cells and between cells, in turn relating greatly to the understanding of tissues and organs, as well as organism structure and function. Biochemistry is closely related to molecular biology, which is the study of the molecular mechanisms of biological phenomena.
Much of biochemistry deals with the structures, bonding, functions, and interactions of biological macromolecules, such as proteins, nucleic acids, carbohydrates, and lipids. They provide the structure of cells and perform many of the functions associated with life. The chemistry of the cell also depends upon the reactions of small molecules and ions. These can be inorganic (for example, water and metal ions) or organic (for example, the amino acids, which are used to synthesize proteins). The mechanisms used by cells to harness energy from their environment via chemical reactions are known as metabolism. The findings of biochemistry are applied primarily in medicine, nutrition and agriculture. In medicine, biochemists investigate the causes and cures of diseases. Nutrition studies how to maintain health and wellness and also the effects of nutritional deficiencies. In agriculture, biochemists investigate soil and fertilizers, with the goal of improving crop cultivation, crop storage, and pest control. In recent decades, biochemical principles a
Document 2:::
In chemistry and particularly biochemistry, an energy-rich species (usually energy-rich molecule) or high-energy species (usually high-energy molecule) is a chemical species which reacts, potentially with other species found in the environment, to release chemical energy.
In particular, the term is often used for:
adenosine triphosphate (ATP) and similar molecules called high-energy phosphates, which release inorganic phosphate into the environment in an exothermic reaction with water:
ATP + → ADP + Pi ΔG°' = −30.5 kJ/mol (−7.3 kcal/mol)
fuels such as hydrocarbons, carbohydrates, lipids, proteins, and other organic molecules which react with oxygen in the environment to ultimately form carbon dioxide, water, and sometimes nitrogen, sulfates, and phosphates
molecular hydrogen
monatomic oxygen, ozone, hydrogen peroxide, singlet oxygen and other metastable or unstable species which spontaneously react without further reactants
in particular, the vast majority of free radicals
explosives such as nitroglycerin and other substances which react exothermically without requiring a second reactant
metals or metal ions which can be oxidized to release energy
This is contrasted to species that are either part of the environment (this sometimes includes diatomic triplet oxygen) or do not react with the environment (such as many metal oxides or calcium carbonate); those species are not considered energy-rich or high-energy species.
Alternative definitions
The term is often used without a definition. Some authors define the term "high-energy" to be equivalent to "chemically unstable", while others reserve the term for high-energy phosphates, such as the Great Soviet Encyclopedia which defines the term "high-energy compounds" to refer exclusively to those.
The IUPAC glossary of terms used in ecotoxicology defines a primary producer as an "organism capable of using the energy derived from light or a chemical substance in order to manufacture energy-rich organic compou
Document 3:::
This is a list of articles that describe particular biomolecules or types of biomolecules.
A
For substances with an A- or α- prefix such as
α-amylase, please see the parent page (in this case Amylase).
A23187 (Calcimycin, Calcium Ionophore)
Abamectine
Abietic acid
Acetic acid
Acetylcholine
Actin
Actinomycin D
Adenine
Adenosmeme
Adenosine diphosphate (ADP)
Adenosine monophosphate (AMP)
Adenosine triphosphate (ATP)
Adenylate cyclase
Adiponectin
Adonitol
Adrenaline, epinephrine
Adrenocorticotropic hormone (ACTH)
Aequorin
Aflatoxin
Agar
Alamethicin
Alanine
Albumins
Aldosterone
Aleurone
Alpha-amanitin
Alpha-MSH (Melaninocyte stimulating hormone)
Allantoin
Allethrin
α-Amanatin, see Alpha-amanitin
Amino acid
Amylase (also see α-amylase)
Anabolic steroid
Anandamide (ANA)
Androgen
Anethole
Angiotensinogen
Anisomycin
Antidiuretic hormone (ADH)
Anti-Müllerian hormone (AMH)
Arabinose
Arginine
Argonaute
Ascomycin
Ascorbic acid (vitamin C)
Asparagine
Aspartic acid
Asymmetric dimethylarginine
ATP synthase
Atrial-natriuretic peptide (ANP)
Auxin
Avidin
Azadirachtin A – C35H44O16
B
Bacteriocin
Beauvericin
beta-Hydroxy beta-methylbutyric acid
beta-Hydroxybutyric acid
Bicuculline
Bilirubin
Biopolymer
Biotin (Vitamin H)
Brefeldin A
Brassinolide
Brucine
Butyric acid
C
Document 4:::
The metabolome refers to the complete set of small-molecule chemicals found within a biological sample. The biological sample can be a cell, a cellular organelle, an organ, a tissue, a tissue extract, a biofluid or an entire organism. The small molecule chemicals found in a given metabolome may include both endogenous metabolites that are naturally produced by an organism (such as amino acids, organic acids, nucleic acids, fatty acids, amines, sugars, vitamins, co-factors, pigments, antibiotics, etc.) as well as exogenous chemicals (such as drugs, environmental contaminants, food additives, toxins and other xenobiotics) that are not naturally produced by an organism.
In other words, there is both an endogenous metabolome and an exogenous metabolome. The endogenous metabolome can be further subdivided to include a "primary" and a "secondary" metabolome (particularly when referring to plant or microbial metabolomes). A primary metabolite is directly involved in the normal growth, development, and reproduction. A secondary metabolite is not directly involved in those processes, but usually has important ecological function. Secondary metabolites may include pigments, antibiotics or waste products derived from partially metabolized xenobiotics. The study of the metabolome is called metabolomics.
Origins
The word metabolome appears to be a blending of the words "metabolite" and "chromosome". It was constructed to imply that metabolites are indirectly encoded by genes or act on genes and gene products. The term "metabolome" was first used in 1998 and was likely coined to match with existing biological terms referring to the complete set of genes (the genome), the complete set of proteins (the proteome) and the complete set of transcripts (the transcriptome). The first book on metabolomics was published in 2003. The first journal dedicated to metabolomics (titled simply "Metabolomics") was launched in 2005 and is currently edited by Prof. Roy Goodacre. Some of the m
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What term is used to describe a protein that acts as a biological catalyst?
A. enzyme
B. protein
C. nucleus
D. heterozygote
Answer:
|
|
scienceQA-5421
|
multiple_choice
|
How long is an eyelash?
|
[
"9 millimeters",
"9 meters",
"9 centimeters",
"9 kilometers"
] |
A
|
The best estimate for the length of an eyelash is 9 millimeters.
9 centimeters, 9 meters, and 9 kilometers are all too long.
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field.
Overview
The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion.
With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies.
Example programs
The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University.
A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes
Document 2:::
In mathematical psychology and education theory, a knowledge space is a combinatorial structure used to formulate mathematical models describing the progression of a human learner. Knowledge spaces were introduced in 1985 by Jean-Paul Doignon and Jean-Claude Falmagne, and remain in extensive use in the education theory. Modern applications include two computerized tutoring systems, ALEKS and the defunct RATH.
Formally, a knowledge space assumes that a domain of knowledge is a collection of concepts or skills, each of which must be eventually mastered. Not all concepts are interchangeable; some require other concepts as prerequisites. Conversely, competency at one skill may ease the acquisition of another through similarity. A knowledge space marks out which collections of skills are feasible: they can be learned without mastering any other skills. Under reasonable assumptions, the collection of feasible competencies forms the mathematical structure known as an antimatroid.
Researchers and educators usually explore the structure of a discipline's knowledge space as a latent class model.
Motivation
Knowledge Space Theory attempts to address shortcomings of standardized testing when used in educational psychometry. Common tests, such as the SAT and ACT, compress a student's knowledge into a very small range of ordinal ranks, in the process effacing the conceptual dependencies between questions. Consequently, the tests cannot distinguish between true understanding and guesses, nor can they identify a student's particular weaknesses, only the general proportion of skills mastered. The goal of knowledge space theory is to provide a language by which exams can communicate
What the student can do and
What the student is ready to learn.
Model structure
Knowledge Space Theory-based models presume that an educational subject can be modeled as a finite set of concepts, skills, or topics. Each feasible state of knowledge about is then a subset of ; the set of
Document 3:::
The Mathematics Subject Classification (MSC) is an alphanumerical classification scheme that has collaboratively been produced by staff of, and based on the coverage of, the two major mathematical reviewing databases, Mathematical Reviews and Zentralblatt MATH. The MSC is used by many mathematics journals, which ask authors of research papers and expository articles to list subject codes from the Mathematics Subject Classification in their papers. The current version is MSC2020.
Structure
The MSC is a hierarchical scheme, with three levels of structure. A classification can be two, three or five digits long, depending on how many levels of the classification scheme are used.
The first level is represented by a two-digit number, the second by a letter, and the third by another two-digit number. For example:
53 is the classification for differential geometry
53A is the classification for classical differential geometry
53A45 is the classification for vector and tensor analysis
First level
At the top level, 64 mathematical disciplines are labeled with a unique two-digit number. In addition to the typical areas of mathematical research, there are top-level categories for "History and Biography", "Mathematics Education", and for the overlap with different sciences. Physics (i.e. mathematical physics) is particularly well represented in the classification scheme with a number of different categories including:
Fluid mechanics
Quantum mechanics
Geophysics
Optics and electromagnetic theory
All valid MSC classification codes must have at least the first-level identifier.
Second level
The second-level codes are a single letter from the Latin alphabet. These represent specific areas covered by the first-level discipline. The second-level codes vary from discipline to discipline.
For example, for differential geometry, the top-level code is 53, and the second-level codes are:
A for classical differential geometry
B for local differential geometry
C for glo
Document 4:::
GRE Subject Biochemistry, Cell and Molecular Biology was a standardized exam provided by ETS (Educational Testing Service) that was discontinued in December 2016. It is a paper-based exam and there are no computer-based versions of it. ETS places this exam three times per year: once in April, once in October and once in November. Some graduate programs in the United States recommend taking this exam, while others require this exam score as a part of the application to their graduate programs. ETS sends a bulletin with a sample practice test to each candidate after registration for the exam. There are 180 questions within the biochemistry subject test.
Scores are scaled and then reported as a number between 200 and 990; however, in recent versions of the test, the maximum and minimum reported scores have been 760 (corresponding to the 99 percentile) and 320 (1 percentile) respectively. The mean score for all test takers from July, 2009, to July, 2012, was 526 with a standard deviation of 95.
After learning that test content from editions of the GRE® Biochemistry, Cell and Molecular Biology (BCM) Test has been compromised in Israel, ETS made the decision not to administer this test worldwide in 2016–17.
Content specification
Since many students who apply to graduate programs in biochemistry do so during the first half of their fourth year, the scope of most questions is largely that of the first three years of a standard American undergraduate biochemistry curriculum. A sampling of test item content is given below:
Biochemistry (36%)
A Chemical and Physical Foundations
Thermodynamics and kinetics
Redox states
Water, pH, acid-base reactions and buffers
Solutions and equilibria
Solute-solvent interactions
Chemical interactions and bonding
Chemical reaction mechanisms
B Structural Biology: Structure, Assembly, Organization and Dynamics
Small molecules
Macromolecules (e.g., nucleic acids, polysaccharides, proteins and complex lipids)
Supramolecular complexes (e.g.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
How long is an eyelash?
A. 9 millimeters
B. 9 meters
C. 9 centimeters
D. 9 kilometers
Answer:
|
sciq-2307
|
multiple_choice
|
Because the earth is covered with vegetation, cellulose is the most abundant of all what?
|
[
"rocks",
"impurities",
"carbohydrates",
"vegetables"
] |
C
|
Relavent Documents:
Document 0:::
Plant ecology is a subdiscipline of ecology that studies the distribution and abundance of plants, the effects of environmental factors upon the abundance of plants, and the interactions among plants and between plants and other organisms. Examples of these are the distribution of temperate deciduous forests in North America, the effects of drought or flooding upon plant survival, and competition among desert plants for water, or effects of herds of grazing animals upon the composition of grasslands.
A global overview of the Earth's major vegetation types is provided by O.W. Archibold. He recognizes 11 major vegetation types: tropical forests, tropical savannas, arid regions (deserts), Mediterranean ecosystems, temperate forest ecosystems, temperate grasslands, coniferous forests, tundra (both polar and high mountain), terrestrial wetlands, freshwater ecosystems and coastal/marine systems. This breadth of topics shows the complexity of plant ecology, since it includes plants from floating single-celled algae up to large canopy forming trees.
One feature that defines plants is photosynthesis. Photosynthesis is the process of a chemical reactions to create glucose and oxygen, which is vital for plant life. One of the most important aspects of plant ecology is the role plants have played in creating the oxygenated atmosphere of earth, an event that occurred some 2 billion years ago. It can be dated by the deposition of banded iron formations, distinctive sedimentary rocks with large amounts of iron oxide. At the same time, plants began removing carbon dioxide from the atmosphere, thereby initiating the process of controlling Earth's climate. A long term trend of the Earth has been toward increasing oxygen and decreasing carbon dioxide, and many other events in the Earth's history, like the first movement of life onto land, are likely tied to this sequence of events.
One of the early classic books on plant ecology was written by J.E. Weaver and F.E. Clements. It
Document 1:::
Biotic material or biological derived material is any material that originates from living organisms. Most such materials contain carbon and are capable of decay.
The earliest life on Earth arose at least 3.5 billion years ago. Earlier physical evidences of life include graphite, a biogenic substance, in 3.7 billion-year-old metasedimentary rocks discovered in southwestern Greenland, as well as, "remains of biotic life" found in 4.1 billion-year-old rocks in Western Australia. Earth's biodiversity has expanded continually except when interrupted by mass extinctions. Although scholars estimate that over 99 percent of all species of life (over five billion) that ever lived on Earth are extinct, there are still an estimated 10–14 million extant species, of which about 1.2 million have been documented and over 86% have not yet been described.
Examples of biotic materials are wood, straw, humus, manure, bark, crude oil, cotton, spider silk, chitin, fibrin, and bone.
The use of biotic materials, and processed biotic materials (bio-based material) as alternative natural materials, over synthetics is popular with those who are environmentally conscious because such materials are usually biodegradable, renewable, and the processing is commonly understood and has minimal environmental impact. However, not all biotic materials are used in an environmentally friendly way, such as those that require high levels of processing, are harvested unsustainably, or are used to produce carbon emissions.
When the source of the recently living material has little importance to the product produced, such as in the production of biofuels, biotic material is simply called biomass. Many fuel sources may have biological sources, and may be divided roughly into fossil fuels, and biofuel.
In soil science, biotic material is often referred to as organic matter. Biotic materials in soil include glomalin, Dopplerite and humic acid. Some biotic material may not be considered to be organic matte
Document 2:::
Cellulose fibers () are fibers made with ethers or esters of cellulose, which can be obtained from the bark, wood or leaves of plants, or from other plant-based material. In addition to cellulose, the fibers may also contain hemicellulose and lignin, with different percentages of these components altering the mechanical properties of the fibers.
The main applications of cellulose fibers are in the textile industry, as chemical filters, and as fiber-reinforcement composites, due to their similar properties to engineered fibers, being another option for biocomposites and polymer composites.
History
Cellulose was discovered in 1838 by the French chemist Anselme Payen, who isolated it from plant matter and determined its chemical formula. Cellulose was used to produce the first successful thermoplastic polymer, celluloid, by Hyatt Manufacturing Company in 1870. Production of rayon ("artificial silk") from cellulose began in the 1890s, and cellophane was invented in 1912. In 1893, Arthur D. Little of Boston, invented yet another cellulosic product, acetate, and developed it as a film. The first commercial textile uses for acetate in fiber form were developed by the Celanese Company in 1924. Hermann Staudinger determined the polymer structure of cellulose in 1920. The compound was first chemically synthesized (without the use of any biologically derived enzymes) in 1992, by Kobayashi and Shoda.
Cellulose structure
Cellulose is a polymer made of repeating glucose molecules attached end to end. A cellulose molecule may be from several hundred to over 10,000 glucose units long. Cellulose is similar in form to complex carbohydrates like starch and glycogen. These polysaccharides are also made from multiple subunits of glucose. The difference between cellulose and other complex carbohydrate molecules is how the glucose molecules are linked together. In addition, cellulose is a straight chain polymer, and each cellulose molecule is long and rod-like. This differs from starch
Document 3:::
Land cover is the physical material at the surface of Earth. Land covers include grass, asphalt, trees, bare ground, water, etc. Earth cover is the expression used by ecologist Frederick Edward Clements that has its closest modern equivalent being vegetation. The expression continues to be used by the United States Bureau of Land Management.
There are two primary methods for capturing information on land cover: field survey, and analysis of remotely sensed imagery. Land change models can be built from these types of data to assess changes in land cover over time.
One of the major land cover issues (as with all natural resource inventories) is that every survey defines similarly named categories in different ways. For instance, there are many definitions of "forest"—sometimes within the same organisation—that may or may not incorporate a number of different forest features (e.g., stand height, canopy cover, strip width, inclusion of grasses, and rates of growth for timber production). Areas without trees may be classified as forest cover "if the intention is to re-plant" (UK and Ireland), while areas with many trees may not be labelled as forest "if the trees are not growing fast enough" (Norway and Finland).
Distinction from "land use"
"Land cover" is distinct from "land use", despite the two terms often being used interchangeably. Land use is a description of how people utilize the land and of socio-economic activity. Urban and agricultural land uses are two of the most commonly known land use classes. At any one point or place, there may be multiple and alternate land uses, the specification of which may have a political dimension. The origins of the "land cover/land use" couplet and the implications of their confusion are discussed in Fisher et al. (2005).
Types
Following table is Land Cover statistics by Food and Agriculture Organization (FAO) with 14 classes.
Mapping
Land cover change detection using remote sensing and geospatial data provides baselin
Document 4:::
Plants are the eukaryotes that form the kingdom Plantae; they are predominantly photosynthetic. This means that they obtain their energy from sunlight, using chloroplasts derived from endosymbiosis with cyanobacteria to produce sugars from carbon dioxide and water, using the green pigment chlorophyll. Exceptions are parasitic plants that have lost the genes for chlorophyll and photosynthesis, and obtain their energy from other plants or fungi.
Historically, as in Aristotle's biology, the plant kingdom encompassed all living things that were not animals, and included algae and fungi. Definitions have narrowed since then; current definitions exclude the fungi and some of the algae. By the definition used in this article, plants form the clade Viridiplantae (green plants), which consists of the green algae and the embryophytes or land plants (hornworts, liverworts, mosses, lycophytes, ferns, conifers and other gymnosperms, and flowering plants). A definition based on genomes includes the Viridiplantae, along with the red algae and the glaucophytes, in the clade Archaeplastida.
There are about 380,000 known species of plants, of which the majority, some 260,000, produce seeds. They range in size from single cells to the tallest trees. Green plants provide a substantial proportion of the world's molecular oxygen; the sugars they create supply the energy for most of Earth's ecosystems; other organisms, including animals, either consume plants directly or rely on organisms which do so.
Grain, fruit, and vegetables are basic human foods and have been domesticated for millennia. People use plants for many purposes, such as building materials, ornaments, writing materials, and, in great variety, for medicines. The scientific study of plants is known as botany, a branch of biology.
Definition
Taxonomic history
All living things were traditionally placed into one of two groups, plants and animals. This classification dates from Aristotle (384–322 BC), who distinguished d
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Because the earth is covered with vegetation, cellulose is the most abundant of all what?
A. rocks
B. impurities
C. carbohydrates
D. vegetables
Answer:
|
|
sciq-7072
|
multiple_choice
|
Solar and wind are still expensive compared to what?
|
[
"batteries",
"fossil fuels",
"coal fuels",
"electricity"
] |
B
|
Relavent Documents:
Document 0:::
A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field.
Overview
The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion.
With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies.
Example programs
The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University.
A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes
Document 1:::
The Science, Technology, Engineering and Mathematics Network or STEMNET is an educational charity in the United Kingdom that seeks to encourage participation at school and college in science and engineering-related subjects (science, technology, engineering, and mathematics) and (eventually) work.
History
It is based at Woolgate Exchange near Moorgate tube station in London and was established in 1996. The chief executive is Kirsten Bodley. The STEMNET offices are housed within the Engineering Council.
Function
Its chief aim is to interest children in science, technology, engineering and mathematics. Primary school children can start to have an interest in these subjects, leading secondary school pupils to choose science A levels, which will lead to a science career. It supports the After School Science and Engineering Clubs at schools. There are also nine regional Science Learning Centres.
STEM ambassadors
To promote STEM subjects and encourage young people to take up jobs in these areas, STEMNET have around 30,000 ambassadors across the UK. these come from a wide selection of the STEM industries and include TV personalities like Rob Bell.
Funding
STEMNET used to receive funding from the Department for Education and Skills. Since June 2007, it receives funding from the Department for Children, Schools and Families and Department for Innovation, Universities and Skills, since STEMNET sits on the chronological dividing point (age 16) of both of the new departments.
See also
The WISE Campaign
Engineering and Physical Sciences Research Council
National Centre for Excellence in Teaching Mathematics
Association for Science Education
Glossary of areas of mathematics
Glossary of astronomy
Glossary of biology
Glossary of chemistry
Glossary of engineering
Glossary of physics
Document 2:::
The STEM (Science, Technology, Engineering, and Mathematics) pipeline is a critical infrastructure for fostering the development of future scientists, engineers, and problem solvers. It's the educational and career pathway that guides individuals from early childhood through to advanced research and innovation in STEM-related fields.
Description
The "pipeline" metaphor is based on the idea that having sufficient graduates requires both having sufficient input of students at the beginning of their studies, and retaining these students through completion of their academic program. The STEM pipeline is a key component of workplace diversity and of workforce development that ensures sufficient qualified candidates are available to fill scientific and technical positions.
The STEM pipeline was promoted in the United States from the 1970s onwards, as “the push for STEM (science, technology, engineering, and mathematics) education appears to have grown from a concern for the low number of future professionals to fill STEM jobs and careers and economic and educational competitiveness.”
Today, this metaphor is commonly used to describe retention problems in STEM fields, called “leaks” in the pipeline. For example, the White House reported in 2012 that 80% of minority groups and women who enroll in a STEM field switch to a non-STEM field or drop out during their undergraduate education. These leaks often vary by field, gender, ethnic and racial identity, socioeconomic background, and other factors, drawing attention to structural inequities involved in STEM education and careers.
Current efforts
The STEM pipeline concept is a useful tool for programs aiming at increasing the total number of graduates, and is especially important in efforts to increase the number of underrepresented minorities and women in STEM fields. Using STEM methodology, educational policymakers can examine the quantity and retention of students at all stages of the K–12 educational process and beyo
Document 3:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 4:::
Energy quality is a measure of the ease with which a form of energy can be converted to useful work or to another form of energy: i.e. its content of thermodynamic free energy. A high quality form of energy has a high content of thermodynamic free energy, and therefore a high proportion of it can be converted to work; whereas with low quality forms of energy, only a small proportion can be converted to work, and the remainder is dissipated as heat. The concept of energy quality is also used in ecology, where it is used to track the flow of energy between different trophic levels in a food chain and in thermoeconomics, where it is used as a measure of economic output per unit of energy. Methods of evaluating energy quality often involve developing a ranking of energy qualities in hierarchical order.
Examples: Industrialization, Biology
The consideration of energy quality was a fundamental driver of industrialization from the 18th through 20th centuries. Consider for example the industrialization of New England in the 18th century. This refers to the construction of textile mills containing power looms for weaving cloth. The simplest, most economical and straightforward source of energy was provided by water wheels, extracting energy from a millpond behind a dam on a local creek. If another nearby landowner also decided to build a mill on the same creek, the construction of their dam would lower the overall hydraulic head to power the existing waterwheel, thus hurting power generation and efficiency. This eventually became an issue endemic to the entire region, reducing the overall profitability of older mills as newer ones were built. The search for higher quality energy was a major impetus throughout the 19th and 20th centuries. For example, burning coal to make steam to generate mechanical energy would not have been imaginable in the 18th century; by the end of the 19th century, the use of water wheels was long outmoded. Similarly, the quality of energy from elec
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Solar and wind are still expensive compared to what?
A. batteries
B. fossil fuels
C. coal fuels
D. electricity
Answer:
|
|
sciq-5991
|
multiple_choice
|
Aquatic producers need nutrients and what dissolved gas, which is more abundant near the surface of water?
|
[
"methane",
"nitrogen",
"helium",
"oxygen"
] |
D
|
Relavent Documents:
Document 0:::
Lake 226 is one lake in Canada's Experimental Lakes Area (ELA) in Ontario. The ELA is a freshwater and fisheries research facility that operated these experiments alongside Fisheries and Oceans Canada and Environment Canada. In 1968 this area in northwest Ontario was set aside for limnological research, aiming to study the watershed of the 58 small lakes in this area. The ELA projects began as a response to the claim that carbon was the limiting agent causing eutrophication of lakes rather than phosphorus, and that monitoring phosphorus in the water would be a waste of money. This claim was made by soap and detergent companies, as these products do not biodegrade and can cause buildup of phosphates in water supplies that lead to eutrophication. The theory that carbon was the limiting agent was quickly debunked by the ELA Lake 227 experiment that began in 1969, which found that carbon could be drawn from the atmosphere to remain proportional to the input of phosphorus in the water. Experimental Lake 226 was then created to test phosphorus' impact on eutrophication by itself.
Lake ecosystem
Geography
The ELA lakes were far from human activities, therefore allowing the study of environmental conditions without human interaction. Lake 226 was specifically studied over a four-year period, from 1973–1977 to test eutrophication. Lake 226 itself is a 16.2 ha double basin lake located on highly metamorphosed granite known as Precambrian granite. The depth of the lake was measured in 1994 to be 14.7 m for the northeast basin and 11.6 m for the southeast basin. Lake 226 had a total lake volume of 9.6 × 105 m3, prior to the lake being additionally studied for drawdown alongside other ELA lakes. Due to this relatively small fetch of Lake 226, wind action is minimized, preventing resuspension of epilimnetic sediments.
Eutrophication experiment
To test the effects of fertilization on water quality and algae blooms, Lake 226 was split in half with a curtain. This curtain divi
Document 1:::
Lake 227 is one of 58 lakes located in the Experimental Lakes Area (ELA) in the Kenora District of Ontario, Canada. Lake 227 is one of only 5 lakes in the Experimental Lakes Area currently involved in long-term research projects, and is of particular note for its importance in long term lake eutrophication studies. The relative absence human activity and pollution makes Lake 227 ideal for limnological research, and the nature of the ELA makes it one of the only places in the world accessible for full lake experiments. At its deepest, Lake 227 is 10 meters deep, and the area of the lake is approximately 5 hectares. Funding and governmental permissions for access to Lake 227 have been unstable in recent years, as control of the ELA was handed off by the Canadian government to the International Institute for Sustainable Development (IISD).
Ecology
Lake 227 is a freshwater lake. The ELA region is home to a variety of native fish, many of which are planktivorous. Fathead minnows, Fine-scale Dace, and Pearl Dace are all examples of fish that can be found in the lake. The presence of planktivorous fish reduces the relative abundance of larger zooplankton species in the lake, as species like the fathead minnow primarily feed on them. The fish populations in Lake 227 were removed in the 1990s, this resulted in a noticeable increase in the Chaoborus and daphnia populations, in the absence of predation. The removal of fish from the lake negates the top-down effect that repressed larger species of zooplankton and aquatic larvae.
Research
The research in lake 227 is mainly focused on the effects of manipulated nutrients on the interrelated independent variables of microorganism activity and eutrophication. Lake 227 was home to the longest running experiment ever to take place in the ELA.
Lake eutrophication and nutrient factors
Lake 227 has been used as a real life model for the study of the connection between nutrient input and lake eutrophication. The results of these
Document 2:::
Baltic Sea hypoxia refers to low levels of oxygen in bottom waters, also known as hypoxia, occurring regularly in the Baltic Sea. the total area of bottom covered with hypoxic waters with oxygen concentrations less than 2 mg/L in the Baltic Sea has averaged 49,000 km2 over the last 40 years. The ultimate cause of hypoxia is excess nutrient loading from human activities causing algal blooms. The blooms sink to the bottom and use oxygen to decompose at a rate faster than it can be added back into the system through the physical processes of mixing. The lack of oxygen (anoxia) kills bottom-living organisms and creates dead zones.
Causes
The rapid increase in hypoxia in coastal areas around the world is due to the excessive inputs of plant nutrients, such as nitrogen and phosphorus by human activities. The sources of these nutrients include agriculture, sewage, and atmospheric deposition of nitrogen containing compounds from the burning of fossil fuels. The nutrients stimulate the growth of algae causing problems with eutrophication. The algae sink to the bottom and use the oxygen when they decompose. If mixing of the bottom waters is slow, such that oxygen stocks are not renewed, hypoxia can occur.
Description
the total area of bottom covered with hypoxic waters with oxygen concentrations less than 2 mg/L in the Baltic Sea has averaged 49,000 km2 over the last 40 years.
In the Baltic Sea, the input of salt water from the North Sea through the Danish Straits is important in determining the area of hypoxia each year. Denser, saltier water comes into the Baltic Sea and flows along the bottom. Although large salt water inputs help to renew the bottom waters and increase oxygen concentrations, the new oxygen added with the salt water inflow is rapidly used to decompose organic matter that is in the sediments. The denser salt water also reduces mixing of oxygen poor bottom waters with more brackish, lighter surface waters. Thus, large areas of hypoxia occur when more sal
Document 3:::
High-nutrient, low-chlorophyll (HNLC) regions are regions of the ocean where the abundance of phytoplankton is low and fairly constant despite the availability of macronutrients. Phytoplankton rely on a suite of nutrients for cellular function. Macronutrients (e.g., nitrate, phosphate, silicic acid) are generally available in higher quantities in surface ocean waters, and are the typical components of common garden fertilizers. Micronutrients (e.g., iron, zinc, cobalt) are generally available in lower quantities and include trace metals. Macronutrients are typically available in millimolar concentrations, while micronutrients are generally available in micro- to nanomolar concentrations. In general, nitrogen tends to be a limiting ocean nutrient, but in HNLC regions it is never significantly depleted. Instead, these regions tend to be limited by low concentrations of metabolizable iron. Iron is a critical phytoplankton micronutrient necessary for enzyme catalysis and electron transport.
Between the 1930s and '80s, it was hypothesized that iron is a limiting ocean micronutrient, but there were not sufficient methods reliably to detect iron in seawater to confirm this hypothesis. In 1989, high concentrations of iron-rich sediments in nearshore coastal waters off the Gulf of Alaska were detected. However, offshore waters had lower iron concentrations and lower productivity despite macronutrient availability for phytoplankton growth. This pattern was observed in other oceanic regions and led to the naming of three major HNLC zones: the North Pacific Ocean, the Equatorial Pacific Ocean, and the Southern Ocean.
The discovery of HNLC regions has fostered scientific debate about the ethics and efficacy of iron fertilization experiments which attempt to draw down atmospheric carbon dioxide by stimulating surface-level photosynthesis. It has also led to the development of hypotheses such as grazing control which poses that HNLC regions are formed, in part, from the grazing
Document 4:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Aquatic producers need nutrients and what dissolved gas, which is more abundant near the surface of water?
A. methane
B. nitrogen
C. helium
D. oxygen
Answer:
|
|
sciq-6481
|
multiple_choice
|
What do you call the process of a solid becoming a liquid?
|
[
"vaporizing",
"melting",
"freezing",
"boiling"
] |
B
|
Relavent Documents:
Document 0:::
In materials science, liquefaction is a process that generates a liquid from a solid or a gas or that generates a non-liquid phase which behaves in accordance with fluid dynamics.
It occurs both naturally and artificially. As an example of the latter, a "major commercial application of liquefaction is the liquefaction of air to allow separation of the constituents, such as oxygen, nitrogen, and the noble gases." Another is the conversion of solid coal into a liquid form usable as a substitute for liquid fuels.
Geology
In geology, soil liquefaction refers to the process by which water-saturated, unconsolidated sediments are transformed into a substance that acts like a liquid, often in an earthquake. Soil liquefaction was blamed for building collapses in the city of Palu, Indonesia in October 2018.
In a related phenomenon, liquefaction of bulk materials in cargo ships may cause a dangerous shift in the load.
Physics and chemistry
In physics and chemistry, the phase transitions from solid and gas to liquid (melting and condensation, respectively) may be referred to as liquefaction. The melting point (sometimes called liquefaction point) is the temperature and pressure at which a solid becomes a liquid. In commercial and industrial situations, the process of condensing a gas to liquid is sometimes referred to as liquefaction of gases.
Coal
Coal liquefaction is the production of liquid fuels from coal using a variety of industrial processes.
Dissolution
Liquefaction is also used in commercial and industrial settings to refer to mechanical dissolution of a solid by mixing, grinding or blending with a liquid.
Food preparation
In kitchen or laboratory settings, solids may be chopped into smaller parts sometimes in combination with a liquid, for example in food preparation or laboratory use. This may be done with a blender, or liquidiser in British English.
Irradiation
Liquefaction of silica and silicate glasses occurs on electron beam irradiation of nanos
Document 1:::
Physical changes are changes affecting the form of a chemical substance, but not its chemical composition. Physical changes are used to separate mixtures into their component compounds, but can not usually be used to separate compounds into chemical elements or simpler compounds.
Physical changes occur when objects or substances undergo a change that does not change their chemical composition. This contrasts with the concept of chemical change in which the composition of a substance changes or one or more substances combine or break up to form new substances. In general a physical change is reversible using physical means. For example, salt dissolved in water can be recovered by allowing the water to evaporate.
A physical change involves a change in physical properties. Examples of physical properties include melting, transition to a gas, change of strength, change of durability, changes to crystal form, textural change, shape, size, color, volume and density.
An example of a physical change is the process of tempering steel to form a knife blade. A steel blank is repeatedly heated and hammered which changes the hardness of the steel, its flexibility and its ability to maintain a sharp edge.
Many physical changes also involve the rearrangement of atoms most noticeably in the formation of crystals. Many chemical changes are irreversible, and many physical changes are reversible, but reversibility is not a certain criterion for classification. Although chemical changes may be recognized by an indication such as odor, color change, or production of a gas, every one of these indicators can result from physical change.
Examples
Heating and cooling
Many elements and some compounds change from solids to liquids and from liquids to gases when heated and the reverse when cooled. Some substances such as iodine and carbon dioxide go directly from solid to gas in a process called sublimation.
Magnetism
Ferro-magnetic materials can become magnetic. The process is reve
Document 2:::
Vaporization (or vaporisation) of an element or compound is a phase transition from the liquid phase to vapor. There are two types of vaporization: Evaporation and boiling. Evaporation is a surface phenomenon, where as boiling is a bulk phenomenon.
Evaporation is a phase transition from the liquid phase to vapor (a state of substance below critical temperature) that occurs at temperatures below the boiling temperature at a given pressure. Evaporation occurs on the surface. Evaporation only occurs when the partial pressure of vapor of a substance is less than the equilibrium vapor pressure. For example, due to constantly decreasing pressures, vapor pumped out of a solution will eventually leave behind a cryogenic liquid.
Boiling is also a phase transition from the liquid phase to gas phase, but boiling is the formation of vapor as bubbles of vapor below the surface of the liquid. Boiling occurs when the equilibrium vapor pressure of the substance is greater than or equal to the atmospheric pressure. The temperature at which boiling occurs is the boiling temperature, or boiling point. The boiling point varies with the pressure of the environment.
Sublimation is a direct phase transition from the solid phase to the gas phase, skipping the intermediate liquid phase. Because it does not involve the liquid phase, it is not a form of vaporization.
The term vaporization has also been used in a colloquial or hyperbolic way to refer to the physical destruction of an object that is exposed to intense heat or explosive force, where the object is actually blasted into small pieces rather than literally converted to gaseous form. Examples of this usage include the "vaporization" of the uninhabited Marshall Island of Elugelab in the 1952 Ivy Mike thermonuclear test. Many other examples can be found throughout the various MythBusters episodes that have involved explosives, chief among them being Cement Mix-Up, where they "vaporized" a cement truck with ANFO.
At the moment o
Document 3:::
Sorption is a physical and chemical process by which one substance becomes attached to another. Specific cases of sorption are treated in the following articles:
Absorption "the incorporation of a substance in one state into another of a different state" (e.g., liquids being absorbed by a solid or gases being absorbed by a liquid);
Adsorption The physical adherence or bonding of ions and molecules onto the surface of another phase (e.g., reagents adsorbed to a solid catalyst surface);
Ion exchange An exchange of ions between two electrolytes or between an electrolyte solution and a complex.
The reverse of sorption is desorption.
Sorption rate
The adsorption and absorption rate of a diluted solute in gas or liquid solution to a surface or interface can be calculated using Fick's laws of diffusion.
See also
Sorption isotherm
Document 4:::
Sublimation is the transition of a substance directly from the solid to the gas state, without passing through the liquid state. Sublimation is an endothermic process that occurs at temperatures and pressures below a substance's triple point in its phase diagram, which corresponds to the lowest pressure at which the substance can exist as a liquid. The reverse process of sublimation is deposition or desublimation, in which a substance passes directly from a gas to a solid phase. Sublimation has also been used as a generic term to describe a solid-to-gas transition (sublimation) followed by a gas-to-solid transition (deposition). While vaporization from liquid to gas occurs as evaporation from the surface if it occurs below the boiling point of the liquid, and as boiling with formation of bubbles in the interior of the liquid if it occurs at the boiling point, there is no such distinction for the solid-to-gas transition which always occurs as sublimation from the surface.
At normal pressures, most chemical compounds and elements possess three different states at different temperatures. In these cases, the transition from the solid to the gaseous state requires an intermediate liquid state. The pressure referred to is the partial pressure of the substance, not the total (e.g. atmospheric) pressure of the entire system. Thus, any solid can sublimate if its vapour pressure is higher than the surrounding partial pressure of the same substance, and in some cases sublimates at an appreciable rate (e.g. water ice just below 0 °C). For some substances, such as carbon and arsenic, sublimation is much easier than evaporation from the melt, because the pressure of their triple point is very high, and it is difficult to obtain them as liquids.
The term sublimation refers to a physical change of state and is not used to describe the transformation of a solid to a gas in a chemical reaction. For example, the dissociation on heating of solid ammonium chloride into hydrogen chlori
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What do you call the process of a solid becoming a liquid?
A. vaporizing
B. melting
C. freezing
D. boiling
Answer:
|
|
sciq-4506
|
multiple_choice
|
A convergent plate boundary is created when two plates do what?
|
[
"move away from each other",
"move perpendicular to each other",
"stay stationary",
"come toward each other"
] |
D
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field.
Overview
The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion.
With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies.
Example programs
The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University.
A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes
Document 2:::
In structural geology, a suture is a joining together along a major fault zone, of separate terranes, tectonic units that have different plate tectonic, metamorphic and paleogeographic histories. The suture is often represented on the surface by an orogen or mountain range.
Overview
In plate tectonics, sutures are the remains of subduction zones, and the terranes that are joined together are interpreted as fragments of different palaeocontinents or tectonic plates.
Outcrops of sutures can vary in width from a few hundred meters to a couple of kilometers. They can be networks of mylonitic shear zones or brittle fault zones, but are usually both. Sutures are usually associated with igneous intrusions and tectonic lenses with varying kinds of lithologies from plutonic rocks to ophiolitic fragments.
An example from Great Britain is the Iapetus Suture which, though now concealed beneath younger rocks, has been determined by geophysical means to run along a line roughly parallel with the Anglo-Scottish border and represents the joint between the former continent of Laurentia to the north and the former micro-continent of Avalonia to the south. Avalonia is in fact a plain which dips steeply northwestwards through the crust, underthrusting Laurentia.
Paleontological use
When used in paleontology, suture can also refer to fossil exoskeletons, as in the suture line, a division on a trilobite between the free cheek and the fixed cheek; this suture line allowed the trilobite to perform ecdysis (the shedding of its skin).
Document 3:::
Maui Nui is a modern geologists' name given to a prehistoric Hawaiian island and the corresponding modern biogeographic region. Maui Nui is composed of four modern islands: Maui, Molokaʻi, Lānaʻi, and Kahoʻolawe. Administratively, the four modern islands comprise Maui County (and a tiny part of Molokaʻi called Kalawao County). Long after the breakup of Maui Nui, the four modern islands retained plant and animal life similar to each other. Thus, Maui Nui is not only a prehistoric island but also a modern biogeographic region.
Geology
Maui Nui formed and broke up during the Pleistocene Epoch, which lasted from about 2.58 million to 11,700 years ago.
Maui Nui is built from seven shield volcanoes. The three oldest are Penguin Bank, West Molokaʻi, and East Molokaʻi, which probably range from slightly over to slightly less than 2 million years old. The four younger volcanoes are Lāna‘i, West Maui, Kaho‘olawe, and Haleakalā, which probably formed between 1.5 and 2 million years ago.
At its prime 1.2 million years ago, Maui Nui was , 50% larger than today's Hawaiʻi Island. The island of Maui Nui included four modern islands (Maui, Molokaʻi, Lānaʻi, and Kahoʻolawe) and landmass west of Molokaʻi called Penguin Bank, which is now completely submerged.
Maui Nui broke up as rising sea levels flooded the connections between the volcanoes. The breakup was complex because global sea levels rose and fell intermittently during the Quaternary glaciation. About 600,000 years ago, the connection between Molokaʻi and the island of Lāna‘i/Maui/Kahoʻolawe became intermittent. About 400,000 years ago, the connection between Lāna‘i and Maui/Kahoʻolawe also became intermittent. The connection between Maui and Kahoʻolawe was permanently broken between 200,000 and 150,000 years ago. Maui, Lāna‘i, and Molokaʻi were connected intermittently thereafter, most recently about 18,000 years ago during the Last Glacial Maximum.
Today, the sea floor between these four islands is relatively shallow
Document 4:::
In mathematical psychology and education theory, a knowledge space is a combinatorial structure used to formulate mathematical models describing the progression of a human learner. Knowledge spaces were introduced in 1985 by Jean-Paul Doignon and Jean-Claude Falmagne, and remain in extensive use in the education theory. Modern applications include two computerized tutoring systems, ALEKS and the defunct RATH.
Formally, a knowledge space assumes that a domain of knowledge is a collection of concepts or skills, each of which must be eventually mastered. Not all concepts are interchangeable; some require other concepts as prerequisites. Conversely, competency at one skill may ease the acquisition of another through similarity. A knowledge space marks out which collections of skills are feasible: they can be learned without mastering any other skills. Under reasonable assumptions, the collection of feasible competencies forms the mathematical structure known as an antimatroid.
Researchers and educators usually explore the structure of a discipline's knowledge space as a latent class model.
Motivation
Knowledge Space Theory attempts to address shortcomings of standardized testing when used in educational psychometry. Common tests, such as the SAT and ACT, compress a student's knowledge into a very small range of ordinal ranks, in the process effacing the conceptual dependencies between questions. Consequently, the tests cannot distinguish between true understanding and guesses, nor can they identify a student's particular weaknesses, only the general proportion of skills mastered. The goal of knowledge space theory is to provide a language by which exams can communicate
What the student can do and
What the student is ready to learn.
Model structure
Knowledge Space Theory-based models presume that an educational subject can be modeled as a finite set of concepts, skills, or topics. Each feasible state of knowledge about is then a subset of ; the set of
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
A convergent plate boundary is created when two plates do what?
A. move away from each other
B. move perpendicular to each other
C. stay stationary
D. come toward each other
Answer:
|
|
sciq-4124
|
multiple_choice
|
How are electrons shared in covalent bonds?
|
[
"unequally",
"equally",
"randomly",
"orderly"
] |
B
|
Relavent Documents:
Document 0:::
In chemistry, an electron pair or Lewis pair consists of two electrons that occupy the same molecular orbital but have opposite spins. Gilbert N. Lewis introduced the concepts of both the electron pair and the covalent bond in a landmark paper he published in 1916.
Because electrons are fermions, the Pauli exclusion principle forbids these particles from having the same quantum numbers. Therefore, for two electrons to occupy the same orbital, and thereby have the same orbital quantum number, they must have different spin quantum number. This also limits the number of electrons in the same orbital to two.
The pairing of spins is often energetically favorable, and electron pairs therefore play a large role in chemistry. They can form a chemical bond between two atoms, or they can occur as a lone pair of valence electrons. They also fill the core levels of an atom.
Because the spins are paired, the magnetic moment of the electrons cancel one another, and the pair's contribution to magnetic properties is generally diamagnetic.
Although a strong tendency to pair off electrons can be observed in chemistry, it is also possible that electrons occur as unpaired electrons.
In the case of metallic bonding the magnetic moments also compensate to a large extent, but the bonding is more communal so that individual pairs of electrons cannot be distinguished and it is better to consider the electrons as a collective 'sea'.
A very special case of electron pair formation occurs in superconductivity: the formation of Cooper pairs. In unconventional superconductors, whose crystal structure contains copper anions, the electron pair bond is due to antiferromagnetic spin fluctuations.
See also
Electron pair production
Frustrated Lewis pair
Jemmis mno rules
Lewis acids and bases
Nucleophile
Polyhedral skeletal electron pair theory
Document 1:::
A bonding electron is an electron involved in chemical bonding. This can refer to:
Chemical bond, a lasting attraction between atoms, ions or molecules
Covalent bond or molecular bond, a sharing of electron pairs between atoms
Bonding molecular orbital, an attraction between the atomic orbitals of atoms in a molecule
Chemical bonding
Document 2:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 3:::
Steudel R 2020, Chemistry of the Non-metals: Syntheses - Structures - Bonding - Applications, in collaboration with D Scheschkewitz, Berlin, Walter de Gruyter, . ▲
An updated translation of the 5th German edition of 2013, incorporating the literature up to Spring 2019. Twenty-three nonmetals, including B, Si, Ge, As, Se, Te, and At but not Sb (nor Po). The nonmetals are identified on the basis of their electrical conductivity at absolute zero putatively being close to zero, rather than finite as in the case of metals. That does not work for As however, which has the electronic structure of a semimetal (like Sb).
Halka M & Nordstrom B 2010, "Nonmetals", Facts on File, New York,
A reading level 9+ book covering H, C, N, O, P, S, Se. Complementary books by the same authors examine (a) the post-transition metals (Al, Ga, In, Tl, Sn, Pb and Bi) and metalloids (B, Si, Ge, As, Sb, Te and Po); and (b) the halogens and noble gases.
Woolins JD 1988, Non-Metal Rings, Cages and Clusters, John Wiley & Sons, Chichester, .
A more advanced text that covers H; B; C, Si, Ge; N, P, As, Sb; O, S, Se and Te.
Steudel R 1977, Chemistry of the Non-metals: With an Introduction to Atomic Structure and Chemical Bonding, English edition by FC Nachod & JJ Zuckerman, Berlin, Walter de Gruyter, . ▲
Twenty-four nonmetals, including B, Si, Ge, As, Se, Te, Po and At.
Powell P & Timms PL 1974, The Chemistry of the Non-metals, Chapman & Hall, London, . ▲
Twenty-two nonmetals including B, Si, Ge, As and Te. Tin and antimony are shown as being intermediate between metals and nonmetals; they are later shown as either metals or nonmetals. Astatine is counted as a metal.
Document 4:::
An intramolecular force (or primary forces) is any force that binds together the atoms making up a molecule or compound, not to be confused with intermolecular forces, which are the forces present between molecules. The subtle difference in the name comes from the Latin roots of English with inter meaning between or among and intra meaning inside. Chemical bonds are considered to be intramolecular forces which are often stronger than intermolecular forces present between non-bonding atoms or molecules.
Types
The classical model identifies three main types of chemical bonds — ionic, covalent, and metallic — distinguished by the degree of charge separation between participating atoms. The characteristics of the bond formed can be predicted by the properties of constituent atoms, namely electronegativity. They differ in the magnitude of their bond enthalpies, a measure of bond strength, and thus affect the physical and chemical properties of compounds in different ways. % of ionic character is directly proportional difference in electronegitivity of bonded atom.
Ionic bond
An ionic bond can be approximated as complete transfer of one or more valence electrons of atoms participating in bond formation, resulting in a positive ion and a negative ion bound together by electrostatic forces. Electrons in an ionic bond tend to be mostly found around one of the two constituent atoms due to the large electronegativity difference between the two atoms, generally more than 1.9, (greater difference in electronegativity results in a stronger bond); this is often described as one atom giving electrons to the other. This type of bond is generally formed between a metal and nonmetal, such as sodium and chlorine in NaCl. Sodium would give an electron to chlorine, forming a positively charged sodium ion and a negatively charged chloride ion.
Covalent bond
In a true covalent bond, the electrons are shared evenly between the two atoms of the bond; there is little or no charge separa
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
How are electrons shared in covalent bonds?
A. unequally
B. equally
C. randomly
D. orderly
Answer:
|
|
scienceQA-11136
|
multiple_choice
|
What do these two changes have in common?
water evaporating from a lake
mixing sand and gravel
|
[
"Both are caused by cooling.",
"Both are chemical changes.",
"Both are caused by heating.",
"Both are only physical changes."
] |
D
|
Step 1: Think about each change.
Water evaporating from a lake is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.
Mixing sand and gravel is a physical change. Together, the sand and gravel make a mixture. But making this mixture does not form a different type of matter.
Step 2: Look at each answer choice.
Both are only physical changes.
Both changes are physical changes. No new matter is created.
Both are chemical changes.
Both changes are physical changes. They are not chemical changes.
Both are caused by heating.
Water evaporating is caused by heating. But mixing sand and gravel is not.
Both are caused by cooling.
Neither change is caused by cooling.
|
Relavent Documents:
Document 0:::
Physical changes are changes affecting the form of a chemical substance, but not its chemical composition. Physical changes are used to separate mixtures into their component compounds, but can not usually be used to separate compounds into chemical elements or simpler compounds.
Physical changes occur when objects or substances undergo a change that does not change their chemical composition. This contrasts with the concept of chemical change in which the composition of a substance changes or one or more substances combine or break up to form new substances. In general a physical change is reversible using physical means. For example, salt dissolved in water can be recovered by allowing the water to evaporate.
A physical change involves a change in physical properties. Examples of physical properties include melting, transition to a gas, change of strength, change of durability, changes to crystal form, textural change, shape, size, color, volume and density.
An example of a physical change is the process of tempering steel to form a knife blade. A steel blank is repeatedly heated and hammered which changes the hardness of the steel, its flexibility and its ability to maintain a sharp edge.
Many physical changes also involve the rearrangement of atoms most noticeably in the formation of crystals. Many chemical changes are irreversible, and many physical changes are reversible, but reversibility is not a certain criterion for classification. Although chemical changes may be recognized by an indication such as odor, color change, or production of a gas, every one of these indicators can result from physical change.
Examples
Heating and cooling
Many elements and some compounds change from solids to liquids and from liquids to gases when heated and the reverse when cooled. Some substances such as iodine and carbon dioxide go directly from solid to gas in a process called sublimation.
Magnetism
Ferro-magnetic materials can become magnetic. The process is reve
Document 1:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 2:::
In physics, a dynamical system is said to be mixing if the phase space of the system becomes strongly intertwined, according to at least one of several mathematical definitions. For example, a measure-preserving transformation T is said to be strong mixing if
whenever A and B are any measurable sets and μ is the associated measure. Other definitions are possible, including weak mixing and topological mixing.
The mathematical definition of mixing is meant to capture the notion of physical mixing. A canonical example is the Cuba libre: suppose one is adding rum (the set A) to a glass of cola. After stirring the glass, the bottom half of the glass (the set B) will contain rum, and it will be in equal proportion as it is elsewhere in the glass. The mixing is uniform: no matter which region B one looks at, some of A will be in that region. A far more detailed, but still informal description of mixing can be found in the article on mixing (mathematics).
Every mixing transformation is ergodic, but there are ergodic transformations which are not mixing.
Physical mixing
The mixing of gases or liquids is a complex physical process, governed by a convective diffusion equation that may involve non-Fickian diffusion as in spinodal decomposition. The convective portion of the governing equation contains fluid motion terms that are governed by the Navier–Stokes equations. When fluid properties such as viscosity depend on composition, the governing equations may be coupled. There may also be temperature effects. It is not clear that fluid mixing processes are mixing in the mathematical sense.
Small rigid objects (such as rocks) are sometimes mixed in a rotating drum or tumbler. The 1969 Selective Service draft lottery was carried out by mixing plastic capsules which contained a slip of paper (marked with a day of the year).
See also
Miscibility
Document 3:::
The Stefan flow, occasionally called Stefan's flow, is a transport phenomenon concerning the movement of a chemical species by a flowing fluid (typically in the gas phase) that is induced to flow by the production or removal of the species at an interface. Any process that adds the species of interest to or removes it from the flowing fluid may cause the Stefan flow, but the most common processes include evaporation, condensation, chemical reaction, sublimation, ablation, adsorption, absorption, and desorption. It was named after the Slovenian physicist, mathematician, and poet Josef Stefan for his early work on calculating evaporation rates.
The Stefan flow is distinct from diffusion as described by Fick's law, but diffusion almost always also occurs in multi-species systems that are experiencing the Stefan flow. In systems undergoing one of the species addition or removal processes mentioned previously, the addition or removal generates a mean flow in the flowing fluid as the fluid next to the interface is displaced by the production or removal of additional fluid by the processes occurring at the interface. The transport of the species by this mean flow is the Stefan flow. When concentration gradients of the species are also present, diffusion transports the species relative to the mean flow. The total transport rate of the species is then given by a summation of the Stefan flow and diffusive contributions.
An example of the Stefan flow occurs when a droplet of liquid evaporates in air. In this case, the vapor/air mixture surrounding the droplet is the flowing fluid, and liquid/vapor boundary of the droplet is the interface. As heat is absorbed by the droplet from the environment, some of the liquid evaporates into vapor at the surface of the droplet, and flows away from the droplet as it is displaced by additional vapor evaporating from the droplet. This process causes the flowing medium to move away from the droplet at some mean speed that is dependent on
Document 4:::
At equilibrium, the relationship between water content and equilibrium relative humidity of a material can be displayed graphically by a curve, the so-called moisture sorption isotherm.
For each humidity value, a sorption isotherm indicates the corresponding water content value at a given, constant temperature. If the composition or quality of the material changes, then its sorption behaviour also changes. Because of the complexity of sorption process the isotherms cannot be determined explicitly by calculation, but must be recorded experimentally for each product.
The relationship between water content and water activity (aw) is complex. An increase in aw is usually accompanied by an increase in water content, but in a non-linear fashion. This relationship between water activity and moisture content at a given temperature is called the moisture sorption isotherm. These curves are determined experimentally and constitute the fingerprint of a food system.
BET theory (Brunauer-Emmett-Teller) provides a calculation to describe the physical adsorption of gas molecules on a solid surface. Because of the complexity of the process, these calculations are only moderately successful; however, Stephen Brunauer was able to classify sorption isotherms into five generalized shapes as shown in Figure 2. He found that Type II and Type III isotherms require highly porous materials or desiccants, with first monolayer adsorption, followed by multilayer adsorption and finally leading to capillary condensation, explaining these materials high moisture capacity at high relative humidity.
Care must be used in extracting data from isotherms, as the representation for each axis may vary in its designation. Brunauer provided the vertical axis as moles of gas adsorbed divided by the moles of the dry material, and on the horizontal axis he used the ratio of partial pressure of the gas just over the sample, divided by its partial pressure at saturation. More modern isotherms showing the
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What do these two changes have in common?
water evaporating from a lake
mixing sand and gravel
A. Both are caused by cooling.
B. Both are chemical changes.
C. Both are caused by heating.
D. Both are only physical changes.
Answer:
|
sciq-1822
|
multiple_choice
|
What process takes place when echinoderms release their gametes into the water?
|
[
"migration",
"isolation",
"fertilization",
"stimulation"
] |
C
|
Relavent Documents:
Document 0:::
External fertilization is a mode of reproduction in which a male organism's sperm fertilizes a female organism's egg outside of the female's body.
It is contrasted with internal fertilization, in which sperm are introduced via insemination and then combine with an egg inside the body of a female organism. External fertilization typically occurs in water or a moist area to facilitate the movement of sperm to the egg. The release of eggs and sperm into the water is known as spawning. In motile species, spawning females often travel to a suitable location to release their eggs.
However, sessile species are less able to move to spawning locations and must release gametes locally. Among vertebrates, external fertilization is most common in amphibians and fish. Invertebrates utilizing external fertilization are mostly benthic, sessile, or both, including animals such as coral, sea anemones, and tube-dwelling polychaetes. Benthic marine plants also use external fertilization to reproduce. Environmental factors and timing are key challenges to the success of external fertilization. While in the water, the male and female must both release gametes at similar times in order to fertilize the egg. Gametes spawned into the water may also be washed away, eaten, or damaged by external factors.
Sexual selection
Sexual selection may not seem to occur during external fertilization, but there are ways it actually can. The two types of external fertilizers are nest builders and broadcast spawners. For female nest builders, the main choice is the location of where to lay her eggs. A female can choose a nest close to the male she wants to fertilize her eggs, but there is no guarantee that the preferred male will fertilize any of the eggs. Broadcast spawners have a very weak selection, due to the randomness of releasing gametes. To look into the effect of female choice on external fertilization, an in vitro sperm competition experiment was performed. The results concluded that ther
Document 1:::
Evisceration is a method of autotomy involving the ejection of internal organs used by animals as a defensive strategy. Sea cucumbers (Holothuroidea) eject parts of the gut in order to scare and defend against potential predators such as crabs and fish. The organs are regenerated in a few days by cells in the interior of the sea cucumber.
Description
When stressed, the sea cucumber faces away from the attacker and contracts its body wall muscles sharply. This causes the wall of the cloaca to tear and the anus to gape. The evisceration process in Eupentacta quinquesemita proceeds as follows:
Three main structures weaken over a period of about 1–3 minutes, become soft and transparent, and eventually separate from their attachments. These are the basal part of the tentacles, the attachment points of the introvert retractor muscles to the longitudinal muscles (there are 10 of these), and the junction of intestine and cloaca. The softening is a state-transformation of the collagen components in the tissue.
Parts eviscerated include the gut, associated haemal vessels, tentacles, and introvert (the dexterous anterior extensible portion of the body wall). The gut tears away from the mesenteries that suspend it within the coelomic cavity.
Most of the gonad stays behind. Only strands of gonad tangled in the gut are eviscerated. The paired respiratory trees and cloaca also remain (although they may be expelled in other species)
The introvert changes from being firm and opaque to being soft and translucent. The body-wall muscles contract and the increased pressure forces coelomic fluid and viscera into the introvert. It enlarges like a balloon and soon ruptures, expelling the fluid and viscera.
This takes about 20 minutes, with final detachment of the tentacles and introvert sometimes taking as long as 12 hours.
The anterior rupture seals, at first by muscular contraction and then by healing as a plug of connective-tissue.
Function
During evisceration in some species,
Document 2:::
Aquatic respiration is the process whereby an aquatic organism exchanges respiratory gases with water, obtaining oxygen from oxygen dissolved in water and excreting carbon dioxide and some other metabolic waste products into the water.
Unicellular and simple small organisms
In very small animals, plants and bacteria, simple diffusion of gaseous metabolites is sufficient for respiratory function and no special adaptations are found to aid respiration. Passive diffusion or active transport are also sufficient mechanisms for many larger aquatic animals such as many worms, jellyfish, sponges, bryozoans and similar organisms. In such cases, no specific respiratory organs or organelles are found.
Higher plants
Although higher plants typically use carbon dioxide and excrete oxygen during photosynthesis, they also respire and, particularly during darkness, many plants excrete carbon dioxide and require oxygen to maintain normal functions. In fully submerged aquatic higher plants specialised structures such as stoma on leaf surfaces to control gas interchange. In many species, these structures can be controlled to be open or closed depending on environmental conditions. In conditions of high light intensity and relatively high carbonate ion concentrations, oxygen may be produced in sufficient quantities to form gaseous bubbles on the surface of leaves and may produce oxygen super-saturation in the surrounding water body.
Animals
All animals that practice truly aquatic respiration are poikilothermic. All aquatic homeothermic animals and birds including cetaceans and penguins are air breathing despite a fully aquatic life-style.
Echinoderms
Echinoderms have a specialised water vascular system which provides a number of functions including providing the hydraulic power for tube feet but also serves to convey oxygenated sea water into the body and carry waste water out again. In many genera, the water enters through a madreporite, a sieve like structure on the upper surfac
Document 3:::
Hydroids are a life stage for most animals of the class Hydrozoa, small predators related to jellyfish.
Some hydroids such as the freshwater Hydra are solitary, with the polyp attached directly to the substrate. When these produce buds, they become detached and grow on as new individuals.
The majority of hydroids are colonial. The original polyp is anchored to a solid substrate and forms a bud which remains attached to its parent. This in turn buds and in this way a stem is formed. The arrangement of polyps and the branching of the stem is characteristic of the species.
Some species have the polyps budding directly off the stolon which roots the colony. The polyps are connected by epidermis which surrounds a gastrovascular cavity. The epidermis secretes a chitinous skeleton which supports the stem and in some hydroids, the skeleton extends into a cup shape surrounding the polyp.
Most of the polyps are gastrozooids or feeding polyps, but some are specialised reproductive structures known as gonozooids. In some species, further specialised zooids are formed.
Document 4:::
Convergent extension (CE), sometimes called convergence and extension (C&E), is the process by which the tissue of an embryo is restructured to converge (narrow) along one axis and extend (elongate) along a perpendicular axis by cellular movement.
Example and explanation
An example of this process is where the anteroposterior axis (the axis drawn between the head and tail end of an embryo) becomes longer as the lateral tissues (those that make up the left and right sides of the embryo) move in towards the dorsal midline (the middle of the back of the animal). This process plays a crucial role in shaping the body plan during embryogenesis and occurs during gastrulation, neurulation, axis elongation, and organogenesis in both vertebrate and invertebrate embryos. In chordate animals, this process is utilized within a vast population of cells; from the smaller populations in the notochord of the sea squirt (ascidian) to the larger populations of the dorsal mesoderm and neural ectoderm of frogs (Xenopus) and fish. Many characteristics of convergent extension are conserved in the teleost fish, the bird, and very likely within mammals at the molecular, cellular, and tissue level.
In amphibians and fish
Convergent extension has been primarily studied in frogs and fish due to their large embryo size and their development outside of a maternal host (in egg clutches in the water, as opposed to in a uterus). Within frogs and fish, however, there exist fundamental differences in how convergent extension is achieved. Frog embryogenesis utilizes cell rearrangement as the sole player of this process. Fish, on the other hand, utilize both cell rearrangement as well as directed migration (Fig. 1) . Cellular rearrangement is the process by which individual cells of a tissue rearrange to reshape the tissue as a whole, while cellular migration is the directed movement of a singular cell or small group of cells across a substrate such as a membrane or tissue.
Frog (Xenopus), as
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What process takes place when echinoderms release their gametes into the water?
A. migration
B. isolation
C. fertilization
D. stimulation
Answer:
|
|
sciq-5336
|
multiple_choice
|
What structures sweep laterally, hugging the pelvic walls, then turn medially and pierce the bladder wall obliquely?
|
[
"fallopian tube",
"ureters",
"tubules",
"catheters"
] |
B
|
Relavent Documents:
Document 0:::
Related to the urinary bladder, anteriorly there are the following folds:
one median umbilical fold on the median umbilical ligament (which in turn, contains the urachus)
two medial umbilical folds on the occluded umbilical artery
two lateral umbilical folds on the inferior epigastric vessels
Document 1:::
In the inguinal crest of a peculiar structure, the gubernaculum testis makes its appearance. This is at first a slender band, extending from that part of the skin of the groin which afterward forms the scrotum through the inguinal canal to the body and epididymis of the testis. The gubernaculum testis is homologous to the round ligament of the uterus in females.
External links
Images
Embryology
Document 2:::
The uterine horns (cornua of uterus) are the points in the upper uterus where the fallopian tubes exit to meet the ovaries. They are one of the points of attachment for the round ligament of uterus (the other being the mons pubis). They also provide attachment to the ovarian ligament, which is located below the fallopian tube at the back; while the round ligament of uterus is located below the tube at the front.
The uterine horns are far more prominent in other animals (such as cows and cats) than they are in humans. In the cat, implantation of the embryo occurs in one of the two uterine horns, not the body of the uterus itself.
Occasionally, if a fallopian tube does not connect, the uterine horn will fill with blood each month, and a minor one-day surgery will be performed to remove it. Often, people who are born with this have trouble getting pregnant as both ovaries are functional and either may ovulate. The spare egg, that cannot travel the fallopian tube, is absorbed into the body.
Document 3:::
The urachus is a fibrous remnant of the allantois, a canal that drains the urinary bladder of the fetus that joins and runs within the umbilical cord. The fibrous remnant lies in the space of Retzius, between the transverse fascia anteriorly and the peritoneum posteriorly.
Development
The part of the urogenital sinus related to the bladder and urethra absorbs the ends of the Wolffian ducts and the associated ends of the renal diverticula. This gives rise to the trigone of the bladder and part of the prostatic urethra.
The remainder of this part of the urogenital sinus forms the body of the bladder and part of the prostatic urethra. The apex of the bladder stretches and is connected to the umbilicus as a narrow canal. This canal is initially open, but later closes as the urachus goes on to definitively form the median umbilical ligament.
Clinical significance
Failure of the inside of the urachus to be filled in leaves the urachus open. The telltale sign is leakage of urine through the umbilicus. This is often managed surgically. There are four anatomical causes:
Urachal cyst: there is no longer a connection between the bladder and the umbilicus, however a fluid filled cavity with uroepithelium lining persists between these two structures.
Urachal fistula: there is free communication between the bladder and umbilicus
Urachal diverticulum (vesicourachal diverticulum): the bladder exhibits outpouching
Urachal sinus: the pouch opens toward the umbilicus
The urachus is also subject to neoplasia. Urachal adenocarcinoma is histologically similar to adenocarcinoma of the bowel. Rarely, urachus carcinomas can metastasise to other regions of the body, including pelvic bones and the lung.
One urachal mass has been reported that was found to be a manifestation of IgG4-related disease.
Additional images
Document 4:::
The anorectal canal is an embryonic structure in humans that develops from the posterior portion of the cloaca, after it is divided by the urorectal septum in the 6th week of embryonic development. The anterior portion becomes the urogenital sinus. The anorectal canal develops into the rectum and the anal canal.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What structures sweep laterally, hugging the pelvic walls, then turn medially and pierce the bladder wall obliquely?
A. fallopian tube
B. ureters
C. tubules
D. catheters
Answer:
|
|
sciq-7619
|
multiple_choice
|
What kind of relay occurs between the uterus, hypothalamus, and the posterior pituitary to assure an adequate supply of the hormone oxytocin during childbirth?
|
[
"positive feedback",
"currents feedback",
"pressure feedback",
"affirmative feedback"
] |
A
|
Relavent Documents:
Document 0:::
The neurohypophysial hormones form a family of structurally and functionally related peptide hormones. Their representatives in humans are oxytocin and vasopressin. They are named after the location of their release into the blood, the neurohypophysis (another name for the posterior pituitary).
Most of the circulating oxytocin and vasopressin hormones are synthesized in magnocellular neurosecretory cells of the supraoptic nucleus and paraventricular nucleus of the hypothalamus. They are then transported in neurosecretory granules along axons within the hypothalamo-neurohypophysial tract by axoplasmic flow to axon terminals forming the pars nervosa of the posterior pituitary. There, they are stored in Herring bodies and can be released into the circulation on the basis of hormonal and synaptic signals with assistance from pituicytes.
Oxytocin mediates contraction of the smooth muscle of the uterus and mammary gland, while vasopressin has antidiuretic action on the kidney, and mediates vasoconstriction of the peripheral vessels. Due to the similarity of the two hormones, there is cross-reaction: oxytocin has a slight antidiuretic function, and high levels of AVP can cause uterine contractions. In common with most active peptides, both hormones are synthesised as larger protein precursors that are enzymatically converted to their mature forms.
Members of this family are found in birds, fish, reptiles and amphibians (mesotocin, isotocin, valitocin, glumitocin, aspargtocin, vasotocin, seritocin, asvatocin, phasvatocin), in worms (annetocin, nematocin), octopuses (cephalotocin, octopressin), insects (locupressin, inotocin) and in molluscs (conopressins G and S). Animals that lack a hormone from this family include fruit flies, and at least some mosquitos, silkworms, and honeybees.
Document 1:::
Pulsatile secretion is a biochemical phenomenon observed in a wide variety of cell and tissue types, in which chemical products are secreted in a regular temporal pattern. The most common cellular products observed to be released in this manner are intercellular signaling molecules such as hormones or neurotransmitters. Examples of hormones that are secreted pulsatilely include insulin, thyrotropin, TRH, gonadotropin-releasing hormone (GnRH) and growth hormone (GH). In the nervous system, pulsatility is observed in oscillatory activity from central pattern generators. In the heart, pacemakers are able to work and secrete in a pulsatile manner. A pulsatile secretion pattern is critical to the function of many hormones in order to maintain the delicate homeostatic balance necessary for essential life processes, such as development and reproduction. Variations of the concentration in a certain frequency can be critical to hormone function, as evidenced by the case of GnRH agonists, which cause functional inhibition of the receptor for GnRH due to profound downregulation in response to constant (tonic) stimulation. Pulsatility may function to sensitize target tissues to the hormone of interest and upregulate receptors, leading to improved responses. This heightened response may have served to improve the animal's fitness in its environment and promote its evolutionary retention.
Pulsatile secretion in its various forms is observed in:
Hypothalamic-pituitary-gonadal axis (HPG) related hormones
Glucocorticoids
Insulin
Growth hormone
Parathyroid hormone
Neuroendocrine Pulsatility
Nervous system control over hormone release is based in the hypothalamus, from which the neurons that populate the pariventricular and arcuate nuclei originate. These neurons project to the median eminence, where they secrete releasing hormones into the hypophysial portal system connecting the hypothalamus with the pituitary gland. There, they dictate endocrine function via the four Hyp
Document 2:::
Sudomotor function refers to the autonomic nervous system control of sweat gland activity in response to various environmental and individual factors. Sweat production is a vital thermoregulatory mechanism used by the body to prevent heat-related illness as the evaporation of sweat is the body’s most effective method of heat reduction and the only cooling method available when the air temperature rises above skin temperature. In addition, sweat plays key roles in grip, microbial defense, and wound healing.
Physiology
Human sweat glands are primarily classified as either eccrine or apocrine glands. Eccrine glands open directly onto the surface of the skin, while apocrine glands open into hair follicles. Eccrine glands are the predominant sweat gland in the human body with numbers totaling up to 4 million. They are located within the reticular dermal layer of the skin and distributed across nearly the entire surface of the body with the largest numbers occurring in the palms and soles.
Eccrine sweat is secreted in response to both emotional and thermal stimulation. Eccrine glands are primarily innervated by small-diameter, unmyelinated class C-fibers from postganglionic sympathetic cholinergic neurons. Increases in body and skin temperature are detected by visceral and peripheral thermoreceptors, which send signals via class C and Aδ-fiber afferent somatic neurons through the lateral spinothalamic tract to the preoptic nucleus of the hypothalamus for processing. In addition, there are warm-sensitive neurons located within the preoptic nucleus that detect increases in core body temperature. Efferent pathways then descend ipsilaterally from the hypothalamus through the pons and medulla to preganglionic sympathetic cholinergic neurons in the intermediolateral column of the spinal cord. The preganglionic neurons synapse with postganglionic cholinergic sudomotor (and to a lesser extent adrenergic) neurons in the paravertebral sympathetic ganglia. When the action potentia
Document 3:::
Uterine glands or endometrial glands are tubular glands, lined by a simple columnar epithelium, found in the functional layer of the endometrium that lines the uterus. Their appearance varies during the menstrual cycle. During the proliferative phase, uterine glands appear long due to estrogen secretion by the ovaries. During the secretory phase, the uterine glands become very coiled with wide lumens and produce a glycogen-rich secretion known as histotroph or uterine milk. This change corresponds with an increase in blood flow to spiral arteries due to increased progesterone secretion from the corpus luteum. During the pre-menstrual phase, progesterone secretion decreases as the corpus luteum degenerates, which results in decreased blood flow to the spiral arteries. The functional layer of the uterus containing the glands becomes necrotic, and eventually sloughs off during the menstrual phase of the cycle.
They are of small size in the unimpregnated uterus, but shortly after impregnation become enlarged and elongated, presenting a contorted or waved appearance.
Function
Hormones produced in early pregnancy stimulate the uterine glands to secrete a number of substances to give nutrition and protection to the embryo and fetus, and the fetal membranes. These secretions are known as histiotroph, alternatively histotroph, and also as uterine milk. Important uterine milk proteins are glycodelin-A, and osteopontin.
Some secretory components from the uterine glands are taken up by the secondary yolk sac lining the exocoelomic cavity during pregnancy, and may thereby assist in providing fetal nutrition.
Additional images
Document 4:::
An anterior pituitary basophil is a type of cell in the anterior pituitary which manufactures hormones.
It is called a basophil because it is basophilic (readily takes up bases), and typically stains a relatively deep blue or purple.
These basophils are further classified by the hormones they produce. (It is usually not possible to distinguish between these cell types using standard staining techniques.)
*Produced only in pregnancy by the developing embryo.
See also
Chromophobe cell
Melanotroph
Chromophil
Acidophil cell
Oxyphil cell
Oxyphil cell (parathyroid)
Pituitary gland
Neuroendocrine cell
Basophilic
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What kind of relay occurs between the uterus, hypothalamus, and the posterior pituitary to assure an adequate supply of the hormone oxytocin during childbirth?
A. positive feedback
B. currents feedback
C. pressure feedback
D. affirmative feedback
Answer:
|
|
sciq-1325
|
multiple_choice
|
Which process or force pulls rocks apart?
|
[
"friction stress",
"composition stress",
"tactile stress",
"tension stress"
] |
D
|
Relavent Documents:
Document 0:::
Plasticity theory for rocks is concerned with the response of rocks to loads beyond the elastic limit. Historically, conventional wisdom has it that rock is brittle and fails by fracture while plasticity is identified with ductile materials. In field scale rock masses, structural discontinuities exist in the rock indicating that failure has taken place. Since the rock has not fallen apart, contrary to expectation of brittle behavior, clearly elasticity theory is not the last word.
Theoretically, the concept of rock plasticity is based on soil plasticity which is different from metal plasticity. In metal plasticity, for example in steel, the size of a dislocation is sub-grain size while for soil it is the relative movement of microscopic grains. The theory of soil plasticity was developed in the 1960s at Rice University to provide for inelastic effects not observed in metals. Typical behaviors observed in rocks include strain softening, perfect plasticity, and work hardening.
Application of continuum theory is possible in jointed rocks because of the continuity of tractions across joints even through displacements may be discontinuous. The difference between an aggregate with joints and a continuous solid is in the type of constitutive law and the values of constitutive parameters.
Experimental evidence
Experiments are usually carried out with the intention of characterizing the mechanical behavior of rock in terms of rock strength. The strength is the limit to elastic behavior and delineates the regions where plasticity theory is applicable. Laboratory tests for characterizing rock plasticity fall into four overlapping categories: confining pressure tests, pore pressure or effective stress tests, temperature-dependent tests, and strain rate-dependent tests. Plastic behavior has been observed in rocks using all these techniques since the early 1900s.
The Boudinage experiments show that localized plasticity is observed in certain rock specimens that ha
Document 1:::
Rock mechanics is a theoretical and applied science of the mechanical behavior of rocks and rock masses.
Compared to geology, it is the branch of mechanics concerned with the response of rock and rock masses to the force fields of their physical environment.
Background
Rock mechanics is part of a much broader subject of geomechanics, which is concerned with the mechanical responses of all geological materials, including soils.
Rock mechanics is concerned with the application of the principles of engineering mechanics to the design of structures built in or on rock. The structure could include many objects such as a drilling well, a mine shaft, a tunnel, a reservoir dam, a repository component, or a building. Rock mechanics is used in many engineering disciplines, but is primarily used in Mining, Civil, Geotechnical, Transportation, and Petroleum Engineering.
Rock mechanics answers questions such as, "is reinforcement necessary for a rock, or will it be able to handle whatever load it is faced with?" It also includes the design of reinforcement systems, such as rock bolting patterns.
Assessing the Project Site
Before any work begins, the construction site must be investigated properly to inform of the geological conditions of the site. Field observations, deep drilling, and geophysical surveys, can all give necessary information to develop a safe construction plan and create a site geological model. The level of investigation conducted at this site depends on factors such as budget, time frame, and expected geological conditions.
The first step of the investigation is the collection of maps and aerial photos to analyze. This can provide information about potential sinkholes, landslides, erosion, etc. Maps can provide information on the rock type of the site, geological structure, and boundaries between bedrock units.
Boreholes
Creating a borehole is a technique that consists of drilling through the ground in various areas at various depths, to get a bett
Document 2:::
The Géotechnique lecture is an biennial lecture on the topic of soil mechanics, organised by the British Geotechnical Association named after its major scientific journal Géotechnique.
This should not be confused with the annual BGA Rankine Lecture.
List of Géotechnique Lecturers
See also
Named lectures
Rankine Lecture
Terzaghi Lecture
External links
ICE Géotechnique journal
British Geotechnical Association
Document 3:::
Comminution is the reduction of solid materials from one average particle size to a smaller average particle size, by crushing, grinding, cutting, vibrating, or other processes. In geology, it occurs naturally during faulting in the upper part of the Earth's crust. In industry, it is an important unit operation in mineral processing, ceramics, electronics, and other fields, accomplished with many types of mill. In dentistry, it is the result of mastication of food. In general medicine, it is one of the most traumatic forms of bone fracture.
Within industrial uses, the purpose of comminution is to reduce the size and to increase the surface area of solids. It is also used to free useful materials from matrix materials in which they are embedded, and to concentrate minerals.
Energy requirements
The comminution of solid materials consumes energy, which is being used to break up the solid into smaller pieces. The comminution energy can be estimated by:
Rittinger's law, which assumes that the energy consumed is proportional to the newly generated surface area;
Kick's law, which related the energy to the sizes of the feed particles and the product particles;
Bond's law, which assumes that the total work useful in breakage is inversely proportional to the square root of the diameter of the product particles, [implying] theoretically that the work input varies as the length of the new cracks made in breakage.
Holmes's law, which modifies Bond's law by substituting the square root with an exponent that depends on the material.
Forces
There are three forces which typically are used to effect the comminution of particles: impact, shear, and compression.
Methods
There are several methods of comminution. Comminution of solid materials requires different types of crushers and mills depending on the feed properties such as hardness at various size ranges and application requirements such as throughput and maintenance. The most common machines for the comminution of coarse
Document 4:::
In geology, rock (or stone) is any naturally occurring solid mass or aggregate of minerals or mineraloid matter. It is categorized by the minerals included, its chemical composition, and the way in which it is formed. Rocks form the Earth's outer solid layer, the crust, and most of its interior, except for the liquid outer core and pockets of magma in the asthenosphere. The study of rocks involves multiple subdisciplines of geology, including petrology and mineralogy. It may be limited to rocks found on Earth, or it may include planetary geology that studies the rocks of other celestial objects.
Rocks are usually grouped into three main groups: igneous rocks, sedimentary rocks and metamorphic rocks. Igneous rocks are formed when magma cools in the Earth's crust, or lava cools on the ground surface or the seabed. Sedimentary rocks are formed by diagenesis and lithification of sediments, which in turn are formed by the weathering, transport, and deposition of existing rocks. Metamorphic rocks are formed when existing rocks are subjected to such high pressures and temperatures that they are transformed without significant melting.
Humanity has made use of rocks since the earliest humans. This early period, called the Stone Age, saw the development of many stone tools. Stone was then used as a major component in the construction of buildings and early infrastructure. Mining developed to extract rocks from the Earth and obtain the minerals within them, including metals. Modern technology has allowed the development of new man-made rocks and rock-like substances, such as concrete.
Study
Geology is the study of Earth and its components, including the study of rock formations. Petrology is the study of the character and origin of rocks. Mineralogy is the study of the mineral components that create rocks. The study of rocks and their components has contributed to the geological understanding of Earth's history, the archaeological understanding of human history, and the
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which process or force pulls rocks apart?
A. friction stress
B. composition stress
C. tactile stress
D. tension stress
Answer:
|
|
sciq-11506
|
multiple_choice
|
The process of photosynthesis ultimately gets powered by what kind of energy?
|
[
"nonrenewable energy",
"light",
"biofuel",
"electricity"
] |
B
|
Relavent Documents:
Document 0:::
The Bionic Leaf is a biomimetic system that gathers solar energy via photovoltaic cells that can be stored or used in a number of different functions. Bionic leaves can be composed of both synthetic (metals, ceramics, polymers, etc.) and organic materials (bacteria), or solely made of synthetic materials. The Bionic Leaf has the potential to be implemented in communities, such as urbanized areas to provide clean air as well as providing needed clean energy.
History
In 2009 at MIT, Daniel Nocera's lab first developed the "artificial leaf", a device made from silicon and an anode electrocatalyst for the oxidation of water, capable of splitting water into hydrogen and oxygen gases. In 2012, Nocera came to Harvard and The Silver Lab of Harvard Medical School joined Nocera’s team. Together the teams expanded the existing technology to create the Bionic Leaf. It merged the concept of the artificial leaf with genetically engineered bacteria that feed on the hydrogen and convert CO2 in the air into alcohol fuels or chemicals.
The first version of the teams Bionic Leaf was created in 2015 but the catalyst used was harmful to the bacteria. In 2016, a new catalyst was designed to solve this issue, named the "Bionic Leaf 2.0". Other versions of artificial leaves have been developed by the California Institute of Technology and the Joint Center for Artificial Photosynthesis, the University of Waterloo, and the University of Cambridge.
Mechanics
Photosynthesis
In natural photosynthesis, photosynthetic organisms produce energy-rich organic molecules from water and carbon dioxide by using solar radiation. Therefore, the process of photosynthesis removes carbon dioxide, a greenhouse gas, from the air. Artificial photosynthesis, as performed by the Bionic Leaf, is approximately 10 times more efficient than natural photosynthesis. Using a catalyst, the Bionic Leaf can remove excess carbon dioxide in the air and convert that to useful alcohol fuels, like isopropanol and isobutan
Document 1:::
The evolution of photosynthesis refers to the origin and subsequent evolution of photosynthesis, the process by which light energy is used to assemble sugars from carbon dioxide and a hydrogen and electron source such as water. The process of photosynthesis was discovered by Jan Ingenhousz, a Dutch-born British physician and scientist, first publishing about it in 1779.
The first photosynthetic organisms probably evolved early in the evolutionary history of life and most likely used reducing agents such as hydrogen rather than water. There are three major metabolic pathways by which photosynthesis is carried out: C3 photosynthesis, C4 photosynthesis, and CAM photosynthesis. C3 photosynthesis is the oldest and most common form. A C3 plant uses the Calvin cycle for the initial steps that incorporate into organic material. A C4 plant prefaces the Calvin cycle with reactions that incorporate into four-carbon compounds. A CAM plant uses crassulacean acid metabolism, an adaptation for photosynthesis in arid conditions. C4 and CAM plants have special adaptations that save water.
Origin
Available evidence from geobiological studies of Archean (>2500 Ma) sedimentary rocks indicates that life existed 3500 Ma. Fossils of what are thought to be filamentous photosynthetic organisms have been dated at 3.4 billion years old, consistent with recent studies of photosynthesis. Early photosynthetic systems, such as those from green and purple sulfur and green and purple nonsulfur bacteria, are thought to have been anoxygenic, using various molecules as electron donors. Green and purple sulfur bacteria are thought to have used hydrogen and hydrogen sulfide as electron and hydrogen donors. Green nonsulfur bacteria used various amino and other organic acids. Purple nonsulfur bacteria used a variety of nonspecific organic and inorganic molecules. It is suggested that photosynthesis likely originated at low-wavelength geothermal light from acidic hydrothermal vents, Zn-tetrapyrroles w
Document 2:::
The photosynthetic efficiency is the fraction of light energy converted into chemical energy during photosynthesis in green plants and algae. Photosynthesis can be described by the simplified chemical reaction
6 H2O + 6 CO2 + energy → C6H12O6 + 6 O2
where C6H12O6 is glucose (which is subsequently transformed into other sugars, starches, cellulose, lignin, and so forth). The value of the photosynthetic efficiency is dependent on how light energy is defined – it depends on whether we count only the light that is absorbed, and on what kind of light is used (see Photosynthetically active radiation). It takes eight (or perhaps ten or more) photons to use one molecule of CO2. The Gibbs free energy for converting a mole of CO2 to glucose is 114 kcal, whereas eight moles of photons of wavelength 600 nm contains 381 kcal, giving a nominal efficiency of 30%. However, photosynthesis can occur with light up to wavelength 720 nm so long as there is also light at wavelengths below 680 nm to keep Photosystem II operating (see Chlorophyll). Using longer wavelengths means less light energy is needed for the same number of photons and therefore for the same amount of photosynthesis. For actual sunlight, where only 45% of the light is in the photosynthetically active wavelength range, the theoretical maximum efficiency of solar energy conversion is approximately 11%. In actuality, however, plants do not absorb all incoming sunlight (due to reflection, respiration requirements of photosynthesis and the need for optimal solar radiation levels) and do not convert all harvested energy into biomass, which results in a maximum overall photosynthetic efficiency of 3 to 6% of total solar radiation. If photosynthesis is inefficient, excess light energy must be dissipated to avoid damaging the photosynthetic apparatus. Energy can be dissipated as heat (non-photochemical quenching), or emitted as chlorophyll fluorescence.
Typical efficiencies
Plants
Quoted values sunlight-to-biomass efficien
Document 3:::
Bioproducts engineering or bioprocess engineering refers to engineering of bio-products from renewable bioresources. This pertains to the design and development of processes and technologies for the sustainable manufacture of bioproducts (materials, chemicals and energy) from renewable biological resources.
Bioproducts engineers harness the molecular building blocks of renewable resources to design, develop and manufacture environmentally friendly industrial and consumer products. From biofuels, renewable energy, and bioplastics to paper products and "green" building materials such as bio-based composites, Bioproducts engineers are developing sustainable solutions to meet the world's growing materials and energy demand. Conventional bioproducts and emerging bioproducts are two broad categories used to categorize bioproducts. Examples of conventional bio-based products include building materials, pulp and paper, and forest products. Examples of emerging bioproducts or biobased products include biofuels, bioenergy, starch-based and cellulose-based ethanol, bio-based adhesives, biochemicals, biodegradable plastics, etc. Bioproducts Engineers play a major role in the design and development of "green" products including biofuels, bioenergy, biodegradable plastics, biocomposites, building materials, paper and chemicals. Bioproducts engineers also develop energy efficient, environmentally friendly manufacturing processes for these products as well as effective end-use applications. Bioproducts engineers play a critical role in a sustainable 21st century bio-economy by using renewable resources to design, develop, and manufacture the products we use every day. The career outlook for bioproducts engineers is very bright with employment opportunities in a broad range of industries, including pulp and paper, alternative energy, renewable plastics, and other fiber, forest products, building materials and chemical-based industries.
Commonly referred to as bioprocess engineerin
Document 4:::
Electrochemical energy conversion is a field of energy technology concerned with electrochemical methods of energy conversion including fuel cells and photoelectrochemical. This field of technology also includes electrical storage devices like batteries and supercapacitors. It is increasingly important in context of automotive propulsion systems. There has been the creation of more powerful, longer running batteries allowing longer run times for electric vehicles. These systems would include the energy conversion fuel cells and photoelectrochemical mentioned above.
See also
Bioelectrochemical reactor
Chemotronics
Electrochemical cell
Electrochemical engineering
Electrochemical reduction of carbon dioxide
Electrofuels
Electrohydrogenesis
Electromethanogenesis
Enzymatic biofuel cell
Photoelectrochemical cell
Photoelectrochemical reduction of CO2
Notes
External links
International Journal of Energy Research
MSAL
NIST
scientific journal article
Georgia tech
Electrochemistry
Electrochemical engineering
Energy engineering
Energy conversion
Biochemical engineering
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The process of photosynthesis ultimately gets powered by what kind of energy?
A. nonrenewable energy
B. light
C. biofuel
D. electricity
Answer:
|
|
sciq-11466
|
multiple_choice
|
Which lymphoid organ is situated in the upper chest?
|
[
"spleen",
"thyroid gland",
"thymus",
"pancreas"
] |
C
|
Relavent Documents:
Document 0:::
The lymph glands of the thorax may be divided into parietal and visceral — the former being situated in the thoracic wall, the latter in relation to the viscera.
Document 1:::
A lymph heart is an organ which pumps lymph in lungfishes, amphibians, reptiles, and flightless birds back into the circulatory system. In some amphibian species, lymph hearts are in pairs, and may number as many as 200 in one animal the size of a worm, while newts and salamanders have as many as 16 to 23 pairs of lymph hearts.
Lymph hearts are thought to have evolved in Rhipidistia. Mammals have lost the lymph heart as a centralized organ, instead having the lymph vessel themselves contract to pump lymph.
and other amphibians
The lymphatic system of a frog consists of lymph, lymph vessels, lymph heart, lymph spaces and spleen.
Lymphatics and lymph
As lymph is a filtrate of blood, it closely resembles the plasma in its water content. Lymph also contains a small amount of metabolic waste and a much smaller amount of protein than that of blood. Lymph vessels carry the lymph and, in the frog, open into the four lymph hearts. These lymph hearts are located on the dorsal side of frog's body. The front pair is situated below the shoulder blades. The posterior pair is on either side of a long, rod-like bone called a urostyle, formed by the fusion of the last few vertebrae. The anterior pair opens into the subclavian vein and the posterior pair into the femoral vein. The pair near the third vertebra pumps lymph into the jugular vein. The other pair at the end of the vertebral column pump lymph into the iliac vein in the legs.
The position of mammalian jugular lymph sacs coincide with that of amphibian anterior lymph hearts.
Mechanism of the lymph hearts
The lymph hearts rhythmically and slowly pump to drive the lymph into the veins. It is possible to see the lymph hearts beat by looking on the dorsal surface on either side of the urostyle. In the toad, the normal lymph heart rate is about 50 beats per minute. Thus the lymph emerging out of blood ultimately merges into the blood. It returns the proteins back to blood.
Amphibian lymph hearts are made up from three tissu
Document 2:::
The parasternal lymph nodes (or sternal glands) are placed at the anterior ends of the intercostal spaces, by the side of the internal thoracic artery.
They derive afferents from the mamma; from the deeper structures of the anterior abdominal wall above the level of the umbilicus; from the upper surface of the liver through a small group of glands which lie behind the xiphoid process; and from the deeper parts of the anterior portion of the thoracic wall.
Their efferents usually unite to form a single trunk on either side; this may open directly into the junction of the internal jugular and subclavian veins, or that of the right side may join the right subclavian trunk, and that of the left the thoracic duct. The parasternal lymph nodes drain into the bronchomediastinal trunks, in a similar fashion to the upper intercostal lymph nodes.
Document 3:::
The intercostal lymph nodes (intercostal glands) occupy the posterior parts of the intercostal spaces, in relation to the intercostal vessels.
They receive the deep lymphatics from the postero-lateral aspect of the chest; some of these vessels are interrupted by small lateral intercostal glands.
The efferents of the glands in the lower four or five spaces unite to form a trunk, which descends and opens either into the cisterna chyli or into the commencement of the thoracic duct.
The efferents of the glands in the upper spaces of the left side end in the thoracic duct; those of the corresponding right spaces, in the right lymphatic duct.
Document 4:::
The Intrapulmonary nodes or Lymphatic Vessels of the Lungs originate in two plexuses, a superficial and a deep. The superficial plexus is placed beneath the pulmonary pleura. The deep accompanies the branches of the pulmonary vessels and the ramifications of the bronchi. In the case of the larger bronchi the deep plexus consists of two networks—one, submucous, beneath the mucous membrane, and another, peribronchial, outside the walls of the bronchi. In the smaller bronchi there is but a single plexus, which extends as far as the bronchioles, but fails to reach the alveoli, in the walls of which there are no traces of lymphatic vessels. The superficial efferents turn around the borders of the lungs and the margins of their fissures, and converge to end in some glands situated at the hilus; the deep efferents are conducted to the hilus along the pulmonary vessels and bronchi, and end in the tracheobronchial lymph nodes. Little or no anastomosis occurs between the superficial and deep lymphatics of the lungs, except in the region of the hilus.
they are located in right fissure of lung near the heart
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which lymphoid organ is situated in the upper chest?
A. spleen
B. thyroid gland
C. thymus
D. pancreas
Answer:
|
|
sciq-8432
|
multiple_choice
|
Who is said to have dropped two objects of different masses from the tower of pisa?
|
[
"newton",
"copernicus",
"darwin",
"galileo"
] |
D
|
Relavent Documents:
Document 0:::
Between 1589 and 1592, the Italian scientist Galileo Galilei (then professor of mathematics at the University of Pisa) is said to have dropped two spheres of the same volume but different masses from the Leaning Tower of Pisa to demonstrate that their time of descent was independent of their mass, according to a biography by Galileo's pupil Vincenzo Viviani, composed in 1654 and published in 1717. The basic premise had already been demonstrated by Italian experimenters a few decades earlier.
According to the story, Galileo discovered through this experiment that the objects fell with the same acceleration, proving his prediction true, while at the same time disproving Aristotle's theory of gravity (which states that objects fall at speed proportional to their mass). Most historians consider it to have been a thought experiment rather than a physical test.
Background
The 6th-century Byzantine Greek philosopher and Aristotelian commentator John Philoponus argued that the Aristotelian assertion that objects fall proportionately to their weight was incorrect. By 1544, according to Benedetto Varchi, the Aristotelian premise was disproven experimentally by at least two Italians. In 1551, Domingo de Soto suggested that objects in free fall accelerate uniformly. Two years later, mathematician Giambattista Benedetti questioned why two balls, one made of iron and one of wood, would fall at the same speed. All of this preceded the 1564 birth of Galileo Galilei.
Delft tower experiment
A similar experiment was conducted in Delft in the Netherlands, by the mathematician and physicist Simon Stevin and Jan Cornets de Groot (the father of Hugo de Groot). The experiment is described in Stevin's 1586 book De Beghinselen der Weeghconst (The Principles of Statics), a landmark book on statics:
Let us take (as the highly educated Jan Cornets de Groot, the diligent researcher of the mysteries of Nature, and I have done) two balls of lead, the one ten times bigger and heavier than the
Document 1:::
Sir Isaac Newton Sixth Form is a specialist maths and science sixth form with free school status located in Norwich, owned by the Inspiration Trust. It has the capacity for 480 students aged 16–19. It specialises in mathematics and science.
History
Prior to becoming a Sixth Form College the building functioned as a fire station serving the central Norwich area until August 2011 when it closed down. Two years later the Sixth Form was created within the empty building with various additions being made to the existing structure. The sixth form was ranked the 7th best state sixth form in England by the Times in 2022.
Curriculum
At Sir Isaac Newton Sixth Form, students can study a choice of either Maths, Further Maths, Core Maths, Biology, Chemistry, Physics, Computer Science, Environmental Science or Psychology. Additionally, students can also study any of the subjects on offer at the partner free school Jane Austen College, also located in Norwich and specialising in humanities, Arts and English.
Document 2:::
Physics education or physics teaching refers to the education methods currently used to teach physics. The occupation is called physics educator or physics teacher. Physics education research refers to an area of pedagogical research that seeks to improve those methods. Historically, physics has been taught at the high school and college level primarily by the lecture method together with laboratory exercises aimed at verifying concepts taught in the lectures. These concepts are better understood when lectures are accompanied with demonstration, hand-on experiments, and questions that require students to ponder what will happen in an experiment and why. Students who participate in active learning for example with hands-on experiments learn through self-discovery. By trial and error they learn to change their preconceptions about phenomena in physics and discover the underlying concepts. Physics education is part of the broader area of science education.
Ancient Greece
Aristotle wrote what is considered now as the first textbook of physics. Aristotle's ideas were taught unchanged until the Late Middle Ages, when scientists started making discoveries that didn't fit them. For example, Copernicus' discovery contradicted Aristotle's idea of an Earth-centric universe. Aristotle's ideas about motion weren't displaced until the end of the 17th century, when Newton published his ideas.
Today's physics students often think of physics concepts in Aristotelian terms, despite being taught only Newtonian concepts.
Hong Kong
High schools
In Hong Kong, physics is a subject for public examination. Local students in Form 6 take the public exam of Hong Kong Diploma of Secondary Education (HKDSE).
Compare to the other syllabus include GCSE, GCE etc. which learn wider and boarder of different topics, the Hong Kong syllabus is learning more deeply and more challenges with calculations. Topics are narrow down to a smaller amount compared to the A-level due to the insufficient teachi
Document 3:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 4:::
Adaptive comparative judgement is a technique borrowed from psychophysics which is able to generate reliable results for educational assessment – as such it is an alternative to traditional exam script marking. In the approach, judges are presented with pairs of student work and are then asked to choose which is better, one or the other. By means of an iterative and adaptive algorithm, a scaled distribution of student work can then be obtained without reference to criteria.
Introduction
Traditional exam script marking began in Cambridge 1792 when, with undergraduate numbers rising, the importance of proper ranking of students was growing. So in 1792 the new Proctor of Examinations, William Farish, introduced marking, a process in which every examiner gives a numerical score to each response by every student, and the overall total mark puts the students in the final rank order. Francis Galton (1869) noted that, in an unidentified year about 1863, the Senior Wrangler scored 7,634 out of a maximum of 17,000, while the Second Wrangler scored 4,123. (The 'Wooden Spoon' scored only 237.)
Prior to 1792, a team of Cambridge examiners convened at 5pm on the last day of examining, reviewed the 19 papers each student had sat – and published their rank order at midnight. Marking solved the problems of numbers and prevented unfair personal bias, and its introduction was a step towards modern objective testing, the format it is best suited to. But the technology of testing that followed, with its major emphasis on reliability and the automatisation of marking, has been an uncomfortable partner for some areas of educational achievement: assessing writing or speaking, and other kinds of performance need something more qualitative and judgemental.
The technique of Adaptive Comparative Judgement is an alternative to marking. It returns to the pre-1792 idea of sorting papers according to their quality, but retains the guarantee of reliability and fairness. It is by far the most rel
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Who is said to have dropped two objects of different masses from the tower of pisa?
A. newton
B. copernicus
C. darwin
D. galileo
Answer:
|
|
sciq-6374
|
multiple_choice
|
Which is the least massive outer planet?
|
[
"mars",
"venus",
"jupiter",
"uranus"
] |
D
|
Relavent Documents:
Document 0:::
This is a list of potentially habitable exoplanets. The list is mostly based on estimates of habitability by the Habitable Exoplanets Catalog (HEC), and data from the NASA Exoplanet Archive. The HEC is maintained by the Planetary Habitability Laboratory at the University of Puerto Rico at Arecibo. There is also a speculative list being developed of superhabitable planets.
Surface planetary habitability is thought to require orbiting at the right distance from the host star for liquid surface water to be present, in addition to various geophysical and geodynamical aspects, atmospheric density, radiation type and intensity, and the host star's plasma environment.
List
This is a list of exoplanets within the circumstellar habitable zone that are under 10 Earth masses and smaller than 2.5 Earth radii, and thus have a chance of being rocky. Note that inclusion on this list does not guarantee habitability, and in particular the larger planets are unlikely to have a rocky composition. Earth is included for comparison.
Note that mass and radius values prefixed with "~" have not been measured, but are estimated from a mass-radius relationship.
Previous candidates
Some exoplanet candidates detected by radial velocity that were originally thought to be potentially habitable were later found to most likely be artifacts of stellar activity. These include Gliese 581 d & g, Gliese 667 Ce & f, Gliese 682 b & c, Kapteyn b, and Gliese 832 c.
HD 85512 b was initially estimated to be potentially habitable, but updated models for the boundaries of the habitable zone placed the planet interior to the HZ, and it is now considered non-habitable. Kepler-69c has gone through a similar process; though initially estimated to be potentially habitable, it was quickly realized that the planet is more likely to be similar to Venus, and is thus no longer considered habitable. Several other planets, such as Gliese 180 b, also appear to be examples of planets once considered potentially habit
Document 1:::
This article is a list of notable unsolved problems in astronomy. Some of these problems are theoretical, meaning that existing theories may be incapable of explaining certain observed phenomena or experimental results. Others are experimental, meaning that experiments necessary to test proposed theory or investigate a phenomenon in greater detail have not yet been performed. Some pertain to unique events or occurrences that have not repeated themselves and whose causes remain unclear.
Planetary astronomy
Our solar system
Orbiting bodies and rotation:
Are there any non-dwarf planets beyond Neptune?
Why do extreme trans-Neptunian objects have elongated orbits?
Rotation rate of Saturn:
Why does the magnetosphere of Saturn rotate at a rate close to that at which the planet's clouds rotate?
What is the rotation rate of Saturn's deep interior?
Satellite geomorphology:
What is the origin of the chain of high mountains that closely follows the equator of Saturn's moon, Iapetus?
Are the mountains the remnant of hot and fast-rotating young Iapetus?
Are the mountains the result of material (either from the rings of Saturn or its own ring) that over time collected upon the surface?
Extra-solar
How common are Solar System-like planetary systems? Some observed planetary systems contain Super-Earths and Hot Jupiters that orbit very close to their stars. Systems with Jupiter-like planets in Jupiter-like orbits appear to be rare. There are several possibilities why Jupiter-like orbits are rare, including that data is lacking or the grand tack hypothesis.
Stellar astronomy and astrophysics
Solar cycle:
How does the Sun generate its periodically reversing large-scale magnetic field?
How do other Sol-like stars generate their magnetic fields, and what are the similarities and differences between stellar activity cycles and that of the Sun?
What caused the Maunder Minimum and other grand minima, and how does the solar cycle recover from a minimum state?
Coronal heat
Document 2:::
This is a list of most likely gravitationally rounded objects of the Solar System, which are objects that have a rounded, ellipsoidal shape due to their own gravity (but are not necessarily in hydrostatic equilibrium). Apart from the Sun itself, these objects qualify as planets according to common geophysical definitions of that term. The sizes of these objects range over three orders of magnitude in radius, from planetary-mass objects like dwarf planets and some moons to the planets and the Sun. This list does not include small Solar System bodies, but it does include a sample of possible planetary-mass objects whose shapes have yet to be determined. The Sun's orbital characteristics are listed in relation to the Galactic Center, while all other objects are listed in order of their distance from the Sun.
Star
The Sun is a G-type main-sequence star. It contains almost 99.9% of all the mass in the Solar System.
Planets
In 2006, the International Astronomical Union (IAU) defined a planet as a body in orbit around the Sun that was large enough to have achieved hydrostatic equilibrium and to have "cleared the neighbourhood around its orbit". The practical meaning of "cleared the neighborhood" is that a planet is comparatively massive enough for its gravitation to control the orbits of all objects in its vicinity. In practice, the term "hydrostatic equilibrium" is interpreted loosely. Mercury is round but not actually in hydrostatic equilibrium, but it is universally regarded as a planet nonetheless.
According to the IAU's explicit count, there are eight planets in the Solar System; four terrestrial planets (Mercury, Venus, Earth, and Mars) and four giant planets, which can be divided further into two gas giants (Jupiter and Saturn) and two ice giants (Uranus and Neptune). When excluding the Sun, the four giant planets account for more than 99% of the mass of the Solar System.
Dwarf planets
Dwarf planets are bodies orbiting the Sun that are massive and warm eno
Document 3:::
The Sweden Solar System is the world's largest permanent scale model of the Solar System. The Sun is represented by the Avicii Arena in Stockholm, the second-largest hemispherical building in the world. The inner planets can also be found in Stockholm but the outer planets are situated northward in other cities along the Baltic Sea. The system was started by Nils Brenning, professor at the Royal Institute of Technology in Stockholm, and Gösta Gahm, professor at the Stockholm University. The model represents the Solar System on the scale of 1:20 million.
The system
The bodies represented in this model include the Sun, the planets (and some of their moons), dwarf planets and many types of small bodies (comets, asteroids, trans-Neptunians, etc.), as well as some abstract concepts (like the Termination Shock zone). Because of the existence of many small bodies in the real Solar System, the model can always be further increased.
The Sun is represented by the Avicii Arena (Globen), Stockholm, which is the second-largest hemispherical building in the world, in diameter. To respect the scale, the globe represents the Sun including its corona.
Inner planets
Mercury ( in diameter) is placed at Stockholm City Museum, from the Globe. The small metallic sphere was built by the artist Peter Varhelyi.
Venus ( in diameter) is placed at Vetenskapens Hus at KTH (Royal Institute of Technology), from the Globe. The previous model, made by the United States artist Daniel Oberti, was inaugurated on 8 June 2004, during a Venus transit and placed at KTH. It fell and shattered around 11 June 2011. Due to construction work at the location of the previous model of Venus it was removed and as of October 2012 cannot be seen. The current model now at Vetenskapens Hus was previously located at the Observatory Museum in Stockholm (now closed).
Earth ( in diameter) is located at the Swedish Museum of Natural History (Cosmonova), from the Globe. Satellite images of the Earth are exhibited
Document 4:::
The following tables list all minor planets and comets that have been visited by robotic spacecraft.
List of minor planets visited by spacecraft
A total of 17 minor planets (asteroids, dwarf planets, and Kuiper belt objects) have been visited by space probes. Moons (not directly orbiting the Sun) and planets are not minor planets and thus are not included in the table below.
Incidental flybys
In addition to the above listed objects, four asteroids have been imaged by spacecraft at distances too large to resolve features (over 100,000 km), and are labeled as such.
List of comets visited by spacecraft
{| class="wikitable sortable"
|-
! colspan=4 style="background-color:#D4E2FC;" | Comet
! colspan=5 style="background-color:#FFFF99;" | Space probe
|-
! rowspan=2 style="background-color:#edf3fe;" width=110 | Name
! rowspan=2 style="background-color:#edf3fe;" class="unsortable"| Image
! rowspan=2 style="background-color:#edf3fe; font-weight: normal;" | Dimensions(km)(a)
! rowspan=2 style="background-color:#edf3fe;" width=70 | Discoveryyear
! rowspan=2 style="background-color:#ffffcc;" | Name
! colspan=3 style="background-color:#ffffcc;"| Closest approach
! rowspan=2 style="background-color:#ffffcc;" class="unsortable"| Remarks
|-
! width=60 style="background-color:#ffffcc;" | year
! width=60 style="background-color:#ffffcc;" | in km
! width=60 style="background-color:#ffffcc; font-weight: normal;" | in radii(b)
|-
| 21P/Giacobini–Zinner
| bgcolor=#334d4c |
| align=center | 2
| align=center | 1900
| ICE
| align=center | 1985
| align=right | 7,800
| align=right | 7,800
| first flyby of a comet
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which is the least massive outer planet?
A. mars
B. venus
C. jupiter
D. uranus
Answer:
|
|
sciq-8816
|
multiple_choice
|
What component of a prokaryote is unique in molecular composition and mechanism of propulsion?
|
[
"the membrane",
"the amoeba",
"the flagella",
"the sporangia"
] |
C
|
Relavent Documents:
Document 0:::
Cell physiology is the biological study of the activities that take place in a cell to keep it alive. The term physiology refers to normal functions in a living organism. Animal cells, plant cells and microorganism cells show similarities in their functions even though they vary in structure.
General characteristics
There are two types of cells: prokaryotes and eukaryotes.
Prokaryotes were the first of the two to develop and do not have a self-contained nucleus. Their mechanisms are simpler than later-evolved eukaryotes, which contain a nucleus that envelops the cell's DNA and some organelles.
Prokaryotes
Prokaryotes have DNA located in an area called the nucleoid, which is not separated from other parts of the cell by a membrane. There are two domains of prokaryotes: bacteria and archaea. Prokaryotes have fewer organelles than eukaryotes. Both have plasma membranes and ribosomes (structures that synthesize proteins and float free in cytoplasm). Two unique characteristics of prokaryotes are fimbriae (finger-like projections on the surface of a cell) and flagella (threadlike structures that aid movement).
Eukaryotes
Eukaryotes have a nucleus where DNA is contained. They are usually larger than prokaryotes and contain many more organelles. The nucleus, the feature of a eukaryote that distinguishes it from a prokaryote, contains a nuclear envelope, nucleolus and chromatin. In cytoplasm, endoplasmic reticulum (ER) synthesizes membranes and performs other metabolic activities. There are two types, rough ER (containing ribosomes) and smooth ER (lacking ribosomes). The Golgi apparatus consists of multiple membranous sacs, responsible for manufacturing and shipping out materials such as proteins. Lysosomes are structures that use enzymes to break down substances through phagocytosis, a process that comprises endocytosis and exocytosis. In the mitochondria, metabolic processes such as cellular respiration occur. The cytoskeleton is made of fibers that support the str
Document 1:::
A protocell (or protobiont) is a self-organized, endogenously ordered, spherical collection of lipids proposed as a stepping stone toward the origin of life. A central question in evolution is how simple protocells first arose and how they could differ in reproductive output, thus enabling the accumulation of novel biological emergences over time, i.e. biological evolution. Although a functional protocell has not yet been achieved in a laboratory setting, the goal to understand the process appears well within reach.
Overview
Compartmentalization was important in the origins of life. Membranes form enclosed compartments that are separate from the external environment, thus providing the cell with functionally specialized aqueous spaces. As the lipid bilayer of membranes is impermeable to most hydrophilic molecules (dissolved by water), cells have membrane transport-systems that achieve the import of nutritive molecules as well as the export of waste. It is very challenging to construct protocells from molecular assemblies. An important step in this challenge is the achievement of vesicle dynamics that are relevant to cellular functions, such as membrane trafficking and self-reproduction, using amphiphilic molecules. On the primitive Earth, numerous chemical reactions of organic compounds produced the ingredients of life. Of these substances, amphiphilic molecules might be the first player in the evolution from molecular assembly to cellular life. A step from vesicle toward protocell might be to develop self-reproducing vesicles coupled with the metabolic system.
Another approach to the notion of a protocell concerns the term "chemoton" (short for 'chemical automaton') which refers to an abstract model for the fundamental unit of life introduced by Hungarian theoretical biologist Tibor Gánti. It is the oldest known computational abstract of a protocell. Gánti conceived the basic idea in 1952 and formulated the concept in 1971 in his book The Principles of Life (orig
Document 2:::
A polar organelle is a structure at a specialised region of the bacterial polar membrane that is associated with the flagellar apparatus. This flagellum-associated structure can easily be distinguished from the other membrane regions in ultrathin sections of embedded bacteria by electron microscopy when the cell membrane is orientated perpendicular to the viewing direction. There, the membrane appears slightly thickened with a finely frilled layer facing the inside of the cell.
It is also possible to isolate these polar organelles from the bacterial cells and study them in face view in negatively stained preparations.
The polar organelle bears a fine array of attached particles in hexagonal close packing and these have been shown to possess ATPase activity. The polar organelle is found in close juxtaposition to the points of insertion of the bacterial flagella into the plasma membrane, especially where multiple flagella bases are grouped in a region of the cell membrane. It may thus be inferred that the polar organelle could be of importance in the supply and transfer of energy to the bidirectional molecular rotational motor situated at the base of each individual bacterial flagellum (see also electrochemical gradient).
Document 3:::
A flagellum (; : flagella) (Latin for 'whip' or 'scourge') is a hairlike appendage that protrudes from certain plant and animal sperm cells, and from a wide range of microorganisms to provide motility. Many protists with flagella are known as flagellates.
A microorganism may have from one to many flagella. A gram-negative bacterium Helicobacter pylori for example uses its multiple flagella to propel itself through the mucus lining to reach the stomach epithelium, where it may cause a gastric ulcer to develop. In some bacteria the flagellum can also function as a sensory organelle, being sensitive to wetness outside the cell.
Across the three domains of Bacteria, Archaea, and Eukaryota the flagellum has a different structure, protein composition, and mechanism of propulsion but shares the same function of providing motility. The Latin word means "whip" to describe its lash-like swimming motion. The flagellum in archaea is called the archaellum to note its difference from the bacterial flagellum.
Eukaryotic flagella and cilia are identical in structure but have different lengths and functions. Prokaryotic fimbriae and pili are smaller, and thinner appendages, with different functions.
Types
The three types of flagella are bacterial, archaeal, and eukaryotic.
The flagella in eukaryotes have dynein and microtubules that move with a bending mechanism. Bacteria and archaea do not have dynein or microtubules in their flagella, and they move using a rotary mechanism.
Other differences among these three types are:
Bacterial flagella are helical filaments, each with a rotary motor at its base which can turn clockwise or counterclockwise. They provide two of several kinds of bacterial motility.
Archaeal flagella (archaella) are superficially similar to bacterial flagella in that it also has a rotary motor, but are different in many details and considered non-homologous.
Eukaryotic flagella—those of animal, plant, and protist cells—are complex cellular projections tha
Document 4:::
Cellular components are the complex biomolecules and structures of which cells, and thus living organisms, are composed. Cells are the structural and functional units of life. The smallest organisms are single cells, while the largest organisms are assemblages of trillions of cells. DNA, double stranded macromolecule that carries the hereditary information of the cell and found in all living cells; each cell carries chromosome(s) having a distinctive DNA sequence.
Examples include macromolecules such as proteins and nucleic acids, biomolecular complexes such as a ribosome, and structures such as membranes, and organelles. While the majority of cellular components are located within the cell itself, some may exist in extracellular areas of an organism.
Cellular components may also be called biological matter or biological material. Most biological matter has the characteristics of soft matter, being governed by relatively small energies. All known life is made of biological matter. To be differentiated from other theoretical or fictional life forms, such life may be called carbon-based, cellular, organic, biological, or even simply living – as some definitions of life exclude hypothetical types of biochemistry.
See also
Cell (biology)
Cell biology
Biomolecule
Organelle
Tissue (biology)
External links
https://web.archive.org/web/20130918033010/http://bioserv.fiu.edu/~walterm/FallSpring/review1_fall05_chap_cell3.htm
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What component of a prokaryote is unique in molecular composition and mechanism of propulsion?
A. the membrane
B. the amoeba
C. the flagella
D. the sporangia
Answer:
|
|
sciq-1390
|
multiple_choice
|
Deposition also occurs when a stream or river empties into a large body of what?
|
[
"calm water",
"even water",
"homogeneous water",
"still water"
] |
D
|
Relavent Documents:
Document 0:::
Large woody debris (LWD) are the logs, sticks, branches, and other wood that falls into streams and rivers. This debris can influence the flow and the shape of the stream channel. Large woody debris, grains, and the shape of the bed of the stream are the three main providers of flow resistance, and are thus, a major influence on the shape of the stream channel. Some stream channels have less LWD than they would naturally because of removal by watershed managers for flood control and aesthetic reasons.
The study of woody debris is important for its forestry management implications. Plantation thinning can reduce the potential for recruitment of LWD into proximal streams. The presence of large woody debris is important in the formation of pools which serve as salmon habitat in the Pacific Northwest. Entrainment of the large woody debris in a stream can also cause erosion and scouring around and under the LWD. The amount of scouring and erosion is determined by the ratio of the diameter of the piece, to the depth of the stream, and the embedding and orientation of the piece.
Influence on stream flow around bends
Large woody debris slow the flow through a bend in the stream, while accelerating flow in the constricted area downstream of the obstruction.
See also
Beaver dam
Coarse woody debris
Driftwood
Log jam
Stream restoration
Document 1:::
In chemistry, deposition occurs when molecules settle out of a solution.
Deposition can be viewed as a reverse process to dissolution or particle re-entrainment.
See also
Atomic layer deposition
Chemical vapor deposition
Deposition (physics)
Fouling
Physical vapor deposition
Thin-film deposition
Fused filament fabrication
Document 2:::
In hydrology, pipeflow is a type of subterranean water flow where water travels along cracks in the soil or old root systems found in above ground vegetation.
In such soils which have a high vegetation content water is able to travel along the 'pipes', allowing water to travel faster than throughflow. Here, water can move at speeds between 50 and 500 m/h.
Hydrology
Aquatic ecology
Document 3:::
Colloid-facilitated transport designates a transport process by which colloidal particles serve as transport vector
of diverse contaminants in the surface water (sea water, lakes, rivers, fresh water bodies) and in underground water circulating in fissured rocks
(limestone, sandstone, granite, ...). The transport of colloidal particles in surface soils and in the ground can also occur, depending on the soil structure, soil compaction, and the particles size, but the importance of colloidal transport was only given sufficient attention during the 1980 years.
Radionuclides, heavy metals, and organic pollutants, easily sorb onto colloids suspended in water and that can easily act as contaminant carrier.
Various types of colloids are recognised: inorganic colloids (clay particles, silicates, iron oxy-hydroxides, ...), organic colloids (humic and fulvic substances). When heavy metals or radionuclides form their own pure colloids, the term "Eigencolloid" is used to designate pure phases, e.g., Tc(OH)4, Th(OH)4, U(OH)4, Am(OH)3. Colloids have been suspected for the long range transport of plutonium on the Nevada Nuclear Test Site. They have been the subject of detailed studies for many years. However, the mobility of inorganic colloids is very low in compacted bentonites and in deep clay formations
because of the process of ultrafiltration occurring in dense clay membrane.
The question is less clear for small organic colloids often mixed in porewater with truly dissolved organic molecules.
See also
Colloid
Dispersion
DLVO theory (from Derjaguin, Landau, Verwey and Overbeek)
Double layer (electrode)
Double layer (interfacial)
Double layer forces
Gouy-Chapman model
Eigencolloid
Electrical double layer (EDL)
Flocculation
Hydrosol
Interface
Interface and colloid science
Nanoparticle
Peptization (the inverse of flocculation)
Sol (colloid)
Sol-gel
Streaming potential
Suspension
Zeta potential
Document 4:::
Water retention on random surfaces is the simulation of catching of water in ponds on a surface of cells of various heights on a regular array such as a square lattice, where water is rained down on every cell in the system. The boundaries of the system are open and allow water to flow out. Water will be trapped in ponds, and eventually all ponds will fill to their maximum height, with any additional water flowing over spillways and out the boundaries of the system. The problem is to find the amount of water trapped or retained for a given surface. This has been studied extensively for random surfaces.
Random surfaces
One system in which the retention question has been studied is a surface of random heights. Here one can map the random surface to site percolation, and each cell is mapped to a site on the underlying graph or lattice that represents the system. Using percolation theory, one can explain many properties of this system. It is an example of the invasion percolation model in which fluid is introduced in the system from any random site.
In hydrology, one is concerned with runoff and formation of catchments. The boundary between different drainage basin (watersheds in North America) forms a drainage divide with a fractal dimension of about 1.22.
The retention problem can be mapped to standard percolation. For a system of five equally probable levels, for example, the amount of water stored R5 is just the sum of the water stored in two-level systems R2(p) with varying fractions of levels p in the lowest state:
R5 = R2(1/5) + R2(2/5) + R2(3/5) + R2(4/5)
Typical two-level systems 1,2 with p = 0.2, 0.4, 0.6, 0.8 are shown on the right (blue: wet, green: dry, yellow: spillways bordering wet sites). The net retention of a five-level system is the sum of all these. The top level traps no water because it is far above the percolation threshold for a square lattice, 0.592746.
The retention of a two-level system R2(p) is the amount of water connected
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Deposition also occurs when a stream or river empties into a large body of what?
A. calm water
B. even water
C. homogeneous water
D. still water
Answer:
|
|
sciq-3968
|
multiple_choice
|
_________ are one-celled organisms with a nucleus which cause diseases such as malaria.
|
[
"mosquitos",
"larvae",
"protozoa",
"fungi"
] |
C
|
Relavent Documents:
Document 0:::
Cell physiology is the biological study of the activities that take place in a cell to keep it alive. The term physiology refers to normal functions in a living organism. Animal cells, plant cells and microorganism cells show similarities in their functions even though they vary in structure.
General characteristics
There are two types of cells: prokaryotes and eukaryotes.
Prokaryotes were the first of the two to develop and do not have a self-contained nucleus. Their mechanisms are simpler than later-evolved eukaryotes, which contain a nucleus that envelops the cell's DNA and some organelles.
Prokaryotes
Prokaryotes have DNA located in an area called the nucleoid, which is not separated from other parts of the cell by a membrane. There are two domains of prokaryotes: bacteria and archaea. Prokaryotes have fewer organelles than eukaryotes. Both have plasma membranes and ribosomes (structures that synthesize proteins and float free in cytoplasm). Two unique characteristics of prokaryotes are fimbriae (finger-like projections on the surface of a cell) and flagella (threadlike structures that aid movement).
Eukaryotes
Eukaryotes have a nucleus where DNA is contained. They are usually larger than prokaryotes and contain many more organelles. The nucleus, the feature of a eukaryote that distinguishes it from a prokaryote, contains a nuclear envelope, nucleolus and chromatin. In cytoplasm, endoplasmic reticulum (ER) synthesizes membranes and performs other metabolic activities. There are two types, rough ER (containing ribosomes) and smooth ER (lacking ribosomes). The Golgi apparatus consists of multiple membranous sacs, responsible for manufacturing and shipping out materials such as proteins. Lysosomes are structures that use enzymes to break down substances through phagocytosis, a process that comprises endocytosis and exocytosis. In the mitochondria, metabolic processes such as cellular respiration occur. The cytoskeleton is made of fibers that support the str
Document 1:::
The smallest organisms found on Earth can be determined according to various aspects of organism size, including volume, mass, height, length, or genome size.
Given the incomplete nature of scientific knowledge, it is possible that the smallest organism is undiscovered. Furthermore, there is some debate over the definition of life, and what entities qualify as organisms; consequently the smallest known organism (microorganism) is debatable.
Microorganisms
Obligate endosymbiotic bacteria
The genome of Nasuia deltocephalinicola, a symbiont of the European pest leafhopper, Macrosteles quadripunctulatus, consists of a circular chromosome of 112,031 base pairs.
The genome of Nanoarchaeum equitans is 491 Kbp nucleotides long.
Pelagibacter ubique
Pelagibacter ubique is one of the smallest known free-living bacteria, with a length of and an average cell diameter of . They also have the smallest free-living bacterium genome: 1.3 Mbp, 1354 protein genes, 35 RNA genes. They are one of the most common and smallest organisms in the ocean, with their total weight exceeding that of all fish in the sea.
Mycoplasma genitalium
Mycoplasma genitalium, a parasitic bacterium which lives in the primate bladder, waste disposal organs, genital, and respiratory tracts, is thought to be the smallest known organism capable of independent growth and reproduction. With a size of approximately 200 to 300 nm, M. genitalium is an ultramicrobacterium, smaller than other small bacteria, including rickettsia and chlamydia. However, the vast majority of bacterial strains have not been studied, and the marine ultramicrobacterium Sphingomonas sp. strain RB2256 is reported to have passed through a ultrafilter. A complicating factor is nutrient-downsized bacteria, bacteria that become much smaller due to a lack of available nutrients.
Nanoarchaeum
Nanoarchaeum equitans is a species of microbe in diameter. It was discovered in 2002 in a hydrothermal vent off the coast of Iceland by Karl Stet
Document 2:::
MicrobeLibrary is a permanent collection of over 1400 original peer-reviewed resources for teaching undergraduate microbiology. It is provided by the American Society for Microbiology, Washington DC, United States.
Contents include curriculum activities; images and animations; reviews of books, websites and other resources; and articles from Focus on Microbiology Education, Microbiology Education and Microbe. Around 40% of the materials are free to educators and students, the remainder require a subscription. the service is suspended with the message to:
"Please check back with us in 2017".
External links
MicrobeLibrary
Microbiology
Document 3:::
This lecture, named in memory of Keith R. Porter, is presented to an eminent cell biologist each year at the ASCB Annual Meeting. The ASCB Program Committee and the ASCB President recommend the Porter Lecturer to the Porter Endowment each year.
Lecturers
Source: ASCB
See also
List of biology awards
Document 4:::
Cellular components are the complex biomolecules and structures of which cells, and thus living organisms, are composed. Cells are the structural and functional units of life. The smallest organisms are single cells, while the largest organisms are assemblages of trillions of cells. DNA, double stranded macromolecule that carries the hereditary information of the cell and found in all living cells; each cell carries chromosome(s) having a distinctive DNA sequence.
Examples include macromolecules such as proteins and nucleic acids, biomolecular complexes such as a ribosome, and structures such as membranes, and organelles. While the majority of cellular components are located within the cell itself, some may exist in extracellular areas of an organism.
Cellular components may also be called biological matter or biological material. Most biological matter has the characteristics of soft matter, being governed by relatively small energies. All known life is made of biological matter. To be differentiated from other theoretical or fictional life forms, such life may be called carbon-based, cellular, organic, biological, or even simply living – as some definitions of life exclude hypothetical types of biochemistry.
See also
Cell (biology)
Cell biology
Biomolecule
Organelle
Tissue (biology)
External links
https://web.archive.org/web/20130918033010/http://bioserv.fiu.edu/~walterm/FallSpring/review1_fall05_chap_cell3.htm
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
_________ are one-celled organisms with a nucleus which cause diseases such as malaria.
A. mosquitos
B. larvae
C. protozoa
D. fungi
Answer:
|
|
sciq-6808
|
multiple_choice
|
Electrical messages are carried by chemicals called what?
|
[
"neurotransmitters",
"receptors",
"Biotoxins",
"amino acids"
] |
A
|
Relavent Documents:
Document 0:::
In physiology, a stimulus is a detectable change in the physical or chemical structure of an organism's internal or external environment. The ability of an organism or organ to detect external stimuli, so that an appropriate reaction can be made, is called sensitivity (excitability). Sensory receptors can receive information from outside the body, as in touch receptors found in the skin or light receptors in the eye, as well as from inside the body, as in chemoreceptors and mechanoreceptors. When a stimulus is detected by a sensory receptor, it can elicit a reflex via stimulus transduction. An internal stimulus is often the first component of a homeostatic control system. External stimuli are capable of producing systemic responses throughout the body, as in the fight-or-flight response. In order for a stimulus to be detected with high probability, its level of strength must exceed the absolute threshold; if a signal does reach threshold, the information is transmitted to the central nervous system (CNS), where it is integrated and a decision on how to react is made. Although stimuli commonly cause the body to respond, it is the CNS that finally determines whether a signal causes a reaction or not.
Types
Internal
Homeostatic imbalances
Homeostatic outbalances are the main driving force for changes of the body. These stimuli are monitored closely by receptors and sensors in different parts of the body. These sensors are mechanoreceptors, chemoreceptors and thermoreceptors that, respectively, respond to pressure or stretching, chemical changes, or temperature changes. Examples of mechanoreceptors include baroreceptors which detect changes in blood pressure, Merkel's discs which can detect sustained touch and pressure, and hair cells which detect sound stimuli. Homeostatic imbalances that can serve as internal stimuli include nutrient and ion levels in the blood, oxygen levels, and water levels. Deviations from the homeostatic ideal may generate a homeostatic emotio
Document 1:::
In biology, cell signaling (cell signalling in British English) or cell communication is the ability of a cell to receive, process, and transmit signals with its environment and with itself. Cell signaling is a fundamental property of all cellular life in prokaryotes and eukaryotes. Signals that originate from outside a cell (or extracellular signals) can be physical agents like mechanical pressure, voltage, temperature, light, or chemical signals (e.g., small molecules, peptides, or gas). Cell signaling can occur over short or long distances, and as a result can be classified as autocrine, juxtacrine, intracrine, paracrine, or endocrine. Signaling molecules can be synthesized from various biosynthetic pathways and released through passive or active transports, or even from cell damage.
Receptors play a key role in cell signaling as they are able to detect chemical signals or physical stimuli. Receptors are generally proteins located on the cell surface or within the interior of the cell such as the cytoplasm, organelles, and nucleus. Cell surface receptors usually bind with extracellular signals (or ligands), which causes a conformational change in the receptor that leads it to initiate enzymic activity, or to open or close ion channel activity. Some receptors do not contain enzymatic or channel-like domains but are instead linked to enzymes or transporters. Other intracellular receptors like nuclear receptors have a different mechanism such as changing their DNA binding properties and cellular localization to the nucleus.
Signal transduction begins with the transformation (or transduction) of a signal into a chemical one, which can directly activate an ion channel (ligand-gated ion channel) or initiate a second messenger system cascade that propagates the signal through the cell. Second messenger systems can amplify a signal, in which activation of a few receptors results in multiple secondary messengers being activated, thereby amplifying the initial sig
Document 2:::
Microelectrode arrays (MEAs) (also referred to as multielectrode arrays) are devices that contain multiple (tens to thousands) microelectrodes through which neural signals are obtained or delivered, essentially serving as neural interfaces that connect neurons to electronic circuitry. There are two general classes of MEAs: implantable MEAs, used in vivo, and non-implantable MEAs, used in vitro.
Theory
Neurons and muscle cells create ion currents through their membranes when excited, causing a change in voltage between the inside and the outside of the cell. When recording, the electrodes on an MEA transduce the change in voltage from the environment carried by ions into currents carried by electrons (electronic currents). When stimulating, electrodes transduce electronic currents into ionic currents through the media. This triggers the voltage-gated ion channels on the membranes of the excitable cells, causing the cell to depolarize and trigger an action potential if it is a neuron or a twitch if it is a muscle cell.
The size and shape of a recorded signal depend upon several factors: the nature of the medium in which the cell or cells are located (e.g. the medium's electrical conductivity, capacitance, and homogeneity); the nature of contact between the cells and the MEA electrode (e.g. area of contact and tightness); the nature of the MEA electrode itself (e.g. its geometry, impedance, and noise); the analog signal processing (e.g. the system's gain, bandwidth, and behavior outside of cutoff frequencies); and the data sampling properties (e.g. sampling rate and digital signal processing). For the recording of a single cell that partially covers a planar electrode, the voltage at the contact pad is approximately equal to the voltage of the overlapping region of the cell and electrode multiplied by the ratio the surface area of the overlapping region to the area of the entire electrode, or:
assuming the area around an electrode is well-insulated and has a very s
Document 3:::
Neural coding (or neural representation) is a neuroscience field concerned with characterising the hypothetical relationship between the stimulus and the individual or ensemble neuronal responses and the relationship among the electrical activity of the neurons in the ensemble. Based on the theory that
sensory and other information is represented in the brain by networks of neurons, it is thought that neurons can encode both digital and analog information.
Overview
Neurons have an ability uncommon among the cells of the body to propagate signals rapidly over large distances by generating characteristic electrical pulses called action potentials: voltage spikes that can travel down axons. Sensory neurons change their activities by firing sequences of action potentials in various temporal patterns, with the presence of external sensory stimuli, such as light, sound, taste, smell and touch. Information about the stimulus is encoded in this pattern of action potentials and transmitted into and around the brain. Beyond this, specialized neurons, such as those of the retina, can communicate more information through graded potentials. This differs from action potentials because information about the strength of a stimulus directly correlates with the strength of the neurons output. The signal decays much faster for graded potentials, necessitating short inter-neuron distances and high neuronal density. The advantage of graded potentials are higher information rates capable of encoding more states (i.e. higher fidelity) than spiking neurons.
Although action potentials can vary somewhat in duration, amplitude and shape, they are typically treated as identical stereotyped events in neural coding studies. If the brief duration of an action potential (about 1ms) is ignored, an action potential sequence, or spike train, can be characterized simply by a series of all-or-none point events in time. The lengths of interspike intervals (ISIs) between two successive spikes in a spi
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The adequate stimulus is a property of a sensory receptor that determines the type of energy to which a sensory receptor responds with the initiation of sensory transduction. Sensory receptor are specialized to respond to certain types of stimuli. The adequate stimulus is the amount and type of energy required to stimulate a specific sensory organ.
Many of the sensory stimuli are categorized by the mechanics by which they are able to function and their purpose. Sensory receptors that are present within the body typically are made to respond to a single stimulus. Sensory receptors are present all throughout the body, and they take a certain amount of a stimulus to trigger these receptors. The use of these sensory receptors allows the brain to interpret the signals to the body which allow a person to respond to the stimulus if the stimulus reaches a minimum threshold to signal the brain. The sensory receptors will activate the sensory transduction system which will in turn send an electrical or chemical stimulus to a cell, and the cell will then respond with electrical signals to the brain which were produced from action potentials. The minuscule signals, which result from the stimuli, enter the cells must be amplified and turned into an sufficient signal that will be sent to the brain.
A sensory receptor's adequate stimulus is determined by the signal transduction mechanisms and ion channels incorporated in the sensory receptor's plasma membrane. Adequate stimulus are often used in relation with sensory thresholds and absolute thresholds to describe the smallest amount of a stimulus needed to activate a feeling within the sensory organ.
Categorizations of receptors
They are categorized through the stimuli to which they respond. Adequate stimulus are also often categorized based on their purpose and locations within the body. The following are the categorizations of receptors within the body:
Visual – These are found in the visual organs of species and are respon
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Electrical messages are carried by chemicals called what?
A. neurotransmitters
B. receptors
C. Biotoxins
D. amino acids
Answer:
|
|
sciq-3543
|
multiple_choice
|
What are the three types of rocks?
|
[
"igneous, orbital, metamorphic",
"igneous, sedimentary, metamorphic",
"igneous, sedimentary, mixed",
"opaque , sedimentary , metamorphic"
] |
B
|
Relavent Documents:
Document 0:::
In geology, rock (or stone) is any naturally occurring solid mass or aggregate of minerals or mineraloid matter. It is categorized by the minerals included, its chemical composition, and the way in which it is formed. Rocks form the Earth's outer solid layer, the crust, and most of its interior, except for the liquid outer core and pockets of magma in the asthenosphere. The study of rocks involves multiple subdisciplines of geology, including petrology and mineralogy. It may be limited to rocks found on Earth, or it may include planetary geology that studies the rocks of other celestial objects.
Rocks are usually grouped into three main groups: igneous rocks, sedimentary rocks and metamorphic rocks. Igneous rocks are formed when magma cools in the Earth's crust, or lava cools on the ground surface or the seabed. Sedimentary rocks are formed by diagenesis and lithification of sediments, which in turn are formed by the weathering, transport, and deposition of existing rocks. Metamorphic rocks are formed when existing rocks are subjected to such high pressures and temperatures that they are transformed without significant melting.
Humanity has made use of rocks since the earliest humans. This early period, called the Stone Age, saw the development of many stone tools. Stone was then used as a major component in the construction of buildings and early infrastructure. Mining developed to extract rocks from the Earth and obtain the minerals within them, including metals. Modern technology has allowed the development of new man-made rocks and rock-like substances, such as concrete.
Study
Geology is the study of Earth and its components, including the study of rock formations. Petrology is the study of the character and origin of rocks. Mineralogy is the study of the mineral components that create rocks. The study of rocks and their components has contributed to the geological understanding of Earth's history, the archaeological understanding of human history, and the
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Mineral tests are several methods which can help identify the mineral type. This is used widely in mineralogy, hydrocarbon exploration and general mapping. There are over 4000 types of minerals known with each one with different sub-classes. Elements make minerals and minerals make rocks so actually testing minerals in the lab and in the field is essential to understand the history of the rock which aids data, zonation, metamorphic history, processes involved and other minerals.
The following tests are used on specimen and thin sections through polarizing microscope.
Color
Color of the mineral. This is not mineral specific. For example quartz can be almost any color, shape and within many rock types.
Streak
Color of the mineral's powder. This can be found by rubbing the mineral onto a concrete. This is more accurate but not always mineral specific.
Lustre
This is the way light reflects from the mineral's surface. A mineral can be metallic (shiny) or non-metallic (not shiny).
Transparency
The way light travels through minerals. The mineral can be transparent (clear), translucent (cloudy) or opaque (none).
Specific gravity
Ratio between the weight of the mineral relative to an equal volume of water.
Mineral habitat
The shape of the crystal and habitat.
Magnetism
Magnetic or nonmagnetic. Can be tested by using a magnet or a compass. This does not apply to all ion minerals (for example, pyrite).
Cleavage
Number, behaviour, size and way cracks fracture in the mineral.
UV fluorescence
Many minerals glow when put under a UV light.
Radioactivity
Is the mineral radioactive or non-radioactive? This is measured by a Geiger counter.
Taste
This is not recommended. Is the mineral salty, bitter or does it have no taste?
Bite Test
This is not recommended. This involves biting a mineral to see if its generally soft or hard. This was used in early gold exploration to tell the difference between pyrite (fools gold, hard) and gold (soft).
Hardness
The Mohs Hardn
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Microcline (KAlSi3O8) is an important igneous rock-forming tectosilicate mineral. It is a potassium-rich alkali feldspar. Microcline typically contains minor amounts of sodium. It is common in granite and pegmatites. Microcline forms during slow cooling of orthoclase; it is more stable at lower temperatures than orthoclase. Sanidine is a polymorph of alkali feldspar stable at yet higher temperature. Microcline may be clear, white, pale-yellow, brick-red, or green; it is generally characterized by cross-hatch twinning that forms as a result of the transformation of monoclinic orthoclase into triclinic microcline.
The chemical compound name is potassium aluminium silicate, and it is known as E number reference E555.
Geology
Microcline may be chemically the same as monoclinic orthoclase, but because it belongs to the triclinic crystal system, the prism angle is slightly less than right angles; hence the name "microcline" from the Greek "small slope." It is a fully ordered triclinic modification of potassium feldspar and is dimorphous with orthoclase. Microcline is identical to orthoclase in many physical properties, and can be distinguished by x-ray or optical examination. When viewed under a polarizing microscope, microcline exhibits a minute multiple twinning which forms a grating-like structure that is unmistakable.
Perthite is either microcline or orthoclase with thin lamellae of exsolved albite.
Amazon stone, or amazonite, is a green variety of microcline. It is not found anywhere in the Amazon Basin, however. The Spanish explorers who named it apparently confused it with another green mineral from that region.
The largest documented single crystals of microcline were found in Devils Hole Beryl Mine, Colorado, US and measured ~50x36x14 m. This could be one of the largest crystals of any material found so far.
Microcline is commonly used for the manufacturing of porcelain.
As food additive
The chemical compound name is potassium aluminium silicate, and it
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Ringwoodite is a high-pressure phase of Mg2SiO4 (magnesium silicate) formed at high temperatures and pressures of the Earth's mantle between depth. It may also contain iron and hydrogen. It is polymorphous with the olivine phase forsterite (a magnesium iron silicate).
Ringwoodite is notable for being able to contain hydroxide ions (oxygen and hydrogen atoms bound together) within its structure. In this case two hydroxide ions usually take the place of a magnesium ion and two oxide ions.
Combined with evidence of its occurrence deep in the Earth's mantle, this suggests that there is from one to three times the world ocean's equivalent of water in the mantle transition zone from 410 to 660 km deep.
This mineral was first identified in the Tenham meteorite in 1969, and is inferred to be present in large quantities in the Earth's mantle.
Olivine, wadsleyite, and ringwoodite are polymorphs found in the upper mantle of the earth. At depths greater than about , other minerals, including some with the perovskite structure, are stable. The properties of these minerals determine many of the properties of the mantle.
Ringwoodite was named after the Australian earth scientist Ted Ringwood (1930–1993), who studied polymorphic phase transitions in the common mantle minerals olivine and pyroxene at pressures equivalent to depths as great as about 600 km.
Characteristics
Ringwoodite is polymorphous with forsterite, Mg2SiO4, and has a spinel structure. Spinel group minerals crystallize in the isometric system with an octahedral habit. Olivine is most abundant in the upper mantle, above about ; the olivine polymorphs wadsleyite and ringwoodite are thought to dominate the transition zone of the mantle, a zone present from about 410 to 660 km depth.
Ringwoodite is thought to be the most abundant mineral phase in the lower part of Earth's transition zone. The physical and chemical property of this mineral partly determine properties of the mantle at those depths. The pressure r
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Aluminium silicate (or aluminum silicate) is a name commonly applied to chemical compounds which are derived from aluminium oxide, Al2O3 and silicon dioxide, SiO2 which may be anhydrous or hydrated, naturally occurring as minerals or synthetic. Their chemical formulae are often expressed as xAl2O3·ySiO2·zH2O. It is known as E number E559.
Main representatives
Andalusite, kyanite, and sillimanite are the principal aluminium silicate minerals. The triple point of the three polymorphs is located at a temperature of and a pressure of . These three minerals are commonly used as index minerals in metamorphic rocks.
Al2SiO5, (Al2O3·SiO2), which occurs naturally as the minerals andalusite, kyanite and sillimanite which have distinct crystal structures.
Al2Si2O7, (Al2O3·2SiO2), called metakaolinite, formed from kaolin by heating at .
Al6Si2O13, (3Al2O3·2SiO2), the mineral mullite, the only thermodynamically stable intermediate phase in the Al2O3-SiO2 system at atmospheric pressure. This also called '3:2 mullite' to distinguish it from 2Al2O3·SiO2, Al4SiO8 '2:1 mullite'.
2Al2O3·SiO2, Al4SiO8 '2:1 mullite'.
The above list mentions ternary materials (Si-Al-O). Kaolinite is a quaternary material (Si-Al-O-H). Also called aluminium silicate dihydrate, kaolinite occurs naturally as a mineral. Its formula is Al2Si2O5(OH)4, (Al2O3·2SiO2·2H2O).
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What are the three types of rocks?
A. igneous, orbital, metamorphic
B. igneous, sedimentary, metamorphic
C. igneous, sedimentary, mixed
D. opaque , sedimentary , metamorphic
Answer:
|
|
sciq-9893
|
multiple_choice
|
Sand dunes migrate when sand is blown up a slope and this force pulls it down the other side?
|
[
"gravity",
"spin",
"earthquakes",
"air pressure"
] |
A
|
Relavent Documents:
Document 0:::
The Physics of Blown Sand and Desert Dunes is a scientific book written by Ralph A. Bagnold. The book laid the foundations of the scientific investigation of the transport of sand by wind. It also discusses the formation and movement of sand dunes in the Libyan Desert. During his expeditions into the Libyan Desert, Bagnold had been fascinated by the shapes of the sand dunes, and after returning to England he built a wind tunnel and conducted the experiments which are the basis of the book.
Bagnold finished writing the book in 1939, and it was first published on 26 June 1941. A reprinted version, with minor revisions by Bagnold, was published by Chapman and Hall in 1953, and reprinted again in 1971. The book was reissued by Dover Publications in 2005.
The book explores the movement of sand in desert environments, with a particular emphasis on how wind affects the formation and movement of dunes and ripples. Bagnold's interest in this subject was spurred by his extensive desert expeditions, during which he observed various sand storms. One pivotal observation was that the movement of sand, unlike that of dust, predominantly occurs near the ground, within a height of one metre, and was less influenced by large-scale eddy currents in the air.
The book emphasises the feasibility of replicating these natural phenomena under controlled conditions in a laboratory. By using a wind tunnel, Bagnold sought to gain a deeper understanding of the physics governing the interaction between airstreams and sand grains, and vice versa. His aim was to ensure that findings from controlled experiments mirrored real-world conditions, with verifications of these laboratory results conducted through field observations in the Libyan Desert in the late 1930s.
Bagnold delineates his research into two distinct stages. The first, which constitutes the primary focus of the book, investigates the dynamics of sand movement across mostly flat terrains. This includes understanding how sand is l
Document 1:::
Sediment transport is the movement of solid particles (sediment), typically due to a combination of gravity acting on the sediment, and the movement of the fluid in which the sediment is entrained. Sediment transport occurs in natural systems where the particles are clastic rocks (sand, gravel, boulders, etc.), mud, or clay; the fluid is air, water, or ice; and the force of gravity acts to move the particles along the sloping surface on which they are resting. Sediment transport due to fluid motion occurs in rivers, oceans, lakes, seas, and other bodies of water due to currents and tides. Transport is also caused by glaciers as they flow, and on terrestrial surfaces under the influence of wind. Sediment transport due only to gravity can occur on sloping surfaces in general, including hillslopes, scarps, cliffs, and the continental shelf—continental slope boundary.
Sediment transport is important in the fields of sedimentary geology, geomorphology, civil engineering, hydraulic engineering and environmental engineering (see applications, below). Knowledge of sediment transport is most often used to determine whether erosion or deposition will occur, the magnitude of this erosion or deposition, and the time and distance over which it will occur.
Mechanisms
Aeolian
Aeolian or eolian (depending on the parsing of æ) is the term for sediment transport by wind. This process results in the formation of ripples and sand dunes. Typically, the size of the transported sediment is fine sand (<1 mm) and smaller, because air is a fluid with low density and viscosity, and can therefore not exert very much shear on its bed.
Bedforms are generated by aeolian sediment transport in the terrestrial near-surface environment. Ripples and dunes form as a natural self-organizing response to sediment transport.
Aeolian sediment transport is common on beaches and in the arid regions of the world, because it is in these environments that vegetation does not prevent the presence and motion
Document 2:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 3:::
The Géotechnique lecture is an biennial lecture on the topic of soil mechanics, organised by the British Geotechnical Association named after its major scientific journal Géotechnique.
This should not be confused with the annual BGA Rankine Lecture.
List of Géotechnique Lecturers
See also
Named lectures
Rankine Lecture
Terzaghi Lecture
External links
ICE Géotechnique journal
British Geotechnical Association
Document 4:::
Sand dune ecology describes the biological and physico-chemical interactions that are a characteristic of sand dunes.
Sand dune systems are excellent places for biodiversity, partly because they are not very productive for agriculture, and partly because disturbed, stressful, and stable habitats are present in proximity to each other. Many of them are protected as nature reserves, and some are parts of larger conservation areas, incorporating other coastal habitats like salt marshes, mud flats, grasslands, scrub, and woodland.
Plant habitat
Sand dunes provide a range of habitats for a range of unusual, interesting and characteristic plants that can cope with disturbed habitats. In the UK these may include restharrow Ononis repens, sand spurge Euphorbia arenaria and ragwort Senecio vulgaris - such plants are termed ruderals.
Other very specialised plants are adapted to the accretion of sand, surviving the continual burial of their shoots by sending up very rapid vertical growth. Marram grass, Ammophila arenaria specialises in this, and is largely responsible for the formation and stabilisation of many dunes by binding sand grains together. The sand couch-grass Elytrigia juncea also performs this function on the seaward edge of the dunes, and is responsible, with some other pioneers like the sea rocket Cakile maritima, for initiating the process of dune building by trapping wind blown sand.
In accreting situations small mounds of vegetation or tide-washed debris form and tend to enlarge as the wind-speed drops in the lee of the mound, allowing blowing sand (picked up from the off-shore banks) to fall out of the air stream. The pioneering plants are physiologically adapted to withstand the problems of high salt contents in the air and soil, and are good examples of stress tolerators, as well as having some ruderal characteristics.
Inland side
On the inland side of dunes conditions are less severe, and links type grasslands develop with a range of grassland
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Sand dunes migrate when sand is blown up a slope and this force pulls it down the other side?
A. gravity
B. spin
C. earthquakes
D. air pressure
Answer:
|
|
sciq-3875
|
multiple_choice
|
Carbon dioxide molecules consist of a central carbon atom bonded to how many oxygen atoms?
|
[
"four",
"three",
"two",
"one"
] |
C
|
Relavent Documents:
Document 0:::
The SAT Subject Test in Biology was the name of a one-hour multiple choice test given on biology by the College Board. A student chose whether to take the test depending upon college entrance requirements for the schools in which the student is planning to apply. Until 1994, the SAT Subject Tests were known as Achievement Tests; and from 1995 until January 2005, they were known as SAT IIs. Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800. The average for Molecular is 630 while Ecological is 591.
On January 19 2021, the College Board discontinued all SAT Subject tests, including the SAT Subject Test in Biology E/M. This was effective immediately in the United States, and the tests were to be phased out by the following summer for international students. This was done as a response to changes in college admissions due to the impact of the COVID-19 pandemic on education.
Format
This test had 80 multiple-choice questions that were to be answered in one hour. All questions had five answer choices. Students received one point for each correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The student's score was based entirely on his or her performance in answering the multiple-choice questions.
The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Preparation
The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, a
Document 1:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 2:::
The Force Concept Inventory is a test measuring mastery of concepts commonly taught in a first semester of physics developed by Hestenes, Halloun, Wells, and Swackhamer (1985). It was the first such "concept inventory" and several others have been developed since for a variety of topics. The FCI was designed to assess student understanding of the Newtonian concepts of force. Hestenes (1998) found that while "nearly 80% of the [students completing introductory college physics courses] could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered.
The 1995 version has 30 five-way multiple choice questions.
Example question (question 4):
Gender differences
The FCI shows a gender difference in favor of males that has been the subject of some research in regard to gender equity in education. Men score on average about 10% higher.
Document 3:::
A carbon–carbon bond is a covalent bond between two carbon atoms. The most common form is the single bond: a bond composed of two electrons, one from each of the two atoms. The carbon–carbon single bond is a sigma bond and is formed between one hybridized orbital from each of the carbon atoms. In ethane, the orbitals are sp3-hybridized orbitals, but single bonds formed between carbon atoms with other hybridizations do occur (e.g. sp2 to sp2). In fact, the carbon atoms in the single bond need not be of the same hybridization. Carbon atoms can also form double bonds in compounds called alkenes or triple bonds in compounds called alkynes. A double bond is formed with an sp2-hybridized orbital and a p-orbital that is not involved in the hybridization. A triple bond is formed with an sp-hybridized orbital and two p-orbitals from each atom. The use of the p-orbitals forms a pi bond.
Chains and branching
Carbon is one of the few elements that can form long chains of its own atoms, a property called catenation. This coupled with the strength of the carbon–carbon bond gives rise to an enormous number of molecular forms, many of which are important structural elements of life, so carbon compounds have their own field of study: organic chemistry.
Branching is also common in C−C skeletons. Carbon atoms in a molecule are categorized by the number of carbon neighbors they have:
A primary carbon has one carbon neighbor.
A secondary carbon has two carbon neighbors.
A tertiary carbon has three carbon neighbors.
A quaternary carbon has four carbon neighbors.
In "structurally complex organic molecules", it is the three-dimensional orientation of the carbon–carbon bonds at quaternary loci which dictates the shape of the molecule. Further, quaternary loci are found in many biologically active small molecules, such as cortisone and morphine.
Synthesis
Carbon–carbon bond-forming reactions are organic reactions in which a new carbon–carbon bond is formed. They are important in th
Document 4:::
GRE Subject Biochemistry, Cell and Molecular Biology was a standardized exam provided by ETS (Educational Testing Service) that was discontinued in December 2016. It is a paper-based exam and there are no computer-based versions of it. ETS places this exam three times per year: once in April, once in October and once in November. Some graduate programs in the United States recommend taking this exam, while others require this exam score as a part of the application to their graduate programs. ETS sends a bulletin with a sample practice test to each candidate after registration for the exam. There are 180 questions within the biochemistry subject test.
Scores are scaled and then reported as a number between 200 and 990; however, in recent versions of the test, the maximum and minimum reported scores have been 760 (corresponding to the 99 percentile) and 320 (1 percentile) respectively. The mean score for all test takers from July, 2009, to July, 2012, was 526 with a standard deviation of 95.
After learning that test content from editions of the GRE® Biochemistry, Cell and Molecular Biology (BCM) Test has been compromised in Israel, ETS made the decision not to administer this test worldwide in 2016–17.
Content specification
Since many students who apply to graduate programs in biochemistry do so during the first half of their fourth year, the scope of most questions is largely that of the first three years of a standard American undergraduate biochemistry curriculum. A sampling of test item content is given below:
Biochemistry (36%)
A Chemical and Physical Foundations
Thermodynamics and kinetics
Redox states
Water, pH, acid-base reactions and buffers
Solutions and equilibria
Solute-solvent interactions
Chemical interactions and bonding
Chemical reaction mechanisms
B Structural Biology: Structure, Assembly, Organization and Dynamics
Small molecules
Macromolecules (e.g., nucleic acids, polysaccharides, proteins and complex lipids)
Supramolecular complexes (e.g.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Carbon dioxide molecules consist of a central carbon atom bonded to how many oxygen atoms?
A. four
B. three
C. two
D. one
Answer:
|
|
sciq-2169
|
multiple_choice
|
Rising air currents carry water vapor into what?
|
[
"stratosphere",
"ionosphere",
"troposphere",
"atmosphere"
] |
D
|
Relavent Documents:
Document 0:::
Upper-atmospheric models are simulations of the Earth's atmosphere between 20 and 100 km (65,000 and 328,000 feet) that comprises the stratosphere, mesosphere, and the lower thermosphere. Whereas most climate models simulate a region of the Earth's atmosphere from the surface to the stratopause, there also exist numerical models which simulate the wind, temperature and composition of the Earth's tenuous upper atmosphere, from the mesosphere to the exosphere, including the ionosphere. This region is affected strongly by the 11 year Solar cycle through variations in solar UV/EUV/Xray radiation and solar wind leading to high latitude particle precipitation and aurora. It has been proposed that these phenomena may have an effect on the lower atmosphere, and should therefore be included in simulations of climate change. For this reason there has been a drive in recent years to create whole atmosphere models to investigate whether or not this is the case.
Jet stream perturbation model
A jet stream perturbation model is employed by Weather Logistics UK, which simulates the diversion of the air streams in the upper atmosphere. North Atlantic air flow modelling is simulated by combining a monthly jet stream climatology input calculated at 20 to 30°W, with different blocking high patterns. The jet stream input is generated by thermal wind balance calculations at 316mbars (6 to 9 km aloft) in the mid-latitude range from 40 to 60°N. Long term blocking patterns are determined by the weather forecaster, who identifies the likely position and strength of North Atlantic Highs from synoptic charts, the North Atlantic Oscillation (NAO) and El Niño-Southern Oscillation (ENSO) patterns. The model is based on the knowledge that low pressure systems at the surface are steered by the fast ribbons (jet streams) of air in the upper atmosphere. The jet stream - blocking interaction model simulation examines the sea surface temperature field using data from NOAA tracked along the ocean on a
Document 1:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 2:::
VAPOR (Visualization and Analysis Platform for Ocean, Atmosphere, and Solar Researchers) is a software package developed at the National Center for Atmospheric Research in collaboration with U.C. Davis and Ohio State University. It can produce images and movies from very large mesh-based datasets, such as wind velocity and other physical fields in two and three dimensions. VAPOR has its own input file format, VDF, but it supports conversion from other formats, such as NetCDF, in particular the files output by Weather Research and Forecasting model (WRF).
Document 3:::
Atmospheric circulation of a planet is largely specific to the planet in question and the study of atmospheric circulation of exoplanets is a nascent field as direct observations of exoplanet atmospheres are still quite sparse. However, by considering the fundamental principles of fluid dynamics and imposing various limiting assumptions, a theoretical understanding of atmospheric motions can be developed. This theoretical framework can also be applied to planets within the Solar System and compared against direct observations of these planets, which have been studied more extensively than exoplanets, to validate the theory and understand its limitations as well.
The theoretical framework first considers the Navier–Stokes equations, the governing equations of fluid motion. Then, limiting assumptions are imposed to produce simplified models of fluid motion specific to large scale motion atmospheric dynamics. These equations can then be studied for various conditions (i.e. fast vs. slow planetary rotation rate, stably stratified vs. unstably stratified atmosphere) to see how a planet's characteristics would impact its atmospheric circulation. For example, a planet may fall into one of two regimes based on its rotation rate: geostrophic balance or cyclostrophic balance.
Atmospheric motions
Coriolis force
When considering atmospheric circulation we tend to take the planetary body as the frame of reference. In fact, this is a non-inertial frame of reference which has acceleration due to the planet's rotation about its axis. Coriolis force is the force that acts on objects moving within the planetary frame of reference, as a result of the planet's rotation. Mathematically, the acceleration due to Coriolis force can be written as:
where
is the flow velocity
is the planet's angular velocity vector
This force acts perpendicular to the flow and velocity and the planet's angular velocity vector, and comes into play when considering the atmospheric motion of a rotat
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The Mars Regional Atmospheric Modeling System (MRAMS) is a computer program that simulates the circulations of the Martian atmosphere at regional and local scales. MRAMS, developed by Scot Rafkin and Timothy Michaels, is derived from the Regional Atmospheric Modeling System (RAMS) developed by William R. Cotton and Roger A. Pielke to study atmospheric circulations on the Earth.
Key features of MRAMS include a non-hydrostatic, fully compressible dynamics, explicit bin dust, water, and carbon dioxide ice atmospheric physics model, and a fully prognostic regolith model that includes carbon dioxide deposition and sublimation. Several Mars exploration projects, including the Mars Exploration Rovers, the Phoenix Scout Mission, and the Mars Science Laboratory have used MRAMS to study a variety of atmospheric circulations.
The MRAMS operates at the mesoscale and microscale, modeling and simulating the Martian atmosphere. The smaller scale modeling of the MRAMS gives it higher resolution data points and models over complex terrain and topography. It is able to identify topography driven flows like katabatic and anabatic winds through valleys and mountains that produce changes in atmospheric circulation.
Structure
Dynamic Core
The dynamic core's role is to solve fluid mechanic equations related to atmospheric dynamics. The equations in the dynamic core of the MRAMS are based on primitive grid-volume Reynolds-averaged equations. The related equations are meant to solve for momentum, thermodynamics, tracers, and conservation of mass. The MRAMS dynamical core integrates equations for momentum, thermodynamics (atmosphere-surface heat exchange), tracers, and conservation of mass.
Parameterizations
The MRAMS dynamical core was developed from RAMS and has been changed excessively to account for the large difference in atmospheres between Mars and Earth. Some MRAMS models parameterize numerous features including dust and dust lifting, cloud microphysics, radiative transfer, an
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Rising air currents carry water vapor into what?
A. stratosphere
B. ionosphere
C. troposphere
D. atmosphere
Answer:
|
|
sciq-2200
|
multiple_choice
|
What is the hollow sac like organ that stores urine until it is excreted?
|
[
"bladder",
"ureter",
"tumor",
"kidney"
] |
A
|
Relavent Documents:
Document 0:::
Urination is the release of urine from the bladder through the urethra to the outside of the body. It is the urinary system's form of excretion. It is also known medically as micturition, voiding, uresis, or, rarely, emiction, and known colloquially by various names including peeing, weeing, pissing, and euphemistically going (for a) number one. In healthy humans and other animals, the process of urination is under voluntary control. In infants, some elderly individuals, and those with neurological injury, urination may occur as a reflex. It is normal for adult humans to urinate up to seven times during the day.
In some animals, in addition to expelling waste material, urination can mark territory or express submissiveness. Physiologically, urination involves coordination between the central, autonomic, and somatic nervous systems. Brain centres that regulate urination include the pontine micturition center, periaqueductal gray, and the cerebral cortex. In placental mammals, urine is drained through the urinary meatus, a urethral opening in the male penis or female vulval vestibule.
Anatomy and physiology
Anatomy of the bladder and outlet
The main organs involved in urination are the urinary bladder and the urethra. The smooth muscle of the bladder, known as the detrusor, is innervated by sympathetic nervous system fibers from the lumbar spinal cord and parasympathetic fibers from the sacral spinal cord. Fibers in the pelvic nerves constitute the main afferent limb of the voiding reflex; the parasympathetic fibers to the bladder that constitute the excitatory efferent limb also travel in these nerves. Part of the urethra is surrounded by the male or female external urethral sphincter, which is innervated by the somatic pudendal nerve originating in the cord, in an area termed Onuf's nucleus.
Smooth muscle bundles pass on either side of the urethra, and these fibers are sometimes called the internal urethral sphincter, although they do not encircle the urethra.
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The excretory system is a passive biological system that removes excess, unnecessary materials from the body fluids of an organism, so as to help maintain internal chemical homeostasis and prevent damage to the body. The dual function of excretory systems is the elimination of the waste products of metabolism and to drain the body of used up and broken down components in a liquid and gaseous state. In humans and other amniotes (mammals, birds and reptiles) most of these substances leave the body as urine and to some degree exhalation, mammals also expel them through sweating.
Only the organs specifically used for the excretion are considered a part of the excretory system. In the narrow sense, the term refers to the urinary system. However, as excretion involves several functions that are only superficially related, it is not usually used in more formal classifications of anatomy or function.
As most healthy functioning organs produce metabolic and other wastes, the entire organism depends on the function of the system. Breaking down of one of more of the systems is a serious health condition, for example kidney failure.
Systems
Urinary system
The kidneys are large, bean-shaped organs which are present on each side of the vertebral column in the abdominal cavity. Humans have two kidneys and each kidney is supplied with blood from the renal artery. The kidneys remove from the blood the nitrogenous wastes such as urea, as well as salts and excess water, and excrete them in the form of urine. This is done with the help of millions of nephrons present in the kidney. The filtrated blood is carried away from the kidneys by the renal vein (or kidney vein). The urine from the kidney is collected by the ureter (or excretory tubes), one from each kidney, and is passed to the urinary bladder. The urinary bladder collects and stores the urine until urination. The urine collected in the bladder is passed into the external environment from the body through an opening called
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The urachus is a fibrous remnant of the allantois, a canal that drains the urinary bladder of the fetus that joins and runs within the umbilical cord. The fibrous remnant lies in the space of Retzius, between the transverse fascia anteriorly and the peritoneum posteriorly.
Development
The part of the urogenital sinus related to the bladder and urethra absorbs the ends of the Wolffian ducts and the associated ends of the renal diverticula. This gives rise to the trigone of the bladder and part of the prostatic urethra.
The remainder of this part of the urogenital sinus forms the body of the bladder and part of the prostatic urethra. The apex of the bladder stretches and is connected to the umbilicus as a narrow canal. This canal is initially open, but later closes as the urachus goes on to definitively form the median umbilical ligament.
Clinical significance
Failure of the inside of the urachus to be filled in leaves the urachus open. The telltale sign is leakage of urine through the umbilicus. This is often managed surgically. There are four anatomical causes:
Urachal cyst: there is no longer a connection between the bladder and the umbilicus, however a fluid filled cavity with uroepithelium lining persists between these two structures.
Urachal fistula: there is free communication between the bladder and umbilicus
Urachal diverticulum (vesicourachal diverticulum): the bladder exhibits outpouching
Urachal sinus: the pouch opens toward the umbilicus
The urachus is also subject to neoplasia. Urachal adenocarcinoma is histologically similar to adenocarcinoma of the bowel. Rarely, urachus carcinomas can metastasise to other regions of the body, including pelvic bones and the lung.
One urachal mass has been reported that was found to be a manifestation of IgG4-related disease.
Additional images
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Urine is a liquid by-product of metabolism in humans and in many other animals. Urine flows from the kidneys through the ureters to the urinary bladder. Urination results in urine being excreted from the body through the urethra.
Cellular metabolism generates many by-products that are rich in nitrogen and must be cleared from the bloodstream, such as urea, uric acid, and creatinine. These by-products are expelled from the body during urination, which is the primary method for excreting water-soluble chemicals from the body. A urinalysis can detect nitrogenous wastes of the mammalian body.
Urine plays an important role in the earth's nitrogen cycle. In balanced ecosystems, urine fertilizes the soil and thus helps plants to grow. Therefore, urine can be used as a fertilizer. Some animals use it to mark their territories. Historically, aged or fermented urine (known as lant) was also used for gunpowder production, household cleaning, tanning of leather and dyeing of textiles.
Human urine and feces are collectively referred to as human waste or human excreta, and are managed via sanitation systems. Livestock urine and feces also require proper management if the livestock population density is high.
Physiology
Most animals have excretory systems for elimination of soluble toxic wastes. In humans, soluble wastes are excreted primarily by the urinary system and, to a lesser extent in terms of urea, removed by perspiration. The urinary system consists of the kidneys, ureters, urinary bladder, and urethra. The system produces urine by a process of filtration, reabsorption, and tubular secretion. The kidneys extract the soluble wastes from the bloodstream, as well as excess water, sugars, and a variety of other compounds. The resulting urine contains high concentrations of urea and other substances, including toxins. Urine flows from the kidneys through the ureter, bladder, and finally the urethra before passing from the body.
Duration
Research looking at the duration
Document 4:::
The organs of Bojanus or Bojanus organs are excretory glands that serve the function of kidneys in some of the molluscs. In other words, these are metanephridia that are found in some molluscs, for example in the bivalves. Some other molluscs have another type of organ for excretion called Keber's organ.
The Bojanus organ is named after Ludwig Heinrich Bojanus, who first described it. The excretory system of a bivalve consists of a pair of kidneys called the organ of bojanus. These are situated one of each side of the body below the pericardium. Each kidney consist of 2 part (1)- glandular part (2)- a thin walled ciliated urinary bladder.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the hollow sac like organ that stores urine until it is excreted?
A. bladder
B. ureter
C. tumor
D. kidney
Answer:
|
|
sciq-2553
|
multiple_choice
|
What is the key issue in the small-population approach?
|
[
"alternative variation",
"genetic variation",
"disease variation",
"genetic mutation"
] |
B
|
Relavent Documents:
Document 0:::
Female education in STEM refers to child and adult female representation in the educational fields of science, technology, engineering, and mathematics (STEM). In 2017, 33% of students in STEM fields were women.
The organization UNESCO has stated that this gender disparity is due to discrimination, biases, social norms and expectations that influence the quality of education women receive and the subjects they study. UNESCO also believes that having more women in STEM fields is desirable because it would help bring about sustainable development.
Current status of girls and women in STEM education
Overall trends in STEM education
Gender differences in STEM education participation are already visible in early childhood care and education in science- and math-related play, and become more pronounced at higher levels of education. Girls appear to lose interest in STEM subjects with age, particularly between early and late adolescence. This decreased interest affects participation in advanced studies at the secondary level and in higher education. Female students represent 35% of all students enrolled in STEM-related fields of study at this level globally. Differences are also observed by disciplines, with female enrollment lowest in engineering, manufacturing and construction, natural science, mathematics and statistics and ICT fields. Significant regional and country differences in female representation in STEM studies can be observed, though, suggesting the presence of contextual factors affecting girls’ and women's engagement in these fields. Women leave STEM disciplines in disproportionate numbers during their higher education studies, in their transition to the world of work and even in their career cycle.
Learning achievement in STEM education
Data on gender differences in learning achievement present a complex picture, depending on what is measured (subject, knowledge acquisition against knowledge application), the level of education/age of students, and
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Single Best Answer (SBA or One Best Answer) is a written examination form of multiple choice questions used extensively in medical education.
Structure
A single question is posed with typically five alternate answers, from which the candidate must choose the best answer. This method avoids the problems of past examinations of a similar form described as Single Correct Answer. The older form can produce confusion where more than one of the possible answers has some validity. The newer form makes it explicit that more than one answer may have elements that are correct, but that one answer will be superior.
Prior to the widespread introduction of SBAs into medical education, the typical form of examination was true-false multiple choice questions. But during the 2000s, educators found that SBAs would be superior.
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The Personal Genetics Education Project (pgEd) aims to engage and inform a worldwide audience about the benefits of knowing one's genome as well as the ethical, legal and social issues (ELSI) and dimensions of personal genetics. pgEd was founded in 2006, is housed in the Department of Genetics at Harvard Medical School and is directed by Ting Wu, a professor in that department. It employs a variety of strategies for reaching general audiences, including generating online curricular materials, leading discussions in classrooms, workshops, and conferences, developing a mobile educational game (Map-Ed), holding an annual conference geared toward accelerating awareness (GETed), and working with the world of entertainment to improve accuracy and outreach.
Online curricular materials and professional development for teachers
pgEd develops tools for teachers and general audiences that examine the potential benefits and risks of personalized genome analysis. These include freely accessible, interactive lesson plans that tackle issues such as genetic testing of minors, reproductive genetics, complex human traits and genetics, and the history of eugenics. pgEd also engages educators at conferences as well as organizes professional development workshops. All of pgEd's materials are freely available online.
Map-Ed, a mobile quiz
In 2013, pgEd created a mobile educational quiz called Map-Ed. Map-Ed invites players to work their way through five questions that address key concepts in genetics and then pin themselves on a world map. Within weeks of its launch, Map-Ed gained over 1,000 pins around the world, spanning across all 7 continents. Translations and new maps linked to questions on topics broadly related to genetics are in development.
GETed conference
pgEd hosts the annual GETed conference, a meeting that brings together experts from across the United States and beyond in education, research, health, entertainment, and policy to develop strategies for acceleratin
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The STEM (Science, Technology, Engineering, and Mathematics) pipeline is a critical infrastructure for fostering the development of future scientists, engineers, and problem solvers. It's the educational and career pathway that guides individuals from early childhood through to advanced research and innovation in STEM-related fields.
Description
The "pipeline" metaphor is based on the idea that having sufficient graduates requires both having sufficient input of students at the beginning of their studies, and retaining these students through completion of their academic program. The STEM pipeline is a key component of workplace diversity and of workforce development that ensures sufficient qualified candidates are available to fill scientific and technical positions.
The STEM pipeline was promoted in the United States from the 1970s onwards, as “the push for STEM (science, technology, engineering, and mathematics) education appears to have grown from a concern for the low number of future professionals to fill STEM jobs and careers and economic and educational competitiveness.”
Today, this metaphor is commonly used to describe retention problems in STEM fields, called “leaks” in the pipeline. For example, the White House reported in 2012 that 80% of minority groups and women who enroll in a STEM field switch to a non-STEM field or drop out during their undergraduate education. These leaks often vary by field, gender, ethnic and racial identity, socioeconomic background, and other factors, drawing attention to structural inequities involved in STEM education and careers.
Current efforts
The STEM pipeline concept is a useful tool for programs aiming at increasing the total number of graduates, and is especially important in efforts to increase the number of underrepresented minorities and women in STEM fields. Using STEM methodology, educational policymakers can examine the quantity and retention of students at all stages of the K–12 educational process and beyo
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The SAT Subject Test in Biology was the name of a one-hour multiple choice test given on biology by the College Board. A student chose whether to take the test depending upon college entrance requirements for the schools in which the student is planning to apply. Until 1994, the SAT Subject Tests were known as Achievement Tests; and from 1995 until January 2005, they were known as SAT IIs. Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800. The average for Molecular is 630 while Ecological is 591.
On January 19 2021, the College Board discontinued all SAT Subject tests, including the SAT Subject Test in Biology E/M. This was effective immediately in the United States, and the tests were to be phased out by the following summer for international students. This was done as a response to changes in college admissions due to the impact of the COVID-19 pandemic on education.
Format
This test had 80 multiple-choice questions that were to be answered in one hour. All questions had five answer choices. Students received one point for each correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The student's score was based entirely on his or her performance in answering the multiple-choice questions.
The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Preparation
The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, a
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the key issue in the small-population approach?
A. alternative variation
B. genetic variation
C. disease variation
D. genetic mutation
Answer:
|
|
sciq-5726
|
multiple_choice
|
What type of physical properties of a substance do not depend on amount?
|
[
"stable",
"inherent",
"extensive",
"intensive"
] |
D
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
Physical or chemical properties of materials and systems can often be categorized as being either intensive or extensive, according to how the property changes when the size (or extent) of the system changes.
The terms "intensive and extensive quantities" were introduced into physics by German mathematician Georg Helm in 1898, and by American physicist and chemist Richard C. Tolman in 1917.
According to International Union of Pure and Applied Chemistry (IUPAC), an intensive property or intensive quantity is one whose magnitude is independent of the size of the system.
An intensive property is not necessarily homogeneously distributed in space; it can vary from place to place in a body of matter and radiation. Examples of intensive properties include temperature, T; refractive index, n; density, ρ; and hardness, η.
By contrast, an extensive property or extensive quantity is one whose magnitude is additive for subsystems.
Examples include mass, volume and entropy.
Not all properties of matter fall into these two categories. For example, the square root of the volume is neither intensive nor extensive. If a system is doubled in size by juxtaposing a second identical system, the value of an intensive property equals the value for each subsystem and the value of an extensive property is twice the value for each subsystem. However the property √V is instead multiplied by √2 .
Intensive properties
An intensive property is a physical quantity whose value does not depend on the amount of substance which was measured. The most obvious intensive quantities are ratios of extensive quantities. In a homogeneous system divided into two halves, all its extensive properties, in particular its volume and its mass, are divided into two halves. All its intensive properties, such as the mass per volume (mass density) or volume per mass (specific volume), must remain the same in each half.
The temperature of a system in thermal equilibrium is the same as the temperature of any part
Document 2:::
A material property is an intensive property of a material, i.e., a physical property or chemical property that does not depend on the amount of the material. These quantitative properties may be used as a metric by which the benefits of one material versus another can be compared, thereby aiding in materials selection.
A property having a fixed value for a given material or substance is called material constant or constant of matter.
(Material constants should not be confused with physical constants, that have a universal character.)
A material property may also be a function of one or more independent variables, such as temperature. Materials properties often vary to some degree according to the direction in the material in which they are measured, a condition referred to as anisotropy. Materials properties that relate to different physical phenomena often behave linearly (or approximately so) in a given operating range . Modeling them as linear functions can significantly simplify the differential constitutive equations that are used to describe the property.
Equations describing relevant materials properties are often used to predict the attributes of a system.
The properties are measured by standardized test methods. Many such methods have been documented by their respective user communities and published through the Internet; see ASTM International.
Acoustical properties
Acoustical absorption
Speed of sound
Sound reflection
Sound transfer
Third order elasticity (Acoustoelastic effect)
Atomic properties
Atomic mass: (applies to each element) the average mass of the atoms of an element, in daltons (Da), a.k.a. atomic mass units (amu).
Atomic number: (applies to individual atoms or pure elements) the number of protons in each nucleus
Relative atomic mass, a.k.a. atomic weight: (applies to individual isotopes or specific mixtures of isotopes of a given element) (no units)
Standard atomic weight: the average relative atomic mass of a typical sample of the ele
Document 3:::
In mathematical psychology and education theory, a knowledge space is a combinatorial structure used to formulate mathematical models describing the progression of a human learner. Knowledge spaces were introduced in 1985 by Jean-Paul Doignon and Jean-Claude Falmagne, and remain in extensive use in the education theory. Modern applications include two computerized tutoring systems, ALEKS and the defunct RATH.
Formally, a knowledge space assumes that a domain of knowledge is a collection of concepts or skills, each of which must be eventually mastered. Not all concepts are interchangeable; some require other concepts as prerequisites. Conversely, competency at one skill may ease the acquisition of another through similarity. A knowledge space marks out which collections of skills are feasible: they can be learned without mastering any other skills. Under reasonable assumptions, the collection of feasible competencies forms the mathematical structure known as an antimatroid.
Researchers and educators usually explore the structure of a discipline's knowledge space as a latent class model.
Motivation
Knowledge Space Theory attempts to address shortcomings of standardized testing when used in educational psychometry. Common tests, such as the SAT and ACT, compress a student's knowledge into a very small range of ordinal ranks, in the process effacing the conceptual dependencies between questions. Consequently, the tests cannot distinguish between true understanding and guesses, nor can they identify a student's particular weaknesses, only the general proportion of skills mastered. The goal of knowledge space theory is to provide a language by which exams can communicate
What the student can do and
What the student is ready to learn.
Model structure
Knowledge Space Theory-based models presume that an educational subject can be modeled as a finite set of concepts, skills, or topics. Each feasible state of knowledge about is then a subset of ; the set of
Document 4:::
GRE Subject Biochemistry, Cell and Molecular Biology was a standardized exam provided by ETS (Educational Testing Service) that was discontinued in December 2016. It is a paper-based exam and there are no computer-based versions of it. ETS places this exam three times per year: once in April, once in October and once in November. Some graduate programs in the United States recommend taking this exam, while others require this exam score as a part of the application to their graduate programs. ETS sends a bulletin with a sample practice test to each candidate after registration for the exam. There are 180 questions within the biochemistry subject test.
Scores are scaled and then reported as a number between 200 and 990; however, in recent versions of the test, the maximum and minimum reported scores have been 760 (corresponding to the 99 percentile) and 320 (1 percentile) respectively. The mean score for all test takers from July, 2009, to July, 2012, was 526 with a standard deviation of 95.
After learning that test content from editions of the GRE® Biochemistry, Cell and Molecular Biology (BCM) Test has been compromised in Israel, ETS made the decision not to administer this test worldwide in 2016–17.
Content specification
Since many students who apply to graduate programs in biochemistry do so during the first half of their fourth year, the scope of most questions is largely that of the first three years of a standard American undergraduate biochemistry curriculum. A sampling of test item content is given below:
Biochemistry (36%)
A Chemical and Physical Foundations
Thermodynamics and kinetics
Redox states
Water, pH, acid-base reactions and buffers
Solutions and equilibria
Solute-solvent interactions
Chemical interactions and bonding
Chemical reaction mechanisms
B Structural Biology: Structure, Assembly, Organization and Dynamics
Small molecules
Macromolecules (e.g., nucleic acids, polysaccharides, proteins and complex lipids)
Supramolecular complexes (e.g.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What type of physical properties of a substance do not depend on amount?
A. stable
B. inherent
C. extensive
D. intensive
Answer:
|
|
sciq-6298
|
multiple_choice
|
What are specialized cells in the brain that monitor the concentration of solutes in the blood called?
|
[
"osmoreceptors",
"staurikosaurus",
"ionconcentrate",
"sporozoans"
] |
A
|
Relavent Documents:
Document 0:::
Jennifer M. Li is a Systems Neuroscience & Neuroengineering researcher who is a Max Planck Research Group Leader at the RoLi lab at the Max Planck Institute for Biological Cybernetics. She records and manipulates neural activity in larval zebra fish to research motivation and attention. and has been published in the journal Nature for her work on how the zebra fish brain switches between internal states when foraging for live prey. The RoLi lab has developed a revolutionary microscopy systems that enable whole-brain imaging of freely swimming larval zebra fish. With this technology, Li and Robson aim to investigate natural behaviors in the zebra fish, including spatial navigation, social behavior, feeding, and reward.
Background and education
Jennifer Li received her B.A. in Molecular Biology from Princeton University, where she worked on host-parasite symbiosis and embryonic development in the Wieschaus lab. She received her Ph.D. from Harvard University, where she worked on operant learning and brain-wide neural imaging in the Schier and Engert labs. During her graduate education at Harvard University, Li was a Rowland Junior Fellow in the Rowland Institute at Harvard University. At the Rowland Institute, Li, along with Drew Robson, led their experiment on zebra fish before finishing the project at the Max Planck Institute for Biological Cybernetics.
Career
Jennifer Li and Drew Robson combined brain tracking with a variant of HiLo microscopy to build Differential Illumination Focal Filtering (DIFF) microscopy
Publications
Her most cited publications are:
Misha B Ahrens, Michael B Orger, Drew N Robson, Jennifer M Li, Philipp J Keller, "Whole-brain functional imaging at cellular resolution using light-sheet microscopy" Nature Methods 10 (5), 413-420 (2013)
MB Ahrens, JM Li, MB Orger, DN Robson, AF Schier, F Engert, ... "Brain-wide neuronal dynamics during motor adaptation in zebrafish" Nature 485 (7399), 471-477 (2012)
HM Frydman, JM Li, DN Robson, E Wieschaus,
Document 1:::
Lymph node stromal cells are essential to the structure and function of the lymph node whose functions include: creating an internal tissue scaffold for the support of hematopoietic cells; the release of small molecule chemical messengers that facilitate interactions between hematopoietic cells; the facilitation of the migration of hematopoietic cells; the presentation of antigens to immune cells at the initiation of the adaptive immune system; and the homeostasis of lymphocyte numbers. Stromal cells originate from multipotent mesenchymal stem cells.
Structure
Lymph nodes are enclosed in an external fibrous capsule, from which thin walls of sinew called trabeculae penetrate into the lymph node, partially dividing it. Beneath the external capsule and along the courses of the trabeculae, are peritrabecular and subcapsular sinuses. These sinuses are cavities containing macrophages (specialised cells which help to keep the extracellular matrix in order).
The interior of the lymph node has two regions: the cortex and the medulla. In the cortex, lymphoid tissue is organized into nodules. In the nodules, T lymphocytes are located in the T cell zone. B lymphocytes are located in the B cell follicle. The primary B cell follicle matures in germinal centers. In the medulla are hematopoietic cells (which contribute to the formation of the blood) and stromal cells.
Near the medulla is the hilum of lymph node. This is the place where blood vessels enter and leave the lymph node and lymphatic vessels leave the lymph node. Lymph vessels entering the node do so along the perimeter (outer surface).
Function
The lymph nodes, the spleen and Peyer's patches, together are known as secondary lymphoid organs. Lymph nodes are found between lymphatic ducts and blood vessels. Afferent lymphatic vessels bring lymph fluid from the peripheral tissues to the lymph nodes. The lymph tissue in the lymph nodes consists of immune cells (95%), for example lymphocytes, and stromal cells (1% to
Document 2:::
The Athinoula A. Martinos Center for Biomedical Imaging, usually referred to as just the "Martinos Center," is a major hub of biomedical imaging technology development and translational research. The Center is part of the Department of Radiology at Massachusetts General Hospital and is affiliated with both Harvard University and MIT. Bruce Rosen is the Director of the Center and Monica Langone is the Administrative Director.
The core technologies being developed and used at the Center are magnetic resonance imaging (MRI) and in vivo magnetic resonance spectroscopy (MRS), magnetoencephalography (MEG) and electroencephalography (EEG), optical imaging techniques (microscopy and near-infrared spectroscopy), positron emission tomography (PET), molecular imaging, medical image computing (MIC), health informatics, artificial intelligence in healthcare, and transcranial magnetic stimulation. A particular area of innovation at the Center is Multimodal Functional Neuroimaging, which involves the integration of imaging technologies for neuroscience applications. Major areas of research at the Center include: psychiatric, neurologic and neurovascular disorders; basic and cognitive neuroscience; cardiovascular disease; cancer; and more. Scientific investigation and technology development is funded through government, industry and other research grants.
The center is located in the Massachusetts General Hospital (MGH) East Campus in the Charlestown Navy Yard, 149 13th St. Charlestown, MA 02129. Separately, Massachusetts Institute of Technology (MIT) is home to its own Martinos Imaging Center.
The Martinos Center is home to approximately 120 faculty members and more than 100 postdoctoral research fellows and graduate students, and is a resource to hundreds of researchers and students throughout Boston, the United States and the world. The research faculty are basic scientists and clinicians interested in a broad range of biologically and medically important questions. They wor
Document 3:::
The Nencki Institute of Experimental Biology is a Polish scientific research organization and a part of Polish Academy of Sciences headquartered in Warsaw, Poland. Founded in 1918, it is a leading institution in the country in the field of neurobiology, molecular biology, and biochemistry.
About the Institute
The Institute comprises laboratories and equipment for, amongst others, confocal microscopy, electron microscopy, scanning and flow cytometry, magnetic resonance imaging, electrophysiology, or transcranial magnetic stimulation. Currently, the Institute is home to 40 laboratories organised into 4 departments, as well as 6 core facility laboratories forming the Neurobiology Center established in 2013.
The Institute's scientific teams conduct research in neurobiology, neurophysiology, and molecular biology. The experiments are interdisciplinary in character. The research concentrates on systems of varying complexity, from whole organisms through tissues, individual cells, cellular organelles to proteins and genes. The research topics often concentrate on determining signalling pathways whose disruption leads to the development of the disease.
As of January 1, 2014, the Nencki Institute has once again become the owner of the Mikołajki Research Station [1]. The Station is the site of research in the areas of aquatic and terrestrial ecosystem ecology and environmental monitoring.
The Station/Institute is empowered to bestow PhD and DSc doctoral degrees.
The laboratories of the Nencki Institute are organised into 4 separate Departments: Cell Biology, Biochemistry, Molecular and Cell
Neurobiology, and Neurophysiology. There are also 6 other laboratories that constitute the Neurobiology Center.
The research conducted in the Departments of Neurophysiology and Molecular and Cell Neurobiology mainly deals with the cognitive functions of the Brain. The dominant theme is the plasticity of the nervous system under normal and pathological conditions. We study the effect
Document 4:::
A castration cell is a basophilic cell with a large vacuole found in the anterior pituitary after castration, effective (drug) castration, or long-term use of alcohol.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What are specialized cells in the brain that monitor the concentration of solutes in the blood called?
A. osmoreceptors
B. staurikosaurus
C. ionconcentrate
D. sporozoans
Answer:
|
|
sciq-6842
|
multiple_choice
|
What do many mollusks secrete for their protection?
|
[
"sedimentation shell",
"microscopic shell",
"mucus",
"calcareous shell"
] |
D
|
Relavent Documents:
Document 0:::
A seashell or sea shell, also known simply as a shell, is a hard, protective outer layer usually created by an animal or organism that lives in the sea. The shell is part of the body of the animal. Empty seashells are often found washed up on beaches by beachcombers. The shells are empty because the animal has died and the soft parts have decomposed or been eaten by another animal.
A seashell is usually the exoskeleton of an invertebrate (an animal without a backbone), and is typically composed of calcium carbonate or chitin. Most shells that are found on beaches are the shells of marine mollusks, partly because these shells are usually made of calcium carbonate, and endure better than shells made of chitin.
Apart from mollusk shells, other shells that can be found on beaches are those of barnacles, horseshoe crabs and brachiopods. Marine annelid worms in the family Serpulidae create shells which are tubes made of calcium carbonate cemented onto other surfaces. The shells of sea urchins are called "tests", and the moulted shells of crabs and lobsters are exuviae. While most seashells are external, some cephalopods have internal shells.
Seashells have been used by humans for many different purposes throughout history and prehistory. However, seashells are not the only kind of shells; in various habitats, there are shells from freshwater animals such as freshwater mussels and freshwater snails, and shells of land snails.
Terminology
When the word "seashells" refers only to the shells of marine mollusks, then studying seashells is part of conchology. Conchologists or serious collectors who have a scientific bias are in general careful not to disturb living populations and habitats: even though they may collect a few live animals, most responsible collectors do not often over-collect or otherwise disturb ecosystems.
The study of the entire molluscan animal (as well as the shell) is known as malacology; a person who studies mollusks is known as a malacologist.
Occ
Document 1:::
A molluscivore is a carnivorous animal that specialises in feeding on molluscs such as gastropods, bivalves, brachiopods and cephalopods. Known molluscivores include numerous predatory (and often cannibalistic) molluscs, (e.g.octopuses, murexes, decollate snails and oyster drills), arthropods such as crabs and firefly larvae, and, vertebrates such as fish, birds and mammals. Molluscivory is performed in a variety ways with some animals highly adapted to this method of feeding behaviour. A similar behaviour, durophagy, describes the feeding of animals that consume hard-shelled or exoskeleton bearing organisms, such as corals, shelled molluscs, or crabs.
Description
Molluscivory can be performed in several ways:
In some cases, the mollusc prey are simply swallowed entire, including the shell, whereupon the prey is killed through suffocation and or exposure to digestive enzymes. Only cannibalistic sea slugs, snail-eating cone shells of the taxon Coninae, and some sea anemones use this method.
One method, used especially by vertebrate molluscivores, is to break the shell, either by exerting force on the shell until it breaks, often by biting the shell, like with oyster crackers, mosasaurs, and placodonts, or hammering at the shell, e.g. oystercatchers and crabs, or by simply dashing the mollusc on a rock (e.g. song thrushes, gulls, and sea otters).
Another method is to remove the shell from the prey. Molluscs are attached to their shell by strong muscular ligaments, making the shell's removal difficult. Molluscivorous birds, such as oystercatchers and the Everglades snail kite, insert their elongate beak into the shell to sever these attachment ligaments, facilitating removal of the prey. The carnivorous terrestrial pulmonate snail known as the "decollate snail" ("decollate" being a synonym for "decapitate") uses a similar method: it reaches into the opening of the prey's shell and bites through the muscles in the prey's neck, whereupon it immediately begins d
Document 2:::
The gastropods (), commonly known as slugs and snails, belong to a large taxonomic class of invertebrates within the phylum Mollusca called Gastropoda ().
This class comprises snails and slugs from saltwater, freshwater, and from the land. There are many thousands of species of sea snails and slugs, as well as freshwater snails, freshwater limpets, land snails and slugs.
The class Gastropoda is a diverse and highly successful class of mollusks within the phylum Mollusca. It contains a vast total of named species, second only to the insects in overall number. The fossil history of this class goes back to the Late Cambrian. , 721 families of gastropods are known, of which 245 are extinct and appear only in the fossil record, while 476 are currently extant with or without a fossil record.
Gastropoda (previously known as univalves and sometimes spelled "Gasteropoda") are a major part of the phylum Mollusca, and are the most highly diversified class in the phylum, with 65,000 to 80,000 living snail and slug species. The anatomy, behavior, feeding, and reproductive adaptations of gastropods vary significantly from one clade or group to another, so stating many generalities for all gastropods is difficult.
The class Gastropoda has an extraordinary diversification of habitats. Representatives live in gardens, woodland, deserts, and on mountains; in small ditches, great rivers, and lakes; in estuaries, mudflats, the rocky intertidal, the sandy subtidal, the abyssal depths of the oceans, including the hydrothermal vents, and numerous other ecological niches, including parasitic ones.
Although the name "snail" can be, and often is, applied to all the members of this class, commonly this word means only those species with an external shell big enough that the soft parts can withdraw completely into it. Those gastropods without a shell, and those with only a very reduced or internal shell, are usually known as slugs; those with a shell into which they can partly but not com
Document 3:::
The perivitelline fluid is an extracellular fluid found in the eggs of most gastropods and constitutes the main source of nutrition and defense for their embryos. It replaces the egg yolk of other animals, which in snail eggs is reduced to non-nutritive proteinaceous granules with putative enzymatic function.
During embryonic development the perivitelline fluid is ingested macropinocytotically by the embryos and the resulting phagosomes fuse with β-granules containing hydrolytic enzymes, which digest the perivitelline fluid components.
Origin
The perivitelline fluid is synthesized by the albumen gland of female snails (also known as albumen gland-capsule gland complex or uterine gland), an accessory gland from the reproductive tract. Fertilized oocytes enter the albumen gland and, on their way out, are coated with the perivitelline fluid. The amount of perivitelline fluid per egg vary considerably among species. However, the amount of perivitelline fluid per egg is constant within a given species. In this regard, it has been shown in Pomacea apple snails that during the reproductive season, when the nutrient precursors decrease in the albumen gland due to successive ovipositions, females tend to reduce the number of eggs per clutch but not the amount allocated to each egg.
Composition
The perivitelline fluid contains predominantly galactogen, proteins, and calcium.
Carbohydrate is invariably the most abundant component of the perivitelline fluid. Specifically, the eggs of most gastropod accumulate the polysaccharide galactogen, which would provide the main energy source for the developing embryo. A small amount of soluble glucose was also detected in some species.
Proteins, called perivitellins, are the second most abundant component of the perivitelline fluid. Perivitellins are also a source of nutrients for snail embryos and play a role in protection against pathogens and predators, and include non-digestible perivitellins, toxins and protease inhibitors.
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The size of oesophageal gland of scaly-foot gastropod Chrysomallon squamiferum (family Peltospiridae within Neomphalina) is about two orders of magnitude over the usual size. The scaly-foot gastropod houses endosymbiotic Bacteria in the oesophageal gland. Chrysomallon squamiferum was thought to be the only species of Peltospiridae, that has enlarged oesophageal gland, but later it was shown that both species Gigantopelta has the oesophageal gland also enlarged. In other peltospirids, the posterior portion of the oesophagus forms a pair of blind mid-oesophageal pouches or gutters extending only to the anterior end o
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What do many mollusks secrete for their protection?
A. sedimentation shell
B. microscopic shell
C. mucus
D. calcareous shell
Answer:
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|
sciq-9327
|
multiple_choice
|
What is the process by which the substances you consume are taken up by the blood?
|
[
"evaporation",
"digestion",
"filtration",
"absorption"
] |
D
|
Relavent Documents:
Document 0:::
The Starling principle holds that extracellular fluid movements between blood and tissues are determined by differences in hydrostatic pressure and colloid osmotic (oncotic) pressure between plasma inside microvessels and interstitial fluid outside them. The Starling Equation, proposed many years after the death of Starling, describes that relationship in mathematical form and can be applied to many biological and non-biological semipermeable membranes. The classic Starling principle and the equation that describes it have in recent years been revised and extended.
Every day around 8 litres of water (solvent) containing a variety of small molecules (solutes) leaves the blood stream of an adult human and perfuses the cells of the various body tissues. Interstitial fluid drains by afferent lymph vessels to one of the regional lymph node groups, where around 4 litres per day is reabsorbed to the blood stream. The remainder of the lymphatic fluid is rich in proteins and other large molecules and rejoins the blood stream via the thoracic duct which empties into the great veins close to the heart. Filtration from plasma to interstitial (or tissue) fluid occurs in microvascular capillaries and post-capillary venules. In most tissues the micro vessels are invested with a continuous internal surface layer that includes a fibre matrix now known as the endothelial glycocalyx whose interpolymer spaces function as a system of small pores, radius circa 5 nm. Where the endothelial glycocalyx overlies a gap in the junction molecules that bind endothelial cells together (inter endothelial cell cleft), the plasma ultrafiltrate may pass to the interstitial space, leaving larger molecules reflected back into the plasma.
A small number of continuous capillaries are specialised to absorb solvent and solutes from interstitial fluid back into the blood stream through fenestrations in endothelial cells, but the volume of solvent absorbed every day is small.
Discontinuous capillaries as
Document 1:::
Drinking is the act of ingesting water or other liquids into the body through the mouth, proboscis, or elsewhere. Humans drink by swallowing, completed by peristalsis in the esophagus. The physiological processes of drinking vary widely among other animals.
Most animals drink water to maintain bodily hydration, although many can survive on the water gained from their food. Water is required for many physiological processes. Both inadequate and (less commonly) excessive water intake are associated with health problems.
Methods of drinking
In humans
When a liquid enters a human mouth, the swallowing process is completed by peristalsis which delivers the liquid through the esophagus to the stomach; much of the activity is abetted by gravity. The liquid may be poured from the hands or drinkware may be used as vessels. Drinking can also be performed by acts of inhalation, typically when imbibing hot liquids or drinking from a spoon. Infants employ a method of suction wherein the lips are pressed tight around a source, as in breastfeeding: a combination of breath and tongue movement creates a vacuum which draws in liquid.
In other land mammals
By necessity, terrestrial animals in captivity become accustomed to drinking water, but most free-roaming animals stay hydrated through the fluids and moisture in fresh food, and learn to actively seek foods with high fluid content. When conditions impel them to drink from bodies of water, the methods and motions differ greatly among species.
Cats, canines, and ruminants all lower the neck and lap in water with their powerful tongues. Cats and canines lap up water with the tongue in a spoon-like shape. Canines lap water by scooping it into their mouth with a tongue which has taken the shape of a ladle. However, with cats, only the tip of their tongue (which is smooth) touches the water, and then the cat quickly pulls its tongue back into its mouth which soon closes; this results in a column of liquid being pulled into the ca
Document 2:::
Body fluids, bodily fluids, or biofluids, sometimes body liquids, are liquids within the human body. In lean healthy adult men, the total body water is about 60% (60–67%) of the total body weight; it is usually slightly lower in women (52–55%). The exact percentage of fluid relative to body weight is inversely proportional to the percentage of body fat. A lean man, for example, has about 42 (42–47) liters of water in his body.
The total body of water is divided into fluid compartments, between the intracellular fluid compartment (also called space, or volume) and the extracellular fluid (ECF) compartment (space, volume) in a two-to-one ratio: 28 (28–32) liters are inside cells and 14 (14–15) liters are outside cells.
The ECF compartment is divided into the interstitial fluid volume – the fluid outside both the cells and the blood vessels – and the intravascular volume (also called the vascular volume and blood plasma volume) – the fluid inside the blood vessels – in a three-to-one ratio: the interstitial fluid volume is about 12 liters; the vascular volume is about 4 liters.
The interstitial fluid compartment is divided into the lymphatic fluid compartment – about 2/3, or 8 (6–10) liters, and the transcellular fluid compartment (the remaining 1/3, or about 4 liters).
The vascular volume is divided into the venous volume and the arterial volume; and the arterial volume has a conceptually useful but unmeasurable subcompartment called the effective arterial blood volume.
Compartments by location
intracellular fluid (ICF), which consist of cytosol and fluids in the cell nucleus
Extracellular fluid
Intravascular fluid (blood plasma)
Interstitial fluid
Lymphatic fluid (sometimes included in interstitial fluid)
Transcellular fluid
Health
Body fluid is the term most often used in medical and health contexts. Modern medical, public health, and personal hygiene practices treat body fluids as potentially unclean. This is because they can be vectors for infectious
Document 3:::
In pharmacology the elimination or excretion of a drug is understood to be any one of a number of processes by which a drug is eliminated (that is, cleared and excreted) from an organism either in an unaltered form (unbound molecules) or modified as a metabolite. The kidney is the main excretory organ although others exist such as the liver, the skin, the lungs or glandular structures, such as the salivary glands and the lacrimal glands. These organs or structures use specific routes to expel a drug from the body, these are termed elimination pathways:
Urine
Tears
Perspiration
Saliva
Respiration
Milk
Faeces
Bile
Drugs are excreted from the kidney by glomerular filtration and by active tubular secretion following the same steps and mechanisms as the products of intermediate metabolism. Therefore, drugs that are filtered by the glomerulus are also subject to the process of passive tubular reabsorption. Glomerular filtration will only remove those drugs or metabolites that are not bound to proteins present in blood plasma (free fraction) and many other types of drugs (such as the organic acids) are actively secreted. In the proximal and distal convoluted tubules non-ionised acids and weak bases are reabsorbed both actively and passively. Weak acids are excreted when the tubular fluid becomes too alkaline and this reduces passive reabsorption. The opposite occurs with weak bases. Poisoning treatments use this effect to increase elimination, by alkalizing the urine causing forced diuresis which promotes excretion of a weak acid, rather than it getting reabsorbed. As the acid is ionised, it cannot pass through the plasma membrane back into the blood stream and instead gets excreted with the urine. Acidifying the urine has the same effect for weakly basic drugs.
On other occasions drugs combine with bile juices and enter the intestines. In the intestines the drug will join with the unabsorbed fraction of the administered dose and be eliminated with the faeces
Document 4:::
GRE Subject Biochemistry, Cell and Molecular Biology was a standardized exam provided by ETS (Educational Testing Service) that was discontinued in December 2016. It is a paper-based exam and there are no computer-based versions of it. ETS places this exam three times per year: once in April, once in October and once in November. Some graduate programs in the United States recommend taking this exam, while others require this exam score as a part of the application to their graduate programs. ETS sends a bulletin with a sample practice test to each candidate after registration for the exam. There are 180 questions within the biochemistry subject test.
Scores are scaled and then reported as a number between 200 and 990; however, in recent versions of the test, the maximum and minimum reported scores have been 760 (corresponding to the 99 percentile) and 320 (1 percentile) respectively. The mean score for all test takers from July, 2009, to July, 2012, was 526 with a standard deviation of 95.
After learning that test content from editions of the GRE® Biochemistry, Cell and Molecular Biology (BCM) Test has been compromised in Israel, ETS made the decision not to administer this test worldwide in 2016–17.
Content specification
Since many students who apply to graduate programs in biochemistry do so during the first half of their fourth year, the scope of most questions is largely that of the first three years of a standard American undergraduate biochemistry curriculum. A sampling of test item content is given below:
Biochemistry (36%)
A Chemical and Physical Foundations
Thermodynamics and kinetics
Redox states
Water, pH, acid-base reactions and buffers
Solutions and equilibria
Solute-solvent interactions
Chemical interactions and bonding
Chemical reaction mechanisms
B Structural Biology: Structure, Assembly, Organization and Dynamics
Small molecules
Macromolecules (e.g., nucleic acids, polysaccharides, proteins and complex lipids)
Supramolecular complexes (e.g.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the process by which the substances you consume are taken up by the blood?
A. evaporation
B. digestion
C. filtration
D. absorption
Answer:
|
|
sciq-9261
|
multiple_choice
|
What part of the plant anchors it into the soil?
|
[
"leaves",
"stems",
"roots",
"buds"
] |
C
|
Relavent Documents:
Document 0:::
A stem is one of two main structural axes of a vascular plant, the other being the root. It supports leaves, flowers and fruits, transports water and dissolved substances between the roots and the shoots in the xylem and phloem, photosynthesis takes place here, stores nutrients, and produces new living tissue. The stem can also be called halm or haulm or culms.
The stem is normally divided into nodes and internodes:
The nodes are the points of attachment for leaves and can hold one or more leaves. There are sometimes axillary buds between the stem and leaf which can grow into branches (with leaves, conifer cones, or flowers). Adventitious roots may also be produced from the nodes. Vines may produce tendrils from nodes.
The internodes distance one node from another.
The term "shoots" is often confused with "stems"; "shoots" generally refers to new fresh plant growth, including both stems and other structures like leaves or flowers.
In most plants, stems are located above the soil surface, but some plants have underground stems.
Stems have several main functions:
Support for and the elevation of leaves, flowers, and fruits. The stems keep the leaves in the light and provide a place for the plant to keep its flowers and fruits.
Transport of fluids between the roots and the shoots in the xylem and phloem.
Storage of nutrients.
Production of new living tissue. The normal lifespan of plant cells is one to three years. Stems have cells called meristems that annually generate new living tissue.
Photosynthesis.
Stems have two pipe-like tissues called xylem and phloem. The xylem tissue arises from the cell facing inside and transports water by the action of transpiration pull, capillary action, and root pressure. The phloem tissue arises from the cell facing outside and consists of sieve tubes and their companion cells. The function of phloem tissue is to distribute food from photosynthetic tissue to other tissues. The two tissues are separated by cambium, a tis
Document 1:::
Edible plant stems are one part of plants that are eaten by humans. Most plants are made up of stems, roots, leaves, flowers, and produce fruits containing seeds. Humans most commonly eat the seeds (e.g. maize, wheat), fruit (e.g. tomato, avocado, banana), flowers (e.g. broccoli), leaves (e.g. lettuce, spinach, and cabbage), roots (e.g. carrots, beets), and stems (e.g. asparagus of many plants. There are also a few edible petioles (also known as leaf stems) such as celery or rhubarb.
Plant stems have a variety of functions. Stems support the entire plant and have buds, leaves, flowers, and fruits. Stems are also a vital connection between leaves and roots. They conduct water and mineral nutrients through xylem tissue from roots upward, and organic compounds and some mineral nutrients through phloem tissue in any direction within the plant. Apical meristems, located at the shoot tip and axillary buds on the stem, allow plants to increase in length, surface, and mass. In some plants, such as cactus, stems are specialized for photosynthesis and water storage.
Modified stems
Typical stems are located above ground, but there are modified stems that can be found either above or below ground. Modified stems located above ground are phylloids, stolons, runners, or spurs. Modified stems located below ground are corms, rhizomes, and tubers.
Detailed description of edible plant stems
Asparagus The edible portion is the rapidly emerging stems that arise from the crowns in the
Bamboo The edible portion is the young shoot (culm).
Birch Trunk sap is drunk as a tonic or rendered into birch syrup, vinegar, beer, soft drinks, and other foods.
Broccoli The edible portion is the peduncle stem tissue, flower buds, and some small leaves.
Cauliflower The edible portion is proliferated peduncle and flower tissue.
Cinnamon Many favor the unique sweet flavor of the inner bark of cinnamon, and it is commonly used as a spice.
Fig The edible portion is stem tissue. The
Document 2:::
Macroflora is a term used for all the plants occurring in a particular area that are large enough to be seen with the naked eye. It is usually synonymous with the Flora and can be contrasted with the microflora, a term used for all the bacteria and other microorganisms in an ecosystem.
Macroflora is also an informal term used by many palaeobotanists to refer to an assemblage of plant fossils as preserved in the rock. This is in contrast to the flora, which in this context refers to the assemblage of living plants that were growing in a particular area, whose fragmentary remains became entrapped within the sediment from which the rock was formed and thus became the macroflora.
Document 3:::
Transfer cells are specialized parenchyma cells that have an increased surface area, due to infoldings of the plasma membrane. They facilitate the transport of sugars from a sugar source, mainly mature leaves, to a sugar sink, often developing leaves or fruits. They are found in nectaries of flowers and some carnivorous plants.
Transfer cells are specially found in plants in the region of absorption or secretion of nutrients.
The term transfer cell was coined by Brian Gunning and John Stewart Pate. Their presence is generally correlated with the existence of extensive solute influxes across the plasma membrane.
Document 4:::
Phytomorphology is the study of the physical form and external structure of plants. This is usually considered distinct from plant anatomy, which is the study of the internal structure of plants, especially at the microscopic level. Plant morphology is useful in the visual identification of plants. Recent studies in molecular biology started to investigate the molecular processes involved in determining the conservation and diversification of plant morphologies. In these studies transcriptome conservation patterns were found to mark crucial ontogenetic transitions during the plant life cycle which may result in evolutionary constraints limiting diversification.
Scope
Plant morphology "represents a study of the development, form, and structure of plants, and, by implication, an attempt to interpret these on the basis of similarity of plan and origin". There are four major areas of investigation in plant morphology, and each overlaps with another field of the biological sciences.
First of all, morphology is comparative, meaning that the morphologist examines structures in many different plants of the same or different species, then draws comparisons and formulates ideas about similarities. When structures in different species are believed to exist and develop as a result of common, inherited genetic pathways, those structures are termed homologous. For example, the leaves of pine, oak, and cabbage all look very different, but share certain basic structures and arrangement of parts. The homology of leaves is an easy conclusion to make. The plant morphologist goes further, and discovers that the spines of cactus also share the same basic structure and development as leaves in other plants, and therefore cactus spines are homologous to leaves as well. This aspect of plant morphology overlaps with the study of plant evolution and paleobotany.
Secondly, plant morphology observes both the vegetative (somatic) structures of plants, as well as the reproductive str
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What part of the plant anchors it into the soil?
A. leaves
B. stems
C. roots
D. buds
Answer:
|
|
sciq-1018
|
multiple_choice
|
Electrons flow through the electrolyte from the ________ to __________ electrode.
|
[
"neutral; negative",
"negative; neutral",
"positive; negative",
"negative; positive"
] |
D
|
Relavent Documents:
Document 0:::
An electrolyte is a medium containing ions that is electrically conducting through the movement of those ions, but not conducting electrons. This includes most soluble salts, acids, and bases dissolved in a polar solvent, such as water. Upon dissolving, the substance separates into cations and anions, which disperse uniformly throughout the solvent. Solid-state electrolytes also exist. In medicine and sometimes in chemistry, the term electrolyte refers to the substance that is dissolved.
Electrically, such a solution is neutral. If an electric potential is applied to such a solution, the cations of the solution are drawn to the electrode that has an abundance of electrons, while the anions are drawn to the electrode that has a deficit of electrons. The movement of anions and cations in opposite directions within the solution amounts to a current. Some gases, such as hydrogen chloride (HCl), under conditions of high temperature or low pressure can also function as electrolytes. Electrolyte solutions can also result from the dissolution of some biological (e.g., DNA, polypeptides) or synthetic polymers (e.g., polystyrene sulfonate), termed "polyelectrolytes", which contain charged functional groups. A substance that dissociates into ions in solution or in the melt acquires the capacity to conduct electricity. Sodium, potassium, chloride, calcium, magnesium, and phosphate in a liquid phase are examples of electrolytes.
In medicine, electrolyte replacement is needed when a person has prolonged vomiting or diarrhea, and as a response to sweating due to strenuous athletic activity. Commercial electrolyte solutions are available, particularly for sick children (such as oral rehydration solution, Suero Oral, or Pedialyte) and athletes (sports drinks). Electrolyte monitoring is important in the treatment of anorexia and bulimia.
In science, electrolytes are one of the main components of electrochemical cells.
In clinical medicine, mentions of electrolytes usually refer m
Document 1:::
Liquid junction potential (shortly LJP) occurs when two solutions of same electrolytes of different concentrations are in contact with each other. The more concentrated solution will have a tendency to diffuse into the comparatively less concentrated one. The rate of diffusion of each ion will be roughly proportional to its speed in an electric field, or their ion mobility. If the anions diffuse more rapidly than the cations, (positively) they can create a charge imbalance between the dilute and concentrated solutions or electrolyte. This charge imbalance affects the liquid junction potential. This will result in an electrical double layer of positive and negative charges at the junction of the two solutions or electrolyte. Thus at the point of junction, a potential difference will develop because of the ionic transfer. This potential is called liquid junction potential or diffusion potential which is non-equilibrium potential. The magnitude of the potential depends on the relative speeds of the 'ions' movement.
Calculation
The liquid junction potential cannot be measured directly but calculated. The electromotive force (EMF) of a concentration cell with transference includes the liquid junction potential.
The EMF of a concentration cell without transport is:
where and are activities of HCl in the two solutions, is the universal gas constant, is the temperature and is the Faraday constant.
The EMF of a concentration cell with transport (including the ion transport number) is:
where and are activities of HCl solutions of right and left hand electrolytes respectively, and is the transport number of Cl−.
Liquid junction potential is the difference between the two EMFs of the two concentration cells, with and without ionic transport:
Elimination
The liquid junction potential interferes with the exact measurement of the electromotive force of a chemical cell, so its effect should be minimized as much as possible for accurate measurement. The most comm
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Bioelectrochemistry is a branch of electrochemistry and biophysical chemistry concerned with electrophysiological topics like cell electron-proton transport, cell membrane potentials and electrode reactions of redox enzymes.
History
The beginnings of bioelectrochemistry, as well as those of electrochemistry, are closely related to physiology through the works of Luigi Galvani and then Alessandro Volta.
The first modern work in this field is considered that of the German physiologist Julius Bernstein (1902) concerning the source of biopotentials due to different ion concentration through the cell's membrane.
The domain of bioelectrochemistry has grown considerably over the past century, maintaining the close connections to various medical and biological and engineering disciplines like electrophysiology, biomedical engineering, and enzyme kinetics. The achievements in this field have been awarded several Nobel prizes for Physiology or Medicine. Among prominent electrochemists who have contributed to this field one could mention John Bockris.
See also
Biomedical engineering
Bioelectronics
Bioelectrochemical reactor
Biomagnetism
Enzymatic biofuel cell
Protein Film Voltammetry
Saltatory conduction
Notes
External links
Johann Wilhelm Ritter contribution to the field
Electrochemistry
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In electrochemistry, and more generally in solution chemistry, a Pourbaix diagram, also known as a potential/pH diagram, EH–pH diagram or a pE/pH diagram, is a plot of possible thermodynamically stable phases (i.e., at chemical equilibrium) of an aqueous electrochemical system. Boundaries (50 %/50 %) between the predominant chemical species (aqueous ions in solution, or solid phases) are represented by lines. As such a Pourbaix diagram can be read much like a standard phase diagram with a different set of axes. Similarly to phase diagrams, they do not allow for reaction rate or kinetic effects. Beside potential and pH, the equilibrium concentrations are also dependent upon, e.g., temperature, pressure, and concentration. Pourbaix diagrams are commonly given at room temperature, atmospheric pressure, and molar concentrations of 10−6 and changing any of these parameters will yield a different diagram.
The diagrams are named after Marcel Pourbaix (1904–1998), the Russian-born Belgian chemist who invented them.
Naming
Pourbaix diagrams are also known as EH-pH diagrams due to the labeling of the two axes.
Diagram
The vertical axis is labeled EH for the voltage potential with respect to the standard hydrogen electrode (SHE) as calculated by the Nernst equation. The "H" stands for hydrogen, although other standards may be used, and they are for room temperature only.
For a reversible redox reaction described by the following chemical equilibrium:
With the corresponding equilibrium constant :
The Nernst equation is:
sometimes formulated as:
or, more simply directly expressed numerically as:
where:
volt is the thermal voltage or the "Nernst slope" at standard temperature
λ = ln(10) ≈ 2.30, so that volt.
The horizontal axis is labeled pH for the −log function of the H+ ion activity.
The lines in the Pourbaix diagram show the equilibrium conditions, that is, where the activities are equal, for the species on each side of that line. O
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In a biological membrane, the reversal potential is the membrane potential at which the direction of ionic current reverses. At the reversal potential, there is no net flow of ions from one side of the membrane to the other. For channels that are permeable to only a single type of ions, the reversal potential is identical to the equilibrium potential of the ion.
Equilibrium potential
The equilibrium potential for an ion is the membrane potential at which there is no net movement of the ion. The flow of any inorganic ion, such as Na+ or K+, through an ion channel (since membranes are normally impermeable to ions) is driven by the electrochemical gradient for that ion. This gradient consists of two parts, the difference in the concentration of that ion across the membrane, and the voltage gradient. When these two influences balance each other, the electrochemical gradient for the ion is zero and there is no net flow of the ion through the channel; this also translates to no current across the membrane. The voltage gradient at which this equilibrium is reached is the equilibrium potential for the ion and it can be calculated from the Nernst equation.
Mathematical models and the driving force
We can consider as an example a positively charged ion, such as K+, and a negatively charged membrane, as it is commonly the case in most organisms. The membrane voltage opposes the flow of the potassium ions out of the cell and the ions can leave the interior of the cell only if they have sufficient thermal energy to overcome the energy barrier produced by the negative membrane voltage. However, this biasing effect can be overcome by an opposing concentration gradient if the interior concentration is high enough which favours the potassium ions leaving the cell.
An important concept related to the equilibrium potential is the driving force. Driving force is simply defined as the difference between the actual membrane potential and an ion's equilibrium potential where refers t
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Electrons flow through the electrolyte from the ________ to __________ electrode.
A. neutral; negative
B. negative; neutral
C. positive; negative
D. negative; positive
Answer:
|
|
sciq-7640
|
multiple_choice
|
What is the smallest aromatic hydrocarbon?
|
[
"benzene",
"sulfide",
"furan",
"phosphate"
] |
A
|
Relavent Documents:
Document 0:::
A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field.
Overview
The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion.
With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies.
Example programs
The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University.
A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes
Document 1:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 2:::
The School of Textile and Clothing industries (ESITH) is a Moroccan engineering school, established in 1996, that focuses on textiles and clothing. It was created in collaboration with ENSAIT and ENSISA, as a result of a public private partnership designed to grow a key sector in the Moroccan economy. The partnership was successful and has been used as a model for other schools.
ESITH is the only engineering school in Morocco that provides a comprehensive program in textile engineering with internships for students at the Canadian Group CTT. Edith offers three programs in industrial engineering: product management, supply chain, and logistics, and textile and clothing
Document 3:::
Computer science and engineering (CSE) is an academic program at many universities which comprises computer science classes (e.g. data structures and algorithms) and computer engineering classes (e.g computer architecture). There is no clear division in computing between science and engineering, just like in the field of materials science and engineering. CSE is also a term often used in Europe to translate the name of engineering informatics academic programs. It is offered in both undergraduate as well postgraduate with specializations.
Academic courses
Academic programs vary between colleges, but typically include a combination of topics in computer science, computer engineering, and electrical engineering. Undergraduate courses usually include programming, algorithms and data structures, computer architecture, operating systems, computer networks, parallel computing, embedded systems, algorithms design, circuit analysis and electronics, digital logic and processor design, computer graphics, scientific computing, software engineering, database systems, digital signal processing, virtualization, computer simulations and games programming. CSE programs also include core subjects of theoretical computer science such as theory of computation, numerical methods, machine learning, programming theory and paradigms. Modern academic programs also cover emerging computing fields like image processing, data science, robotics, bio-inspired computing, computational biology, autonomic computing and artificial intelligence. Most CSE programs require introductory mathematical knowledge, hence the first year of study is dominated by mathematical courses, primarily discrete mathematics, mathematical analysis, linear algebra, probability, and statistics, as well as the basics of electrical and electronic engineering, physics, and electromagnetism.
Example universities with CSE majors and departments
APJ Abdul Kalam Technological University
American International University-B
Document 4:::
Female education in STEM refers to child and adult female representation in the educational fields of science, technology, engineering, and mathematics (STEM). In 2017, 33% of students in STEM fields were women.
The organization UNESCO has stated that this gender disparity is due to discrimination, biases, social norms and expectations that influence the quality of education women receive and the subjects they study. UNESCO also believes that having more women in STEM fields is desirable because it would help bring about sustainable development.
Current status of girls and women in STEM education
Overall trends in STEM education
Gender differences in STEM education participation are already visible in early childhood care and education in science- and math-related play, and become more pronounced at higher levels of education. Girls appear to lose interest in STEM subjects with age, particularly between early and late adolescence. This decreased interest affects participation in advanced studies at the secondary level and in higher education. Female students represent 35% of all students enrolled in STEM-related fields of study at this level globally. Differences are also observed by disciplines, with female enrollment lowest in engineering, manufacturing and construction, natural science, mathematics and statistics and ICT fields. Significant regional and country differences in female representation in STEM studies can be observed, though, suggesting the presence of contextual factors affecting girls’ and women's engagement in these fields. Women leave STEM disciplines in disproportionate numbers during their higher education studies, in their transition to the world of work and even in their career cycle.
Learning achievement in STEM education
Data on gender differences in learning achievement present a complex picture, depending on what is measured (subject, knowledge acquisition against knowledge application), the level of education/age of students, and
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the smallest aromatic hydrocarbon?
A. benzene
B. sulfide
C. furan
D. phosphate
Answer:
|
|
ai2_arc-865
|
multiple_choice
|
Paul observes four different samples of water. He records the temperature and volume of each sample. Which of his samples contains the greatest amount of thermal energy?
|
[
"100 mL of 10°C water",
"100 mL of 25°C water",
"5 liters of 10°C water",
"5 liters of 25°C water"
] |
D
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
GRE Subject Biochemistry, Cell and Molecular Biology was a standardized exam provided by ETS (Educational Testing Service) that was discontinued in December 2016. It is a paper-based exam and there are no computer-based versions of it. ETS places this exam three times per year: once in April, once in October and once in November. Some graduate programs in the United States recommend taking this exam, while others require this exam score as a part of the application to their graduate programs. ETS sends a bulletin with a sample practice test to each candidate after registration for the exam. There are 180 questions within the biochemistry subject test.
Scores are scaled and then reported as a number between 200 and 990; however, in recent versions of the test, the maximum and minimum reported scores have been 760 (corresponding to the 99 percentile) and 320 (1 percentile) respectively. The mean score for all test takers from July, 2009, to July, 2012, was 526 with a standard deviation of 95.
After learning that test content from editions of the GRE® Biochemistry, Cell and Molecular Biology (BCM) Test has been compromised in Israel, ETS made the decision not to administer this test worldwide in 2016–17.
Content specification
Since many students who apply to graduate programs in biochemistry do so during the first half of their fourth year, the scope of most questions is largely that of the first three years of a standard American undergraduate biochemistry curriculum. A sampling of test item content is given below:
Biochemistry (36%)
A Chemical and Physical Foundations
Thermodynamics and kinetics
Redox states
Water, pH, acid-base reactions and buffers
Solutions and equilibria
Solute-solvent interactions
Chemical interactions and bonding
Chemical reaction mechanisms
B Structural Biology: Structure, Assembly, Organization and Dynamics
Small molecules
Macromolecules (e.g., nucleic acids, polysaccharides, proteins and complex lipids)
Supramolecular complexes (e.g.
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Thermofluids is a branch of science and engineering encompassing four intersecting fields:
Heat transfer
Thermodynamics
Fluid mechanics
Combustion
The term is a combination of "thermo", referring to heat, and "fluids", which refers to liquids, gases and vapors. Temperature, pressure, equations of state, and transport laws all play an important role in thermofluid problems. Phase transition and chemical reactions may also be important in a thermofluid context. The subject is sometimes also referred to as "thermal fluids".
Heat transfer
Heat transfer is a discipline of thermal engineering that concerns the transfer of thermal energy from one physical system to another. Heat transfer is classified into various mechanisms, such as heat conduction, convection, thermal radiation, and phase-change transfer. Engineers also consider the transfer of mass of differing chemical species, either cold or hot, to achieve heat transfer.
Sections include :
Energy transfer by heat, work and mass
Laws of thermodynamics
Entropy
Refrigeration Techniques
Properties and nature of pure substances
Applications
Engineering : Predicting and analysing the performance of machines
Thermodynamics
Thermodynamics is the science of energy conversion involving heat and other forms of energy, most notably mechanical work. It studies and interrelates the macroscopic variables, such as temperature, volume and pressure, which describe physical, thermodynamic systems.
Fluid mechanics
Fluid Mechanics the study of the physical forces at work during fluid flow. Fluid mechanics can be divided into fluid kinematics, the study of fluid motion, and fluid kinetics, the study of the effect of forces on fluid motion. Fluid mechanics can further be divided into fluid statics, the study of fluids at rest, and fluid dynamics, the study of fluids in motion. Some of its more interesting concepts include momentum and reactive forces in fluid flow and fluid machinery theory and performance.
Sections include:
Flu
Document 3:::
In mathematical psychology and education theory, a knowledge space is a combinatorial structure used to formulate mathematical models describing the progression of a human learner. Knowledge spaces were introduced in 1985 by Jean-Paul Doignon and Jean-Claude Falmagne, and remain in extensive use in the education theory. Modern applications include two computerized tutoring systems, ALEKS and the defunct RATH.
Formally, a knowledge space assumes that a domain of knowledge is a collection of concepts or skills, each of which must be eventually mastered. Not all concepts are interchangeable; some require other concepts as prerequisites. Conversely, competency at one skill may ease the acquisition of another through similarity. A knowledge space marks out which collections of skills are feasible: they can be learned without mastering any other skills. Under reasonable assumptions, the collection of feasible competencies forms the mathematical structure known as an antimatroid.
Researchers and educators usually explore the structure of a discipline's knowledge space as a latent class model.
Motivation
Knowledge Space Theory attempts to address shortcomings of standardized testing when used in educational psychometry. Common tests, such as the SAT and ACT, compress a student's knowledge into a very small range of ordinal ranks, in the process effacing the conceptual dependencies between questions. Consequently, the tests cannot distinguish between true understanding and guesses, nor can they identify a student's particular weaknesses, only the general proportion of skills mastered. The goal of knowledge space theory is to provide a language by which exams can communicate
What the student can do and
What the student is ready to learn.
Model structure
Knowledge Space Theory-based models presume that an educational subject can be modeled as a finite set of concepts, skills, or topics. Each feasible state of knowledge about is then a subset of ; the set of
Document 4:::
Engineering Equation Solver (EES) is a commercial software package used for solution of systems of simultaneous non-linear equations. It provides many useful specialized functions and equations for the solution of thermodynamics and heat transfer problems, making it a useful and widely used program for mechanical engineers working in these fields. EES stores thermodynamic properties, which eliminates iterative problem solving by hand through the use of code that calls properties at the specified thermodynamic properties. EES performs the iterative solving, eliminating the tedious and time-consuming task of acquiring thermodynamic properties with its built-in functions.
EES also includes parametric tables that allow the user to compare a number of variables at a time. Parametric tables can also be used to generate plots. EES can also integrate, both as a command in code and in tables. EES also provides optimization tools that minimize or maximize a chosen variable by varying a number of other variables. Lookup tables can be created to store information that can be accessed by a call in the code. EES code allows the user to input equations in any order and obtain a solution, but also can contain if-then statements, which can also be nested within each other to create if-then-else statements. Users can write functions for use in their code, and also procedures, which are functions with multiple outputs.
Adjusting the preferences allows the user choose a unit system, specify stop criteria, including the number of iterations, and also enable/disable unit checking and recommending units, among other options. Users can also specify guess values and variable limits to aid the iterative solving process and help EES quickly and successfully find a solution.
The program is developed by F-Chart Software, a commercial spin-off of Prof Sanford A Klein from Department of Mechanical Engineering
University of Wisconsin-Madison.
EES is included as attached software for a number
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Paul observes four different samples of water. He records the temperature and volume of each sample. Which of his samples contains the greatest amount of thermal energy?
A. 100 mL of 10°C water
B. 100 mL of 25°C water
C. 5 liters of 10°C water
D. 5 liters of 25°C water
Answer:
|
|
sciq-3577
|
multiple_choice
|
The posterior end of a typical rib is called what?
|
[
"bottom",
"neck",
"chest",
"head"
] |
D
|
Relavent Documents:
Document 0:::
The rib cage is an endoskeletal enclosure in the thorax of most vertebrate animals that comprises the ribs, vertebral column and sternum, which protects vital organs such as the heart, lungs and great vessels. The circumferential enclosure formed by left and right rib cages, together known as the thoracic cage, is a semi-rigid bony and cartilaginous structure which surrounds the thoracic cavity and supports the shoulder girdles to form the core part of the axial skeleton.
A typical human thoracic cage consists of 12 pairs of ribs and the adjoining costal cartilages, the sternum (along with the manubrium and xiphoid process), and the 12 thoracic vertebrae articulating with the ribs. The thoracic cage also provides attachments for extrinsic skeletal muscles of the neck, upper limbs, upper abdomen and back, and together with the overlying skin and associated fascia and muscles, makes up the thoracic wall.
In tetrapods, the rib cage intrinsically holds the muscles of respiration (diaphragm, intercostal muscles, etc.) that are crucial for active inhalation and forced exhalation, and therefore has a major ventilatory function in the respiratory system.
Structure
There are thirty-three vertebrae in the human vertebral column. The rib cage is associated with TH1−TH12. Ribs are described based on their location and connection with the sternum. All ribs are attached posteriorly to the thoracic vertebrae and are numbered accordingly one to twelve. Ribs that articulate directly with the sternum are called true ribs, whereas those that do not articulate directly are termed false ribs. The false ribs include the floating ribs (eleven and twelve) that are not attached to the sternum at all.
Attachment
The terms true ribs and false ribs describe rib pairs that are directly or indirectly attached to the sternum respectively. The first seven rib pairs known as the fixed or vertebrosternal ribs are the true ribs () as they connect directly to the sternum via their own individu
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The lumbar vertebrae are, in human anatomy, the five vertebrae between the rib cage and the pelvis. They are the largest segments of the vertebral column and are characterized by the absence of the foramen transversarium within the transverse process (since it is only found in the cervical region) and by the absence of facets on the sides of the body (as found only in the thoracic region). They are designated L1 to L5, starting at the top. The lumbar vertebrae help support the weight of the body, and permit movement.
Human anatomy
General characteristics
The adjacent figure depicts the general characteristics of the first through fourth lumbar vertebrae. The fifth vertebra contains certain peculiarities, which are detailed below.
As with other vertebrae, each lumbar vertebra consists of a vertebral body and a vertebral arch. The vertebral arch, consisting of a pair of pedicles and a pair of laminae, encloses the vertebral foramen (opening) and supports seven processes.
Body
The vertebral body of each lumbar vertebra is kidney shaped, wider from side to side than from front to back, and a little thicker in front than in back. It is flattened or slightly concave above and below, concave behind, and deeply constricted in front and at the sides.
Arch
The pedicles are very strong, directed backward from the upper part of the vertebral body; consequently, the inferior vertebral notches are of considerable depth. The pedicles change in morphology from the upper lumbar to the lower lumbar. They increase in sagittal width from 9 mm to up to 18 mm at L5. They increase in angulation in the axial plane from 10 degrees to 20 degrees by L5. The pedicle is sometimes used as a portal of entrance into the vertebral body for fixation with pedicle screws or for placement of bone cement as with kyphoplasty or vertebroplasty.
The laminae are broad, short, and strong. They form the posterior portion of the vertebral arch. In the upper lumbar region the lamina are taller than
Document 2:::
The midsternal line is used to describe a part of the surface anatomy of the anterior thorax. The midsternal line runs vertical down the middle of the sternum.
It can be interpreted as a component of the median plane.
See also
Midclavicular line
Document 3:::
The costovertebral joints are the joints that connect the ribs to the vertebral column.
The articulation of the head of rib connects the head of the rib and the bodies of vertebrae.
The costotransverse joint connects the rib with the transverse processes of vertebrae.
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In tetrapods, cervical vertebrae (: vertebra) are the vertebrae of the neck, immediately below the skull. Truncal vertebrae (divided into thoracic and lumbar vertebrae in mammals) lie caudal (toward the tail) of cervical vertebrae. In sauropsid species, the cervical vertebrae bear cervical ribs. In lizards and saurischian dinosaurs, the cervical ribs are large; in birds, they are small and completely fused to the vertebrae. The vertebral transverse processes of mammals are homologous to the cervical ribs of other amniotes. Most mammals have seven cervical vertebrae, with the only three known exceptions being the manatee with six, the two-toed sloth with five or six, and the three-toed sloth with nine.
In humans, cervical vertebrae are the smallest of the true vertebrae and can be readily distinguished from those of the thoracic or lumbar regions by the presence of a foramen (hole) in each transverse process, through which the vertebral artery, vertebral veins, and inferior cervical ganglion pass. The remainder of this article focuses upon human anatomy.
Structure
By convention, the cervical vertebrae are numbered, with the first one (C1) closest to the skull and higher numbered vertebrae (C2–C7) proceeding away from the skull and down the spine.
The general characteristics of the third through sixth cervical vertebrae are described here. The first, second, and seventh vertebrae are extraordinary, and are detailed later.
The bodies of these four vertebrae are small, and broader from side to side than from front to back.
The anterior and posterior surfaces are flattened and of equal depth; the former is placed on a lower level than the latter, and its inferior border is prolonged downward, so as to overlap the upper and forepart of the vertebra below.
The upper surface is concave transversely, and presents a projecting lip on either side.
The lower surface is concave from front to back, convex from side to side, and presents laterally shallow concavities that
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The posterior end of a typical rib is called what?
A. bottom
B. neck
C. chest
D. head
Answer:
|
|
sciq-4870
|
multiple_choice
|
Which type of tides are created when the sun and moon's tides match?
|
[
"weak tides",
"Neap tides",
"low tides",
"spring tides"
] |
D
|
Relavent Documents:
Document 0:::
Long-period tides are gravitational tides with periods longer than one day, typically with amplitudes of a few centimeters or less.
Long-period tidal constituents with relatively strong forcing include the lunar fortnightly (Mf) and lunar monthly (Ms) as well as the solar semiannual (Ssa) and solar annual (Sa) constituents.
An analysis of the changing distance of the Earth relative to Sun, Moon, and Jupiter by Pierre-Simon de Laplace in the 18th century showed that the periods at which gravity varies cluster into three species: the semi-diurnal and the diurnal tide constituents, which have periods of a day or less, and the long-period tidal constituents.
In addition to having periods longer than a day, long-period tidal forcing is distinguished from that of the first and second species by being zonally symmetric. The long period tides are also distinguished by the way in which the oceans respond: forcings occur sufficiently slowly that they do not excite surface gravity waves. The excitation of surface gravity waves is responsible for the high amplitude semi-diurnal tides in the Bay of Fundy, for example. In contrast, the ocean responds to long period tidal forcing with a combination of an equilibrium tide along with a possible excitation of barotropic Rossby wave normal modes
Formation mechanism
Gravitational Tides are caused by changes in the relative location of the Earth, sun, and moon, whose orbits are perturbed slightly by Jupiter. Newton's law of universal gravitation states that the gravitational force between a mass at a reference point on the surface of the Earth and another object such as the Moon is inversely proportional to the square of the distance between them. The declination of the Moon relative to the Earth means that as the Moon orbits the Earth during half the lunar cycle the Moon is closer to the Northern Hemisphere and during the other half the Moon is closer to the Southern Hemisphere. This periodic shift in distance gives rise
Document 1:::
Earth tide (also known as solid-Earth tide, crustal tide, body tide, bodily tide or land tide) is the displacement of the solid earth's surface caused by the gravity of the Moon and Sun. Its main component has meter-level amplitude at periods of about 12 hours and longer. The largest body tide constituents are semi-diurnal, but there are also significant diurnal, semi-annual, and fortnightly contributions.
Though the gravitational force causing earth tides and ocean tides is the same, the responses are quite different.
Tide raising force
The larger of the periodic gravitational forces is from the Moon but that of the Sun is also important.
The images here show lunar tidal force when the Moon appears directly over 30° N (or 30° S). This pattern remains fixed with the red area directed toward (or directly away from) the Moon. Red indicates upward pull, blue downward. If, for example the Moon is directly over 90° W (or 90° E), the red areas are centred on the western northern hemisphere, on upper right. Red up, blue down. If for example the Moon is directly over 90° W (90° E), the centre of the red area is 30° N, 90° W and 30° S, 90° E, and the centre of the bluish band follows the great circle equidistant from those points. At 30° latitude a strong peak occurs once per lunar day, giving a significant diurnal force at that latitude. Along the equator two equally sized peaks (and depressions) impart semi-diurnal force.
Body tide components
The Earth tide encompasses the entire body of the Earth and is unhindered by the thin crust and land masses of the surface, on scales that make the rigidity of rock irrelevant. Ocean tides are a consequence of tangent forces (see: equilibrium tide) and the resonance of the same driving forces with water movement periods in ocean basins accumulated over many days, so that their amplitude and timing are quite different and vary over short distances of just a few hundred kilometres. The oscillation periods of the Earth as a who
Document 2:::
Tide-Predicting Machine No. 2, also known as Old Brass Brains, was a special-purpose mechanical computer that uses gears, pulleys, chains, and other mechanical components to compute the height and time of high and low tides for specific locations. The machine can perform tide calculations much faster than a person could do with pencil and paper. The U.S. Coast and Geodetic Survey put the machine into operation in 1910. It was used until 1965, when it was replaced by an electronic computer.
Early U.S. tide-prediction efforts
Tides are the rise and fall of sea levels caused by the combined effects of gravitational forces exerted by the Moon, Sun, and rotation of the Earth. In 1867 the United States Coast Survey started printing annual tide tables to support safe and effective maritime, coastal, and defense activities. Before long, these tables showed the times and heights of high and low tides to the nearest minute and tenth of a foot, respectively. Tables were printed for a year at a time and distributed prior to the start of the year.
The prediction of tides is very challenging as it depends on multiple factors–including the alignment of the Sun and Moon, the shape of the coastline, and near-shore bathymetry. Tide theories attempt to account for these factors but lead to complex calculations. Originally, calculations were performed by hand, which was very labor-intensive and error-prone. The burden became even larger when the United States Coast and Geodetic Survey (USCGS, the successor to the Coast Survey) started using the more accurate harmonic method for predictions of tides in 1884.
To significantly reduce the work required to predict tides, in 1881 William Ferrel of the USCGS designed a tide-predicting machine. Fauth & Co. Instrument Makers built Tide-Predicting Machine No. 1 and delivered it in 1882. The Survey started using the machine routinely in 1883.
History and mechanism
In 1895 the USCGS grew concerned because Tide-Predicting Machine No. 1 had de
Document 3:::
Tidal range is the difference in height between high tide and low tide. Tides are the rise and fall of sea levels caused by gravitational forces exerted by the Moon and Sun, by Earth's rotation and by centrifugal force caused by Earth's progression around the Earth-Moon barycenter. Tidal range depends on time and location.
Larger tidal range occur during spring tides (spring range), when the gravitational forces of both the Moon and Sun are aligned (at syzygy), reinforcing each other in the same direction (new moon) or in opposite directions (full moon). The largest annual tidal range can be expected around the time of the equinox if it coincides with a spring tide. Spring tides occur at the second and fourth (last) quarters of the lunar phases.
By contrast, during neap tides, when the Moon and Sun's gravitational force vectors act in quadrature (making a right angle to the Earth's orbit), the difference between high and low tides (neap range) is smallest. Neap tides occur at the first and third quarters of the lunar phases.
Tidal data for coastal areas is published by national hydrographic offices. The data is based on astronomical phenomena and is predictable. Sustained storm-force winds blowing from one direction combined with low barometric pressure can increase the tidal range, particularly in narrow bays. Such weather-related effects on the tide can cause ranges in excess of predicted values and can cause localized flooding. These weather-related effects are not calculable in advance.
Mean tidal range is calculated as the difference between mean high water (i.e., the average high tide level) and mean low water (the average low tide level).
Geography
The typical tidal range in the open ocean is about (blue and green on the map on the right). Closer to the coast, this range is much greater. Coastal tidal ranges vary globally and can differ anywhere from near zero to over . The exact range depends on the volume of water adjacent to the coast, and the g
Document 4:::
Tides in marginal seas are tides affected by their location in semi-enclosed areas along the margins of continents and differ from tides in the open oceans. Tides are water level variations caused by the gravitational interaction between the Moon, the Sun and the Earth. The resulting tidal force is a secondary effect of gravity: it is the difference between the actual gravitational force and the centrifugal force. While the centrifugal force is constant across the Earth, the gravitational force is dependent on the distance between the two bodies and is therefore not constant across the Earth. The tidal force is thus the difference between these two forces on each location on the Earth.
In an idealized situation, assuming a planet with no landmasses (an aqua planet), the tidal force would result in two tidal bulges on opposite sides of the earth. This is called the equilibrium tide. However, due to global and local ocean responses different tidal patterns are generated. The complicated ocean responses are the result of the continental barriers, resonance due to the shape of the ocean basin, the tidal waves impossibility to keep up with the Moons tracking, the Coriolis acceleration and the elastic response of the solid earth.
In addition, when the tide arrives in the shallow seas it interacts with the sea floor which leads to the deformation of the tidal wave. As a results, tides in shallow waters tend to be larger, of shorter wavelength, and possibly nonlinear relative to tides in the deep ocean.
Tides on the continental shelf
The transition from the deep ocean to the continental shelf, known as the continental slope, is characterized by a sudden decrease in water depth. In order to apply to the conservation of energy, the tidal wave has to deform as a result of the decrease in water depth. The total energy of a linear progressive wave per wavelength is the sum of the potential energy (PE) and the kinetic energy (KE). The potential and kinetic energy integrated
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which type of tides are created when the sun and moon's tides match?
A. weak tides
B. Neap tides
C. low tides
D. spring tides
Answer:
|
|
sciq-11485
|
multiple_choice
|
Nonflowering vascular plants have three basic types of leaves: microphylls, fronds, and what other type?
|
[
"stems",
"needles",
"molds",
"tubes"
] |
B
|
Relavent Documents:
Document 0:::
Vascular plants (), also called tracheophytes () or collectively Tracheophyta (), form a large group of land plants ( accepted known species) that have lignified tissues (the xylem) for conducting water and minerals throughout the plant. They also have a specialized non-lignified tissue (the phloem) to conduct products of photosynthesis. Vascular plants include the clubmosses, horsetails, ferns, gymnosperms (including conifers), and angiosperms (flowering plants). Scientific names for the group include Tracheophyta, Tracheobionta and Equisetopsida sensu lato. Some early land plants (the rhyniophytes) had less developed vascular tissue; the term eutracheophyte has been used for all other vascular plants, including all living ones.
Historically, vascular plants were known as "higher plants", as it was believed that they were further evolved than other plants due to being more complex organisms. However, this is an antiquated remnant of the obsolete scala naturae, and the term is generally considered to be unscientific.
Characteristics
Botanists define vascular plants by three primary characteristics:
Vascular plants have vascular tissues which distribute resources through the plant. Two kinds of vascular tissue occur in plants: xylem and phloem. Phloem and xylem are closely associated with one another and are typically located immediately adjacent to each other in the plant. The combination of one xylem and one phloem strand adjacent to each other is known as a vascular bundle. The evolution of vascular tissue in plants allowed them to evolve to larger sizes than non-vascular plants, which lack these specialized conducting tissues and are thereby restricted to relatively small sizes.
In vascular plants, the principal generation or phase is the sporophyte, which produces spores and is diploid (having two sets of chromosomes per cell). (By contrast, the principal generation phase in non-vascular plants is the gametophyte, which produces gametes and is haploid - with
Document 1:::
The following is a list of vascular plants, bryophytes and lichens which are constant species in one or more community of the British National Vegetation Classification system.
Vascular plants
Grasses
Sedges and rushes
Trees
Other dicotyledons
Other monocotyledons
Ferns
Clubmosses
Bryophytes
Mosses
Liverworts
Lichens
British National Vegetation Classification
Lists of biota of the United Kingdom
British National Vegetation Classification, constant
Document 2:::
In plant anatomy and evolution a microphyll (or lycophyll) is a type of plant leaf with one single, unbranched leaf vein. Plants with microphyll leaves occur early in the fossil record, and few such plants exist today. In the classical concept of a microphyll, the leaf vein emerges from the protostele without leaving a leaf gap. Leaf gaps are small areas above the node of some leaves where there is no vascular tissue, as it has all been diverted to the leaf. Megaphylls, in contrast, have multiple veins within the leaf and leaf gaps above them in the stem.
Leaf vasculature
The clubmosses and horsetails have microphylls, as in all extant species there is only a single vascular trace in each leaf. These leaves are narrow because the width of the blade is limited by the distance water can efficiently diffuse cell-to-cell from the central vascular strand to the margin of the leaf. Despite their name, microphylls are not always small: those of Isoëtes can reach 25 centimetres in length, and the extinct Lepidodendron bore microphylls up to 78 cm long.
Evolution
The enation theory of microphyll evolution posits that small outgrowths, or enations, developed from the side of early stems (such as those found in the Zosterophylls). Outgrowths of the protostele (the central vasculature) later emerged towards the enations (as in Asteroxylon), and eventually continued to grow fully into the leaf to form the mid-vein (such as in Baragwanathia). The fossil record appears to display these traits in this order, but this may be a coincidence, as the record is incomplete. The telome theory proposes instead that both microphylls and megaphylls originated by the reduction; microphylls by reduction of a single telome branch, and megaphylls by evolution from branched portions of a telome.
The simplistic evolutionary models, however, do not correspond well to evolutionary relationships. Some genera of ferns display complex leaves that are attached to the pseudostele by an outgrowth
Document 3:::
A leaf (: leaves) is a principal appendage of the stem of a vascular plant, usually borne laterally aboveground and specialized for photosynthesis. Leaves are collectively called foliage, as in "autumn foliage", while the leaves, stem, flower, and fruit collectively form the shoot system. In most leaves, the primary photosynthetic tissue is the palisade mesophyll and is located on the upper side of the blade or lamina of the leaf but in some species, including the mature foliage of Eucalyptus, palisade mesophyll is present on both sides and the leaves are said to be isobilateral. Most leaves are flattened and have distinct upper (adaxial) and lower (abaxial) surfaces that differ in color, hairiness, the number of stomata (pores that intake and output gases), the amount and structure of epicuticular wax and other features. Leaves are mostly green in color due to the presence of a compound called chlorophyll which is essential for photosynthesis as it absorbs light energy from the sun. A leaf with lighter-colored or white patches or edges is called a variegated leaf.
Leaves can have many different shapes, sizes, textures and colors. The broad, flat leaves with complex venation of flowering plants are known as megaphylls and the species that bear them, the majority, as broad-leaved or megaphyllous plants, which also include acrogymnosperms and ferns. In the lycopods, with different evolutionary origins, the leaves are simple (with only a single vein) and are known as microphylls. Some leaves, such as bulb scales, are not above ground. In many aquatic species, the leaves are submerged in water. Succulent plants often have thick juicy leaves, but some leaves are without major photosynthetic function and may be dead at maturity, as in some cataphylls and spines. Furthermore, several kinds of leaf-like structures found in vascular plants are not totally homologous with them. Examples include flattened plant stems called phylloclades and cladodes, and flattened leaf stems
Document 4:::
Non-vascular plants are plants without a vascular system consisting of xylem and phloem. Instead, they may possess simpler tissues that have specialized functions for the internal transport of water.
Non-vascular plants include two distantly related groups:
Bryophytes, an informal group that taxonomists treat as three separate land-plant divisions, namely: Bryophyta (mosses), Marchantiophyta (liverworts), and Anthocerotophyta (hornworts). In all bryophytes, the primary plants are the haploid gametophytes, with the only diploid portion being the attached sporophyte, consisting of a stalk and sporangium. Because these plants lack lignified water-conducting tissues, they cannot become as tall as most vascular plants.
Algae, especially green algae. The algae consist of several unrelated groups. Only the groups included in the Viridiplantae are still considered relatives of land plants.
These groups are sometimes called "lower plants", referring to their status as the earliest plant groups to evolve, but the usage is imprecise since both groups are polyphyletic and may be used to include vascular cryptogams, such as the ferns and fern allies that reproduce using spores. Non-vascular plants are often among the first species to move into new and inhospitable territories, along with prokaryotes and protists, and thus function as pioneer species.
Non-vascular plants do not have a wide variety of specialized tissue types. Mosses and leafy liverworts have structures called phyllids that resemble leaves, but only consist of single sheets of cells with no internal air spaces, no cuticle or stomata, and no xylem or phloem. Consequently, phyllids are unable to control the rate of water loss from their tissues and are said to be poikilohydric. Some liverworts, such as Marchantia, have a cuticle, and the sporophytes of mosses have both cuticles and stomata, which were important in the evolution of land plants.
All land plants have a life cycle with an alternation of generatio
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Nonflowering vascular plants have three basic types of leaves: microphylls, fronds, and what other type?
A. stems
B. needles
C. molds
D. tubes
Answer:
|
|
sciq-3129
|
multiple_choice
|
What is the best room in the home to start saving water?
|
[
"the bathroom",
"the kitchen",
"the basement",
"the bedroom"
] |
A
|
Relavent Documents:
Document 0:::
A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field.
Overview
The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion.
With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies.
Example programs
The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University.
A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes
Document 1:::
The STEM (Science, Technology, Engineering, and Mathematics) pipeline is a critical infrastructure for fostering the development of future scientists, engineers, and problem solvers. It's the educational and career pathway that guides individuals from early childhood through to advanced research and innovation in STEM-related fields.
Description
The "pipeline" metaphor is based on the idea that having sufficient graduates requires both having sufficient input of students at the beginning of their studies, and retaining these students through completion of their academic program. The STEM pipeline is a key component of workplace diversity and of workforce development that ensures sufficient qualified candidates are available to fill scientific and technical positions.
The STEM pipeline was promoted in the United States from the 1970s onwards, as “the push for STEM (science, technology, engineering, and mathematics) education appears to have grown from a concern for the low number of future professionals to fill STEM jobs and careers and economic and educational competitiveness.”
Today, this metaphor is commonly used to describe retention problems in STEM fields, called “leaks” in the pipeline. For example, the White House reported in 2012 that 80% of minority groups and women who enroll in a STEM field switch to a non-STEM field or drop out during their undergraduate education. These leaks often vary by field, gender, ethnic and racial identity, socioeconomic background, and other factors, drawing attention to structural inequities involved in STEM education and careers.
Current efforts
The STEM pipeline concept is a useful tool for programs aiming at increasing the total number of graduates, and is especially important in efforts to increase the number of underrepresented minorities and women in STEM fields. Using STEM methodology, educational policymakers can examine the quantity and retention of students at all stages of the K–12 educational process and beyo
Document 2:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 3:::
Female education in STEM refers to child and adult female representation in the educational fields of science, technology, engineering, and mathematics (STEM). In 2017, 33% of students in STEM fields were women.
The organization UNESCO has stated that this gender disparity is due to discrimination, biases, social norms and expectations that influence the quality of education women receive and the subjects they study. UNESCO also believes that having more women in STEM fields is desirable because it would help bring about sustainable development.
Current status of girls and women in STEM education
Overall trends in STEM education
Gender differences in STEM education participation are already visible in early childhood care and education in science- and math-related play, and become more pronounced at higher levels of education. Girls appear to lose interest in STEM subjects with age, particularly between early and late adolescence. This decreased interest affects participation in advanced studies at the secondary level and in higher education. Female students represent 35% of all students enrolled in STEM-related fields of study at this level globally. Differences are also observed by disciplines, with female enrollment lowest in engineering, manufacturing and construction, natural science, mathematics and statistics and ICT fields. Significant regional and country differences in female representation in STEM studies can be observed, though, suggesting the presence of contextual factors affecting girls’ and women's engagement in these fields. Women leave STEM disciplines in disproportionate numbers during their higher education studies, in their transition to the world of work and even in their career cycle.
Learning achievement in STEM education
Data on gender differences in learning achievement present a complex picture, depending on what is measured (subject, knowledge acquisition against knowledge application), the level of education/age of students, and
Document 4:::
The Science, Technology, Engineering and Mathematics Network or STEMNET is an educational charity in the United Kingdom that seeks to encourage participation at school and college in science and engineering-related subjects (science, technology, engineering, and mathematics) and (eventually) work.
History
It is based at Woolgate Exchange near Moorgate tube station in London and was established in 1996. The chief executive is Kirsten Bodley. The STEMNET offices are housed within the Engineering Council.
Function
Its chief aim is to interest children in science, technology, engineering and mathematics. Primary school children can start to have an interest in these subjects, leading secondary school pupils to choose science A levels, which will lead to a science career. It supports the After School Science and Engineering Clubs at schools. There are also nine regional Science Learning Centres.
STEM ambassadors
To promote STEM subjects and encourage young people to take up jobs in these areas, STEMNET have around 30,000 ambassadors across the UK. these come from a wide selection of the STEM industries and include TV personalities like Rob Bell.
Funding
STEMNET used to receive funding from the Department for Education and Skills. Since June 2007, it receives funding from the Department for Children, Schools and Families and Department for Innovation, Universities and Skills, since STEMNET sits on the chronological dividing point (age 16) of both of the new departments.
See also
The WISE Campaign
Engineering and Physical Sciences Research Council
National Centre for Excellence in Teaching Mathematics
Association for Science Education
Glossary of areas of mathematics
Glossary of astronomy
Glossary of biology
Glossary of chemistry
Glossary of engineering
Glossary of physics
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the best room in the home to start saving water?
A. the bathroom
B. the kitchen
C. the basement
D. the bedroom
Answer:
|
|
sciq-8560
|
multiple_choice
|
Hair and nails are made of what?
|
[
"cellulose",
"keratin",
"proteins",
"chromatin"
] |
B
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
In mammals, trichocytes are the specialized epithelial cells from which the highly mechanically resilient tissues hair and nails are formed. They can be identified by the fact that they express "hard", "trichocyte" or "hair" keratin proteins. These are modified keratins containing large amounts of the amino acid cysteine, which facilitates chemical cross-linking of these proteins to form the tough material from which hair and nail is composed. These cells give rise to non-hair non-keratinized IRSC (inner root sheath cell) as well.
See also
List of human cell types derived from the germ layers
List of distinct cell types in the adult human body
Document 2:::
The STEM (Science, Technology, Engineering, and Mathematics) pipeline is a critical infrastructure for fostering the development of future scientists, engineers, and problem solvers. It's the educational and career pathway that guides individuals from early childhood through to advanced research and innovation in STEM-related fields.
Description
The "pipeline" metaphor is based on the idea that having sufficient graduates requires both having sufficient input of students at the beginning of their studies, and retaining these students through completion of their academic program. The STEM pipeline is a key component of workplace diversity and of workforce development that ensures sufficient qualified candidates are available to fill scientific and technical positions.
The STEM pipeline was promoted in the United States from the 1970s onwards, as “the push for STEM (science, technology, engineering, and mathematics) education appears to have grown from a concern for the low number of future professionals to fill STEM jobs and careers and economic and educational competitiveness.”
Today, this metaphor is commonly used to describe retention problems in STEM fields, called “leaks” in the pipeline. For example, the White House reported in 2012 that 80% of minority groups and women who enroll in a STEM field switch to a non-STEM field or drop out during their undergraduate education. These leaks often vary by field, gender, ethnic and racial identity, socioeconomic background, and other factors, drawing attention to structural inequities involved in STEM education and careers.
Current efforts
The STEM pipeline concept is a useful tool for programs aiming at increasing the total number of graduates, and is especially important in efforts to increase the number of underrepresented minorities and women in STEM fields. Using STEM methodology, educational policymakers can examine the quantity and retention of students at all stages of the K–12 educational process and beyo
Document 3:::
A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field.
Overview
The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion.
With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies.
Example programs
The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University.
A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes
Document 4:::
The Science, Technology, Engineering and Mathematics Network or STEMNET is an educational charity in the United Kingdom that seeks to encourage participation at school and college in science and engineering-related subjects (science, technology, engineering, and mathematics) and (eventually) work.
History
It is based at Woolgate Exchange near Moorgate tube station in London and was established in 1996. The chief executive is Kirsten Bodley. The STEMNET offices are housed within the Engineering Council.
Function
Its chief aim is to interest children in science, technology, engineering and mathematics. Primary school children can start to have an interest in these subjects, leading secondary school pupils to choose science A levels, which will lead to a science career. It supports the After School Science and Engineering Clubs at schools. There are also nine regional Science Learning Centres.
STEM ambassadors
To promote STEM subjects and encourage young people to take up jobs in these areas, STEMNET have around 30,000 ambassadors across the UK. these come from a wide selection of the STEM industries and include TV personalities like Rob Bell.
Funding
STEMNET used to receive funding from the Department for Education and Skills. Since June 2007, it receives funding from the Department for Children, Schools and Families and Department for Innovation, Universities and Skills, since STEMNET sits on the chronological dividing point (age 16) of both of the new departments.
See also
The WISE Campaign
Engineering and Physical Sciences Research Council
National Centre for Excellence in Teaching Mathematics
Association for Science Education
Glossary of areas of mathematics
Glossary of astronomy
Glossary of biology
Glossary of chemistry
Glossary of engineering
Glossary of physics
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Hair and nails are made of what?
A. cellulose
B. keratin
C. proteins
D. chromatin
Answer:
|
|
sciq-3226
|
multiple_choice
|
What large organelle comprised of cup-shaped discs is found close to the nucleus of the cell, where it modifies proteins that have been delivered in transport vesicles?
|
[
"ribosome",
"golgi apparatus",
"mitochondria",
"chloroplast"
] |
B
|
Relavent Documents:
Document 0:::
Cell physiology is the biological study of the activities that take place in a cell to keep it alive. The term physiology refers to normal functions in a living organism. Animal cells, plant cells and microorganism cells show similarities in their functions even though they vary in structure.
General characteristics
There are two types of cells: prokaryotes and eukaryotes.
Prokaryotes were the first of the two to develop and do not have a self-contained nucleus. Their mechanisms are simpler than later-evolved eukaryotes, which contain a nucleus that envelops the cell's DNA and some organelles.
Prokaryotes
Prokaryotes have DNA located in an area called the nucleoid, which is not separated from other parts of the cell by a membrane. There are two domains of prokaryotes: bacteria and archaea. Prokaryotes have fewer organelles than eukaryotes. Both have plasma membranes and ribosomes (structures that synthesize proteins and float free in cytoplasm). Two unique characteristics of prokaryotes are fimbriae (finger-like projections on the surface of a cell) and flagella (threadlike structures that aid movement).
Eukaryotes
Eukaryotes have a nucleus where DNA is contained. They are usually larger than prokaryotes and contain many more organelles. The nucleus, the feature of a eukaryote that distinguishes it from a prokaryote, contains a nuclear envelope, nucleolus and chromatin. In cytoplasm, endoplasmic reticulum (ER) synthesizes membranes and performs other metabolic activities. There are two types, rough ER (containing ribosomes) and smooth ER (lacking ribosomes). The Golgi apparatus consists of multiple membranous sacs, responsible for manufacturing and shipping out materials such as proteins. Lysosomes are structures that use enzymes to break down substances through phagocytosis, a process that comprises endocytosis and exocytosis. In the mitochondria, metabolic processes such as cellular respiration occur. The cytoskeleton is made of fibers that support the str
Document 1:::
The nucleoplasm, also known as karyoplasm, is the type of protoplasm that makes up the cell nucleus, the most prominent organelle of the eukaryotic cell. It is enclosed by the nuclear envelope, also known as the nuclear membrane. The nucleoplasm resembles the cytoplasm of a eukaryotic cell in that it is a gel-like substance found within a membrane, although the nucleoplasm only fills out the space in the nucleus and has its own unique functions. The nucleoplasm suspends structures within the nucleus that are not membrane-bound and is responsible for maintaining the shape of the nucleus. The structures suspended in the nucleoplasm include chromosomes, various proteins, nuclear bodies, the nucleolus, nucleoporins, nucleotides, and nuclear speckles.
The soluble, liquid portion of the nucleoplasm is called the karyolymph nucleosol, or nuclear hyaloplasm.
History
The existence of the nucleus, including the nucleoplasm, was first documented as early as 1682 by the Dutch microscopist Leeuwenhoek and was later described and drawn by Franz Bauer. However, the cell nucleus was not named and described in detail until Robert Brown's presentation to the Linnean Society in 1831.
The nucleoplasm, while described by Bauer and Brown, was not specifically isolated as a separate entity until its naming in 1882 by Polish-German scientist Eduard Strasburger, one of the most famous botanists of the 19th century, and the first person to discover mitosis in plants.
Role
Many important cell functions take place in the nucleus, more specifically in the nucleoplasm. The main function of the nucleoplasm is to provide the proper environment for essential processes that take place in the nucleus, serving as the suspension substance for all organelles inside the nucleus, and storing the structures that are used in these processes. 34% of proteins encoded in the human genome are ones that localize to the nucleoplasm. These proteins take part in RNA transcription and gene regulation in the n
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Organelle biogenesis is the biogenesis, or creation, of cellular organelles in cells. Organelle biogenesis includes the process by which cellular organelles are split between daughter cells during mitosis; this process is called organelle inheritance.
Discovery
Following the discovery of cellular organelles in the nineteenth century, little was known about their function and synthesis until the development of electron microscopy and subcellular fractionation in the twentieth century. This allowed experiments on the function, structure, and biogenesis of these organelles to commence.
Mechanisms of protein sorting and retrieval have been found to give organelles their characteristic composition. It is known that cellular organelles can come from preexisting organelles; however, it is a subject of controversy whether organelles can be created without a preexisting one.
Process
Several processes are known to have developed for organelle biogenesis. These can range from de novo synthesis to the copying of a template organelle; the formation of an organelle 'from scratch' and using a preexisting organelle as a template to manufacture an organelle, respectively. The distinct structures of each organelle are thought to be caused by the different mechanisms of the processes which create them and the proteins that they are made up of. Organelles may also be 'split' between two cells during the process of cellular division (known as organelle inheritance), where the organelle of the parent cell doubles in size and then splits with each half being delivered to their respective daughter cells.
The process of organelle biogenesis is known to be regulated by specialized transcription networks that modulate the expression of the genes that code for specific organellar proteins. In order for organelle biogenesis to be carried out properly, the specific genes coding for the organellar proteins must be transcribed properly and the translation of the resulting mRNA must be succes
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Cellular components are the complex biomolecules and structures of which cells, and thus living organisms, are composed. Cells are the structural and functional units of life. The smallest organisms are single cells, while the largest organisms are assemblages of trillions of cells. DNA, double stranded macromolecule that carries the hereditary information of the cell and found in all living cells; each cell carries chromosome(s) having a distinctive DNA sequence.
Examples include macromolecules such as proteins and nucleic acids, biomolecular complexes such as a ribosome, and structures such as membranes, and organelles. While the majority of cellular components are located within the cell itself, some may exist in extracellular areas of an organism.
Cellular components may also be called biological matter or biological material. Most biological matter has the characteristics of soft matter, being governed by relatively small energies. All known life is made of biological matter. To be differentiated from other theoretical or fictional life forms, such life may be called carbon-based, cellular, organic, biological, or even simply living – as some definitions of life exclude hypothetical types of biochemistry.
See also
Cell (biology)
Cell biology
Biomolecule
Organelle
Tissue (biology)
External links
https://web.archive.org/web/20130918033010/http://bioserv.fiu.edu/~walterm/FallSpring/review1_fall05_chap_cell3.htm
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Paramural bodies are membranous or vesicular structures located between the cell walls and cell membranes of plant and fungal cells. When these are continuous with the cell wall, they are termed lomasomes, while they are referred to as plasmalemmasomes if associated with the plasmalemma.
Function
While their function has not yet been studied in great detail, it has been speculated that due to the morphological similarity of paramural bodies to the exosomes produced by mammalian cells, they may perform similar functions such as membrane vesicle trafficking between cells. Current evidence suggests that, like exosomes, paramural bodies are derived from multivesicular bodies.
See also
Exosome
Endosome
Golgi apparatus
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What large organelle comprised of cup-shaped discs is found close to the nucleus of the cell, where it modifies proteins that have been delivered in transport vesicles?
A. ribosome
B. golgi apparatus
C. mitochondria
D. chloroplast
Answer:
|
|
sciq-11275
|
multiple_choice
|
What is the opening in the front of the eye called?
|
[
"pupil",
"iris",
"lens",
"cornea"
] |
A
|
Relavent Documents:
Document 0:::
The pupil is a hole located in the center of the iris of the eye that allows light to strike the retina. It appears black because light rays entering the pupil are either absorbed by the tissues inside the eye directly, or absorbed after diffuse reflections within the eye that mostly miss exiting the narrow pupil. The size of the pupil is controlled by the iris, and varies depending on many factors, the most significant being the amount of light in the environment. The term "pupil" was coined by Gerard of Cremona.
In humans, the pupil is circular, but its shape varies between species; some cats, reptiles, and foxes have vertical slit pupils, goats have horizontally oriented pupils, and some catfish have annular types. In optical terms, the anatomical pupil is the eye's aperture and the iris is the aperture stop. The image of the pupil as seen from outside the eye is the entrance pupil, which does not exactly correspond to the location and size of the physical pupil because it is magnified by the cornea. On the inner edge lies a prominent structure, the collarette, marking the junction of the embryonic pupillary membrane covering the embryonic pupil.
Function
The iris is a contractile structure, consisting mainly of smooth muscle, surrounding the pupil. Light enters the eye through the pupil, and the iris regulates the amount of light by controlling the size of the pupil. This is known as the pupillary light reflex.
The iris contains two groups of smooth muscles; a circular group called the sphincter pupillae, and a radial group called the dilator pupillae. When the sphincter pupillae contract, the iris decreases or constricts the size of the pupil. The dilator pupillae, innervated by sympathetic nerves from the superior cervical ganglion, cause the pupil to dilate when they contract. These muscles are sometimes referred to as intrinsic eye muscles.
The sensory pathway (rod or cone, bipolar, ganglion) is linked with its counterpart in the other eye by a partial
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The eyes begin to develop as a pair of diverticula (pouches) from the lateral aspects of the forebrain. These diverticula make their appearance before the closure of the anterior end of the neural tube; after the closure of the tube around the 4th week of development, they are known as the optic vesicles. Previous studies of optic vesicles suggest that the surrounding extraocular tissues – the surface ectoderm and extraocular mesenchyme – are necessary for normal eye growth and differentiation.
They project toward the sides of the head, and the peripheral part of each expands to form a hollow bulb, while the proximal part remains narrow and constitutes the optic stalk, which goes on to form the optic nerve.
Additional images
See also
Eye development
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The sclera and cornea form the fibrous tunic of the bulb of the eye; the sclera is opaque, and constitutes the posterior five-sixths of the tunic; the cornea is transparent, and forms the anterior sixth.
The term "corneosclera" is also used to describe the sclera and cornea together.
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Glands of Zeis are unilobar sebaceous glands located on the margin of the eyelid. The glands of Zeis service the eyelash. These glands produce an oily substance that is issued through the excretory ducts of the sebaceous lobule into the middle portion of the hair follicle. In the same area of the eyelid, near the base of the eyelashes are apocrine glands called the "glands of Moll".
If eyelashes are not kept clean, conditions such as folliculitis may take place, and if the sebaceous gland becomes infected, it can lead to abscesses and styes. The glands of Zeis are named after German ophthalmologist Eduard Zeis (1807–68).
See also
Meibomian gland
Moll's gland
List of specialized glands within the human integumentary system
Document 4:::
The stroma of the iris is a fibrovascular layer of tissue. It is the upper layer of two in the iris.
Structure
The stroma is a delicate interlacement of fibres. Some circle the circumference of the iris and the majority radiate toward the pupil. Blood vessels and nerves intersperse this mesh.
In dark eyes, the stroma often contains pigment granules. Blue eyes and the eyes of albinos, however, lack pigment.
The stroma connects to a sphincter muscle (sphincter pupillae), which contracts the pupil in a circular motion, and a set of dilator muscles (dilator pupillae) which pull the iris radially to enlarge the pupil, pulling it in folds. The back surface is covered by a commonly, heavily pigmented epithelial layer that is two cells thick (the iris pigment epithelium), but the front surface has no epithelium. This anterior surface projects as the muscles dilate.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the opening in the front of the eye called?
A. pupil
B. iris
C. lens
D. cornea
Answer:
|
|
sciq-2630
|
multiple_choice
|
The nervous system is made up of these?
|
[
"neurons",
"muscles",
"blood cells",
"fibers"
] |
A
|
Relavent Documents:
Document 0:::
The following diagram is provided as an overview of and topical guide to the human nervous system:
Human nervous system – the part of the human body that coordinates a person's voluntary and involuntary actions and transmits signals between different parts of the body. The human nervous system consists of two main parts: the central nervous system (CNS) and the peripheral nervous system (PNS). The CNS contains the brain and spinal cord. The PNS consists mainly of nerves, which are long fibers that connect the CNS to every other part of the body. The PNS includes motor neurons, mediating voluntary movement; the autonomic nervous system, comprising the sympathetic nervous system and the parasympathetic nervous system and regulating involuntary functions; and the enteric nervous system, a semi-independent part of the nervous system whose function is to control the gastrointestinal system.
Evolution of the human nervous system
Evolution of nervous systems
Evolution of human intelligence
Evolution of the human brain
Paleoneurology
Some branches of science that study the human nervous system
Neuroscience
Neurology
Paleoneurology
Central nervous system
The central nervous system (CNS) is the largest part of the nervous system and includes the brain and spinal cord.
Spinal cord
Brain
Brain – center of the nervous system.
Outline of the human brain
List of regions of the human brain
Principal regions of the vertebrate brain:
Peripheral nervous system
Peripheral nervous system (PNS) – nervous system structures that do not lie within the CNS.
Sensory system
A sensory system is a part of the nervous system responsible for processing sensory information. A sensory system consists of sensory receptors, neural pathways, and parts of the brain involved in sensory perception.
List of sensory systems
Sensory neuron
Perception
Visual system
Auditory system
Somatosensory system
Vestibular system
Olfactory system
Taste
Pain
Components of the nervous system
Neuron
I
Document 1:::
The following are two lists of animals ordered by the size of their nervous system. The first list shows number of neurons in their entire nervous system, indicating their overall neural complexity. The second list shows the number of neurons in the structure that has been found to be representative of animal intelligence. The human brain contains 86 billion neurons, with 16 billion neurons in the cerebral cortex.
Scientists are engaged in counting, quantification, in order to find answers to the question in the strategy of neuroscience and intelligence of "self-knowledge": how the evolution of a set of components and parameters (~1011 neurons, ~1014 synapses) of a complex system could lead to the phenomenon of the appearance of intelligence in the biological species "sapiens".
Overview
Neurons are the cells that transmit information in an animal's nervous system so that it can sense stimuli from its environment and behave accordingly. Not all animals have neurons; Trichoplax and sponges lack nerve cells altogether.
Neurons may be packed to form structures such as the brain of vertebrates or the neural ganglions of insects.
The number of neurons and their relative abundance in different parts of the brain is a determinant of neural function and, consequently, of behavior.
Whole nervous system
All numbers for neurons (except Caenorhabditis and Ciona), and all numbers for synapses (except Ciona) are estimations.
List of animal species by forebrain (cerebrum or pallium) neuron number
The question of what physical characteristic of an animal makes an animal intelligent has varied over the centuries. One early speculation was brain size (or weight, which provides the same ordering.) A second proposal was brain-to-body-mass ratio, and a third was encephalization quotient, sometimes referred to as EQ. The current best predictor is number of neurons in the forebrain, based on Herculano-Houzel's improved neuron counts. It accounts most accurately for variations
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The following outline is provided as an overview of and topical guide to neuroscience:
Neuroscience is the scientific study of the structure and function of the nervous system. It encompasses the branch of biology that deals with the anatomy, biochemistry, molecular biology, and physiology of neurons and neural circuits. It also encompasses cognition, and human behavior. Neuroscience has multiple concepts that each relate to learning abilities and memory functions. Additionally, the brain is able to transmit signals that cause conscious/unconscious behaviors that are responses verbal or non-verbal. This allows people to communicate with one another.
Branches of neuroscience
Neurophysiology
Neurophysiology is the study of the function (as opposed to structure) of the nervous system.
Brain mapping
Electrophysiology
Extracellular recording
Intracellular recording
Brain stimulation
Electroencephalography
Intermittent rhythmic delta activity
:Category: Neurophysiology
:Category: Neuroendocrinology
:Neuroendocrinology
Neuroanatomy
Neuroanatomy is the study of the anatomy of nervous tissue and neural structures of the nervous system.
Immunostaining
:Category: Neuroanatomy
Neuropharmacology
Neuropharmacology is the study of how drugs affect cellular function in the nervous system.
Drug
Psychoactive drug
Anaesthetic
Narcotic
Behavioral neuroscience
Behavioral neuroscience, also known as biological psychology, biopsychology, or psychobiology, is the application of the principles of biology to the study of mental processes and behavior in human and non-human animals.
Neuroethology
Developmental neuroscience
Developmental neuroscience aims to describe the cellular basis of brain development and to address the underlying mechanisms. The field draws on both neuroscience and developmental biology to provide insight into the cellular and molecular mechanisms by which complex nervous systems develop.
Aging and memory
Cognitive neuroscience
Cognitive ne
Document 3:::
Nervous tissue, also called neural tissue, is the main tissue component of the nervous system. The nervous system regulates and controls body functions and activity. It consists of two parts: the central nervous system (CNS) comprising the brain and spinal cord, and the peripheral nervous system (PNS) comprising the branching peripheral nerves. It is composed of neurons, also known as nerve cells, which receive and transmit impulses, and neuroglia, also known as glial cells or glia, which assist the propagation of the nerve impulse as well as provide nutrients to the neurons.
Nervous tissue is made up of different types of neurons, all of which have an axon. An axon is the long stem-like part of the cell that sends action potentials to the next cell. Bundles of axons make up the nerves in the PNS and tracts in the CNS.
Functions of the nervous system are sensory input, integration, control of muscles and glands, homeostasis, and mental activity.
Structure
Nervous tissue is composed of neurons, also called nerve cells, and neuroglial cells. Four types of neuroglia found in the CNS are astrocytes, microglial cells, ependymal cells, and oligodendrocytes. Two types of neuroglia found in the PNS are satellite glial cells and Schwann cells. In the central nervous system (CNS), the tissue types found are grey matter and white matter. The tissue is categorized by its neuronal and neuroglial components.
Components
Neurons are cells with specialized features that allow them to receive and facilitate nerve impulses, or action potentials, across their membrane to the next neuron. They possess a large cell body (soma), with cell projections called dendrites and an axon. Dendrites are thin, branching projections that receive electrochemical signaling (neurotransmitters) to create a change in voltage in the cell. Axons are long projections that carry the action potential away from the cell body toward the next neuron. The bulb-like end of the axon, called the axon terminal, i
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There are yet unsolved problems in neuroscience, although some of these problems have evidence supporting a hypothesized solution, and the field is rapidly evolving. One major problem is even enumerating what would belong on a list such as this. However, these problems include:
Consciousness
Consciousness:
How can consciousness be defined?
What is the neural basis of subjective experience, cognition, wakefulness, alertness, arousal, and attention?
Quantum mind: Does quantum mechanical phenomena, such as entanglement and superposition, play an important part in the brain's function and can it explain critical aspects of consciousness?
Is there a "hard problem of consciousness"?
If so, how is it solved?
What, if any, is the function of consciousness?
What is the nature and mechanism behind near-death experiences?
How can death be defined? Can consciousness exist after death?
If consciousness is generated by brain activity, then how do some patients with physically deteriorated brains suddenly gain a brief moment of restored consciousness prior to death, a phenomenon known as terminal lucidity?
Problem of representation: How exactly does the mind function (or how does the brain interpret and represent information about the world)?
Bayesian mind: Does the mind make sense of the world by constantly trying to make predictions according to the rules of Bayesian probability?
Computational theory of mind: Is the mind a symbol manipulation system, operating on a model of computation, similar to a computer?
Connectionism: Can the mind be explained by mathematical models known as artificial neural networks?
Embodied cognition: Is the cognition of an organism affected by the organism's entire body (rather than just simply its brain), including its interactions with the environment?
Extended mind thesis: Does the mind not only exist in the brain, but also functions in the outside world by using physical objects as mental processes? Or just as prosthetic limbs can becom
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The nervous system is made up of these?
A. neurons
B. muscles
C. blood cells
D. fibers
Answer:
|
|
sciq-11071
|
multiple_choice
|
What measures the amount of water in the air?
|
[
"cloud cover",
"fire index",
"temperature",
"humidity"
] |
D
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
In mathematical psychology and education theory, a knowledge space is a combinatorial structure used to formulate mathematical models describing the progression of a human learner. Knowledge spaces were introduced in 1985 by Jean-Paul Doignon and Jean-Claude Falmagne, and remain in extensive use in the education theory. Modern applications include two computerized tutoring systems, ALEKS and the defunct RATH.
Formally, a knowledge space assumes that a domain of knowledge is a collection of concepts or skills, each of which must be eventually mastered. Not all concepts are interchangeable; some require other concepts as prerequisites. Conversely, competency at one skill may ease the acquisition of another through similarity. A knowledge space marks out which collections of skills are feasible: they can be learned without mastering any other skills. Under reasonable assumptions, the collection of feasible competencies forms the mathematical structure known as an antimatroid.
Researchers and educators usually explore the structure of a discipline's knowledge space as a latent class model.
Motivation
Knowledge Space Theory attempts to address shortcomings of standardized testing when used in educational psychometry. Common tests, such as the SAT and ACT, compress a student's knowledge into a very small range of ordinal ranks, in the process effacing the conceptual dependencies between questions. Consequently, the tests cannot distinguish between true understanding and guesses, nor can they identify a student's particular weaknesses, only the general proportion of skills mastered. The goal of knowledge space theory is to provide a language by which exams can communicate
What the student can do and
What the student is ready to learn.
Model structure
Knowledge Space Theory-based models presume that an educational subject can be modeled as a finite set of concepts, skills, or topics. Each feasible state of knowledge about is then a subset of ; the set of
Document 2:::
Curriculum-based measurement, or CBM, is also referred to as a general outcomes measures (GOMs) of a student's performance in either basic skills or content knowledge.
Early history
CBM began in the mid-1970s with research headed by Stan Deno at the University of Minnesota. Over the course of 10 years, this work led to the establishment of measurement systems in reading, writing, and spelling that were: (a) easy to construct, (b) brief in administration and scoring, (c) had technical adequacy (reliability and various types of validity evidence for use in making educational decisions), and (d) provided alternate forms to allow time series data to be collected on student progress. This focus in the three language arts areas eventually was expanded to include mathematics, though the technical research in this area continues to lag that published in the language arts areas. An even later development was the application of CBM to middle-secondary areas: Espin and colleagues at the University of Minnesota developed a line of research addressing vocabulary and comprehension (with the maze) and by Tindal and colleagues at the University of Oregon developed a line of research on concept-based teaching and learning.
Increasing importance
Early research on the CBM quickly moved from monitoring student progress to its use in screening, normative decision-making, and finally benchmarking. Indeed, with the implementation of the No Child Left Behind Act in 2001, and its focus on large-scale testing and accountability, CBM has become increasingly important as a form of standardized measurement that is highly related to and relevant for understanding student's progress toward and achievement of state standards.
Key feature
Probably the key feature of CBM is its accessibility for classroom application and implementation. It was designed to provide an experimental analysis of the effects from interventions, which includes both instruction and curriculum. This is one of the most imp
Document 3:::
The Texas Math and Science Coaches Association or TMSCA is an organization for coaches of academic University Interscholastic League teams in Texas middle schools and high schools, specifically those that compete in mathematics and science-related tests.
Events
There are four events in the TMSCA at both the middle and high school level: Number Sense, General Mathematics, Calculator Applications, and General Science.
Number Sense is an 80-question exam that students are given only 10 minutes to solve. Additionally, no scratch work or paper calculations are allowed. These questions range from simple calculations such as 99+98 to more complicated operations such as 1001×1938. Each calculation is able to be done with a certain trick or shortcut that makes the calculations easier.
The high school exam includes calculus and other difficult topics in the questions also with the same rules applied as to the middle school version.
It is well known that the grading for this event is particularly stringent as errors such as writing over a line or crossing out potential answers are considered as incorrect answers.
General Mathematics is a 50-question exam that students are given only 40 minutes to solve. These problems are usually more challenging than questions on the Number Sense test, and the General Mathematics word problems take more thinking to figure out. Every problem correct is worth 5 points, and for every problem incorrect, 2 points are deducted. Tiebreakers are determined by the person that misses the first problem and by percent accuracy.
Calculator Applications is an 80-question exam that students are given only 30 minutes to solve. This test requires practice on the calculator, knowledge of a few crucial formulas, and much speed and intensity. Memorizing formulas, tips, and tricks will not be enough. In this event, plenty of practice is necessary in order to master the locations of the keys and develop the speed necessary. All correct questions are worth 5
Document 4:::
A lysimeter (from Greek λύσις (loosening) and the suffix -meter) is a measuring device which can be used to measure the amount of actual evapotranspiration which is released by plants (usually crops or trees). By recording the amount of precipitation that an area receives and the amount lost through the soil, the amount of water lost to evapotranspiration can be calculated.
Lysimeters are of two types: weighing and non-weighing.
General Usage
A lysimeter is most accurate when vegetation is grown in a large soil tank which allows the rainfall input and water lost through the soil to be easily calculated. The amount of water lost by evapotranspiration can be worked out by calculating the difference between the weight before and after the precipitation input.
For trees, lysimeters can be expensive and are a poor representation of conditions outside of a laboratory or orchard, as it would be impossible to use a lysimeter to calculate the water balance for a whole forest. But for farm crops, a lysimeter can represent field conditions well since the device is installed and used outside the laboratory. A weighing lysimeter, for example, reveals the amount of water crops use by constantly weighing a huge block of soil in a field to detect losses of soil moisture (as well as any gains from precipitation). An example of their use is in the development of new xerophytic apple tree cultivars in order to adapt to changing climate patterns of reduced rainfall in traditional apple growing regions.
The University of Arizona's Biosphere 2 built the world's largest weighing lysimeters using a mixture of thirty 220,000 and 333,000 lb-capacity column load cells from Honeywell, Inc. as part of its Landscape Evolution Observatory project.
Use in whole plant physiological phenotyping systems
To date, physiology-based, high-throughput phenotyping systems (also known as plant functional phenotyping systems), which, used in combination with soil–plant–atmosphere continuum (SPAC) meas
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What measures the amount of water in the air?
A. cloud cover
B. fire index
C. temperature
D. humidity
Answer:
|
|
sciq-6026
|
multiple_choice
|
What type of carbons may be gases, liquids, or solids at room temperature?
|
[
"graphites",
"hydrocarbons",
"diamonds",
"amorphous"
] |
B
|
Relavent Documents:
Document 0:::
Amorphous carbon is free, reactive carbon that has no crystalline structure. Amorphous carbon materials may be stabilized by terminating dangling-π bonds with hydrogen. As with other amorphous solids, some short-range order can be observed. Amorphous carbon is often abbreviated to aC for general amorphous carbon, aC:H or HAC for hydrogenated amorphous carbon, or to ta-C for tetrahedral amorphous carbon (also called diamond-like carbon).
In mineralogy
In mineralogy, amorphous carbon is the name used for coal, carbide-derived carbon, and other impure forms of carbon that are neither graphite nor diamond. In a crystallographic sense, however, the materials are not truly amorphous but rather polycrystalline materials of graphite or diamond within an amorphous carbon matrix. Commercial carbon also usually contains significant quantities of other elements, which may also form crystalline impurities.
In modern science
With the development of modern thin film deposition and growth techniques in the latter half of the 20th century, such as chemical vapour deposition, sputter deposition, and cathodic arc deposition, it became possible to fabricate truly amorphous carbon materials.
True amorphous carbon has localized π electrons (as opposed to the aromatic π bonds in graphite), and its bonds form with lengths and distances that are inconsistent with any other allotrope of carbon. It also contains a high concentration of dangling bonds; these cause deviations in interatomic spacing (as measured using diffraction) of more than 5% as well as noticeable variation in bond angle.
The properties of amorphous carbon films vary depending on the parameters used during deposition. The primary method for characterizing amorphous carbon is through the ratio of sp2 to sp3 hybridized bonds present in the material. Graphite consists purely of sp2 hybridized bonds, whereas diamond consists purely of sp3 hybridized bonds. Materials that are high in sp3 hybridized bonds are referred t
Document 1:::
Amorphous carbonia, also called a-carbonia or a-CO2, is an exotic amorphous solid form of carbon dioxide that is analogous to amorphous silica glass. It was first made in the laboratory in 2006 by subjecting dry ice to high pressures (40-48 gigapascal, or 400,000 to 480,000 atmospheres), in a diamond anvil cell. Amorphous carbonia is not stable at ordinary pressures—it quickly reverts to normal CO2.
While normally carbon dioxide forms molecular crystals, where individual molecules are bound by Van der Waals forces, in amorphous carbonia a covalently bound three-dimensional network of atoms is formed, in a structure analogous to silicon dioxide or germanium dioxide glass.
Mixtures of a-carbonia and a-silica may be a prospective very hard and stiff glass material stable at room temperature. Such glass may serve as protective coatings, e.g. in microelectronics.
The discovery has implications for astrophysics, as interiors of massive planets may contain amorphous solid carbon dioxide.
Notes
Document 2:::
Carbon is a primary component of all known life on Earth, representing approximately 45–50% of all dry biomass. Carbon compounds occur naturally in great abundance on Earth. Complex biological molecules consist of carbon atoms bonded with other elements, especially oxygen and hydrogen and frequently also nitrogen, phosphorus, and sulfur (collectively known as CHNOPS).
Because it is lightweight and relatively small in size, carbon molecules are easy for enzymes to manipulate. It is frequently assumed in astrobiology that if life exists elsewhere in the Universe, it will also be carbon-based. Critics refer to this assumption as carbon chauvinism.
Characteristics
Carbon is capable of forming a vast number of compounds, more than any other element, with almost ten million compounds described to date, and yet that number is but a fraction of the number of theoretically possible compounds under standard conditions. The enormous diversity of carbon-containing compounds, known as organic compounds, has led to a distinction between them and compounds that do not contain carbon, known as inorganic compounds. The branch of chemistry that studies organic compounds is known as organic chemistry.
Carbon is the 15th most abundant element in the Earth's crust, and the fourth most abundant element in the universe by mass, after hydrogen, helium, and oxygen. Carbon's widespread abundance, its ability to form stable bonds with numerous other elements, and its unusual ability to form polymers at the temperatures commonly encountered on Earth enables it to serve as a common element of all known living organisms. In a 2018 study, carbon was found to compose approximately 550 billion tons of all life on Earth. It is the second most abundant element in the human body by mass (about 18.5%) after oxygen.
The most important characteristics of carbon as a basis for the chemistry of life are that each carbon atom is capable of forming up to four valence bonds with other atoms simultaneously
Document 3:::
Diamond-like carbon (DLC) is a class of amorphous carbon material that displays some of the typical properties of diamond. DLC is usually applied as coatings to other materials that could benefit from such properties.
DLC exists in seven different forms. All seven contain significant amounts of sp3 hybridized carbon atoms. The reason that there are different types is that even diamond can be found in two crystalline polytypes. The more common one uses a cubic lattice, while the less common one, lonsdaleite, has a hexagonal lattice. By mixing these polytypes at the nanoscale, DLC coatings can be made that at the same time are amorphous, flexible, and yet purely sp3 bonded "diamond". The hardest, strongest, and slickest is tetrahedral amorphous carbon (ta-C). Ta-C can be considered to be the "pure" form of DLC, since it consists almost entirely of sp3 bonded carbon atoms. Fillers such as hydrogen, graphitic sp2 carbon, and metals are used in the other 6 forms to reduce production expenses or to impart other desirable properties.
The various forms of DLC can be applied to almost any material that is compatible with a vacuum environment.
History
In 2006, the market for outsourced DLC coatings was estimated as about €30,000,000 in the European Union.
In 2011, researchers at Stanford University announced a super-hard amorphous diamond under conditions of ultrahigh pressure. The diamond lacks the crystalline structure of diamond but has the light weight characteristic of carbon.
In 2021, Chinese researchers announced AM-III, a super-hard, fullerene-based form of amorphous carbon. It is also a semi-conductor with a bandgap range of 1.5 to 2.2 eV. The material demonstrated a hardness of 113 GPa on a Vickers hardness test vs diamonds rate at around 70 to 100 GPa. It was hard enough to scratch the surface of a diamond.
Distinction from natural and synthetic diamond
Naturally occurring diamond is almost always found in the crystalline form with a purely cubic orientati
Document 4:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What type of carbons may be gases, liquids, or solids at room temperature?
A. graphites
B. hydrocarbons
C. diamonds
D. amorphous
Answer:
|
|
sciq-3638
|
multiple_choice
|
When skunks are in danger what do they give off?
|
[
"warning howls",
"foul smell",
"ejected quills",
"sweet odor"
] |
B
|
Relavent Documents:
Document 0:::
Animal science is described as "studying the biology of animals that are under the control of humankind". It can also be described as the production and management of farm animals. Historically, the degree was called animal husbandry and the animals studied were livestock species, like cattle, sheep, pigs, poultry, and horses. Today, courses available look at a broader area, including companion animals, like dogs and cats, and many exotic species. Degrees in Animal Science are offered at a number of colleges and universities. Animal science degrees are often offered at land-grant universities, which will often have on-campus farms to give students hands-on experience with livestock animals.
Education
Professional education in animal science prepares students for careers in areas such as animal breeding, food and fiber production, nutrition, animal agribusiness, animal behavior, and welfare. Courses in a typical Animal Science program may include genetics, microbiology, animal behavior, nutrition, physiology, and reproduction. Courses in support areas, such as genetics, soils, agricultural economics and marketing, legal aspects, and the environment also are offered.
Bachelor degree
At many universities, a Bachelor of Science (BS) degree in Animal Science allows emphasis in certain areas. Typical areas are species-specific or career-specific. Species-specific areas of emphasis prepare students for a career in dairy management, beef management, swine management, sheep or small ruminant management, poultry production, or the horse industry. Other career-specific areas of study include pre-veterinary medicine studies, livestock business and marketing, animal welfare and behavior, animal nutrition science, animal reproduction science, or genetics. Youth programs are also an important part of animal science programs.
Pre-veterinary emphasis
Many schools that offer a degree option in Animal Science also offer a pre-veterinary emphasis such as Iowa State University, th
Document 1:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 2:::
Robosquirrel refers to several versions of robotic squirrels developed by researchers at the University of California, Davis and San Diego State University. Robosquirrel is currently in use and development in an interdisciplinary research project that uses biorobotics to investigate how communication between prey (e.g., squirrels) and predators (e.g., rattlesnakes) evolve in response to each other. It has received extensive science and popular media coverage.
It stirred controversy when Senator Tom Coburn listed it in his Wastebook 2012 as a scientific research project that wastes United States federal tax dollars.
Senator Coburn's release of Wastebook 2012 was quickly picked up by the popular media and the robosquirrel project was the headline of many media stories.
The robosquirrel research project, in which robosquirrel is used and developed, has four aims: (1) to establish collaborations between ecologists and engineers to develop next generation robotic technology for studying predator-prey communication behavior, (2) to increase minority participation in science, (3) to develop public outreach, and (4) to support undergraduate and graduate education in biology and engineering. Currently, three versions of robosquirrel have been developed.
It is currently funded by the National Science Foundation (NSF)
based on peer review and by meeting criteria of intellectual merit and broader impacts required by NSF.
The controversy focuses on the amount of money spent ($325,000) on robosquirrel. The researchers have responded that robosquirrel only cost a few hundred dollars
and that approximately 70% of the funds are currently spent on training future biologists and engineers.
Robosquirrels
Background
Donald Owings observed an interesting phenomenon during research in the field: when a California ground squirrel comes across a rattlesnake, it often raises its tail and waves it from side to side.
In 2007, Owings (Department of Psychology and his graduate student
Document 3:::
The SAT Subject Test in Biology was the name of a one-hour multiple choice test given on biology by the College Board. A student chose whether to take the test depending upon college entrance requirements for the schools in which the student is planning to apply. Until 1994, the SAT Subject Tests were known as Achievement Tests; and from 1995 until January 2005, they were known as SAT IIs. Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800. The average for Molecular is 630 while Ecological is 591.
On January 19 2021, the College Board discontinued all SAT Subject tests, including the SAT Subject Test in Biology E/M. This was effective immediately in the United States, and the tests were to be phased out by the following summer for international students. This was done as a response to changes in college admissions due to the impact of the COVID-19 pandemic on education.
Format
This test had 80 multiple-choice questions that were to be answered in one hour. All questions had five answer choices. Students received one point for each correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The student's score was based entirely on his or her performance in answering the multiple-choice questions.
The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Preparation
The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, a
Document 4:::
Frogs and toads produce a rich variety of sounds, calls, and songs during their courtship and mating rituals. The callers, usually males, make stereotyped sounds in order to advertise their location, their mating readiness and their willingness to defend their territory; listeners respond to the calls by return calling, by approach, and by going silent. These responses have been shown to be important for species recognition, mate assessment, and localization. Beginning with the pioneering experiments of Robert Capranica in the 1930s using playback techniques with normal and synthetic calls, behavioral biologists and neurobiologists have teamed up to use frogs and toads as a model system for understanding the auditory function and evolution. It is now considered an important example of the neural basis of animal behavior, because of the simplicity of the sounds, the relative ease with which neurophysiological recordings can be made from the auditory nerve, and the reliability of localization behavior. Acoustic communication is essential for the frog's survival in both territorial defense and in localization and attraction of mates. Sounds from frogs travel through the air, through water, and through the substrate. The neural basis of communication and audition gives insights into the science of sound applied to human communication.
Sound communication
Behavioral ecology
Frogs are more often heard than seen, and other frogs (and researchers) rely on their calls to identify them. Depending on the region that the frog lives in, certain times of the year are better for breeding than others, and frogs may live away from the best breeding grounds when it is not the species’ mating season. During the breeding season, they congregate to the best breeding site and compete for call time and recognition. Species that have a narrow mating season due to ponds that dry up have the most vigorous calls.
Calling strategy
Male-male competition
In many frog species only males call.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
When skunks are in danger what do they give off?
A. warning howls
B. foul smell
C. ejected quills
D. sweet odor
Answer:
|
|
sciq-10753
|
multiple_choice
|
What is the term for any behavior that occurs only after experience or practice?
|
[
"practiced behavior",
"learned behavior",
"saved behavior",
"studied behavior"
] |
B
|
Relavent Documents:
Document 0:::
Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences. The ability to learn is possessed by humans, animals, and some machines; there is also evidence for some kind of learning in certain plants. Some learning is immediate, induced by a single event (e.g. being burned by a hot stove), but much skill and knowledge accumulate from repeated experiences. The changes induced by learning often last a lifetime, and it is hard to distinguish learned material that seems to be "lost" from that which cannot be retrieved.
Human learning starts at birth (it might even start before in terms of an embryo's need for both interaction with, and freedom within its environment within the womb.) and continues until death as a consequence of ongoing interactions between people and their environment. The nature and processes involved in learning are studied in many established fields (including educational psychology, neuropsychology, experimental psychology, cognitive sciences, and pedagogy), as well as emerging fields of knowledge (e.g. with a shared interest in the topic of learning from safety events such as incidents/accidents, or in collaborative learning health systems). Research in such fields has led to the identification of various sorts of learning. For example, learning may occur as a result of habituation, or classical conditioning, operant conditioning or as a result of more complex activities such as play, seen only in relatively intelligent animals. Learning may occur consciously or without conscious awareness. Learning that an aversive event cannot be avoided or escaped may result in a condition called learned helplessness. There is evidence for human behavioral learning prenatally, in which habituation has been observed as early as 32 weeks into gestation, indicating that the central nervous system is sufficiently developed and primed for learning and memory to occur very early on in development.
Play h
Document 1:::
Observational learning is learning that occurs through observing the behavior of others. It is a form of social learning which takes various forms, based on various processes. In humans, this form of learning seems to not need reinforcement to occur, but instead, requires a social model such as a parent, sibling, friend, or teacher with surroundings. Particularly in childhood, a model is someone of authority or higher status in an environment. In animals, observational learning is often based on classical conditioning, in which an instinctive behavior is elicited by observing the behavior of another (e.g. mobbing in birds), but other processes may be involved as well.
Human observational learning
Many behaviors that a learner observes, remembers, and imitates are actions that models display and display modeling, even though the model may not intentionally try to instill a particular behavior. A child may learn to swear, smack, smoke, and deem other inappropriate behavior acceptable through poor modeling. Albert Bandura claims that children continually learn desirable and undesirable behavior through observational learning. Observational learning suggests that an individual's environment, cognition, and behavior all incorporate and ultimately determine how the individual functions and models.
Through observational learning, individual behaviors can spread across a culture through a process called diffusion chain. This basically occurs when an individual first learns a behavior by observing another individual and that individual serves as a model through whom other individuals learn the behavior, and so on.
Culture plays a role in whether observational learning is the dominant learning style in a person or community. Some cultures expect children to actively participate in their communities and are therefore exposed to different trades and roles on a daily basis. This exposure allows children to observe and learn the different skills and practices that are valued i
Document 2:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 3:::
Instinct is the inherent inclination of a living organism towards a particular complex behaviour, containing innate (inborn) elements. The simplest example of an instinctive behaviour is a fixed action pattern (FAP), in which a very short to medium length sequence of actions, without variation, are carried out in response to a corresponding clearly defined stimulus.
Any behaviour is instinctive if it is performed without being based upon prior experience (that is, in the absence of learning), and is therefore an expression of innate biological factors. Sea turtles, newly hatched on a beach, will instinctively move toward the ocean. A marsupial climbs into its mother's pouch upon being born. Other examples include animal fighting, animal courtship behaviour, internal escape functions, and the building of nests. Though an instinct is defined by its invariant innate characteristics, details of its performance can be changed by experience; for example, a dog can improve its listening skills by practice.
Instincts are inborn complex patterns of behaviour that exist in most members of the species, and should be distinguished from reflexes, which are simple responses of an organism to a specific stimulus, such as the contraction of the pupil in response to bright light or the spasmodic movement of the lower leg when the knee is tapped. The absence of volitional capacity must not be confused with an inability to modify fixed action patterns. For example, people may be able to modify a stimulated fixed action pattern by consciously recognizing the point of its activation and simply stop doing it, whereas animals without a sufficiently strong volitional capacity may not be able to disengage from their fixed action patterns, once activated.
Instinctual behaviour in humans has been studied.
Early theorists
Jean Henri Fabre
Jean Henri Fabre (1823–1915) is said to be the first person to study small animals (that weren't birds) and insects, and he specifically specialized i
Document 4:::
Behavior (American English) or behaviour (British English) is the range of actions and mannerisms made by individuals, organisms, systems or artificial entities in some environment. These systems can include other systems or organisms as well as the inanimate physical environment. It is the computed response of the system or organism to various stimuli or inputs, whether internal or external, conscious or subconscious, overt or covert, and voluntary or involuntary.
Taking a behavior informatics perspective, a behavior consists of actor, operation, interactions, and their properties. This can be represented as a behavior vector.
Models
Biology
Although disagreement exists as to how to precisely define behavior in a biological context, one common interpretation based on a meta-analysis of scientific literature states that "behavior is the internally coordinated responses (actions or inactions) of whole living organisms (individuals or groups) to internal or external stimuli".
A broader definition of behavior, applicable to plants and other organisms, is similar to the concept of phenotypic plasticity. It describes behavior as a response to an event or environment change during the course of the lifetime of an individual, differing from other physiological or biochemical changes that occur more rapidly, and excluding changes that are a result of development (ontogeny).
Behaviors can be either innate or learned from the environment.
Behavior can be regarded as any action of an organism that changes its relationship to its environment. Behavior provides outputs from the organism to the environment.
Human behavior
The endocrine system and the nervous system likely influence human behavior. Complexity in the behavior of an organism may be correlated to the complexity of its nervous system. Generally, organisms with more complex nervous systems have a greater capacity to learn new responses and thus adjust their behavior.
Animal behavior
Ethology is the scientifi
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the term for any behavior that occurs only after experience or practice?
A. practiced behavior
B. learned behavior
C. saved behavior
D. studied behavior
Answer:
|
|
sciq-9546
|
multiple_choice
|
What human bodily function does cellulose help with?
|
[
"stops food wastes",
"moves food wastes",
"reproduction",
"sleep"
] |
B
|
Relavent Documents:
Document 0:::
The School of Biological Sciences is a School within the Faculty Biology, Medicine and Health at The University of Manchester. Biology at University of Manchester and its precursor institutions has gone through a number of reorganizations (see History below), the latest of which was the change from a Faculty of Life Sciences to the current School.
Academics
Research
The School, though unitary for teaching, is divided into a number of broadly defined sections for research purposes, these sections consist of: Cellular Systems, Disease Systems, Molecular Systems, Neuro Systems and Tissue Systems.
Research in the School is structured into multiple research groups including the following themes:
Cell-Matrix Research (part of the Wellcome Trust Centre for Cell-Matrix Research)
Cell Organisation and Dynamics
Computational and Evolutionary Biology
Developmental Biology
Environmental Research
Eye and Vision Sciences
Gene Regulation and Cellular Biotechnology
History of Science, Technology and Medicine
Immunology and Molecular Microbiology
Molecular Cancer Studies
Neurosciences (part of the University of Manchester Neurosciences Research Institute)
Physiological Systems & Disease
Structural and Functional Systems
The School hosts a number of research centres, including: the Manchester Centre for Biophysics and Catalysis, the Wellcome Trust Centre for Cell-Matrix Research, the Centre of Excellence in Biopharmaceuticals, the Centre for the History of Science, Technology and Medicine, the Centre for Integrative Mammalian Biology, and the Healing Foundation Centre for Tissue Regeneration. The Manchester Collaborative Centre for Inflammation Research is a joint endeavour with the Faculty of Medical and Human Sciences of Manchester University and industrial partners.
Research Assessment Exercise (2008)
The faculty entered research into the units of assessment (UOA) for Biological Sciences and Pre-clinical and Human Biological Sciences. In Biological Sciences 20% of outputs
Document 1:::
This list of life sciences comprises the branches of science that involve the scientific study of life – such as microorganisms, plants, and animals including human beings. This science is one of the two major branches of natural science, the other being physical science, which is concerned with non-living matter. Biology is the overall natural science that studies life, with the other life sciences as its sub-disciplines.
Some life sciences focus on a specific type of organism. For example, zoology is the study of animals, while botany is the study of plants. Other life sciences focus on aspects common to all or many life forms, such as anatomy and genetics. Some focus on the micro-scale (e.g. molecular biology, biochemistry) other on larger scales (e.g. cytology, immunology, ethology, pharmacy, ecology). Another major branch of life sciences involves understanding the mindneuroscience. Life sciences discoveries are helpful in improving the quality and standard of life and have applications in health, agriculture, medicine, and the pharmaceutical and food science industries. For example, it has provided information on certain diseases which has overall aided in the understanding of human health.
Basic life science branches
Biology – scientific study of life
Anatomy – study of form and function, in plants, animals, and other organisms, or specifically in humans
Astrobiology – the study of the formation and presence of life in the universe
Bacteriology – study of bacteria
Biotechnology – study of combination of both the living organism and technology
Biochemistry – study of the chemical reactions required for life to exist and function, usually a focus on the cellular level
Bioinformatics – developing of methods or software tools for storing, retrieving, organizing and analyzing biological data to generate useful biological knowledge
Biolinguistics – the study of the biology and evolution of language.
Biological anthropology – the study of humans, non-hum
Document 2:::
The cell is the basic structural and functional unit of all forms of life. Every cell consists of cytoplasm enclosed within a membrane, and contains many macromolecules such as proteins, DNA and RNA, as well as many small molecules of nutrients and metabolites. The term comes from the Latin word meaning 'small room'.
Cells can acquire specified function and carry out various tasks within the cell such as replication, DNA repair, protein synthesis, and motility. Cells are capable of specialization and mobility within the cell.
Most plant and animal cells are only visible under a light microscope, with dimensions between 1 and 100 micrometres. Electron microscopy gives a much higher resolution showing greatly detailed cell structure. Organisms can be classified as unicellular (consisting of a single cell such as bacteria) or multicellular (including plants and animals). Most unicellular organisms are classed as microorganisms.
The study of cells and how they work has led to many other studies in related areas of biology, including: discovery of DNA, cancer systems biology, aging and developmental biology.
Cell biology is the study of cells, which were discovered by Robert Hooke in 1665, who named them for their resemblance to cells inhabited by Christian monks in a monastery. Cell theory, first developed in 1839 by Matthias Jakob Schleiden and Theodor Schwann, states that all organisms are composed of one or more cells, that cells are the fundamental unit of structure and function in all living organisms, and that all cells come from pre-existing cells. Cells emerged on Earth about 4 billion years ago.
Discovery
With continual improvements made to microscopes over time, magnification technology became advanced enough to discover cells. This discovery is largely attributed to Robert Hooke, and began the scientific study of cells, known as cell biology. When observing a piece of cork under the scope, he was able to see pores. This was shocking at the time as i
Document 3:::
Methyl cellulose (or methylcellulose) is a compound derived from cellulose. It is sold under a variety of trade names and is used as a thickener and emulsifier in various food and cosmetic products, and also as a bulk-forming laxative. Like cellulose, it is not digestible, non-toxic, and not an allergen.
In addition to culinary uses, it is used in arts and crafts such as Papier-mâché and is often the main ingredient of wallpaper paste.
In 2020, it was the 422nd most commonly prescribed medication in the United States, with more than 100thousand prescriptions.
Uses
Methyl cellulose has a wide range of uses.
Medical
Constipation
Methyl cellulose is used to treat constipation. Effects generally occur within three days. It is taken by mouth and is recommended with sufficient water. Side effects may include abdominal pain. It is classified as a bulk forming laxative. It works by increasing the amount of stool present which improves intestinal contractions.
It is available over the counter. It is sold under the brand name Citrucel among others.
Artificial tears and saliva
The lubricating property of methylcellulose is of particular benefit in the treatment of dry eyes. Solutions containing methyl cellulose or similar cellulose derivatives are used as substitute for tears or saliva if the natural production of these fluids is disturbed.
Medication manufacturing
Methyl cellulose is used in the manufacture of drug capsules; its edible and nontoxic properties provide a vegetarian alternative to the use of gelatin.
Consumer products
Thickener and emulsifier
Methyl cellulose is occasionally added to hair shampoos, tooth pastes and liquid soaps, to generate their characteristic thick consistency. This is also done for foods, for example ice cream or croquette. Methyl cellulose is also an important emulsifier, preventing the separation of two mixed liquids because it is an emulsion stabilizer.
Food
The E number of methyl cellulose as food additive is E461. E464 is
Document 4:::
MicrobeLibrary is a permanent collection of over 1400 original peer-reviewed resources for teaching undergraduate microbiology. It is provided by the American Society for Microbiology, Washington DC, United States.
Contents include curriculum activities; images and animations; reviews of books, websites and other resources; and articles from Focus on Microbiology Education, Microbiology Education and Microbe. Around 40% of the materials are free to educators and students, the remainder require a subscription. the service is suspended with the message to:
"Please check back with us in 2017".
External links
MicrobeLibrary
Microbiology
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What human bodily function does cellulose help with?
A. stops food wastes
B. moves food wastes
C. reproduction
D. sleep
Answer:
|
|
scienceQA-11554
|
multiple_choice
|
What do these two changes have in common?
adding dish soap to water in a sink
shaking up salad dressing
|
[
"Both are caused by cooling.",
"Both are chemical changes.",
"Both are only physical changes.",
"Both are caused by heating."
] |
C
|
Step 1: Think about each change.
Adding dish soap to water in a sink is a physical change. Bubbles may appear if air gets trapped in the soapy water, but a different type of matter does not form.
Shaking up salad dressing is a physical change. The different parts mix together, but they are still made of the same type of matter.
Step 2: Look at each answer choice.
Both are only physical changes.
Both changes are physical changes. No new matter is created.
Both are chemical changes.
Both changes are physical changes. They are not chemical changes.
Both are caused by heating.
Neither change is caused by heating.
Both are caused by cooling.
Neither change is caused by cooling.
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
Physical changes are changes affecting the form of a chemical substance, but not its chemical composition. Physical changes are used to separate mixtures into their component compounds, but can not usually be used to separate compounds into chemical elements or simpler compounds.
Physical changes occur when objects or substances undergo a change that does not change their chemical composition. This contrasts with the concept of chemical change in which the composition of a substance changes or one or more substances combine or break up to form new substances. In general a physical change is reversible using physical means. For example, salt dissolved in water can be recovered by allowing the water to evaporate.
A physical change involves a change in physical properties. Examples of physical properties include melting, transition to a gas, change of strength, change of durability, changes to crystal form, textural change, shape, size, color, volume and density.
An example of a physical change is the process of tempering steel to form a knife blade. A steel blank is repeatedly heated and hammered which changes the hardness of the steel, its flexibility and its ability to maintain a sharp edge.
Many physical changes also involve the rearrangement of atoms most noticeably in the formation of crystals. Many chemical changes are irreversible, and many physical changes are reversible, but reversibility is not a certain criterion for classification. Although chemical changes may be recognized by an indication such as odor, color change, or production of a gas, every one of these indicators can result from physical change.
Examples
Heating and cooling
Many elements and some compounds change from solids to liquids and from liquids to gases when heated and the reverse when cooled. Some substances such as iodine and carbon dioxide go directly from solid to gas in a process called sublimation.
Magnetism
Ferro-magnetic materials can become magnetic. The process is reve
Document 2:::
In physics, a dynamical system is said to be mixing if the phase space of the system becomes strongly intertwined, according to at least one of several mathematical definitions. For example, a measure-preserving transformation T is said to be strong mixing if
whenever A and B are any measurable sets and μ is the associated measure. Other definitions are possible, including weak mixing and topological mixing.
The mathematical definition of mixing is meant to capture the notion of physical mixing. A canonical example is the Cuba libre: suppose one is adding rum (the set A) to a glass of cola. After stirring the glass, the bottom half of the glass (the set B) will contain rum, and it will be in equal proportion as it is elsewhere in the glass. The mixing is uniform: no matter which region B one looks at, some of A will be in that region. A far more detailed, but still informal description of mixing can be found in the article on mixing (mathematics).
Every mixing transformation is ergodic, but there are ergodic transformations which are not mixing.
Physical mixing
The mixing of gases or liquids is a complex physical process, governed by a convective diffusion equation that may involve non-Fickian diffusion as in spinodal decomposition. The convective portion of the governing equation contains fluid motion terms that are governed by the Navier–Stokes equations. When fluid properties such as viscosity depend on composition, the governing equations may be coupled. There may also be temperature effects. It is not clear that fluid mixing processes are mixing in the mathematical sense.
Small rigid objects (such as rocks) are sometimes mixed in a rotating drum or tumbler. The 1969 Selective Service draft lottery was carried out by mixing plastic capsules which contained a slip of paper (marked with a day of the year).
See also
Miscibility
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Computer science and engineering (CSE) is an academic program at many universities which comprises computer science classes (e.g. data structures and algorithms) and computer engineering classes (e.g computer architecture). There is no clear division in computing between science and engineering, just like in the field of materials science and engineering. CSE is also a term often used in Europe to translate the name of engineering informatics academic programs. It is offered in both undergraduate as well postgraduate with specializations.
Academic courses
Academic programs vary between colleges, but typically include a combination of topics in computer science, computer engineering, and electrical engineering. Undergraduate courses usually include programming, algorithms and data structures, computer architecture, operating systems, computer networks, parallel computing, embedded systems, algorithms design, circuit analysis and electronics, digital logic and processor design, computer graphics, scientific computing, software engineering, database systems, digital signal processing, virtualization, computer simulations and games programming. CSE programs also include core subjects of theoretical computer science such as theory of computation, numerical methods, machine learning, programming theory and paradigms. Modern academic programs also cover emerging computing fields like image processing, data science, robotics, bio-inspired computing, computational biology, autonomic computing and artificial intelligence. Most CSE programs require introductory mathematical knowledge, hence the first year of study is dominated by mathematical courses, primarily discrete mathematics, mathematical analysis, linear algebra, probability, and statistics, as well as the basics of electrical and electronic engineering, physics, and electromagnetism.
Example universities with CSE majors and departments
APJ Abdul Kalam Technological University
American International University-B
Document 4:::
A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field.
Overview
The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion.
With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies.
Example programs
The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University.
A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What do these two changes have in common?
adding dish soap to water in a sink
shaking up salad dressing
A. Both are caused by cooling.
B. Both are chemical changes.
C. Both are only physical changes.
D. Both are caused by heating.
Answer:
|
scienceQA-2196
|
multiple_choice
|
How long is a parking space?
|
[
"22 feet",
"22 yards",
"22 miles",
"22 inches"
] |
A
|
The best estimate for the length of a parking space is 22 feet.
22 inches is too short. 22 yards and 22 miles are too long.
|
Relavent Documents:
Document 0:::
A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field.
Overview
The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion.
With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies.
Example programs
The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University.
A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes
Document 1:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 2:::
In mathematical psychology and education theory, a knowledge space is a combinatorial structure used to formulate mathematical models describing the progression of a human learner. Knowledge spaces were introduced in 1985 by Jean-Paul Doignon and Jean-Claude Falmagne, and remain in extensive use in the education theory. Modern applications include two computerized tutoring systems, ALEKS and the defunct RATH.
Formally, a knowledge space assumes that a domain of knowledge is a collection of concepts or skills, each of which must be eventually mastered. Not all concepts are interchangeable; some require other concepts as prerequisites. Conversely, competency at one skill may ease the acquisition of another through similarity. A knowledge space marks out which collections of skills are feasible: they can be learned without mastering any other skills. Under reasonable assumptions, the collection of feasible competencies forms the mathematical structure known as an antimatroid.
Researchers and educators usually explore the structure of a discipline's knowledge space as a latent class model.
Motivation
Knowledge Space Theory attempts to address shortcomings of standardized testing when used in educational psychometry. Common tests, such as the SAT and ACT, compress a student's knowledge into a very small range of ordinal ranks, in the process effacing the conceptual dependencies between questions. Consequently, the tests cannot distinguish between true understanding and guesses, nor can they identify a student's particular weaknesses, only the general proportion of skills mastered. The goal of knowledge space theory is to provide a language by which exams can communicate
What the student can do and
What the student is ready to learn.
Model structure
Knowledge Space Theory-based models presume that an educational subject can be modeled as a finite set of concepts, skills, or topics. Each feasible state of knowledge about is then a subset of ; the set of
Document 3:::
Female education in STEM refers to child and adult female representation in the educational fields of science, technology, engineering, and mathematics (STEM). In 2017, 33% of students in STEM fields were women.
The organization UNESCO has stated that this gender disparity is due to discrimination, biases, social norms and expectations that influence the quality of education women receive and the subjects they study. UNESCO also believes that having more women in STEM fields is desirable because it would help bring about sustainable development.
Current status of girls and women in STEM education
Overall trends in STEM education
Gender differences in STEM education participation are already visible in early childhood care and education in science- and math-related play, and become more pronounced at higher levels of education. Girls appear to lose interest in STEM subjects with age, particularly between early and late adolescence. This decreased interest affects participation in advanced studies at the secondary level and in higher education. Female students represent 35% of all students enrolled in STEM-related fields of study at this level globally. Differences are also observed by disciplines, with female enrollment lowest in engineering, manufacturing and construction, natural science, mathematics and statistics and ICT fields. Significant regional and country differences in female representation in STEM studies can be observed, though, suggesting the presence of contextual factors affecting girls’ and women's engagement in these fields. Women leave STEM disciplines in disproportionate numbers during their higher education studies, in their transition to the world of work and even in their career cycle.
Learning achievement in STEM education
Data on gender differences in learning achievement present a complex picture, depending on what is measured (subject, knowledge acquisition against knowledge application), the level of education/age of students, and
Document 4:::
The Texas Math and Science Coaches Association or TMSCA is an organization for coaches of academic University Interscholastic League teams in Texas middle schools and high schools, specifically those that compete in mathematics and science-related tests.
Events
There are four events in the TMSCA at both the middle and high school level: Number Sense, General Mathematics, Calculator Applications, and General Science.
Number Sense is an 80-question exam that students are given only 10 minutes to solve. Additionally, no scratch work or paper calculations are allowed. These questions range from simple calculations such as 99+98 to more complicated operations such as 1001×1938. Each calculation is able to be done with a certain trick or shortcut that makes the calculations easier.
The high school exam includes calculus and other difficult topics in the questions also with the same rules applied as to the middle school version.
It is well known that the grading for this event is particularly stringent as errors such as writing over a line or crossing out potential answers are considered as incorrect answers.
General Mathematics is a 50-question exam that students are given only 40 minutes to solve. These problems are usually more challenging than questions on the Number Sense test, and the General Mathematics word problems take more thinking to figure out. Every problem correct is worth 5 points, and for every problem incorrect, 2 points are deducted. Tiebreakers are determined by the person that misses the first problem and by percent accuracy.
Calculator Applications is an 80-question exam that students are given only 30 minutes to solve. This test requires practice on the calculator, knowledge of a few crucial formulas, and much speed and intensity. Memorizing formulas, tips, and tricks will not be enough. In this event, plenty of practice is necessary in order to master the locations of the keys and develop the speed necessary. All correct questions are worth 5
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
How long is a parking space?
A. 22 feet
B. 22 yards
C. 22 miles
D. 22 inches
Answer:
|
scienceQA-10194
|
multiple_choice
|
Which organ produces the power to move the body?
|
[
"skin",
"brain",
"skeleton",
"muscles"
] |
D
|
Relavent Documents:
Document 0:::
This article contains a list of organs of the human body. A general consensus is widely believed to be 79 organs (this number goes up if you count each bone and muscle as an organ on their own, which is becoming more common practice to do); however, there is no universal standard definition of what constitutes an organ, and some tissue groups' status as one is debated. Since there is no single standard definition of what an organ is, the number of organs varies depending on how one defines an organ. For example, this list contains more than 79 organs (about ~103).
It is still not clear which definition of an organ is used for all the organs in this list, it seemed that it may have been compiled based on what wikipedia articles were available on organs.
Musculoskeletal system
Skeleton
Joints
Ligaments
Muscular system
Tendons
Digestive system
Mouth
Teeth
Tongue
Lips
Salivary glands
Parotid glands
Submandibular glands
Sublingual glands
Pharynx
Esophagus
Stomach
Small intestine
Duodenum
Jejunum
Ileum
Large intestine
Cecum
Ascending colon
Transverse colon
Descending colon
Sigmoid colon
Rectum
Liver
Gallbladder
Mesentery
Pancreas
Anal canal
Appendix
Respiratory system
Nasal cavity
Pharynx
Larynx
Trachea
Bronchi
Bronchioles and smaller air passages
Lungs
Muscles of breathing
Urinary system
Kidneys
Ureter
Bladder
Urethra
Reproductive systems
Female reproductive system
Internal reproductive organs
Ovaries
Fallopian tubes
Uterus
Cervix
Vagina
External reproductive organs
Vulva
Clitoris
Male reproductive system
Internal reproductive organs
Testicles
Epididymis
Vas deferens
Prostate
External reproductive organs
Penis
Scrotum
Endocrine system
Pituitary gland
Pineal gland
Thyroid gland
Parathyroid glands
Adrenal glands
Pancreas
Circulatory system
Circulatory system
Heart
Arteries
Veins
Capillaries
Lymphatic system
Lymphatic vessel
Lymph node
Bone marrow
Thymus
Spleen
Gut-associated lymphoid tissue
Tonsils
Interstitium
Nervous system
Central nervous system
Document 1:::
In a multicellular organism, an organ is a collection of tissues joined in a structural unit to serve a common function. In the hierarchy of life, an organ lies between tissue and an organ system. Tissues are formed from same type cells to act together in a function. Tissues of different types combine to form an organ which has a specific function. The intestinal wall for example is formed by epithelial tissue and smooth muscle tissue. Two or more organs working together in the execution of a specific body function form an organ system, also called a biological system or body system.
An organ's tissues can be broadly categorized as parenchyma, the functional tissue, and stroma, the structural tissue with supportive, connective, or ancillary functions. For example, the gland's tissue that makes the hormones is the parenchyma, whereas the stroma includes the nerves that innervate the parenchyma, the blood vessels that oxygenate and nourish it and carry away its metabolic wastes, and the connective tissues that provide a suitable place for it to be situated and anchored. The main tissues that make up an organ tend to have common embryologic origins, such as arising from the same germ layer. Organs exist in most multicellular organisms. In single-celled organisms such as members of the eukaryotes, the functional analogue of an organ is known as an organelle. In plants, there are three main organs.
The number of organs in any organism depends on the definition used. By one widely adopted definition, 79 organs have been identified in the human body.
Animals
Except for placozoans, multicellular animals including humans have a variety of organ systems. These specific systems are widely studied in human anatomy. The functions of these organ systems often share significant overlap. For instance, the nervous and endocrine system both operate via a shared organ, the hypothalamus. For this reason, the two systems are combined and studied as the neuroendocrine system. The sam
Document 2:::
Instruments used in Anatomy dissections are as follows:
Instrument list
Image gallery
Document 3:::
The human body is the structure of a human being. It is composed of many different types of cells that together create tissues and subsequently organs and then organ systems. They ensure homeostasis and the viability of the human body.
It comprises a head, hair, neck, torso (which includes the thorax and abdomen), arms and hands, legs and feet.
The study of the human body includes anatomy, physiology, histology and embryology. The body varies anatomically in known ways. Physiology focuses on the systems and organs of the human body and their functions. Many systems and mechanisms interact in order to maintain homeostasis, with safe levels of substances such as sugar and oxygen in the blood.
The body is studied by health professionals, physiologists, anatomists, and artists to assist them in their work.
Composition
The human body is composed of elements including hydrogen, oxygen, carbon, calcium and phosphorus. These elements reside in trillions of cells and non-cellular components of the body.
The adult male body is about 60% water for a total water content of some . This is made up of about of extracellular fluid including about of blood plasma and about of interstitial fluid, and about of fluid inside cells. The content, acidity and composition of the water inside and outside cells is carefully maintained. The main electrolytes in body water outside cells are sodium and chloride, whereas within cells it is potassium and other phosphates.
Cells
The body contains trillions of cells, the fundamental unit of life. At maturity, there are roughly 3037trillion cells in the body, an estimate arrived at by totaling the cell numbers of all the organs of the body and cell types. The body is also host to about the same number of non-human cells as well as multicellular organisms which reside in the gastrointestinal tract and on the skin. Not all parts of the body are made from cells. Cells sit in an extracellular matrix that consists of proteins such as collagen,
Document 4:::
Work
He is an associate professor of anatomy, Department of Anatomy, Howard University College of Medicine (US). He was among the most cited/influential anatomists in 2019.
Books
Single author or co-author books
DIOGO, R. (2021). Meaning of Life, Human Nature and Delusions - How Tales about Love, Sex, Races, Gods and Progress Affect Us and Earth's Splendor. Springer (New York, US).
MONTERO, R., ADESOMO, A. & R. DIOGO (2021). On viruses, pandemics, and us: a developing story [De virus, pandemias y nosotros: una historia en desarollo]. Independently published, Tucuman, Argentina. 495 pages.
DIOGO, R., J. ZIERMANN, J. MOLNAR, N. SIOMAVA & V. ABDALA (2018). Muscles of Chordates: development, homologies and evolution. Taylor & Francis (Oxford, UK). 650 pages.
DIOGO, R., B. SHEARER, J. M. POTAU, J. F. PASTOR, F. J. DE PAZ, J. ARIAS-MARTORELL, C. TURCOTTE, A. HAMMOND, E. VEREECKE, M. VANHOOF, S. NAUWELAERTS & B. WOOD (2017). Photographic and descriptive musculoskeletal atlas of bonobos - with notes on the weight, attachments, variations, and innervation of the muscles and comparisons with common chimpanzees and humans. Springer (New York, US). 259 pages.
DIOGO, R. (2017). Evolution driven by organismal behavior: a unifying view of life, function, form, mismatches and trends. Springer
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which organ produces the power to move the body?
A. skin
B. brain
C. skeleton
D. muscles
Answer:
|
|
sciq-2421
|
multiple_choice
|
What type of reproduction do fungi engage in?
|
[
"asexual",
"microscopic",
"ephemeral",
"sexual"
] |
A
|
Relavent Documents:
Document 0:::
Sexual selection has been observed in fungi as a part of their reproduction, although they also often reproduce asexually. In the basidiomycetes, the sex ratio is biased towards males, implying sexual selection there. Male–male competition to fertilize occurs in fungi including yeasts. Pheromone signaling is used by female gametes and by conidia, implying male choice in these cases. Female–female competition may also occur, indicated by the much faster evolution of female-biased genes in fungi.
Fungal sexual selection requirements
Most fungi can produce asexually and sexually. Currently, sexual selection has been studied to occur more predominantly in the Ascomycota and Basidiomycota phyla. Although different sexes are not present within fungi, sexual selection can act due to the presence of different sex roles as well as different mating types as most fungi are hermaphroditic. Sex roles can be distinguished in sexually producing filamentous fungi. For example, sexually producing ascomycetes can produce anisogamous gametes. The larger immobile gametes act as female gametes, while the smaller, motile gametes act as male gametes. Increased difference in the operational sex ratio (OSR) due to asymmetry between the sex roles leads to the production of more male gametes. In addition, variation within gamete quality which could affect offspring viability or fitness can also lead to differences in female/male gamete ratios.
In addition, sexual selection can occur within fungi if there is a limiting number of a certain type of gamete. The limiting gamete is typically the female gamete as they tend to be more costly to produce and invest more, energetically, in the zygote.
Most fungi have a haploid-diploid life cycle. Sexual selection is much more crucial in the diploid phase as the product of the phase immediately undergoes meiosis and can no longer be fertilized again.
Sexual selection in mushroom fungi
Mushroom-forming fungi within the phylum Basidiomycota produce se
Document 1:::
The life stage at which a fungus lives, grows, and develops, gathering nutrients and energy.
The fungus uses this stage to proliferate itself through asexually created mitotic spores.
Cycles through somatic hyphae, zoosporangia, zoospores, encystation & germination, and back to somatic hyphae.
Document 2:::
Fungal Genetics and Biology is a peer-reviewed scientific journal established in 1977 as Experimental Mycology, obtaining its current title in 1996. It covers experimental investigations of fungi and their traditional allies that relate structure and function to growth, reproduction, morphogenesis, and differentiation.
External links
Elsevier academic journals
English-language journals
Monthly journals
Mycology journals
Academic journals established in 1977
Document 3:::
In mycology, the terms teleomorph, anamorph, and holomorph apply to portions of the life cycles of fungi in the phyla Ascomycota and Basidiomycota:
Teleomorph: the sexual reproductive stage (morph), typically a fruiting body.
Anamorph: an asexual reproductive stage (morph), often mold-like. When a single fungus produces multiple morphologically distinct anamorphs, these are called synanamorphs.
Holomorph: the whole fungus, including anamorphs and teleomorph.
Dual naming of fungi
Fungi are classified primarily based on the structures associated with sexual reproduction, which tend to be evolutionarily conserved. However, many fungi reproduce only asexually, and cannot easily be classified based on sexual characteristics; some produce both asexual and sexual states. These species are often members of the Ascomycota, but a few of them belong to the Basidiomycota. Even among fungi that reproduce both sexually and asexually, often only one method of reproduction can be observed at a specific point in time or under specific conditions. Additionally, fungi typically grow in mixed colonies and sporulate amongst each other. These facts have made it very difficult to link the various states of the same fungus.
Fungi that are not known to produce a teleomorph were historically placed into an artificial phylum, the "Deuteromycota," also known as "fungi imperfecti," simply for convenience. Some workers hold that this is an obsolete concept, and that molecular phylogeny allows accurate placement of species which are known from only part of their life cycle. Others retain the term "deuteromycetes," but give it a lowercase "d" and no taxonomic rank.
Historically, Article 59 of the International Code of Botanical Nomenclature permitted mycologists to give asexually reproducing fungi (anamorphs) separate names from their sexual states (teleomorphs); but this practice was discontinued as of 1 January 2013.
The dual naming system can be confusing. However, it is essential for work
Document 4:::
Fungi are a diverse group of organisms that employ a huge variety of reproductive strategies, ranging from fully asexual to almost exclusively sexual species. Most species can reproduce both sexually and asexually, alternating between haploid and diploid forms. This contrasts with many eukaryotes such as mammals, where the adults are always diploid and produce haploid gametes which combine to form the next generation. In fungi, both haploid and diploid forms can reproduce – haploid individuals can undergo asexual reproduction while diploid forms can produce gametes that combine to give rise to the next generation.
Mating in fungi is a complex process governed by mating types. Research on fungal mating has focused on several model species with different behaviour. Not all fungi reproduce sexually and many that do are isogamous; thus, for many members of the fungal kingdom, the terms "male" and "female" do not apply. Homothallic species are able to mate with themselves, while in heterothallic species only isolates of opposite mating types can mate.
Mating between isogamous fungi may consist only of a transfer of a nucleus from one cell to another. Vegetative incompatibility within species often prevents a fungal isolate from mating with another isolate. Isolates of the same incompatibility group do not mate or mating does not lead to successful offspring. High variation has been reported including same-chemotype mating, sporophyte to gametophyte mating and biparental transfer of mitochondria.
Mating in Zygomycota
A zygomycete hypha grows towards a compatible mate and they both form a bridge, called a progametangia, by joining at the hyphal tips via plasmogamy. A pair of septa forms around the merged tips, enclosing nuclei from both isolates. A second pair of septa forms two adjacent cells, one on each side. These adjacent cells, called suspensors provide structural support. The central cell, called the zygosporangium, is destined to become a spore. The zygosporang
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What type of reproduction do fungi engage in?
A. asexual
B. microscopic
C. ephemeral
D. sexual
Answer:
|
|
sciq-4857
|
multiple_choice
|
What occurs when a gas passes through an opening that is smaller than the mean free path of the particles?
|
[
"precipitation",
"dissipation",
"effusion",
"malformation"
] |
C
|
Relavent Documents:
Document 0:::
In physics and chemistry, effusion is the process in which a gas escapes from a container through a hole of diameter considerably smaller than the mean free path of the molecules. Such a hole is often described as a pinhole and the escape of the gas is due to the pressure difference between the container and the exterior. Under these conditions, essentially all molecules which arrive at the hole continue and pass through the hole, since collisions between molecules in the region of the hole are negligible. Conversely, when the diameter is larger than the mean free path of the gas, flow obeys the Sampson flow law.
In medical terminology, an effusion refers to accumulation of fluid in an anatomic space, usually without loculation. Specific examples include subdural, mastoid, pericardial and pleural effusions.
Etymology
The word effusion derives from the Latin word, effundo, which means "shed, pour forth, pour out, utter, lavish, waste."
Effusion into vacuum
Effusion from an equilibrated container into outside vacuum can be calculated based on kinetic theory. The number of atomic or molecular collisions with a wall of a container per unit area per unit time (impingement rate) is given by:
assuming mean free path is much greater than pinhole diameter and the gas can be treated as an ideal gas.
If a small area on the container is punched to become a small hole, the effusive flow rate will be
where is the molar mass, is the Avogadro constant, and is the gas constant.
The average velocity of effused particles is
Combined with the effusive flow rate, the recoil/thrust force on the system itself is
An example is the recoil force on a balloon with a small hole flying in vacuum.
Measures of flow rate
According to the kinetic theory of gases, the kinetic energy for a gas at a temperature is
where is the mass of one molecule, is the root-mean-square speed of the molecules, and is the Boltzmann constant. The average molecular speed can be calculated from the Ma
Document 1:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 2:::
At equilibrium, the relationship between water content and equilibrium relative humidity of a material can be displayed graphically by a curve, the so-called moisture sorption isotherm.
For each humidity value, a sorption isotherm indicates the corresponding water content value at a given, constant temperature. If the composition or quality of the material changes, then its sorption behaviour also changes. Because of the complexity of sorption process the isotherms cannot be determined explicitly by calculation, but must be recorded experimentally for each product.
The relationship between water content and water activity (aw) is complex. An increase in aw is usually accompanied by an increase in water content, but in a non-linear fashion. This relationship between water activity and moisture content at a given temperature is called the moisture sorption isotherm. These curves are determined experimentally and constitute the fingerprint of a food system.
BET theory (Brunauer-Emmett-Teller) provides a calculation to describe the physical adsorption of gas molecules on a solid surface. Because of the complexity of the process, these calculations are only moderately successful; however, Stephen Brunauer was able to classify sorption isotherms into five generalized shapes as shown in Figure 2. He found that Type II and Type III isotherms require highly porous materials or desiccants, with first monolayer adsorption, followed by multilayer adsorption and finally leading to capillary condensation, explaining these materials high moisture capacity at high relative humidity.
Care must be used in extracting data from isotherms, as the representation for each axis may vary in its designation. Brunauer provided the vertical axis as moles of gas adsorbed divided by the moles of the dry material, and on the horizontal axis he used the ratio of partial pressure of the gas just over the sample, divided by its partial pressure at saturation. More modern isotherms showing the
Document 3:::
The Stefan flow, occasionally called Stefan's flow, is a transport phenomenon concerning the movement of a chemical species by a flowing fluid (typically in the gas phase) that is induced to flow by the production or removal of the species at an interface. Any process that adds the species of interest to or removes it from the flowing fluid may cause the Stefan flow, but the most common processes include evaporation, condensation, chemical reaction, sublimation, ablation, adsorption, absorption, and desorption. It was named after the Slovenian physicist, mathematician, and poet Josef Stefan for his early work on calculating evaporation rates.
The Stefan flow is distinct from diffusion as described by Fick's law, but diffusion almost always also occurs in multi-species systems that are experiencing the Stefan flow. In systems undergoing one of the species addition or removal processes mentioned previously, the addition or removal generates a mean flow in the flowing fluid as the fluid next to the interface is displaced by the production or removal of additional fluid by the processes occurring at the interface. The transport of the species by this mean flow is the Stefan flow. When concentration gradients of the species are also present, diffusion transports the species relative to the mean flow. The total transport rate of the species is then given by a summation of the Stefan flow and diffusive contributions.
An example of the Stefan flow occurs when a droplet of liquid evaporates in air. In this case, the vapor/air mixture surrounding the droplet is the flowing fluid, and liquid/vapor boundary of the droplet is the interface. As heat is absorbed by the droplet from the environment, some of the liquid evaporates into vapor at the surface of the droplet, and flows away from the droplet as it is displaced by additional vapor evaporating from the droplet. This process causes the flowing medium to move away from the droplet at some mean speed that is dependent on
Document 4:::
In fluid dynamics, a convection cell is the phenomenon that occurs when density differences exist within a body of liquid or gas. These density differences result in rising and/or falling convection currents, which are the key characteristics of a convection cell. When a volume of fluid is heated, it expands and becomes less dense and thus more buoyant than the surrounding fluid. The colder, denser part of the fluid descends to settle below the warmer, less-dense fluid, and this causes the warmer fluid to rise. Such movement is called convection, and the moving body of liquid is referred to as a convection cell. This particular type of convection, where a horizontal layer of fluid is heated from below, is known as Rayleigh–Bénard convection. Convection usually requires a gravitational field, but in microgravity experiments, thermal convection has been observed without gravitational effects.
Fluids are generalized as materials that exhibit the property of flow; however, this behavior is not unique to liquids. Fluid properties can also be observed in gases and even in particulate solids (such as sand, gravel, and larger objects during rock slides).
A convection cell is most notable in the formation of clouds with its release and transportation of energy. As air moves along the ground it absorbs heat, loses density and moves up into the atmosphere. When it is forced into the atmosphere, which has a lower air pressure, it cannot contain as much fluid as at a lower altitude, so it releases its moist air, producing rain. In this process the warm air is cooled; it gains density and falls towards the earth and the cell repeats the cycle.
Convection cells can form in any fluid, including the Earth's atmosphere (where they are called Hadley cells), boiling water, soup (where the cells can be identified by the particles they transport, such as grains of rice), the ocean, or the surface of the Sun. The size of convection cells is largely determined by the fluid's properties.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What occurs when a gas passes through an opening that is smaller than the mean free path of the particles?
A. precipitation
B. dissipation
C. effusion
D. malformation
Answer:
|
|
sciq-11208
|
multiple_choice
|
What kind of container is used to measure heat changes during a chemical reaction or physical process?
|
[
"hydrostatic",
"graduated cylinder",
"thermal flask",
"calorimeter"
] |
D
|
Relavent Documents:
Document 0:::
Thermofluids is a branch of science and engineering encompassing four intersecting fields:
Heat transfer
Thermodynamics
Fluid mechanics
Combustion
The term is a combination of "thermo", referring to heat, and "fluids", which refers to liquids, gases and vapors. Temperature, pressure, equations of state, and transport laws all play an important role in thermofluid problems. Phase transition and chemical reactions may also be important in a thermofluid context. The subject is sometimes also referred to as "thermal fluids".
Heat transfer
Heat transfer is a discipline of thermal engineering that concerns the transfer of thermal energy from one physical system to another. Heat transfer is classified into various mechanisms, such as heat conduction, convection, thermal radiation, and phase-change transfer. Engineers also consider the transfer of mass of differing chemical species, either cold or hot, to achieve heat transfer.
Sections include :
Energy transfer by heat, work and mass
Laws of thermodynamics
Entropy
Refrigeration Techniques
Properties and nature of pure substances
Applications
Engineering : Predicting and analysing the performance of machines
Thermodynamics
Thermodynamics is the science of energy conversion involving heat and other forms of energy, most notably mechanical work. It studies and interrelates the macroscopic variables, such as temperature, volume and pressure, which describe physical, thermodynamic systems.
Fluid mechanics
Fluid Mechanics the study of the physical forces at work during fluid flow. Fluid mechanics can be divided into fluid kinematics, the study of fluid motion, and fluid kinetics, the study of the effect of forces on fluid motion. Fluid mechanics can further be divided into fluid statics, the study of fluids at rest, and fluid dynamics, the study of fluids in motion. Some of its more interesting concepts include momentum and reactive forces in fluid flow and fluid machinery theory and performance.
Sections include:
Flu
Document 1:::
Temperature measurement (also known as thermometry) describes the process of measuring a current local temperature for immediate or later evaluation. Datasets consisting of repeated standardized measurements can be used to assess temperature trends.
History
Attempts at standardized temperature measurement prior to the 17th century were crude at best. For instance in 170 AD, physician Claudius Galenus mixed equal portions of ice and boiling water to create a "neutral" temperature standard. The modern scientific field has its origins in the works by Florentine scientists in the 1600s including Galileo constructing devices able to measure relative change in temperature, but subject also to confounding with atmospheric pressure changes. These early devices were called thermoscopes. The first sealed thermometer was constructed in 1654 by the Grand Duke of Tuscany, Ferdinand II. The development of today's thermometers and temperature scales began in the early 18th century, when Gabriel Fahrenheit produced a mercury thermometer and scale, both developed by Ole Christensen Rømer. Fahrenheit's scale is still in use, alongside the Celsius and Kelvin scales.
Technologies
Many methods have been developed for measuring temperature. Most of these rely on measuring some physical property of a working material that varies with temperature. One of the most common devices for measuring temperature is the glass thermometer. This consists of a glass tube filled with mercury or some other liquid, which acts as the working fluid. Temperature increase causes the fluid to expand, so the temperature can be determined by measuring the volume of the fluid. Such thermometers are usually calibrated so that one can read the temperature simply by observing the level of the fluid in the thermometer. Another type of thermometer that is not really used much in practice, but is important from a theoretical standpoint, is the gas thermometer.
Other important devices for measuring temperature inc
Document 2:::
Heatwork is the combined effect of temperature and time. It is important to several industries:
Ceramics
Glass and metal annealing
Metal heat treating
Pyrometric devices can be used to gauge heat work as they deform or contract due to heatwork to produce temperature equivalents. Within tolerances, firing can be undertaken at lower temperatures for a longer period to achieve comparable results. When the amount of heatwork of two firings is the same, the pieces may look identical, but there may be differences not visible, such as mechanical strength and microstructure. Heatwork is taught in material science courses, but is not a precise measurement or a valid scientific concept.
External links
Temperature equivalents table & description of Bullers Rings.
Temperature equivalents table & description of Nimra Cerglass pyrometric cones.
Temperature equivalents table & description of Orton pyrometric cones.
Temperature equivalents table of Seger pyrometric cones.
Temperature Equivalents, °F & °C for Bullers Ring.
Glass physics
Pottery
Metallurgy
Ceramic engineering
Document 3:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 4:::
Thermogravimetric analysis or thermal gravimetric analysis (TGA) is a method of thermal analysis in which the mass of a sample is measured over time as the temperature changes. This measurement provides information about physical phenomena, such as phase transitions, absorption, adsorption and desorption; as well as chemical phenomena including chemisorptions, thermal decomposition, and solid-gas reactions (e.g., oxidation or reduction).
Thermogravimetric analyzer
Thermogravimetric analysis (TGA) is conducted on an instrument referred to as a thermogravimetric analyzer. A thermogravimetric analyzer continuously measures mass while the temperature of a sample is changed over time. Mass, temperature, and time are considered base measurements in thermogravimetric analysis while many additional measures may be derived from these three base measurements.
A typical thermogravimetric analyzer consists of a precision balance with a sample pan located inside a furnace with a programmable control temperature. The temperature is generally increased at constant rate (or for some applications the temperature is controlled for a constant mass loss) to incur a thermal reaction. The thermal reaction may occur under a variety of atmospheres including: ambient air, vacuum, inert gas, oxidizing/reducing gases, corrosive gases, carburizing gases, vapors of liquids or "self-generated atmosphere"; as well as a variety of pressures including: a high vacuum, high pressure, constant pressure, or a controlled pressure.
The thermogravimetric data collected from a thermal reaction is compiled into a plot of mass or percentage of initial mass on the y axis versus either temperature or time on the x-axis. This plot, which is often smoothed, is referred to as a TGA curve. The first derivative of the TGA curve (the DTG curve) may be plotted to determine inflection points useful for in-depth interpretations as well as differential thermal analysis.
A TGA can be used for materials character
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What kind of container is used to measure heat changes during a chemical reaction or physical process?
A. hydrostatic
B. graduated cylinder
C. thermal flask
D. calorimeter
Answer:
|
|
sciq-3690
|
multiple_choice
|
What is the most abundant element in the universe?
|
[
"hydrogen",
"oxygen",
"fluoride",
"helium"
] |
A
|
Relavent Documents:
Document 0:::
The abundance of the chemical elements is a measure of the occurrence of the chemical elements relative to all other elements in a given environment. Abundance is measured in one of three ways: by mass fraction (in commercial contexts often called weight fraction), by mole fraction (fraction of atoms by numerical count, or sometimes fraction of molecules in gases), or by volume fraction. Volume fraction is a common abundance measure in mixed gases such as planetary atmospheres, and is similar in value to molecular mole fraction for gas mixtures at relatively low densities and pressures, and ideal gas mixtures. Most abundance values in this article are given as mass fractions.
For example, the abundance of oxygen in pure water can be measured in two ways: the mass fraction is about 89%, because that is the fraction of water's mass which is oxygen. However, the mole fraction is about 33% because only 1 atom of 3 in water, H2O, is oxygen. As another example, looking at the mass fraction abundance of hydrogen and helium in both the Universe as a whole and in the atmospheres of gas-giant planets such as Jupiter, it is 74% for hydrogen and 23–25% for helium; while the (atomic) mole fraction for hydrogen is 92%, and for helium is 8%, in these environments. Changing the given environment to Jupiter's outer atmosphere, where hydrogen is diatomic while helium is not, changes the molecular mole fraction (fraction of total gas molecules), as well as the fraction of atmosphere by volume, of hydrogen to about 86%, and of helium to 13%.
The abundance of chemical elements in the universe is dominated by the large amounts of hydrogen and helium which were produced during the Big Bang. Remaining elements, making up only about 2% of the universe, were largely produced by supernovae and certain red giant stars. Lithium, beryllium, and boron, despite their low atomic number, are rare because, although they are produced by nuclear fusion, they are destroyed by other reactions in the st
Document 1:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 2:::
The amount of lithium generated in the Big Bang can be calculated. Hydrogen-1 is the most abundant nuclide, comprising roughly 92% of the ato
Document 3:::
The interplanetary medium (IPM) or interplanetary space consists of the mass and energy which fills the Solar System, and through which all the larger Solar System bodies, such as planets, dwarf planets, asteroids, and comets, move. The IPM stops at the heliopause, outside of which the interstellar medium begins. Before 1950, interplanetary space was widely considered to either be an empty vacuum, or consisting of "aether".
Composition and physical characteristics
The interplanetary medium includes interplanetary dust, cosmic rays, and hot plasma from the solar wind. The density of the interplanetary medium is very low, decreasing in inverse proportion to the square of the distance from the Sun. It is variable, and may be affected by magnetic fields and events such as coronal mass ejections. Typical particle densities in the interplanetary medium are about 5-40 particles/cm, but exhibit substantial variation. In the vicinity of the Earth, it contains about 5 particles/cm, but values as high as 100 particles/cm have been observed.
The temperature of the interplanetary medium varies through the solar system. Joseph Fourier estimated that interplanetary medium must have temperatures comparable to those observed at Earth's poles, but on faulty grounds: lacking modern estimates of atmospheric heat transport, he saw no other means to explain the relative consistency of earth's climate. A very hot interplanetary medium remained a minor position among geophysicists as late as 1959, when Chapman proposed a temperature on the order of 10000 K, but observation in Low Earth orbit of the exosphere soon contradicted his position. In fact, both Fourier and Chapman's final predictions were correct: because the interplanetary medium is so rarefied, it does not exhibit thermodynamic equilibrium. Instead, different components have different temperatures. The solar wind exhibits temperatures consistent with Chapman's estimate in cislunar space, and dust particles near Earth's
Document 4:::
This is an index of lists of molecules (i.e. by year, number of atoms, etc.). Millions of molecules have existed in the universe since before the formation of Earth. Three of them, carbon dioxide, water and oxygen were necessary for the growth of life. Although humanity had always been surrounded by these substances, it has not always known what they were composed of.
By century
The following is an index of list of molecules organized by time of discovery of their molecular formula or their specific molecule in case of isomers:
List of compounds
By number of carbon atoms in the molecule
List of compounds with carbon number 1
List of compounds with carbon number 2
List of compounds with carbon number 3
List of compounds with carbon number 4
List of compounds with carbon number 5
List of compounds with carbon number 6
List of compounds with carbon number 7
List of compounds with carbon number 8
List of compounds with carbon number 9
List of compounds with carbon number 10
List of compounds with carbon number 11
List of compounds with carbon number 12
List of compounds with carbon number 13
List of compounds with carbon number 14
List of compounds with carbon number 15
List of compounds with carbon number 16
List of compounds with carbon number 17
List of compounds with carbon number 18
List of compounds with carbon number 19
List of compounds with carbon number 20
List of compounds with carbon number 21
List of compounds with carbon number 22
List of compounds with carbon number 23
List of compounds with carbon number 24
List of compounds with carbon numbers 25-29
List of compounds with carbon numbers 30-39
List of compounds with carbon numbers 40-49
List of compounds with carbon numbers 50+
Other lists
List of interstellar and circumstellar molecules
List of gases
List of molecules with unusual names
See also
Molecule
Empirical formula
Chemical formula
Chemical structure
Chemical compound
Chemical bond
Coordination complex
L
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the most abundant element in the universe?
A. hydrogen
B. oxygen
C. fluoride
D. helium
Answer:
|
|
sciq-4319
|
multiple_choice
|
Name the process of removing wastes from the body.
|
[
"degradation",
"excretion",
"filtration",
"depletion"
] |
B
|
Relavent Documents:
Document 0:::
Reuse of human excreta is the safe, beneficial use of treated human excreta after applying suitable treatment steps and risk management approaches that are customized for the intended reuse application. Beneficial uses of the treated excreta may focus on using the plant-available nutrients (mainly nitrogen, phosphorus and potassium) that are contained in the treated excreta. They may also make use of the organic matter and energy contained in the excreta. To a lesser extent, reuse of the excreta's water content might also take place, although this is better known as water reclamation from municipal wastewater. The intended reuse applications for the nutrient content may include: soil conditioner or fertilizer in agriculture or horticultural activities. Other reuse applications, which focus more on the organic matter content of the excreta, include use as a fuel source or as an energy source in the form of biogas.
There is a large and growing number of treatment options to make excreta safe and manageable for the intended reuse option. Some options include: Urine diversion and dehydration of feces (urine-diverting dry toilets), composting (composting toilets or external composting processes), sewage sludge treatment technologies and a range of fecal sludge treatment processes. They all achieve various degrees of pathogen removal and reduction in water content for easier handling. Pathogens of concern are enteric bacteria, virus, protozoa, and helminth eggs in feces. As the helminth eggs are the pathogens that are the most difficult to destroy with treatment processes, they are commonly used as an indicator organism in reuse schemes. Other health risks and environmental pollution aspects that need to be considered include spreading micropollutants, pharmaceutical residues and nitrate in the environment which could cause groundwater pollution and thus potentially affect drinking water quality.
There are several "human excreta derived fertilizers" which vary in their
Document 1:::
Metabolic wastes or excrements are substances left over from metabolic processes (such as cellular respiration) which cannot be used by the organism (they are surplus or toxic), and must therefore be excreted. This includes nitrogen compounds, water, CO2, phosphates, sulphates, etc. Animals treat these compounds as excretes. Plants have metabolic pathways which transforms some of them (primarily the oxygen compounds) into useful substances..
All the metabolic wastes are excreted in a form of water solutes through the excretory organs (nephridia, Malpighian tubules, kidneys), with the exception of CO2, which is excreted together with the water vapor throughout the lungs. The elimination of these compounds enables the chemical homeostasis of the organism.
Nitrogen wastes
The nitrogen compounds through which excess nitrogen is eliminated from organisms are called nitrogenous wastes () or nitrogen wastes. They are ammonia, urea, uric acid, and creatinine. All of these substances are produced from protein metabolism. In many animals, the urine is the main route of excretion for such wastes; in some, it is the feces.
Ammonotelism
Ammonotelism is the excretion of ammonia and ammonium ions. Ammonia (NH3) forms with the oxidation of amino groups.(-NH2), which are removed from the proteins when they convert into carbohydrates. It is a very toxic substance to tissues and extremely soluble in water. Only one nitrogen atom is removed with it. A lot of water is needed for the excretion of ammonia, about 0.5 L of water is needed per 1 g of nitrogen to maintain ammonia levels in the excretory fluid below the level in body fluids to prevent toxicity. Thus, the marine organisms excrete ammonia directly into the water and are called ammonotelic. Ammonotelic animals include crustaceans, platyhelminths, cnidarians, poriferans, echinoderms, and other aquatic invertebrates.
Ureotelism
The excretion of urea is called ureotelism. Land animals, mainly amphibians and mammals, convert
Document 2:::
Microbiology of decomposition is the study of all microorganisms involved in decomposition, the chemical and physical processes during which organic matter is broken down and reduced to its original elements.
Decomposition microbiology can be divided into two fields of interest, namely the decomposition of plant materials and the decomposition of cadavers and carcasses.
The decomposition of plant materials is commonly studied in order to understand the cycling of carbon within a given environment and to understand the subsequent impacts on soil quality. Plant material decomposition is also often referred to as composting. The decomposition of cadavers and carcasses has become an important field of study within forensic taphonomy.
Decomposition microbiology of plant materials
The breakdown of vegetation is highly dependent on oxygen and moisture levels. During decomposition, microorganisms require oxygen for their respiration. If anaerobic conditions dominate the decomposition environment, microbial activity will be slow and thus decomposition will be slow. Appropriate moisture levels are required for microorganisms to proliferate and to actively decompose organic matter. In arid environments, bacteria and fungi dry out and are unable to take part in decomposition. In wet environments, anaerobic conditions will develop and decomposition can also be considerably slowed down. Decomposing microorganisms also require the appropriate plant substrates in order to achieve good levels of decomposition. This usually translates to having appropriate carbon to nitrogen ratios (C:N). The ideal composting carbon-to-nitrogen ratio is thought to be approximately 30:1. As in any microbial process, the decomposition of plant litter by microorganisms will also be dependent on temperature. For example, leaves on the ground will not undergo decomposition during the winter months where snow cover occurs as temperatures are too low to sustain microbial activities.
Decomposition mi
Document 3:::
The excretory system is a passive biological system that removes excess, unnecessary materials from the body fluids of an organism, so as to help maintain internal chemical homeostasis and prevent damage to the body. The dual function of excretory systems is the elimination of the waste products of metabolism and to drain the body of used up and broken down components in a liquid and gaseous state. In humans and other amniotes (mammals, birds and reptiles) most of these substances leave the body as urine and to some degree exhalation, mammals also expel them through sweating.
Only the organs specifically used for the excretion are considered a part of the excretory system. In the narrow sense, the term refers to the urinary system. However, as excretion involves several functions that are only superficially related, it is not usually used in more formal classifications of anatomy or function.
As most healthy functioning organs produce metabolic and other wastes, the entire organism depends on the function of the system. Breaking down of one of more of the systems is a serious health condition, for example kidney failure.
Systems
Urinary system
The kidneys are large, bean-shaped organs which are present on each side of the vertebral column in the abdominal cavity. Humans have two kidneys and each kidney is supplied with blood from the renal artery. The kidneys remove from the blood the nitrogenous wastes such as urea, as well as salts and excess water, and excrete them in the form of urine. This is done with the help of millions of nephrons present in the kidney. The filtrated blood is carried away from the kidneys by the renal vein (or kidney vein). The urine from the kidney is collected by the ureter (or excretory tubes), one from each kidney, and is passed to the urinary bladder. The urinary bladder collects and stores the urine until urination. The urine collected in the bladder is passed into the external environment from the body through an opening called
Document 4:::
Urine is a liquid by-product of metabolism in humans and in many other animals. Urine flows from the kidneys through the ureters to the urinary bladder. Urination results in urine being excreted from the body through the urethra.
Cellular metabolism generates many by-products that are rich in nitrogen and must be cleared from the bloodstream, such as urea, uric acid, and creatinine. These by-products are expelled from the body during urination, which is the primary method for excreting water-soluble chemicals from the body. A urinalysis can detect nitrogenous wastes of the mammalian body.
Urine plays an important role in the earth's nitrogen cycle. In balanced ecosystems, urine fertilizes the soil and thus helps plants to grow. Therefore, urine can be used as a fertilizer. Some animals use it to mark their territories. Historically, aged or fermented urine (known as lant) was also used for gunpowder production, household cleaning, tanning of leather and dyeing of textiles.
Human urine and feces are collectively referred to as human waste or human excreta, and are managed via sanitation systems. Livestock urine and feces also require proper management if the livestock population density is high.
Physiology
Most animals have excretory systems for elimination of soluble toxic wastes. In humans, soluble wastes are excreted primarily by the urinary system and, to a lesser extent in terms of urea, removed by perspiration. The urinary system consists of the kidneys, ureters, urinary bladder, and urethra. The system produces urine by a process of filtration, reabsorption, and tubular secretion. The kidneys extract the soluble wastes from the bloodstream, as well as excess water, sugars, and a variety of other compounds. The resulting urine contains high concentrations of urea and other substances, including toxins. Urine flows from the kidneys through the ureter, bladder, and finally the urethra before passing from the body.
Duration
Research looking at the duration
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Name the process of removing wastes from the body.
A. degradation
B. excretion
C. filtration
D. depletion
Answer:
|
|
sciq-7291
|
multiple_choice
|
Typically hard, high-melting solids that conduct heat and electricity well, the transition elements have many properties in common with other what?
|
[
"metals",
"organics",
"deposits",
"oils"
] |
A
|
Relavent Documents:
Document 0:::
can be broadly divided into metals, metalloids, and nonmetals according to their shared physical and chemical properties. All metals have a shiny appearance (at least when freshly polished); are good conductors of heat and electricity; form alloys with other metals; and have at least one basic oxide. Metalloids are metallic-looking brittle solids that are either semiconductors or exist in semiconducting forms, and have amphoteric or weakly acidic oxides. Typical nonmetals have a dull, coloured or colourless appearance; are brittle when solid; are poor conductors of heat and electricity; and have acidic oxides. Most or some elements in each category share a range of other properties; a few elements have properties that are either anomalous given their category, or otherwise extraordinary.
Properties
Metals
Metals appear lustrous (beneath any patina); form mixtures (alloys) when combined with other metals; tend to lose or share electrons when they react with other substances; and each forms at least one predominantly basic oxide.
Most metals are silvery looking, high density, relatively soft and easily deformed solids with good electrical and thermal conductivity, closely packed structures, low ionisation energies and electronegativities, and are found naturally in combined states.
Some metals appear coloured (Cu, Cs, Au), have low densities (e.g. Be, Al) or very high melting points (e.g. W, Nb), are liquids at or near room temperature (e.g. Hg, Ga), are brittle (e.g. Os, Bi), not easily machined (e.g. Ti, Re), or are noble (hard to oxidise, e.g. Au, Pt), or have nonmetallic structures (Mn and Ga are structurally analogous to, respectively, white P and I).
Metals comprise the large majority of the elements, and can be subdivided into several different categories. From left to right in the periodic table, these categories include the highly reactive alkali metals; the less-reactive alkaline earth metals, lanthanides, and radioactive actinides; the archetypal tran
Document 1:::
Nonmetals show more variability in their properties than do metals. Metalloids are included here since they behave predominately as chemically weak nonmetals.
Physically, they nearly all exist as diatomic or monatomic gases, or polyatomic solids having more substantial (open-packed) forms and relatively small atomic radii, unlike metals, which are nearly all solid and close-packed, and mostly have larger atomic radii. If solid, they have a submetallic appearance (with the exception of sulfur) and are brittle, as opposed to metals, which are lustrous, and generally ductile or malleable; they usually have lower densities than metals; are mostly poorer conductors of heat and electricity; and tend to have significantly lower melting points and boiling points than those of most metals.
Chemically, the nonmetals mostly have higher ionisation energies, higher electron affinities (nitrogen and the noble gases have negative electron affinities) and higher electronegativity values than metals noting that, in general, the higher an element's ionisation energy, electron affinity, and electronegativity, the more nonmetallic that element is. Nonmetals, including (to a limited extent) xenon and probably radon, usually exist as anions or oxyanions in aqueous solution; they generally form ionic or covalent compounds when combined with metals (unlike metals, which mostly form alloys with other metals); and have acidic oxides whereas the common oxides of nearly all metals are basic.
Properties
Abbreviations used in this section are: AR Allred-Rochow; CN coordination number; and MH Moh's hardness
Group 1
Hydrogen is a colourless, odourless, and comparatively unreactive diatomic gas with a density of 8.988 × 10−5 g/cm3 and is about 14 times lighter than air. It condenses to a colourless liquid −252.879 °C and freezes into an ice- or snow-like solid at −259.16 °C. The solid form has a hexagonal crystalline structure and is soft and easily crushed. Hydrogen is an insulator in all of
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A nonmetal is a chemical element that mostly lacks metallic properties. Seventeen elements are generally considered nonmetals, though some authors recognize more or fewer depending on the properties considered most representative of metallic or nonmetallic character. Some borderline elements further complicate the situation.
Nonmetals tend to have low density and high electronegativity (the ability of an atom in a molecule to attract electrons to itself). They range from colorless gases like hydrogen to shiny solids like the graphite form of carbon. Nonmetals are often poor conductors of heat and electricity, and when solid tend to be brittle or crumbly. In contrast, metals are good conductors and most are pliable. While compounds of metals tend to be basic, those of nonmetals tend to be acidic.
The two lightest nonmetals, hydrogen and helium, together make up about 98% of the observable ordinary matter in the universe by mass. Five nonmetallic elements—hydrogen, carbon, nitrogen, oxygen, and silicon—make up the overwhelming majority of the Earth's crust, atmosphere, oceans and biosphere.
The distinct properties of nonmetallic elements allow for specific uses that metals often cannot achieve. Elements like hydrogen, oxygen, carbon, and nitrogen are essential building blocks for life itself. Moreover, nonmetallic elements are integral to industries such as electronics, energy storage, agriculture, and chemical production.
Most nonmetallic elements were not identified until the 18th and 19th centuries. While a distinction between metals and other minerals had existed since antiquity, a basic classification of chemical elements as metallic or nonmetallic emerged only in the late 18th century. Since then nigh on two dozen properties have been suggested as single criteria for distinguishing nonmetals from metals.
Definition and applicable elements
Properties mentioned hereafter refer to the elements in their most stable forms in ambient conditions unless otherwise
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Material is a substance or mixture of substances that constitutes an object. Materials can be pure or impure, living or non-living matter. Materials can be classified on the basis of their physical and chemical properties, or on their geological origin or biological function. Materials science is the study of materials, their properties and their applications.
Raw materials can be processed in different ways to influence their properties, by purification, shaping or the introduction of other materials. New materials can be produced from raw materials by synthesis.
In industry, materials are inputs to manufacturing processes to produce products or more complex materials.
Historical elements
Materials chart the history of humanity. The system of the three prehistoric ages (Stone Age, Bronze Age, Iron Age) were succeeded by historical ages: steel age in the 19th century, polymer age in the middle of the following century (plastic age) and silicon age in the second half of the 20th century.
Classification by use
Materials can be broadly categorized in terms of their use, for example:
Building materials are used for construction
Building insulation materials are used to retain heat within buildings
Refractory materials are used for high-temperature applications
Nuclear materials are used for nuclear power and weapons
Aerospace materials are used in aircraft and other aerospace applications
Biomaterials are used for applications interacting with living systems
Material selection is a process to determine which material should be used for a given application.
Classification by structure
The relevant structure of materials has a different length scale depending on the material. The structure and composition of a material can be determined by microscopy or spectroscopy.
Microstructure
In engineering, materials can be categorised according to their microscopic structure:
Plastics: a wide range of synthetic or semi-synthetic materials that use polymers as a main ingred
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A metalloid is a type of chemical element which has a preponderance of properties in between, or that are a mixture of, those of metals and nonmetals. There is no standard definition of a metalloid and no complete agreement on which elements are metalloids. Despite the lack of specificity, the term remains in use in the literature of chemistry.
The six commonly recognised metalloids are boron, silicon, germanium, arsenic, antimony and tellurium. Five elements are less frequently so classified: carbon, aluminium, selenium, polonium and astatine. On a standard periodic table, all eleven elements are in a diagonal region of the p-block extending from boron at the upper left to astatine at lower right. Some periodic tables include a dividing line between metals and nonmetals, and the metalloids may be found close to this line.
Typical metalloids have a metallic appearance, but they are brittle and only fair conductors of electricity. Chemically, they behave mostly as nonmetals. They can form alloys with metals. Most of their other physical properties and chemical properties are intermediate in nature. Metalloids are usually too brittle to have any structural uses. They and their compounds are used in alloys, biological agents, catalysts, flame retardants, glasses, optical storage and optoelectronics, pyrotechnics, semiconductors, and electronics.
The electrical properties of silicon and germanium enabled the establishment of the semiconductor industry in the 1950s and the development of solid-state electronics from the early 1960s.
The term metalloid originally referred to nonmetals. Its more recent meaning, as a category of elements with intermediate or hybrid properties, became widespread in 1940–1960. Metalloids are sometimes called semimetals, a practice that has been discouraged, as the term semimetal has a different meaning in physics than in chemistry. In physics, it refers to a specific kind of electronic band structure of a substance. In this context, only
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Typically hard, high-melting solids that conduct heat and electricity well, the transition elements have many properties in common with other what?
A. metals
B. organics
C. deposits
D. oils
Answer:
|
|
sciq-3293
|
multiple_choice
|
What is the best-known geyser in the world that also faithfully erupts every 90 minutes?
|
[
"old faithful",
"angel falls",
"old guy",
"devil's tongue"
] |
A
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
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The STEM (Science, Technology, Engineering, and Mathematics) pipeline is a critical infrastructure for fostering the development of future scientists, engineers, and problem solvers. It's the educational and career pathway that guides individuals from early childhood through to advanced research and innovation in STEM-related fields.
Description
The "pipeline" metaphor is based on the idea that having sufficient graduates requires both having sufficient input of students at the beginning of their studies, and retaining these students through completion of their academic program. The STEM pipeline is a key component of workplace diversity and of workforce development that ensures sufficient qualified candidates are available to fill scientific and technical positions.
The STEM pipeline was promoted in the United States from the 1970s onwards, as “the push for STEM (science, technology, engineering, and mathematics) education appears to have grown from a concern for the low number of future professionals to fill STEM jobs and careers and economic and educational competitiveness.”
Today, this metaphor is commonly used to describe retention problems in STEM fields, called “leaks” in the pipeline. For example, the White House reported in 2012 that 80% of minority groups and women who enroll in a STEM field switch to a non-STEM field or drop out during their undergraduate education. These leaks often vary by field, gender, ethnic and racial identity, socioeconomic background, and other factors, drawing attention to structural inequities involved in STEM education and careers.
Current efforts
The STEM pipeline concept is a useful tool for programs aiming at increasing the total number of graduates, and is especially important in efforts to increase the number of underrepresented minorities and women in STEM fields. Using STEM methodology, educational policymakers can examine the quantity and retention of students at all stages of the K–12 educational process and beyo
Document 2:::
A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field.
Overview
The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion.
With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies.
Example programs
The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University.
A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes
Document 3:::
A scholar is a person who is a researcher or has expertise in an academic discipline. A scholar can also be an academic, who works as a professor, teacher, or researcher at a university. An academic usually holds an advanced degree or a terminal degree, such as a master's degree or a doctorate (PhD). Independent scholars and public intellectuals work outside of the academy yet may publish in academic journals and participate in scholarly public discussion.
Definitions
In contemporary English usage, the term scholar sometimes is equivalent to the term academic, and describes a university-educated individual who has achieved intellectual mastery of an academic discipline, as instructor and as researcher. Moreover, before the establishment of universities, the term scholar identified and described an intellectual person whose primary occupation was professional research. In 1847, minister Emanuel Vogel Gerhart spoke of the role of the scholar in society:
Gerhart argued that a scholar can not be focused on a single discipline, contending that knowledge of multiple disciplines is necessary to put each into context and to inform the development of each:
A 2011 examination outlined the following attributes commonly accorded to scholars as "described by many writers, with some slight variations in the definition":
Scholars may rely on the scholarly method or scholarship, a body of principles and practices used by scholars to make their claims about the world as valid and trustworthy as possible, and to make them known to the scholarly public. It is the methods that systemically advance the teaching, research, and practice of a given scholarly or academic field of study through rigorous inquiry. Scholarship is creative, can be documented, can be replicated or elaborated, and can be and is peer-reviewed through various methods.
Role in society
Scholars have generally been upheld as creditable figures of high social standing, who are engaged in work important to society.
Document 4:::
Female education in STEM refers to child and adult female representation in the educational fields of science, technology, engineering, and mathematics (STEM). In 2017, 33% of students in STEM fields were women.
The organization UNESCO has stated that this gender disparity is due to discrimination, biases, social norms and expectations that influence the quality of education women receive and the subjects they study. UNESCO also believes that having more women in STEM fields is desirable because it would help bring about sustainable development.
Current status of girls and women in STEM education
Overall trends in STEM education
Gender differences in STEM education participation are already visible in early childhood care and education in science- and math-related play, and become more pronounced at higher levels of education. Girls appear to lose interest in STEM subjects with age, particularly between early and late adolescence. This decreased interest affects participation in advanced studies at the secondary level and in higher education. Female students represent 35% of all students enrolled in STEM-related fields of study at this level globally. Differences are also observed by disciplines, with female enrollment lowest in engineering, manufacturing and construction, natural science, mathematics and statistics and ICT fields. Significant regional and country differences in female representation in STEM studies can be observed, though, suggesting the presence of contextual factors affecting girls’ and women's engagement in these fields. Women leave STEM disciplines in disproportionate numbers during their higher education studies, in their transition to the world of work and even in their career cycle.
Learning achievement in STEM education
Data on gender differences in learning achievement present a complex picture, depending on what is measured (subject, knowledge acquisition against knowledge application), the level of education/age of students, and
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the best-known geyser in the world that also faithfully erupts every 90 minutes?
A. old faithful
B. angel falls
C. old guy
D. devil's tongue
Answer:
|
|
sciq-8783
|
multiple_choice
|
What kind of joints allow for a wide range of flexibility?
|
[
"pivot",
"anchor",
"ball and socket",
"lever"
] |
C
|
Relavent Documents:
Document 0:::
A revolute joint (also called pin joint or hinge joint) is a one-degree-of-freedom kinematic pair used frequently in mechanisms and machines. The joint constrains the motion of two bodies to pure rotation along a common axis. The joint does not allow translation, or sliding linear motion, a constraint not shown in the diagram. Almost all assemblies of multiple moving bodies include revolute joints in their designs. Revolute joints are used in numerous applications such as door hinges, mechanisms, and other uni-axial rotation devices.
A revolute joint is usually made by a pin or knuckle joint, through a rotary bearing. It enforces a cylindrical contact area, which makes it a lower kinematic pair, also called a full joint. However, If there is any clearance between the pin and hole (as there must be for motion), so-called surface contact in the pin joint actually becomes line contact.
The contact between the inner and outer cylindrical surfaces is usually assumed to be frictionless. But some use simplified models assume linear viscous damping in the form , where is the friction torque, is the relative angular velocity, and is the friction constant. Some more complex models take stiction and stribeck effect into consideration.
See also
Cylindrical joint
Kinematics
Degrees of freedom (mechanics)
Kinematic pair
Mechanical joint
Prismatic joint
Document 1:::
A mechanical joint is a section of a machine which is used to connect one or more mechanical part to another. Mechanical joints may be temporary or permanent; most types are designed to be disassembled. Most mechanical joints are designed to allow relative movement of these mechanical parts of the machine in one degree of freedom, and restrict movement in one or more others.
Pin
A pin joint, also called a revolute joint, is a one-degree-of-freedom kinematic pair. It constrains the motion of two bodies to pure rotation along a common axis. The joint doesn't allow translation, or sliding linear motion. This is usually done through a rotary bearing. It enforces a cylindrical contact area, which makes it a lower kinematic pair, also called a full joint.
Prismatic
A prismatic joint provides a linear sliding movement between two bodies, and is often called a slider, as in the slider-crank linkage. A prismatic pair is also called as sliding pair. A prismatic joint can be formed with a polygonal cross-section to resist rotation.
The relative position of two bodies connected by a prismatic joint is defined by the amount of linear slide of one relative to the other one. This one parameter movement identifies this joint as a one degree of freedom kinematic pair.
Prismatic joints provide single-axis sliding often found in hydraulic and pneumatic cylinders.
Ball
In an automobile, ball joints are spherical bearings that connect the control arms to the steering knuckles. They are used on virtually every automobile made and work similarly to the ball-and-socket design of the human hip joint.
A ball joint consists of a bearing stud and socket enclosed in a casing; all these parts are made of steel. The bearing stud is tapered and threaded, and fits into a tapered hole in the steering knuckle. A protective encasing prevents dirt from getting into the joint assembly. Usually, this is a rubber-like boot that allows movement and expansion of lubricant. Motion-control ball
Document 2:::
In anatomy, a biaxial joint is a freely mobile joint that allows movement in two anatomical planes. An example of a biaxial joint is a metacarpophalangeal joint of the hand. The joint allows for movement along one axis to produce bending or straightening of the finger, and movement along a second axis, which allows for spreading of the fingers away from each other and bringing them together.
Document 3:::
In mechanical engineering, a kinematic diagram or kinematic scheme (also called a joint map or skeleton diagram) illustrates the connectivity of links and joints of a mechanism or machine rather than the dimensions or shape of the parts. Often links are presented as geometric objects, such as lines, triangles or squares, that support schematic versions of the joints of the mechanism or machine.
For example, the figures show the kinematic diagrams (i) of the slider-crank that forms a piston and crank-shaft in an engine, and (ii) of the first three joints for a PUMA manipulator.
|- style="text-align:center;"
| ||
|- style="text-align:center;"
| PUMA robot || and its kinematic diagram
Linkage graph
A kinematic diagram can be formulated as a graph by representing the joints of the mechanism as vertices and the links as edges of the graph. This version of the kinematic diagram has proven effective in enumerating kinematic structures in the process of machine design.
An important consideration in this design process is the degree of freedom of the system of links and joints, which is determined using the Chebychev–Grübler–Kutzbach criterion.
Elements of machines
Elements of kinematics diagrams include the frame, which is the frame of reference for all the moving components, as well as links (kinematic pairs), and joints. Primary Joints include pins, sliders and other elements that allow pure rotation or pure linear motion. Higher order joints also exist that allow a combination of rotation or linear motion. Kinematic diagrams also include points of interest, and other important components.
See also
Free body diagram
Kinematic synthesis
Left-hand–right-hand activity chart
Document 4:::
In mechanical engineering, a kinematic chain is an assembly of rigid bodies connected by joints to provide constrained motion that is the mathematical model for a mechanical system. As the word chain suggests, the rigid bodies, or links, are constrained by their connections to other links. An example is the simple open chain formed by links connected in series, like the usual chain, which is the kinematic model for a typical robot manipulator.
Mathematical models of the connections, or joints, between two links are termed kinematic pairs. Kinematic pairs model the hinged and sliding joints fundamental to robotics, often called lower pairs and the surface contact joints critical to cams and gearing, called higher pairs. These joints are generally modeled as holonomic constraints. A kinematic diagram is a schematic of the mechanical system that shows the kinematic chain.
The modern use of kinematic chains includes compliance that arises from flexure joints in precision mechanisms, link compliance in compliant mechanisms and micro-electro-mechanical systems, and cable compliance in cable robotic and tensegrity systems.
Mobility formula
The degrees of freedom, or mobility, of a kinematic chain is the number of parameters that define the configuration of the chain.
A system of rigid bodies moving in space has degrees of freedom measured relative to a fixed frame. This frame is included in the count of bodies, so that mobility does not depend on link that forms the fixed frame. This means the degree-of-freedom of this system is , where is the number of moving bodies plus the fixed body.
Joints that connect bodies impose constraints. Specifically, hinges and sliders each impose five constraints and therefore remove five degrees of freedom. It is convenient to define the number of constraints that a joint imposes in terms of the joint's freedom , where . In the case of a hinge or slider, which are one-degree-of-freedom joints, have and therefore .
The
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What kind of joints allow for a wide range of flexibility?
A. pivot
B. anchor
C. ball and socket
D. lever
Answer:
|
|
sciq-2287
|
multiple_choice
|
What type of direction does a phase change depend on?
|
[
"humidity transfer",
"heat transfer",
"power transfer",
"weight transfer"
] |
B
|
Relavent Documents:
Document 0:::
A continuous cooling transformation (CCT) phase diagram is often used when heat treating steel. These diagrams are used to represent which types of phase changes will occur in a material as it is cooled at different rates. These diagrams are often more useful than time-temperature-transformation diagrams because it is more convenient to cool materials at a certain rate (temperature-variable cooling), than to cool quickly and hold at a certain temperature (isothermal cooling).
Types of continuous cooling diagrams
There are two types of continuous cooling diagrams drawn for practical purposes.
Type 1: This is the plot beginning with the transformation start point, cooling with a specific transformation fraction and ending with a transformation finish temperature for all products against transformation time for each cooling curve.
Type 2: This is the plot beginning with the transformation start point, cooling with specific transformation fraction and ending with a transformation finish temperature for all products against cooling rate or bar diameter of the specimen for each type of cooling medium..
See also
Isothermal transformation
Phase diagram
Document 1:::
A multiphase flow system is one characterized by the simultaneous presence of several phases, the two-phase system being the simplest case. The term ‘two-component’ is sometimes used to describe flows in which the phases consist of different chemical substances. However, since the same mathematics describes two-phase and two-component flows, the two expressions can be treated as synonymous.
Analysis of multiphase systems can include consideration of multiphase flow and multiphase heat transfer. The former occurs only if all parts are at the same temperature, but interphase heat transfer also occurs when the temperatures of the individual phases are different.
If different phases of the same pure substance are present in a multiphase system, interphase heat transfer will result in a change of phase, which is always accompanied by interphase mass transfer.
Definitions
A multiphase flow system is one characterized by the simultaneous presence of several phases, the two-phase system being the simplest case. The term ‘two-component’ is sometimes used to describe flows in which the phases consist of different chemical substances. For example, steam-water flows are two-phase, while air-water flows are two-component. Some two-component flows (mostly liquid-liquid) technically consist of a single phase but are identified as two-phase flows in which the term “phase” is applied to each of the components. Since the same mathematics describes two-phase and two-component flows, the two expressions can be treated as synonymous.
Multiphase flow versus heat transfer
The analysis of multiphase systems can include consideration of multiphase flow and multiphase heat transfer. When all of the phases in a multiphase system exist at the same temperature, multiphase flow is the only concern. However, when the temperatures of the individual phases are different, interphase heat transfer also occurs.
Phase-change heat transfer
If different phases of the same pure substance are present
Document 2:::
A phase-change material (PCM) is a substance which releases/absorbs sufficient energy at phase transition to provide useful heat or cooling. Generally the transition will be from one of the first two fundamental states of matter - solid and liquid - to the other. The phase transition may also be between non-classical states of matter, such as the conformity of crystals, where the material goes from conforming to one crystalline structure to conforming to another, which may be a higher or lower energy state.
The energy released/absorbed by phase transition from solid to liquid, or vice versa, the heat of fusion is generally much higher than the sensible heat. Ice, for example, requires 333.55 J/g to melt, but then water will rise one degree further with the addition of just 4.18 J/g. Water/ice is therefore a very useful phase change material and has been used to store winter cold to cool buildings in summer since at least the time of the Achaemenid Empire.
By melting and solidifying at the phase-change temperature (PCT), a PCM is capable of storing and releasing large amounts of energy compared to sensible heat storage. Heat is absorbed or released when the material changes from solid to liquid and vice versa or when the internal structure of the material changes; PCMs are accordingly referred to as latent heat storage (LHS) materials.
There are two principal classes of phase-change material: organic (carbon-containing) materials derived either from petroleum, from plants or from animals; and salt hydrates, which generally either use natural salts from the sea or from mineral deposits or are by-products of other processes. A third class is solid to solid phase change.
PCMs are used in many different commercial applications where energy storage and/or stable temperatures are required, including, among others, heating pads, cooling for telephone switching boxes, and clothing.
By far the biggest potential market is for building heating and cooling. In this ap
Document 3:::
A phase change sometimes occurs when a wave is reflected, specifically from a medium with faster wave speed to the boundary of a medium with slower wave speed. Such reflections occur for many types of wave, including light waves, sound waves, and waves on vibrating strings.
General theory
For an incident wave traveling from one medium (where the wave speed is ) to another medium (where the wave speed is ), one part of the wave will transmit into the second medium, while another part reflects back into the other direction and stays in the first medium. The amplitude of the transmitted wave and the reflected wave can be calculated by using the continuity condition at the boundary.
Consider the component of the incident wave with an angular frequency of , which has the waveformAt t=0, the incident reaches the boundary between the two mediums at x=0. Therefore, the corresponding reflected wave and the transmitted wave will have the waveformsThe continuity condition at the boundary isThis gives the equationsAnd we have the reflectivity and transmissivityWhen , the reflected wave has a reflection phase change of 180°, since . The energy conservation can be verified byThe above discussion holds true for any component, regardless of its angular frequency of .
The limiting case of corresponds to a "fixed end" that doesn't move, whereas the limiting case of corresponds to a "free end".
Optics
Light waves change phase by 180° when they reflect from the surface of a medium with higher refractive index than that of the medium in which they are travelling. A light wave travelling in air that is reflected by a glass barrier will undergo a 180° phase change, while light travelling in glass will not undergo a phase change if it is reflected by a boundary with air. For this reason, optical boundaries are normally specified as an ordered pair (air-glass, glass-air); indicating which material the light is moving out of, and in to, respectively.
"Phase" here is the phase of the
Document 4:::
Thermofluids is a branch of science and engineering encompassing four intersecting fields:
Heat transfer
Thermodynamics
Fluid mechanics
Combustion
The term is a combination of "thermo", referring to heat, and "fluids", which refers to liquids, gases and vapors. Temperature, pressure, equations of state, and transport laws all play an important role in thermofluid problems. Phase transition and chemical reactions may also be important in a thermofluid context. The subject is sometimes also referred to as "thermal fluids".
Heat transfer
Heat transfer is a discipline of thermal engineering that concerns the transfer of thermal energy from one physical system to another. Heat transfer is classified into various mechanisms, such as heat conduction, convection, thermal radiation, and phase-change transfer. Engineers also consider the transfer of mass of differing chemical species, either cold or hot, to achieve heat transfer.
Sections include :
Energy transfer by heat, work and mass
Laws of thermodynamics
Entropy
Refrigeration Techniques
Properties and nature of pure substances
Applications
Engineering : Predicting and analysing the performance of machines
Thermodynamics
Thermodynamics is the science of energy conversion involving heat and other forms of energy, most notably mechanical work. It studies and interrelates the macroscopic variables, such as temperature, volume and pressure, which describe physical, thermodynamic systems.
Fluid mechanics
Fluid Mechanics the study of the physical forces at work during fluid flow. Fluid mechanics can be divided into fluid kinematics, the study of fluid motion, and fluid kinetics, the study of the effect of forces on fluid motion. Fluid mechanics can further be divided into fluid statics, the study of fluids at rest, and fluid dynamics, the study of fluids in motion. Some of its more interesting concepts include momentum and reactive forces in fluid flow and fluid machinery theory and performance.
Sections include:
Flu
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What type of direction does a phase change depend on?
A. humidity transfer
B. heat transfer
C. power transfer
D. weight transfer
Answer:
|
|
ai2_arc-660
|
multiple_choice
|
Earthworms move randomly throughout topsoil. How do earthworms most likely affect the topsoil?
|
[
"by compacting the topsoil",
"by decreasing the fertility of the topsoil",
"by adding nutrients to the topsoil",
"by removing the minerals from the topsoil"
] |
C
|
Relavent Documents:
Document 0:::
The SAT Subject Test in Biology was the name of a one-hour multiple choice test given on biology by the College Board. A student chose whether to take the test depending upon college entrance requirements for the schools in which the student is planning to apply. Until 1994, the SAT Subject Tests were known as Achievement Tests; and from 1995 until January 2005, they were known as SAT IIs. Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800. The average for Molecular is 630 while Ecological is 591.
On January 19 2021, the College Board discontinued all SAT Subject tests, including the SAT Subject Test in Biology E/M. This was effective immediately in the United States, and the tests were to be phased out by the following summer for international students. This was done as a response to changes in college admissions due to the impact of the COVID-19 pandemic on education.
Format
This test had 80 multiple-choice questions that were to be answered in one hour. All questions had five answer choices. Students received one point for each correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The student's score was based entirely on his or her performance in answering the multiple-choice questions.
The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Preparation
The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, a
Document 1:::
Soil biodiversity refers to the relationship of soil to biodiversity and to aspects of the soil that can be managed in relative to biodiversity. Soil biodiversity relates to some catchment management considerations.
Biodiversity
According to the Australian Department of the Environment and Water Resources, biodiversity is "the variety of life: the different plants, animals and micro-organisms, their genes and the ecosystems of which they are a part." Biodiversity and soil are strongly linked, because soil is the medium for a large variety of organisms, and interacts closely with the wider biosphere. Conversely, biological activity is a primary factor in the physical and chemical formation of soils.
Soil provides a vital habitat, primarily for microbes (including bacteria and fungi), but also for microfauna (such as protozoa and nematodes), mesofauna (such as microarthropods and enchytraeids), and macrofauna (such as earthworms, termites, and millipedes). The primary role of soil biota is to recycle organic matter that is derived from the "above-ground plant-based food web".
Soil is in close cooperation with the wider biosphere. The maintenance of fertile soil is "one of the most vital ecological services the living world performs", and the "mineral and organic contents of soil must be replenished constantly as plants consume soil elements and pass them up the food chain".
The correlation of soil and biodiversity can be observed spatially. For example, both natural and agricultural vegetation boundaries correspond closely to soil boundaries, even at continental and global scales.
A "subtle synchrony" is how Baskin (1997) describes the relationship that exists between the soil and the diversity of life, above and below the ground. It is not surprising that soil management has a direct effect on biodiversity. This includes practices that influence soil volume, structure, biological, and chemical characteristics, and whether soil exhibits adverse effects such as re
Document 2:::
The effect of organic farming has been a subject of interest for researchers. Theory suggests that organic farming practices, which exclude the use of most synthetic pesticides and fertilizers, may be beneficial for biodiversity. This is generally shown to be true for soils scaled to the area of cultivated land, where species abundance is, on average, 30% richer than that of conventional farms. However, for crop yield-scaled land the effect of organic farming on biodiversity is highly debated due to the significantly lower yields compared to conventional farms.
In ancient farming practices, farmers did not possess the technology or manpower to have a significant impact on the destruction of biodiversity even as mass-production agriculture was rising. Nowadays, common farming methods generally rely on pesticides to maintain high yields. With such, most agricultural landscapes favor mono-culture crops with very little flora or fauna co-existence (van Elsen 2000). Modern organic farm practices such as the removal of pesticides and the inclusion of animal manure, crop rotation, and multi-cultural crops provides the chance for biodiversity to thrive.
Benefits of organic farming to biodiversity
Nearly all non-crop, naturally occurring species observed in comparative farm land practice studies show a preference in organic farming both by population and richness. Spanning all associated species, there is an average of 30% more on organic farms versus conventional farming methods, however this does not account for possible loss of biodiversity due to decreased yields. Birds, butterflies, soil microbes, beetles, earthworms, spiders, vegetation, and mammals are particularly affected. Some organic farms may use less pesticides and thus biodiversity fitness and population density may benefit. Larger farms however tend to use pesticides more liberally and in some cases to larger extent than conventional farms. Many weed species attract beneficial insects that improve soil qual
Document 3:::
Lisa Schulte Moore is an American landscape ecologist. Schulte Moore is a professor of natural resource ecology and management at Iowa State University. In 2020 she received a $10 million USD grant to study anerobic digestion and its application to turning manure into usable energy. In 2021 she was named a MacArthur fellow.
Work
Moore has worked with farmers to develop resilient and sustainable agricultural practices and systems that take into consideration climate change, water quality and loss of biodiversity.
Moore has written on various ecological topics, including the ecological effects of fire on landscapes; soil carbon storage, biodiversity improvement, the effects of wind and fire on forests, among others.
Awards and honors
John D. and Katherine T. MacArthur Foundation Fellowship
Citation for Leadership and Achievement, Council for Scientific Society Presidents (2022)
Document 4:::
Animal science is described as "studying the biology of animals that are under the control of humankind". It can also be described as the production and management of farm animals. Historically, the degree was called animal husbandry and the animals studied were livestock species, like cattle, sheep, pigs, poultry, and horses. Today, courses available look at a broader area, including companion animals, like dogs and cats, and many exotic species. Degrees in Animal Science are offered at a number of colleges and universities. Animal science degrees are often offered at land-grant universities, which will often have on-campus farms to give students hands-on experience with livestock animals.
Education
Professional education in animal science prepares students for careers in areas such as animal breeding, food and fiber production, nutrition, animal agribusiness, animal behavior, and welfare. Courses in a typical Animal Science program may include genetics, microbiology, animal behavior, nutrition, physiology, and reproduction. Courses in support areas, such as genetics, soils, agricultural economics and marketing, legal aspects, and the environment also are offered.
Bachelor degree
At many universities, a Bachelor of Science (BS) degree in Animal Science allows emphasis in certain areas. Typical areas are species-specific or career-specific. Species-specific areas of emphasis prepare students for a career in dairy management, beef management, swine management, sheep or small ruminant management, poultry production, or the horse industry. Other career-specific areas of study include pre-veterinary medicine studies, livestock business and marketing, animal welfare and behavior, animal nutrition science, animal reproduction science, or genetics. Youth programs are also an important part of animal science programs.
Pre-veterinary emphasis
Many schools that offer a degree option in Animal Science also offer a pre-veterinary emphasis such as Iowa State University, th
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Earthworms move randomly throughout topsoil. How do earthworms most likely affect the topsoil?
A. by compacting the topsoil
B. by decreasing the fertility of the topsoil
C. by adding nutrients to the topsoil
D. by removing the minerals from the topsoil
Answer:
|
|
sciq-8252
|
multiple_choice
|
What elements tend to conduct well?
|
[
"metals",
"organics",
"gases",
"oils"
] |
A
|
Relavent Documents:
Document 0:::
In physics, electrical engineering and materials science, electromaterials are the set of materials which store, controllably convert, exchange and conduct electrically charged particles. The term electromaterial can refer to any electronically or ionically active material. While this definition is quite broad, the term is typically used in the context of properties and/or applications in which atomic electronic transition is pertinent. The word electromaterials is a compound form of the Ancient Greek term, ἤλεκτρον ēlektron, "Amber", and the Latin term, materia, "Matter".
Properties
Electromaterials enable the transport of charged species (electrons and/or ions) as well as facilitate the exchange of charge to other materials. For atomic and molecule systems, this is observed as atomic electronic transition between discrete orbitals, while for bulk semiconductor materials electronic bands determine which transitions may occur. Metals, in which the conduction band is permanently populated, may also be considered electromaterials, although this is typically outside the category compared to other conduction mechanisms such as for a degenerate semiconductor (transparent conductive oxides) or polaron hopping (organic conductor). Materials which can be ionised (i.e. electrons either added or stripped away) may also be considered electronically active.
Electromaterials have a number of properties broadly, including:
Opto-electronic properties
Photoelectric properties
Exotic phenomena such as super-conductive properties
Partial charge transfer, adsorption of species leading to change in electronic properties of material
Ion conductive materials
Applications
In the application of electromaterials, ions or electrons are used to carry out a specific function. For example, the oxidation or reduction (loss or gain of electrons, respectively) of another species. Materials such as metals, metal particles, conducting polymers, conducting carbon, e.g. CNTs, graphene, carbo
Document 1:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 2:::
Nonmetals show more variability in their properties than do metals. Metalloids are included here since they behave predominately as chemically weak nonmetals.
Physically, they nearly all exist as diatomic or monatomic gases, or polyatomic solids having more substantial (open-packed) forms and relatively small atomic radii, unlike metals, which are nearly all solid and close-packed, and mostly have larger atomic radii. If solid, they have a submetallic appearance (with the exception of sulfur) and are brittle, as opposed to metals, which are lustrous, and generally ductile or malleable; they usually have lower densities than metals; are mostly poorer conductors of heat and electricity; and tend to have significantly lower melting points and boiling points than those of most metals.
Chemically, the nonmetals mostly have higher ionisation energies, higher electron affinities (nitrogen and the noble gases have negative electron affinities) and higher electronegativity values than metals noting that, in general, the higher an element's ionisation energy, electron affinity, and electronegativity, the more nonmetallic that element is. Nonmetals, including (to a limited extent) xenon and probably radon, usually exist as anions or oxyanions in aqueous solution; they generally form ionic or covalent compounds when combined with metals (unlike metals, which mostly form alloys with other metals); and have acidic oxides whereas the common oxides of nearly all metals are basic.
Properties
Abbreviations used in this section are: AR Allred-Rochow; CN coordination number; and MH Moh's hardness
Group 1
Hydrogen is a colourless, odourless, and comparatively unreactive diatomic gas with a density of 8.988 × 10−5 g/cm3 and is about 14 times lighter than air. It condenses to a colourless liquid −252.879 °C and freezes into an ice- or snow-like solid at −259.16 °C. The solid form has a hexagonal crystalline structure and is soft and easily crushed. Hydrogen is an insulator in all of
Document 3:::
This is a list of analysis methods used in materials science. Analysis methods are listed by their acronym, if one exists.
Symbols
μSR – see muon spin spectroscopy
χ – see magnetic susceptibility
A
AAS – Atomic absorption spectroscopy
AED – Auger electron diffraction
AES – Auger electron spectroscopy
AFM – Atomic force microscopy
AFS – Atomic fluorescence spectroscopy
Analytical ultracentrifugation
APFIM – Atom probe field ion microscopy
APS – Appearance potential spectroscopy
ARPES – Angle resolved photoemission spectroscopy
ARUPS – Angle resolved ultraviolet photoemission spectroscopy
ATR – Attenuated total reflectance
B
BET – BET surface area measurement (BET from Brunauer, Emmett, Teller)
BiFC – Bimolecular fluorescence complementation
BKD – Backscatter Kikuchi diffraction, see EBSD
BRET – Bioluminescence resonance energy transfer
BSED – Back scattered electron diffraction, see EBSD
C
CAICISS – Coaxial impact collision ion scattering spectroscopy
CARS – Coherent anti-Stokes Raman spectroscopy
CBED – Convergent beam electron diffraction
CCM – Charge collection microscopy
CDI – Coherent diffraction imaging
CE – Capillary electrophoresis
CET – Cryo-electron tomography
CL – Cathodoluminescence
CLSM – Confocal laser scanning microscopy
COSY – Correlation spectroscopy
Cryo-EM – Cryo-electron microscopy
Cryo-SEM – Cryo-scanning electron microscopy
CV – Cyclic voltammetry
D
DE(T)A – Dielectric thermal analysis
dHvA – De Haas–van Alphen effect
DIC – Differential interference contrast microscopy
Dielectric spectroscopy
DLS – Dynamic light scattering
DLTS – Deep-level transient spectroscopy
DMA – Dynamic mechanical analysis
DPI – Dual polarisation interferometry
DRS – Diffuse reflection spectroscopy
DSC – Differential scanning calorimetry
DTA – Differential thermal analysis
DVS – Dynamic vapour sorption
E
EBIC – Electron beam induced current (see IBIC: ion beam induced charge)
EBS – Elastic (non-Rutherford) backscatterin
Document 4:::
A nonmetal is a chemical element that mostly lacks metallic properties. Seventeen elements are generally considered nonmetals, though some authors recognize more or fewer depending on the properties considered most representative of metallic or nonmetallic character. Some borderline elements further complicate the situation.
Nonmetals tend to have low density and high electronegativity (the ability of an atom in a molecule to attract electrons to itself). They range from colorless gases like hydrogen to shiny solids like the graphite form of carbon. Nonmetals are often poor conductors of heat and electricity, and when solid tend to be brittle or crumbly. In contrast, metals are good conductors and most are pliable. While compounds of metals tend to be basic, those of nonmetals tend to be acidic.
The two lightest nonmetals, hydrogen and helium, together make up about 98% of the observable ordinary matter in the universe by mass. Five nonmetallic elements—hydrogen, carbon, nitrogen, oxygen, and silicon—make up the overwhelming majority of the Earth's crust, atmosphere, oceans and biosphere.
The distinct properties of nonmetallic elements allow for specific uses that metals often cannot achieve. Elements like hydrogen, oxygen, carbon, and nitrogen are essential building blocks for life itself. Moreover, nonmetallic elements are integral to industries such as electronics, energy storage, agriculture, and chemical production.
Most nonmetallic elements were not identified until the 18th and 19th centuries. While a distinction between metals and other minerals had existed since antiquity, a basic classification of chemical elements as metallic or nonmetallic emerged only in the late 18th century. Since then nigh on two dozen properties have been suggested as single criteria for distinguishing nonmetals from metals.
Definition and applicable elements
Properties mentioned hereafter refer to the elements in their most stable forms in ambient conditions unless otherwise
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What elements tend to conduct well?
A. metals
B. organics
C. gases
D. oils
Answer:
|
|
sciq-1026
|
multiple_choice
|
Boiling points increase with which kind of mass?
|
[
"lipid mass",
"universal mass",
"molar mass",
"protons mass"
] |
C
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
Boiling is the rapid phase transition from liquid to gas or vapor; the reverse of boiling is condensation. Boiling occurs when a liquid is heated to its boiling point, so that the vapour pressure of the liquid is equal to the pressure exerted on the liquid by the surrounding atmosphere. Boiling and evaporation are the two main forms of liquid vapourization.
There are two main types of boiling: nucleate boiling where small bubbles of vapour form at discrete points, and critical heat flux boiling where the boiling surface is heated above a certain critical temperature and a film of vapour forms on the surface. Transition boiling is an intermediate, unstable form of boiling with elements of both types. The boiling point of water is 100 °C or 212 °F but is lower with the decreased atmospheric pressure found at higher altitudes.
Boiling water is used as a method of making it potable by killing microbes and viruses that may be present. The sensitivity of different micro-organisms to heat varies, but if water is held at for one minute, most micro-organisms and viruses are inactivated. Ten minutes at a temperature of 70 °C (158 °F) is also sufficient to inactivate most bacteria.
Boiling water is also used in several cooking methods including boiling, steaming, and poaching.
Types
Free convection
The lowest heat flux seen in boiling is only sufficient to cause [natural convection], where the warmer fluid rises due to its slightly lower density. This condition occurs only when the superheat is very low, meaning that the hot surface near the fluid is nearly the same temperature as the boiling point.
Nucleate
Nucleate boiling is characterised by the growth of bubbles or pops on a heated surface (heterogeneous nucleation), which rises from discrete points on a surface, whose temperature is only slightly above the temperature of the liquid. In general, the number of nucleation sites is increased by an increasing surface temperature.
An irregular surface of the boiling
Document 2:::
Boiling-point elevation describes the phenomenon that the boiling point of a liquid (a solvent) will be higher when another compound is added, meaning that a solution has a higher boiling point than a pure solvent. This happens whenever a non-volatile solute, such as a salt, is added to a pure solvent, such as water. The boiling point can be measured accurately using an ebullioscope.
Explanation
The boiling point elevation is a colligative property, which means that it is dependent on the presence of dissolved particles and their number, but not their identity. It is an effect of the dilution of the solvent in the presence of a solute. It is a phenomenon that happens for all solutes in all solutions, even in ideal solutions, and does not depend on any specific solute–solvent interactions. The boiling point elevation happens both when the solute is an electrolyte, such as various salts, and a nonelectrolyte. In thermodynamic terms, the origin of the boiling point elevation is entropic and can be explained in terms of the vapor pressure or chemical potential of the solvent. In both cases, the explanation depends on the fact that many solutes are only present in the liquid phase and do not enter into the gas phase (except at extremely high temperatures).
Put in vapor pressure terms, a liquid boils at the temperature when its vapor pressure equals the surrounding pressure. For the solvent, the presence of the solute decreases its vapor pressure by dilution. A nonvolatile solute has a vapor pressure of zero, so the vapor pressure of the solution is less than the vapor pressure of the solvent. Thus, a higher temperature is needed for the vapor pressure to reach the surrounding pressure, and the boiling point is elevated.
Put in chemical potential terms, at the boiling point, the liquid phase and the gas (or vapor) phase have the same chemical potential (or vapor pressure) meaning that they are energetically equivalent. The chemical potential is dependent on the temper
Document 3:::
In thermodynamics, the ebullioscopic constant relates molality to boiling point elevation. It is the ratio of the latter to the former:
is the van 't Hoff factor, the number of particles the solute splits into or forms when dissolved.
is the molality of the solution.
A formula to compute the ebullioscopic constant is:
is the ideal gas constant.
is boiling point of the solvent.
is the molar mass of the solvent.
is the molar enthalpy of vaporization.
Through the procedure called ebullioscopy, a known constant can be used to calculate an unknown molar mass. The term ebullioscopy comes from the Latin language and means "boiling measurement". This is related to cryoscopy, which determines the same value from the cryoscopic constant (of freezing point depression).
This property of elevation of boiling point is a colligative property. It means that the property, in this case , depends on the number of particles dissolved into the solvent and not the nature of those particles.
Values for some solvents
See also
Ebullioscope
List of boiling and freezing information of solvents
Boiling-point elevation
Colligative properties
Document 4:::
A characteristic property is a chemical or physical property that helps identify and classify substances. The characteristic properties of a substance are always the same whether the sample being observed is large or small. Thus, conversely, if the property of a substance changes as the sample size changes, that property is not a characteristic property. Examples of physical properties that are not characteristic properties are mass and volume. Examples of characteristic properties include melting points, boiling points, density, viscosity, solubility, crystal shape, and color. Substances with characteristic properties can be separated. For example, in fractional distillation, liquids are separated using the boiling point. The water Boiling point is 212 degrees Fahrenheit.
Identifying a substance
Every characteristic property is unique to one given substance. Scientists use characteristic properties to identify unknown substances. However, characteristic properties are most useful for distinguishing between two or more substances, not identifying a single substance. For example, isopropanol and water can be distinguished by the characteristic property of odor. Characteristic properties are used because the sample size and the shape of the substance does not matter. For example, 1 gram of lead is the same color as 100 tons of lead.
See also
Intensive and extensive properties
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Boiling points increase with which kind of mass?
A. lipid mass
B. universal mass
C. molar mass
D. protons mass
Answer:
|
|
sciq-3128
|
multiple_choice
|
Exemplified by a lit match bursting into flame or the process that forms fossil fuels, chemical reactions vary greatly in terms of what?
|
[
"power",
"speed",
"density",
"duration"
] |
B
|
Relavent Documents:
Document 0:::
Activation energy asymptotics (AEA), also known as large activation energy asymptotics, is an asymptotic analysis used in the combustion field utilizing the fact that the reaction rate is extremely sensitive to temperature changes due to the large activation energy of the chemical reaction.
History
The techniques were pioneered by the Russian scientists Yakov Borisovich Zel'dovich, David A. Frank-Kamenetskii and co-workers in the 30s, in their study on premixed flames and thermal explosions (Frank-Kamenetskii theory), but not popular to western scientists until the 70s. In the early 70s, due to the pioneering work of Williams B. Bush, Francis E. Fendell, Forman A. Williams, Amable Liñán and John F. Clarke, it became popular in western community and since then it was widely used to explain more complicated problems in combustion.
Method overview
In combustion processes, the reaction rate is dependent on temperature in the following form (Arrhenius law),
where is the activation energy, and is the universal gas constant. In general, the condition is satisfied, where is the burnt gas temperature. This condition forms the basis for activation energy asymptotics. Denoting for unburnt gas temperature, one can define the Zel'dovich number and heat release parameter as follows
In addition, if we define a non-dimensional temperature
such that approaching zero in the unburnt region and approaching unity in the burnt gas region (in other words, ), then the ratio of reaction rate at any temperature to reaction rate at burnt gas temperature is given by
Now in the limit of (large activation energy) with , the reaction rate is exponentially small i.e., and negligible everywhere, but non-negligible when . In other words, the reaction rate is negligible everywhere, except in a small region very close to burnt gas temperature, where . Thus, in solving the conservation equations, one identifies two different regimes, at leading order,
Outer convective-diffusive zone
I
Document 1:::
An elementary reaction is a chemical reaction in which one or more chemical species react directly to form products in a single reaction step and with a single transition state. In practice, a reaction is assumed to be elementary if no reaction intermediates have been detected or need to be postulated to describe the reaction on a molecular scale. An apparently elementary reaction may be in fact a stepwise reaction, i.e. a complicated sequence of chemical reactions, with reaction intermediates of variable lifetimes.
In a unimolecular elementary reaction, a molecule dissociates or isomerises to form the products(s)
At constant temperature, the rate of such a reaction is proportional to the concentration of the species
In a bimolecular elementary reaction, two atoms, molecules, ions or radicals, and , react together to form the product(s)
The rate of such a reaction, at constant temperature, is proportional to the product of the concentrations of the species and
The rate expression for an elementary bimolecular reaction is sometimes referred to as the Law of Mass Action as it was first proposed by Guldberg and Waage in 1864. An example of this type of reaction is a cycloaddition reaction.
This rate expression can be derived from first principles by using collision theory for ideal gases. For the case of dilute fluids equivalent results have been obtained from simple probabilistic arguments.
According to collision theory the probability of three chemical species reacting simultaneously with each other in a termolecular elementary reaction is negligible. Hence such termolecular reactions are commonly referred as non-elementary reactions and can be broken down into a more fundamental set of bimolecular reactions, in agreement with the law of mass action. It is not always possible to derive overall reaction schemes, but solutions based on rate equations are often possible in terms of steady-state or Michaelis-Menten approximations.
Notes
Chemical kinetics
Phy
Document 2:::
Chemical reaction network theory is an area of applied mathematics that attempts to model the behaviour of real-world chemical systems. Since its foundation in the 1960s, it has attracted a growing research community, mainly due to its applications in biochemistry and theoretical chemistry. It has also attracted interest from pure mathematicians due to the interesting problems that arise from the mathematical structures involved.
History
Dynamical properties of reaction networks were studied in chemistry and physics after the invention of the law of mass action. The essential steps in this study were introduction of detailed balance for the complex chemical reactions by Rudolf Wegscheider (1901), development of the quantitative theory of chemical chain reactions by Nikolay Semyonov (1934), development of kinetics of catalytic reactions by Cyril Norman Hinshelwood, and many other results.
Three eras of chemical dynamics can be revealed in the flux of research and publications. These eras may be associated with leaders: the first is the van 't Hoff era, the second may be called the Semenov–Hinshelwood era and the third is definitely the Aris era.
The "eras" may be distinguished based on the main focuses of the scientific leaders:
van’t Hoff was searching for the general law of chemical reaction related to specific chemical properties. The term "chemical dynamics" belongs to van’t Hoff.
The Semenov-Hinshelwood focus was an explanation of critical phenomena observed in many chemical systems, in particular in flames. A concept chain reactions elaborated by these researchers influenced many sciences, especially nuclear physics and engineering.
Aris’ activity was concentrated on the detailed systematization of mathematical ideas and approaches.
The mathematical discipline "chemical reaction network theory" was originated by Rutherford Aris, a famous expert in chemical engineering, with the support of Clifford Truesdell, the founder and editor-in-chief of the journ
Document 3:::
The simple chemical reacting system (SCRS) is one of the combustion models for computational fluid dynamics. This model helps us to determine the process of combustion which is a vital phenomenon used in many engineering applications like aircraft engines, internal combustion engines, rocket engines, industrial furnaces, and power station combustors. The simple chemical reacting system (SCRS) refers the global nature of the combustion process considering only the final species concentrations. The detailed kinetics of the process is generally neglected and it postulates that combustion does proceed via a global one-step without intermediates. Infinitely fast chemical reaction is assumed with oxidants reacting in stoichiometric proportions to form products. SCRS considers the reaction to be irreversible i.e. rate of reverse reaction is presumed to be very low.
1 kg of fuel + s kg of oxidant → (1 + s) kg of products
For the combustion of the methane gas the equation becomes
CH4 + 2O2 → CO2 + 2H2O
1 mole of CH4 + 2 moles of O2 → 1 mole of CO2 + 2 moles of H2O
The stoichiometric proportions of the above equation is given by
1 kg of CH4 + (64/16) kg of O2 → (1+ 64/16) kg of products
The transport equations for the fuel and oxygen mass fractions are
Now consider a variable ‘’ defined by
Also the mass transport coefficients, appearing in the transport equations are assumed to be a constant and are equal to ‘RΦ’
Now the transport equations of fuel and oxygen can be written as
Assuming the reaction to be one step, infinitely fast we can conclude
Now the transport equation reduces to
Now defining the mixture fraction ‘f’, a non-dimensional variable in terms of ‘Φ’ we get
Where the suffix ‘1’ denotes the fuel stream and ‘0’ denotes oxygen stream.
If the mixture contains only oxygen the mixture fraction ‘f’ is given by the value ‘0’ and if it contains only fuel it is given by ‘1’.
Now substituting the value of ‘Φ’ in the above mixture fraction equation we get
Document 4:::
A generalized compound is a mixture of chemical compounds of constant composition, despite possible changes in the total amount. The concept is used in the Dynamic Energy Budget theory, where biomass is partitioned into a limited set of generalised compounds, which contain a high percentage of organic compounds. The amount of generalized compound can be quantified in terms of weight, but more conveniently in terms of C-moles. The concept of strong homeostasis has an intimate relationship with that of generalised compound.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Exemplified by a lit match bursting into flame or the process that forms fossil fuels, chemical reactions vary greatly in terms of what?
A. power
B. speed
C. density
D. duration
Answer:
|
|
scienceQA-985
|
multiple_choice
|
Which organ receives signals from the body's senses?
|
[
"skeleton",
"heart",
"stomach",
"brain"
] |
D
|
Relavent Documents:
Document 0:::
The sensory nervous system is a part of the nervous system responsible for processing sensory information. A sensory system consists of sensory neurons (including the sensory receptor cells), neural pathways, and parts of the brain involved in sensory perception and interoception. Commonly recognized sensory systems are those for vision, hearing, touch, taste, smell, balance and visceral sensation. Sense organs are transducers that convert data from the outer physical world to the realm of the mind where people interpret the information, creating their perception of the world around them.
The receptive field is the area of the body or environment to which a receptor organ and receptor cells respond. For instance, the part of the world an eye can see, is its receptive field; the light that each rod or cone can see, is its receptive field. Receptive fields have been identified for the visual system, auditory system and somatosensory system.
Stimulus
Organisms need information to solve at least three kinds of problems: (a) to maintain an appropriate environment, i.e., homeostasis; (b) to time activities (e.g., seasonal changes in behavior) or synchronize activities with those of conspecifics; and (c) to locate and respond to resources or threats (e.g., by moving towards resources or evading or attacking threats). Organisms also need to transmit information in order to influence another's behavior: to identify themselves, warn conspecifics of danger, coordinate activities, or deceive.
Sensory systems code for four aspects of a stimulus; type (modality), intensity, location, and duration. Arrival time of a sound pulse and phase differences of continuous sound are used for sound localization. Certain receptors are sensitive to certain types of stimuli (for example, different mechanoreceptors respond best to different kinds of touch stimuli, like sharp or blunt objects). Receptors send impulses in certain patterns to send information about the intensity of a stimul
Document 1:::
The following diagram is provided as an overview of and topical guide to the human nervous system:
Human nervous system – the part of the human body that coordinates a person's voluntary and involuntary actions and transmits signals between different parts of the body. The human nervous system consists of two main parts: the central nervous system (CNS) and the peripheral nervous system (PNS). The CNS contains the brain and spinal cord. The PNS consists mainly of nerves, which are long fibers that connect the CNS to every other part of the body. The PNS includes motor neurons, mediating voluntary movement; the autonomic nervous system, comprising the sympathetic nervous system and the parasympathetic nervous system and regulating involuntary functions; and the enteric nervous system, a semi-independent part of the nervous system whose function is to control the gastrointestinal system.
Evolution of the human nervous system
Evolution of nervous systems
Evolution of human intelligence
Evolution of the human brain
Paleoneurology
Some branches of science that study the human nervous system
Neuroscience
Neurology
Paleoneurology
Central nervous system
The central nervous system (CNS) is the largest part of the nervous system and includes the brain and spinal cord.
Spinal cord
Brain
Brain – center of the nervous system.
Outline of the human brain
List of regions of the human brain
Principal regions of the vertebrate brain:
Peripheral nervous system
Peripheral nervous system (PNS) – nervous system structures that do not lie within the CNS.
Sensory system
A sensory system is a part of the nervous system responsible for processing sensory information. A sensory system consists of sensory receptors, neural pathways, and parts of the brain involved in sensory perception.
List of sensory systems
Sensory neuron
Perception
Visual system
Auditory system
Somatosensory system
Vestibular system
Olfactory system
Taste
Pain
Components of the nervous system
Neuron
I
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In medicine and anatomy, the general senses are the senses which are perceived due to receptors scattered throughout the body such as touch, temperature, and hunger, rather than tied to a specific structure, as the special senses vision or hearing are. Often, the general senses are associated with a specific drive; that is, the sensation will cause a change in behavior meant to reduce the sensation.
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A biological system is a complex network which connects several biologically relevant entities. Biological organization spans several scales and are determined based different structures depending on what the system is. Examples of biological systems at the macro scale are populations of organisms. On the organ and tissue scale in mammals and other animals, examples include the circulatory system, the respiratory system, and the nervous system. On the micro to the nanoscopic scale, examples of biological systems are cells, organelles, macromolecular complexes and regulatory pathways. A biological system is not to be confused with a living system, such as a living organism.
Organ and tissue systems
These specific systems are widely studied in human anatomy and are also present in many other animals.
Respiratory system: the organs used for breathing, the pharynx, larynx, bronchi, lungs and diaphragm.
Digestive system: digestion and processing food with salivary glands, oesophagus, stomach, liver, gallbladder, pancreas, intestines, rectum and anus.
Cardiovascular system (heart and circulatory system): pumping and channeling blood to and from the body and lungs with heart, blood and blood vessels.
Urinary system: kidneys, ureters, bladder and urethra involved in fluid balance, electrolyte balance and excretion of urine.
Integumentary system: skin, hair, fat, and nails.
Skeletal system: structural support and protection with bones, cartilage, ligaments and tendons.
Endocrine system: communication within the body using hormones made by endocrine glands such as the hypothalamus, pituitary gland, pineal body or pineal gland, thyroid, parathyroid and adrenals, i.e., adrenal glands.
Lymphatic system: structures involved in the transfer of lymph between tissues and the blood stream; includes the lymph and the nodes and vessels. The lymphatic system includes functions including immune responses and development of antibodies.
Immune system: protects the organism from
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The chemoreceptor trigger zone (CTZ) is an area of the medulla oblongata that receives inputs from blood-borne drugs or hormones, and communicates with other structures in the vomiting center to initiate vomiting. The CTZ is located within the area postrema, which is on the floor of the fourth ventricle and is outside of the blood–brain barrier. It is also part of the vomiting center itself. The neurotransmitters implicated in the control of nausea and vomiting include acetylcholine, dopamine, histamine (H1 receptor), substance P (NK-1 receptor), and serotonin (5-HT3 receptor). There are also opioid receptors present, which may be involved in the mechanism by which opiates cause nausea and vomiting. The blood–brain barrier is not as developed here; therefore, drugs such as dopamine which cannot normally enter the CNS may still stimulate the CTZ.
Evolutionary significance
The CTZ is in the medulla oblongata, which is phylogenetically the oldest part of the central nervous system. Early lifeforms developed a brainstem, or inner brain, and nothing more. This part of the brain is responsible for basic survival instincts and reactions, for example to make an organism turn its head and look where an auditory stimulus was heard. The brainstem is where the medulla is located, and therefore also the area postrema and the CTZ. Then later lifeforms developed another segment of the brain, which includes the limbic system. This area of the brain is responsible for producing emotion and emotional responses to external stimuli, and also is significantly involved in memory and reward systems. Evolutionarily, the cerebral cortex is the most recent development. This area of the brain is responsible for critical thinking and reasoning, and is actively involved in decision making. It has been discovered that a major cause of increased intelligence in species including humans is the increase in cortical neurons in the brain. The emetic response was selected for protective purposes, and
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which organ receives signals from the body's senses?
A. skeleton
B. heart
C. stomach
D. brain
Answer:
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|
sciq-8962
|
multiple_choice
|
What are metals and good electrical conductors that tend to lose their valence electrons in chemical reactions called?
|
[
"reductants",
"precious metals",
"conservants",
"stable metals"
] |
A
|
Relavent Documents:
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In physics, electrical engineering and materials science, electromaterials are the set of materials which store, controllably convert, exchange and conduct electrically charged particles. The term electromaterial can refer to any electronically or ionically active material. While this definition is quite broad, the term is typically used in the context of properties and/or applications in which atomic electronic transition is pertinent. The word electromaterials is a compound form of the Ancient Greek term, ἤλεκτρον ēlektron, "Amber", and the Latin term, materia, "Matter".
Properties
Electromaterials enable the transport of charged species (electrons and/or ions) as well as facilitate the exchange of charge to other materials. For atomic and molecule systems, this is observed as atomic electronic transition between discrete orbitals, while for bulk semiconductor materials electronic bands determine which transitions may occur. Metals, in which the conduction band is permanently populated, may also be considered electromaterials, although this is typically outside the category compared to other conduction mechanisms such as for a degenerate semiconductor (transparent conductive oxides) or polaron hopping (organic conductor). Materials which can be ionised (i.e. electrons either added or stripped away) may also be considered electronically active.
Electromaterials have a number of properties broadly, including:
Opto-electronic properties
Photoelectric properties
Exotic phenomena such as super-conductive properties
Partial charge transfer, adsorption of species leading to change in electronic properties of material
Ion conductive materials
Applications
In the application of electromaterials, ions or electrons are used to carry out a specific function. For example, the oxidation or reduction (loss or gain of electrons, respectively) of another species. Materials such as metals, metal particles, conducting polymers, conducting carbon, e.g. CNTs, graphene, carbo
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can be broadly divided into metals, metalloids, and nonmetals according to their shared physical and chemical properties. All metals have a shiny appearance (at least when freshly polished); are good conductors of heat and electricity; form alloys with other metals; and have at least one basic oxide. Metalloids are metallic-looking brittle solids that are either semiconductors or exist in semiconducting forms, and have amphoteric or weakly acidic oxides. Typical nonmetals have a dull, coloured or colourless appearance; are brittle when solid; are poor conductors of heat and electricity; and have acidic oxides. Most or some elements in each category share a range of other properties; a few elements have properties that are either anomalous given their category, or otherwise extraordinary.
Properties
Metals
Metals appear lustrous (beneath any patina); form mixtures (alloys) when combined with other metals; tend to lose or share electrons when they react with other substances; and each forms at least one predominantly basic oxide.
Most metals are silvery looking, high density, relatively soft and easily deformed solids with good electrical and thermal conductivity, closely packed structures, low ionisation energies and electronegativities, and are found naturally in combined states.
Some metals appear coloured (Cu, Cs, Au), have low densities (e.g. Be, Al) or very high melting points (e.g. W, Nb), are liquids at or near room temperature (e.g. Hg, Ga), are brittle (e.g. Os, Bi), not easily machined (e.g. Ti, Re), or are noble (hard to oxidise, e.g. Au, Pt), or have nonmetallic structures (Mn and Ga are structurally analogous to, respectively, white P and I).
Metals comprise the large majority of the elements, and can be subdivided into several different categories. From left to right in the periodic table, these categories include the highly reactive alkali metals; the less-reactive alkaline earth metals, lanthanides, and radioactive actinides; the archetypal tran
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A metal rectifier is an early type of semiconductor rectifier in which the semiconductor is copper oxide, germanium or selenium. They were used in power applications to convert alternating current to direct current in devices such as radios and battery chargers. Westinghouse Electric was a major manufacturer of these rectifiers since the late 1920s, under the trade name Westector (now used as a trade name for an overcurrent trip device by Westinghouse Nuclear).
In some countries the term "metal rectifier" is applied to all such devices; in others the term "metal rectifier" normally refers to copper-oxide types, and "selenium rectifier" to selenium-iron types.
Description
Metal rectifiers consist of washer-like discs of different metals, either copper (with an oxide layer to provide the rectification) or steel or aluminium, plated with selenium. The discs are often separated by spacer sleeves to provide cooling.
Mode of operation
The principle of operation of a metal rectifier is related to modern semiconductor rectifiers (Schottky diodes and p–n diodes), but somewhat more complex. Both selenium and copper oxide are semiconductors, in practice doped by impurities during manufacture. When they are deposited on metals, it would be expected that the result is a simple metal–semiconductor junction and that the rectification would be a result of a Schottky barrier.
However, this is not always the case: the scientist S. Poganski discovered in the 1940s that the best selenium rectifiers were in fact semiconductor-semiconductor junctions between selenium and a thin cadmium selenide layer, generated out of the cadmium-tin metal coating during processing.
In any case the result is that there is a depletion region in the semiconductor, with a built-in electric field, and this provides the rectifying action.
Performance
Compared to later silicon or germanium devices, copper-oxide rectifiers tended to have poor efficiency, and the reverse voltage rating was rarely mor
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A metalloid is a type of chemical element which has a preponderance of properties in between, or that are a mixture of, those of metals and nonmetals. There is no standard definition of a metalloid and no complete agreement on which elements are metalloids. Despite the lack of specificity, the term remains in use in the literature of chemistry.
The six commonly recognised metalloids are boron, silicon, germanium, arsenic, antimony and tellurium. Five elements are less frequently so classified: carbon, aluminium, selenium, polonium and astatine. On a standard periodic table, all eleven elements are in a diagonal region of the p-block extending from boron at the upper left to astatine at lower right. Some periodic tables include a dividing line between metals and nonmetals, and the metalloids may be found close to this line.
Typical metalloids have a metallic appearance, but they are brittle and only fair conductors of electricity. Chemically, they behave mostly as nonmetals. They can form alloys with metals. Most of their other physical properties and chemical properties are intermediate in nature. Metalloids are usually too brittle to have any structural uses. They and their compounds are used in alloys, biological agents, catalysts, flame retardants, glasses, optical storage and optoelectronics, pyrotechnics, semiconductors, and electronics.
The electrical properties of silicon and germanium enabled the establishment of the semiconductor industry in the 1950s and the development of solid-state electronics from the early 1960s.
The term metalloid originally referred to nonmetals. Its more recent meaning, as a category of elements with intermediate or hybrid properties, became widespread in 1940–1960. Metalloids are sometimes called semimetals, a practice that has been discouraged, as the term semimetal has a different meaning in physics than in chemistry. In physics, it refers to a specific kind of electronic band structure of a substance. In this context, only
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Nonmetals show more variability in their properties than do metals. Metalloids are included here since they behave predominately as chemically weak nonmetals.
Physically, they nearly all exist as diatomic or monatomic gases, or polyatomic solids having more substantial (open-packed) forms and relatively small atomic radii, unlike metals, which are nearly all solid and close-packed, and mostly have larger atomic radii. If solid, they have a submetallic appearance (with the exception of sulfur) and are brittle, as opposed to metals, which are lustrous, and generally ductile or malleable; they usually have lower densities than metals; are mostly poorer conductors of heat and electricity; and tend to have significantly lower melting points and boiling points than those of most metals.
Chemically, the nonmetals mostly have higher ionisation energies, higher electron affinities (nitrogen and the noble gases have negative electron affinities) and higher electronegativity values than metals noting that, in general, the higher an element's ionisation energy, electron affinity, and electronegativity, the more nonmetallic that element is. Nonmetals, including (to a limited extent) xenon and probably radon, usually exist as anions or oxyanions in aqueous solution; they generally form ionic or covalent compounds when combined with metals (unlike metals, which mostly form alloys with other metals); and have acidic oxides whereas the common oxides of nearly all metals are basic.
Properties
Abbreviations used in this section are: AR Allred-Rochow; CN coordination number; and MH Moh's hardness
Group 1
Hydrogen is a colourless, odourless, and comparatively unreactive diatomic gas with a density of 8.988 × 10−5 g/cm3 and is about 14 times lighter than air. It condenses to a colourless liquid −252.879 °C and freezes into an ice- or snow-like solid at −259.16 °C. The solid form has a hexagonal crystalline structure and is soft and easily crushed. Hydrogen is an insulator in all of
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What are metals and good electrical conductors that tend to lose their valence electrons in chemical reactions called?
A. reductants
B. precious metals
C. conservants
D. stable metals
Answer:
|
|
sciq-6003
|
multiple_choice
|
Fe for iron and pb for lead are examples of elements known since ancient times, which have symbols based on their name in what language?
|
[
"arabic",
"latin",
"italian",
"spanish"
] |
B
|
Relavent Documents:
Document 0:::
Alchemical symbols, originally devised as part of alchemy, were used to denote some elements and some compounds until the 18th century. Although notation was partly standardized, style and symbol varied between alchemists. Lüdy-Tenger published an inventory of 3,695 symbols and variants, and that was not exhaustive, omitting for example many of the symbols used by Isaac Newton. This page therefore lists only the most common symbols.
Three primes
According to Paracelsus (1493–1541), the three primes or tria prima – of which material substances are immediately composed – are:
Sulfur or soul, the principle of combustibility: 🜍 ()
Mercury or spirit, the principle of fusibility and volatility: ☿ ()
Salt or body, the principle of non-combustibility and non-volatility: 🜔 ()
Four basic elements
Western alchemy makes use of the four classical elements. The symbols used for these are:
Air 🜁 ()
Earth 🜃 ()
Fire 🜂 ()
Water 🜄 ()
Seven
The seven metals known since Classical times in Europe were associated with the seven classical planets; this figured heavily in alchemical symbolism. The exact correlation varied over time, and in early centuries bronze or electrum were sometimes found instead of mercury, or copper for Mars instead of iron; however, gold, silver, and lead had always been associated with the Sun, Moon, and Saturn.
The associations below are attested from the 7th century and had stabilized by the 15th. They started breaking down with the discovery of antimony, bismuth, and zinc in the 16th century. Alchemists would typically call the metals by their planetary names, e.g. "Saturn" for lead, "Mars" for iron; compounds of tin, iron, and silver continued to be called "jovial", "martial", and "lunar"; or "of Jupiter", "of Mars", and "of the moon", through the 17th century. The tradition remains today with the name of the element mercury, where chemists decided the planetary name was preferable to common names like "quicksilver", and in a few archaic terms
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Chemical symbols are the abbreviations used in chemistry for chemical elements, functional groups and chemical compounds. Element symbols for chemical elements normally consist of one or two letters from the Latin alphabet and are written with the first letter capitalised.
History
Earlier symbols for chemical elements stem from classical Latin and Greek vocabulary. For some elements, this is because the material was known in ancient times, while for others, the name is a more recent invention. For example, Pb is the symbol for lead (plumbum in Latin); Hg is the symbol for mercury (hydrargyrum in Greek); and He is the symbol for helium (a Neo-Latin name) because helium was not known in ancient Roman times. Some symbols come from other sources, like W for tungsten (Wolfram in German) which was not known in Roman times.
A three-letter temporary symbol may be assigned to a newly synthesized (or not yet synthesized) element. For example, "Uno" was the temporary symbol for hassium (element 108) which had the temporary name of unniloctium, based on the digits of its atomic number. There are also some historical symbols that are no longer officially used.
Extension of the symbol
In addition to the letters for the element itself, additional details may be added to the symbol as superscripts or subscripts a particular isotope, ionization, or oxidation state, or other atomic detail. A few isotopes have their own specific symbols rather than just an isotopic detail added to their element symbol.
Attached subscripts or superscripts specifying a nuclide or molecule have the following meanings and positions:
The nucleon number (mass number) is shown in the left superscript position (e.g., 14N). This number defines the specific isotope. Various letters, such as "m" and "f" may also be used here to indicate a nuclear isomer (e.g., 99mTc). Alternately, the number here can represent a specific spin state (e.g., 1O2). These details can be omitted if not relevant in a certain cont
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Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 3:::
Major innovations in materials technology
BC
28,000 BC – People wear beads, bracelets, and pendants
14,500 BC – First pottery, made by the Jōmon people of Japan.
6th millennium BC – Copper metallurgy is invented and copper is used for ornamentation (see Pločnik article)
2nd millennium BC – Bronze is used for weapons and armor
16th century BC – The Hittites develop crude iron metallurgy
13th century BC – Invention of steel when iron and charcoal are combined properly
10th century BC – Glass production begins in ancient Near East
1st millennium BC – Pewter beginning to be used in China and Egypt
1000 BC – The Phoenicians introduce dyes made from the purple murex.
3rd century BC – Wootz steel, the first crucible steel, is invented in ancient India
50s BC – Glassblowing techniques flourish in Phoenicia
20s BC – Roman architect Vitruvius describes low-water-content method for mixing concrete
1st millennium
3rd century – Cast iron widely used in Han Dynasty China
300 – Greek alchemist Zomius, summarizing the work of Egyptian alchemists, describes arsenic and lead acetate
4th century – Iron pillar of Delhi is the oldest surviving example of corrosion-resistant steel
8th century – Porcelain is invented in Tang Dynasty China
8th century – Tin-glazing of ceramics invented by Muslim chemists and potters in Basra, Iraq
9th century – Stonepaste ceramics invented in Iraq
900 – First systematic classification of chemical substances appears in the works attributed to Jābir ibn Ḥayyān (Latin: Geber) and in those of the Persian alchemist and physician Abū Bakr al-Rāzī ( 865–925, Latin: Rhazes)
900 – Synthesis of ammonium chloride from organic substances described in the works attributed to Jābir ibn Ḥayyān (Latin: Geber)
900 – Abū Bakr al-Rāzī describes the preparation of plaster of Paris and metallic antimony
9th century – Lustreware appears in Mesopotamia
2nd millennium
1000 – Gunpowder is developed in China
1340 – In Liège, Belgium, the first blast furnaces for the production
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Megalithic markings, megalithic graffiti marks, megalithic symbols or non-Brahmi symbols are markings found on mostly potsherds found in Central India, South India and Sri Lanka during the Megalithic Iron Age in India. A number of scholars have tried to decipher the symbols since 1878, and currently there is no consensus as to whether they constitute undeciphered writing or graffiti or symbols without any syllabic or alphabetic meaning.
History
Megalithic markings are usually found in burial sites but are also found in habitation sites as well. They are tentatively dated from 1000 BCE to 300 CE marking the transition of the proto-historic period into the historic period of the subcontinent. From archaeological stratigraphy, potsherds with and without symbols are usually found at the lowest level, followed by potsherds with mixed symbols and Brahmi or Tamil-Brahmi and eventually at the highest level potsherds are only found with Brahmi or Tamil-Brahmi etchings. From around 300 CE, they disappear from grave sites.
Relationship to Indus script
In 1960, archaeologist B. B. Lal found that 89% of the surveyed megalithic symbols had their counterparts amongst the Indus script. He concluded that there was a commonness of culture between the Indus Valley civilisation and the later megalithic period. In 2019, archaeologists in Tamil Nadu excavated further potsherds at Keeladi with graffiti closely resembling symbols of the Indus script.
Archaeological findings
In 1935 a dish dating to the 1st century BCE and bearing megalithic graffiti symbols was discovered in Sulur, near Coimbatore in Tamil Nadu. In a 2001 publication, Mahadevan argued that the inscription on the dish contained symbols similar to those of the Indus script and also that the symbols are in same order as those of a comparable inscription on a tablet from Harappa. Mahadevan suggested that was evidence that the languages of the inscriptions were related.
In February 2006, a stone celt was discovered in S
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Fe for iron and pb for lead are examples of elements known since ancient times, which have symbols based on their name in what language?
A. arabic
B. latin
C. italian
D. spanish
Answer:
|
|
sciq-9470
|
multiple_choice
|
The major entrance and exit for the respiratory system is which facial orifice?
|
[
"pore",
"ear",
"nose",
"mouth"
] |
C
|
Relavent Documents:
Document 0:::
The control of ventilation is the physiological mechanisms involved in the control of breathing, which is the movement of air into and out of the lungs. Ventilation facilitates respiration. Respiration refers to the utilization of oxygen and balancing of carbon dioxide by the body as a whole, or by individual cells in cellular respiration.
The most important function of breathing is the supplying of oxygen to the body and balancing of the carbon dioxide levels. Under most conditions, the partial pressure of carbon dioxide (PCO2), or concentration of carbon dioxide, controls the respiratory rate.
The peripheral chemoreceptors that detect changes in the levels of oxygen and carbon dioxide are located in the arterial aortic bodies and the carotid bodies. Central chemoreceptors are primarily sensitive to changes in the pH of the blood, (resulting from changes in the levels of carbon dioxide) and they are located on the medulla oblongata near to the medullar respiratory groups of the respiratory center.
Information from the peripheral chemoreceptors is conveyed along nerves to the respiratory groups of the respiratory center. There are four respiratory groups, two in the medulla and two in the pons. The two groups in the pons are known as the pontine respiratory group.
Dorsal respiratory group – in the medulla
Ventral respiratory group – in the medulla
Pneumotaxic center – various nuclei of the pons
Apneustic center – nucleus of the pons
From the respiratory center, the muscles of respiration, in particular the diaphragm, are activated to cause air to move in and out of the lungs.
Control of respiratory rhythm
Ventilatory pattern
Breathing is normally an unconscious, involuntary, automatic process. The pattern of motor stimuli during breathing can be divided into an inhalation stage and an exhalation stage. Inhalation shows a sudden, ramped increase in motor discharge to the respiratory muscles (and the pharyngeal constrictor muscles). Before the end of inh
Document 1:::
Speech science refers to the study of production, transmission and perception of speech. Speech science involves anatomy, in particular the anatomy of the oro-facial region and neuroanatomy, physiology, and acoustics.
Speech production
The production of speech is a highly complex motor task that involves approximately 100 orofacial, laryngeal, pharyngeal, and respiratory muscles. Precise and expeditious timing of these muscles is essential for the production of temporally complex speech sounds, which are characterized by transitions as short as 10 ms between frequency bands and an average speaking rate of approximately 15 sounds per second. Speech production requires airflow from the lungs (respiration) to be phonated through the vocal folds of the larynx (phonation) and resonated in the vocal cavities shaped by the jaw, soft palate, lips, tongue and other articulators (articulation).
Respiration
Respiration is the physical process of gas exchange between an organism and its environment involving four steps (ventilation, distribution, perfusion and diffusion) and two processes (inspiration and expiration). Respiration can be described as the mechanical process of air flowing into and out of the lungs on the principle of Boyle's law, stating that, as the volume of a container increases, the air pressure will decrease. This relatively negative pressure will cause air to enter the container until the pressure is equalized. During inspiration of air, the diaphragm contracts and the lungs expand drawn by pleurae through surface tension and negative pressure. When the lungs expand, air pressure becomes negative compared to atmospheric pressure and air will flow from the area of higher pressure to fill the lungs. Forced inspiration for speech uses accessory muscles to elevate the rib cage and enlarge the thoracic cavity in the vertical and lateral dimensions. During forced expiration for speech, muscles of the trunk and abdomen reduce the size of the thoracic cavity by
Document 2:::
Several universities have designed interdisciplinary courses with a focus on human biology at the undergraduate level. There is a wide variation in emphasis ranging from business, social studies, public policy, healthcare and pharmaceutical research.
Americas
Human Biology major at Stanford University, Palo Alto (since 1970)
Stanford's Human Biology Program is an undergraduate major; it integrates the natural and social sciences in the study of human beings. It is interdisciplinary and policy-oriented and was founded in 1970 by a group of Stanford faculty (Professors Dornbusch, Ehrlich, Hamburg, Hastorf, Kennedy, Kretchmer, Lederberg, and Pittendrigh). It is a very popular major and alumni have gone to post-graduate education, medical school, law, business and government.
Human and Social Biology (Caribbean)
Human and Social Biology is a Level 4 & 5 subject in the secondary and post-secondary schools in the Caribbean and is optional for the Caribbean Secondary Education Certification (CSEC) which is equivalent to Ordinary Level (O-Level) under the British school system. The syllabus centers on structure and functioning (anatomy, physiology, biochemistry) of human body and the relevance to human health with Caribbean-specific experience. The syllabus is organized under five main sections: Living organisms and the environment, life processes, heredity and variation, disease and its impact on humans, the impact of human activities on the environment.
Human Biology Program at University of Toronto
The University of Toronto offers an undergraduate program in Human Biology that is jointly offered by the Faculty of Arts & Science and the Faculty of Medicine. The program offers several major and specialist options in: human biology, neuroscience, health & disease, global health, and fundamental genetics and its applications.
Asia
BSc (Honours) Human Biology at All India Institute of Medical Sciences, New Delhi (1980–2002)
BSc (honours) Human Biology at AIIMS (New
Document 3:::
The laryngotracheal groove is a precursor for the larynx and trachea.
The rudiment of the respiratory organs appears as a median longitudinal groove in the ventral wall of the pharynx. The groove deepens, and its lips fuse to form a septum, which grows from below upward and converts the groove into a tube, the laryngotracheal tube. The cephalic end opens into the pharynx through a slit-like aperture formed by the persistent anterior part of the groove. Initially, the cephalic end is in open communication with the foregut, but eventually it becomes separated by the indentations of the mesoderm, the tracheoesophageal folds.
When the tracheoesophageal folds fuse in the midline to form the tracheoesophageal septum, the foregut is divided into the trachea ventrally and the esophagus dorsally. The tube is lined by an endoderm, from which the epithelial lining of the respiratory tract is developed. The cephalic part of the tube becomes the larynx, and its next succeeding part is the trachea, while from its caudal end, a respiratory diverticulum appears as the lung bud. The lung bud branches into two lateral outgrowths known as the bronchial buds, one on each side of the trachea. The right and left bronchial buds branch into main (primary), lobar (secondary), segmental (tertiary), and subsegmental bronchi and lead to the development of the lungs. The Hox complex, FGF-10 (fibroblast growth factor), BMP-4 (bone morphogenetic protein), N-myc (a proto-oncogene), syndecan (a proteglycan), tenascin (an extracellular matrix protein), and epimorphin (a protein) appear to play a role in the development of the respiratory system.
Document 4:::
A body orifice is any opening in the body of an animal.
External
In a typical mammalian body such as the human body, the external body orifices are:
The nostrils, for breathing and the associated sense of smell
The mouth, for eating, drinking, breathing, and vocalizations such as speech
The ear canals, for the sense of hearing
The nasolacrimal ducts, to carry tears from the lacrimal sac into the nasal cavity
The anus, for defecation
In males, the urinary meatus, for urination and ejaculation
In females, the urinary meatus, for urination and female ejaculation
In females, the vagina, for menstruation, sexual intercourse and childbirth
The nipple orifices
Other animals may have some other body orifices:
cloaca, in birds, reptiles, amphibians, and some other animals
siphon in mollusk, arthropods, and some other animals
Internal
Internal orifices include the orifices of the outflow tracts of the heart, between the heart valves.
See also
Internal urethral orifice
Mucosa
Mucocutaneous boundary
Meatus
Body cavity
Anatomy
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The major entrance and exit for the respiratory system is which facial orifice?
A. pore
B. ear
C. nose
D. mouth
Answer:
|
|
ai2_arc-506
|
multiple_choice
|
A company is creating an advertisement for its custom-made guitars. Which of the following statements should be in the advertisement to best emphasize the company's custom production processes?
|
[
"Our guitars are made using hand tools.",
"We make our guitars to your specifications.",
"We produce and sell thousands of guitars each year.",
"Our guitars are the best quality your money can buy."
] |
B
|
Relavent Documents:
Document 0:::
In chemistry, fine chemicals are complex, single, pure chemical substances, produced in limited quantities in multipurpose plants by multistep batch chemical or biotechnological processes. They are described by exacting specifications, used for further processing within the chemical industry and sold for more than $10/kg (see the comparison of fine chemicals, commodities and specialties). The class of fine chemicals is subdivided either on the basis of the added value (building blocks, advanced intermediates or active ingredients), or the type of business transaction, namely standard or exclusive products.
Fine chemicals are produced in limited volumes (< 1000 tons/year) and at relatively high prices (> $10/kg) according to exacting specifications, mainly by traditional organic synthesis in multipurpose chemical plants. Biotechnical processes are gaining ground. Fine chemicals are used as starting materials for specialty chemicals, particularly pharmaceuticals, biopharmaceuticals and agrochemicals. Custom manufacturing for the life science industry plays a big role; however, a significant portion of the fine chemicals total production volume is manufactured in-house by large users. The industry is fragmented and extends from small, privately owned companies to divisions of big, diversified chemical enterprises. The term "fine chemicals" is used in distinction to "heavy chemicals", which are produced and handled in large lots and are often in a crude state.
Since the late 1970s, fine chemicals have become an important part of the chemical industry. Their global total production value of $85 billion is split about 60-40 between in-house production in the life-science industry—the products' main consumers—and companies producing them for sale. The latter pursue both a "supply push" strategy, whereby standard products are developed in-house and offered ubiquitously, and a "demand pull" strategy, whereby products or services determined by the customer are provided excl
Document 1:::
A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field.
Overview
The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion.
With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies.
Example programs
The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University.
A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes
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Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
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The CandyFab is a method of producing physical objects out of a computer representation of the structure. It differs from some other 3D printing methods in the following aspects:
It is optimized for relatively large pieces using low to medium print resolution.
To reduce the hazards of working with large amounts of media, non-toxic materials (ideally, food-grade) are used. The prototype CandyFab 4000 unit uses granulated sugar as its print medium, giving rise to its name, but other materials with low melting temperatures and low toxicities are still under consideration.
It uses low cost parts and construction to make it easier for others to design or build their own, with plans available as open source.
Technology
The CandyFab uses a heat source mounted on a computer-controlled X-Y positioning head to fuse the surface of a granular bed of the print media. The only thing which comes into contact with the media is heated air, which is turned on and off by the software synchronously with the motion of the positioning head. Fabrication of the shape of the part being produced progresses in layers; after each complete pass, the bed is lowered and a fresh layer of granular media is applied on top. The unfused media serves to support overhangs and thin walls in the part being produced, reducing the need for auxiliary temporary supports for the workpiece. The movable bed is of a size suitable for producing finished parts several kilograms in weight.
The resolution of features produced correspond to a smallest volume element of 2.5 x 2.5 x 2.7 mm or less. Pieces produced from ordinary granular sugar have fairly good strength and feature an amber to brown surface color owing to caramelization of the sugar. Special attention has been paid to the selection of all materials coming into contact with the sugar bed or with the hot air stream to make it possible to fabricate food-grade pieces if desired.
There is an effort to encourage further work on improving the technology
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American Machinists' Handbook was a McGraw-Hill reference book similar to Industrial Press's Machinery's Handbook. (The latter title, still in print and regularly revised, is the one that machinists today are usually referring to when they speak imprecisely of "the machinist's handbook" or "the machinists' handbook".)
The somewhat generic sound of the title American Machinists' Handbook, no doubt contributed to the confounding of the two books' titles and identities. It capitalized on readers' familiarity with American Machinist, McGraw-Hill's popular trade journal. But the usage could have benefited from some branding discipline, because of some little confusion over whether the title was properly "American Machinist's Handbook" or "American Machinists' Handbook". ("American Machinist 's Handbook" would be parallel to the construction of the title "Machinery's Handbook")
McGraw-Hill's American Machinists' Handbook appeared first (1908). It is doubtful that Industrial Press's Machinery's Handbook (1914) was a mere me-too conceived afterwards in response. The eager market for such reference works had probably been obvious for at least a decade before either work was compiled, perhaps the appearance of the McGraw-Hill title merely prodded Industrial Press to finally get moving on a handbook of its own.
American Machinists' Handbook, co-edited by Fred H. Colvin and Frank A. Stanley, went through eight editions between 1908 and 1945. In 1955, McGraw-Hill published The new American machinist's handbook. Based upon earlier editions of American machinists' handbook, but perhaps the book did not compete well enough with Machinery's Handbook. No subsequent editions were produced.
List of the editions of American Machinists' Handbook
Renewal data from Rutgers. All works after 1923 with renewed copyright are presumably still protected.
1908 non-fiction books
Mechanical engineering
Metallurgical industry of the United States
Handbooks and manuals
McGraw-Hill books
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
A company is creating an advertisement for its custom-made guitars. Which of the following statements should be in the advertisement to best emphasize the company's custom production processes?
A. Our guitars are made using hand tools.
B. We make our guitars to your specifications.
C. We produce and sell thousands of guitars each year.
D. Our guitars are the best quality your money can buy.
Answer:
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sciq-11102
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multiple_choice
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What zone is the narrow strip along the coastline that is covered by water at high tide and exposed to air at low tide?
|
[
"astrolabe zone",
"intertidal zone",
"aquifer zone",
"disturbance zone"
] |
B
|
Relavent Documents:
Document 0:::
The littoral zone, also called litoral or nearshore, is the part of a sea, lake, or river that is close to the shore. In coastal ecology, the littoral zone includes the intertidal zone extending from the high water mark (which is rarely inundated), to coastal areas that are permanently submerged — known as the foreshore — and the terms are often used interchangeably. However, the geographical meaning of littoral zone extends well beyond the intertidal zone to include all neritic waters within the bounds of continental shelves.
Etymology
The word littoral may be used both as a noun and as an adjective. It derives from the Latin noun litus, litoris, meaning "shore". (The doubled t is a late-medieval innovation, and the word is sometimes seen in the more classical-looking spelling litoral.)
Description
The term has no single definition. What is regarded as the full extent of the littoral zone, and the way the littoral zone is divided into subregions, varies in different contexts. For lakes, the littoral zone is the nearshore habitat where photosynthetically active radiation penetrates to the lake bottom in sufficient quantities to support photosynthesis. The use of the term also varies from one part of the world to another, and between different disciplines. For example, military commanders speak of the littoral in ways that are quite different from the definition used by marine biologists.
The adjacency of water gives a number of distinctive characteristics to littoral regions. The erosive power of water results in particular types of landforms, such as sand dunes, and estuaries. The natural movement of the littoral along the coast is called the littoral drift. Biologically, the ready availability of water enables a greater variety of plant and animal life, and particularly the formation of extensive wetlands. In addition, the additional local humidity due to evaporation usually creates a microclimate supporting unique types of organisms.
In oceanography and marin
Document 1:::
The intertidal zone or foreshore is the area above water level at low tide and underwater at high tide: in other words, the part of the littoral zone within the tidal range. This area can include several types of habitats with various species of life, such as seastars, sea urchins, and many species of coral with regional differences in biodiversity. Sometimes it is referred to as the littoral zone or seashore, although those can be defined as a wider region.
The well-known area also includes steep rocky cliffs, sandy beaches, bogs or wetlands (e.g., vast mudflats). The area can be a narrow strip, as in Pacific islands that have only a narrow tidal range, or can include many meters of shoreline where shallow beach slopes interact with high tidal excursion. The peritidal zone is similar but somewhat wider, extending from above the highest tide level to below the lowest. Organisms in the intertidal zone are adapted to an environment of harsh extremes, living in water pressure with the potential of reaching 5,580 pounds per square inch. The intertidal zone is also home to several species from different phyla (Porifera, Annelida, Coelenterata, Mollusca, Arthropoda, etc.).
Water is available regularly with the tides that can vary from brackish waters, fresh with rain, to highly saline and dry salt, with drying between tidal inundations. Wave splash can dislodge residents from the littoral zone. With the intertidal zone's high exposure to sunlight, the temperature can range from very hot with full sunshine to near freezing in colder climates. Some microclimates in the littoral zone are moderated by local features and larger plants such as mangroves. Adaptation in the littoral zone allows the use of nutrients supplied in high volume on a regular basis from the sea, which is actively moved to the zone by tides. Edges of habitats, in this case land and sea, are themselves often significant ecologies, and the littoral zone is a prime example.
A typical rocky shore can be di
Document 2:::
The oceanic zone is typically defined as the area of the ocean lying beyond the continental shelf (e.g. the neritic zone), but operationally is often referred to as beginning where the water depths drop to below , seaward from the coast into the open ocean with its pelagic zone.
It is the region of open sea beyond the edge of the continental shelf and includes 65% of the ocean's completely open water. The oceanic zone has a wide array of undersea terrain, including trenches that are often deeper than Mount Everest is tall, as well as deep-sea volcanoes and basins. While it is often difficult for life to sustain itself in this type of environment, many species have adapted and do thrive in the oceanic zone.
The open ocean is vertically divided into four zones: the sunlight zone, twilight zone, midnight zone, and abyssal zone.
Sub zones
The Mesopelagic (disphotic) zone, which is where only small amounts of light penetrate, lies below the Epipelagic zone. This zone is often referred to as the "Twilight Zone" due to its scarce amount of light. Temperatures in the Mesopelagic zone range from . The pressure is higher here, it can be up to and increases with depth.
54% of the ocean lies in the Bathypelagic (aphotic) zone into which no light penetrates. This is also called the midnight zone and the deep ocean. Due to the complete lack of sunlight, photosynthesis cannot occur and the only light source is bioluminescence. Water pressure is very intense and the temperatures are near freezing (range ).
Marine life
Oceanographers have divided the ocean into zones based on how far light reaches. All of the light zones can be found in the oceanic zone. The epipelagic zone is the one closest to the surface and is the best lit. It extends to 100 meters and contains both phytoplankton and zooplankton that can support larger organisms like marine mammals and some types of fish. Past 100 meters, not enough light penetrates the water to support life, and no plant life exists.
T
Document 3:::
The supralittoral zone, also known as the splash zone, spray zone or the supratidal zone, sometimes also referred to as the white zone, is the area above the spring high tide line, on coastlines and estuaries, that is regularly splashed, but not submerged by ocean water. Seawater penetrates these elevated areas only during storms with high tides.
Organisms here must cope also with exposure to air, fresh water from rain, cold, heat and predation by land animals and seabirds. At the top of this area, patches of dark lichens can appear as crusts on rocks. Some types of periwinkles, Neritidae and detritus feeding Isopoda commonly inhabit the lower supralittoral.
See also
Littoral zone
Sublittoral zone
Notes
Document 4:::
The neritic zone (or sublittoral zone) is the relatively shallow part of the ocean above the drop-off of the continental shelf, approximately in depth.
From the point of view of marine biology it forms a relatively stable and well-illuminated environment for marine life, from plankton up to large fish and corals, while physical oceanography sees it as where the oceanic system interacts with the coast.
Definition (marine biology), context, extra terminology
In marine biology, the neritic zone, also called coastal waters, the coastal ocean or the sublittoral zone, refers to that zone of the ocean where sunlight reaches the ocean floor, that is, where the water is never so deep as to take it out of the photic zone.
It extends from the low tide mark to the edge of the continental shelf, with a relatively shallow depth extending to about 200 meters (660 feet).
Above the neritic zone lie the intertidal (or eulittoral) and supralittoral zones; below it the continental slope begins, descending from the continental shelf to the abyssal plain and the pelagic zone.
Within the neritic, marine biologists also identify the following:
The infralittoral zone is the algal-dominated zone down to around five metres below the low water mark.
The circalittoral zone is the region beyond the infralittoral, which is dominated by sessile animals such as oysters.
The subtidal zone is the region of the neritic zone which is below the intertidal zone, therefore never exposed to the atmosphere.
Physical characteristics
The neritic zone is covered with generally well-oxygenated water, receives plenty of sunlight, is relatively stable temperature, has low water pressure and stable salinity levels, making it highly suitable for photosynthetic life.
There are several different areas or zones in the ocean. The area along the bottom of any body of water from the shore to the deepest abyss is called the benthic zone. It is where decomposed organic debris (also known as ocean 'snow') has sett
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What zone is the narrow strip along the coastline that is covered by water at high tide and exposed to air at low tide?
A. astrolabe zone
B. intertidal zone
C. aquifer zone
D. disturbance zone
Answer:
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ai2_arc-1090
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multiple_choice
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Which process forced Nevada's mountain ranges upward over the past million years?
|
[
"erosion of surrounding material",
"seismic activity along fault lines",
"multiple volcanic eruptions",
"deposition of wind-blown sediments"
] |
B
|
Relavent Documents:
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The geologic record in stratigraphy, paleontology and other natural sciences refers to the entirety of the layers of rock strata. That is, deposits laid down by volcanism or by deposition of sediment derived from weathering detritus (clays, sands etc.). This includes all its fossil content and the information it yields about the history of the Earth: its past climate, geography, geology and the evolution of life on its surface. According to the law of superposition, sedimentary and volcanic rock layers are deposited on top of each other. They harden over time to become a solidified (competent) rock column, that may be intruded by igneous rocks and disrupted by tectonic events.
Correlating the rock record
At a certain locality on the Earth's surface, the rock column provides a cross section of the natural history in the area during the time covered by the age of the rocks. This is sometimes called the rock history and gives a window into the natural history of the location that spans many geological time units such as ages, epochs, or in some cases even multiple major geologic periods—for the particular geographic region or regions. The geologic record is in no one place entirely complete for where geologic forces one age provide a low-lying region accumulating deposits much like a layer cake, in the next may have uplifted the region, and the same area is instead one that is weathering and being torn down by chemistry, wind, temperature, and water. This is to say that in a given location, the geologic record can be and is quite often interrupted as the ancient local environment was converted by geological forces into new landforms and features. Sediment core data at the mouths of large riverine drainage basins, some of which go deep thoroughly support the law of superposition.
However using broadly occurring deposited layers trapped within differently located rock columns, geologists have pieced together a system of units covering most of the geologic time scale
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The interaction between erosion and tectonics has been a topic of debate since the early 1990s. While the tectonic effects on surface processes such as erosion have long been recognized (for example, river formation as a result of tectonic uplift), the opposite (erosional effects on tectonic activity) has only recently been addressed. The primary questions surrounding this topic are what types of interactions exist between erosion and tectonics and what are the implications of these interactions. While this is still a matter of debate, one thing is clear, Earth's landscape is a product of two factors: tectonics, which can create topography and maintain relief through surface and rock uplift, and climate, which mediates the erosional processes that wear away upland areas over time. The interaction of these processes can form, modify, or destroy geomorphic features on Earth's surface.
Tectonic processes
The term tectonics refers to the study of Earth's surface structure and the ways in which it changes over time. Tectonic processes typically occur at plate boundaries which are one of three types: convergent boundaries, divergent boundaries, or transform boundaries. These processes form and modify the topography of the Earth's surface, effectively increasing relief through the mechanisms of isostatic uplift, crustal thickening, and deformation in the form of faulting and folding. Increased elevations, in relation to regional base levels, lead to steeper river channel gradients and an increase in orographically localized precipitation, ultimately resulting in drastically increased erosion rates. The topography, and general relief, of a given area determines the velocity at which surface runoff will flow, ultimately determining the potential erosive power of the runoff. Longer, steeper slopes are more prone to higher rates of erosion during periods of heavy rainfall than shorter, gradually sloping areas. Thus, large mountain ranges, and other areas of high relief, forme
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Maui Nui is a modern geologists' name given to a prehistoric Hawaiian island and the corresponding modern biogeographic region. Maui Nui is composed of four modern islands: Maui, Molokaʻi, Lānaʻi, and Kahoʻolawe. Administratively, the four modern islands comprise Maui County (and a tiny part of Molokaʻi called Kalawao County). Long after the breakup of Maui Nui, the four modern islands retained plant and animal life similar to each other. Thus, Maui Nui is not only a prehistoric island but also a modern biogeographic region.
Geology
Maui Nui formed and broke up during the Pleistocene Epoch, which lasted from about 2.58 million to 11,700 years ago.
Maui Nui is built from seven shield volcanoes. The three oldest are Penguin Bank, West Molokaʻi, and East Molokaʻi, which probably range from slightly over to slightly less than 2 million years old. The four younger volcanoes are Lāna‘i, West Maui, Kaho‘olawe, and Haleakalā, which probably formed between 1.5 and 2 million years ago.
At its prime 1.2 million years ago, Maui Nui was , 50% larger than today's Hawaiʻi Island. The island of Maui Nui included four modern islands (Maui, Molokaʻi, Lānaʻi, and Kahoʻolawe) and landmass west of Molokaʻi called Penguin Bank, which is now completely submerged.
Maui Nui broke up as rising sea levels flooded the connections between the volcanoes. The breakup was complex because global sea levels rose and fell intermittently during the Quaternary glaciation. About 600,000 years ago, the connection between Molokaʻi and the island of Lāna‘i/Maui/Kahoʻolawe became intermittent. About 400,000 years ago, the connection between Lāna‘i and Maui/Kahoʻolawe also became intermittent. The connection between Maui and Kahoʻolawe was permanently broken between 200,000 and 150,000 years ago. Maui, Lāna‘i, and Molokaʻi were connected intermittently thereafter, most recently about 18,000 years ago during the Last Glacial Maximum.
Today, the sea floor between these four islands is relatively shallow
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The Younger Dryas impact hypothesis (YDIH) or Clovis comet hypothesis is a speculative attempt to explain the onset of the Younger Dryas (YD) cooling at the end of the Last Glacial Period, around 12,900 years ago. The hypothesis is controversial and not widely accepted by relevant experts.
It is an alternative to the long-standing and widely accepted explanation that it was caused by a significant reduction in, or shutdown of the North Atlantic Conveyor due to a sudden influx of freshwater from Lake Agassiz and deglaciation in North America. The YDIH posits that fragments of a large (more than 4 kilometers in diameter), disintegrating asteroid or comet struck North America, South America, Europe, and western Asia, coinciding with the beginning of the Younger Dryas cooling event. Advocates proposed the existence of a Younger Dryas boundary (YDB) layer that can be identified by materials they interpret as evidence of multiple meteor air bursts and/or impacts across a large fraction of Earth’s surface. However, inconsistencies have been identified in the graphs they published, and authors have not yet responded to requests for clarification and have never made their raw data available. Some YDIH proponents have also proposed that this event triggered extensive biomass burning, a brief impact winter and the Younger Dryas abrupt climate change, contributed to extinctions of late Pleistocene megafauna, and resulted in the end of the Clovis culture.
Comet research group (CRG)
Members of this group have been criticized for promoting pseudoscience, pseudoarchaeology, and pseudohistory, engaging in cherry-picking of data based on confirmation bias, seeking to persuade via the bandwagon fallacy, and even engaging in intentional misrepresentations of archaeological and geological evidence. For example, physicist Mark Boslough, a specialist in planetary impact hazards and asteroid impact avoidance, has pointed out many problems with the credibility and motivations of indivi
Document 4:::
The rock cycle is a basic concept in geology that describes transitions through geologic time among the three main rock types: sedimentary, metamorphic, and igneous. Each rock type is altered when it is forced out of its equilibrium conditions. For example, an igneous rock such as basalt may break down and dissolve when exposed to the atmosphere, or melt as it is subducted under a continent. Due to the driving forces of the rock cycle, plate tectonics and the water cycle, rocks do not remain in equilibrium and change as they encounter new environments. The rock cycle explains how the three rock types are related to each other, and how processes change from one type to another over time. This cyclical aspect makes rock change a geologic cycle and, on planets containing life, a biogeochemical cycle.
Transition to igneous rock
When rocks are pushed deep under the Earth's surface, they may melt into magma. If the conditions no longer exist for the magma to stay in its liquid state, it cools and solidifies into an igneous rock. A rock that cools within the Earth is called intrusive or plutonic and cools very slowly, producing a coarse-grained texture such as the rock granite. As a result of volcanic activity, magma (which is called lava when it reaches Earth's surface) may cool very rapidly on the Earth's surface exposed to the atmosphere and are called extrusive or volcanic rocks. These rocks are fine-grained and sometimes cool so rapidly that no crystals can form and result in a natural glass, such as obsidian, however the most common fine-grained rock would be known as basalt. Any of the three main types of rocks (igneous, sedimentary, and metamorphic rocks) can melt into magma and cool into igneous rocks.
Secondary changes
Epigenetic change (secondary processes occurring at low temperatures and low pressures) may be arranged under a number of headings, each of which is typical of a group of rocks or rock-forming minerals, though usually more than one of these alt
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which process forced Nevada's mountain ranges upward over the past million years?
A. erosion of surrounding material
B. seismic activity along fault lines
C. multiple volcanic eruptions
D. deposition of wind-blown sediments
Answer:
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sciq-10402
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multiple_choice
|
What process refers to the conversion of atmospheric nitrogen to ammonia?
|
[
"biological ammonia fixation",
"biological nitrogen fixation",
"biological nutrient fixation",
"biological respiratory fixation"
] |
B
|
Relavent Documents:
Document 0:::
The nitrogen cycle is the biogeochemical cycle by which nitrogen is converted into multiple chemical forms as it circulates among atmospheric, terrestrial, and marine ecosystems. The conversion of nitrogen can be carried out through both biological and physical processes. Important processes in the nitrogen cycle include fixation, ammonification, nitrification, and denitrification. The majority of Earth's atmosphere (78%) is atmospheric nitrogen, making it the largest source of nitrogen. However, atmospheric nitrogen has limited availability for biological use, leading to a scarcity of usable nitrogen in many types of ecosystems.
The nitrogen cycle is of particular interest to ecologists because nitrogen availability can affect the rate of key ecosystem processes, including primary production and decomposition. Human activities such as fossil fuel combustion, use of artificial nitrogen fertilizers, and release of nitrogen in wastewater have dramatically altered the global nitrogen cycle. Human modification of the global nitrogen cycle can negatively affect the natural environment system and also human health.
Processes
Nitrogen is present in the environment in a wide variety of chemical forms including organic nitrogen, ammonium (), nitrite (), nitrate (), nitrous oxide (), nitric oxide (NO) or inorganic nitrogen gas (). Organic nitrogen may be in the form of a living organism, humus or in the intermediate products of organic matter decomposition. The processes in the nitrogen cycle is to transform nitrogen from one form to another. Many of those processes are carried out by microbes, either in their effort to harvest energy or to accumulate nitrogen in a form needed for their growth. For example, the nitrogenous wastes in animal urine are broken down by nitrifying bacteria in the soil to be used by plants. The diagram alongside shows how these processes fit together to form the nitrogen cycle.
Nitrogen fixation
The conversion of nitrogen gas () into nitrates
Document 1:::
Human impact on the nitrogen cycle is diverse. Agricultural and industrial nitrogen (N) inputs to the environment currently exceed inputs from natural N fixation. As a consequence of anthropogenic inputs, the global nitrogen cycle (Fig. 1) has been significantly altered over the past century. Global atmospheric nitrous oxide (N2O) mole fractions have increased from a pre-industrial value of ~270 nmol/mol to ~319 nmol/mol in 2005. Human activities account for over one-third of N2O emissions, most of which are due to the agricultural sector. This article is intended to give a brief review of the history of anthropogenic N inputs, and reported impacts of nitrogen inputs on selected terrestrial and aquatic ecosystems.
History of anthropogenic nitrogen inputs
Approximately 78% of earth's atmosphere is N gas (N2), which is an inert compound and biologically unavailable to most organisms. In order to be utilized in most biological processes, N2 must be converted to reactive nitrogen (Nr), which includes inorganic reduced forms (NH3 and NH4+), inorganic oxidized forms (NO, NO2, HNO3, N2O, and NO3−), and organic compounds (urea, amines, and proteins). N2 has a strong triple bond, and so a significant amount of energy (226 kcal mol−1) is required to convert N2 to Nr. Prior to industrial processes, the only sources of such energy were solar radiation and electrical discharges. Utilizing a large amount of metabolic energy and the enzyme nitrogenase, some bacteria and cyanobacteria convert atmospheric N2 to NH3, a process known as biological nitrogen fixation (BNF). The anthropogenic analogue to BNF is the Haber-Bosch process, in which H2 is reacted with atmospheric N2 at high temperatures and pressures to produce NH3. Lastly, N2 is converted to NO by energy from lightning, which is negligible in current temperate ecosystems, or by fossil fuel combustion.
Until 1850, natural BNF, cultivation-induced BNF (e.g., planting of leguminous crops), and incorporated organic matter wer
Document 2:::
Reactive nitrogen ("Nr"), also known as fixed nitrogen, refers to all forms of nitrogen present in the environment except for molecular nitrogen (). While nitrogen is an essential element for life on Earth, molecular nitrogen is comparatively unreactive, and must be converted to other chemical forms via nitrogen fixation before it can be used for growth. Common Nr species include nitrogen oxides (), ammonia (), nitrous oxide (), as well as the anion nitrate ().
Biologically, nitrogen is "fixed" mainly by the microbes (eg., Bacteria and Archaea) of the soil that fix into mainly but also other species. Legumes, a type of plant in the Fabacae family, are symbionts to some of these microbes that fix . is a building block to Amino acids and proteins amongst other things essential for life. However, just over half of all reactive nitrogen entering the biosphere is attributable to anthropogenic activity such as industrial fertilizer production. While reactive nitrogen is eventually converted back into molecular nitrogen via denitrification, an excess of reactive nitrogen can lead to problems such as eutrophication in marine ecosystems.
Reactive nitrogen compounds
In the environmental context, reactive nitrogen compounds include the following classes:
oxide gases: nitric oxide, nitrogen dioxide, nitrous oxide. Containing oxidized nitrogen, mainly the result of industrial processes and internal combustion engines.
anions: nitrate, nitrite. Nitrate is a common component of fertilizers, e.g. ammonium nitrate.
amine derivatives: ammonia and ammonium salts, urea. Containing reduced nitrogen, these compounds are components of fertilizers.
All of these compounds enter into the nitrogen cycle.
As a consequence, an excess of Nr can affect the environment relatively quickly. This also means that nitrogen-related problems need to be looked at in an integrated manner.
See also
Human impact on the nitrogen cycle
Document 3:::
In chemistry, ammonolysis (/am·mo·nol·y·sis/) is the process of splitting ammonia into NH2- + H+. Ammonolysis reactions can be conducted with organic compounds to produce amines (molecules containing a nitrogen atom with a lone pair, :N), or with inorganic compounds to produce nitrides. This reaction is analogous to hydrolysis in which water molecules are split. Similar to water, liquid ammonia also undergoes auto-ionization, {2 NH3 ⇌ NH4+ + NH2- }, where the rate constant is k = 1.9 × 10-38.
Organic compounds such as alkyl halides, hydroxyls (hydroxyl nitriles and carbohydrates), carbonyl (aldehydes/ketones/esters/alcohols), and sulfur (sulfonyl derivatives) can all undergo ammonolysis in liquid ammonia.
Organic synthesis
Mechanism: ammonolysis of esters
This mechanism is similar to the hydrolysis of esters, the ammonia attacks the electrophilic carbonyl carbon forming a tetrahedral intermediate. The reformation of the C-O double bond ejects the ester. The alkoxide deprotonates the ammonia forming an alcohol and amide as products.
Of haloalkanes
On heating a haloalkane and concentrated ammonia in a sealed tube with ethanol, a series of amines are formed along with their salts. The tertiary amine is usually the major product.
{NH3 ->[\ce{RX}] RNH2 ->[\ce{RX}] R2NH ->[\ce{RX}] R3N ->[\ce{RX}] R4N+}
This is known as Hoffmann's ammonolysis.
Of alcohols
Alcohols can also undergo ammonolysis when in the presence of ammonia. An example is the conversion of phenol to aniline, catalyzed by stannic chloride.
ROH + NH3 A ->[\ce{TnCl4}] RNH2 + H2O
Document 4:::
Ammonia solution, also known as ammonia water, ammonium hydroxide, ammoniacal liquor, ammonia liquor, aqua ammonia, aqueous ammonia, or (inaccurately) ammonia, is a solution of ammonia in water. It can be denoted by the symbols NH3(aq). Although the name ammonium hydroxide suggests an alkali with the composition , it is actually impossible to isolate samples of NH4OH. The ions and OH− do not account for a significant fraction of the total amount of ammonia except in extremely dilute solutions.
Basicity of ammonia in water
In aqueous solution, ammonia deprotonates a small fraction of the water to give ammonium and hydroxide according to the following equilibrium:
NH3 + H2O + OH−.
In a 1 M ammonia solution, about 0.42% of the ammonia is converted to ammonium, equivalent to pH = 11.63
because [] = 0.0042 M, [OH−] = 0.0042 M, [NH3] = 0.9958 M, and pH = 14 + log10[OH−] = 11.62. The base ionization constant is
Kb = = 1.77.
Saturated solutions
Like other gases, ammonia exhibits decreasing solubility in solvent liquids as the temperature of the solvent increases. Ammonia solutions decrease in density as the concentration of dissolved ammonia increases. At , the density of a saturated solution is 0.88 g/ml and contains 35.6% ammonia by mass, 308 grams of ammonia per litre of solution, and has a molarity of approximately 18 mol/L. At higher temperatures, the molarity of the saturated solution decreases and the density increases. Upon warming of saturated solutions, ammonia gas is released.
Applications
In contrast to anhydrous ammonia, aqueous ammonia finds few non-niche uses outside of cleaning agents.
Household cleaner
Diluted (1–3%) ammonia is also an ingredient of numerous cleaning agents, including many window cleaning formulas. Because aqueous ammonia is a gas dissolved in water, as the water evaporates from a window, the gas evaporates also, leaving the window streak-free.
In addition to use as an ingredient in cleansers with other cleansing ingredients,
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What process refers to the conversion of atmospheric nitrogen to ammonia?
A. biological ammonia fixation
B. biological nitrogen fixation
C. biological nutrient fixation
D. biological respiratory fixation
Answer:
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|
sciq-8833
|
multiple_choice
|
Once classified as plants, fungi have chitin rather than cellulose in what cell structures?
|
[
"platelets",
"cell ridges",
"mitochondria",
"cell walls"
] |
D
|
Relavent Documents:
Document 0:::
Plectenchyma (from Greek πλέκω pleko 'I weave' and ἔγχυμα enchyma 'infusion', i.e., 'a woven tissue') is the general term employed to designate all types of fungal tissues.
The two most common types of tissues are prosenchyma and pseudoparenchyma.
The hyphae specifically become fused together.
Notes
Fungal morphology and anatomy
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The auxiliary cell is a spore-like structure that form within the fungal family Gigasporaceae (order Gigasporales). Auxiliary cells have thin cell walls, (spiny), papillate, knobby or sometimes smooth surfaces, and are formed from hyphae after spore germination before the formation of mycorrhizae, and then on the extraradical hyphae in the soil. They may not be 'cells' in the biological sense of the word, as they are structures found with coenocytic hyphae belonging to members of the phylum (division) Glomeromycota. Mostly they are known from members of the Gigasporaceae. Currently this family contains Gigaspora, Scutellospora and Racocetra, but there are other generic names that have not been widely accepted (Dentiscutata, Cetraspora, Fuscutata and Quatunica) — all of these form auxiliary cells. Members of the genus Pacispora (another genus in the Diversisporales) are also said to produce a kind of auxiliary cell but this requires further confirmation.
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The following outline is provided as an overview of and topical guide to fungi and mycology:
Fungi – "Fungi" is plural for "fungus". A fungus is any member of the group of eukaryotic organisms that includes unicellular microorganisms such as yeasts and molds, as well as multicellular fungi that produce familiar fruiting forms known as mushrooms. Biologists classify these organisms as a kingdom, Fungi, the second highest taxonomic rank of living organism beneath the Eukaryota domain; other kingdoms include plants, animals, protists, and bacteria. One difference that places fungi in a different kingdom is that their cell walls contain chitin, unlike the cell walls of plants, bacteria and some protists. Similar to animals, fungi are heterotrophs, that is, they acquire their food by absorbing dissolved molecules, typically by secreting digestive enzymes into their environment. Growth is their means of mobility, except for spores (a few of which are flagellated), which may travel through air or water. Fungi function as the principal decomposers in ecological systems.
Types of fungi
By form
Molds
Aspergillus (list)
Fusarium (list)
Mushrooms
Agaricus (list)
Amanita (list)
Armillaria (list)
Boletus (list)
Coprinellus (list)
Coprinopsis (list)
Cortinarius (list)
Entoloma (list)
Gymnopilus (list)
Gymnopus (list)
Hebeloma (list)
Hygrocybe (list)
Hygrophorus (list)
Inocybe (list)
Lactarius (list)
Lactifluus (list)
Lepiota (list)
Leucoagaricus (list)
Leccinum (list)
Marasmius (list)
Pleurotus (list)
Yeasts
Other
Cyathus (list)
By activity
Carnivorous fungi
Pathogenic fungi
Poisonous fungi
Poisonous mushrooms
List of poisonous mushrooms
List of deadly mushrooms
By aspect
Bioluminescent fungi
Deadly fungi
By use
Medicinal fungi
Edible fungi
Edible molds
Penicillium camemberti – used in the production of Brie cheese and Camembert cheese
Penicillium glaucum – used in making Gorgonzola cheese
Penicillium roqueforti – used in making Roq
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The cell is the basic structural and functional unit of all forms of life. Every cell consists of cytoplasm enclosed within a membrane, and contains many macromolecules such as proteins, DNA and RNA, as well as many small molecules of nutrients and metabolites. The term comes from the Latin word meaning 'small room'.
Cells can acquire specified function and carry out various tasks within the cell such as replication, DNA repair, protein synthesis, and motility. Cells are capable of specialization and mobility within the cell.
Most plant and animal cells are only visible under a light microscope, with dimensions between 1 and 100 micrometres. Electron microscopy gives a much higher resolution showing greatly detailed cell structure. Organisms can be classified as unicellular (consisting of a single cell such as bacteria) or multicellular (including plants and animals). Most unicellular organisms are classed as microorganisms.
The study of cells and how they work has led to many other studies in related areas of biology, including: discovery of DNA, cancer systems biology, aging and developmental biology.
Cell biology is the study of cells, which were discovered by Robert Hooke in 1665, who named them for their resemblance to cells inhabited by Christian monks in a monastery. Cell theory, first developed in 1839 by Matthias Jakob Schleiden and Theodor Schwann, states that all organisms are composed of one or more cells, that cells are the fundamental unit of structure and function in all living organisms, and that all cells come from pre-existing cells. Cells emerged on Earth about 4 billion years ago.
Discovery
With continual improvements made to microscopes over time, magnification technology became advanced enough to discover cells. This discovery is largely attributed to Robert Hooke, and began the scientific study of cells, known as cell biology. When observing a piece of cork under the scope, he was able to see pores. This was shocking at the time as i
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Mycelium, the fungal equivalent of roots in plants, has been identified as an ecologically friendly substitute to a litany of materials throughout different industries, including but not limited to packaging, fashion and building materials. Such substitutes present a biodegradable alternative (also known as a "Living Building Material") to conventional materials.
Mycelium was most notably first examined as an ecologically friendly material alternative in 2007. It was widely popularized by Eben Bayer and Gavin McIntyre, through their work developing mycelium packaging and founding their company, Ecovative. during their time at Rensselaer Polytechnic Institute. Since its inception, the material function has diversified into many niches.
Species and biological structures
Mycelium-based composites require a fungus and substrate. “Mycelium” is a term referring to the network of branching fibers, called hyphae, that are created by a fungus to grow and feed. When introduced to a substrate, the fungi will penetrate using their mycelium network, which then breaks down the substrate into basic nutrients for the fungi. By this method, the fungi can grow. For mycelium-based composites, the substrate is not fully broken down during this process and is instead kept intertwined with the mycelium.
The main components of fungi are chitin, polysaccharides, lipids, and proteins. Different compositional amounts of these molecules change the properties of the composites. This is also true for different substrates. Substrates that have higher amounts of chitin and are harder for the mycelium to break down and lead to a stiffer composite formation.
Commonly used species of fungi to grow mycelium are aerobic basidiomycetes, which include Ganoderma sp., Pleurotus sp., and Trametes sp. Basidiomycetes have favorable properties as fungi for creating mycelium based composites because they grow at a relatively steady and quick pace, and can use many different types of organic waste as subs
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Once classified as plants, fungi have chitin rather than cellulose in what cell structures?
A. platelets
B. cell ridges
C. mitochondria
D. cell walls
Answer:
|
|
sciq-9518
|
multiple_choice
|
Crude oil is a mixture of different types of what?
|
[
"greenhouse gases",
"hydrocarbons",
"contaminants",
"fats"
] |
B
|
Relavent Documents:
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The Mega Borg oil spill occurred in the Gulf of Mexico on June 8, 1990, roughly 50 miles off the coast of Texas, when the oil tanker Mega Borg caught on fire and exploded. The cleanup was one of the first practical uses of bioremediation.
Initial explosion and cause
At 11:30 PM on the evening of Friday June 8, 1990, an explosion in the cargo room of the Norwegian oil tanker the Mega Borg “ruptured the bulkhead between the pump room and the engine room”, causing the ship to catch fire and begin to leak oil. The 853-foot-long, 15-year-old vessel was about 50 miles off the coast of Galveston, Texas when the explosion occurred. The weather at the time was calm and the tanker had easily passed Coast Guard safety inspections in April earlier that year. While the direct cause of the engine room explosion remains unknown, the initial blast occurred during a lightering process in which the Mega Borg was transferring oil onto a smaller Italian tanker, the Fraqmura, in order to then transport the oil to Houston. This transfer was necessary, as the Mega Borg was too large to dock at the Texas port. Three million gallons of the total 38 million gallons of light Angolan Palanca crude oil on board the tanker were able to be transferred to the Fraqmura before the blast.
Two days after the initial blast, there were five successive explosions in a ten-minute window. These explosions greatly increased the rate of the spill from the tanker into the water. By the end of that day (June 11) the tanker stern had dropped 58 feet and had stabilized five feet above the water line. This was either due to shifting cargo or the tanker taking on water, which would be an indication of the vessel’s imminent sinking.
The light crude oil spilled in the Mega Borg incident was brown and evaporated much quicker than the heavy crude oil in spills such as the Exxon Valdez. This means that the oil is less likely to heavily coat nearby beaches, flora and fauna, however the tanker was carrying more oil
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Biodesulfurization is the process of removing sulfur from crude oil through the use of microorganisms or their enzymes.
Background
Crude oil contains sulfur in its composition, with the latter being the most abundant element after carbon and hydrogen. Depending on its source, the amount of sulfur present in crude oil can range from 0.05 to 10%. Accordingly, the oil can be classified as sweet or sour if the sulfur concentration is below or above 0.5%, respectively.
The combustion of crude oil releases sulfur oxides (SOx) to the atmosphere, which are harmful to public health and contribute to serious environmental effects such as air pollution and acid rains. In addition, the sulfur content in crude oil is a major problem for refineries, as it promotes the corrosion of the equipment and the poisoning of the noble metal catalysts. The levels of sulfur in any oil field are too high for the fossil fuels derived from it (such as gasoline, diesel, or jet fuel ) to be used in combustion engines without pre-treatment to remove organosulfur compounds.
The reduction of the concentration of sulfur in crude oil becomes necessary to mitigate one of the leading sources of the harmful health and environmental effects caused by its combustion. In this sense, the European union has taken steps to decrease the sulfur content in diesel below 10 ppm, while the US has made efforts to restrict the sulfur content in diesel and gasoline to a maximum of 15 ppm. The reduction of sulfur compounds in oil fuels can be achieved by a process named desulfurization. Methods used for desulfurization include, among others, hydrodesulfurization, oxidative desulfurization, extractive desulfurization, and extraction by ionic liquids.
Despite their efficiency at reducing sulfur content, the conventional desulfurization methods are still accountable for a significant amount of the CO2 emissions associated with the crude oil refining process, releasing up to 9000 metric tons per year. Furthermore, the
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Phyllocladane is a tricyclic diterpane which is generally found in gymnosperm resins. It has a formula of C20H34 and a molecular weight of 274.4840. As a biomarker, it can be used to learn about the gymnosperm input into a hydrocarbon deposit, and about the age of the deposit in general. It indicates a terrogenous origin of the source rock. Diterpanes, such as Phyllocladane are found in source rocks as early as the middle and late Devonian periods, which indicates any rock containing them must be no more than approximately 360 Ma. Phyllocladane is commonly found in lignite, and like other resinites derived from gymnosperms, is naturally enriched in 13C. This enrichment is a result of the enzymatic pathways used to synthesize the compound.
The compound can be identified by GC-MS. A peak of m/z 123 is indicative of tricyclic diterpenoids in general, and phyllocladane in particular is further characterized by strong peaks at m/z 231 and m/z 189. Presence of phyllocladane and its relative abundance to other tricyclic diterpanes can be used to differentiate between various oil fields.
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Bioremediation of petroleum contaminated environments is a process in which the biological pathways within microorganisms or plants are used to degrade or sequester toxic hydrocarbons, heavy metals, and other volatile organic compounds found within fossil fuels. Oil spills happen frequently at varying degrees along with all aspects of the petroleum supply chain, presenting a complex array of issues for both environmental and public health. While traditional cleanup methods such as chemical or manual containment and removal often result in rapid results, bioremediation is less labor-intensive, expensive, and averts chemical or mechanical damage. The efficiency and effectiveness of bioremediation efforts are based on maintaining ideal conditions, such as pH, RED-OX potential, temperature, moisture, oxygen abundance, nutrient availability, soil composition, and pollutant structure, for the desired organism or biological pathway to facilitate reactions. Three main types of bioremediation used for petroleum spills include microbial remediation, phytoremediation, and mycoremediation. Bioremediation has been implemented in various notable oil spills including the 1989 Exxon Valdez incident where the application of fertilizer on affected shoreline increased rates of biodegradation.
Oil spills
Petroleum contamination of both terrestrial and marine environments results from prospection, extraction, refinement, transport, and storage of oil. Oil spills have been a global issue since the emergence of the oil industry in the early 1900s. The risk of unintentional and intentional spillage has increased as the energy industry and global demand expand. Petroleum is a toxic mixture of organic compounds, trace amounts of heavy metals, and hydrocarbons including many persistent volatile organic compounds (VOCs) and polycyclic aromatic hydrocarbons (PAHs). Discharged into marine environments oil is particularly damaging due to rapid dispersal and the creation of secondary pollutant
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Petroleum microbiology is a branch of microbiology that deals with the study of microorganisms that can metabolize or alter crude or refined petroleum products. These microorganisms, also called hydrocarbonoclastic microorganisms, can degrade hydrocarbons and, include a wide distribution of bacteria, methanogenic archaea, and some fungi. Not all hydrocarbonoclasic microbes depend on hydrocarbons to survive, but instead may use petroleum products as alternative carbon and energy sources. Interest in this field is growing due to the increasing use of bioremediation of oil spills.
Applications
Bioremediation
Bioremediation of oil contaminated soils, marine waters and oily sludges in situ is a feasible process as hydrocarbon degrading microorganisms are ubiquitous and are able to degrade most compounds in petroleum oil. In the simplest case, indigenous microbial communities can degrade the petroleum where the spill occurs. In more complicated cases, various methods of adding nutrients, air, or exogenous microorganisms to the contaminated site can be applied. For example, bioreactors involve the application of both natural and additional microorganisms in controlled growth conditions that yields high biodegradation rates and can be used with a wide range of media.
Crude oils are composed of an array of chemical compounds, minor constituents, and trace metals. Making up 50-98% of these petroleum products are hydrocarbons with saturated, unsaturated, or aromatic structures which influence their biodegradability by hydronocarbonclasts. The rate of uptake and biodegradation by these hydrocarbon-oxidizing microbes not only depend on the chemical structure of the substrates, but is limited by biotic and abiotic factors such as temperature, salinity, and nutrient availability in the environment.
Alcanivorax borkumensis
A model microorganism studied for its role in bioremediation of oil-spill sites and hydrocarbon catabolism is the alpha-proteobacteria Alcanivorax, which d
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Crude oil is a mixture of different types of what?
A. greenhouse gases
B. hydrocarbons
C. contaminants
D. fats
Answer:
|
|
ai2_arc-210
|
multiple_choice
|
The Moon lacks weather and climate changes like those on Earth. What causes the lack of weather on the Moon?
|
[
"the lack of water",
"the presence of igneous rock",
"the very thin atmosphere",
"the lack of magnetic poles"
] |
C
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
Computer science and engineering (CSE) is an academic program at many universities which comprises computer science classes (e.g. data structures and algorithms) and computer engineering classes (e.g computer architecture). There is no clear division in computing between science and engineering, just like in the field of materials science and engineering. CSE is also a term often used in Europe to translate the name of engineering informatics academic programs. It is offered in both undergraduate as well postgraduate with specializations.
Academic courses
Academic programs vary between colleges, but typically include a combination of topics in computer science, computer engineering, and electrical engineering. Undergraduate courses usually include programming, algorithms and data structures, computer architecture, operating systems, computer networks, parallel computing, embedded systems, algorithms design, circuit analysis and electronics, digital logic and processor design, computer graphics, scientific computing, software engineering, database systems, digital signal processing, virtualization, computer simulations and games programming. CSE programs also include core subjects of theoretical computer science such as theory of computation, numerical methods, machine learning, programming theory and paradigms. Modern academic programs also cover emerging computing fields like image processing, data science, robotics, bio-inspired computing, computational biology, autonomic computing and artificial intelligence. Most CSE programs require introductory mathematical knowledge, hence the first year of study is dominated by mathematical courses, primarily discrete mathematics, mathematical analysis, linear algebra, probability, and statistics, as well as the basics of electrical and electronic engineering, physics, and electromagnetism.
Example universities with CSE majors and departments
APJ Abdul Kalam Technological University
American International University-B
Document 2:::
A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field.
Overview
The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion.
With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies.
Example programs
The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University.
A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes
Document 3:::
The STEM (Science, Technology, Engineering, and Mathematics) pipeline is a critical infrastructure for fostering the development of future scientists, engineers, and problem solvers. It's the educational and career pathway that guides individuals from early childhood through to advanced research and innovation in STEM-related fields.
Description
The "pipeline" metaphor is based on the idea that having sufficient graduates requires both having sufficient input of students at the beginning of their studies, and retaining these students through completion of their academic program. The STEM pipeline is a key component of workplace diversity and of workforce development that ensures sufficient qualified candidates are available to fill scientific and technical positions.
The STEM pipeline was promoted in the United States from the 1970s onwards, as “the push for STEM (science, technology, engineering, and mathematics) education appears to have grown from a concern for the low number of future professionals to fill STEM jobs and careers and economic and educational competitiveness.”
Today, this metaphor is commonly used to describe retention problems in STEM fields, called “leaks” in the pipeline. For example, the White House reported in 2012 that 80% of minority groups and women who enroll in a STEM field switch to a non-STEM field or drop out during their undergraduate education. These leaks often vary by field, gender, ethnic and racial identity, socioeconomic background, and other factors, drawing attention to structural inequities involved in STEM education and careers.
Current efforts
The STEM pipeline concept is a useful tool for programs aiming at increasing the total number of graduates, and is especially important in efforts to increase the number of underrepresented minorities and women in STEM fields. Using STEM methodology, educational policymakers can examine the quantity and retention of students at all stages of the K–12 educational process and beyo
Document 4:::
Female education in STEM refers to child and adult female representation in the educational fields of science, technology, engineering, and mathematics (STEM). In 2017, 33% of students in STEM fields were women.
The organization UNESCO has stated that this gender disparity is due to discrimination, biases, social norms and expectations that influence the quality of education women receive and the subjects they study. UNESCO also believes that having more women in STEM fields is desirable because it would help bring about sustainable development.
Current status of girls and women in STEM education
Overall trends in STEM education
Gender differences in STEM education participation are already visible in early childhood care and education in science- and math-related play, and become more pronounced at higher levels of education. Girls appear to lose interest in STEM subjects with age, particularly between early and late adolescence. This decreased interest affects participation in advanced studies at the secondary level and in higher education. Female students represent 35% of all students enrolled in STEM-related fields of study at this level globally. Differences are also observed by disciplines, with female enrollment lowest in engineering, manufacturing and construction, natural science, mathematics and statistics and ICT fields. Significant regional and country differences in female representation in STEM studies can be observed, though, suggesting the presence of contextual factors affecting girls’ and women's engagement in these fields. Women leave STEM disciplines in disproportionate numbers during their higher education studies, in their transition to the world of work and even in their career cycle.
Learning achievement in STEM education
Data on gender differences in learning achievement present a complex picture, depending on what is measured (subject, knowledge acquisition against knowledge application), the level of education/age of students, and
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The Moon lacks weather and climate changes like those on Earth. What causes the lack of weather on the Moon?
A. the lack of water
B. the presence of igneous rock
C. the very thin atmosphere
D. the lack of magnetic poles
Answer:
|
|
sciq-9196
|
multiple_choice
|
What is the jelly-like material in which the contents of the cell are suspended?
|
[
"cytosol",
"jam",
"cortisol",
"mitochondrial"
] |
A
|
Relavent Documents:
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Cellular components are the complex biomolecules and structures of which cells, and thus living organisms, are composed. Cells are the structural and functional units of life. The smallest organisms are single cells, while the largest organisms are assemblages of trillions of cells. DNA, double stranded macromolecule that carries the hereditary information of the cell and found in all living cells; each cell carries chromosome(s) having a distinctive DNA sequence.
Examples include macromolecules such as proteins and nucleic acids, biomolecular complexes such as a ribosome, and structures such as membranes, and organelles. While the majority of cellular components are located within the cell itself, some may exist in extracellular areas of an organism.
Cellular components may also be called biological matter or biological material. Most biological matter has the characteristics of soft matter, being governed by relatively small energies. All known life is made of biological matter. To be differentiated from other theoretical or fictional life forms, such life may be called carbon-based, cellular, organic, biological, or even simply living – as some definitions of life exclude hypothetical types of biochemistry.
See also
Cell (biology)
Cell biology
Biomolecule
Organelle
Tissue (biology)
External links
https://web.archive.org/web/20130918033010/http://bioserv.fiu.edu/~walterm/FallSpring/review1_fall05_chap_cell3.htm
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In cellular biology, inclusions are diverse intracellular non-living substances (ergastic substances) that are not bound by membranes. Inclusions are stored nutrients/deutoplasmic substances, secretory products, and pigment granules. Examples of inclusions are glycogen granules in the liver and muscle cells, lipid droplets in fat cells, pigment granules in certain cells of skin and hair, and crystals of various types. Cytoplasmic inclusions are an example of a biomolecular condensate arising by liquid-solid, liquid-gel or liquid-liquid phase separation.
These structures were first observed by O. F. Müller in 1786.
Examples
Glycogen: Glycogen is the most common form of glucose in animals and is especially abundant in cells of muscles, and liver. It appears in electron micrograph as clusters, or a rosette of beta particles that resemble ribosomes, located near the smooth endoplasmic reticulum. Glycogen is an important energy source of the cell; therefore, it will be available on demand. The enzymes responsible for glycogenolysis degrade glycogen into individual molecules of glucose and can be utilized by multiple organs of the body.
Lipids: Lipids are triglycerides in storage form is the common form of inclusions, not only are stored in specialized cells (adipocytes) but also are located as individuals droplets in various cell type especially hepatocytes. These are fluid at body temperature and appear in living cells as refractile spherical droplets. Lipid yields more than twice as many calories per gram as does carbohydrate. On demand, they serve as a local store of energy and a potential source of short carbon chains that are used by the cell in its synthesis of membranes and other lipid containing structural components or secretory products.
Crystals: Crystalline inclusions have long been recognized as normal constituents of certain cell types such as Sertoli cells and Leydig cells of the human testis, and occasionally in macrophages. It is believed that th
Document 2:::
In biology, the extracellular matrix (ECM), is a network consisting of extracellular macromolecules and minerals, such as collagen, enzymes, glycoproteins and hydroxyapatite that provide structural and biochemical support to surrounding cells. Because multicellularity evolved independently in different multicellular lineages, the composition of ECM varies between multicellular structures; however, cell adhesion, cell-to-cell communication and differentiation are common functions of the ECM.
The animal extracellular matrix includes the interstitial matrix and the basement membrane. Interstitial matrix is present between various animal cells (i.e., in the intercellular spaces). Gels of polysaccharides and fibrous proteins fill the interstitial space and act as a compression buffer against the stress placed on the ECM. Basement membranes are sheet-like depositions of ECM on which various epithelial cells rest. Each type of connective tissue in animals has a type of ECM: collagen fibers and bone mineral comprise the ECM of bone tissue; reticular fibers and ground substance comprise the ECM of loose connective tissue; and blood plasma is the ECM of blood.
The plant ECM includes cell wall components, like cellulose, in addition to more complex signaling molecules. Some single-celled organisms adopt multicellular biofilms in which the cells are embedded in an ECM composed primarily of extracellular polymeric substances (EPS).
Structure
Components of the ECM are produced intracellularly by resident cells and secreted into the ECM via exocytosis. Once secreted, they then aggregate with the existing matrix. The ECM is composed of an interlocking mesh of fibrous proteins and glycosaminoglycans (GAGs).
Proteoglycans
Glycosaminoglycans (GAGs) are carbohydrate polymers and mostly attached to extracellular matrix proteins to form proteoglycans (hyaluronic acid is a notable exception; see below). Proteoglycans have a net negative charge that attracts positively charged sod
Document 3:::
H2.00.04.4.01001: Lymphoid tissue
H2.00.05.0.00001: Muscle tissue
H2.00.05.1.00001: Smooth muscle tissue
H2.00.05.2.00001: Striated muscle tissue
H2.00.06.0.00001: Nerve tissue
H2.00.06.1.00001: Neuron
H2.00.06.2.00001: Synapse
H2.00.06.2.00001: Neuroglia
h3.01: Bones
h3.02: Joints
h3.03: Muscles
h3.04: Alimentary system
h3.05: Respiratory system
h3.06: Urinary system
h3.07: Genital system
h3.08:
Document 4:::
Cytochemistry is the branch of cell biology dealing with the detection of cell constituents by means of biochemical analysis and visualization techniques. This is the study of the localization of cellular components through the use of staining methods. The term is also used to describe a process of identification of the biochemical content of cells. Cytochemistry is a science of localizing chemical components of cells and cell organelles on thin histological sections by using several techniques like enzyme localization, micro-incineration, micro-spectrophotometry, radioautography, cryo-electron microscopy, X-ray microanalysis by energy-dispersive X-ray spectroscopy, immunohistochemistry and cytochemistry, etc.
Freeze Fracture Enzyme Cytochemistry
Freeze fracture enzyme cytochemistry was initially mentioned in the study of Pinto de silva in 1987. It is a technique that allows the introduction of cytochemistry into a freeze fracture cell membrane. immunocytochemistry is used in this technique to label and visualize the cell membrane's molecules. This technique could be useful in analyzing the ultrastructure of cell membranes. The combination of immunocytochemistry and freeze fracture enzyme technique, research can identify and have a better understanding of the structure and distribution of a cell membrane.
Origin
Jean Brachet's research in Brussel demonstrated the localization and relative abundance between RNA and DNA in the cells of both animals and plants opened up the door into the research of cytochemistry. The work by Moller and Holter in 1976 about endocytosis which discussed the relationship between a cell's structure and function had established the needs of cytochemical research.
Aims
Cytochemical research aims to study individual cells that may contain several cell types within a tissue. It takes a nondestructive approach to study the localization of the cell. By remaining the cell components intact, researcher are able to study the intact cell activ
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the jelly-like material in which the contents of the cell are suspended?
A. cytosol
B. jam
C. cortisol
D. mitochondrial
Answer:
|
|
sciq-6180
|
multiple_choice
|
What is one thing that can not happen to energy?
|
[
"it cannot increase",
"it cannot decrease",
"it cannot stay the same",
"it can not be destroyed"
] |
D
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
Energy transformation, also known as energy conversion, is the process of changing energy from one form to another. In physics, energy is a quantity that provides the capacity to perform work or moving (e.g. lifting an object) or provides heat. In addition to being converted, according to the law of conservation of energy, energy is transferable to a different location or object, but it cannot be created or destroyed.
The energy in many of its forms may be used in natural processes, or to provide some service to society such as heating, refrigeration, lighting or performing mechanical work to operate machines. For example, to heat a home, the furnace burns fuel, whose chemical potential energy is converted into thermal energy, which is then transferred to the home's air to raise its temperature.
Limitations in the conversion of thermal energy
Conversions to thermal energy from other forms of energy may occur with 100% efficiency. Conversion among non-thermal forms of energy may occur with fairly high efficiency, though there is always some energy dissipated thermally due to friction and similar processes. Sometimes the efficiency is close to 100%, such as when potential energy is converted to kinetic energy as an object falls in a vacuum. This also applies to the opposite case; for example, an object in an elliptical orbit around another body converts its kinetic energy (speed) into gravitational potential energy (distance from the other object) as it moves away from its parent body. When it reaches the furthest point, it will reverse the process, accelerating and converting potential energy into kinetic. Since space is a near-vacuum, this process has close to 100% efficiency.
Thermal energy is unique because it in most cases (willow) cannot be converted to other forms of energy. Only a difference in the density of thermal/heat energy (temperature) can be used to perform work, and the efficiency of this conversion will be (much) less than 100%. This is because t
Document 2:::
In physics and chemistry, the law of conservation of energy states that the total energy of an isolated system remains constant; it is said to be conserved over time. Energy can neither be created nor destroyed; rather, it can only be transformed or transferred from one form to another. For instance, chemical energy is converted to kinetic energy when a stick of dynamite explodes. If one adds up all forms of energy that were released in the explosion, such as the kinetic energy and potential energy of the pieces, as well as heat and sound, one will get the exact decrease of chemical energy in the combustion of the dynamite.
Classically, conservation of energy was distinct from conservation of mass. However, special relativity shows that mass is related to energy and vice versa by , the equation representing mass–energy equivalence, and science now takes the view that mass-energy as a whole is conserved. Theoretically, this implies that any object with mass can itself be converted to pure energy, and vice versa. However, this is believed to be possible only under the most extreme of physical conditions, such as likely existed in the universe very shortly after the Big Bang or when black holes emit Hawking radiation.
Given the stationary-action principle, conservation of energy can be rigorously proven by Noether's theorem as a consequence of continuous time translation symmetry; that is, from the fact that the laws of physics do not change over time.
A consequence of the law of conservation of energy is that a perpetual motion machine of the first kind cannot exist; that is to say, no system without an external energy supply can deliver an unlimited amount of energy to its surroundings. Depending on the definition of energy, conservation of energy can arguably be violated by general relativity on the cosmological scale.
History
Ancient philosophers as far back as Thales of Miletus 550 BCE had inklings of the conservation of some underlying substance of which ev
Document 3:::
In physics, energy density is the amount of energy stored in a given system or region of space per unit volume. It is sometimes confused with energy per unit mass which is properly called specific energy or .
Often only the useful or extractable energy is measured, which is to say that inaccessible energy (such as rest mass energy) is ignored. In cosmological and other general relativistic contexts, however, the energy densities considered are those that correspond to the elements of the stress-energy tensor and therefore do include mass energy as well as energy densities associated with pressure.
Energy per unit volume has the same physical units as pressure and in many situations is synonymous. For example, the energy density of a magnetic field may be expressed as and behaves like a physical pressure. Likewise, the energy required to compress a gas to a certain volume may be determined by multiplying the difference between the gas pressure and the external pressure by the change in volume. A pressure gradient describes the potential to perform work on the surroundings by converting internal energy to work until equilibrium is reached.
Overview
There are different types of energy stored in materials, and it takes a particular type of reaction to release each type of energy. In order of the typical magnitude of the energy released, these types of reactions are: nuclear, chemical, electrochemical, and electrical.
Nuclear reactions take place in stars and nuclear power plants, both of which derive energy from the binding energy of nuclei. Chemical reactions are used by organisms to derive energy from food and by automobiles to derive energy from gasoline. Liquid hydrocarbons (fuels such as gasoline, diesel and kerosene) are today the densest way known to economically store and transport chemical energy at a large scale (1 kg of diesel fuel burns with the oxygen contained in ≈15 kg of air). Electrochemical reactions are used by most mobile devices such as laptop
Document 4:::
The energy systems language, also referred to as energese, or energy circuit language, or generic systems symbols, is a modelling language used for composing energy flow diagrams in the field of systems ecology. It was developed by Howard T. Odum and colleagues in the 1950s during studies of the tropical forests funded by the United States Atomic Energy Commission.
Design intent
The design intent of the energy systems language was to facilitate the generic depiction of energy flows through any scale system while encompassing the laws of physics, and in particular, the laws of thermodynamics (see energy transformation for an example).
In particular H.T. Odum aimed to produce a language which could facilitate the intellectual analysis, engineering synthesis and management of global systems such as the geobiosphere, and its many subsystems. Within this aim, H.T. Odum had a strong concern that many abstract mathematical models of such systems were not thermodynamically valid. Hence he used analog computers to make system models due to their intrinsic value; that is, the electronic circuits are of value for modelling natural systems which are assumed to obey the laws of energy flow, because, in themselves the circuits, like natural systems, also obey the known laws of energy flow, where the energy form is electrical. However Odum was interested not only in the electronic circuits themselves, but also in how they might be used as formal analogies for modeling other systems which also had energy flowing through them. As a result, Odum did not restrict his inquiry to the analysis and synthesis of any one system in isolation. The discipline that is most often associated with this kind of approach, together with the use of the energy systems language is known as systems ecology.
General characteristics
When applying the electronic circuits (and schematics) to modeling ecological and economic systems, Odum believed that generic categories, or characteristic modules, could
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is one thing that can not happen to energy?
A. it cannot increase
B. it cannot decrease
C. it cannot stay the same
D. it can not be destroyed
Answer:
|
|
ai2_arc-72
|
multiple_choice
|
Corn is widely being used in the United States to make ethanol for use in automobile fuel. How might the overproduction of corn negatively affect the environment?
|
[
"decreasing soil fertility",
"decreasing oil transportation",
"increasing the greenhouse effect",
"increasing carbon dioxide emissions"
] |
A
|
Relavent Documents:
Document 0:::
The indirect land use change impacts of biofuels, also known as ILUC or iLUC (pronounced as i-luck), relates to the unintended consequence of releasing more carbon emissions due to land-use changes around the world induced by the expansion of croplands for ethanol or biodiesel production in response to the increased global demand for biofuels.
As farmers worldwide respond to higher crop prices in order to maintain the global food supply-and-demand balance, pristine lands are cleared to replace the food crops that were diverted elsewhere to biofuels' production. Because natural lands, such as rainforests and grasslands, store carbon in their soil and biomass as plants grow each year, clearance of wilderness for new farms translates to a net increase in greenhouse gas emissions. Due to this off-site change in the carbon stock of the soil and the biomass, indirect land use change has consequences in the greenhouse gas (GHG) balance of a biofuel.
Other authors have also argued that indirect land use changes produce other significant social and environmental impacts, affecting biodiversity, water quality, food prices and supply, land tenure, worker migration, and community and cultural stability.
History
The estimates of carbon intensity for a given biofuel depend on the assumptions regarding several variables. As of 2008, multiple full life cycle studies had found that corn ethanol, cellulosic ethanol and Brazilian sugarcane ethanol produce lower greenhouse gas emissions than gasoline. None of these studies, however, considered the effects of indirect land-use changes, and though land use impacts were acknowledged, estimation was considered too complex and difficult to model. A controversial paper published in February 2008 in Sciencexpress by a team led by Searchinger from Princeton University concluded that such effects offset the (positive) direct effects of both corn and cellulosic ethanol and that Brazilian sugarcane performed better, but still resulted in a sma
Document 1:::
A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field.
Overview
The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion.
With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies.
Example programs
The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University.
A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes
Document 2:::
Sustainable agriculture is farming in sustainable ways meeting society's present food and textile needs, without compromising the ability for current or future generations to meet their needs. It can be based on an understanding of ecosystem services. There are many methods to increase the sustainability of agriculture. When developing agriculture within sustainable food systems, it is important to develop flexible business process and farming practices. Agriculture has an enormous environmental footprint, playing a significant role in causing climate change (food systems are responsible for one third of the anthropogenic greenhouse gas emissions), water scarcity, water pollution, land degradation, deforestation and other processes; it is simultaneously causing environmental changes and being impacted by these changes. Sustainable agriculture consists of environment friendly methods of farming that allow the production of crops or livestock without damage to human or natural systems. It involves preventing adverse effects to soil, water, biodiversity, surrounding or downstream resources—as well as to those working or living on the farm or in neighboring areas. Elements of sustainable agriculture can include permaculture, agroforestry, mixed farming, multiple cropping, and crop rotation.
Developing sustainable food systems contributes to the sustainability of the human population. For example, one of the best ways to mitigate climate change is to create sustainable food systems based on sustainable agriculture. Sustainable agriculture provides a potential solution to enable agricultural systems to feed a growing population within the changing environmental conditions. Besides sustainable farming practices, dietary shifts to sustainable diets are an intertwined way to substantially reduce environmental impacts. Numerous sustainability standards and certification systems exist, including organic certification, Rainforest Alliance, Fair Trade, UTZ Certified, GlobalGAP,
Document 3:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 4:::
The SAT Subject Test in Biology was the name of a one-hour multiple choice test given on biology by the College Board. A student chose whether to take the test depending upon college entrance requirements for the schools in which the student is planning to apply. Until 1994, the SAT Subject Tests were known as Achievement Tests; and from 1995 until January 2005, they were known as SAT IIs. Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800. The average for Molecular is 630 while Ecological is 591.
On January 19 2021, the College Board discontinued all SAT Subject tests, including the SAT Subject Test in Biology E/M. This was effective immediately in the United States, and the tests were to be phased out by the following summer for international students. This was done as a response to changes in college admissions due to the impact of the COVID-19 pandemic on education.
Format
This test had 80 multiple-choice questions that were to be answered in one hour. All questions had five answer choices. Students received one point for each correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The student's score was based entirely on his or her performance in answering the multiple-choice questions.
The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Preparation
The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, a
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Corn is widely being used in the United States to make ethanol for use in automobile fuel. How might the overproduction of corn negatively affect the environment?
A. decreasing soil fertility
B. decreasing oil transportation
C. increasing the greenhouse effect
D. increasing carbon dioxide emissions
Answer:
|
|
sciq-3389
|
multiple_choice
|
What do you call the energy that must be overcome in order for a chemical reaction to occur, or the minimum energy required to start a chemical reaction?
|
[
"kinetic energy",
"activation energy",
"expression energy",
"phase energy"
] |
B
|
Relavent Documents:
Document 0:::
Activation, in chemistry and biology, is the process whereby something is prepared or excited for a subsequent reaction.
Chemistry
In chemistry, "activation" refers to the reversible transition of a molecule into a nearly identical chemical or physical state, with the defining characteristic being that this resultant state exhibits an increased propensity to undergo a specified chemical reaction. Thus, activation is conceptually the opposite of protection, in which the resulting state exhibits a decreased propensity to undergo a certain reaction.
The energy of activation specifies the amount of free energy the reactants must possess (in addition to their rest energy) in order to initiate their conversion into corresponding products—that is, in order to reach the transition state for the reaction. The energy needed for activation can be quite small, and often it is provided by the natural random thermal fluctuations of the molecules themselves (i.e. without any external sources of energy).
The branch of chemistry that deals with this topic is called chemical kinetics.
Biology
Biochemistry
In biochemistry, activation, specifically called bioactivation, is where enzymes or other biologically active molecules acquire the ability to perform their biological function, such as inactive proenzymes being converted into active enzymes that are able to catalyze their substrates' reactions into products. Bioactivation may also refer to the process where inactive prodrugs are converted into their active metabolites, or the toxication of protoxins into actual toxins.
An enzyme may be reversibly or irreversibly bioactivated. A major mechanism of irreversible bioactivation is where a piece of a protein is cut off by cleavage, producing an enzyme that will then stay active. A major mechanism of reversible bioactivation is substrate presentation where an enzyme translocates near its substrate. Another reversible reaction is where a cofactor binds to an enzyme, which then rem
Document 1:::
An elementary reaction is a chemical reaction in which one or more chemical species react directly to form products in a single reaction step and with a single transition state. In practice, a reaction is assumed to be elementary if no reaction intermediates have been detected or need to be postulated to describe the reaction on a molecular scale. An apparently elementary reaction may be in fact a stepwise reaction, i.e. a complicated sequence of chemical reactions, with reaction intermediates of variable lifetimes.
In a unimolecular elementary reaction, a molecule dissociates or isomerises to form the products(s)
At constant temperature, the rate of such a reaction is proportional to the concentration of the species
In a bimolecular elementary reaction, two atoms, molecules, ions or radicals, and , react together to form the product(s)
The rate of such a reaction, at constant temperature, is proportional to the product of the concentrations of the species and
The rate expression for an elementary bimolecular reaction is sometimes referred to as the Law of Mass Action as it was first proposed by Guldberg and Waage in 1864. An example of this type of reaction is a cycloaddition reaction.
This rate expression can be derived from first principles by using collision theory for ideal gases. For the case of dilute fluids equivalent results have been obtained from simple probabilistic arguments.
According to collision theory the probability of three chemical species reacting simultaneously with each other in a termolecular elementary reaction is negligible. Hence such termolecular reactions are commonly referred as non-elementary reactions and can be broken down into a more fundamental set of bimolecular reactions, in agreement with the law of mass action. It is not always possible to derive overall reaction schemes, but solutions based on rate equations are often possible in terms of steady-state or Michaelis-Menten approximations.
Notes
Chemical kinetics
Phy
Document 2:::
Activation energy asymptotics (AEA), also known as large activation energy asymptotics, is an asymptotic analysis used in the combustion field utilizing the fact that the reaction rate is extremely sensitive to temperature changes due to the large activation energy of the chemical reaction.
History
The techniques were pioneered by the Russian scientists Yakov Borisovich Zel'dovich, David A. Frank-Kamenetskii and co-workers in the 30s, in their study on premixed flames and thermal explosions (Frank-Kamenetskii theory), but not popular to western scientists until the 70s. In the early 70s, due to the pioneering work of Williams B. Bush, Francis E. Fendell, Forman A. Williams, Amable Liñán and John F. Clarke, it became popular in western community and since then it was widely used to explain more complicated problems in combustion.
Method overview
In combustion processes, the reaction rate is dependent on temperature in the following form (Arrhenius law),
where is the activation energy, and is the universal gas constant. In general, the condition is satisfied, where is the burnt gas temperature. This condition forms the basis for activation energy asymptotics. Denoting for unburnt gas temperature, one can define the Zel'dovich number and heat release parameter as follows
In addition, if we define a non-dimensional temperature
such that approaching zero in the unburnt region and approaching unity in the burnt gas region (in other words, ), then the ratio of reaction rate at any temperature to reaction rate at burnt gas temperature is given by
Now in the limit of (large activation energy) with , the reaction rate is exponentially small i.e., and negligible everywhere, but non-negligible when . In other words, the reaction rate is negligible everywhere, except in a small region very close to burnt gas temperature, where . Thus, in solving the conservation equations, one identifies two different regimes, at leading order,
Outer convective-diffusive zone
I
Document 3:::
Energy transformation, also known as energy conversion, is the process of changing energy from one form to another. In physics, energy is a quantity that provides the capacity to perform work or moving (e.g. lifting an object) or provides heat. In addition to being converted, according to the law of conservation of energy, energy is transferable to a different location or object, but it cannot be created or destroyed.
The energy in many of its forms may be used in natural processes, or to provide some service to society such as heating, refrigeration, lighting or performing mechanical work to operate machines. For example, to heat a home, the furnace burns fuel, whose chemical potential energy is converted into thermal energy, which is then transferred to the home's air to raise its temperature.
Limitations in the conversion of thermal energy
Conversions to thermal energy from other forms of energy may occur with 100% efficiency. Conversion among non-thermal forms of energy may occur with fairly high efficiency, though there is always some energy dissipated thermally due to friction and similar processes. Sometimes the efficiency is close to 100%, such as when potential energy is converted to kinetic energy as an object falls in a vacuum. This also applies to the opposite case; for example, an object in an elliptical orbit around another body converts its kinetic energy (speed) into gravitational potential energy (distance from the other object) as it moves away from its parent body. When it reaches the furthest point, it will reverse the process, accelerating and converting potential energy into kinetic. Since space is a near-vacuum, this process has close to 100% efficiency.
Thermal energy is unique because it in most cases (willow) cannot be converted to other forms of energy. Only a difference in the density of thermal/heat energy (temperature) can be used to perform work, and the efficiency of this conversion will be (much) less than 100%. This is because t
Document 4:::
In chemistry, yield, also referred to as reaction yield, is a measure of the quantity of moles of a product formed in relation to the reactant consumed, obtained in a chemical reaction, usually expressed as a percentage. Yield is one of the primary factors that scientists must consider in organic and inorganic chemical synthesis processes. In chemical reaction engineering, "yield", "conversion" and "selectivity" are terms used to describe ratios of how much of a reactant was consumed (conversion), how much desired product was formed (yield) in relation to the undesired product (selectivity), represented as X, Y, and S.
Definitions
In chemical reaction engineering, "yield", "conversion" and "selectivity" are terms used to describe ratios of how much of a reactant has reacted—conversion, how much of a desired product was formed—yield, and how much desired product was formed in ratio to the undesired product—selectivity, represented as X,S, and Y.
According to the Elements of Chemical Reaction Engineering manual, yield refers to the amount of a specific product formed per mole of reactant consumed. In chemistry, mole is used to describe quantities of reactants and products in chemical reactions.
The Compendium of Chemical Terminology defined yield as the "ratio expressing the efficiency of a mass conversion process. The yield coefficient is defined as the amount of cell mass (kg) or product formed (kg,mol) related to the consumed substrate (carbon or nitrogen source or oxygen in kg or moles) or to the intracellular ATP production (moles)."
In the section "Calculations of yields in the monitoring of reactions" in the 1996 4th edition of Vogel's Textbook of Practical Organic Chemistry (1978), the authors write that, "theoretical yield in an organic reaction is the weight of product which would be obtained if the reaction has proceeded to completion according to the chemical equation. The yield is the weight of the pure product which is isolated from the react
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What do you call the energy that must be overcome in order for a chemical reaction to occur, or the minimum energy required to start a chemical reaction?
A. kinetic energy
B. activation energy
C. expression energy
D. phase energy
Answer:
|
|
sciq-7049
|
multiple_choice
|
What do we call the study of rock layers?
|
[
"sedimentary",
"geology",
"mineralogy",
"stratigraphy"
] |
D
|
Relavent Documents:
Document 0:::
The geologic record in stratigraphy, paleontology and other natural sciences refers to the entirety of the layers of rock strata. That is, deposits laid down by volcanism or by deposition of sediment derived from weathering detritus (clays, sands etc.). This includes all its fossil content and the information it yields about the history of the Earth: its past climate, geography, geology and the evolution of life on its surface. According to the law of superposition, sedimentary and volcanic rock layers are deposited on top of each other. They harden over time to become a solidified (competent) rock column, that may be intruded by igneous rocks and disrupted by tectonic events.
Correlating the rock record
At a certain locality on the Earth's surface, the rock column provides a cross section of the natural history in the area during the time covered by the age of the rocks. This is sometimes called the rock history and gives a window into the natural history of the location that spans many geological time units such as ages, epochs, or in some cases even multiple major geologic periods—for the particular geographic region or regions. The geologic record is in no one place entirely complete for where geologic forces one age provide a low-lying region accumulating deposits much like a layer cake, in the next may have uplifted the region, and the same area is instead one that is weathering and being torn down by chemistry, wind, temperature, and water. This is to say that in a given location, the geologic record can be and is quite often interrupted as the ancient local environment was converted by geological forces into new landforms and features. Sediment core data at the mouths of large riverine drainage basins, some of which go deep thoroughly support the law of superposition.
However using broadly occurring deposited layers trapped within differently located rock columns, geologists have pieced together a system of units covering most of the geologic time scale
Document 1:::
Rock mechanics is a theoretical and applied science of the mechanical behavior of rocks and rock masses.
Compared to geology, it is the branch of mechanics concerned with the response of rock and rock masses to the force fields of their physical environment.
Background
Rock mechanics is part of a much broader subject of geomechanics, which is concerned with the mechanical responses of all geological materials, including soils.
Rock mechanics is concerned with the application of the principles of engineering mechanics to the design of structures built in or on rock. The structure could include many objects such as a drilling well, a mine shaft, a tunnel, a reservoir dam, a repository component, or a building. Rock mechanics is used in many engineering disciplines, but is primarily used in Mining, Civil, Geotechnical, Transportation, and Petroleum Engineering.
Rock mechanics answers questions such as, "is reinforcement necessary for a rock, or will it be able to handle whatever load it is faced with?" It also includes the design of reinforcement systems, such as rock bolting patterns.
Assessing the Project Site
Before any work begins, the construction site must be investigated properly to inform of the geological conditions of the site. Field observations, deep drilling, and geophysical surveys, can all give necessary information to develop a safe construction plan and create a site geological model. The level of investigation conducted at this site depends on factors such as budget, time frame, and expected geological conditions.
The first step of the investigation is the collection of maps and aerial photos to analyze. This can provide information about potential sinkholes, landslides, erosion, etc. Maps can provide information on the rock type of the site, geological structure, and boundaries between bedrock units.
Boreholes
Creating a borehole is a technique that consists of drilling through the ground in various areas at various depths, to get a bett
Document 2:::
In geology, rock (or stone) is any naturally occurring solid mass or aggregate of minerals or mineraloid matter. It is categorized by the minerals included, its chemical composition, and the way in which it is formed. Rocks form the Earth's outer solid layer, the crust, and most of its interior, except for the liquid outer core and pockets of magma in the asthenosphere. The study of rocks involves multiple subdisciplines of geology, including petrology and mineralogy. It may be limited to rocks found on Earth, or it may include planetary geology that studies the rocks of other celestial objects.
Rocks are usually grouped into three main groups: igneous rocks, sedimentary rocks and metamorphic rocks. Igneous rocks are formed when magma cools in the Earth's crust, or lava cools on the ground surface or the seabed. Sedimentary rocks are formed by diagenesis and lithification of sediments, which in turn are formed by the weathering, transport, and deposition of existing rocks. Metamorphic rocks are formed when existing rocks are subjected to such high pressures and temperatures that they are transformed without significant melting.
Humanity has made use of rocks since the earliest humans. This early period, called the Stone Age, saw the development of many stone tools. Stone was then used as a major component in the construction of buildings and early infrastructure. Mining developed to extract rocks from the Earth and obtain the minerals within them, including metals. Modern technology has allowed the development of new man-made rocks and rock-like substances, such as concrete.
Study
Geology is the study of Earth and its components, including the study of rock formations. Petrology is the study of the character and origin of rocks. Mineralogy is the study of the mineral components that create rocks. The study of rocks and their components has contributed to the geological understanding of Earth's history, the archaeological understanding of human history, and the
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This is a list of free and open-source software for geological data handling and interpretation. The list is split into broad categories, depending on the intended use of the software and its scope of functionality.
Notice that 'free and open-source' requires that the source code is available and users are given a free software license. Simple being 'free of charge' is not sufficient—see gratis versus libre.
Well logging & Borehole visualisation
Geosciences software platforms
Geostatistics
Forward modeling
Geomodeling
Visualization, interpretation & analysis packages
Geographic information systems (GIS)
This important class of tools is already listed in the article List of GIS software.
Not true free and open-source projects
The following projects have unknown licensing, licenses or other conditions which place some restriction on use or redistribution, or which depend on non-open-source software like MATLAB or XVT (and therefore do not meet the Open Source Definition from the Open Source Initiative).
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OneMine is non-profit entity and searchable online global mining and minerals library.
History
OneMine is a non-profit entity governed by a steering committee whose members are nominated and serve for a term of three calendar years. It was launched as a collaborative effort between professional societies in the mining and minerals related fields to promote access to technical articles, periodicals, books, and other published work as research source for engineers in related disciplines. OneMine is a searchable online global mining and minerals library. OneMine currently contains more than 117,000 articles, technical papers, and other documents from mining societies around the world. Professional societies and associations in the mining, metallurgical, and tunneling communities may have their technical papers, journals, periodicals, and other published works considered for inclusion in the OneMine library.
Contents
OneMine contains over 130 years of peer reviewed works from professional societies including:
AIME – The American Institute of Mining, Metallurgical, and Petroleum Engineers
AusIMM – The Australasian Institute of Mining and Metallurgy
CIM - The Canadian Institute of Mining, Metallurgy and Petroleum
DFI – Deep Foundations Institute
IMMS – International Marine Minerals Society
IIMP - Instituto de Ingenieros de Minas del Peru
NIOSH – National Institute for Occupational Safety and Health
SAIMM – The Southern African Institute of Mining and Metallurgy
SME – Society for Mining, Metallurgy, and Exploration
TMS – The Minerals, Metals & Materials Society
Among the published works accessible in OneMine are:
Mining Engineering Magazine peer reviewed technical papers
SME Transactions – an annual publication of peer reviewed technical papers by the SME
Tunneling and Underground Construction – a monthly periodical
SME Annual Meeting Proceedings
Technical papers by the AIME, AusIMM, CIM, DFI, IMMS, IIMP, NIOSH, SAIMM, SME and TMS.
Proceedings from sev
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What do we call the study of rock layers?
A. sedimentary
B. geology
C. mineralogy
D. stratigraphy
Answer:
|
|
sciq-2271
|
multiple_choice
|
What is the name for a matter that has a fixed volume and a fixed shape?
|
[
"liquid",
"stable",
"solid",
"gas"
] |
C
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
A liquid is a nearly incompressible fluid that conforms to the shape of its container but retains a nearly constant volume independent of pressure. It is one of the four fundamental states of matter (the others being solid, gas, and plasma), and is the only state with a definite volume but no fixed shape.
The density of a liquid is usually close to that of a solid, and much higher than that of a gas. Therefore, liquid and solid are both termed condensed matter. On the other hand, as liquids and gases share the ability to flow, they are both called fluids.
A liquid is made up of tiny vibrating particles of matter, such as atoms, held together by intermolecular bonds. Like a gas, a liquid is able to flow and take the shape of a container. Unlike a gas, a liquid maintains a fairly constant density and does not disperse to fill every space of a container.
Although liquid water is abundant on Earth, this state of matter is actually the least common in the known universe, because liquids require a relatively narrow temperature/pressure range to exist. Most known matter in the universe is either gas (as interstellar clouds) or plasma (as stars).
Introduction
Liquid is one of the four primary states of matter, with the others being solid, gas and plasma. A liquid is a fluid. Unlike a solid, the molecules in a liquid have a much greater freedom to move. The forces that bind the molecules together in a solid are only temporary in a liquid, allowing a liquid to flow while a solid remains rigid.
A liquid, like a gas, displays the properties of a fluid. A liquid can flow, assume the shape of a container, and, if placed in a sealed container, will distribute applied pressure evenly to every surface in the container. If liquid is placed in a bag, it can be squeezed into any shape. Unlike a gas, a liquid is nearly incompressible, meaning that it occupies nearly a constant volume over a wide range of pressures; it does not generally expand to fill available space in a containe
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This is a list of topics that are included in high school physics curricula or textbooks.
Mathematical Background
SI Units
Scalar (physics)
Euclidean vector
Motion graphs and derivatives
Pythagorean theorem
Trigonometry
Motion and forces
Motion
Force
Linear motion
Linear motion
Displacement
Speed
Velocity
Acceleration
Center of mass
Mass
Momentum
Newton's laws of motion
Work (physics)
Free body diagram
Rotational motion
Angular momentum (Introduction)
Angular velocity
Centrifugal force
Centripetal force
Circular motion
Tangential velocity
Torque
Conservation of energy and momentum
Energy
Conservation of energy
Elastic collision
Inelastic collision
Inertia
Moment of inertia
Momentum
Kinetic energy
Potential energy
Rotational energy
Electricity and magnetism
Ampère's circuital law
Capacitor
Coulomb's law
Diode
Direct current
Electric charge
Electric current
Alternating current
Electric field
Electric potential energy
Electron
Faraday's law of induction
Ion
Inductor
Joule heating
Lenz's law
Magnetic field
Ohm's law
Resistor
Transistor
Transformer
Voltage
Heat
Entropy
First law of thermodynamics
Heat
Heat transfer
Second law of thermodynamics
Temperature
Thermal energy
Thermodynamic cycle
Volume (thermodynamics)
Work (thermodynamics)
Waves
Wave
Longitudinal wave
Transverse waves
Transverse wave
Standing Waves
Wavelength
Frequency
Light
Light ray
Speed of light
Sound
Speed of sound
Radio waves
Harmonic oscillator
Hooke's law
Reflection
Refraction
Snell's law
Refractive index
Total internal reflection
Diffraction
Interference (wave propagation)
Polarization (waves)
Vibrating string
Doppler effect
Gravity
Gravitational potential
Newton's law of universal gravitation
Newtonian constant of gravitation
See also
Outline of physics
Physics education
Document 3:::
In geometry, a spherical shell is a generalization of an annulus to three dimensions. It is the region of a ball between two concentric spheres of differing radii.
Volume
The volume of a spherical shell is the difference between the enclosed volume of the outer sphere and the enclosed volume of the inner sphere:
where is the radius of the inner sphere and is the radius of the outer sphere.
Approximation
An approximation for the volume of a thin spherical shell is the surface area of the inner sphere multiplied by the thickness of the shell:
when is very small compared to ().
The total surface area of the spherical shell is .
See also
Spherical pressure vessel
Ball
Solid torus
Bubble
Sphere
Document 4:::
In mathematical psychology and education theory, a knowledge space is a combinatorial structure used to formulate mathematical models describing the progression of a human learner. Knowledge spaces were introduced in 1985 by Jean-Paul Doignon and Jean-Claude Falmagne, and remain in extensive use in the education theory. Modern applications include two computerized tutoring systems, ALEKS and the defunct RATH.
Formally, a knowledge space assumes that a domain of knowledge is a collection of concepts or skills, each of which must be eventually mastered. Not all concepts are interchangeable; some require other concepts as prerequisites. Conversely, competency at one skill may ease the acquisition of another through similarity. A knowledge space marks out which collections of skills are feasible: they can be learned without mastering any other skills. Under reasonable assumptions, the collection of feasible competencies forms the mathematical structure known as an antimatroid.
Researchers and educators usually explore the structure of a discipline's knowledge space as a latent class model.
Motivation
Knowledge Space Theory attempts to address shortcomings of standardized testing when used in educational psychometry. Common tests, such as the SAT and ACT, compress a student's knowledge into a very small range of ordinal ranks, in the process effacing the conceptual dependencies between questions. Consequently, the tests cannot distinguish between true understanding and guesses, nor can they identify a student's particular weaknesses, only the general proportion of skills mastered. The goal of knowledge space theory is to provide a language by which exams can communicate
What the student can do and
What the student is ready to learn.
Model structure
Knowledge Space Theory-based models presume that an educational subject can be modeled as a finite set of concepts, skills, or topics. Each feasible state of knowledge about is then a subset of ; the set of
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the name for a matter that has a fixed volume and a fixed shape?
A. liquid
B. stable
C. solid
D. gas
Answer:
|
|
sciq-8066
|
multiple_choice
|
What phenomenon is essential in order for evolution to occur because it increases genetic variation and the potential for individuals to differ?
|
[
"replication",
"natural selection",
"mutation",
"radiation"
] |
C
|
Relavent Documents:
Document 0:::
In biology, evolution is the process of change in all forms of life over generations, and evolutionary biology is the study of how evolution occurs. Biological populations evolve through genetic changes that correspond to changes in the organisms' observable traits. Genetic changes include mutations, which are caused by damage or replication errors in organisms' DNA. As the genetic variation of a population drifts randomly over generations, natural selection gradually leads traits to become more or less common based on the relative reproductive success of organisms with those traits.
The age of the Earth is about 4.5 billion years. The earliest undisputed evidence of life on Earth dates from at least 3.5 billion years ago. Evolution does not attempt to explain the origin of life (covered instead by abiogenesis), but it does explain how early lifeforms evolved into the complex ecosystem that we see today. Based on the similarities between all present-day organisms, all life on Earth is assumed to have originated through common descent from a last universal ancestor from which all known species have diverged through the process of evolution.
All individuals have hereditary material in the form of genes received from their parents, which they pass on to any offspring. Among offspring there are variations of genes due to the introduction of new genes via random changes called mutations or via reshuffling of existing genes during sexual reproduction. The offspring differs from the parent in minor random ways. If those differences are helpful, the offspring is more likely to survive and reproduce. This means that more offspring in the next generation will have that helpful difference and individuals will not have equal chances of reproductive success. In this way, traits that result in organisms being better adapted to their living conditions become more common in descendant populations. These differences accumulate resulting in changes within the population. This proce
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Evolutionary biology is the subfield of biology that studies the evolutionary processes (natural selection, common descent, speciation) that produced the diversity of life on Earth. It is also defined as the study of the history of life forms on Earth. Evolution holds that all species are related and gradually change over generations. In a population, the genetic variations affect the phenotypes (physical characteristics) of an organism. These changes in the phenotypes will be an advantage to some organisms, which will then be passed onto their offspring. Some examples of evolution in species over many generations are the peppered moth and flightless birds. In the 1930s, the discipline of evolutionary biology emerged through what Julian Huxley called the modern synthesis of understanding, from previously unrelated fields of biological research, such as genetics and ecology, systematics, and paleontology.
The investigational range of current research has widened to encompass the genetic architecture of adaptation, molecular evolution, and the different forces that contribute to evolution, such as sexual selection, genetic drift, and biogeography. Moreover, the newer field of evolutionary developmental biology ("evo-devo") investigates how embryogenesis is controlled, thus yielding a wider synthesis that integrates developmental biology with the fields of study covered by the earlier evolutionary synthesis.
Subfields
Evolution is the central unifying concept in biology. Biology can be divided into various ways. One way is by the level of biological organization, from molecular to cell, organism to population. Another way is by perceived taxonomic group, with fields such as zoology, botany, and microbiology, reflecting what was once seen as the major divisions of life. A third way is by approaches, such as field biology, theoretical biology, experimental evolution, and paleontology. These alternative ways of dividing up the subject have been combined with evolution
Document 2:::
Tinbergen's four questions, named after 20th century biologist Nikolaas Tinbergen, are complementary categories of explanations for animal behaviour. These are also commonly referred to as levels of analysis. It suggests that an integrative understanding of behaviour must include ultimate (evolutionary) explanations, in particular:
behavioural adaptive functions
phylogenetic history; and the proximate explanations
underlying physiological mechanisms
ontogenetic/developmental history.
Four categories of questions and explanations
When asked about the purpose of sight in humans and animals, even elementary-school children can answer that animals have vision to help them find food and avoid danger (function/adaptation). Biologists have three additional explanations: sight is caused by a particular series of evolutionary steps (phylogeny), the mechanics of the eye (mechanism/causation), and even the process of an individual's development (ontogeny).
This schema constitutes a basic framework of the overlapping behavioural fields of ethology, behavioural ecology, comparative psychology, sociobiology, evolutionary psychology, and anthropology. Julian Huxley identified the first three questions. Niko Tinbergen gave only the fourth question, as Huxley's questions failed to distinguish between survival value and evolutionary history; Tinbergen's fourth question helped resolve this problem.
Evolutionary (ultimate) explanations
First question: Function (adaptation)
Darwin's theory of evolution by natural selection is the only scientific explanation for why an animal's behaviour is usually well adapted for survival and reproduction in its environment. However, claiming that a particular mechanism is well suited to the present environment is different from claiming that this mechanism was selected for in the past due to its history of being adaptive.
The literature conceptualizes the relationship between function and evolution in two ways. On the one hand, function
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In evolutionary biology, the variational properties of an organism are those properties relating to the production of variation among its offspring. In a broader sense variational properties include phenotypic plasticity. Variational properties contrast with functional properties. While the functional properties of an organism determine is level of adaptedness to its environment, it is the variational properties of the organisms in a species that chiefly determine its evolvability and genetic robustness.
Variational properties group together many classical and more recent concepts of evolutionary biology. It includes the classical concepts of pleiotropy, canalization, developmental constraints, developmental bias, morphological integration, developmental homeostasis and later concepts such as robustness, neutral networks, modularity, the G-matrix and distribution of fitness effects.
Variational properties also include the production of DNA sequence variation, epigenetic variation, and phenotypic variation. While the genome is typically thought of as the storehouse of information that generates the organism, it can also be seen as the set of heritable degrees of freedom for varying the organism. DNA thus has both a generative role in the organism, and variational role in the lineage.
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Günter P. Wagner (born May 28, 1954 in Vienna, Austria) is an Austrian-born evolutionary biologist who is Professor of Ecology and Evolutionary biology at Yale University, and head of the Wagner Lab.
Education and training
After undergraduate education in chemical engineering, Wagner studied zoology and mathematical logic at the University of Vienna, Austria. During his graduate study, Wagner worked with the Viennese zoologist Rupert Riedl and the theoretical chemist Peter Schuster, and finished his PhD in theoretical population genetics in 1979. Wagner conducted postdoctoral research at Max Planck Institutes in Göttingen and Tübingen, as well as at the University of Göttingen.
Wagner began his academic career as assistant professor in the Theoretical Biology Department of the University of Vienna in 1985. In 1991, he moved to Yale University as a full professor of biology and has served as the first chair of Yale's Department of Ecology and Evolution from 1997 2002 and then from 2005 to 2008.
Work
The focus of Wagner's work is on the evolution of complex characters. His research utilizes both the theoretical tools of population genetics as well as experimental approaches in evolutionary developmental biology. Wagner has contributed substantially to the current understanding of evolvability of complex organisms, the origin of novel characters, and modularity.
Population genetics
Wagner's early work was focused on mathematical population genetics. Together with the mathematician Reinhard Bürger at the University of Vienna, he contributed to the theory of mutation–selection balance and the evolution of dominance modifiers. Later Wagner shifted his focus on issues of the evolution of variational properties like canalization and modularity. He introduced the seminal distinction between variation and variability, the former describing the actually existing differences among individuals while the latter measures the tendency to vary, as measured in mutation rate and m
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What phenomenon is essential in order for evolution to occur because it increases genetic variation and the potential for individuals to differ?
A. replication
B. natural selection
C. mutation
D. radiation
Answer:
|
|
ai2_arc-942
|
multiple_choice
|
For his science project, Alan began a study of sugar maple trees. He noticed many differences among the sugar maple trees near his school. Which of the following three characteristics would vary the LEAST?
|
[
"height",
"number of leaves",
"type of seeds",
"trunk width"
] |
C
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
{{Automatic taxobox
| fossil_range =
| image = Sequoiafarm Sequoiadendron giganteum.jpg
| image_caption = Sequoiadendron giganteum
| taxon = Sequoioideae
| authority =
| subdivision_ranks = Genera
| subdivision = * Sequoia
Sequoiadendron
Metasequoia
Austrosequoia'
}}
Sequoioideae, commonly referred to as redwoods, is a subfamily of coniferous trees within the family Cupressaceae. It includes the largest and tallest trees in the world. The subfamily achieved its maximum diversity during the Jurassic and Cretaceous periods.
Description
The three redwood subfamily genera are Sequoia from coastal California and Oregon, Sequoiadendron from California's Sierra Nevada, and Metasequoia in China. The redwood species contains the largest and tallest trees in the world. These trees can live for thousands of years. Threats include logging, fire suppression, illegal marijuana cultivation, and burl poaching.
Only two of the genera, Sequoia and Sequoiadendron, are known for massive trees. Trees of Metasequoia, from the single living species Metasequoia glyptostroboides, are deciduous, grow much smaller (although are still large compared to most other trees) and can live in colder climates.
Taxonomy and evolution
Multiple studies of both morphological and molecular characters have strongly supported the assertion that the Sequoioideae are monophyletic. Most modern phylogenies place Sequoia as sister to Sequoiadendron and Metasequoia as the out-group. However, Yang et al. went on to investigate the origin of a peculiar genetic component in Sequoioideae, the polyploidy of Sequoia—and generated a notable exception that calls into question the specifics of this relative consensus.
Cladistic tree
A 2006 paper based on non-molecular evidence suggested the following relationship among extant species:
A 2021 study using molecular evidence found the same relationships among Sequoioideae species, but found Sequoioideae to be the sister group to the Athrotaxidoideae (a superfami
Document 2:::
The world's superlative trees can be ranked by any factor. Records have been kept for trees with superlative height, trunk diameter or girth, canopy coverage, airspace volume, wood volume, estimated mass, and age.
Tallest
The heights of the tallest trees in the world have been the subject of considerable dispute and much exaggeration. Modern verified measurements with laser rangefinders or with tape drop measurements made by tree climbers (such as those carried out by canopy researchers), have shown that some older tree height measurement methods are often unreliable, sometimes producing exaggerations of 5% to 15% or more above the real height. Historical claims of trees growing to , and even , are now largely disregarded as unreliable, and attributed to human error.
The following are the tallest reliably measured specimens from the top 10 species. This table shows only currently standing specimens:
Tallest historically
Despite the high heights attained by trees nowadays, records exist of much greater heights in the past, before widespread logging took place. Some, if not most, of these records are without a doubt greatly exaggerated, but some have been reportedly measured with semi-reliable instruments when cut down and on the ground. Some of the heights recorded in this way exceed the maximum possible height of a tree as calculated by theorists, lending some limited credibility to speculation that some superlative trees are able to 'reverse' transpiration streams and absorb water through needles in foggy environments. All three of the tallest tree species continue to be Coast redwoods, Douglas fir and Giant mountain ash.
Stoutest
The girth of a tree is usually much easier to measure than the height, as it is a simple matter of stretching a tape round the trunk, and pulling it taut to find the circumference. Despite this, UK tree author Alan Mitchell made the following comment about measurements of yew trees:
As a general standard, tree girth is taken at "b
Document 3:::
The crown of a plant refers to the total of an individual plant's aboveground parts, including stems, leaves, and reproductive structures. A plant community canopy consists of one or more plant crowns growing in a given area.
The crown of a woody plant (tree, shrub, liana) is the branches, leaves, and reproductive structures extending from the trunk or main stems.
Shapes of crowns are highly variable. The major types for trees are the excurrent branching habit resulting in conoid shapes and decurrent (deliquescent) branching habit, resulting in round shapes. Crowns are also characterized by their width, depth, surface area, volume, and density. Measurements of crowns are important in quantifying and qualifying plant health, growth stage, and efficiency.
Major functions of the crown include light energy assimilation, carbon dioxide absorption and release of oxygen via photosynthesis, energy release by respiration, and movement of water to the atmosphere by transpiration. These functions are performed by the leaves.
Crown classes
Trees can be described as fitting different crown classes. Commonly used are Kraft's classes. Kraft designated these social classes based on temperate and boreal forests in Central Europe, so they do not necessarily work with every forest type in the world.
Kraft wrote in German so here are his classes with translations:
1 v vorherrschend (predominant)
2 h herrschend (dominant)
3 m mitherrschend (co-dominant)
4 b beherrscht (dominated / suppressed)
5 u unterständig (inferior) this is then split into 2 subclasses 5a (shade tolerant trees) and 5b (dying crowns / dying trees)
Often it has been simplified to Dominant, Co-dominant and Suppressed.
Also IUFRO developed a tree classification it is based on three components with numbers that then aggregate to give a coded classification thus:
Ecological criteria
Height component (Stand layer / Height class):
100 Overstorey / Overlayer
200 Middlestorey / Middlelayer
300 Understorey
Document 4:::
Adaptive comparative judgement is a technique borrowed from psychophysics which is able to generate reliable results for educational assessment – as such it is an alternative to traditional exam script marking. In the approach, judges are presented with pairs of student work and are then asked to choose which is better, one or the other. By means of an iterative and adaptive algorithm, a scaled distribution of student work can then be obtained without reference to criteria.
Introduction
Traditional exam script marking began in Cambridge 1792 when, with undergraduate numbers rising, the importance of proper ranking of students was growing. So in 1792 the new Proctor of Examinations, William Farish, introduced marking, a process in which every examiner gives a numerical score to each response by every student, and the overall total mark puts the students in the final rank order. Francis Galton (1869) noted that, in an unidentified year about 1863, the Senior Wrangler scored 7,634 out of a maximum of 17,000, while the Second Wrangler scored 4,123. (The 'Wooden Spoon' scored only 237.)
Prior to 1792, a team of Cambridge examiners convened at 5pm on the last day of examining, reviewed the 19 papers each student had sat – and published their rank order at midnight. Marking solved the problems of numbers and prevented unfair personal bias, and its introduction was a step towards modern objective testing, the format it is best suited to. But the technology of testing that followed, with its major emphasis on reliability and the automatisation of marking, has been an uncomfortable partner for some areas of educational achievement: assessing writing or speaking, and other kinds of performance need something more qualitative and judgemental.
The technique of Adaptive Comparative Judgement is an alternative to marking. It returns to the pre-1792 idea of sorting papers according to their quality, but retains the guarantee of reliability and fairness. It is by far the most rel
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
For his science project, Alan began a study of sugar maple trees. He noticed many differences among the sugar maple trees near his school. Which of the following three characteristics would vary the LEAST?
A. height
B. number of leaves
C. type of seeds
D. trunk width
Answer:
|
|
scienceQA-1284
|
multiple_choice
|
Select the chemical formula for this molecule.
|
[
"CH4",
"CH",
"ClH4",
"H"
] |
A
|
C is the symbol for carbon. H is the symbol for hydrogen. This ball-and-stick model shows a molecule with one carbon atom and four hydrogen atoms.
The chemical formula will contain the symbols C and H. There is one carbon atom, so C will not have a subscript. There are four hydrogen atoms, so H will have a subscript of 4.
The correct formula is CH4.
The diagram below shows how each part of the chemical formula matches with each part of the model above.
|
Relavent Documents:
Document 0:::
In chemical nomenclature, the IUPAC nomenclature of organic chemistry is a method of naming organic chemical compounds as recommended by the International Union of Pure and Applied Chemistry (IUPAC). It is published in the Nomenclature of Organic Chemistry (informally called the Blue Book). Ideally, every possible organic compound should have a name from which an unambiguous structural formula can be created. There is also an IUPAC nomenclature of inorganic chemistry.
To avoid long and tedious names in normal communication, the official IUPAC naming recommendations are not always followed in practice, except when it is necessary to give an unambiguous and absolute definition to a compound. IUPAC names can sometimes be simpler than older names, as with ethanol, instead of ethyl alcohol. For relatively simple molecules they can be more easily understood than non-systematic names, which must be learnt or looked over. However, the common or trivial name is often substantially shorter and clearer, and so preferred. These non-systematic names are often derived from an original source of the compound. Also, very long names may be less clear than structural formulas.
Basic principles
In chemistry, a number of prefixes, suffixes and infixes are used to describe the type and position of the functional groups in the compound.
The steps for naming an organic compound are:
Identification of the parent hydride parent hydrocarbon chain. This chain must obey the following rules, in order of precedence:
It should have the maximum number of substituents of the suffix functional group. By suffix, it is meant that the parent functional group should have a suffix, unlike halogen substituents. If more than one functional group is present, the one with highest group precedence should be used.
It should have the maximum number of multiple bonds.
It should have the maximum length.
It should have the maximum number of substituents or branches cited as prefixes
It should have the ma
Document 1:::
E–Z configuration, or the E–Z convention, is the IUPAC preferred method of describing the absolute stereochemistry of double bonds in organic chemistry. It is an extension of cis–trans isomer notation (which only describes relative stereochemistry) that can be used to describe double bonds having two, three or four substituents.
Following the Cahn–Ingold–Prelog priority rules (CIP rules), each substituent on a double bond is assigned a priority, then positions of the higher of the two substituents on each carbon are compared to each other. If the two groups of higher priority are on opposite sides of the double bond (trans to each other), the bond is assigned the configuration E (from entgegen, , the German word for "opposite"). If the two groups of higher priority are on the same side of the double bond (cis to each other), the bond is assigned the configuration Z (from zusammen, , the German word for "together").
The letters E and Z are conventionally printed in italic type, within parentheses, and separated from the rest of the name with a hyphen. They are always printed as full capitals (not in lowercase or small capitals), but do not constitute the first letter of the name for English capitalization rules (as in the example above).
Another example: The CIP rules assign a higher priority to bromine than to chlorine, and a higher priority to chlorine than to hydrogen, hence the following (possibly counterintuitive) nomenclature.
For organic molecules with multiple double bonds, it is sometimes necessary to indicate the alkene location for each E or Z symbol. For example, the chemical name of alitretinoin is (2E,4E,6Z,8E)-3,7-dimethyl-9-(2,6,6-trimethyl-1-cyclohexenyl)nona-2,4,6,8-tetraenoic acid, indicating that the alkenes starting at positions 2, 4, and 8 are E while the one starting at position 6 is Z.
See also
Descriptor (chemistry)
Geometric isomerism
Molecular geometry
Document 2:::
In a tetrahedral molecular geometry, a central atom is located at the center with four substituents that are located at the corners of a tetrahedron. The bond angles are cos−1(−) = 109.4712206...° ≈ 109.5° when all four substituents are the same, as in methane () as well as its heavier analogues. Methane and other perfectly symmetrical tetrahedral molecules belong to point group Td, but most tetrahedral molecules have lower symmetry. Tetrahedral molecules can be chiral.
Tetrahedral bond angle
The bond angle for a symmetric tetrahedral molecule such as CH4 may be calculated using the dot product of two vectors. As shown in the diagram, the molecule can be inscribed in a cube with the tetravalent atom (e.g. carbon) at the cube centre which is the origin of coordinates, O. The four monovalent atoms (e.g. hydrogens) are at four corners of the cube (A, B, C, D) chosen so that no two atoms are at adjacent corners linked by only one cube edge. If the edge length of the cube is chosen as 2 units, then the two bonds OA and OB correspond to the vectors a = (1, –1, 1) and b = (1, 1, –1), and the bond angle θ is the angle between these two vectors. This angle may be calculated from the dot product of the two vectors, defined as a • b = ||a|| ||b|| cos θ where ||a|| denotes the length of vector a. As shown in the diagram, the dot product here is –1 and the length of each vector is √3, so that cos θ = –1/3 and the tetrahedral bond angle θ = arccos(–1/3) ≃ 109.47°.
Examples
Main group chemistry
Aside from virtually all saturated organic compounds, most compounds of Si, Ge, and Sn are tetrahedral. Often tetrahedral molecules feature multiple bonding to the outer ligands, as in xenon tetroxide (XeO4), the perchlorate ion (), the sulfate ion (), the phosphate ion (). Thiazyl trifluoride () is tetrahedral, featuring a sulfur-to-nitrogen triple bond.
Document 3:::
Chlorthiamide is an organic compound with the chemical formula C7H5Cl2NS used as an herbicide.
Chloroarenes
Herbicides
Thioamides
Document 4:::
The SYBYL line notation or SLN is a specification for unambiguously describing the structure of chemical molecules using short ASCII strings. SLN differs from SMILES in several significant ways. SLN can specify molecules, molecular queries, and reactions in a single line notation whereas SMILES handles these through language extensions. SLN has support for relative stereochemistry, it can distinguish mixtures of enantiomers from pure molecules with pure but unresolved stereochemistry. In SMILES aromaticity is considered to be a property of both atoms and bonds whereas in SLN it is a property of bonds.
Description
Like SMILES, SLN is a linear language that describes molecules. This provides a lot of similarity with SMILES despite SLN's many differences from SMILES, and as a result this description will heavily compare SLN to SMILES and its extensions.
Attributes
Attributes, bracketed strings with additional data like [key1=value1, key2...], is a core feature of SLN. Attributes can be applied to atoms and bonds. Attributes not defined officially are available to users for private extensions.
When searching for molecules, comparison operators such as fcharge>-0.125 can be used in place of the usual equal sign. A ! preceding a key/value group inverts the result of the comparison.
Entire molecules or reactions can too have attributes. The square brackets are changed to a pair of <> signs.
Atoms
Anything that starts with an uppercase letter identifies an atom in SLN. Hydrogens are not automatically added, but the single bonds with hydrogen can be abbreviated for organic compounds, resulting in CH4 instead of C(H)(H)(H)H for methane. The author argues that explicit hydrogens allow for more robust parsing.
Attributes defined for atoms include I= for isotope mass number, charge= for formal charge, fcharge for partial charge, s= for stereochemistry, and spin= for radicals (s, d, t respectively for singlet, doublet, triplet). A formal charge of charge=2 can be abbrevi
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Select the chemical formula for this molecule.
A. CH4
B. CH
C. ClH4
D. H
Answer:
|
sciq-4825
|
multiple_choice
|
Vascular disorders involve problems with the flow of what?
|
[
"blood",
"saliva",
"bacteria",
"mucus"
] |
A
|
Relavent Documents:
Document 0:::
Medical education is education related to the practice of being a medical practitioner, including the initial training to become a physician (i.e., medical school and internship) and additional training thereafter (e.g., residency, fellowship, and continuing medical education).
Medical education and training varies considerably across the world. Various teaching methodologies have been used in medical education, which is an active area of educational research.
Medical education is also the subject-didactic academic field of educating medical doctors at all levels, including entry-level, post-graduate, and continuing medical education. Specific requirements such as entrustable professional activities must be met before moving on in stages of medical education.
Common techniques and evidence base
Medical education applies theories of pedagogy specifically in the context of medical education. Medical education has been a leader in the field of evidence-based education, through the development of evidence syntheses such as the Best Evidence Medical Education collection, formed in 1999, which aimed to "move from opinion-based education to evidence-based education". Common evidence-based techniques include the Objective structured clinical examination (commonly known as the 'OSCE) to assess clinical skills, and reliable checklist-based assessments to determine the development of soft skills such as professionalism. However, there is a persistence of ineffective instructional methods in medical education, such as the matching of teaching to learning styles and Edgar Dales' "Cone of Learning".
Entry-level education
Entry-level medical education programs are tertiary-level courses undertaken at a medical school. Depending on jurisdiction and university, these may be either undergraduate-entry (most of Europe, Asia, South America and Oceania), or graduate-entry programs (mainly Australia, Philippines and North America). Some jurisdictions and universities provide both u
Document 1:::
The Intersociety Council for Pathology Information (ICPI) is a nonprofit educational organization that provides information about academic paths and career options in medical and research pathology.
Directory of Pathology Training Programs in the United States and Canada
ICPI publishes the annual Directory of Pathology Training Programs in the United States and Canada and a companion online searchable directory.
Career Development Resources
The Pathology: A Career in Medicine brochure describes the role of a pathologist in medical, research, and academic settings.
Pathology: A Career in Medicine
Sponsors
ICPI is sponsored by five charter pathology societies and twelve Associate member societies in North America.
Awards and Grants
Travel Awards support participation of medical students, graduate students, residents, and fellows in the scientific meetings of its sponsoring societies.
Career Outreach Grants promote awareness of pathology to the public, media, students, and professional and educational organizations.
The Medical Student Interest Group Matching Grants (MSIGs) encourages medical students to consider pathology as a career by providing funds to pathology departments to support MSIGs.
Document 2:::
Medical Science Educator is a peer-reviewed journal that focuses on teaching the sciences that are fundamental to modern medicine and health. Coverage includes basic science education, clinical teaching and the incorporation of modern educational technologies. MSE offers all who teach in healthcare the most current information to succeed in their task by publishing scholarly activities, opinions, and resources in medical science education. MSE provides the readership a better understanding of teaching and learning techniques in order to advance medical science education. It is the official publication of the International Association of Medical Science Educators (IAMSE).
Document 3:::
An emergency care instructor is a person who provides training in emergency care to civilians or military personnel. In order to qualify, a person must undergo appropriate courses, and have a certification level not lower (usually at least one level higher) than that to be taught. Often, experience with the provision of such care is required. If these requirements are met, the applicant will receive a certificate after completing training and fulfilling possible additional conditions.
Typically, upon certification it is necessary to hold a certain number of classes under the supervision of other instructors, and only after that may a new instructor teach courses on their own. The certificate must be renewed periodically.
Many first aid and medical care courses exist. They differ by:
the level of care (cardiopulmonary resuscitation, first aid for bleeding, help for children, etc.);
the minimum educational / professional level of students (persons without any prior medical training, persons with the qualification of first responder, EMT's of different levels, nurses, doctors);
the specific circumstances in which care is provided (wilderness emergency medical training, tactical medical training, etc.)
See also
List of emergency medicine courses
Document 4:::
The blood circulatory system is a system of organs that includes the heart, blood vessels, and blood which is circulated throughout the entire body of a human or other vertebrate. It includes the cardiovascular system, or vascular system, that consists of the heart and blood vessels (from Greek kardia meaning heart, and from Latin vascula meaning vessels). The circulatory system has two divisions, a systemic circulation or circuit, and a pulmonary circulation or circuit. Some sources use the terms cardiovascular system and vascular system interchangeably with the circulatory system.
The network of blood vessels are the great vessels of the heart including large elastic arteries, and large veins; other arteries, smaller arterioles, capillaries that join with venules (small veins), and other veins. The circulatory system is closed in vertebrates, which means that the blood never leaves the network of blood vessels. Some invertebrates such as arthropods have an open circulatory system. Diploblasts such as sponges, and comb jellies lack a circulatory system.
Blood is a fluid consisting of plasma, red blood cells, white blood cells, and platelets; it is circulated around the body carrying oxygen and nutrients to the tissues and collecting and disposing of waste materials. Circulated nutrients include proteins and minerals and other components include hemoglobin, hormones, and gases such as oxygen and carbon dioxide. These substances provide nourishment, help the immune system to fight diseases, and help maintain homeostasis by stabilizing temperature and natural pH.
In vertebrates, the lymphatic system is complementary to the circulatory system. The lymphatic system carries excess plasma (filtered from the circulatory system capillaries as interstitial fluid between cells) away from the body tissues via accessory routes that return excess fluid back to blood circulation as lymph. The lymphatic system is a subsystem that is essential for the functioning of the bloo
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Vascular disorders involve problems with the flow of what?
A. blood
B. saliva
C. bacteria
D. mucus
Answer:
|
|
sciq-9839
|
multiple_choice
|
The paired bones of the skull are the palatine, zygomatic, nasal, lacrimal, inferior nasal conchae bones, and what else?
|
[
"maxilla",
"elongated",
"ventral",
"minilla"
] |
A
|
Relavent Documents:
Document 0:::
The skull is a bone protective cavity for the brain. The skull is composed of four types of bone i.e., cranial bones, facial bones, ear ossicles and hyoid bone. However two parts are more prominent: the cranium (: craniums or crania) and the mandible. In humans, these two parts are the neurocranium (braincase) and the viscerocranium (facial skeleton) that includes the mandible as its largest bone. The skull forms the anterior-most portion of the skeleton and is a product of cephalisation—housing the brain, and several sensory structures such as the eyes, ears, nose, and mouth. In humans these sensory structures are part of the facial skeleton.
Functions of the skull include protection of the brain, fixing the distance between the eyes to allow stereoscopic vision, and fixing the position of the ears to enable sound localisation of the direction and distance of sounds. In some animals, such as horned ungulates (mammals with hooves), the skull also has a defensive function by providing the mount (on the frontal bone) for the horns.
The English word skull is probably derived from Old Norse , while the Latin word comes from the Greek root (). The human skull fully develops two years after birth.The junctions of the skull bones are joined by structures called sutures.
The skull is made up of a number of fused flat bones, and contains many foramina, fossae, processes, and several cavities or sinuses. In zoology there are openings in the skull called fenestrae.
Structure
Humans
The human skull is the bone structure that forms the head in the human skeleton. It supports the structures of the face and forms a cavity for the brain. Like the skulls of other vertebrates, it protects the brain from injury.
The skull consists of three parts, of different embryological origin—the neurocranium, the sutures, and the facial skeleton (also called the membraneous viscerocranium). The neurocranium (or braincase) forms the protective cranial cavity that surrounds and houses the
Document 1:::
The ethmoidal notch separates the two orbital plates; it is quadrilateral, and filled, in the articulated skull, by the cribriform plate of the ethmoid.
The margins of the notch present several half-cells which, when united with corresponding half-cells on the upper surface of the ethmoid, complete the ethmoidal sinuses.
Document 2:::
The orbital or horizontal part of the frontal bone (pars orbitalis) consists of two thin triangular plates, the orbital plates, which form the vaults of the orbits, and are separated from one another by a median gap, the ethmoidal notch.
Surfaces
The inferior surface of each orbital plate is smooth and concave, and presents, laterally, under cover of the zygomatic process, a shallow depression, the lacrimal fossa, for the lacrimal gland; near the nasal part is a depression, the fovea trochlearis, or occasionally a small trochlear spine, for the attachment of the cartilaginous pulley of the obliquus oculi superior.
The superior surface is convex, and marked by depressions for the convolutions of the frontal lobes of the brain, and faint grooves for the meningeal branches of the ethmoidal vessels.
The ethmoidal notch separates the two orbital plates; it is quadrilateral, and filled, in the articulated skull, by the cribriform plate of the ethmoid.
The margins of the notch present several half-cells which, when united with corresponding half-cells on the upper surface of the ethmoid, complete the ethmoidal air cells.
Two grooves cross these edges transversely; they are converted into the anterior and posterior ethmoidal canals by the ethmoid, and open on the medial wall of the orbit.
The anterior canal transmits the nasociliary nerve and anterior ethmoidal vessels,
the posterior, the posterior ethmoidal nerve and vessels.
In front of the ethmoidal notch, on either side of the frontal spine, are the openings of the frontal air sinuses.
These are two irregular cavities, which extend backward, upward, and lateralward for a variable distance between the two tables of the skull; they are separated from one another by a thin bony septum, which often deviates to one or other side, with the result that the sinuses are rarely symmetrical.
Absent at birth, they are usually fairly well-developed between the seventh and eighth years, but only reach their full size afte
Document 3:::
The basilar part of the occipital bone (also basioccipital) extends forward and upward from the foramen magnum, and presents in front an area more or less quadrilateral in outline.
In the young skull this area is rough and uneven, and is joined to the body of the sphenoid by a plate of cartilage.
By the twenty-fifth year this cartilaginous plate is ossified, and the occipital and sphenoid form a continuous bone.
Surfaces
On its lower surface, about 1 cm. in front of the foramen magnum, is the pharyngeal tubercle which gives attachment to the fibrous raphe of the pharynx.
On either side of the middle line the longus capitis and rectus capitis anterior are inserted, and immediately in front of the foramen magnum the anterior atlantooccipital membrane is attached.
The upper surface, which constitutes the lower half of the clivus, presents a broad, shallow groove which inclines upward and forward from the foramen magnum; it supports the medulla oblongata, and near the margin of the foramen magnum gives attachment to the tectorial membrane
On the lateral margins of this surface are faint grooves for the inferior petrosal sinuses.
Additional images
Document 4:::
The squamous part of temporal bone, or temporal squama, forms the front and upper part of the temporal bone, and is scale-like, thin, and translucent.
Surfaces
Its outer surface is smooth and convex; it affords attachment to the temporal muscle, and forms part of the temporal fossa; on its hinder part is a vertical groove for the middle temporal artery. A curved line, the temporal line, or supramastoid crest, runs backward and upward across its posterior part; it serves for the attachment of the temporal fascia, and limits the origin of the temporalis muscle. The boundary between the squamous part and the mastoid portion of the bone, as indicated by traces of the original suture, lies about 1 cm. below this line.
Projecting from the lower part of the squamous part is a long, arched process, the zygomatic process. This process is at first directed lateralward, its two surfaces looking upward and downward; it then appears as if twisted inward upon itself, and runs forward, its surfaces now looking medialward and lateralward. The superior border is long, thin, and sharp, and serves for the attachment of the temporal fascia; the inferior, short, thick, and arched, has attached to it some fibers of the masseter. The lateral surface is convex and subcutaneous; the medial is concave, and affords attachment to the masseter. The anterior end is deeply serrated and articulates with the zygomatic bone. The posterior end is connected to the squamous part by two roots, the anterior and posterior roots. The posterior root, a prolongation of the upper border, is strongly marked; it runs backward above the external auditory meatus, and is continuous with the temporal line. The anterior root, continuous with the lower border, is short but broad and strong; it is directed medialward and ends in a rounded eminence, the articular tubercle (eminentia articularis).
This tubercle forms the front boundary of the mandibular fossa, and in the fresh state is covered with cartilage. In fro
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The paired bones of the skull are the palatine, zygomatic, nasal, lacrimal, inferior nasal conchae bones, and what else?
A. maxilla
B. elongated
C. ventral
D. minilla
Answer:
|
|
sciq-1062
|
multiple_choice
|
Proto-oncogenes normally help regulate what?
|
[
"cell death",
"cell transition",
"cell division",
"cell function"
] |
C
|
Relavent Documents:
Document 0:::
Organelle biogenesis is the biogenesis, or creation, of cellular organelles in cells. Organelle biogenesis includes the process by which cellular organelles are split between daughter cells during mitosis; this process is called organelle inheritance.
Discovery
Following the discovery of cellular organelles in the nineteenth century, little was known about their function and synthesis until the development of electron microscopy and subcellular fractionation in the twentieth century. This allowed experiments on the function, structure, and biogenesis of these organelles to commence.
Mechanisms of protein sorting and retrieval have been found to give organelles their characteristic composition. It is known that cellular organelles can come from preexisting organelles; however, it is a subject of controversy whether organelles can be created without a preexisting one.
Process
Several processes are known to have developed for organelle biogenesis. These can range from de novo synthesis to the copying of a template organelle; the formation of an organelle 'from scratch' and using a preexisting organelle as a template to manufacture an organelle, respectively. The distinct structures of each organelle are thought to be caused by the different mechanisms of the processes which create them and the proteins that they are made up of. Organelles may also be 'split' between two cells during the process of cellular division (known as organelle inheritance), where the organelle of the parent cell doubles in size and then splits with each half being delivered to their respective daughter cells.
The process of organelle biogenesis is known to be regulated by specialized transcription networks that modulate the expression of the genes that code for specific organellar proteins. In order for organelle biogenesis to be carried out properly, the specific genes coding for the organellar proteins must be transcribed properly and the translation of the resulting mRNA must be succes
Document 1:::
A progenitor cell is a biological cell that can differentiate into a specific cell type. Stem cells and progenitor cells have this ability in common. However, stem cells are less specified than progenitor cells. Progenitor cells can only differentiate into their "target" cell type. The most important difference between stem cells and progenitor cells is that stem cells can replicate indefinitely, whereas progenitor cells can divide only a limited number of times. Controversy about the exact definition remains and the concept is still evolving.
The terms "progenitor cell" and "stem cell" are sometimes equated.
Properties
Most progenitors are identified as oligopotent. In this point of view, they can compare to adult stem cells, but progenitors are said to be in a further stage of cell differentiation. They are "midway" between stem cells and fully differentiated cells. The kind of potency they have depends on the type of their "parent" stem cell and also on their niche. Some research found that progenitor cells were mobile and that these progenitor cells could move through the body and migrate towards the tissue where they are needed. Many properties are shared by adult stem cells and progenitor cells.
Research
Progenitor cells have become a hub for research on a few different fronts. Current research on progenitor cells focuses on two different applications: regenerative medicine and cancer biology. Research on regenerative medicine has focused on progenitor cells, and stem cells, because their cellular senescence contributes largely to the process of aging. Research on cancer biology focuses on the impact of progenitor cells on cancer responses, and the way that these cells tie into the immune response.
The natural aging of cells, called their cellular senescence, is one of the main contributors to aging on an organismal level. There are a few different ideas to the cause behind why aging happens on a cellular level. Telomere length has been shown to positive
Document 2:::
Cell proliferation is the process by which a cell grows and divides to produce two daughter cells. Cell proliferation leads to an exponential increase in cell number and is therefore a rapid mechanism of tissue growth. Cell proliferation requires both cell growth and cell division to occur at the same time, such that the average size of cells remains constant in the population. Cell division can occur without cell growth, producing many progressively smaller cells (as in cleavage of the zygote), while cell growth can occur without cell division to produce a single larger cell (as in growth of neurons). Thus, cell proliferation is not synonymous with either cell growth or cell division, despite these terms sometimes being used interchangeably.
Stem cells undergo cell proliferation to produce proliferating "transit amplifying" daughter cells that later differentiate to construct tissues during normal development and tissue growth, during tissue regeneration after damage, or in cancer.
The total number of cells in a population is determined by the rate of cell proliferation minus the rate of cell death.
Cell size depends on both cell growth and cell division, with a disproportionate increase in the rate of cell growth leading to production of larger cells and a disproportionate increase in the rate of cell division leading to production of many smaller cells. Cell proliferation typically involves balanced cell growth and cell division rates that maintain a roughly constant cell size in the exponentially proliferating population of cells. Cell proliferation occurs by combining cell growth with regular "G1-S-M-G2" cell cycles to produce many diploid cell progeny.
In single-celled organisms, cell proliferation is largely responsive to the availability of nutrients in the environment (or laboratory growth medium).
In multicellular organisms, the process of cell proliferation is tightly controlled by gene regulatory networks encoded in the genome and executed mainly
Document 3:::
Cell physiology is the biological study of the activities that take place in a cell to keep it alive. The term physiology refers to normal functions in a living organism. Animal cells, plant cells and microorganism cells show similarities in their functions even though they vary in structure.
General characteristics
There are two types of cells: prokaryotes and eukaryotes.
Prokaryotes were the first of the two to develop and do not have a self-contained nucleus. Their mechanisms are simpler than later-evolved eukaryotes, which contain a nucleus that envelops the cell's DNA and some organelles.
Prokaryotes
Prokaryotes have DNA located in an area called the nucleoid, which is not separated from other parts of the cell by a membrane. There are two domains of prokaryotes: bacteria and archaea. Prokaryotes have fewer organelles than eukaryotes. Both have plasma membranes and ribosomes (structures that synthesize proteins and float free in cytoplasm). Two unique characteristics of prokaryotes are fimbriae (finger-like projections on the surface of a cell) and flagella (threadlike structures that aid movement).
Eukaryotes
Eukaryotes have a nucleus where DNA is contained. They are usually larger than prokaryotes and contain many more organelles. The nucleus, the feature of a eukaryote that distinguishes it from a prokaryote, contains a nuclear envelope, nucleolus and chromatin. In cytoplasm, endoplasmic reticulum (ER) synthesizes membranes and performs other metabolic activities. There are two types, rough ER (containing ribosomes) and smooth ER (lacking ribosomes). The Golgi apparatus consists of multiple membranous sacs, responsible for manufacturing and shipping out materials such as proteins. Lysosomes are structures that use enzymes to break down substances through phagocytosis, a process that comprises endocytosis and exocytosis. In the mitochondria, metabolic processes such as cellular respiration occur. The cytoskeleton is made of fibers that support the str
Document 4:::
Cellular components are the complex biomolecules and structures of which cells, and thus living organisms, are composed. Cells are the structural and functional units of life. The smallest organisms are single cells, while the largest organisms are assemblages of trillions of cells. DNA, double stranded macromolecule that carries the hereditary information of the cell and found in all living cells; each cell carries chromosome(s) having a distinctive DNA sequence.
Examples include macromolecules such as proteins and nucleic acids, biomolecular complexes such as a ribosome, and structures such as membranes, and organelles. While the majority of cellular components are located within the cell itself, some may exist in extracellular areas of an organism.
Cellular components may also be called biological matter or biological material. Most biological matter has the characteristics of soft matter, being governed by relatively small energies. All known life is made of biological matter. To be differentiated from other theoretical or fictional life forms, such life may be called carbon-based, cellular, organic, biological, or even simply living – as some definitions of life exclude hypothetical types of biochemistry.
See also
Cell (biology)
Cell biology
Biomolecule
Organelle
Tissue (biology)
External links
https://web.archive.org/web/20130918033010/http://bioserv.fiu.edu/~walterm/FallSpring/review1_fall05_chap_cell3.htm
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Proto-oncogenes normally help regulate what?
A. cell death
B. cell transition
C. cell division
D. cell function
Answer:
|
|
sciq-8461
|
multiple_choice
|
What organ is similar to a lymph node but is much larger and filters blood instead of lymph?
|
[
"kidney",
"liver",
"spleen",
"bone"
] |
C
|
Relavent Documents:
Document 0:::
The lymphatic system, or lymphoid system, is an organ system in vertebrates that is part of the immune system, and complementary to the circulatory system. It consists of a large network of lymphatic vessels, lymph nodes, lymphoid organs, lymphoid tissues and lymph. Lymph is a clear fluid carried by the lymphatic vessels back to the heart for re-circulation. (The Latin word for lymph, lympha, refers to the deity of fresh water, "Lympha").
Unlike the circulatory system that is a closed system, the lymphatic system is open. The human circulatory system processes an average of 20 litres of blood per day through capillary filtration, which removes plasma from the blood. Roughly 17 litres of the filtered blood is reabsorbed directly into the blood vessels, while the remaining three litres are left in the interstitial fluid. One of the main functions of the lymphatic system is to provide an accessory return route to the blood for the surplus three litres.
The other main function is that of immune defense. Lymph is very similar to blood plasma, in that it contains waste products and cellular debris, together with bacteria and proteins. The cells of the lymph are mostly lymphocytes. Associated lymphoid organs are composed of lymphoid tissue, and are the sites either of lymphocyte production or of lymphocyte activation. These include the lymph nodes (where the highest lymphocyte concentration is found), the spleen, the thymus, and the tonsils. Lymphocytes are initially generated in the bone marrow. The lymphoid organs also contain other types of cells such as stromal cells for support. Lymphoid tissue is also associated with mucosas such as mucosa-associated lymphoid tissue (MALT).
Fluid from circulating blood leaks into the tissues of the body by capillary action, carrying nutrients to the cells. The fluid bathes the tissues as interstitial fluid, collecting waste products, bacteria, and damaged cells, and then drains as lymph into the lymphatic capillaries and lymphatic
Document 1:::
Lymph node stromal cells are essential to the structure and function of the lymph node whose functions include: creating an internal tissue scaffold for the support of hematopoietic cells; the release of small molecule chemical messengers that facilitate interactions between hematopoietic cells; the facilitation of the migration of hematopoietic cells; the presentation of antigens to immune cells at the initiation of the adaptive immune system; and the homeostasis of lymphocyte numbers. Stromal cells originate from multipotent mesenchymal stem cells.
Structure
Lymph nodes are enclosed in an external fibrous capsule, from which thin walls of sinew called trabeculae penetrate into the lymph node, partially dividing it. Beneath the external capsule and along the courses of the trabeculae, are peritrabecular and subcapsular sinuses. These sinuses are cavities containing macrophages (specialised cells which help to keep the extracellular matrix in order).
The interior of the lymph node has two regions: the cortex and the medulla. In the cortex, lymphoid tissue is organized into nodules. In the nodules, T lymphocytes are located in the T cell zone. B lymphocytes are located in the B cell follicle. The primary B cell follicle matures in germinal centers. In the medulla are hematopoietic cells (which contribute to the formation of the blood) and stromal cells.
Near the medulla is the hilum of lymph node. This is the place where blood vessels enter and leave the lymph node and lymphatic vessels leave the lymph node. Lymph vessels entering the node do so along the perimeter (outer surface).
Function
The lymph nodes, the spleen and Peyer's patches, together are known as secondary lymphoid organs. Lymph nodes are found between lymphatic ducts and blood vessels. Afferent lymphatic vessels bring lymph fluid from the peripheral tissues to the lymph nodes. The lymph tissue in the lymph nodes consists of immune cells (95%), for example lymphocytes, and stromal cells (1% to
Document 2:::
H2.00.04.4.01001: Lymphoid tissue
H2.00.05.0.00001: Muscle tissue
H2.00.05.1.00001: Smooth muscle tissue
H2.00.05.2.00001: Striated muscle tissue
H2.00.06.0.00001: Nerve tissue
H2.00.06.1.00001: Neuron
H2.00.06.2.00001: Synapse
H2.00.06.2.00001: Neuroglia
h3.01: Bones
h3.02: Joints
h3.03: Muscles
h3.04: Alimentary system
h3.05: Respiratory system
h3.06: Urinary system
h3.07: Genital system
h3.08:
Document 3:::
A lymph node, or lymph gland, is a kidney-shaped organ of the lymphatic system and the adaptive immune system. A large number of lymph nodes are linked throughout the body by the lymphatic vessels. They are major sites of lymphocytes that include B and T cells. Lymph nodes are important for the proper functioning of the immune system, acting as filters for foreign particles including cancer cells, but have no detoxification function.
In the lymphatic system a lymph node is a secondary lymphoid organ. A lymph node is enclosed in a fibrous capsule and is made up of an outer cortex and an inner medulla.
Lymph nodes become inflamed or enlarged in various diseases, which may range from trivial throat infections to life-threatening cancers. The condition of lymph nodes is very important in cancer staging, which decides the treatment to be used and determines the prognosis. Lymphadenopathy refers to glands that are enlarged or swollen. When inflamed or enlarged, lymph nodes can be firm or tender.
Structure
Lymph nodes are kidney or oval shaped and range in size from 2 mm to 25 mm on their long axis, with an average of 15 mm.
Each lymph node is surrounded by a fibrous capsule, which extends inside a lymph node to form trabeculae. The substance of a lymph node is divided into the outer cortex and the inner medulla. These are rich with cells. The hilum is an indent on the concave surface of the lymph node where lymphatic vessels leave and blood vessels enter and leave.
Lymph enters the convex side of a lymph node through multiple afferent lymphatic vessels and from there flows into a series of sinuses. After entering the lymph node from afferent lymphatic vessels, lymph flows into a space underneath the capsule called the subcapsular sinus, then into cortical sinuses. After passing through the cortex, lymph then collects in medullary sinuses. All of these sinuses drain into the efferent lymph vessels to exit the node at the hilum on the concave side.
Location
Lymph
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The endothelium (: endothelia) is a single layer of squamous endothelial cells that line the interior surface of blood vessels and lymphatic vessels. The endothelium forms an interface between circulating blood or lymph in the lumen and the rest of the vessel wall. Endothelial cells form the barrier between vessels and tissue and control the flow of substances and fluid into and out of a tissue.
Endothelial cells in direct contact with blood are called vascular endothelial cells whereas those in direct contact with lymph are known as lymphatic endothelial cells. Vascular endothelial cells line the entire circulatory system, from the heart to the smallest capillaries.
These cells have unique functions that include fluid filtration, such as in the glomerulus of the kidney, blood vessel tone, hemostasis, neutrophil recruitment, and hormone trafficking. Endothelium of the interior surfaces of the heart chambers is called endocardium. An impaired function can lead to serious health issues throughout the body.
Structure
The endothelium is a thin layer of single flat (squamous) cells that line the interior surface of blood vessels and lymphatic vessels.
Endothelium is of mesodermal origin. Both blood and lymphatic capillaries are composed of a single layer of endothelial cells called a monolayer. In straight sections of a blood vessel, vascular endothelial cells typically align and elongate in the direction of fluid flow.
Terminology
The foundational model of anatomy, an index of terms used to describe anatomical structures, makes a distinction between endothelial cells and epithelial cells on the basis of which tissues they develop from, and states that the presence of vimentin rather than keratin filaments separates these from epithelial cells. Many considered the endothelium a specialized epithelial tissue.
Function
The endothelium forms an interface between circulating blood or lymph in the lumen and the rest of the vessel wall. This forms a barrier between v
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What organ is similar to a lymph node but is much larger and filters blood instead of lymph?
A. kidney
B. liver
C. spleen
D. bone
Answer:
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|
sciq-8712
|
multiple_choice
|
The colorless, odorless gas released when we breath is carbon dioxide. the harmful colorless, odorless gas released when matter is burned is what?
|
[
"carbon trioxide",
"acid monoxide",
"methane",
"carbon monoxide"
] |
D
|
Relavent Documents:
Document 0:::
A gas leak refers to a leak of natural gas or another gaseous product from a pipeline or other containment into any area where the gas should not be present. Gas leaks can be hazardous to health as well as the environment. Even a small leak into a building or other confined space may gradually build up an explosive or lethal concentration of gas. Natural gas leaks and the escape of refrigerant gas into the atmosphere are especially harmful, because of their global warming potential and ozone depletion potential.
Leaks of gases associated with industrial operations and equipment are also generally known as fugitive emissions. Natural gas leaks from fossil fuel extraction and use are known as fugitive gas emissions. Such unintended leaks should not be confused with similar intentional types of gas release, such as:
gas venting emissions which are controlled releases, and often practised as a part of routine operations, or
"emergency pressure releases" which are intended to prevent equipment damage and safeguard life.
Gas leaks should also not be confused with "gas seepage" from the earth or oceans - either natural or due to human activity.
Fire and explosion safety
Pure natural gas is colorless and odorless, and is composed primarily of methane. Unpleasant scents in the form of traces of mercaptans are usually added, to assist in identifying leaks. This odor may be perceived as rotting eggs, or a faintly unpleasant skunk smell. Persons detecting the odor must evacuate the area and abstain from using open flames or operating electrical equipment, to reduce the risk of fire and explosion.
As a result of the Pipeline Safety Improvement Act of 2002 passed in the United States, federal safety standards require companies providing natural gas to conduct safety inspections for gas leaks in homes and other buildings receiving natural gas. The gas company is required to inspect gas meters and inside gas piping from the point of entry into the building to the outlet side o
Document 1:::
Nitrogen dioxide is a chemical compound with the formula and is one of several nitrogen oxides. is an intermediate in the industrial synthesis of nitric acid, millions of tons of which are produced each year for use (primarily in the production of fertilizers). At higher temperatures, nitrogen dioxide is a reddish-brown gas. It can be fatal if inhaled in large quantities. The LC50 (median lethal dose) for humans has been estimated to be 174 ppm for a 1-hour exposure. Nitrogen dioxide is a paramagnetic, bent molecule with C2v point group symmetry.
It is included in the NOx family of atmospheric pollutants.
Properties
Nitrogen dioxide is a reddish-brown gas with a pungent, acrid odor above and becomes a yellowish-brown liquid below . It forms an equilibrium with its dimer, dinitrogen tetroxide (), and converts almost entirely to below .
The bond length between the nitrogen atom and the oxygen atom is 119.7 pm. This bond length is consistent with a bond order between one and two.
Unlike ozone () the ground electronic state of nitrogen dioxide is a doublet state, since nitrogen has one unpaired electron, which decreases the alpha effect compared with nitrite and creates a weak bonding interaction with the oxygen lone pairs. The lone electron in also means that this compound is a free radical, so the formula for nitrogen dioxide is often written as .
The reddish-brown color is a consequence of preferential absorption of light in the blue region of the spectrum (400–500 nm), although the absorption extends throughout the visible (at shorter wavelengths) and into the infrared (at longer wavelengths). Absorption of light at wavelengths shorter than about 400 nm results in photolysis (to form , atomic oxygen); in the atmosphere the addition of the oxygen atom so formed to results in ozone.
Preparation
Nitrogen dioxide typically arises via the oxidation of nitric oxide by oxygen in air (e.g. as result of corona discharge):
+
Nitrogen dioxide is formed in m
Document 2:::
Endothermic gas is a gas that inhibits or reverses oxidation on the surfaces it is in contact with. This gas is the product of incomplete combustion in a controlled environment. An example mixture is hydrogen gas (H2), nitrogen gas (N2), and carbon monoxide (CO). The hydrogen and carbon monoxide are reducing agents, so they work together to shield surfaces from oxidation.
Endothermic gas is often used as a carrier gas for gas carburizing and carbonitriding. An endothermic gas generator could be used to supply heat to form an endothermic reaction.
Synthesised in the catalytic retort(s) of endothermic generators, the gas in the endothermic atmosphere is combined with an additive gas including natural gas, propane (C3H8) or air and is then used to improve the surface chemistry work positioned in the furnace.
Purposes
There are two common purposes of the atmospheres in the heat treating industry:
Protect the processed material from surface reactions (chemically inert)
Allow surface of processed material to change (chemically reactive)
Principal components of a endothermic gas generator
Principal components of endothermic gas generators:
Heating chamber for supplying heat by electric heating elements of combustion,
Vertical cylindrical retorts,
Tiny, porous ceramic pieces that are saturated with nickel, which acts as a catalyst for the reaction,
Cooling heat exchanger in order to cool the products of the reaction as quickly as possible so that it reaches a particular temperature which stops any further reaction,
Control system which will help maintain the consistency of the temperature of the reaction which will help adjust the gas ratio, providing the wanted dew point.
Chemical composition
Chemistry of endothermic gas generators:
N2 (nitrogen) → 45.1% (volume)
CO (carbon monoxide) → 19.6% (volume)
CO2 (carbon dioxide) → 0.4% (volume)
H2 (hydrogen) → 34.6% (volume)
CH4 (methane) → 0.3% (volume)
Dew point → +20/+50
Gas ratio → 2.6:1
Applications
Document 3:::
Activated carbon, also called activated charcoal, is a form of carbon commonly used to filter contaminants from water and air, among many other uses. It is processed (activated) to have small, low-volume pores that increase the surface area available for adsorption (which is not the same as absorption) or chemical reactions. Activation is analogous to making popcorn from dried corn kernels: popcorn is light, fluffy, and its kernels have a high surface-area-to-volume ratio. Activated is sometimes replaced by active.
Due to its high degree of microporosity, one gram of activated carbon has a surface area in excess of as determined by gas adsorption. Charcoal, before activation, has a specific surface area in the range of . An activation level sufficient for useful application may be obtained solely from high surface area. Further chemical treatment often enhances adsorption properties.
Activated carbon is usually derived from waste products such as coconut husks; waste from paper mills has been studied as a source. These bulk sources are converted into charcoal before being 'activated'. When derived from coal it is referred to as activated coal. Activated coke is derived from coke.
Uses
Activated carbon is used in methane and hydrogen storage, air purification, capacitive deionization, supercapacitive swing adsorption, solvent recovery, decaffeination, gold purification, metal extraction, water purification, medicine, sewage treatment, air filters in respirators, filters in compressed air, teeth whitening, production of hydrogen chloride, edible electronics, and many other applications.
Industrial
One major industrial application involves use of activated carbon in metal finishing for purification of electroplating solutions. For example, it is the main purification technique for removing organic impurities from bright nickel plating solutions. A variety of organic chemicals are added to plating solutions for improving their deposit qualities and for enhancing
Document 4:::
Nitrogen dioxide poisoning is the illness resulting from the toxic effect of nitrogen dioxide (). It usually occurs after the inhalation of the gas beyond the threshold limit value.
Nitrogen dioxide is reddish-brown with a very harsh smell at high concentrations, at lower concentrations it is colorless but may still have a harsh odour. Nitrogen dioxide poisoning depends on the duration, frequency, and intensity of exposure.
Nitrogen dioxide is an irritant of the mucous membrane linked with another air pollutant that causes pulmonary diseases such as obstructive lung disease, asthma, chronic obstructive pulmonary disease and sometimes acute exacerbation of COPD and in fatal cases, deaths.
Its poor solubility in water enhances its passage and its ability to pass through the moist oral mucosa of the respiratory tract.
Like most toxic gases, the dose inhaled determines the toxicity on the respiratory tract. Occupational exposures constitute the highest risk of toxicity and domestic exposure is uncommon. Prolonged exposure to low concentration of the gas may have lethal effects, as can short-term exposure to high concentrations like chlorine gas poisoning. It is one of the major air pollutants capable of causing severe health hazards such as coronary artery disease as well as stroke.
Nitrogen dioxide is often released into the environment as a byproduct of fuel combustion but rarely released by spontaneous combustion. Known sources of nitrogen dioxide gas poisoning include automobile exhaust and power stations.
The toxicity may also result from non-combustible sources such as the one released from anaerobic fermentation of food grains and anaerobic digestion of biodegradable waste.
The World Health Organization (WHO) developed a global recommendation limiting exposures to less than 20 parts per billion for chronic exposure and value less 100 ppb for one hour for acute exposure, using nitrogen dioxide as a marker for other pollutants from fuel combustion.
There is a
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The colorless, odorless gas released when we breath is carbon dioxide. the harmful colorless, odorless gas released when matter is burned is what?
A. carbon trioxide
B. acid monoxide
C. methane
D. carbon monoxide
Answer:
|
|
sciq-9487
|
multiple_choice
|
If everything in a system stays the same but the pressure deceases, gas bubbles will change in what way?
|
[
"they get smaller",
"they multiply",
"they pop",
"they get bigger"
] |
D
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
Gas networks simulation or gas pipeline simulation is a process of defining the mathematical model of gas transmission and gas distribution systems, which are usually composed of highly integrated pipe networks operating over a wide range of pressures. Simulation allows to predict the behaviour of gas network systems under different conditions. Such predictions can be effectively used to guide decisions regarding the design and operation of the real system.
Simulation types
Depending on the gas flow characteristics in the system there are two states that can be matter of simulation:
Steady state – the simulation does not take into account the gas flow characteristics' variations over time and described by the system of algebraic equations, in general nonlinear ones.
Unsteady state (transient flow analysis) – described either by a partial differential equation or a system of such equations. Gas flow characteristics are mainly functions of time.
Network topology
In the gas networks simulation and analysis, matrices turned out to be the natural way of expressing the problem. Any network can be described by set of matrices based on the network topology.
The network consists of one source node (reference node) L1, four load nodes (2, 3, 4 and 5) and seven pipes or branches. For network analysis it is necessary to select at least one reference node. Mathematically, the reference node is referred to as the independent node and all nodal and branch quantities are dependent on it. The pressure at source node is usually known, and this node is often used as the reference node. However, any node in the network may have its pressure defined and can be used as the reference node. A network may contain several sources or other pressure-defined nodes and these form a set of reference nodes for the network.The load nodes are points in the network where load values are known. These loads may be positive, negative or zero. A negative load represents a demand for gas from the
Document 2:::
Pressure experiments are experiments performed at pressures lower or higher than atmospheric pressure, called low-pressure experiments and high-pressure experiments, respectively. Pressure experiment are necessary because substances behave differently at different pressures. For example, water boils at a lower temperature at lower pressures. The equipment used for pressure experiments depends on whether the pressure is to be increased or decreased and by how much. A vacuum pump is used to remove the air out of a vacuum vessel for low-pressure experiments. High-pressures can be created with a piston-cylinder apparatus, up to () and . The piston is shifted with hydraulics, decreasing the volume inside the confining cylinder and increasing the pressure. For higher pressures, up to , a multi-anvil cell is used and for even higher pressures the diamond anvil cell. The diamond anvil cell is used to create extremely high pressures, as much as a million atmospheres (), though only over a small area. The current record is , but the sample size is confined to the order of tens of micrometres ().
Document 3:::
The two-balloon experiment is an experiment involving interconnected balloons. It is used in physics classes as a demonstration of elasticity.
Two identical balloons are inflated to different diameters and connected by means of a tube. The flow of air through the tube is controlled by a valve or clamp. The clamp is then released, allowing air to flow between the balloons. For many starting conditions, the smaller balloon then gets smaller and the balloon with the larger diameter inflates even more. This result is surprising, since most people assume that the two balloons will have equal sizes after exchanging air.
The behavior of the balloons in the two-balloon experiment was first explained theoretically by David Merritt and Fred Weinhaus in 1978.
Theoretical pressure curve
The key to understanding the behavior of the balloons is understanding how the pressure inside a balloon varies with the balloon's diameter. The simplest way to do this is to imagine that the balloon is made up of a large number of small rubber patches, and to analyze how the size of a patch is affected by the force acting on it.
The Karan–Guth stress-strain relation for a parallelepiped of ideal rubber can be written
Here, fi is the externally applied force in the i'''th direction, Li is a linear dimension, k is Boltzmann's constant,K is a constant related to the number of possible network configurations of the sample, T is the absolute temperature,Li0 is an unstretched dimension, p is the internal (hydrostatic) pressure, and V is the volume of the sample. Thus, the force consists of two parts: the first one (caused by the polymer network) gives a tendency to contract, while the second gives a tendency to expand.
Suppose that the balloon is composed of many such interconnected patches, which deform in a similar way as the balloon expands. Because rubber strongly resists volume changes, the volume V can be considered constant. This allows the stress-strain relation to be written
where
Document 4:::
A steam rupture occurs within a pressurized system of super critical water when the pressure exceeds the design plus safety margin specification. A steam rupture can occur in any high temperature pressurized system, including, but not limited to: automobile cooling systems, stationary power plants, mobile power plants, steam driven tools (such as some trip hammers), and even the delivery systems for application processes such as cleaning and fabric fullering.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
If everything in a system stays the same but the pressure deceases, gas bubbles will change in what way?
A. they get smaller
B. they multiply
C. they pop
D. they get bigger
Answer:
|
|
ai2_arc-736
|
multiple_choice
|
The equation for the synthesis of water is given below. 2H_{2} + O_{2} -> 2H_{2}O How many grams of oxygen gas are needed to produce 36.0 grams of water?
|
[
"9.00 grams",
"16.0 grams",
"32.0 grams",
"40.0 grams"
] |
C
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
GRE Subject Biochemistry, Cell and Molecular Biology was a standardized exam provided by ETS (Educational Testing Service) that was discontinued in December 2016. It is a paper-based exam and there are no computer-based versions of it. ETS places this exam three times per year: once in April, once in October and once in November. Some graduate programs in the United States recommend taking this exam, while others require this exam score as a part of the application to their graduate programs. ETS sends a bulletin with a sample practice test to each candidate after registration for the exam. There are 180 questions within the biochemistry subject test.
Scores are scaled and then reported as a number between 200 and 990; however, in recent versions of the test, the maximum and minimum reported scores have been 760 (corresponding to the 99 percentile) and 320 (1 percentile) respectively. The mean score for all test takers from July, 2009, to July, 2012, was 526 with a standard deviation of 95.
After learning that test content from editions of the GRE® Biochemistry, Cell and Molecular Biology (BCM) Test has been compromised in Israel, ETS made the decision not to administer this test worldwide in 2016–17.
Content specification
Since many students who apply to graduate programs in biochemistry do so during the first half of their fourth year, the scope of most questions is largely that of the first three years of a standard American undergraduate biochemistry curriculum. A sampling of test item content is given below:
Biochemistry (36%)
A Chemical and Physical Foundations
Thermodynamics and kinetics
Redox states
Water, pH, acid-base reactions and buffers
Solutions and equilibria
Solute-solvent interactions
Chemical interactions and bonding
Chemical reaction mechanisms
B Structural Biology: Structure, Assembly, Organization and Dynamics
Small molecules
Macromolecules (e.g., nucleic acids, polysaccharides, proteins and complex lipids)
Supramolecular complexes (e.g.
Document 2:::
Further Mathematics is the title given to a number of advanced secondary mathematics courses. The term "Higher and Further Mathematics", and the term "Advanced Level Mathematics", may also refer to any of several advanced mathematics courses at many institutions.
In the United Kingdom, Further Mathematics describes a course studied in addition to the standard mathematics AS-Level and A-Level courses. In the state of Victoria in Australia, it describes a course delivered as part of the Victorian Certificate of Education (see § Australia (Victoria) for a more detailed explanation). Globally, it describes a course studied in addition to GCE AS-Level and A-Level Mathematics, or one which is delivered as part of the International Baccalaureate Diploma.
In other words, more mathematics can also be referred to as part of advanced mathematics, or advanced level math.
United Kingdom
Background
A qualification in Further Mathematics involves studying both pure and applied modules. Whilst the pure modules (formerly known as Pure 4–6 or Core 4–6, now known as Further Pure 1–3, where 4 exists for the AQA board) build on knowledge from the core mathematics modules, the applied modules may start from first principles.
The structure of the qualification varies between exam boards.
With regard to Mathematics degrees, most universities do not require Further Mathematics, and may incorporate foundation math modules or offer "catch-up" classes covering any additional content. Exceptions are the University of Warwick, the University of Cambridge which requires Further Mathematics to at least AS level; University College London requires or recommends an A2 in Further Maths for its maths courses; Imperial College requires an A in A level Further Maths, while other universities may recommend it or may promise lower offers in return. Some schools and colleges may not offer Further mathematics, but online resources are available
Although the subject has about 60% of its cohort obtainin
Document 3:::
In mathematical psychology and education theory, a knowledge space is a combinatorial structure used to formulate mathematical models describing the progression of a human learner. Knowledge spaces were introduced in 1985 by Jean-Paul Doignon and Jean-Claude Falmagne, and remain in extensive use in the education theory. Modern applications include two computerized tutoring systems, ALEKS and the defunct RATH.
Formally, a knowledge space assumes that a domain of knowledge is a collection of concepts or skills, each of which must be eventually mastered. Not all concepts are interchangeable; some require other concepts as prerequisites. Conversely, competency at one skill may ease the acquisition of another through similarity. A knowledge space marks out which collections of skills are feasible: they can be learned without mastering any other skills. Under reasonable assumptions, the collection of feasible competencies forms the mathematical structure known as an antimatroid.
Researchers and educators usually explore the structure of a discipline's knowledge space as a latent class model.
Motivation
Knowledge Space Theory attempts to address shortcomings of standardized testing when used in educational psychometry. Common tests, such as the SAT and ACT, compress a student's knowledge into a very small range of ordinal ranks, in the process effacing the conceptual dependencies between questions. Consequently, the tests cannot distinguish between true understanding and guesses, nor can they identify a student's particular weaknesses, only the general proportion of skills mastered. The goal of knowledge space theory is to provide a language by which exams can communicate
What the student can do and
What the student is ready to learn.
Model structure
Knowledge Space Theory-based models presume that an educational subject can be modeled as a finite set of concepts, skills, or topics. Each feasible state of knowledge about is then a subset of ; the set of
Document 4:::
Wet Processing Engineering is one of the major streams in Textile Engineering or Textile manufacturing which refers to the engineering of textile chemical processes and associated applied science. The other three streams in textile engineering are yarn engineering, fabric engineering, and apparel engineering. The processes of this stream are involved or carried out in an aqueous stage. Hence, it is called a wet process which usually covers pre-treatment, dyeing, printing, and finishing.
The wet process is usually done in the manufactured assembly of interlacing fibers, filaments and yarns, having a substantial surface (planar) area in relation to its thickness, and adequate mechanical strength to give it a cohesive structure. In other words, the wet process is done on manufactured fiber, yarn and fabric.
All of these stages require an aqueous medium which is created by water. A massive amount of water is required in these processes per day. It is estimated that, on an average, almost 50–100 liters of water is used to process only 1 kilogram of textile goods, depending on the process engineering and applications. Water can be of various qualities and attributes. Not all water can be used in the textile processes; it must have some certain properties, quality, color and attributes of being used. This is the reason why water is a prime concern in wet processing engineering.
Water
Water consumption and discharge of wastewater are the two major concerns. The textile industry uses a large amount of water in its varied processes especially in wet operations such as pre-treatment, dyeing, and printing. Water is required as a solvent of various dyes and chemicals and it is used in washing or rinsing baths in different steps. Water consumption depends upon the application methods, processes, dyestuffs, equipment/machines and technology which may vary mill to mill and material composition. Longer processing sequences, processing of extra dark colors and reprocessing lead
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The equation for the synthesis of water is given below. 2H_{2} + O_{2} -> 2H_{2}O How many grams of oxygen gas are needed to produce 36.0 grams of water?
A. 9.00 grams
B. 16.0 grams
C. 32.0 grams
D. 40.0 grams
Answer:
|
|
sciq-9416
|
multiple_choice
|
The lungs perform gas exchange using air and what fluid, which is coming and going from the heart?
|
[
"blood",
"mucus",
"saliva",
"water"
] |
A
|
Relavent Documents:
Document 0:::
Speech science refers to the study of production, transmission and perception of speech. Speech science involves anatomy, in particular the anatomy of the oro-facial region and neuroanatomy, physiology, and acoustics.
Speech production
The production of speech is a highly complex motor task that involves approximately 100 orofacial, laryngeal, pharyngeal, and respiratory muscles. Precise and expeditious timing of these muscles is essential for the production of temporally complex speech sounds, which are characterized by transitions as short as 10 ms between frequency bands and an average speaking rate of approximately 15 sounds per second. Speech production requires airflow from the lungs (respiration) to be phonated through the vocal folds of the larynx (phonation) and resonated in the vocal cavities shaped by the jaw, soft palate, lips, tongue and other articulators (articulation).
Respiration
Respiration is the physical process of gas exchange between an organism and its environment involving four steps (ventilation, distribution, perfusion and diffusion) and two processes (inspiration and expiration). Respiration can be described as the mechanical process of air flowing into and out of the lungs on the principle of Boyle's law, stating that, as the volume of a container increases, the air pressure will decrease. This relatively negative pressure will cause air to enter the container until the pressure is equalized. During inspiration of air, the diaphragm contracts and the lungs expand drawn by pleurae through surface tension and negative pressure. When the lungs expand, air pressure becomes negative compared to atmospheric pressure and air will flow from the area of higher pressure to fill the lungs. Forced inspiration for speech uses accessory muscles to elevate the rib cage and enlarge the thoracic cavity in the vertical and lateral dimensions. During forced expiration for speech, muscles of the trunk and abdomen reduce the size of the thoracic cavity by
Document 1:::
In acid base physiology, the Davenport diagram is a graphical tool, developed by Horace W. Davenport, that allows a clinician or investigator to describe blood bicarbonate concentrations and blood pH following a respiratory and/or metabolic acid-base disturbance. The diagram depicts a three-dimensional surface describing all possible states of chemical equilibria between gaseous carbon dioxide, aqueous bicarbonate and aqueous protons at the physiologically complex interface of the alveoli of the lungs and the alveolar capillaries. Although the surface represented in the diagram is experimentally determined, the Davenport diagram is rarely used in the clinical setting, but allows the investigator to envision the effects of physiological changes on blood acid-base chemistry. For clinical use there are two recent innovations: an Acid-Base Diagram which provides Text Descriptions for the abnormalities and a High Altitude Version that provides text descriptions appropriate for the altitude.
Derivation
When a sample of blood is exposed to air, either in the alveoli of the lung or in an in vitro laboratory experiment, carbon dioxide in the air rapidly enters into equilibrium with carbon dioxide derivatives and other species in the aqueous solution. Figure 1 illustrates the most important equilibrium reactions of carbon dioxide in blood relating to acid-base physiology:
Note that in this equation, the HB/B- buffer system represents all non-bicarbonate buffers present in the blood, such as hemoglobin in its various protonated and deprotonated states. Because many different non-bicarbonate buffers are present in human blood, the final equilibrium state reached at any given pCO2 is highly complex and cannot be readily predicted using theory alone. By depicting experimental results, the Davenport diagram provides a simple approach to describing the behavior of this complex system.
Figure 2 shows a Davenport diagram as commonly depicted in textbooks and the literature. To un
Document 2:::
The control of ventilation is the physiological mechanisms involved in the control of breathing, which is the movement of air into and out of the lungs. Ventilation facilitates respiration. Respiration refers to the utilization of oxygen and balancing of carbon dioxide by the body as a whole, or by individual cells in cellular respiration.
The most important function of breathing is the supplying of oxygen to the body and balancing of the carbon dioxide levels. Under most conditions, the partial pressure of carbon dioxide (PCO2), or concentration of carbon dioxide, controls the respiratory rate.
The peripheral chemoreceptors that detect changes in the levels of oxygen and carbon dioxide are located in the arterial aortic bodies and the carotid bodies. Central chemoreceptors are primarily sensitive to changes in the pH of the blood, (resulting from changes in the levels of carbon dioxide) and they are located on the medulla oblongata near to the medullar respiratory groups of the respiratory center.
Information from the peripheral chemoreceptors is conveyed along nerves to the respiratory groups of the respiratory center. There are four respiratory groups, two in the medulla and two in the pons. The two groups in the pons are known as the pontine respiratory group.
Dorsal respiratory group – in the medulla
Ventral respiratory group – in the medulla
Pneumotaxic center – various nuclei of the pons
Apneustic center – nucleus of the pons
From the respiratory center, the muscles of respiration, in particular the diaphragm, are activated to cause air to move in and out of the lungs.
Control of respiratory rhythm
Ventilatory pattern
Breathing is normally an unconscious, involuntary, automatic process. The pattern of motor stimuli during breathing can be divided into an inhalation stage and an exhalation stage. Inhalation shows a sudden, ramped increase in motor discharge to the respiratory muscles (and the pharyngeal constrictor muscles). Before the end of inh
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Exhalation (or expiration) is the flow of the breath out of an organism. In animals, it is the movement of air from the lungs out of the airways, to the external environment during breathing.
This happens due to elastic properties of the lungs, as well as the internal intercostal muscles which lower the rib cage and decrease thoracic volume. As the thoracic diaphragm relaxes during exhalation it causes the tissue it has depressed to rise superiorly and put pressure on the lungs to expel the air. During forced exhalation, as when blowing out a candle, expiratory muscles including the abdominal muscles and internal intercostal muscles generate abdominal and thoracic pressure, which forces air out of the lungs.
Exhaled air is 4% carbon dioxide, a waste product of cellular respiration during the production of energy, which is stored as ATP. Exhalation has a complementary relationship to inhalation which together make up the respiratory cycle of a breath.
Exhalation and gas exchange
The main reason for exhalation is to rid the body of carbon dioxide, which is the waste product of gas exchange in humans. Air is brought into the body through inhalation. During this process air is taken in by the lungs. Diffusion in the alveoli allows for the exchange of O2 into the pulmonary capillaries and the removal of CO2 and other gases from the pulmonary capillaries to be exhaled. In order for the lungs to expel air the diaphragm relaxes, which pushes up on the lungs. The air then flows through the trachea then through the larynx and pharynx to the nasal cavity and oral cavity where it is expelled out of the body. Exhalation takes longer than inhalation and it is believed to facilitate better exchange of gases. Parts of the nervous system help to regulate respiration in humans. The exhaled air is not just carbon dioxide; it contains a mixture of other gases. Human breath contains volatile organic compounds (VOCs). These compounds consist of methanol, isoprene, acetone,
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When we sleep, our breathing changes due to normal biological processes that affect both our respiratory and muscular systems.
Physiology
Sleep Onset
Breathing changes as we transition from wakefulness to sleep. These changes arise due to biological changes in the processes that regulate our breathing. When we fall asleep, minute ventilation (the amount of air that we breathe per minute) reduces due to decreased metabolism.
Non-REM (NREM) Sleep
During NREM sleep, we move through three sleep stages, with each progressively deeper than the last. As our sleep deepens, our minute ventilation continues to decrease, reducing by 13% in the second NREM stage and by 15% in the third. For example, a study of 19 healthy adults revealed that the minute ventilation in NREM sleep was 7.18 liters/minute compared to 7.66 liters/minute when awake.
Ribcage & Abdominal Muscle Contributions
Rib cage contribution to ventilation increases during NREM sleep, mostly by lateral movement, and is detected by an increase in EMG amplitude during breathing. Diaphragm activity is little increased or unchanged and abdominal muscle activity is slightly increased during these sleep stages.
Upper Airway Resistance
Airway resistance increases by about 230% during NREM sleep. Elastic and flow resistive properties of the lung do not change during NREM sleep. The increase in resistance comes primarily from the upper airway in the retro-epiglottic region. Tonic activity of the pharyngeal dilator muscles of the upper airway decreases during the NREM sleep, contributing to the increased resistance, which is reflected in increased esophageal pressure swings during sleep. The other ventilatory muscles compensate for the increased resistance, and so the airflow decreases much less than the increase in resistance.
Arterial Blood Gases
The Arterial blood gasses pCO2 increases by 3-7mmHg, pO2 drops by 3-9mmHg and SaO2 drops by 2% or less. These changes occur despite a reduced metabolic rate, reflected by a
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The lungs perform gas exchange using air and what fluid, which is coming and going from the heart?
A. blood
B. mucus
C. saliva
D. water
Answer:
|
|
sciq-846
|
multiple_choice
|
What must molecules have to be cis-trans isomers?
|
[
"last bond",
"single bond",
"triple bond",
"double bond"
] |
D
|
Relavent Documents:
Document 0:::
Isotopocule is a shorthand for an isotopically substituted molecule. Isotopocules are molecules that differ only in their isotopic composition or the intramolecular position of the isotopes. It is an umbrella term for the more specific terms isotopologue and isotopomer, coined by Jan Kaiser and Thomas Röckmann in 2008.
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GRE Subject Biochemistry, Cell and Molecular Biology was a standardized exam provided by ETS (Educational Testing Service) that was discontinued in December 2016. It is a paper-based exam and there are no computer-based versions of it. ETS places this exam three times per year: once in April, once in October and once in November. Some graduate programs in the United States recommend taking this exam, while others require this exam score as a part of the application to their graduate programs. ETS sends a bulletin with a sample practice test to each candidate after registration for the exam. There are 180 questions within the biochemistry subject test.
Scores are scaled and then reported as a number between 200 and 990; however, in recent versions of the test, the maximum and minimum reported scores have been 760 (corresponding to the 99 percentile) and 320 (1 percentile) respectively. The mean score for all test takers from July, 2009, to July, 2012, was 526 with a standard deviation of 95.
After learning that test content from editions of the GRE® Biochemistry, Cell and Molecular Biology (BCM) Test has been compromised in Israel, ETS made the decision not to administer this test worldwide in 2016–17.
Content specification
Since many students who apply to graduate programs in biochemistry do so during the first half of their fourth year, the scope of most questions is largely that of the first three years of a standard American undergraduate biochemistry curriculum. A sampling of test item content is given below:
Biochemistry (36%)
A Chemical and Physical Foundations
Thermodynamics and kinetics
Redox states
Water, pH, acid-base reactions and buffers
Solutions and equilibria
Solute-solvent interactions
Chemical interactions and bonding
Chemical reaction mechanisms
B Structural Biology: Structure, Assembly, Organization and Dynamics
Small molecules
Macromolecules (e.g., nucleic acids, polysaccharides, proteins and complex lipids)
Supramolecular complexes (e.g.
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In chemistry, isotopologues are molecules that differ only in their isotopic composition. They have the same chemical formula and bonding arrangement of atoms, but at least one atom has a different number of neutrons than the parent.
An example is water, whose hydrogen-related isotopologues are: "light water" (HOH or ), "semi-heavy water" with the deuterium isotope in equal proportion to protium (HDO or ), "heavy water" with two deuterium isotopes of hydrogen per molecule ( or ), and "super-heavy water" or tritiated water ( or , as well as and , where some or all of the hydrogen atoms are replaced with the radioactive tritium isotope). Oxygen-related isotopologues of water include the commonly available form of heavy-oxygen water () and the more difficult to separate version with the isotope. Both elements may be replaced by isotopes, for example in the doubly labeled water isotopologue . All taken together, there are 9 different stable water isotopologues, and 9 radioactive isotopologues involving tritium, for a total of 18. However only certain ratios are possible in mixture, due to prevalent hydrogen swapping.
The atom(s) of the different isotope may be anywhere in a molecule, so the difference is in the net chemical formula. If a compound has several atoms of the same element, any one of them could be the altered one, and it would still be the same isotopologue. When considering the different locations of the same isotopically modified element, the term isotopomer, first proposed by Seeman and Paine in 1992, is used.
Isotopomerism is analogous to constitutional isomerism of different elements in a structure. Depending on the formula and the symmetry of the structure, there might be several isotopomers of one isotopologue. For example, ethanol has the molecular formula . Mono-deuterated ethanol, , is an isotopologue of it. The structural formulas and are two isotopomers of that isotopologue.
Singly substituted isotopologues
Analytical chemistry applicatio
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In organic chemistry, Bredt's rule is an empirical observation that states that a double bond cannot be placed at the bridgehead of a bridged ring system, unless the rings are large enough. The rule is named after Julius Bredt, who first discussed it in 1902 and codified it in 1924. It primarily relates to bridgeheads with carbon-carbon and carbon-nitrogen double bonds.
For example, two of the following isomers of norbornene violate Bredt's rule, which makes them too unstable to prepare:
In the figure, the bridgehead atoms involved in Bredt's rule violation are highlighted in red.
Bredt's rule is a consequence of the fact that having a double bond on a bridgehead, carbons from which three bonds radiate and which the rings share a single covalent bond, would be equivalent to having a trans double bond on a ring, which is not stable for small rings (fewer than eight atoms) due to a combination of ring strain, and angle strain (nonplanar alkene). The p orbitals of the bridgehead atom and adjacent atoms are orthogonal and thus are not aligned properly for the formation of pi bonds. Fawcett quantified the rule by defining S as the number of non-bridgehead atoms in a ring system, and postulated that stability required S ≥ 9 in bicyclic systems and S ≥ 11 in tricyclic systems. There has been an active research program to seek compounds inconsistent with the rule, and for bicyclic systems a limit of S ≥ 7 is now established with several such compounds having been prepared. The above norbornene system has S = 5 and so they are not preparable.
Bredt's rule can be useful for predicting which isomer is obtained from an elimination reaction in a bridged ring system. It can also be applied to reaction mechanisms that go via carbocations and, to a lesser degree, via free radicals, because these intermediates, like carbon atoms involved in a double bond, prefer to have a planar geometry with 120 degree angles and sp2 hybridization. The rule also allows the rationalisation
Document 4:::
The SAT Subject Test in Biology was the name of a one-hour multiple choice test given on biology by the College Board. A student chose whether to take the test depending upon college entrance requirements for the schools in which the student is planning to apply. Until 1994, the SAT Subject Tests were known as Achievement Tests; and from 1995 until January 2005, they were known as SAT IIs. Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800. The average for Molecular is 630 while Ecological is 591.
On January 19 2021, the College Board discontinued all SAT Subject tests, including the SAT Subject Test in Biology E/M. This was effective immediately in the United States, and the tests were to be phased out by the following summer for international students. This was done as a response to changes in college admissions due to the impact of the COVID-19 pandemic on education.
Format
This test had 80 multiple-choice questions that were to be answered in one hour. All questions had five answer choices. Students received one point for each correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The student's score was based entirely on his or her performance in answering the multiple-choice questions.
The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Preparation
The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, a
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What must molecules have to be cis-trans isomers?
A. last bond
B. single bond
C. triple bond
D. double bond
Answer:
|
|
sciq-6192
|
multiple_choice
|
What can happen spontaneously or as a result of mutagens in the environment?
|
[
"mutations",
"combustion",
"lesions",
"traits"
] |
A
|
Relavent Documents:
Document 0:::
Mutation breeding, sometimes referred to as "variation breeding", is the process of exposing seeds to chemicals, radiation, or enzymes in order to generate mutants with desirable traits to be bred with other cultivars. Plants created using mutagenesis are sometimes called mutagenic plants or mutagenic seeds.
From 1930 to 2014 more than 3200 mutagenic plant varieties were released that have been derived either as direct mutants (70%) or from their progeny (30%). Crop plants account for 75% of released mutagenic species with the remaining 25% ornamentals or decorative plants. However, although the FAO/IAEA reported in 2014 that over 1,000 mutant varieties of major staple crops were being grown worldwide, it is unclear how many of these varieties are currently used in agriculture or horticulture around the world, as these seeds are not always identified or labeled as having a mutagenic provenance.
History
According to garden historian Paige Johnson:
Processes
There are different kinds of mutagenic breeding such as using chemical mutagens like ethyl methanesulfonate and dimethyl sulfate, radiation or transposons to generate mutants. Mutation breeding is commonly used to produce traits in crops such as larger seeds, new colors, or sweeter fruits, that either cannot be found in nature or have been lost during evolution.
Radiation
Exposing plants to radiation is sometimes called radiation breeding and is a sub class of mutagenic breeding. Radiation breeding was discovered in the 1920s when Lewis Stadler of the University of Missouri used X-rays on maize and barley. In the case of barley, the resulting plants were white, yellow, pale yellow and some had white stripes. In 1928, Stadler first published his findings on radiation-induced mutagenesis in plants. During the period 1930–2004, radiation-induced mutant varieties were developed primarily using gamma rays (64%) and X-rays (22%).
Radiation breeding may take place in atomic gardens; and seeds have been sent
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In biology, and especially in genetics, a mutant is an organism or a new genetic character arising or resulting from an instance of mutation, which is generally an alteration of the DNA sequence of the genome or chromosome of an organism. It is a characteristic that would not be observed naturally in a specimen. The term mutant is also applied to a virus with an alteration in its nucleotide sequence whose genome is in the nuclear genome. The natural occurrence of genetic mutations is integral to the process of evolution. The study of mutants is an integral part of biology; by understanding the effect that a mutation in a gene has, it is possible to establish the normal function of that gene.
Mutants arise by mutation
Mutants arise by mutations occurring in pre-existing genomes as a result of errors of DNA replication or errors of DNA repair. Errors of replication often involve translesion synthesis by a DNA polymerase when it encounters and bypasses a damaged base in the template strand. A DNA damage is an abnormal chemical structure in DNA, such as a strand break or an oxidized base, whereas a mutation, by contrast, is a change in the sequence of standard base pairs. Errors of repair occur when repair processes inaccurately replace a damaged DNA sequence. The DNA repair process microhomology-mediated end joining is particularly error-prone.
Etymology
Although not all mutations have a noticeable phenotypic effect, the common usage of the word "mutant" is generally a pejorative term, only used for genetically or phenotypically noticeable mutations. Previously, people used the word "sport" (related to spurt) to refer to abnormal specimens. The scientific usage is broader, referring to any organism differing from the wild type. The word finds its origin in the Latin term mūtant- (stem of mūtāns), which means "to change".
Mutants should not be confused with organisms born with developmental abnormalities, which are caused by errors during morphogenesis. In a devel
Document 2:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 3:::
Biological tests of necessity and sufficiency refer to experimental methods and techniques that seek to test or provide evidence for specific kinds of causal relationships in biological systems. A necessary cause is one without which it would be impossible for an effect to occur, while a sufficient cause is one whose presence guarantees the occurrence of an effect. These concepts are largely based on but distinct from ideas of necessity and sufficiency in logic.
Tests of necessity, among which are methods of lesioning or gene knockout, and tests of sufficiency, among which are methods of isolation or discrete stimulation of factors, have become important in current-day experimental designs, and application of these tests have led to a number of notable discoveries and findings in the biological sciences.
Definitions
In biological research, experiments or tests are often used to study predicted causal relationships between two phenomena. These causal relationships may be described in terms of the logical concepts of necessity and sufficiency.
Consider the statement that a phenomenon x causes a phenomenon y. X would be a necessary cause of y when the occurrence of y implies that x needed to have occurred. However, only the occurrence of the necessary condition x may not always result in y also occurring. In other words, when some factor is necessary to cause an effect, it is impossible to have the effect without the cause. X would instead be a sufficient cause of y when the occurrence of x implies that y must then occur. in other words, when some factor is sufficient to cause an effect, the presence of the cause guarantees the occurrence of the effect. However, a different cause z may also cause y, meaning that y may occur without x occurring. For a concrete example, consider the conditional statement "if an object is a square, then it has four sides". It is a necessary condition that an object has four sides if it is true that it is a square; conversely, the obj
Document 4:::
The SAT Subject Test in Biology was the name of a one-hour multiple choice test given on biology by the College Board. A student chose whether to take the test depending upon college entrance requirements for the schools in which the student is planning to apply. Until 1994, the SAT Subject Tests were known as Achievement Tests; and from 1995 until January 2005, they were known as SAT IIs. Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800. The average for Molecular is 630 while Ecological is 591.
On January 19 2021, the College Board discontinued all SAT Subject tests, including the SAT Subject Test in Biology E/M. This was effective immediately in the United States, and the tests were to be phased out by the following summer for international students. This was done as a response to changes in college admissions due to the impact of the COVID-19 pandemic on education.
Format
This test had 80 multiple-choice questions that were to be answered in one hour. All questions had five answer choices. Students received one point for each correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The student's score was based entirely on his or her performance in answering the multiple-choice questions.
The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Preparation
The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, a
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What can happen spontaneously or as a result of mutagens in the environment?
A. mutations
B. combustion
C. lesions
D. traits
Answer:
|
|
sciq-5741
|
multiple_choice
|
What has traditionally been defined as a force of attraction between two masses?
|
[
"mass",
"motion",
"volume",
"gravity"
] |
D
|
Relavent Documents:
Document 0:::
In common usage, the mass of an object is often referred to as its weight, though these are in fact different concepts and quantities. Nevertheless, one object will always weigh more than another with less mass if both are subject to the same gravity (i.e. the same gravitational field strength).
In scientific contexts, mass is the amount of "matter" in an object (though "matter" may be difficult to define), but weight is the force exerted on an object's matter by gravity. At the Earth's surface, an object whose mass is exactly one kilogram weighs approximately 9.81 newtons, the product of its mass and the gravitational field strength there. The object's weight is less on Mars, where gravity is weaker; more on Saturn, where gravity is stronger; and very small in space, far from significant sources of gravity, but it always has the same mass.
Material objects at the surface of the Earth have weight despite such sometimes being difficult to measure. An object floating freely on water, for example, does not appear to have weight since it is buoyed by the water. But its weight can be measured if it is added to water in a container which is entirely supported by and weighed on a scale. Thus, the "weightless object" floating in water actually transfers its weight to the bottom of the container (where the pressure increases). Similarly, a balloon has mass but may appear to have no weight or even negative weight, due to buoyancy in air. However the weight of the balloon and the gas inside it has merely been transferred to a large area of the Earth's surface, making the weight difficult to measure. The weight of a flying airplane is similarly distributed to the ground, but does not disappear. If the airplane is in level flight, the same weight-force is distributed to the surface of the Earth as when the plane was on the runway, but spread over a larger area.
A better scientific definition of mass is its description as being a measure of inertia, which is the tendency of an
Document 1:::
The gravity of Earth, denoted by , is the net acceleration that is imparted to objects due to the combined effect of gravitation (from mass distribution within Earth) and the centrifugal force (from the Earth's rotation).
It is a vector quantity, whose direction coincides with a plumb bob and strength or magnitude is given by the norm .
In SI units this acceleration is expressed in metres per second squared (in symbols, m/s2 or m·s−2) or equivalently in newtons per kilogram (N/kg or N·kg−1). Near Earth's surface, the acceleration due to gravity, accurate to 2 significant figures, is . This means that, ignoring the effects of air resistance, the speed of an object falling freely will increase by about per second every second. This quantity is sometimes referred to informally as little (in contrast, the gravitational constant is referred to as big ).
The precise strength of Earth's gravity varies with location. The agreed upon value for is by definition. This quantity is denoted variously as , (though this sometimes means the normal gravity at the equator, ), , or simply (which is also used for the variable local value).
The weight of an object on Earth's surface is the downwards force on that object, given by Newton's second law of motion, or (). Gravitational acceleration contributes to the total gravity acceleration, but other factors, such as the rotation of Earth, also contribute, and, therefore, affect the weight of the object. Gravity does not normally include the gravitational pull of the Moon and Sun, which are accounted for in terms of tidal effects.
Variation in magnitude
A non-rotating perfect sphere of uniform mass density, or whose density varies solely with distance from the centre (spherical symmetry), would produce a gravitational field of uniform magnitude at all points on its surface. The Earth is rotating and is also not spherically symmetric; rather, it is slightly flatter at the poles while bulging at the Equator: an oblate spheroid.
Document 2:::
<noinclude>
Physics education research (PER) is a form of discipline-based education research specifically related to the study of the teaching and learning of physics, often with the aim of improving the effectiveness of student learning. PER draws from other disciplines, such as sociology, cognitive science, education and linguistics, and complements them by reflecting the disciplinary knowledge and practices of physics. Approximately eighty-five institutions in the United States conduct research in science and physics education.
Goals
One primary goal of PER is to develop pedagogical techniques and strategies that will help students learn physics more effectively and help instructors to implement these techniques. Because even basic ideas in physics can be confusing, together with the possibility of scientific misconceptions formed from teaching through analogies, lecturing often does not erase common misconceptions about physics that students acquire before they are taught physics. Research often focuses on learning more about common misconceptions that students bring to the physics classroom so that techniques can be devised to help students overcome these misconceptions.
In most introductory physics courses, mechanics is usually the first area of physics that is taught. Newton's laws of motion about interactions between forces and objects are central to the study of mechanics. Many students hold the Aristotelian misconception that a net force is required to keep a body moving; instead, motion is modeled in modern physics with Newton's first law of inertia, stating that a body will keep its state of rest or movement unless a net force acts on the body. Like students who hold this misconception, Newton arrived at his three laws of motion through empirical analysis, although he did it with an extensive study of data that included astronomical observations. Students can erase such as misconception in a nearly frictionless environment, where they find that
Document 3:::
In physics, a center of gravity of a material body is a point that may be used for a summary description of gravitational interactions. In a uniform gravitational field, the center of mass serves as the center of gravity. This is a very good approximation for smaller bodies near the surface of Earth, so there is no practical need to distinguish "center of gravity" from "center of mass" in most applications, such as engineering and medicine.
In a non-uniform field, gravitational effects such as potential energy, force, and torque can no longer be calculated using the center of mass alone. In particular, a non-uniform gravitational field can produce a torque on an object, even about an axis through the center of mass. The center of gravity seeks to explain this effect. Formally, a center of gravity is an application point of the resultant gravitational force on the body. Such a point may not exist, and if it exists, it is not unique. One can further define a unique center of gravity by approximating the field as either parallel or spherically symmetric.
The concept of a center of gravity as distinct from the center of mass is rarely used in applications, even in celestial mechanics, where non-uniform fields are important. Since the center of gravity depends on the external field, its motion is harder to determine than the motion of the center of mass. The common method to deal with gravitational torques is a field theory.
Center of mass
One way to define the center of gravity of a body is as the unique point in the body if it exists, that satisfies the following requirement: There is no torque about the point for any positioning of the body in the field of force in which it is placed. This center of gravity exists only when the force is uniform, in which case it coincides with the center of mass. This approach dates back to Archimedes.
Centers of gravity in a field
When a body is affected by a non-uniform external gravitational field, one can sometimes define a c
Document 4:::
As described by the third of Newton's laws of motion of classical mechanics, all forces occur in pairs such that if one object exerts a force on another object, then the second object exerts an equal and opposite reaction force on the first. The third law is also more generally stated as: "To every action there is always opposed an equal reaction: or the mutual actions of two bodies upon each other are always equal, and directed to contrary parts." The attribution of which of the two forces is the action and which is the reaction is arbitrary. Either of the two can be considered the action, while the other is its associated reaction.
Examples
Interaction with ground
When something is exerting force on the ground, the ground will push back with equal force in the opposite direction. In certain fields of applied physics, such as biomechanics, this force by the ground is called 'ground reaction force'; the force by the object on the ground is viewed as the 'action'.
When someone wants to jump, he or she exerts additional downward force on the ground ('action'). Simultaneously, the ground exerts upward force on the person ('reaction'). If this upward force is greater than the person's weight, this will result in upward acceleration. When these forces are perpendicular to the ground, they are also called a normal force.
Likewise, the spinning wheels of a vehicle attempt to slide backward across the ground. If the ground is not too slippery, this results in a pair of friction forces: the 'action' by the wheel on the ground in backward direction, and the 'reaction' by the ground on the wheel in forward direction. This forward force propels the vehicle.
Gravitational forces
The Earth, among other planets, orbits the Sun because the Sun exerts a gravitational pull that acts as a centripetal force, holding the Earth to it, which would otherwise go shooting off into space. If the Sun's pull is considered an action, then Earth simultaneously exerts a reaction as a gravi
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What has traditionally been defined as a force of attraction between two masses?
A. mass
B. motion
C. volume
D. gravity
Answer:
|
|
sciq-1440
|
multiple_choice
|
What is the force of attraction that holds together positive and negative ions?
|
[
"magnetic bond",
"ionic bond",
"electron bond",
"integral bond"
] |
B
|
Relavent Documents:
Document 0:::
An intramolecular force (or primary forces) is any force that binds together the atoms making up a molecule or compound, not to be confused with intermolecular forces, which are the forces present between molecules. The subtle difference in the name comes from the Latin roots of English with inter meaning between or among and intra meaning inside. Chemical bonds are considered to be intramolecular forces which are often stronger than intermolecular forces present between non-bonding atoms or molecules.
Types
The classical model identifies three main types of chemical bonds — ionic, covalent, and metallic — distinguished by the degree of charge separation between participating atoms. The characteristics of the bond formed can be predicted by the properties of constituent atoms, namely electronegativity. They differ in the magnitude of their bond enthalpies, a measure of bond strength, and thus affect the physical and chemical properties of compounds in different ways. % of ionic character is directly proportional difference in electronegitivity of bonded atom.
Ionic bond
An ionic bond can be approximated as complete transfer of one or more valence electrons of atoms participating in bond formation, resulting in a positive ion and a negative ion bound together by electrostatic forces. Electrons in an ionic bond tend to be mostly found around one of the two constituent atoms due to the large electronegativity difference between the two atoms, generally more than 1.9, (greater difference in electronegativity results in a stronger bond); this is often described as one atom giving electrons to the other. This type of bond is generally formed between a metal and nonmetal, such as sodium and chlorine in NaCl. Sodium would give an electron to chlorine, forming a positively charged sodium ion and a negatively charged chloride ion.
Covalent bond
In a true covalent bond, the electrons are shared evenly between the two atoms of the bond; there is little or no charge separa
Document 1:::
Molecular binding is an attractive interaction between two molecules that results in a stable association in which the molecules are in close proximity to each other. It is formed when atoms or molecules bind together by sharing of electrons. It often, but not always, involves some chemical bonding.
In some cases, the associations can be quite strong—for example, the protein streptavidin and the vitamin biotin have a dissociation constant (reflecting the ratio between bound and free biotin) on the order of 10−14—and so the reactions are effectively irreversible. The result of molecular binding is sometimes the formation of a molecular complex in which the attractive forces holding the components together are generally non-covalent, and thus are normally energetically weaker than covalent bonds.
Molecular binding occurs in biological complexes (e.g., between pairs or sets of proteins, or between a protein and a small molecule ligand it binds) and also in abiologic chemical systems, e.g. as in cases of coordination polymers and coordination networks such as metal-organic frameworks.
Types
Molecular binding can be classified into the following types:
Non-covalent – no chemical bonds are formed between the two interacting molecules hence the association is fully reversible
Reversible covalent – a chemical bond is formed, however the free energy difference separating the noncovalently-bonded reactants from bonded product is near equilibrium and the activation barrier is relatively low such that the reverse reaction which cleaves the chemical bond easily occurs
Irreversible covalent – a chemical bond is formed in which the product is thermodynamically much more stable than the reactants such that the reverse reaction does not take place.
Bound molecules are sometimes called a "molecular complex"—the term generally refers to non-covalent associations. Non-covalent interactions can effectively become irreversible; for example, tight binding inhibitors of enzymes
Document 2:::
In chemistry, a salt bridge is a combination of two non-covalent interactions: hydrogen bonding and ionic bonding (Figure 1). Ion pairing is one of the most important noncovalent forces in chemistry, in biological systems, in different materials and in many applications such as ion pair chromatography. It is a most commonly observed contribution to the stability to the entropically unfavorable folded conformation of proteins. Although non-covalent interactions are known to be relatively weak interactions, small stabilizing interactions can add up to make an important contribution to the overall stability of a conformer. Not only are salt bridges found in proteins, but they can also be found in supramolecular chemistry. The thermodynamics of each are explored through experimental procedures to access the free energy contribution of the salt bridge to the overall free energy of the state.
Salt bridges in chemical bonding
In water, formation of salt bridges or ion pairs is mostly driven by entropy, usually accompanied by unfavorable ΔH contributions on account of desolvation of the interacting ions upon association. Hydrogen bonds contribute to the stability of ion pairs with e.g. protonated ammonium ions, and with anions is formed by deprotonation as in the case of carboxylate, phosphate etc; then the association constants depend on the pH. Entropic driving forces for ion pairing (in absence of significant H-bonding contributions) are also found in methanol as solvent. In nonpolar solvents contact ion pairs with very high association constants are formed,; in the gas phase the association energies of e.g. alkali halides reach up to 200 kJ/mol. The Bjerrum or the Fuoss equation describe ion pair association as function of the ion charges zA and zB and the dielectric constant ε of the medium; a corresponding plot of the stability ΔG vs. zAzB shows for over 200 ion pairs the expected linear correlation for a large variety of ions.
Inorganic as well as organic ions
Document 3:::
In chemistry, an ionophore () is a chemical species that reversibly binds ions. Many ionophores are lipid-soluble entities that transport ions across the cell membrane. Ionophores catalyze ion transport across hydrophobic membranes, such as liquid polymeric membranes (carrier-based ion selective electrodes) or lipid bilayers found in the living cells or synthetic vesicles (liposomes). Structurally, an ionophore contains a hydrophilic center and a hydrophobic portion that interacts with the membrane.
Some ionophores are synthesized by microorganisms to import ions into their cells. Synthetic ion carriers have also been prepared. Ionophores selective for cations and anions have found many applications in analysis. These compounds have also shown to have various biological effects and a synergistic effect when combined with the ion they bind.
Classification
Biological activities of metal ion-binding compounds can be changed in response to the increment of the metal concentration, and based on the latter compounds can be classified as "metal ionophores", "metal chelators" or "metal shuttles". If the biological effect is augmented by increasing the metal concentration, it is classified as a "metal ionophore". If the biological effect is decreased or reversed by increasing the metal concentration, it is classified as a "metal chelator". If the biological effect is not affected by increasing the metal concentration, and the compound-metal complex enters the cell, it is classified as a "metal shuttle". The term ionophore (from Greek ion carrier or ion bearer) was proposed by Berton Pressman in 1967 when he and his colleagues were investigating the antibiotic mechanisms of valinomycin and nigericin.
Many ionophores are produced naturally by a variety of microbes, fungi and plants, and act as a defense against competing or pathogenic species. Multiple synthetic membrane-spanning ionophores have also been synthesized.
The two broad classifications of ionophores synthesiz
Document 4:::
The ionic strength of a solution is a measure of the concentration of ions in that solution. Ionic compounds, when dissolved in water, dissociate into ions. The total electrolyte concentration in solution will affect important properties such as the dissociation constant or the solubility of different salts. One of the main characteristics of a solution with dissolved ions is the ionic strength. Ionic strength can be molar (mol/L solution) or molal (mol/kg solvent) and to avoid confusion the units should be stated explicitly. The concept of ionic strength was first introduced by Lewis and Randall in 1921 while describing the activity coefficients of strong electrolytes.
Quantifying ionic strength
The molar ionic strength, I, of a solution is a function of the concentration of all ions present in that solution.
where one half is because we are including both cations and anions, ci is the molar concentration of ion i (M, mol/L), zi is the charge number of that ion, and the sum is taken over all ions in the solution. For a 1:1 electrolyte such as sodium chloride, where each ion is singly-charged, the ionic strength is equal to the concentration. For the electrolyte MgSO4, however, each ion is doubly-charged, leading to an ionic strength that is four times higher than an equivalent concentration of sodium chloride:
Generally multivalent ions contribute strongly to the ionic strength.
Calculation example
As a more complex example, the ionic strength of a mixed solution 0.050 M in Na2SO4 and 0.020 M in KCl is:
Non-ideal solutions
Because in non-ideal solutions volumes are no longer strictly additive it is often preferable to work with molality b (mol/kg of H2O) rather than molarity c (mol/L). In that case, molal ionic strength is defined as:
in which
i = ion identification number
z = charge of ion
b = molality (mol solute per Kg solvent)
Importance
The ionic strength plays a central role in the Debye–Hückel theory that describes the strong deviations from id
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the force of attraction that holds together positive and negative ions?
A. magnetic bond
B. ionic bond
C. electron bond
D. integral bond
Answer:
|
|
sciq-7740
|
multiple_choice
|
What is common in muscles that have become exhausted by use?
|
[
"clumps acid fermentation",
"lactic acid fermentation",
"Blood Acid Fermentation",
"vibration acid fermentation"
] |
B
|
Relavent Documents:
Document 0:::
Acute muscle soreness (AMS) is the pain felt in muscles during and immediately, up to 24 hours, after strenuous physical exercise. The pain appears within a minute of contracting the muscle and it will disappear within two or three minutes or up to several hours after relaxing it.
The following causes have been proposed for acute muscle soreness:
Accumulation of chemical end products of exercise in muscle cells such as lactic acid and H+
Muscle fatigue (the muscle tires and cannot contract any more)
There are no modern effective treatments for AMS.
Cause
Muscle soreness can stem from strain on the sarcomere, the muscle's functional unit. Due to the mechanism of activation of the unit by the nerves, which accumulates calcium that further degrades sarcomeres. This degradation initiates the body inflammatory response, and has to be supported by surrounding connective tissues. The inflammatory cells and cytokines stimulate the pain receptors that cause the acute pain associated with AMS. Repair of the sarcomere and the surrounding connective tissue leads to delayed onset muscle soreness, which peaks between 24 and 72 hours after exercise.
AMS may also be caused by cramping following strenuous exercise, which has been theorized to be caused by two pathways:
Dehydration
Electrolyte imbalance
Dehydration
Dehydration theory states that extracellular fluid (ECF) compartment becomes contracted due to the excessive sweating, causing the volume to decrease to the point until the muscles are contracted until the fluids can re-inhabit the vacuum. Excessive sweating can also cause the electrolyte imbalance theory, which is sweating disturbs the body's balance of electrolyte, which results in exciting motor neurons and spontaneous discharge. (?)
The feeling of soreness can also be attributed to the lack contraction from the muscle, which can lead to overexertion of the muscle. The decrease in contraction has been theorized to have been caused by the high level of concentr
Document 1:::
Muscle memory has been used to describe the observation that various muscle-related tasks seem to be easier to perform after previous practice, even if the task has not been performed in a while. It is as if the muscles “remember”. The term could relate to tasks as disparate as playing the clarinet and weight-lifting, i.e., the observation that strength trained athletes experience a rapid return of muscle mass and strength even after long periods of inactivity.
Background
Until recently such effects were attributed solely to motor learning occurring in the central nervous system. Long-term effects of previous training on the muscle fibers themselves, however, have recently also been observed related to Training Muscle.
Until recently it was generally assumed that the effects of exercise on muscle was reversible, and that after a long period of de-training the muscle fibers returned to their previous state. For strength training this view was recently challenged by using ESTA Dynamic American imaging techniques revealing specific long lasting structural changes in muscle fibers after a strength-training episode.
Implications
The notion of a memory mechanism residing in the Domaine Muscles might have implications for health related exercise advice, and for exclusion times after doping offences. Muscle memory is probably related to the cell nuclei residing inside the muscle fibers, as is described below.
Cell Nuclei and Muscle Fibers
The muscle cells are the largest cells in the body with a volume thousands of times larger than most other body cells. To support this large volume, the muscle cells are one of the very few in the mammalian body that contain several cell nuclei. Such multinucleated cells are called syncytia. Strength-training increases muscle mass and force mainly by changing the caliber of each fiber rather than increasing the number of fibers. During such fiber enlargement muscle stem cells in the muscle tissue multiply and fuse with pre-existing
Document 2:::
Muscle hypertrophy or muscle building involves a hypertrophy or increase in size of skeletal muscle through a growth in size of its component cells. Two factors contribute to hypertrophy: sarcoplasmic hypertrophy, which focuses more on increased muscle glycogen storage; and myofibrillar hypertrophy, which focuses more on increased myofibril size. It is the primary focus of bodybuilding-related activities.
Hypertrophy stimulation
A range of stimuli can increase the volume of muscle cells. These changes occur as an adaptive response that serves to increase the ability to generate force or resist fatigue in anaerobic conditions.
Strength training
Strength training (resistance training) causes neural and muscular adaptations which increase the capacity of an athlete to exert force through voluntary muscular contraction: After an initial period of neuro-muscular adaptation, the muscle tissue expands by creating sarcomeres (contractile elements) and increasing non-contractile elements like sarcoplasmic fluid.
Muscular hypertrophy can be induced by progressive overload (a strategy of progressively increasing resistance or repetitions over successive bouts of exercise to maintain a high level of effort). However, the precise mechanisms are not clearly understood; currently accepted hypotheses involve some combination of mechanical tension, metabolic fatigue, and muscular damage.
Muscular hypertrophy plays an important role in competitive bodybuilding and strength sports like powerlifting, American football, and Olympic weightlifting.
Anaerobic training
The best approach to specifically achieve muscle growth remains controversial (as opposed to focusing on gaining strength, power, or endurance); it was generally considered that consistent anaerobic strength training will produce hypertrophy over the long term, in addition to its effects on muscular strength and endurance. Muscular hypertrophy can be increased through strength training and other short-duration, high-i
Document 3:::
Exercise-associated muscle cramps (EAMC) are defined as cramping (painful muscle spasms) during or immediately following exercise. Muscle cramps during exercise are very common, even in elite athletes. EAMC are a common condition that occurs during or after exercise, often during endurance events such as a triathlon or marathon. Although EAMC are extremely common among athletes, the cause is still not fully understood because muscle cramping can occur as a result of many underlying conditions. Elite athletes experience cramping due to paces at higher intensities. The cause of exercise-associated muscle cramps is hypothesized to be due to altered neuromuscular control, dehydration, or electrolyte depletion.
Electrolyte depletion and dehydration theory
It is widely believed that excessive sweating due to strenuous exercise can lead to muscle cramps. Deficiency of sodium and other electrolytes may lead to contracted interstitial fluid compartments, which may exacerbate the muscle cramping. According to this theory, the increased blood plasma osmolality from sweating sodium losses causes a fluid shift from the interstitial space to the intervascular space, which causes the interstitial fluid compartment to deform and contributes to muscle hyperexcitability and risk of spontaneous muscle activity.
Neuromuscular control
The second hypothesis is altered neuromuscular control. In this hypothesis, it is suggested that cramping is due to altered neuromuscular activity. The proposed underlying cause of the altered neuromuscular control is due to fatigue. There are several disturbances, at various levels of the central and peripheral nervous system, and the skeletal muscle that contribute to cramping. These disturbances can be described by a series of several key events. First and foremost, repetitive muscle exercise can lead to the development of fatigue due to one or more of the following: inadequate conditioning, hot and or humid environments, increased intensity,
Document 4:::
Lactate inflection point (LIP) is the exercise intensity at which the blood concentration of lactate and/or lactic acid begins to increase rapidly. It is often expressed as 85% of maximum heart rate or 75% of maximum oxygen intake. When exercising at or below the lactate threshold, any lactate produced by the muscles is removed by the body without it building up.
The onset of blood lactate accumulation (OBLA) is often confused with the lactate threshold. With an exercise intensity higher than the threshold the lactate production exceeds the rate at which it can be broken down. The blood lactate concentration will show an increase equal to 4.0 mM; it then accumulates in the muscle and then moves to the bloodstream.
Regular endurance exercise leads to adaptations in skeletal muscle which raises the threshold at which lactate levels will rise. This is mediated via activation of the protein receptor PGC-1α, which alters the isoenzyme composition of the lactate dehydrogenase (LDH) complex and decreases the activity of lactate dehydrogenase A (LDHA), while increasing the activity of lactate dehydrogenase B (LDHB).
Training types
The lactate threshold is a useful measure for deciding exercise intensity for training and racing in endurance sports (e.g., long distance running, cycling, rowing, long distance swimming and cross country skiing), but varies between individuals and can be increased with training.
Interval training
Interval training alternates work and rest periods allowing the body to temporarily exceed the lactate threshold at a high intensity, and then recover (reduce blood-lactate). This type of training uses the ATP-PC and the lactic acid system while exercising, which provides the most energy when there are short bursts of high intensity exercise followed by a recovery period. Interval training can take the form of many different types of exercise and should closely replicate the movements found in the sport being trained for. Interval training can be
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is common in muscles that have become exhausted by use?
A. clumps acid fermentation
B. lactic acid fermentation
C. Blood Acid Fermentation
D. vibration acid fermentation
Answer:
|
|
sciq-10182
|
multiple_choice
|
Newton realized that the nature of gravity on earth that pulls an apple to the ground could explain the motion of these?
|
[
"moon and planets",
"molecules",
"atoms and quarks",
"seasons"
] |
A
|
Relavent Documents:
Document 0:::
Newton's law of universal gravitation is usually stated as that every particle attracts every other particle in the universe with a force that is proportional to the product of their masses and inversely proportional to the square of the distance between their centers. The publication of the law has become known as the "first great unification", as it marked the unification of the previously described phenomena of gravity on Earth with known astronomical behaviors.
This is a general physical law derived from empirical observations by what Isaac Newton called inductive reasoning. It is a part of classical mechanics and was formulated in Newton's work Philosophiæ Naturalis Principia Mathematica ("the Principia"), first published on 5 July 1687. When Newton presented Book 1 of the unpublished text in April 1686 to the Royal Society, Robert Hooke made a claim that Newton had obtained the inverse square law from him.
The equation for universal gravitation thus takes the form:
where F is the gravitational force acting between two objects, m1 and m2 are the masses of the objects, r is the distance between the centers of their masses, and G is the gravitational constant.
The first test of Newton's law of gravitation between masses in the laboratory was the Cavendish experiment conducted by the British scientist Henry Cavendish in 1798. It took place 111 years after the publication of Newton's Principia and approximately 71 years after his death.
Newton's law of gravitation resembles Coulomb's law of electrical forces, which is used to calculate the magnitude of the electrical force arising between two charged bodies. Both are inverse-square laws, where force is inversely proportional to the square of the distance between the bodies. Coulomb's law has charge in place of mass and a different constant.
Newton's law has later been superseded by Albert Einstein's theory of general relativity, but the universality of the gravitational constant is intact and the law still c
Document 1:::
<noinclude>
Physics education research (PER) is a form of discipline-based education research specifically related to the study of the teaching and learning of physics, often with the aim of improving the effectiveness of student learning. PER draws from other disciplines, such as sociology, cognitive science, education and linguistics, and complements them by reflecting the disciplinary knowledge and practices of physics. Approximately eighty-five institutions in the United States conduct research in science and physics education.
Goals
One primary goal of PER is to develop pedagogical techniques and strategies that will help students learn physics more effectively and help instructors to implement these techniques. Because even basic ideas in physics can be confusing, together with the possibility of scientific misconceptions formed from teaching through analogies, lecturing often does not erase common misconceptions about physics that students acquire before they are taught physics. Research often focuses on learning more about common misconceptions that students bring to the physics classroom so that techniques can be devised to help students overcome these misconceptions.
In most introductory physics courses, mechanics is usually the first area of physics that is taught. Newton's laws of motion about interactions between forces and objects are central to the study of mechanics. Many students hold the Aristotelian misconception that a net force is required to keep a body moving; instead, motion is modeled in modern physics with Newton's first law of inertia, stating that a body will keep its state of rest or movement unless a net force acts on the body. Like students who hold this misconception, Newton arrived at his three laws of motion through empirical analysis, although he did it with an extensive study of data that included astronomical observations. Students can erase such as misconception in a nearly frictionless environment, where they find that
Document 2:::
In physics, theories of gravitation postulate mechanisms of interaction governing the movements of bodies with mass. There have been numerous theories of gravitation since ancient times. The first extant sources discussing such theories are found in ancient Greek philosophy. This work was furthered through the Middle Ages by Indian, Islamic, and European scientists, before gaining great strides during the Renaissance and Scientific Revolution—culminating in the formulation of Newton's law of gravity. This was superseded by Albert Einstein's theory of relativity in the early 20th century.
Greek philosopher Aristotle () found that objects immersed in a medium tend to fall at speeds proportional to their weight. Vitruvius () understood that objects fall based on their specific gravity. In the 6th century CE, Byzantine Alexandrian scholar John Philoponus modified the Aristotelian concept of gravity with the theory of impetus. In the 7th century, Indian astronomer Brahmagupta spoke of gravity as an attractive force. In the 14th century, European philosophers Jean Buridan and Albert of Saxony—who were influenced by certain Islamic scholars—developed the theory of impetus and linked it to the acceleration and mass of objects. Albert also developed a law of proportion regarding the relationship between the speed of an object in free fall and the time elapsed.
Italians of the 16th century found that objects in free fall tend to accelerate equally. In 1632, Galileo Galilei put forth the basic principle of relativity. The existence of the gravitational constant was explored by various researchers from the mid-17th century, helping Isaac Newton formulate his law of universal gravitation. Newton's classical mechanics were superseded in the early 20th century, when Einstein developed the special and general theories of relativity. The hypothetical force carrier of gravity remains an outlier in the search for a theory of everything, for which various models of quantum gravity ar
Document 3:::
Celestial mechanics is the branch of astronomy that deals with the motions of objects in outer space. Historically, celestial mechanics applies principles of physics (classical mechanics) to astronomical objects, such as stars and planets, to produce ephemeris data.
History
Modern analytic celestial mechanics started with Isaac Newton's Principia of 1687. The name "celestial mechanics" is more recent than that. Newton wrote that the field should be called "rational mechanics." The term "dynamics" came in a little later with Gottfried Leibniz, and over a century after Newton, Pierre-Simon Laplace introduced the term "celestial mechanics." Prior to Kepler there was little connection between exact, quantitative prediction of planetary positions, using geometrical or arithmetical techniques, and contemporary discussions of the physical causes of the planets' motion.
Johannes Kepler
Johannes Kepler (1571–1630) was the first to closely integrate the predictive geometrical astronomy, which had been dominant from Ptolemy in the 2nd century to Copernicus, with physical concepts to produce a New Astronomy, Based upon Causes, or Celestial Physics in 1609. His work led to the modern laws of planetary orbits, which he developed using his physical principles and the planetary observations made by Tycho Brahe. Kepler's model greatly improved the accuracy of predictions of planetary motion, years before Isaac Newton developed his law of gravitation in 1686.
Isaac Newton
Isaac Newton (25 December 1642–31 March 1727) is credited with introducing the idea that the motion of objects in the heavens, such as planets, the Sun, and the Moon, and the motion of objects on the ground, like cannon balls and falling apples, could be described by the same set of physical laws. In this sense he unified celestial and terrestrial dynamics. Using Newton's law of universal gravitation, proving Kepler's Laws for the case of a circular orbit is simple. Elliptical orbits involve more complex c
Document 4:::
A set of equations describing the trajectories of objects subject to a constant gravitational force under normal Earth-bound conditions. Assuming constant acceleration g due to Earth’s gravity, Newton's law of universal gravitation simplifies to F = mg, where F is the force exerted on a mass m by the Earth’s gravitational field of strength g. Assuming constant g is reasonable for objects falling to Earth over the relatively short vertical distances of our everyday experience, but is not valid for greater distances involved in calculating more distant effects, such as spacecraft trajectories.
History
Galileo was the first to demonstrate and then formulate these equations. He used a ramp to study rolling balls, the ramp slowing the acceleration enough to measure the time taken for the ball to roll a known distance. He measured elapsed time with a water clock, using an "extremely accurate balance" to measure the amount of water.
The equations ignore air resistance, which has a dramatic effect on objects falling an appreciable distance in air, causing them to quickly approach a terminal velocity. The effect of air resistance varies enormously depending on the size and geometry of the falling object—for example, the equations are hopelessly wrong for a feather, which has a low mass but offers a large resistance to the air. (In the absence of an atmosphere all objects fall at the same rate, as astronaut David Scott demonstrated by dropping a hammer and a feather on the surface of the Moon.)
The equations also ignore the rotation of the Earth, failing to describe the Coriolis effect for example. Nevertheless, they are usually accurate enough for dense and compact objects falling over heights not exceeding the tallest man-made structures.
Overview
Near the surface of the Earth, the acceleration due to gravity = 9.807 m/s2 (metres per second squared, which might be thought of as "metres per second, per second"; or 32.18 ft/s2 as "feet per second per second") approxima
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Newton realized that the nature of gravity on earth that pulls an apple to the ground could explain the motion of these?
A. moon and planets
B. molecules
C. atoms and quarks
D. seasons
Answer:
|
|
sciq-9958
|
multiple_choice
|
All seed plants and a few seedless vascular plants are what?
|
[
"zygotes",
"protozoans",
"homosporous",
"heterosporous"
] |
D
|
Relavent Documents:
Document 0:::
Macroflora is a term used for all the plants occurring in a particular area that are large enough to be seen with the naked eye. It is usually synonymous with the Flora and can be contrasted with the microflora, a term used for all the bacteria and other microorganisms in an ecosystem.
Macroflora is also an informal term used by many palaeobotanists to refer to an assemblage of plant fossils as preserved in the rock. This is in contrast to the flora, which in this context refers to the assemblage of living plants that were growing in a particular area, whose fragmentary remains became entrapped within the sediment from which the rock was formed and thus became the macroflora.
Document 1:::
Plants are the eukaryotes that form the kingdom Plantae; they are predominantly photosynthetic. This means that they obtain their energy from sunlight, using chloroplasts derived from endosymbiosis with cyanobacteria to produce sugars from carbon dioxide and water, using the green pigment chlorophyll. Exceptions are parasitic plants that have lost the genes for chlorophyll and photosynthesis, and obtain their energy from other plants or fungi.
Historically, as in Aristotle's biology, the plant kingdom encompassed all living things that were not animals, and included algae and fungi. Definitions have narrowed since then; current definitions exclude the fungi and some of the algae. By the definition used in this article, plants form the clade Viridiplantae (green plants), which consists of the green algae and the embryophytes or land plants (hornworts, liverworts, mosses, lycophytes, ferns, conifers and other gymnosperms, and flowering plants). A definition based on genomes includes the Viridiplantae, along with the red algae and the glaucophytes, in the clade Archaeplastida.
There are about 380,000 known species of plants, of which the majority, some 260,000, produce seeds. They range in size from single cells to the tallest trees. Green plants provide a substantial proportion of the world's molecular oxygen; the sugars they create supply the energy for most of Earth's ecosystems; other organisms, including animals, either consume plants directly or rely on organisms which do so.
Grain, fruit, and vegetables are basic human foods and have been domesticated for millennia. People use plants for many purposes, such as building materials, ornaments, writing materials, and, in great variety, for medicines. The scientific study of plants is known as botany, a branch of biology.
Definition
Taxonomic history
All living things were traditionally placed into one of two groups, plants and animals. This classification dates from Aristotle (384–322 BC), who distinguished d
Document 2:::
What a Plant Knows is a popular science book by Daniel Chamovitz, originally published in 2012, discussing the sensory system of plants. A revised edition was published in 2017.
Release details / Editions / Publication
Hardcover edition, 2012
Paperback version, 2013
Revised edition, 2017
What a Plant Knows has been translated and published in a number of languages.
Document 3:::
Microspores are land plant spores that develop into male gametophytes, whereas megaspores develop into female gametophytes. The male gametophyte gives rise to sperm cells, which are used for fertilization of an egg cell to form a zygote. Megaspores are structures that are part of the alternation of generations in many seedless vascular cryptogams, all gymnosperms and all angiosperms. Plants with heterosporous life cycles using microspores and megaspores arose independently in several plant groups during the Devonian period. Microspores are haploid, and are produced from diploid microsporocytes by meiosis.
Morphology
The microspore has three different types of wall layers. The outer layer is called the perispore, the next is the exospore, and the inner layer is the endospore. The perispore is the thickest of the three layers while the exospore and endospore are relatively equal in width.
Seedless vascular plants
In heterosporous seedless vascular plants, modified leaves called microsporophylls bear microsporangia containing many microsporocytes that undergo meiosis, each producing four microspores. Each microspore may develop into a male gametophyte consisting of a somewhat spherical antheridium within the microspore wall. Either 128 or 256 sperm cells with flagella are produced in each antheridium. The only heterosporous ferns are aquatic or semi-aquatic, including the genera Marsilea, Regnellidium, Pilularia, Salvinia, and Azolla. Heterospory also occurs in the lycopods in the spikemoss genus Selaginella and in the quillwort genus Isoëtes.
Types of seedless vascular plants:
Water ferns
Spikemosses
Quillworts
Gymnosperms
In seed plants the microspores develop into pollen grains each containing a reduced, multicellular male gametophyte. The megaspores, in turn, develop into reduced female gametophytes that produce egg cells that, once fertilized, develop into seeds. Pollen cones or microstrobili usually develop toward the tips of the lower branches in cluste
Document 4:::
Phytomorphology is the study of the physical form and external structure of plants. This is usually considered distinct from plant anatomy, which is the study of the internal structure of plants, especially at the microscopic level. Plant morphology is useful in the visual identification of plants. Recent studies in molecular biology started to investigate the molecular processes involved in determining the conservation and diversification of plant morphologies. In these studies transcriptome conservation patterns were found to mark crucial ontogenetic transitions during the plant life cycle which may result in evolutionary constraints limiting diversification.
Scope
Plant morphology "represents a study of the development, form, and structure of plants, and, by implication, an attempt to interpret these on the basis of similarity of plan and origin". There are four major areas of investigation in plant morphology, and each overlaps with another field of the biological sciences.
First of all, morphology is comparative, meaning that the morphologist examines structures in many different plants of the same or different species, then draws comparisons and formulates ideas about similarities. When structures in different species are believed to exist and develop as a result of common, inherited genetic pathways, those structures are termed homologous. For example, the leaves of pine, oak, and cabbage all look very different, but share certain basic structures and arrangement of parts. The homology of leaves is an easy conclusion to make. The plant morphologist goes further, and discovers that the spines of cactus also share the same basic structure and development as leaves in other plants, and therefore cactus spines are homologous to leaves as well. This aspect of plant morphology overlaps with the study of plant evolution and paleobotany.
Secondly, plant morphology observes both the vegetative (somatic) structures of plants, as well as the reproductive str
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
All seed plants and a few seedless vascular plants are what?
A. zygotes
B. protozoans
C. homosporous
D. heterosporous
Answer:
|
|
ai2_arc-612
|
multiple_choice
|
Mr. Jenkins's class is studying sex chromosomes. He tells his students that the nuclei of human cells have 22 pairs of autosomes. How many sex chromosomes does the human body have?
|
[
"1",
"2",
"23",
"46"
] |
B
|
Relavent Documents:
Document 0:::
A sex chromosome (also referred to as an allosome, heterotypical chromosome, gonosome, heterochromosome, or idiochromosome) is a chromosome that differs from an ordinary autosome in form, size, and behavior. The human sex chromosomes, a typical pair of mammal allosomes, carry the genes that determine the sex of an individual created in sexual reproduction. Autosomes differ from allosomes because autosomes appear in pairs whose members have the same form but differ from other pairs in a diploid cell, whereas members of an allosome pair may differ from one another and thereby determine sex.
Nettie Stevens and Edmund Beecher Wilson both independently discovered sex chromosomes in 1905. However, Stevens is credited for discovering them earlier than Wilson.
Differentiation
In humans, each cell nucleus contains 23 pairs of chromosomes, a total of 46 chromosomes. The first 22 pairs are called autosomes. Autosomes are homologous chromosomes i.e. chromosomes which contain the same genes (regions of DNA) in the same order along their chromosomal arms. The 23rd pair of chromosomes are called allosomes. These consist of two X chromosomes in most females, and an X chromosome and a Y chromosome in most males. Females therefore have 23 homologous chromosome pairs, while males have 22. The X and Y chromosomes have small regions of homology called pseudoautosomal regions.
An X chromosome is always present as the 23rd chromosome in the ovum, while either an X or Y chromosome may be present in an individual sperm. Early in female embryonic development, in cells other than egg cells, one of the X chromosomes is randomly and permanently partially deactivated: In some cells, the X chromosome inherited from the mother deactivates; in other cells, it is the X chromosome inherited from the father. This ensures that both sexes always have exactly one functional copy of an X chromosome in each body cell. The deactivated X chromosome is silenced by repressive heterochromatin that compacts
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Advanced Placement (AP) Biology (also known as AP Bio) is an Advanced Placement biology course and exam offered by the College Board in the United States. For the 2012–2013 school year, the College Board unveiled a new curriculum with a greater focus on "scientific practices".
This course is designed for students who wish to pursue an interest in the life sciences. The College Board recommends successful completion of high school biology and high school chemistry before commencing AP Biology, although the actual prerequisites vary from school to school and from state to state. This course, nevertheless, is considered very challenging and one of the most difficult AP classes, as shown with AP Finals grade distributions.
Topic outline
The exam covers the following 8 units. The percentage indicates the portion of the multiple-choice section of the exam focused on each content area:
The course is based on and tests six skills, called scientific practices which include:
In addition to the topics above, students are required to be familiar with general lab procedure. Students should know how to collect data, analyze data to form conclusions, and apply those conclusions.
Exam
Students are allowed to use a four-function, scientific, or graphing calculator.
The exam has two sections: a 90 minute multiple choice section and a 90 minute free response section. There are 60 multiple choice questions and six free responses, two long and four short. Both sections are worth 50% of the score.
Score distribution
Commonly used textbooks
Biology, AP Edition by Sylvia Mader (2012, hardcover )
Life: The Science of Biology (Sadava, Heller, Orians, Purves, and Hillis, )
Campbell Biology AP Ninth Edition (Reece, Urry, Cain, Wasserman, Minorsky, and Andrew Jackson )
See also
Glossary of biology
A.P Bio (TV Show)
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Several universities have designed interdisciplinary courses with a focus on human biology at the undergraduate level. There is a wide variation in emphasis ranging from business, social studies, public policy, healthcare and pharmaceutical research.
Americas
Human Biology major at Stanford University, Palo Alto (since 1970)
Stanford's Human Biology Program is an undergraduate major; it integrates the natural and social sciences in the study of human beings. It is interdisciplinary and policy-oriented and was founded in 1970 by a group of Stanford faculty (Professors Dornbusch, Ehrlich, Hamburg, Hastorf, Kennedy, Kretchmer, Lederberg, and Pittendrigh). It is a very popular major and alumni have gone to post-graduate education, medical school, law, business and government.
Human and Social Biology (Caribbean)
Human and Social Biology is a Level 4 & 5 subject in the secondary and post-secondary schools in the Caribbean and is optional for the Caribbean Secondary Education Certification (CSEC) which is equivalent to Ordinary Level (O-Level) under the British school system. The syllabus centers on structure and functioning (anatomy, physiology, biochemistry) of human body and the relevance to human health with Caribbean-specific experience. The syllabus is organized under five main sections: Living organisms and the environment, life processes, heredity and variation, disease and its impact on humans, the impact of human activities on the environment.
Human Biology Program at University of Toronto
The University of Toronto offers an undergraduate program in Human Biology that is jointly offered by the Faculty of Arts & Science and the Faculty of Medicine. The program offers several major and specialist options in: human biology, neuroscience, health & disease, global health, and fundamental genetics and its applications.
Asia
BSc (Honours) Human Biology at All India Institute of Medical Sciences, New Delhi (1980–2002)
BSc (honours) Human Biology at AIIMS (New
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The SAT Subject Test in Biology was the name of a one-hour multiple choice test given on biology by the College Board. A student chose whether to take the test depending upon college entrance requirements for the schools in which the student is planning to apply. Until 1994, the SAT Subject Tests were known as Achievement Tests; and from 1995 until January 2005, they were known as SAT IIs. Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800. The average for Molecular is 630 while Ecological is 591.
On January 19 2021, the College Board discontinued all SAT Subject tests, including the SAT Subject Test in Biology E/M. This was effective immediately in the United States, and the tests were to be phased out by the following summer for international students. This was done as a response to changes in college admissions due to the impact of the COVID-19 pandemic on education.
Format
This test had 80 multiple-choice questions that were to be answered in one hour. All questions had five answer choices. Students received one point for each correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The student's score was based entirely on his or her performance in answering the multiple-choice questions.
The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Preparation
The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, a
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The Force Concept Inventory is a test measuring mastery of concepts commonly taught in a first semester of physics developed by Hestenes, Halloun, Wells, and Swackhamer (1985). It was the first such "concept inventory" and several others have been developed since for a variety of topics. The FCI was designed to assess student understanding of the Newtonian concepts of force. Hestenes (1998) found that while "nearly 80% of the [students completing introductory college physics courses] could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered.
The 1995 version has 30 five-way multiple choice questions.
Example question (question 4):
Gender differences
The FCI shows a gender difference in favor of males that has been the subject of some research in regard to gender equity in education. Men score on average about 10% higher.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Mr. Jenkins's class is studying sex chromosomes. He tells his students that the nuclei of human cells have 22 pairs of autosomes. How many sex chromosomes does the human body have?
A. 1
B. 2
C. 23
D. 46
Answer:
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