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sciq-9410	multiple_choice	What are daily changes in the level of ocean water called?	[ "currents", "floods", "waves", "tides" ]	D		Relavent Documents: Document 0::: Aquatic science is the study of the various bodies of water that make up our planet including oceanic and freshwater environments. Aquatic scientists study the movement of water, the chemistry of water, aquatic organisms, aquatic ecosystems, the movement of materials in and out of aquatic ecosystems, and the use of water by humans, among other things. Aquatic scientists examine current processes as well as historic processes, and the water bodies that they study can range from tiny areas measured in millimeters to full oceans. Moreover, aquatic scientists work in Interdisciplinary groups. For example, a physical oceanographer might work with a biological oceanographer to understand how physical processes, such as tropical cyclones or rip currents, affect organisms in the Atlantic Ocean. Chemists and biologists, on the other hand, might work together to see how the chemical makeup of a certain body of water affects the plants and animals that reside there. Aquatic scientists can work to tackle global problems such as global oceanic change and local problems, such as trying to understand why a drinking water supply in a certain area is polluted. There are two main fields of study that fall within the field of aquatic science. These fields of study include oceanography and limnology. Oceanography Oceanography refers to the study of the physical, chemical, and biological characteristics of oceanic environments. Oceanographers study the history, current condition, and future of the planet's oceans. They also study marine life and ecosystems, ocean circulation, plate tectonics, the geology of the seafloor, and the chemical and physical properties of the ocean. Oceanography is interdisciplinary. For example, there are biological oceanographers and marine biologists. These scientists specialize in marine organisms. They study how these organisms develop, their relationship with one another, and how they interact and adapt to their environment. Biological oceanographers 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::: Ocean surface topography or sea surface topography, also called ocean dynamic topography, are highs and lows on the ocean surface, similar to the hills and valleys of Earth's land surface depicted on a topographic map. These variations are expressed in terms of average sea surface height (SSH) relative to Earth's geoid. The main purpose of measuring ocean surface topography is to understand the large-scale ocean circulation. Time variations Unaveraged or instantaneous sea surface height (SSH) is most obviously affected by the tidal forces of the Moon and the Sun acting on Earth. Over longer timescales, SSH is influenced by ocean circulation. Typically, SSH anomalies resulting from these forces differ from the mean by less than ± at the global scale. Other influences include temperature, salinity, tides, waves, and the loading of atmospheric pressure. The slowest and largest variations are due to changes in Earth's gravitational field (geoid) due to the rearrangement of continents, formation of sea mounts and other redistribution of rock. Since the Earth's gravitational field is relatively stable on decadal to centennial timescales, ocean circulation plays a more significant role in the observed variation of SSH. Across the seasonal cycle changes in patterns of warming, cooling and surface wind forcing affect circulation and influence SSH. Variations in SSH can be measured by satellite altimetry (e.g. TOPEX/Poseidon) and used to determine sea level rise and properties such as ocean heat storage. Applications Ocean surface topography is used to map ocean currents, which move around the ocean's "hills" and "valleys" in predictable ways. A clockwise sense of rotation is found around "hills" in the northern hemisphere and "valleys" in the southern hemisphere. This is because of the Coriolis effect. Conversely, a counterclockwise sense of rotation is found around "valleys" in the northern hemisphere and "hills" in the southern hemisphere. Ocean surface topography is Document 3::: Biological oceanography is the study of how organisms affect and are affected by the physics, chemistry, and geology of the oceanographic system. Biological oceanography may also be referred to as ocean ecology, in which the root word of ecology is Oikos (oικoσ), meaning ‘house’ or ‘habitat’ in Greek. With that in mind, it is of no surprise then that the main focus of biological oceanography is on the microorganisms within the ocean; looking at how they are affected by their environment and how that affects larger marine creatures and their ecosystem. Biological oceanography is similar to marine biology, but is different because of the perspective used to study the ocean. Biological oceanography takes a bottom-up approach (in terms of the food web), while marine biology studies the ocean from a top-down perspective. Biological oceanography mainly focuses on the ecosystem of the ocean with an emphasis on plankton: their diversity (morphology, nutritional sources, motility, and metabolism); their productivity and how that plays a role in the global carbon cycle; and their distribution (predation and life cycle). History In 325 BC, Pytheas of Massalia, a Greek geographer, explored much of the coast of England and Norway and developed the means of determining latitude from the declination of the North Star. His account of tides is also one of the earliest accounts that suggest a relationship between them and the moon. This relationship was later developed by English monk Bede in De Temporum Ratione (The Reckoning of Time) around 700 AD. Understanding the ocean began with the general exploration and voyaging for trade. Some notable events closer to our time, include Prince Henry the Navigator’s ocean exploration in the 1400s. In 1513, Ponce de Leon described the Florida Current. In 1674, Robert Boyle investigated the relationship between salinity, temperature, and pressure in the depths of the ocean. Captain James Cook’s voyages were responsible for the extensive da Document 4::: The following outline is provided as an overview of and introduction to Oceanography. Below is a structured list of topics on oceanography. What type of thing is oceanography? Oceanography can be described as all of the following: The study of the physical and biological aspects of the ocean An academic discipline – branch of knowledge that is taught and researched at the college or university level. Disciplines are defined (in part), and recognized by the academic journals in which research is published, and the learned societies and academic departments or faculties to which their practitioners belong. A scientific field (a branch of science) – widely recognized category of specialized expertise within science, and typically embodies its own terminology and nomenclature. Such a field will usually be represented by one or more scientific journals, where peer-reviewed research is published. There are several geophysics-related scientific journals. A natural science – one that seeks to elucidate the rules that govern the natural world using empirical and scientific methods. A physical science – one that studies non-living systems. An earth science – one that studies the planet Earth and its surroundings. A biological science – one that studies the effect of organisms on their physical environment. Basic oceanography concepts, processes, theories and terminology Accretion (coastal management) – The process of coastal sediment returning to the visible portion of a beach Acoustic seabed classification – The partitioning of a seabed acoustic image into discrete physical entities or classes Acoustical oceanography – The use of underwater sound to study the sea, its boundaries and its contents Advection – The transport of a substance by bulk motion Ageostrophy – The real condition that works against geostrophic wind or geostrophic currents in the ocean, and works against an exact balance between the Coriolis force and the pressure gradient force Astroo The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What are daily changes in the level of ocean water called? A. currents B. floods C. waves D. tides Answer:
sciq-8766	multiple_choice	What types of energy is released during a chemical reaction?	[ "heat, electricity, light", "human, magnetic, electrical", "temperature , electricity , light", "magnetism, electricity, light" ]	A		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::: 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::: A reversible reaction is a reaction in which the conversion of reactants to products and the conversion of products to reactants occur simultaneously. \mathit aA{} + \mathit bB <=> \mathit cC{} + \mathit dD A and B can react to form C and D or, in the reverse reaction, C and D can react to form A and B. This is distinct from a reversible process in thermodynamics. Weak acids and bases undergo reversible reactions. For example, carbonic acid: H2CO3 (l) + H2O(l) ⇌ HCO3−(aq) + H3O+(aq). The concentrations of reactants and products in an equilibrium mixture are determined by the analytical concentrations of the reagents (A and B or C and D) and the equilibrium constant, K. The magnitude of the equilibrium constant depends on the Gibbs free energy change for the reaction. So, when the free energy change is large (more than about 30 kJ mol−1), the equilibrium constant is large (log K > 3) and the concentrations of the reactants at equilibrium are very small. Such a reaction is sometimes considered to be an irreversible reaction, although small amounts of the reactants are still expected to be present in the reacting system. A truly irreversible chemical reaction is usually achieved when one of the products exits the reacting system, for example, as does carbon dioxide (volatile) in the reaction CaCO3 + 2HCl → CaCl2 + H2O + CO2↑ History The concept of a reversible reaction was introduced by Claude Louis Berthollet in 1803, after he had observed the formation of sodium carbonate crystals at the edge of a salt lake (one of the natron lakes in Egypt, in limestone): 2NaCl + CaCO3 → Na2CO3 + CaCl2 He recognized this as the reverse of the familiar reaction Na2CO3 + CaCl2→ 2NaCl + CaCO3 Until then, chemical reactions were thought to always proceed in one direction. Berthollet reasoned that the excess of salt in the lake helped push the "reverse" reaction towards the formation of sodium carbonate. In 1864, Peter Waage and Cato Maximilian Guldberg formulated their Document 4::: 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 The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What types of energy is released during a chemical reaction? A. heat, electricity, light B. human, magnetic, electrical C. temperature , electricity , light D. magnetism, electricity, light Answer:
sciq-11413	multiple_choice	What releases fatty acids and other components from fats and phospholipids?	[ "enzymatic hydrolysis", "metabolism", "peristaltic hydrolysis", "enzyme respiration" ]	A		Relavent Documents: Document 0::: Fatty acid metabolism consists of various metabolic processes involving or closely related to fatty acids, a family of molecules classified within the lipid macronutrient category. These processes can mainly be divided into (1) catabolic processes that generate energy and (2) anabolic processes where they serve as building blocks for other compounds. In catabolism, fatty acids are metabolized to produce energy, mainly in the form of adenosine triphosphate (ATP). When compared to other macronutrient classes (carbohydrates and protein), fatty acids yield the most ATP on an energy per gram basis, when they are completely oxidized to CO2 and water by beta oxidation and the citric acid cycle. Fatty acids (mainly in the form of triglycerides) are therefore the foremost storage form of fuel in most animals, and to a lesser extent in plants. In anabolism, intact fatty acids are important precursors to triglycerides, phospholipids, second messengers, hormones and ketone bodies. For example, phospholipids form the phospholipid bilayers out of which all the membranes of the cell are constructed from fatty acids. Phospholipids comprise the plasma membrane and other membranes that enclose all the organelles within the cells, such as the nucleus, the mitochondria, endoplasmic reticulum, and the Golgi apparatus. In another type of anabolism, fatty acids are modified to form other compounds such as second messengers and local hormones. The prostaglandins made from arachidonic acid stored in the cell membrane are probably the best-known of these local hormones. Fatty acid catabolism Fatty acids are stored as triglycerides in the fat depots of adipose tissue. Between meals they are released as follows: Lipolysis, the removal of the fatty acid chains from the glycerol to which they are bound in their storage form as triglycerides (or fats), is carried out by lipases. These lipases are activated by high epinephrine and glucagon levels in the blood (or norepinephrine secreted by s Document 1::: In biochemistry, fatty acid synthesis is the creation of fatty acids from acetyl-CoA and NADPH through the action of enzymes called fatty acid synthases. This process takes place in the cytoplasm of the cell. Most of the acetyl-CoA which is converted into fatty acids is derived from carbohydrates via the glycolytic pathway. The glycolytic pathway also provides the glycerol with which three fatty acids can combine (by means of ester bonds) to form triglycerides (also known as "triacylglycerols" – to distinguish them from fatty "acids" – or simply as "fat"), the final product of the lipogenic process. When only two fatty acids combine with glycerol and the third alcohol group is phosphorylated with a group such as phosphatidylcholine, a phospholipid is formed. Phospholipids form the bulk of the lipid bilayers that make up cell membranes and surrounds the organelles within the cells (such as the cell nucleus, mitochondria, endoplasmic reticulum, Golgi apparatus, etc.). In addition to cytosolic fatty acid synthesis, there is also mitochondrial fatty acid synthesis (mtFASII), in which malonyl-CoA is formed from malonic acid with the help of malonyl-CoA synthetase (ACSF3), which then becomes the final product octanoyl-ACP (C8) via further intermediate steps. Straight-chain fatty acids Straight-chain fatty acids occur in two types: saturated and unsaturated. Saturated straight-chain fatty acids Much like β-oxidation, straight-chain fatty acid synthesis occurs via the six recurring reactions shown below, until the 16-carbon palmitic acid is produced. The diagrams presented show how fatty acids are synthesized in microorganisms and list the enzymes found in Escherichia coli. These reactions are performed by fatty acid synthase II (FASII), which in general contain multiple enzymes that act as one complex. FASII is present in prokaryotes, plants, fungi, and parasites, as well as in mitochondria. In animals, as well as some fungi such as yeast, these same reactions occur Document 2::: Fat globules (also known as mature lipid droplets) are individual pieces of intracellular fat in human cell biology. The lipid droplet's function is to store energy for the organism's body and is found in every type of adipocytes. They can consist of a vacuole, droplet of triglyceride, or any other blood lipid, as opposed to fat cells in between other cells in an organ. They contain a hydrophobic core and are encased in a phospholipid monolayer membrane. Due to their hydrophobic nature, lipids and lipid digestive derivatives must be transported in the globular form within the cell, blood, and tissue spaces. The formation of a fat globule starts within the membrane bilayer of the endoplasmic reticulum. It starts as a bud and detaches from the ER membrane to join other droplets. After the droplets fuse, a mature droplet (full-fledged globule) is formed and can then partake in neutral lipid synthesis or lipolysis. Globules of fat are emulsified in the duodenum into smaller droplets by bile salts during food digestion, speeding up the rate of digestion by the enzyme lipase at a later point in digestion. Bile salts possess detergent properties that allow them to emulsify fat globules into smaller emulsion droplets, and then into even smaller micelles. This increases the surface area for lipid-hydrolyzing enzymes to act on the fats. Micelles are roughly 200 times smaller than fat emulsion droplets, allowing them to facilitate the transport of monoglycerides and fatty acids across the surface of the enterocyte, where absorption occurs. Milk fat globules (MFGs) are another form of intracellular fat found in the mammary glands of female mammals. Their function is to provide enriching glycoproteins from the female to their offspring. They are formed in the endoplasmic reticulum found in the mammary epithelial lactating cell. The globules are made up of triacylglycerols encased in cellular membranes and proteins like adipophilin and TIP 47. The proteins are spread througho Document 3::: Lipolysis is the metabolic pathway through which lipid triglycerides are hydrolyzed into a glycerol and free fatty acids. It is used to mobilize stored energy during fasting or exercise, and usually occurs in fat adipocytes. The most important regulatory hormone in lipolysis is insulin; lipolysis can only occur when insulin action falls to low levels, as occurs during fasting. Other hormones that affect lipolysis include glucagon, epinephrine, norepinephrine, growth hormone, atrial natriuretic peptide, brain natriuretic peptide, and cortisol. Mechanisms In the body, stores of fat are referred to as adipose tissue. In these areas, intracellular triglycerides are stored in cytoplasmic lipid droplets. When lipase enzymes are phosphorylated, they can access lipid droplets and through multiple steps of hydrolysis, breakdown triglycerides into fatty acids and glycerol. Each step of hydrolysis leads to the removal of one fatty acid. The first step and the rate-limiting step of lipolysis is carried out by adipose triglyceride lipase (ATGL). This enzyme catalyzes the hydrolysis of triacylglycerol to diacylglycerol. Subsequently, hormone-sensitive lipase (HSL) catalyzes the hydrolysis of diacylglycerol to monoacylglycerol and monoacylglycerol lipase (MGL) catalyzes the hydrolysis of monoacylglycerol to glycerol. Document 4::: Fatty acid degradation is the process in which fatty acids are broken down into their metabolites, in the end generating acetyl-CoA, the entry molecule for the citric acid cycle, the main energy supply of living organisms, including bacteria and animals. It includes three major steps: Lipolysis of and release from adipose tissue Activation and transport into mitochondria β-oxidation Lipolysis and release Initially in the process of degradation, fatty acids are stored in adipocytes. The breakdown of this fat is known as lipolysis. The products of lipolysis, free fatty acids, are released into the bloodstream and circulate throughout the body. During the breakdown of triacylglycerols into fatty acids, more than 75% of the fatty acids are converted back into triacylglycerol, a natural mechanism to conserve energy, even in cases of starvation and exercise. Activation and transport into mitochondria Fatty acids must be activated before they can be carried into the mitochondria, where fatty acid oxidation occurs. This process occurs in two steps catalyzed by the enzyme fatty acyl-CoA synthetase. Formation of an activated thioester bond The enzyme first catalyzes nucleophilic attack on the α-phosphate of ATP to form pyrophosphate and an acyl chain linked to AMP. The next step is formation of an activated thioester bond between the fatty acyl chain and Coenzyme A. The balanced equation for the above is: RCOO− + CoASH + ATP → RCO-SCoA + AMP + PPi This two-step reaction is freely reversible and its equilibrium lies near 1. To drive the reaction forward, the reaction is coupled to a strongly exergonic hydrolysis reaction: the enzyme inorganic pyrophosphatase cleaves the pyrophosphate liberated from ATP to two phosphate ions, consuming one water molecule in the process. Thus the net reaction becomes: RCOO− + CoASH + ATP → RCO-SCoA+ AMP + 2Pi Transport into the mitochondrial matrix The inner mitochondrial membrane is impermeable to fatty acids and a specialized carnit The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What releases fatty acids and other components from fats and phospholipids? A. enzymatic hydrolysis B. metabolism C. peristaltic hydrolysis D. enzyme respiration Answer:
sciq-7271	multiple_choice	What are the two basic types of combustion engines?	[ "spark and steam", "diesel and internal combustion", "gas and steam", "external and internal combustion engines" ]	D		Relavent Documents: Document 0::: A model engine is a small internal combustion engine typically used to power a radio-controlled aircraft, radio-controlled car, radio-controlled boat, free flight, control line aircraft, or ground-running tether car model. Because of the square–cube law, the behaviour of many engines does not always scale up or down at the same rate as the machine's size; usually at best causing a dramatic loss of power or efficiency, and at worst causing them not to work at all. Methanol and nitromethane are common fuels. Overview The fully functional, albeit small, engines vary from the most common single-cylinder two-stroke to the exotic single and multiple-cylinder four-stroke, the latter taking shape in boxer, v-twin, inline and radial form, a few Wankel engine designs are also used. Most model engines run on a blend of methanol, nitromethane, and lubricant (either castor or synthetic oil). Two-stroke model engines, most often designed since 1970 with Schnuerle porting for best performance, range in typical size from .12 cubic inches (2 cubic centimeters) to 1.2 ci (19.6 cc) and generate between .5 horsepower (370 watts) to 5 hp (3.7 kW), can get as small as .010 ci (.16 cc) and as large as 3-4 ci (49–66 cc). Four-stroke model engines have been made in sizes as small as 0.20 in3 (3.3 cc) for the smallest single-cylinder models, all the way up to 3.05 in3 (50 cc) for the largest size for single-cylinder units, with twin- and multi-cylinder engines on the market being as small as 10 cc for opposed-cylinder twins, while going somewhat larger in size than 50 cc, and even upwards to well above 200 cc for some model boxer opposed-piston, inline and radial engines. While the methanol and nitromethane blended "glow fuel" engines are the most common, many larger (especially above 15 cc/0.90 ci displacement) model engines, both two-stroke and a growing number of four-stroke examples are spark ignition, and are primarily fueled with gasoline — with some examples of both two and four- Document 1::: In a reciprocating piston engine, the stroke ratio, defined by either bore/stroke ratio or stroke/bore ratio, is a term to describe the ratio between cylinder bore diameter and piston stroke length. This can be used for either an internal combustion engine, where the fuel is burned within the cylinders of the engine, or external combustion engine, such as a steam engine, where the combustion of the fuel takes place outside the working cylinders of the engine. A fairly comprehensive yet understandable study of stroke/bore effects was published in Horseless Age, 1916. Conventions In a piston engine, there are two different ways of describing the stroke ratio of its cylinders, namely: bore/stroke ratio, and stroke/bore ratio. Bore/stroke ratio Bore/stroke is the more commonly used term, with usage in North America, Europe, United Kingdom, Asia, and Australia. The diameter of the cylinder bore is divided by the length of the piston stroke to give the ratio. Square, oversquare and undersquare engines The following terms describe the naming conventions for the configurations of the various bore/stroke ratio: Square engine A square engine has equal bore and stroke dimensions, giving a bore/stroke value of exactly 1:1. Square engine examples 1953 – Ferrari 250 Europa had Lampredi V12 with bore and stroke. 1967 – FIAT 125, 124Sport engine 125A000-90 hp, 125B000-100 hp, 125BC000-110 hp, 1608 ccm, DOHC, bore and stroke. 1970 – Ford 400 had a bore and stroke. 1973 – Kawasaki Z1 and KZ(Z)900 had a bore and stroke. 1973 – British Leyland's Australian division created a 4.4-litre version of the Rover V8 engine, with bore and stroke both measuring 88.9 mm. This engine was exclusively used in the Leyland P76. 1982 - Honda Nighthawk 250 and Honda CMX250C Rebel have a bore and stroke, making it a square engine. 1983 – Mazda FE 2.0L inline four-cylinder engine with a perfectly squared bore and stroke. This engine also features the ideal 1.75:1 rod/stroke ratio. 1 Document 2::: The dual combustion cycle (also known as the mixed cycle, Trinkler cycle, Seiliger cycle or Sabathe cycle) is a thermal cycle that is a combination of the Otto cycle and the Diesel cycle, first introduced by Russian-German engineer Gustav Trinkler, who never claimed to have developed the cycle himself. Heat is added partly at constant volume (isochoric) and partly at constant pressure (isobaric), the significance of which is that more time is available for the fuel to completely combust. Because of lagging characteristics of fuel this cycle is invariably used for Diesel and hot spot ignition engines. It consists of two adiabatic and two constant volume and one constant pressure processes. The dual cycle consists of following operations: Process 1-2: Isentropic compression Process 2-3: Addition of heat at constant volume. Process 3-4: Addition of heat at constant pressure. Process 4-5: Isentropic expansion. Process 5-1: Rejection of heat at constant volume. Bibliography Cornel Stan: Alternative Propulsion for Automobiles, Springer, 2016, , p. 48 Document 3::: Motronic is the trade name given to a range of digital engine control units developed by Robert Bosch GmbH (commonly known as Bosch) which combined control of fuel injection and ignition in a single unit. By controlling both major systems in a single unit, many aspects of the engine's characteristics (such as power, fuel economy, drivability, and emissions) can be improved. Motronic 1.x Motronic M1.x is powered by various i8051 derivatives made by Siemens, usually SAB80C515 or SAB80C535. Code/data is stored in DIL or PLCC EPROM and ranges from 32k to 128k. 1.0 Often known as "Motronic basic", Motronic ML1.x was one of the first digital engine-management systems developed by Bosch. These early Motronic systems integrated the spark timing element with then-existing Jetronic fuel injection technology. It was originally developed and first used in the BMW 7 Series, before being implemented on several Volvo and Porsche engines throughout the 1980s. The components of the Motronic ML1.x systems for the most part remained unchanged during production, although there are some differences in certain situations. The engine control module (ECM) receives information regarding engine speed, crankshaft angle, coolant temperature and throttle position. An air flow meter also measures the volume of air entering the induction system. If the engine is naturally aspirated, an air temperature sensor is located in the air flow meter to work out the air mass. However, if the engine is turbocharged, an additional charge air temperature sensor is used to monitor the temperature of the inducted air after it has passed through the turbocharger and intercooler, in order to accurately and dynamically calculate the overall air mass. Main system characteristics Fuel delivery, ignition timing, and dwell angle incorporated into the same control unit. Crank position and engine speed is determined by a pair of sensors reading from the flywheel. Separate constant idle speed system monitors and re Document 4::: Engine power is the power that an engine can put out. It can be expressed in power units, most commonly kilowatt, pferdestärke (metric horsepower), or horsepower. In terms of internal combustion engines, the engine power usually describes the rated power, which is a power output that the engine can maintain over a long period of time according to a certain testing method, for example ISO 1585. In general though, an internal combustion engine has a power take-off shaft (the crankshaft), therefore, the rule for shaft power applies to internal combustion engines: Engine power is the product of the engine torque and the crankshaft's angular velocity. Definition Power is the product of torque and angular velocity: Let: Power in Watt (W) Torque in Newton-metre (N·m) Crankshaft speed per Second (s−1) Angular velocity = Power is then: In internal combustion engines, the crankshaft speed is a more common figure than , so we can use instead, which is equivalent to : Note that is per Second (s−1). If we want to use the common per Minute (min−1) instead, we have to divide by 60: Usage Numerical value equations The approximate numerical value equations for engine power from torque and crankshaft speed are: International unit system (SI) Let: Power in Kilowatt (kW) Torque in Newton-metre (N·m) Crankshaft speed per Minute (min−1) Then: Technical unit system (MKS) Power in Pferdestärke (PS) Torque in Kilopondmetre (kp·m) Crankshaft speed per Minute (min−1) Then: Imperial/U.S. Customary unit system Power in Horsepower (hp) Torque in Pound-force foot (lbf·ft) Crankshaft speed in Revolutions per Minute (rpm) Then: Example A diesel engine produces a torque of 234 N·m at 4200 min−1, which is the engine's rated speed. Let: Then: or using the numerical value equation: The engine's rated power output is 103 kW. Units See also List of production cars by power output Bibliography The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What are the two basic types of combustion engines? A. spark and steam B. diesel and internal combustion C. gas and steam D. external and internal combustion engines Answer:
sciq-8150	multiple_choice	What is the name of the process for delivering water to crops?	[ "reclamation", "bilge", "drainage", "irrigation" ]	D		Relavent Documents: Document 0::: Irrigation informatics is a newly emerging academic field that is a cross-disciplinary science using informatics to study the information flows and data management related to irrigation. The field is one of many new informatics sub-specialities that uses the science of information, the practice of information processing, and the engineering of information systems to advance a biophysical science or engineering field. Background Agricultural productivity increases are eagerly sought by governments and industry, spurred by the realisation that world food production must double in the 21st century to feed growing populations and that as irrigation makes up 36% of global food production, but that new land for irrigation growth is very limited, irrigation efficiency must increase. Since irrigation science is a mature and stable field, irrigation researchers are looking to cross-disciplinary science to bring about production gains and informatics is one such science along with others such as social science. Much of the driver for work in the area of irrigation informatics is the perceived success of other informatics fields such as health informatics. Current research Irrigation informatics is very much a part of the wider research into irrigation wherever information technology or data systems are used, however the term informatics is not always used to describe research involving computer systems and data management so that information science or information technology may alternatively be used. This leads to a great number of irrigation informatics articles not using the term irrigation informatics. There are currently no formal publications (journals) that focus on irrigation informatics with the publication most likely to present articles on the topic being Computers and electronics in Agriculture or one of the many irrigation science journals such as Irrigation Science. Recent work in the general area of irrigation informatics has mentioned the exact phrase "Ir Document 1::: Evapotranspiration (ET) is the combined processes which move water from the Earth's surface into the atmosphere. It covers both water evaporation (movement of water to the air directly from soil, canopies, and water bodies) and transpiration (evaporation that occurs through the stomata, or openings, in plant leaves). Evapotranspiration is an important part of the local water cycle and climate, and measurement of it plays a key role in agricultural irrigation and water resource management. Definition of evapotranspiration Evapotranspiration is a combination of evaporation and transpiration, measured in order to better understand crop water requirements, irrigation scheduling, and watershed management. The two key components of evapotranspiration are: Evaporation: the movement of water directly to the air from sources such as the soil and water bodies. It can be affected by factors including heat, humidity, solar radiation and wind speed. Transpiration: the movement of water from root systems, through a plant, and exit into the air as water vapor. This exit occurs through stomata in the plant. Rate of transpiration can be influenced by factors including plant type, soil type, weather conditions and water content, and also cultivation practices. Evapotranspiration is typically measured in millimeters of water (i.e. volume of water moved per unit area of the Earth's surface) in a set unit of time. Globally, it is estimated that on average between three-fifths and three-quarters of land precipitation is returned to the atmosphere via evapotranspiration. Evapotranspiration does not, in general, account for other mechanisms which are involved in returning water to the atmosphere, though some of these, such as snow and ice sublimation in regions of high elevation or high latitude, can make a large contribution to atmospheric moisture even under standard conditions. Factors that impact evapotranspiration levels Primary factors Because evaporation and transpiration Document 2::: An aquatic weed harvester, also known as a water mower, mowing boat and weed cutting boat, is an aquatic machine specifically designed for inland watercourse management to cut and harvest underwater weeds, reeds and other aquatic plant life. The action of removing aquatic plant life in such a manner has been referred to as "aquatic harvesting". Overview Water is an important resource and in many countries, waterways are increasingly clogged by aquatic plant growth. This is particularly so in tropical countries where warmer water means the plants grow more quickly, and increasing run-off of fertilisers and effluent has exacerbated the problem. Irrigation ditches and pumps can become overgrown with vegetation, power station and factory water intakes can get blocked, boats can get hindered, fish stocks can be disrupted, and water moves more slowly, resulting in greater evapotranspiration and a greater risk of flooding. In some large irrigation projects in India, canals have become so overgrown with vegetation that water flow has been reduced to a fifth of its previous amount. In Bangladesh, floodwater has washed mats of water hyacinth onto paddy fields, overwhelming the emerging rice crops. Small fish can become entangled in excessive algal growth. Rice is the main aquatic plant grown for human food, but smaller areas of watercress and water chestnut are also cultivated. In their native environments, aquatic weeds are part of a balanced ecosystem, and it is mainly introduced species of water plant that become invasive and cause problems by congesting water bodies. The worst culprits, found in both temperate and tropical waterways, are floating plants such as water hyacinth, water lettuce and Salvinia, fully submerged rooting plants such as Hydrilla and water milfoil and rooting plants that reach the surface such as cattail, papyrus, bulrush and reed. Weed harvesting equipment Weed cutting boats are developed to enable the maintenance of canals, lakes and rivers and Document 3::: 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 Document 4::: Fair river sharing is a kind of a fair division problem in which the waters of a river has to be divided among countries located along the river. It differs from other fair division problems in that the resource to be divided—the water—flows in one direction—from upstream countries to downstream countries. To attain any desired division, it may be required to limit the consumption of upstream countries, but this may require to give these countries some monetary compensation. In addition to sharing river water, which is an economic good, it is often required to share river pollution (or the cost of cleaning it), which is an economic bad. River sharing in practice There are 148 rivers in the world flowing through two countries, 30 through three, nine through four and 13 through five or more. Some notable examples are: The Jordan river, whose sources run from upstream Lebanon and Syria to downstream Israel and Jordan. The attempts of Syria to divert the Jordan river, starting in 1965, are cited as one of the reasons for the Six-Day War. Later, in 1994, the Israel–Jordan peace treaty determined a sharing of the waters between Israel and Jordan, by which Jordan receives water per year. The Nile, running from upstream Ethiopia through Sudan to downstream Egypt. There is a long history of disputes over the Nile agreements of 1929 and 1959. The Ganges, running from upstream India to downstream Bangladesh. There was controversy over the operation of the Farakka Barrage. Between Mexico and the United States, there was controversy over the desalination facility in the Morelos Dam. The Mekong runs from China's Yunnan Province to Myanmar, Laos, Thailand, Cambodia, and Vietnam. In 1995, Laos, Thailand, Cambodia, and Vietnam established the Mekong River Commission to assist in the management and coordinated use of the Mekong's resources. In 1996 China and Myanmar became "dialogue partners" of the MRC and the six countries now work together within a cooperative framework. The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What is the name of the process for delivering water to crops? A. reclamation B. bilge C. drainage D. irrigation Answer:
sciq-9735	multiple_choice	What is the developing human organism referred to as from the end of the eighth week until birth?	[ "fetus", "nucleus", "egg", "babies" ]	A		Relavent Documents: Document 0::: An organism () is any biological living system that functions as an individual life form. All organisms are composed of cells. The idea of organism is based on the concept of minimal functional unit of life. Three traits have been proposed to play the main role in qualification as an organism: noncompartmentability – structure that cannot be divided without its functionality loss, individuality – the entity has simultaneous holding of genetic uniqueness, genetic homogeneity and autonomy, distinctness – genetic information has to maintain open-system (a cell). Organisms include multicellular animals, plants, and fungi; or unicellular microorganisms such as protists, bacteria, and archaea. All types of organisms are capable of reproduction, growth and development, maintenance, and some degree of response to stimuli. Most multicellular organisms differentiate into specialized tissues and organs during their development. In 2016, a set of 355 genes from the last universal common ancestor (LUCA) of all organisms from Earth was identified. Etymology The term "organism" (from Greek ὀργανισμός, organismos, from ὄργανον, organon, i.e. "instrument, implement, tool, organ of sense or apprehension") first appeared in the English language in 1703 and took on its current definition by 1834 (Oxford English Dictionary). It is directly related to the term "organization". There is a long tradition of defining organisms as self-organizing beings, going back at least to Immanuel Kant's 1790 Critique of Judgment. Definitions An organism may be defined as an assembly of molecules functioning as a more or less stable whole that exhibits the properties of life. Dictionary definitions can be broad, using phrases such as "any living structure, such as a plant, animal, fungus or bacterium, capable of growth and reproduction". Many definitions exclude viruses and possible synthetic non-organic life forms, as viruses are dependent on the biochemical machinery of a host cell for repr Document 1::: This glossary of developmental biology is a list of definitions of terms and concepts commonly used in the study of developmental biology and related disciplines in biology, including embryology and reproductive biology, primarily as they pertain to vertebrate animals and particularly to humans and other mammals. The developmental biology of invertebrates, plants, fungi, and other organisms is treated in other articles; e.g. terms relating to the reproduction and development of insects are listed in Glossary of entomology, and those relating to plants are listed in Glossary of botany. This glossary is intended as introductory material for novices; for more specific and technical detail, see the article corresponding to each term. Additional terms relevant to vertebrate reproduction and development may also be found in Glossary of biology, Glossary of cell biology, Glossary of genetics, and Glossary of evolutionary biology. A B C D E F G H I J K L M N O P Q R S T U V W X Y Z See also Introduction to developmental biology Outline of developmental biology Outline of cell biology Glossary of biology Glossary of cell biology Glossary of genetics Glossary of evolutionary biology Document 2::: A juvenile is an individual organism (especially an animal) that has not yet reached its adult form, sexual maturity or size. Juveniles can look very different from the adult form, particularly in colour, and may not fill the same niche as the adult form. In many organisms the juvenile has a different name from the adult (see List of animal names). Some organisms reach sexual maturity in a short metamorphosis, such as ecdysis in many insects and some other arthropods. For others, the transition from juvenile to fully mature is a more prolonged process—puberty in humans and other species (like higher primates and whales), for example. In such cases, juveniles during this transformation are sometimes called subadults. Many invertebrates cease development upon reaching adulthood. The stages of such invertebrates are larvae or nymphs. In vertebrates and some invertebrates (e.g. spiders), larval forms (e.g. tadpoles) are usually considered a development stage of their own, and "juvenile" refers to a post-larval stage that is not fully grown and not sexually mature. In amniotes, the embryo represents the larval stage. Here, a "juvenile" is an individual in the time between hatching/birth/germination and reaching maturity. Examples For animal larval juveniles, see larva Juvenile birds or bats can be called fledglings For cat juveniles, see kitten For dog juveniles, see puppy For human juvenile life stages, see childhood and adolescence, an intermediary period between the onset of puberty and full physical, psychological, and social adulthood Document 3::: Human embryonic development, or human embryogenesis, is the development and formation of the human embryo. It is characterised by the processes of cell division and cellular differentiation of the embryo that occurs during the early stages of development. In biological terms, the development of the human body entails growth from a one-celled zygote to an adult human being. Fertilization occurs when the sperm cell successfully enters and fuses with an egg cell (ovum). The genetic material of the sperm and egg then combine to form the single cell zygote and the germinal stage of development commences. Embryonic development in the human, covers the first eight weeks of development; at the beginning of the ninth week the embryo is termed a fetus. The eight weeks has 23 stages. Human embryology is the study of this development during the first eight weeks after fertilization. The normal period of gestation (pregnancy) is about nine months or 40 weeks. The germinal stage refers to the time from fertilization through the development of the early embryo until implantation is completed in the uterus. The germinal stage takes around 10 days. During this stage, the zygote begins to divide, in a process called cleavage. A blastocyst is then formed and implants in the uterus. Embryogenesis continues with the next stage of gastrulation, when the three germ layers of the embryo form in a process called histogenesis, and the processes of neurulation and organogenesis follow. In comparison to the embryo, the fetus has more recognizable external features and a more complete set of developing organs. The entire process of embryogenesis involves coordinated spatial and temporal changes in gene expression, cell growth and cellular differentiation. A nearly identical process occurs in other species, especially among chordates. Germinal stage Fertilization Fertilization takes place when the spermatozoon has successfully entered the ovum and the two sets of genetic material carried b Document 4::: Development of the human body is the process of growth to maturity. The process begins with fertilization, where an egg released from the ovary of a female is penetrated by a sperm cell from a male. The resulting zygote develops through mitosis and cell differentiation, and the resulting embryo then implants in the uterus, where the embryo continues development through a fetal stage until birth. Further growth and development continues after birth, and includes both physical and psychological development that is influenced by genetic, hormonal, environmental and other factors. This continues throughout life: through childhood and adolescence into adulthood. Before birth Development before birth, or prenatal development () is the process in which a zygote, and later an embryo, and then a fetus develops during gestation. Prenatal development starts with fertilization and the formation of the zygote, the first stage in embryonic development which continues in fetal development until birth. Fertilization Fertilization occurs when the sperm successfully enters the ovum's membrane. The chromosomes of the sperm are passed into the egg to form a unique genome. The egg becomes a zygote and the germinal stage of embryonic development begins. The germinal stage refers to the time from fertilization, through the development of the early embryo, up until implantation. The germinal stage is over at about 10 days of gestation. The zygote contains a full complement of genetic material with all the biological characteristics of a single human being, and develops into the embryo. Embryonic development has four stages: the morula stage, the blastula stage, the gastrula stage, and the neurula stage. Prior to implantation, the embryo remains in a protein shell, the zona pellucida, and undergoes a series of rapid mitotic cell divisions called cleavage. A week after fertilization the embryo still has not grown in size, but hatches from the zona pellucida and adheres to the lining o The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What is the developing human organism referred to as from the end of the eighth week until birth? A. fetus B. nucleus C. egg D. babies Answer:
sciq-3768	multiple_choice	How can we reduce use of energy resources?	[ "restoration", "modification", "conservation", "liberation" ]	C		Relavent Documents: Document 0::: 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 Document 1::: Climate change mitigation is action to limit climate change by reducing emissions of greenhouse gases or removing those gases from the atmosphere. The recent rise in global average temperature is mostly due to emissions from unabated burning of fossil fuels such as coal, oil, and natural gas. Mitigation can reduce emissions by transitioning to sustainable energy sources, conserving energy, and increasing efficiency. It is possible to remove carbon dioxide () from the atmosphere by enlarging forests, restoring wetlands and using other natural and technical processes. Experts call these processes carbon sequestration. Governments and companies have pledged to reduce emissions to prevent dangerous climate change in line with international negotiations to limit warming by reducing emissions. Solar energy and wind power have the greatest potential for mitigation at the lowest cost compared to a range of other options. The availability of sunshine and wind is variable. But it is possible to deal with this through energy storage and improved electrical grids. These include long-distance electricity transmission, demand management and diversification of renewables. It is possible to reduce emissions from infrastructure that directly burns fossil fuels, such as vehicles and heating appliances, by electrifying the infrastructure. If the electricity comes from renewable sources instead of fossil fuels this will reduce emissions. Using heat pumps and electric vehicles can improve energy efficiency. If industrial processes must create carbon dioxide, carbon capture and storage can reduce net emissions. Greenhouse gas emissions from agriculture include methane as well as nitrous oxide. It is possible to cut emissions from agriculture by reducing food waste, switching to a more plant-based diet, by protecting ecosystems and by improving farming processes. Changing energy sources, industrial processes and farming methods can reduce emissions. So can changes in demand, for instanc Document 2::: Climate restoration is the climate change goal and associated actions to restore to levels humans have actually survived long-term, below 300 ppm. This would restore the Earth system generally to a safe state, for the well-being of future generations of humanity and nature. Actions include carbon dioxide removal from the Carbon dioxide in Earth's atmosphere, which, in combination with emissions reductions, would reduce the level of in the atmosphere and thereby reduce the global warming produced by the greenhouse effect of an excess of over its pre-industrial level. Actions also include restoring pre-industrial atmospheric methane levels by accelerating natural methane oxidation. Climate restoration enhances legacy climate goals (stabilizing earth's climate) to include ensuring the survival of humanity by restoring to levels of the last 6000 years that allowed agriculture and civilization to develop. Restoration and mitigation Climate restoration is the goal underlying climate change mitigation, whose actions are intended to "limit the magnitude or rate of long-term climate change". Advocates of climate restoration accept that climate change has already had major negative impacts which threaten the long-term survival of humanity. The current mitigation pathway leaves the risk that conditions will go beyond adaptation and abrupt climate change will be upon us. There is a human moral imperative to maximize the chances of future generations' survival. By promoting the vision of the "survival and flourishing of humanity", with the Earth System restored to a state close to that in which our species and civilization evolved, advocates claim that there is a huge incentive for innovation and investment to ensure that this restoration takes place safely and in a timely fashion. As stated in "The Economist" in November 2017, "in any realistic scenario, emissions cannot be cut fast enough to keep the total stock of greenhouse gases sufficiently small to limit the ris Document 3::: Energy statistics refers to collecting, compiling, analyzing and disseminating data on commodities such as coal, crude oil, natural gas, electricity, or renewable energy sources (biomass, geothermal, wind or solar energy), when they are used for the energy they contain. Energy is the capability of some substances, resulting from their physico-chemical properties, to do work or produce heat. Some energy commodities, called fuels, release their energy content as heat when they burn. This heat could be used to run an internal or external combustion engine. The need to have statistics on energy commodities became obvious during the 1973 oil crisis that brought tenfold increase in petroleum prices. Before the crisis, to have accurate data on global energy supply and demand was not deemed critical. Another concern of energy statistics today is a huge gap in energy use between developed and developing countries. As the gap narrows (see picture), the pressure on energy supply increases tremendously. The data on energy and electricity come from three principal sources: Energy industry Other industries ("self-producers") Consumers The flows of and trade in energy commodities are measured both in physical units (e.g., metric tons), and, when energy balances are calculated, in energy units (e.g., terajoules or tons of oil equivalent). What makes energy statistics specific and different from other fields of economic statistics is the fact that energy commodities undergo greater number of transformations (flows) than other commodities. In these transformations energy is conserved, as defined by and within the limitations of the first and second laws of thermodynamics. See also Energy system World energy resources and consumption External links Statistical Energy Database Review: Enerdata Yearbook 2012 International Energy Agency: Statistics United Nations: Energy Statistics The Oslo Group on Energy Statistics DOE Energy Information Administration Year of Ener Document 4::: Energy modeling or energy system modeling is the process of building computer models of energy systems in order to analyze them. Such models often employ scenario analysis to investigate different assumptions about the technical and economic conditions at play. Outputs may include the system feasibility, greenhouse gas emissions, cumulative financial costs, natural resource use, and energy efficiency of the system under investigation. A wide range of techniques are employed, ranging from broadly economic to broadly engineering. Mathematical optimization is often used to determine the least-cost in some sense. Models can be international, regional, national, municipal, or stand-alone in scope. Governments maintain national energy models for energy policy development. Energy models are usually intended to contribute variously to system operations, engineering design, or energy policy development. This page concentrates on policy models. Individual building energy simulations are explicitly excluded, although they too are sometimes called energy models. IPCC-style integrated assessment models, which also contain a representation of the world energy system and are used to examine global transformation pathways through to 2050 or 2100 are not considered here in detail. Energy modeling has increased in importance as the need for climate change mitigation has grown in importance. The energy supply sector is the largest contributor to global greenhouse gas emissions. The IPCC reports that climate change mitigation will require a fundamental transformation of the energy supply system, including the substitution of unabated (not captured by CCS) fossil fuel conversion technologies by low-GHG alternatives. Model types A wide variety of model types are in use. This section attempts to categorize the key types and their usage. The divisions provided are not hard and fast and mixed-paradigm models exist. In addition, the results from more general models can be The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. How can we reduce use of energy resources? A. restoration B. modification C. conservation D. liberation Answer:
sciq-10634	multiple_choice	What was the first antiseptic called?	[ "chlorine", "phenol", "acid", "gasoline" ]	B		Relavent Documents: Document 0::: Disinfectants The most used disinfectants are those applying active chlorine (i.e., hypochlorites, chloramines, dichloroisocyanurate and trichloroisocyanurate, wet chlorine, chlorine dioxide, etc.), active oxygen (peroxides, such as peracetic acid, potassium persulfate, sodium perborate, sodium percarbonate, and urea perhydrate), iodine (povidone-iodine, Lugol's solution, iodine tincture, iodinated nonionic surfactants), concentrated alcohols (mainly ethanol, 1-propanol, called also n-propanol and 2-propanol, called isopropanol and mixtures thereof; further, 2-phenoxyethanol and 1- and 2-phenoxypropanols are used), phenolic substances (such as phenol (also called "carbolic acid"), cresols such as thymol, halogenated (chlorinated, brominated) phenols, such as hexachlorophene, triclosan, trichlorophenol, tribromophenol, pentachlorophenol, salts and isomers thereof), cationic surfactants, such as some quaternary ammonium cations (such as benzalkonium chloride, cetyl trimethylammonium bromide or chloride, didecyldimethylammonium chloride, cetylpyridinium chloride, benzethonium chloride) and others, non-quaternary compounds, such as chlorhexidine, glucoprotamine, octenidine dihydrochloride etc.), strong oxidizers, such as ozone and permanganate solutions; heavy metals and their salts, such as colloidal silver, silver nitrate, mercury chloride, phenylmercury salts, copper sulfate, copper oxide-chloride etc. Heavy metals and their salts are the most toxic and environment-hazardous bactericides and therefore their use is strongly discouraged or prohibited strong acids (phosphoric, nitric, sulfuric, amidosulfuric, toluenesulfonic acids), pH < 1, and alkali Document 1::: The medical uses of silver include its use in wound dressings, creams, and as an antibiotic coating on medical devices. Wound dressings containing silver sulfadiazine or silver nanomaterials may be used to treat external infections. The limited evidence available shows that silver coatings on endotracheal breathing tubes may reduce the incidence of ventilator-associated pneumonia. There is tentative evidence that using silver-alloy indwelling catheters for short-term catheterizing will reduce the risk of catheter-acquired urinary tract infections. Silver generally has low toxicity, and minimal risk is expected when silver is used in approved medical applications. Alternative medicine products such as colloidal silver are not safe or effective. Mechanism of action Silver and most silver compounds have an oligodynamic effect and are toxic for bacteria, algae, and fungi in vitro. The antibacterial action of silver is dependent on the silver ion. The effectiveness of silver compounds as an antiseptic is based on the ability of the biologically active silver ion () to irreversibly damage key enzyme systems in the cell membranes of pathogens. The antibacterial action of silver has long been known to be enhanced by the presence of an electric field. Applying an electric current across silver electrodes enhances antibiotic action at the anode, likely due to the release of silver into the bacterial culture. The antibacterial action of electrodes coated with silver nanostructures is greatly improved in the presence of an electric field. Silver, used as a topical antiseptic, is incorporated by bacteria it kills. Thus dead bacteria may be the source of silver that may kill additional bacteria. Medical uses Antibacterial cream Silver sulfadiazine (SSD) is a topical antibiotic used in partial thickness and full thickness burns to prevent infection. It was discovered in the 1960s, and was the standard topical antimicrobial for burn wounds for decades. However systemic revie Document 2::: Cotton swabs (American English) or cotton buds (British English) are wads of cotton wrapped around a short rod made of wood, rolled paper, or plastic. They are most commonly used for ear cleaning, although this is not recommended by physicians. Other uses for cotton swabs include first aid, cosmetics application, cleaning, infant care and crafts. Some countries have banned the plastic-stemmed versions in favor of biodegradable alternatives over concerns about marine pollution. History The first mass-produced cotton swab was developed in 1923 by Polish-American Leo Gerstenzang after he watched his wife attach wads of cotton to toothpicks to clean their infant's ears. His product was originally named "Baby Gays" in recognition of them being intended for infants before being renamed "Q-tips Baby Gays", with the "Q" standing for "quality". The product eventually became known as "Q-tips", which went on to become the most widely sold brand name of cotton swabs in North America. The term "Q-tip" is often used as a genericized trademark for a cotton swab in the United States and Canada. The Q-tips brand is owned by Unilever and had over $200 million in US sales in 2014. "Johnson's buds" are made by Johnson & Johnson. However, according to the United States Patent Case (C-10,415) Q-Tips, Inc. v. Johnson & Johnson, 108 F. Supp. 845 (D.N.J. 1952), it would appear that the first commercial producer of cotton tipped applicators was a Mrs. Hazel Tietjen Forbis, who manufactured them in her home. She also owned a patent on the article, numbered 1,652,108, dated December 6, 1927, and sold the product under the appellation Baby Nose-Gay. In 1925, Leo Gerstenzang Co., Inc. purchased an assignment of the product patent from Mrs. Forbis. On January 2, 1937, Q-Tips, Inc's president, Mr. Leo Gerstenzang, and his wife Mrs. Ziuta Gerstenzang formed a partnership and purchased from Mrs. Forbis "All merchandise, machinery and fixtures now contained in the premises 132 W. 36th Street and 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::: 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 was the first antiseptic called? A. chlorine B. phenol C. acid D. gasoline Answer:
sciq-10484	multiple_choice	What is the name for the nonliving parts of ecosystems?	[ "Dead factors", "diverse factors", "abiotic factors", "nucleic factors" ]	C		Relavent Documents: Document 0::: This glossary of biology terms is a list of definitions of fundamental terms and concepts used in biology, the study of life and of living organisms. It is intended as introductory material for novices; for more specific and technical definitions from sub-disciplines and related fields, see Glossary of cell biology, Glossary of genetics, Glossary of evolutionary biology, Glossary of ecology, Glossary of environmental science and Glossary of scientific naming, or any of the organism-specific glossaries in :Category:Glossaries of biology. A B C D E F G H I J K L M N O P R S T U V W X Y Z Related to this search Index of biology articles Outline of biology Glossaries of sub-disciplines and related fields: Glossary of botany Glossary of ecology Glossary of entomology Glossary of environmental science Glossary of genetics Glossary of ichthyology Glossary of ornithology Glossary of scientific naming Glossary of speciation Glossary of virology Document 1::: This glossary of ecology is a list of definitions of terms and concepts in ecology and related fields. For more specific definitions from other glossaries related to ecology, see Glossary of biology, Glossary of evolutionary biology, and Glossary of environmental science. A B C D E F G H I J K L M N O P Q R S T U V W X Y Z See also Outline of ecology History of ecology Document 2::: Ecosystem Functional Type (EFT) is an ecological concept to characterize ecosystem functioning. Ecosystem Functional Types are defined as groups of ecosystems or patches of the land surface that share similar dynamics of matter and energy exchanges between the biota and the physical environment. The EFT concept is analogous to the Plant Functional Types (PFTs) concept, but defined at a higher level of the biological organization. As plant species can be grouped according to common functional characteristics, ecosystems can be grouped according to their common functional behavior. One of the most used approaches to implement this concept has been the identification of EFTs from the satellite-derived dynamics of primary production, an essential and integrative descriptor of ecosystem functioning. History In 1992, Soriano and Paruelo proposed the concept of Biozones to identify vegetation units that share ecosystem functional characteristics using time-series of satellite images of spectral vegetation indices. Biozones were later renamed to EFTs by Paruelo et al. (2001), using an equivalent definition and methodology. was one of the first authors that used the term EFT as "aggregated components of ecosystems whose interactions with one another and with the environment produce differences in patterns of ecosystem structure and dynamics". Walker (1997) proposed the use of a similar term, vegetation functional types, for groups of PFTs in sets that constitute the different states of vegetation succession in non-equilibrium ecosystems. The same term was applied by Scholes et al. in a wider sense for those areas having similar ecological attributes, such as PFTs composition, structure, phenology, biomass or productivity. Several studies have applied hierarchy and patch dynamic theories for the definition of ecosystem and landscape functional types at different spatial scales, by scaling-up emergent structural and functional properties from patches to regions. Valentin Document 3::: A biophysical environment is a biotic and abiotic surrounding of an organism or population, and consequently includes the factors that have an influence in their survival, development, and evolution. A biophysical environment can vary in scale from microscopic to global in extent. It can also be subdivided according to its attributes. Examples include the marine environment, the atmospheric environment and the terrestrial environment. The number of biophysical environments is countless, given that each living organism has its own environment. The term environment can refer to a singular global environment in relation to humanity, or a local biophysical environment, e.g. the UK's Environment Agency. Life-environment interaction All life that has survived must have adapted to the conditions of its environment. Temperature, light, humidity, soil nutrients, etc., all influence the species within an environment. However, life in turn modifies, in various forms, its conditions. Some long-term modifications along the history of the planet have been significant, such as the incorporation of oxygen to the atmosphere. This process consisted of the breakdown of carbon dioxide by anaerobic microorganisms that used the carbon in their metabolism and released the oxygen to the atmosphere. This led to the existence of oxygen-based plant and animal life, the great oxygenation event. Related studies Environmental science is the study of the interactions within the biophysical environment. Part of this scientific discipline is the investigation of the effect of human activity on the environment. Ecology, a sub-discipline of biology and a part of environmental sciences, is often mistaken as a study of human-induced effects on the environment. Environmental studies is a broader academic discipline that is the systematic study of the interaction of humans with their environment. It is a broad field of study that includes: The natural environment Built environments Social envi Document 4::: In ecology, habitat refers to the array of resources, physical and biotic factors that are present in an area, such as to support the survival and reproduction of a particular species. A species habitat can be seen as the physical manifestation of its ecological niche. Thus "habitat" is a species-specific term, fundamentally different from concepts such as environment or vegetation assemblages, for which the term "habitat-type" is more appropriate. The physical factors may include (for example): soil, moisture, range of temperature, and light intensity. Biotic factors include the availability of food and the presence or absence of predators. Every species has particular habitat requirements, with habitat generalist species able to thrive in a wide array of environmental conditions while habitat specialist species requiring a very limited set of factors to survive. The habitat of a species is not necessarily found in a geographical area, it can be the interior of a stem, a rotten log, a rock or a clump of moss; a parasitic organism has as its habitat the body of its host, part of the host's body (such as the digestive tract), or a single cell within the host's body. Habitat types are environmental categorizations of different environments based on the characteristics of a given geographical area, particularly vegetation and climate. Thus habitat types do not refer to a single species but to multiple species living in the same area. For example, terrestrial habitat types include forest, steppe, grassland, semi-arid or desert. Fresh-water habitat types include marshes, streams, rivers, lakes, and ponds; marine habitat types include salt marshes, the coast, the intertidal zone, estuaries, reefs, bays, the open sea, the sea bed, deep water and submarine vents. Habitat types may change over time. Causes of change may include a violent event (such as the eruption of a volcano, an earthquake, a tsunami, a wildfire or a change in oceanic currents); or change may occur mo The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What is the name for the nonliving parts of ecosystems? A. Dead factors B. diverse factors C. abiotic factors D. nucleic factors Answer:
sciq-7466	multiple_choice	Ribosomes are produced in the nucleolus, and then transported to the what?	[ "cerebellum", "cytoplasm", "nucleus", "cytoskeleton" ]	B		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::: 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 2::: 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 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. Ribosomes are produced in the nucleolus, and then transported to the what? A. cerebellum B. cytoplasm C. nucleus D. cytoskeleton Answer:
sciq-1575	multiple_choice	In the small intestine, chyme mixes with bile, which emulsifies what substances?	[ "acids", "proteins", "sugars", "fats" ]	D		Relavent Documents: Document 0::: Bile (from Latin bilis), or gall, is a yellow-green fluid produced by the liver of most vertebrates that aids the digestion of lipids in the small intestine. In humans, bile is primarily composed of water, produced continuously by the liver, and stored and concentrated in the gallbladder. After a human eats, this stored bile is discharged into the first section of their small intestine. Composition In the human liver, bile is composed of 97–98% water, 0.7% bile salts, 0.2% bilirubin, 0.51% fats (cholesterol, fatty acids, and lecithin), and 200 meq/L inorganic salts. The two main pigments of bile are bilirubin, which is yellow, and its oxidised form biliverdin, which is green. When mixed, they are responsible for the brown color of feces. About of bile is produced per day in adult human beings. Function Bile or gall acts to some extent as a surfactant, helping to emulsify the lipids in food. Bile salt anions are hydrophilic on one side and hydrophobic on the other side; consequently, they tend to aggregate around droplets of lipids (triglycerides and phospholipids) to form micelles, with the hydrophobic sides towards the fat and hydrophilic sides facing outwards. The hydrophilic sides are negatively charged, and this charge prevents fat droplets coated with bile from re-aggregating into larger fat particles. Ordinarily, the micelles in the duodenum have a diameter around 1–50 μm in humans. The dispersion of food fat into micelles provides a greatly increased surface area for the action of the enzyme pancreatic lipase, which digests the triglycerides, and is able to reach the fatty core through gaps between the bile salts. A triglyceride is broken down into two fatty acids and a monoglyceride, which are absorbed by the villi on the intestine walls. After being transferred across the intestinal membrane, the fatty acids reform into triglycerides (), before being absorbed into the lymphatic system through lacteals. Without bile salts, most of the lipids in food wou Document 1::: Digestion is the breakdown of large insoluble food compounds into small water-soluble components so that they can be absorbed into the blood plasma. In certain organisms, these smaller substances are absorbed through the small intestine into the blood stream. Digestion is a form of catabolism that is often divided into two processes based on how food is broken down: mechanical and chemical digestion. The term mechanical digestion refers to the physical breakdown of large pieces of food into smaller pieces which can subsequently be accessed by digestive enzymes. Mechanical digestion takes place in the mouth through mastication and in the small intestine through segmentation contractions. In chemical digestion, enzymes break down food into the small compounds that the body can use. In the human digestive system, food enters the mouth and mechanical digestion of the food starts by the action of mastication (chewing), a form of mechanical digestion, and the wetting contact of saliva. Saliva, a liquid secreted by the salivary glands, contains salivary amylase, an enzyme which starts the digestion of starch in the food; the saliva also contains mucus, which lubricates the food, and hydrogen carbonate, which provides the ideal conditions of pH (alkaline) for amylase to work, and electrolytes (Na+, K+, Cl−, HCO−3). About 30% of starch is hydrolyzed into disaccharide in the oral cavity (mouth). After undergoing mastication and starch digestion, the food will be in the form of a small, round slurry mass called a bolus. It will then travel down the esophagus and into the stomach by the action of peristalsis. Gastric juice in the stomach starts protein digestion. Gastric juice mainly contains hydrochloric acid and pepsin. In infants and toddlers, gastric juice also contains rennin to digest milk proteins. As the first two chemicals may damage the stomach wall, mucus and bicarbonates are secreted by the stomach. They provide a slimy layer that acts as a shield against the damag Document 2::: The Joan Mott Prize Lecture is a prize lecture awarded annually by The Physiological Society in honour of Joan Mott. Laureates Laureates of the award have included: - Intestinal absorption of sugars and peptides: from textbook to surprises See also Physiological Society Annual Review Prize Lecture Document 3::: Hindgut fermentation is a digestive process seen in monogastric herbivores, animals with a simple, single-chambered stomach. Cellulose is digested with the aid of symbiotic bacteria. The microbial fermentation occurs in the digestive organs that follow the small intestine: the large intestine and cecum. Examples of hindgut fermenters include proboscideans and large odd-toed ungulates such as horses and rhinos, as well as small animals such as rodents, rabbits and koalas. In contrast, foregut fermentation is the form of cellulose digestion seen in ruminants such as cattle which have a four-chambered stomach, as well as in sloths, macropodids, some monkeys, and one bird, the hoatzin. Cecum Hindgut fermenters generally have a cecum and large intestine that are much larger and more complex than those of a foregut or midgut fermenter. Research on small cecum fermenters such as flying squirrels, rabbits and lemurs has revealed these mammals to have a GI tract about 10-13 times the length of their body. This is due to the high intake of fiber and other hard to digest compounds that are characteristic to the diet of monogastric herbivores. Unlike in foregut fermenters, the cecum is located after the stomach and small intestine in monogastric animals, which limits the amount of further digestion or absorption that can occur after the food is fermented. Large intestine In smaller hindgut fermenters of the order Lagomorpha (rabbits, hares, and pikas), cecotropes formed in the cecum are passed through the large intestine and subsequently reingested to allow another opportunity to absorb nutrients. Cecotropes are surrounded by a layer of mucus which protects them from stomach acid but which does not inhibit nutrient absorption in the small intestine. Coprophagy is also practiced by some rodents, such as the capybara, guinea pig and related species, and by the marsupial common ringtail possum. This process is also beneficial in allowing for restoration of the microflora pop Document 4::: The liver is a major metabolic organ only found in vertebrate animals, which performs many essential biological functions such as detoxification of the organism, and the synthesis of proteins and biochemicals necessary for digestion and growth. In humans, it is located in the right upper quadrant of the abdomen, below the diaphragm and mostly shielded by the lower right rib cage. Its other metabolic roles include carbohydrate metabolism, the production of hormones, conversion and storage of nutrients such as glucose and glycogen, and the decomposition of red blood cells. The liver is also an accessory digestive organ that produces bile, an alkaline fluid containing cholesterol and bile acids, which emulsifies and aids the breakdown of dietary fat. The gallbladder, a small hollow pouch that sits just under the right lobe of liver, stores and concentrates the bile produced by the liver, which is later excreted to the duodenum to help with digestion. The liver's highly specialized tissue, consisting mostly of hepatocytes, regulates a wide variety of high-volume biochemical reactions, including the synthesis and breakdown of small and complex organic molecules, many of which are necessary for normal vital functions. Estimates regarding the organ's total number of functions vary, but is generally cited as being around 500. It is not known how to compensate for the absence of liver function in the long term, although liver dialysis techniques can be used in the short term. Artificial livers have not been developed to promote long-term replacement in the absence of the liver. , liver transplantation is the only option for complete liver failure. Structure The liver is a dark reddish brown, wedge-shaped organ with two lobes of unequal size and shape. A human liver normally weighs approximately and has a width of about . There is considerable size variation between individuals, with the standard reference range for men being and for women . It is both the heaviest int The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. In the small intestine, chyme mixes with bile, which emulsifies what substances? A. acids B. proteins C. sugars D. fats Answer:
sciq-9914	multiple_choice	What two elements primarily make up the sun?	[ "calcium and helium", "hydrogen and helium", "oxygen and hydrogen", "nitrogen and argon" ]	B		Relavent Documents: Document 0::: 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 1::: The standard solar model (SSM) is a mathematical treatment of the Sun as a spherical ball of gas (in varying states of ionisation, with the hydrogen in the deep interior being a completely ionised plasma). This model, technically the spherically symmetric quasi-static model of a star, has stellar structure described by several differential equations derived from basic physical principles. The model is constrained by boundary conditions, namely the luminosity, radius, age and composition of the Sun, which are well determined. The age of the Sun cannot be measured directly; one way to estimate it is from the age of the oldest meteorites, and models of the evolution of the Solar System. The composition in the photosphere of the modern-day Sun, by mass, is 74.9% hydrogen and 23.8% helium. All heavier elements, called metals in astronomy, account for less than 2 percent of the mass. The SSM is used to test the validity of stellar evolution theory. In fact, the only way to determine the two free parameters of the stellar evolution model, the helium abundance and the mixing length parameter (used to model convection in the Sun), are to adjust the SSM to "fit" the observed Sun. A calibrated solar model A star is considered to be at zero age (protostellar) when it is assumed to have a homogeneous composition and to be just beginning to derive most of its luminosity from nuclear reactions (so neglecting the period of contraction from a cloud of gas and dust). To obtain the SSM, a one solar mass () stellar model at zero age is evolved numerically to the age of the Sun. The abundance of elements in the zero age solar model is estimated from primordial meteorites. Along with this abundance information, a reasonable guess at the zero-age luminosity (such as the present-day Sun's luminosity) is then converted by an iterative procedure into the correct value for the model, and the temperature, pressure and density throughout the model calculated by solving the equations of stellar Document 2::: Stellar chemistry is the study of the chemical composition of astronomical objects; stars in particular, hence the name stellar chemistry. The significance of stellar chemical composition is an open ended question at this point. Some research asserts that a greater abundance of certain elements (such as carbon, sodium, silicon, and magnesium) in the stellar mass are necessary for a star's inner solar system to be habitable over long periods of time. The hypothesis being that the "abundance of these elements make the star cooler and cause it to evolve more slowly, thereby giving planets in its habitable zone more time to develop life as we know it." Stellar abundance of oxygen also appears to be critical to the length of time newly developed planets exist in a habitable zone around their host star. Researchers postulate that if our own sun had a lower abundance of oxygen, the Earth would have ceased to "live" in a habitable zone a billion years ago, long before complex organisms had the opportunity to evolve. Other research Other research is being or has been done in numerous areas relating to the chemical nature of stars. The formation of stars is of particular interest. Research published in 2009 presents spectroscopic observations of so-called "young stellar objects" viewed in the Large Magellanic Cloud with the Spitzer Space Telescope. This research suggests that water, or, more specifically, ice, plays a large role in the formation of these eventual stars Others are researching much more tangible ideas relating to stars and chemistry. Research published in 2010 studied the effects of a strong stellar flare on the atmospheric chemistry of an Earth-like planet orbiting an M dwarf star, specifically, the M dwarf AD Leonis. This research simulated the effects an observed flare produced by AD Leonis on April 12, 1985 would have on a hypothetical Earth-like planet. After simulating the effects of both UV radiation and protons on the hypothetical planet's a Document 3::: Cosmic dustalso called extraterrestrial dust, space dust, or star dustis dust that occurs in outer space or has fallen onto Earth. Most cosmic dust particles measure between a few molecules and , such as micrometeoroids. Larger particles are called meteoroids. Cosmic dust can be further distinguished by its astronomical location: intergalactic dust, interstellar dust, interplanetary dust (as in the zodiacal cloud), and circumplanetary dust (as in a planetary ring). There are several methods to obtain space dust measurement. In the Solar System, interplanetary dust causes the zodiacal light. Solar System dust includes comet dust, planetary dust (like from Mars), asteroidal dust, dust from the Kuiper belt, and interstellar dust passing through the Solar System. Thousands of tons of cosmic dust are estimated to reach Earth's surface every year, with most grains having a mass between 10−16 kg (0.1 pg) and 10−4 kg (0.1 g). The density of the dust cloud through which the Earth is traveling is approximately 10−6 dust grains/m3. Cosmic dust contains some complex organic compounds (amorphous organic solids with a mixed aromatic–aliphatic structure) that could be created naturally, and rapidly, by stars. A smaller fraction of dust in space is "stardust" consisting of larger refractory minerals that condensed as matter left by stars. Interstellar dust particles were collected by the Stardust spacecraft and samples were returned to Earth in 2006. Study and importance Cosmic dust was once solely an annoyance to astronomers, as it obscures objects they wished to observe. When infrared astronomy began, the dust particles were observed to be significant and vital components of astrophysical processes. Their analysis can reveal information about phenomena like the formation of the Solar System. For example, cosmic dust can drive the mass loss when a star is nearing the end of its life, play a part in the early stages of star formation, and form planets. In the Solar System, Document 4::: Nucleosynthesis is the process that creates new atomic nuclei from pre-existing nucleons (protons and neutrons) and nuclei. According to current theories, the first nuclei were formed a few minutes after the Big Bang, through nuclear reactions in a process called Big Bang nucleosynthesis. After about 20 minutes, the universe had expanded and cooled to a point at which these high-energy collisions among nucleons ended, so only the fastest and simplest reactions occurred, leaving our universe containing hydrogen and helium. The rest is traces of other elements such as lithium and the hydrogen isotope deuterium. Nucleosynthesis in stars and their explosions later produced the variety of elements and isotopes that we have today, in a process called cosmic chemical evolution. The amounts of total mass in elements heavier than hydrogen and helium (called 'metals' by astrophysicists) remains small (few percent), so that the universe still has approximately the same composition. Stars fuse light elements to heavier ones in their cores, giving off energy in the process known as stellar nucleosynthesis. Nuclear fusion reactions create many of the lighter elements, up to and including iron and nickel in the most massive stars. Products of stellar nucleosynthesis remain trapped in stellar cores and remnants except if ejected through stellar winds and explosions. The neutron capture reactions of the r-process and s-process create heavier elements, from iron upwards. Supernova nucleosynthesis within exploding stars is largely responsible for the elements between oxygen and rubidium: from the ejection of elements produced during stellar nucleosynthesis; through explosive nucleosynthesis during the supernova explosion; and from the r-process (absorption of multiple neutrons) during the explosion. Neutron star mergers are a recently discovered major source of elements produced in the r-process. When two neutron stars collide, a significant amount of neutron-rich matter may be ej The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What two elements primarily make up the sun? A. calcium and helium B. hydrogen and helium C. oxygen and hydrogen D. nitrogen and argon Answer:
sciq-2008	multiple_choice	What is the condition called where pimples form on the skin?	[ "acne", "cramping", "dermatitis", "blushing" ]	A		Relavent Documents: Document 0::: Emma Guttman-Yassky is the System Chair of the Department of Dermatology and Waldman professor of dermatology and immunology at the Icahn School of Medicine at Mount Sinai in New York. She is also director of its center for excellence in eczema, its occupational dermatitis clinic, and its inflammatory skin disease laboratory. According to Scopus she has an h-index of 80. Education Research Document 1::: Lympho-epithelial Kazal-type related inhibitor 2 (LEKTI-2) is a protein encoded by the SPINK9 gene in humans. SPINK9 is a member of a gene family cluster located on chromosome 5q33.1, which includes SPINK5 and SPINK6. LEKTI-2 is an inhibitor of KLK5. Desquamation The outer layer of the epidermis is called the stratum corneum. In the stratum corneum terminally differentiated corneocytes are held together by corneodesmosomes. In order for desquamation to occur, corneodesmosomes need to be fully degraded. KLK5 and KLK7 are two serine proteases that degrade corneodesmosomes. LEKTI-2 regulates corneodesmosome degradation by inhibiting KLK5. In acral (palm and sole) skin, where desquamation needs to be delayed, SPINK9 expression is strongly upregulated. The resulting high level of LEKTI-2 delays corneodesmosome degradation, thereby allowing the epidermis to form a thick protective stratum corneum layer. Clinical Significance SPINK9 is overexpressed in lichen simplex chronicus, actinic keratosis, and squamous cell carcinoma. See also Kazal-type serine protease inhibitor domain Document 2::: Cutaneous small-vessel vasculitis (CSVV), is inflammation of small blood vessels, usually accompanied by small lumps beneath the skin. The condition is also known as hypersensitivity vasculitis, cutaneous leukocytoclastic vasculitis, hypersensitivity angiitis, cutaneous leukocytoclastic angiitis, cutaneous necrotizing vasculitis and cutaneous necrotizing venulitis, It is the most common form of vasculitis seen in clinical practice, usually caused by inflammation of post-capillary venules in the dermis). "Leukocytoclastic" refers to the damage caused by nuclear debris from infiltrating neutrophils in and around the vessels. Signs and symptoms Skin lesions Initially red to pink, flat spots (formally, "macules") and raised bumps (formally, "papules") may be seen on the skin. Once fully developed, the classic appearance is "non-blanching, palpable purpura". This appears as deep red to purple spots that feel raised to the touch. Purpura refers to the red-purple discolored spots, while palpable implies that these spots can be felt as raised from the surrounding skin. Additionally, when gently pressed, the color does not fade to a lighter color ("non-blanching"). The red-purple color of the lesions is due to the inflammation in the blood vessels causing red blood cells to escape into the dermis skin layer. Small fluid-filled blisters (or "vesicles"), pus-filled bumps resembling a pimple (or "pustules"), or shallow ulcers may also develop but are less common. The location of skin lesions varies but are most commonly found symmetrically below the waist, primarily on the buttocks and legs. Other distributions include localized areas on the upper body or over several areas of the body. With treatment, the lesions typically resolve in weeks to months and leave behind flat spots that are darker than the surrounding skin (see "Postinflammatory hyperpigmentation" on "Hyperpigmentation"). A portion of cases may be persistent or recurrent. This tends to occur when the va Document 3::: Psoriasis is a long-lasting, noncontagious autoimmune disease characterized by patches of abnormal skin. These areas are red, pink, or purple, dry, itchy, and scaly. Psoriasis varies in severity from small localized patches to complete body coverage. Injury to the skin can trigger psoriatic skin changes at that spot, which is known as the Koebner phenomenon. The five main types of psoriasis are plaque, guttate, inverse, pustular, and erythrodermic. Plaque psoriasis, also known as psoriasis vulgaris, makes up about 90% of cases. It typically presents as red patches with white scales on top. Areas of the body most commonly affected are the back of the forearms, shins, navel area, and scalp. Guttate psoriasis has drop-shaped lesions. Pustular psoriasis presents as small, noninfectious, pus-filled blisters. Inverse psoriasis forms red patches in skin folds. Erythrodermic psoriasis occurs when the rash becomes very widespread, and can develop from any of the other types. Fingernails and toenails are affected in most people with psoriasis at some point in time. This may include pits in the nails or changes in nail color. Psoriasis is generally thought to be a genetic disease that is triggered by environmental factors. If one twin has psoriasis, the other twin is three times more likely to be affected if the twins are identical than if they are nonidentical. This suggests that genetic factors predispose to psoriasis. Symptoms often worsen during winter and with certain medications, such as beta blockers or NSAIDs. Infections and psychological stress can also play a role. The underlying mechanism involves the immune system reacting to skin cells. Diagnosis is typically based on the signs and symptoms. There is no known cure for psoriasis, but various treatments can help control the symptoms. These treatments include steroid creams, vitamin D3 cream, ultraviolet light, immunosuppressive drugs, such as methotrexate, and biologic therapies targeting specific immunologic pat Document 4::: Mees' lines or Aldrich–Mees lines, also called leukonychia striata, are white lines of discoloration across the nails of the fingers and toes (leukonychia). Presentation They are typically white bands traversing the width of the nail. As the nail grows they move towards the end, and finally disappear when trimmed. Causes Mees' lines appear after an episode of poisoning with arsenic, thallium or other heavy metals or selenium, opioid MT-45, and can also appear if the subject is suffering from kidney failure. They have been observed in chemotherapy patients. Eponym and history Although the phenomenon is named after Dutch physician R. A. Mees, who described the abnormality in 1919, earlier descriptions of the same abnormality were made by Englishman E. S. Reynolds in 1901 and by American C. J. Aldrich in 1904. See also Leukonychia List of cutaneous conditions Muehrcke's nails – a similar condition, except the lines are underneath the nails and so do not move as the nail grows The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What is the condition called where pimples form on the skin? A. acne B. cramping C. dermatitis D. blushing Answer:
sciq-10769	multiple_choice	From the uterus, where do sperm travel next?	[ "fallopian tubes", "urinary tract", "vagina", "ovaries" ]	A		Relavent Documents: Document 0::: Fish reproductive organs include testes and ovaries. In most species, gonads are paired organs of similar size, which can be partially or totally fused. There may also be a range of secondary organs that increase reproductive fitness. The genital papilla is a small, fleshy tube behind the anus in some fishes, from which the sperm or eggs are released; the sex of a fish can often be determined by the shape of its papilla. Anatomy Testes Most male fish have two testes of similar size. In the case of sharks, the testes on the right side is usually larger. The primitive jawless fish have only a single testis, located in the midline of the body, although even this forms from the fusion of paired structures in the embryo. Under a tough membranous shell, the tunica albuginea, the testis of some teleost fish, contains very fine coiled tubes called seminiferous tubules. The tubules are lined with a layer of cells (germ cells) that from puberty into old age, develop into sperm cells (also known as spermatozoa or male gametes). The developing sperm travel through the seminiferous tubules to the rete testis located in the mediastinum testis, to the efferent ducts, and then to the epididymis where newly created sperm cells mature (see spermatogenesis). The sperm move into the vas deferens, and are eventually expelled through the urethra and out of the urethral orifice through muscular contractions. However, most fish do not possess seminiferous tubules. Instead, the sperm are produced in spherical structures called sperm ampullae. These are seasonal structures, releasing their contents during the breeding season, and then being reabsorbed by the body. Before the next breeding season, new sperm ampullae begin to form and ripen. The ampullae are otherwise essentially identical to the seminiferous tubules in higher vertebrates, including the same range of cell types. In terms of spermatogonia distribution, the structure of teleosts testes has two types: in the most common, spe Document 1::: Mesonephric tubules are genital ridges that are next to the mesonephros. In males, some of the mesonephric kidney tubules, instead of being used to filter blood like the rest, "grow" over to the developing testes, penetrate them, and become connected to the seminiferous tubules of the testes. They also form the epididymis and the paradidymis. The sperm differentiate inside the seminiferous tubules, then swim down these tubes, then through these special mesonephric tubules, and go down inside Wolffian duct, to the coelom and finally to the organ the animal uses to transport sperm into females. In females, it gives rise to the epoophoron and the paroöphoron. Document 2::: Spermatogenesis is the process by which haploid spermatozoa develop from germ cells in the seminiferous tubules of the testis. This process starts with the mitotic division of the stem cells located close to the basement membrane of the tubules. These cells are called spermatogonial stem cells. The mitotic division of these produces two types of cells. Type A cells replenish the stem cells, and type B cells differentiate into primary spermatocytes. The primary spermatocyte divides meiotically (Meiosis I) into two secondary spermatocytes; each secondary spermatocyte divides into two equal haploid spermatids by Meiosis II. The spermatids are transformed into spermatozoa (sperm) by the process of spermiogenesis. These develop into mature spermatozoa, also known as sperm cells. Thus, the primary spermatocyte gives rise to two cells, the secondary spermatocytes, and the two secondary spermatocytes by their subdivision produce four spermatozoa and four haploid cells. Spermatozoa are the mature male gametes in many sexually reproducing organisms. Thus, spermatogenesis is the male version of gametogenesis, of which the female equivalent is oogenesis. In mammals it occurs in the seminiferous tubules of the male testes in a stepwise fashion. Spermatogenesis is highly dependent upon optimal conditions for the process to occur correctly, and is essential for sexual reproduction. DNA methylation and histone modification have been implicated in the regulation of this process. It starts during puberty and usually continues uninterrupted until death, although a slight decrease can be discerned in the quantity of produced sperm with increase in age (see Male infertility). Spermatogenesis starts in the bottom part of seminiferous tubes and, progressively, cells go deeper into tubes and moving along it until mature spermatozoa reaches the lumen, where mature spermatozoa are deposited. The division happens asynchronically; if the tube is cut transversally one could observe different Document 3::: Sperm chemotaxis is a form of sperm guidance, in which sperm cells (spermatozoa) follow a concentration gradient of a chemoattractant secreted from the oocyte and thereby reach the oocyte. Background Since the discovery of sperm attraction to the female gametes in ferns over a century ago, sperm guidance in the form of sperm chemotaxis has been established in a large variety of species Although sperm chemotaxis is prevalent throughout the Metazoa kingdom, from marine species with external fertilization such as sea urchins and corals, to humans, much of the current information on sperm chemotaxis is derived from studies of marine invertebrates, primarily sea urchin and starfish. As a matter of fact, until not too long ago, the dogma was that, in mammals, guidance of spermatozoa to the oocyte was unnecessary. This was due to the common belief that, following ejaculation into the female genital tract, large numbers of spermatozoa 'race' towards the oocyte and compete to fertilize it. Research during the 1980s caused this belief to be taken apart when it became clear that only few of the ejaculated spermatozoa — in humans, only ~1 of every million spermatozoa — succeed in entering the oviducts (Fallopian tubes) and when more recent studies showed that mammalian spermatozoa do respond chemotactically. Sperm chemotaxis in non-mammalian species In sperm chemotaxis, the oocyte secretes a chemoattractant, which, as it diffuses away, forms a concentration gradient: a high concentration close to the egg, and a gradually lower concentration as the distance from the oocyte increases. Spermatozoa can sense this chemoattractant and orient their swimming direction up the concentration gradient towards the oocyte. Sperm chemotaxis was demonstrated in a large number of non-mammalian species, from marine invertebrates to frogs. Chemoattractants The sperm chemoattractants in non-mammalian species vary to a large extent. Some examples are shown in Table 1. So far, most sperm c Document 4::: Spermatozoa develop in the seminiferous tubules of the testes. During their development the spermatogonia proceed through meiosis to become spermatozoa. Many changes occur during this process: the DNA in nuclei becomes condensed; the acrosome develops as a structure close to the nucleus. The acrosome is derived from the Golgi apparatus and contains hydrolytic enzymes important for fusion of the spermatozoon with an egg cell. During spermiogenesis the nucleus condenses and changes shape. Abnormal shape change is a feature of sperm in male infertility. The acroplaxome is a structure found between the acrosomal membrane and the nuclear membrane. The acroplaxome contains structural proteins including keratin 5, F-actin and profilin IV. The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. From the uterus, where do sperm travel next? A. fallopian tubes B. urinary tract C. vagina D. ovaries Answer:
sciq-9871	multiple_choice	Catabolic and anabolic hormones in the body help regulate these?	[ "hormone levels", "metabolic processes", "nutrient levels", "brain signals" ]	B		Relavent Documents: Document 0::: The following is a list of hormones found in Homo sapiens. Spelling is not uniform for many hormones. For example, current North American and international usage uses estrogen and gonadotropin, while British usage retains the Greek digraph in oestrogen and favours the earlier spelling gonadotrophin. Hormone listing Steroid Document 1::: A neurochemical is a small organic molecule or peptide that participates in neural activity. The science of neurochemistry studies the functions of neurochemicals. Prominent neurochemicals Neurotransmitters and neuromodulators Glutamate is the most common neurotransmitter. Most neurons secrete with glutamate or GABA. Glutamate is excitatory, meaning that the release of glutamate by one cell usually causes adjacent cells to fire an action potential. (Note: Glutamate is chemically identical to the MSG commonly used to flavor food.) GABA is an example of an inhibitory neurotransmitter. Monoamine neurotransmitters: Dopamine is a monoamine neurotransmitter. It plays a key role in the functioning of the limbic system, which is involved in emotional function and control. It also is involved in cognitive processes associated with movement, arousal, executive function, body temperature regulation, and pleasure and reward, and other processes. Norepinephrine, also known as noradrenaline, is a monoamine neurotransmitter that is involved in arousal, pain perception, executive function, body temperature regulation, and other processes. Epinephrine, also known as adrenaline, is a monoamine neurotransmitter that plays in fight-or-flight response, increases blood flow to muscles, output of the heart, pupil dilation, and glucose. Serotonin is a monoamine neurotransmitter that plays a regulatory role in mood, sleep, appetite, body temperature regulation, and other processes. Histamine is a monoamine neurotransmitter that is involved in arousal, pain, body temperature regulation, and appetite. Trace amines act as neuromodulators in monoamine neurons via binding to TAAR1. Acetylcholine assists motor function and is involved in memory. Nitric oxide functions as a neurotransmitter, despite being a gas. It is not grouped with the other neurotransmitters because it is not released in the same way. Endocannabinoids act in the endocannabinoid system to control neurotransmitter release Document 2::: 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 3::: Homovanillic acid (HVA) is a major catecholamine metabolite that is produced by a consecutive action of monoamine oxidase and catechol-O-methyltransferase on dopamine. Homovanillic acid is used as a reagent to detect oxidative enzymes, and is associated with dopamine levels in the brain. In psychiatry and neuroscience, brain and cerebrospinal fluid levels of HVA are measured as a marker of metabolic stress caused by 2-deoxy-D-glucose. HVA presence supports a diagnosis of neuroblastoma and malignant pheochromocytoma. Fasting plasma levels of HVA are known to be higher in females than in males. This does not seem to be influenced by adult hormonal changes, as the pattern is retained in the elderly and post-menopausal as well as transgender people according to their genetic sex, both before and during cross-sex hormone administration. Differences in HVA have also been correlated to tobacco usage, with smokers showing significantly lower amounts of plasma HVA. See also Homovanillyl alcohol Document 4::: The insulin transduction pathway is a biochemical pathway by which insulin increases the uptake of glucose into fat and muscle cells and reduces the synthesis of glucose in the liver and hence is involved in maintaining glucose homeostasis. This pathway is also influenced by fed versus fasting states, stress levels, and a variety of other hormones. When carbohydrates are consumed, digested, and absorbed the pancreas senses the subsequent rise in blood glucose concentration and releases insulin to promote uptake of glucose from the bloodstream. When insulin binds to the insulin receptor, it leads to a cascade of cellular processes that promote the usage or, in some cases, the storage of glucose in the cell. The effects of insulin vary depending on the tissue involved, e.g., insulin is most important in the uptake of glucose by muscle and adipose tissue. This insulin signal transduction pathway is composed of trigger mechanisms (e.g., autophosphorylation mechanisms) that serve as signals throughout the cell. There is also a counter mechanism in the body to stop the secretion of insulin beyond a certain limit. Namely, those counter-regulatory mechanisms are glucagon and epinephrine. The process of the regulation of blood glucose (also known as glucose homeostasis) also exhibits oscillatory behavior. On a pathological basis, this topic is crucial to understanding certain disorders in the body such as diabetes, hyperglycemia and hypoglycemia. Transduction pathway The functioning of a signal transduction pathway is based on extra-cellular signaling that in turn creates a response that causes other subsequent responses, hence creating a chain reaction, or cascade. During the course of signaling, the cell uses each response for accomplishing some kind of a purpose along the way. Insulin secretion mechanism is a common example of signal transduction pathway mechanism. Insulin is produced by the pancreas in a region called Islets of Langerhans. In the islets of Langerha The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Catabolic and anabolic hormones in the body help regulate these? A. hormone levels B. metabolic processes C. nutrient levels D. brain signals Answer:
sciq-6941	multiple_choice	What is an example of a disease that affects the blood?	[ "scoliosis", "rickets", "tuberculosis", "anemia" ]	D		Relavent Documents: Document 0::: Aplastic anemia (AA) is a severe hematologic condition in which the body fails to make blood cells in sufficient numbers. Aplastic anemia is associated with cancer and various cancer syndromes. Blood cells are produced in the bone marrow by stem cells that reside there. Aplastic anemia causes a deficiency of all blood cell types: red blood cells, white blood cells, and platelets. It occurs most frequently in people in their teens and twenties but is also common among the elderly. It can be caused by heredity, immune disease, or exposure to chemicals, drugs, or radiation. However, in about half of cases, the cause is unknown. Aplastic anemia can be definitively diagnosed by bone marrow biopsy. Normal bone marrow has 30–70% blood stem cells, but in aplastic anemia, these cells are mostly gone and are replaced by fat. First-line treatment for aplastic anemia consists of immunosuppressive drugs—typically either anti-lymphocyte globulin or anti-thymocyte globulin—combined with corticosteroids, chemotherapy, and ciclosporin. Hematopoietic stem cell transplantation is also used, especially for patients under 30 years of age with a related, matched marrow donor. Aplastic anemia is known to have caused the deaths of Eleanor Roosevelt, Luana Reyes, Molly Holzschlag, and Marie Curie. Signs and symptoms Anemia may lead to fatigue, pale skin, severe bruising, and a fast heart rate. Low platelets are associated with an increased risk of bleeding, bruising, and petechiae, with lower blood counts that impact the ability of the blood to clot. Low white blood cells increase the risk of infections. Causes Aplastic anemia can be caused by immune disease or exposure to certain chemicals, drugs, radiation, or infection; in about half the cases, a definitive cause is unknown. It is not a hereditary condition, nor is it contagious. Aplastic anemia is also sometimes associated with exposure to toxins such as benzene or with the use of certain drugs, including chloramphenicol, carbam Document 1::: The Association for Clinical Biochemistry and Laboratory Medicine is a United Kingdom-based learned society dedicated to the practice and promotion of clinical biochemistry. It was founded in 1953 and its official journal is the Annals of Clinical Biochemistry. The association is a full, national society member of the International Federation of Clinical Chemistry and Laboratory Medicine IFCC as well as a full member of the regional European Federation of Clinical Chemistry and Laboratory Medicine. History Founded as the Association of Clinical Biochemists, the association has evolved as biochemistry has changed with advances in laboratory medicine. Recognizing an increasing number of medical members, the name was changed in 2005 to Association for Clinical Biochemistry. In 2007 the "Association of Clinical Scientists in Immunology" merged with the ACB. The membership expanded in 2010 with the merger with the "Association of Clinical Microbiologists". The broader nature of the membership contributed to the renaming of the ACB to its current name at the annual meeting in 2013. Clinical concerns The ACB is responsible for determining the specific content for courses related to certification as a clinical biochemist in the UK. Normally this is a three or four year academic sequence followed by qualification examinations. Because of the competitive admission criteria, many applicants have advanced degrees before beginning the biochemistry program. Papers published by ACB members are related to the use of laboratories by doctors and patient health diagnostic testing in the UK. Blood draw procedures and tests by junior doctors and nurses in the A&E department of a Birmingham hospital were frequently performed with the wrong collection equipment or were mishandled afterward. The College of Emergency Medicine said the issue identified by the audit at Birmingham is "universally relevant". A 2008 study emphasized issues with junior doctors who were not being trained in p Document 2::: Immunohematology is a branch of hematology and transfusion medicine which studies antigen-antibody reactions and analogous phenomena as they relate to the pathogenesis and clinical manifestations of blood disorders. A person employed in this field is referred to as an immunohematologist. Their day-to-day duties include blood typing, cross-matching and antibody identification. Immunohematology and Transfusion Medicine is a medical post graduate specialty in many countries. The specialist Immunohematology and Transfusion Physician provides expert opinion for difficult transfusions, massive transfusions, incompatibility work up, therapeutic plasmapheresis, cellular therapy, irradiated blood therapy, leukoreduced and washed blood products, stem cell procedures, platelet rich plasma therapies, HLA and cord blood banking. Other research avenues are in the field of stem cell researches, regenerative medicine and cellular therapy. Immunohematology is one of the specialized branches of medical science. It deals with the concepts and clinical 2 techniques related to modern transfusion therapy. Efforts to save human lives by transfusing blood have been recorded for several centuries. The era of blood transfusion, however, really began when William Harvey described the circulation of blood in 1616. See also Clinical laboratory scientist Transfusion medicine Document 3::: A blood-borne disease is a disease that can be spread through contamination by blood and other body fluids. Blood can contain pathogens of various types, chief among which are microorganisms, like bacteria and parasites, and non-living infectious agents such as viruses. Three blood-borne pathogens in particular, all viruses, are cited as of primary concern to health workers by the CDC-NIOSH: HIV, hepatitis B (HVB), & hepatitis C (HVC). Diseases that are not usually transmitted directly by blood contact, but rather by insect or other vector, are more usefully classified as vector-borne disease, even though the causative agent can be found in blood. Vector-borne diseases include West Nile virus, zika fever and malaria. Many blood-borne diseases can also be contracted by other means, including high-risk sexual behavior or intravenous drug use. These diseases have also been identified in sports medicine. Since it is difficult to determine what pathogens any given sample of blood contains, and some blood-borne diseases are lethal, standard medical practice regards all blood (and any body fluid) as potentially infectious. "Blood and body fluid precautions" are a type of infection control practice that seeks to minimize this sort of disease transmission. Occupational exposure Blood poses the greatest threat to health in a laboratory or clinical setting due to needlestick injuries (e.g., lack of proper needle disposal techniques and/or safety syringes). Needles are not the only issue, as direct splashes of blood also cause transmission. These risks are greatest among healthcare workers, including: nurses, surgeons, laboratory assistants, doctors, phlebotomists, and laboratory technicians. These roles often require the use of syringes for blood draws or to administer medications. The Occupational Safety and Health Administration (OSHA) prescribes 5 rules that are required for a healthcare facility to follow in order to reduce the risk of employee exposure to blood-bor Document 4::: Hematopathology or hemopathology (both also spelled haem-, see spelling differences) is the study of diseases and disorders affecting and found in blood cells, their production, and any organs and tissues involved in hematopoiesis, such as bone marrow, the spleen, and the thymus. Diagnoses and treatment of diseases such as leukemia and lymphoma often deal with hematopathology; techniques and technologies include flow cytometry studies and immunohistochemistry. In the United States, hematopathology is a board-certified subspecialty by the American Board of Pathology. Board-eligible or board-certified hematopathologists are usually pathology residents (anatomic, clinical, or combined) who have completed hematopathology fellowship training after their pathology residency. The hematopathology fellowship lasts either one or two years. A physician who practices hematopathology is called a hematopathologist. The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What is an example of a disease that affects the blood? A. scoliosis B. rickets C. tuberculosis D. anemia Answer:
sciq-3154	multiple_choice	Changes of state of matter do not involve what type of reaction?	[ "chemical reaction", "radiation", "mechanical reaction", "gaseous reaction" ]	A		Relavent Documents: Document 0::: In physics and chemistry, the law of conservation of mass or principle of mass conservation states that for any system closed to all transfers of matter and energy, the mass of the system must remain constant over time, as the system's mass cannot change, so the quantity can neither be added nor be removed. Therefore, the quantity of mass is conserved over time. The law implies that mass can neither be created nor destroyed, although it may be rearranged in space, or the entities associated with it may be changed in form. For example, in chemical reactions, the mass of the chemical components before the reaction is equal to the mass of the components after the reaction. Thus, during any chemical reaction and low-energy thermodynamic processes in an isolated system, the total mass of the reactants, or starting materials, must be equal to the mass of the products. The concept of mass conservation is widely used in many fields such as chemistry, mechanics, and fluid dynamics. Historically, mass conservation in chemical reactions was primarily demonstrated in the 17th century and finally confirmed by Antoine Lavoisier in the late 18th century. The formulation of this law was of crucial importance in the progress from alchemy to the modern natural science of chemistry. In reality, the conservation of mass only holds approximately and is considered part of a series of assumptions in classical mechanics. The law has to be modified to comply with the laws of quantum mechanics and special relativity under the principle of mass–energy equivalence, which states that energy and mass form one conserved quantity. For very energetic systems the conservation of mass only is shown not to hold, as is the case in nuclear reactions and particle-antiparticle annihilation in particle physics. Mass is also not generally conserved in open systems. Such is the case when various forms of energy and matter are allowed into, or out of, the system. However, unless radioactivity or nuclear r Document 1::: In the thermodynamics of equilibrium, a state function, function of state, or point function for a thermodynamic system is a mathematical function relating several state variables or state quantities (that describe equilibrium states of a system) that depend only on the current equilibrium thermodynamic state of the system (e.g. gas, liquid, solid, crystal, or emulsion), not the path which the system has taken to reach that state. A state function describes equilibrium states of a system, thus also describing the type of system. A state variable is typically a state function so the determination of other state variable values at an equilibrium state also determines the value of the state variable as the state function at that state. The ideal gas law is a good example. In this law, one state variable (e.g., pressure, volume, temperature, or the amount of substance in a gaseous equilibrium system) is a function of other state variables so is regarded as a state function. A state function could also describe the number of a certain type of atoms or molecules in a gaseous, liquid, or solid form in a heterogeneous or homogeneous mixture, or the amount of energy required to create such a system or change the system into a different equilibrium state. Internal energy, enthalpy, and entropy are examples of state quantities or state functions because they quantitatively describe an equilibrium state of a thermodynamic system, regardless of how the system has arrived in that state. In contrast, mechanical work and heat are process quantities or path functions because their values depend on a specific "transition" (or "path") between two equilibrium states that a system has taken to reach the final equilibrium state. Heat (in certain discrete amounts) can describe a state function such as enthalpy, but in general, does not truly describe the system unless it is defined as the state function of a certain system, and thus enthalpy is described by an amount of heat. This can al Document 2::: 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 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::: 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 The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Changes of state of matter do not involve what type of reaction? A. chemical reaction B. radiation C. mechanical reaction D. gaseous reaction Answer:
sciq-6172	multiple_choice	Cellular respiration is the reverse or opposite of what?	[ "reproduction", "photosynthesis", "spermatogenesis", "glycolysis" ]	B		Relavent Documents: Document 0::: Cellular respiration is the process by which biological fuels are oxidized in the presence of an inorganic electron acceptor, such as oxygen, to drive the bulk production of adenosine triphosphate (ATP), which contains energy. Cellular respiration may be described as a set of metabolic reactions and processes that take place in the cells of organisms to convert chemical energy from nutrients into ATP, and then release waste products. Cellular respiration is a vital process that happens in the cells of living organisms, including humans, plants, and animals. It's how cells produce energy to power all the activities necessary for life. The reactions involved in respiration are catabolic reactions, which break large molecules into smaller ones, producing large amounts of energy (ATP). Respiration is one of the key ways a cell releases chemical energy to fuel cellular activity. The overall reaction occurs in a series of biochemical steps, some of which are redox reactions. Although cellular respiration is technically a combustion reaction, it is an unusual one because of the slow, controlled release of energy from the series of reactions. Nutrients that are commonly used by animal and plant cells in respiration include sugar, amino acids and fatty acids, and the most common oxidizing agent is molecular oxygen (O2). The chemical energy stored in ATP (the bond of its third phosphate group to the rest of the molecule can be broken allowing more stable products to form, thereby releasing energy for use by the cell) can then be used to drive processes requiring energy, including biosynthesis, locomotion or transportation of molecules across cell membranes. Aerobic respiration Aerobic respiration requires oxygen (O2) in order to create ATP. Although carbohydrates, fats and proteins are consumed as reactants, aerobic respiration is the preferred method of pyruvate production in glycolysis, and requires pyruvate to the mitochondria in order to be fully oxidized by the c Document 1::: Cellular waste products are formed as a by-product of cellular respiration, a series of processes and reactions that generate energy for the cell, in the form of ATP. One example of cellular respiration creating cellular waste products are aerobic respiration and anaerobic respiration. Each pathway generates different waste products. Aerobic respiration When in the presence of oxygen, cells use aerobic respiration to obtain energy from glucose molecules. Simplified Theoretical Reaction: C6H12O6 (aq) + 6O2 (g) → 6CO2 (g) + 6H2O (l) + ~ 30ATP Cells undergoing aerobic respiration produce 6 molecules of carbon dioxide, 6 molecules of water, and up to 30 molecules of ATP (adenosine triphosphate), which is directly used to produce energy, from each molecule of glucose in the presence of surplus oxygen. In aerobic respiration, oxygen serves as the recipient of electrons from the electron transport chain. Aerobic respiration is thus very efficient because oxygen is a strong oxidant. Aerobic respiration proceeds in a series of steps, which also increases efficiency - since glucose is broken down gradually and ATP is produced as needed, less energy is wasted as heat. This strategy results in the waste products H2O and CO2 being formed in different amounts at different phases of respiration. CO2 is formed in Pyruvate decarboxylation, H2O is formed in oxidative phosphorylation, and both are formed in the citric acid cycle. The simple nature of the final products also indicates the efficiency of this method of respiration. All of the energy stored in the carbon-carbon bonds of glucose is released, leaving CO2 and H2O. Although there is energy stored in the bonds of these molecules, this energy is not easily accessible by the cell. All usable energy is efficiently extracted. Anaerobic respiration Anaerobic respiration is done by aerobic organisms when there is not sufficient oxygen in a cell to undergo aerobic respiration as well as by cells called anaerobes that Document 2::: Bioenergetics is a field in biochemistry and cell biology that concerns energy flow through living systems. This is an active area of biological research that includes the study of the transformation of energy in living organisms and the study of thousands of different cellular processes such as cellular respiration and the many other metabolic and enzymatic processes that lead to production and utilization of energy in forms such as adenosine triphosphate (ATP) molecules. That is, the goal of bioenergetics is to describe how living organisms acquire and transform energy in order to perform biological work. The study of metabolic pathways is thus essential to bioenergetics. Overview Bioenergetics is the part of biochemistry concerned with the energy involved in making and breaking of chemical bonds in the molecules found in biological organisms. It can also be defined as the study of energy relationships and energy transformations and transductions in living organisms. The ability to harness energy from a variety of metabolic pathways is a property of all living organisms. Growth, development, anabolism and catabolism are some of the central processes in the study of biological organisms, because the role of energy is fundamental to such biological processes. Life is dependent on energy transformations; living organisms survive because of exchange of energy between living tissues/ cells and the outside environment. Some organisms, such as autotrophs, can acquire energy from sunlight (through photosynthesis) without needing to consume nutrients and break them down. Other organisms, like heterotrophs, must intake nutrients from food to be able to sustain energy by breaking down chemical bonds in nutrients during metabolic processes such as glycolysis and the citric acid cycle. Importantly, as a direct consequence of the First Law of Thermodynamics, autotrophs and heterotrophs participate in a universal metabolic network—by eating autotrophs (plants), heterotrophs ha Document 3::: Biological processes are those processes that are vital for an organism to live, and that shape its capacities for interacting with its environment. Biological processes are made of many chemical reactions or other events that are involved in the persistence and transformation of life forms. Metabolism and homeostasis are examples. Biological processes within an organism can also work as bioindicators. Scientists are able to look at an individual's biological processes to monitor the effects of environmental changes. Regulation of biological processes occurs when any process is modulated in its frequency, rate or extent. Biological processes are regulated by many means; examples include the control of gene expression, protein modification or interaction with a protein or substrate molecule. Homeostasis: regulation of the internal environment to maintain a constant state; for example, sweating to reduce temperature Organization: being structurally composed of one or more cells – the basic units of life Metabolism: transformation of energy by converting chemicals and energy into cellular components (anabolism) and decomposing organic matter (catabolism). Living things require energy to maintain internal organization (homeostasis) and to produce the other phenomena associated with life. Growth: maintenance of a higher rate of anabolism than catabolism. A growing organism increases in size in all of its parts, rather than simply accumulating matter. Response to stimuli: a response can take many forms, from the contraction of a unicellular organism to external chemicals, to complex reactions involving all the senses of multicellular organisms. A response is often expressed by motion; for example, the leaves of a plant turning toward the sun (phototropism), and chemotaxis. Reproduction: the ability to produce new individual organisms, either asexually from a single parent organism or sexually from two parent organisms. Interaction between organisms. the processes Document 4::: Extranuclear inheritance or cytoplasmic inheritance is the transmission of genes that occur outside the nucleus. It is found in most eukaryotes and is commonly known to occur in cytoplasmic organelles such as mitochondria and chloroplasts or from cellular parasites like viruses or bacteria. Organelles Mitochondria are organelles which function to transform energy as a result of cellular respiration. Chloroplasts are organelles which function to produce sugars via photosynthesis in plants and algae. The genes located in mitochondria and chloroplasts are very important for proper cellular function. The mitochondrial DNA and other extranuclear types of DNA replicate independently of the DNA located in the nucleus, which is typically arranged in chromosomes that only replicate one time preceding cellular division. The extranuclear genomes of mitochondria and chloroplasts however replicate independently of cell division. They replicate in response to a cell's increasing energy needs which adjust during that cell's lifespan. Since they replicate independently, genomic recombination of these genomes is rarely found in offspring, contrary to nuclear genomes in which recombination is common. Mitochondrial diseases are inherited from the mother, not from the father. Mitochondria with their mitochondrial DNA are already present in the egg cell before it gets fertilized by a sperm. In many cases of fertilization, the head of the sperm enters the egg cell; leaving its middle part, with its mitochondria, behind. The mitochondrial DNA of the sperm often remains outside the zygote and gets excluded from inheritance. Parasites Extranuclear transmission of viral genomes and symbiotic bacteria is also possible. An example of viral genome transmission is perinatal transmission. This occurs from mother to fetus during the perinatal period, which begins before birth and ends about 1 month after birth. During this time viral material may be passed from mother to child in the bloodst The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Cellular respiration is the reverse or opposite of what? A. reproduction B. photosynthesis C. spermatogenesis D. glycolysis Answer:
scienceQA-1276	multiple_choice	Select the solid.	[ "air inside a basketball", "water droplets", "grape juice", "stuffed rabbit" ]	D	The air inside a basketball is a gas. A gas expands to fill a space. The air fills all the space inside the basketball. If air leaks out, it will expand into the space around the ball. A stuffed rabbit is a solid. A solid has a size and shape of its own. When you hold a stuffed rabbit in your hands, the stuffed rabbit still has a size and shape of its own. Water droplets are a liquid. A liquid takes the shape of any container it is in. If you collect water droplets in a bucket, they will take the shape of the bucket. But the water droplets will still take up the same amount of space. Grape juice is a liquid. A liquid takes the shape of any container it is in. If you pour grape juice into a different container, the grape juice will take the shape of that container. But the grape juice will still take up the same amount of space.	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::: The Z-tube is an experimental apparatus for measuring the tensile strength of a liquid. It consists of a Z-shaped tube with open ends, filled with a liquid, and set on top of a spinning table. If the tube were straight, the liquid would immediately fly out one end or the other of the tube as it began to spin. By bending the ends of the tube back towards the center of rotation, a shift of the liquid away from center will result in the water level in one end of the tube rising and thus increasing the pressure in that end of the tube, and consequently returning the liquid to the center of the tube. By measuring the rotational speed and the distance from the center of rotation to the liquid level in the bent ends of the tube, the pressure reduction inside the tube can be calculated. Negative pressures, (i.e. less than zero absolute pressure, or in other words, tension) have been reported using water processed to remove dissolved gases. Tensile strengths up to 280 atmospheres have been reported for water in glass. Document 2::: 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 Document 3::: 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 4::: A pitch drop experiment is a long-term experiment which measures the flow of a piece of pitch over many years. "Pitch" is the name for any of a number of highly viscous liquids which appear solid, most commonly bitumen, also known as asphalt. At room temperature, tar pitch flows at a very low rate, taking several years to form a single drop. University of Queensland experiment The best-known version of the experiment was started in 1927 by Professor Thomas Parnell of the University of Queensland in Brisbane, Australia, to demonstrate to students that some substances which appear solid are highly viscous fluids. Parnell poured a heated sample of the pitch into a sealed funnel and allowed it to settle for three years. In 1930, the seal at the neck of the funnel was cut, allowing the pitch to start flowing. A glass dome covers the funnel and it is placed on display outside a lecture theatre. Large droplets form and fall over a period of about a decade. The seventh drop fell at approximately 4:45 p.m. on 3 July 1988, while the experiment was on display at Brisbane's World Expo 88. However, apparently no one witnessed the drop fall itself; Professor Mainstone had stepped out to get a drink at the moment it occurred. The eighth drop fell on 28 November 2000, allowing experimenters to calculate the pitch as having a viscosity of approximately 230 billion times that of water. This experiment is recorded in Guinness World Records as the "world's longest continuously running laboratory experiment", and it is expected there is enough pitch in the funnel to allow it to continue for at least another hundred years. This experiment is predated by two other (still-active) scientific devices; the Oxford Electric Bell (1840) and the Beverly Clock (1864), but each of these has experienced brief interruptions since 1937. The experiment was not originally carried out under any special controlled atmospheric conditions, meaning the viscosity could vary throughout the year with fluc The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Select the solid. A. air inside a basketball B. water droplets C. grape juice D. stuffed rabbit Answer:
sciq-1206	multiple_choice	What serves as a first responder to pathogenic threats that bypass natural physical and chemical barriers of the body?	[ "cells immune system", "immense immune system", "super immune system", "innate immune system" ]	D		Relavent Documents: Document 0::: Immunopathology is a branch of medicine that deals with immune responses associated with disease. It includes the study of the pathology of an organism, organ system, or disease with respect to the immune system, immunity, and immune responses. In biology, it refers to damage caused to an organism by its own immune response, as a result of an infection. It could be due to mismatch between pathogen and host species, and often occurs when an animal pathogen infects a human (e.g. avian flu leads to a cytokine storm which contributes to the increased mortality rate). Types of Immunity In all vertebrates, there are two different kinds of immunities: Innate and Adaptive immunity. Innate immunity is used to fight off non-changing antigens and is therefore considered nonspecific. It is usually a more immediate response than the adaptive immune system, usually responding within minutes to hours. It is composed of physical blockades such as the skin, but also contains nonspecific immune cells such as dendritic cells, macrophages, and basophils. The second form of immunity is Adaptive immunity. This form of immunity requires recognition of the foreign antigen before a response is produced. Once the antigen is recognized, a specific response is produced in order to destroy the specific antigen. Because of its tailored response characteristic, adaptive immunity is considered to be specific immunity. A key part of adaptive immunity that separates it from innate is the use of memory to combat the antigen in the future. When the antigen is originally introduced, the organism does not have any receptors for the antigen so it must generate them from the first time the antigen is present. The immune system then builds a memory of that antigen, which enables it to recognize the antigen quicker in the future and be able to combat it quicker and more efficiently. The more the system is exposed to the antigen, the quicker it will build up its responsiveness. Nested within Adaptive immu Document 1::: The following outline is provided as an overview of and topical guide to immunology: Immunology – study of all aspects of the immune system in all organisms. It deals with the physiological functioning of the immune system in states of both health and disease; malfunctions of the immune system in immunological disorders (autoimmune diseases, hypersensitivities, immune deficiency, transplant rejection); the physical, chemical and physiological characteristics of the components of the immune system in vitro, in situ, and in vivo. Essence of immunology Immunology Branch of Biomedical science Immune system Immunity Branches of immunology: 1. General Immunology 2. Basic Immunology 3. Advanced Immunology 4. Medical Immunology 5. Pharmaceutical Immunology 9. Clinical Immunology 6. Environmental Immunology 8. Cellular and Molecular Immunology 9. Food and Agricultural Immunology Classical immunology Clinical immunology Computational immunology Diagnostic immunology Evolutionary immunology Systems immunology Immunomics Immunoproteomics Immunophysics Immunochemistry Ecoimmunology Immunopathology Nutritional immunology Psychoneuroimmunology Reproductive immunology Circadian immunology Immunotoxicology Palaeoimmunology Tissue-based immunology Testicular immunology - Testes Immunodermatology - Skin Intravascular immunology - Blood Osteoimmunology - Bone Mucosal immunology - Mucosal surfaces Respiratory tract antimicrobial defense system - Respiratory tract Neuroimmunology - Neuroimmune system in the Central nervous system Ocularimmunology - Ocular immune system in the Eye Cancer immunology/Immunooncology - Tumors History of immunology History of immunology Timeline of immunology General immunological concepts Immunity: Immunity against: Pathogens Pathogenic bacteria Viruses Fungi Protozoa Parasites Tumors Allergens Self-proteins Autoimmunity Alloimmunity Cross-reactivity Tolerance Central tolerance Peripheral tolerance Document 2::: The innate, or nonspecific, immune system is one of the two main immunity strategies (the other being the adaptive immune system) in vertebrates. The innate immune system is an alternate defense strategy and is the dominant immune system response found in plants, fungi, insects, and primitive multicellular organisms (see Beyond vertebrates). The major functions of the innate immune system are to: recruit immune cells to infection sites by producing chemical factors, including chemical mediators called cytokines activate the complement cascade to identify bacteria, activate cells, and promote clearance of antibody complexes or dead cells identify and remove foreign substances present in organs, tissues, blood and lymph, by specialized white blood cells activate the adaptive immune system through antigen presentation act as a physical and chemical barrier to infectious agents; via physical measures such as skin and chemical measures such as clotting factors in blood, which are released following a contusion or other injury that breaks through the first-line physical barrier (not to be confused with a second-line physical or chemical barrier, such as the blood–brain barrier, which protects the nervous system from pathogens that have already gained access to the host). Anatomical barriers Anatomical barriers include physical, chemical and biological barriers. The epithelial surfaces form a physical barrier that is impermeable to most infectious agents, acting as the first line of defense against invading organisms. Desquamation (shedding) of skin epithelium also helps remove bacteria and other infectious agents that have adhered to the epithelial surface. Lack of blood vessels, the inability of the epidermis to retain moisture, and the presence of sebaceous glands in the dermis, produces an environment unsuitable for the survival of microbes. In the gastrointestinal and respiratory tract, movement due to peristalsis or cilia, respectively, helps remove infectious Document 3::: Immunization, or immunisation, is the process by which an individual's immune system becomes fortified against an infectious agent (known as the immunogen). When this system is exposed to molecules that are foreign to the body, called non-self, it will orchestrate an immune response, and it will also develop the ability to quickly respond to a subsequent encounter because of immunological memory. This is a function of the adaptive immune system. Therefore, by exposing a human, or an animal, to an immunogen in a controlled way, its body can learn to protect itself: this is called active immunization. The most important elements of the immune system that are improved by immunization are the T cells, B cells, and the antibodies B cells produce. Memory B cells and memory T cells are responsible for a swift response to a second encounter with a foreign molecule. Passive immunization is direct introduction of these elements into the body, instead of production of these elements by the body itself. Immunization happens in various ways, both in the wild and as done by human efforts in health care. Natural immunity is gained by those organisms whose immune systems succeed in fighting off a previous infection, if the relevant pathogen is one for which immunization is even possible. Natural immunity can have degrees of effectiveness (partial rather than absolute) and may fade over time (within months, years, or decades, depending on the pathogen). In health care, the main technique of artificial induction of immunity is vaccination, which is a major form of prevention of disease, whether by prevention of infection (pathogen fails to mount sufficient reproduction in the host), prevention of severe disease (infection still happens but is not severe), or both. Vaccination against vaccine-preventable diseases is a major relief of disease burden even though it usually cannot eradicate a disease. Vaccines against microorganisms that cause diseases can prepare the body's immune sy Document 4::: The adaptive immune system, also known as the acquired immune system, or specific immune system is a subsystem of the immune system that is composed of specialized, systemic cells and processes that eliminate pathogens or prevent their growth. The acquired immune system is one of the two main immunity strategies found in vertebrates (the other being the innate immune system). Like the innate system, the adaptive immune system includes both humoral immunity components and cell-mediated immunity components and destroys invading pathogens. Unlike the innate immune system, which is pre-programmed to react to common broad categories of pathogen, the adaptive immune system is highly specific to each particular pathogen the body has encountered. Adaptive immunity creates immunological memory after an initial response to a specific pathogen, and leads to an enhanced response to future encounters with that pathogen. Antibodies are a critical part of the adaptive immune system. Adaptive immunity can provide long-lasting protection, sometimes for the person's entire lifetime. For example, someone who recovers from measles is now protected against measles for their lifetime; in other cases it does not provide lifetime protection, as with chickenpox. This process of adaptive immunity is the basis of vaccination. The cells that carry out the adaptive immune response are white blood cells known as lymphocytes. B cells and T cells, two different types of lymphocytes, carry out the main activities: antibody responses, and cell-mediated immune response. In antibody responses, B cells are activated to secrete antibodies, which are proteins also known as immunoglobulins. Antibodies travel through the bloodstream and bind to the foreign antigen causing it to inactivate, which does not allow the antigen to bind to the host. Antigens are any substances that elicit the adaptive immune response. Sometimes the adaptive system is unable to distinguish harmful from harmless foreign molecule The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What serves as a first responder to pathogenic threats that bypass natural physical and chemical barriers of the body? A. cells immune system B. immense immune system C. super immune system D. innate immune system Answer:
sciq-6946	multiple_choice	Sea-lilies, sea cucumbers and sea stars fall into what class of organism?	[ "crabs", "mollusks", "snakes", "echinoderms" ]	D		Relavent Documents: Document 0::: Carcinology is a branch of zoology that consists of the study of crustaceans, a group of arthropods that includes lobsters, crayfish, shrimp, krill, copepods, barnacles and crabs. Other names for carcinology are malacostracology, crustaceology, and crustalogy, and a person who studies crustaceans is a carcinologist or occasionally a malacostracologist, a crustaceologist, or a crustalogist. The word carcinology derives from Greek , karkínos, "crab"; and , -logia. Subfields Carcinology is a subdivision of arthropodology, the study of arthropods which includes arachnids, insects, and myriapods. Carcinology branches off into taxonomically oriented disciplines such as: astacology – the study of crayfish cirripedology – the study of barnacles copepodology – the study of copepods Journals Scientific journals devoted to the study of crustaceans include: Crustaceana Journal of Crustacean Biology ''Nauplius (journal) See also Entomology Publications in carcinology List of carcinologists Document 1::: Pseudoplanktonic organisms are those that attach themselves to planktonic organisms or other floating objects, such as drifting wood, buoyant shells of organisms such as Spirula, or man-made flotsam. Examples include goose barnacles and the bryozoan Jellyella. By themselves these animals cannot float, which contrasts them with true planktonic organisms, such as Velella and the Portuguese Man o' War, which are buoyant. Pseudoplankton are often found in the guts of filtering zooplankters. Document 2::: The class was erected to include some algae previously classified in the Xanthophyceae. Classification Class Eustigmatophyceae Hibberd & Leedale 1970 Order Eustigmatales Hibberd 1981 Genus Paraeustigmatos Fawley, Nemcová, & Fawley 2019 Family Eustigmataceae Hibberd 1981 [Chlorobothryaceae Pascher 1925; Pseudocharaciopsidaceae Lee & Bold ex Hibberd 1981] Genus ?Ellipsoidion Pascher 1937 Genus Chlorobotrys Bohlin 1901 Genus Eustigmatos Hibberd 1981 Genus Pseudocharaciopsis Lee & Bold 1973 Genus Pseudostaurastrum Chodat 1921 Genus Vischeria Pascher 1938 - 16 spp. Family Monodopsidaceae Hibberd 1981 [Loboceae Hegewald 2007] Genus Microchloropsis Fawley, Jameson & Fawley 2015 Genus Monodopsis Hibberd 1981 Genus Nannochloropsis Hibberd 1981 Genus Pseudotetraedriella Hegewald & Padisák 2007 Family Neomonodaceae Amaral et al. 2020 Genus ?Botryochloropsis Preisig & Wilhelm 1989 Genus Characiopsiella Amaral et al. 2020 Genus Munda Amaral et al. 2020 Genus Neomonodus Amaral et al. 2020 Genus Pseudellipsoidion Neustupa & Nemková 2 Document 3::: A cnidariologist is a zoologist specializing in Cnidaria, a group of freshwater and marine aquatic animals that include the sea anemones, corals, and jellyfish. Examples Edward Thomas Browne (1866-1937) Henry Bryant Bigelow (1879-1967) Randolph Kirkpatrick (1863–1950) Kamakichi Kishinouye (1867-1929) Paul Lassenius Kramp (1887-1975) Alfred G. Mayer (1868-1922) See also Document 4::: Animals are multicellular, eukaryotic organisms in the biological kingdom Animalia. With few exceptions, animals consume organic material, breathe oxygen, have myocytes and are able to move, can reproduce sexually, and grow from a hollow sphere of cells, the blastula, during embryonic development. As of 2022, 2.16 million living animal species have been described—of which around 1.05 million are insects, over 85,000 are molluscs, and around 65,000 are vertebrates. It has been estimated there are around 7.77 million animal species. Animals range in length from to . They have complex interactions with each other and their environments, forming intricate food webs. The scientific study of animals is known as zoology. Most living animal species are in Bilateria, a clade whose members have a bilaterally symmetric body plan. The Bilateria include the protostomes, containing animals such as nematodes, arthropods, flatworms, annelids and molluscs, and the deuterostomes, containing the echinoderms and the chordates, the latter including the vertebrates. Life forms interpreted as early animals were present in the Ediacaran biota of the late Precambrian. Many modern animal phyla became clearly established in the fossil record as marine species during the Cambrian explosion, which began around 539 million years ago. 6,331 groups of genes common to all living animals have been identified; these may have arisen from a single common ancestor that lived 650 million years ago. Historically, Aristotle divided animals into those with blood and those without. Carl Linnaeus created the first hierarchical biological classification for animals in 1758 with his Systema Naturae, which Jean-Baptiste Lamarck expanded into 14 phyla by 1809. In 1874, Ernst Haeckel divided the animal kingdom into the multicellular Metazoa (now synonymous with Animalia) and the Protozoa, single-celled organisms no longer considered animals. In modern times, the biological classification of animals relies on ad The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Sea-lilies, sea cucumbers and sea stars fall into what class of organism? A. crabs B. mollusks C. snakes D. echinoderms Answer:
sciq-9147	multiple_choice	Visible light is part of what spectrum?	[ "eclipse spectrum", "molecular spectrum", "mechanical spectrum", "electromagnetic spectrum" ]	D		Relavent Documents: Document 0::: In the physical sciences, the term spectrum was introduced first into optics by Isaac Newton in the 17th century, referring to the range of colors observed when white light was dispersed through a prism. Soon the term referred to a plot of light intensity or power as a function of frequency or wavelength, also known as a spectral density plot. Later it expanded to apply to other waves, such as sound waves and sea waves that could also be measured as a function of frequency (e.g., noise spectrum, sea wave spectrum). It has also been expanded to more abstract "signals", whose power spectrum can be analyzed and processed. The term now applies to any signal that can be measured or decomposed along a continuous variable, such as energy in electron spectroscopy or mass-to-charge ratio in mass spectrometry. Spectrum is also used to refer to a graphical representation of the signal as a function of the dependent variable. Etymology Electromagnetic spectrum Electromagnetic spectrum refers to the full range of all frequencies of electromagnetic radiation and also to the characteristic distribution of electromagnetic radiation emitted or absorbed by that particular object. Devices used to measure an electromagnetic spectrum are called spectrograph or spectrometer. The visible spectrum is the part of the electromagnetic spectrum that can be seen by the human eye. The wavelength of visible light ranges from 390 to 700 nm. The absorption spectrum of a chemical element or chemical compound is the spectrum of frequencies or wavelengths of incident radiation that are absorbed by the compound due to electron transitions from a lower to a higher energy state. The emission spectrum refers to the spectrum of radiation emitted by the compound due to electron transitions from a higher to a lower energy state. Light from many different sources contains various colors, each with its own brightness or intensity. A rainbow, or prism, sends these component colors in different direction Document 1::: The single-particle spectrum is a distribution of a physical quantity such as energy or momentum. The study of particle spectra allows us to see the global picture of particle production. The spectrum are particles that are in space. This belongs to Raman spectroscopy by Chandrasekhar Venkata Raman. Spectrum particles are nothing but the VIBGYOR rays which are separated by prism or water. For example, a rainbow. Physical quantities Document 2::: The visible spectrum is the portion of the electromagnetic spectrum that is visible to the human eye. Electromagnetic radiation in this range of wavelengths is called visible light or simply light. A typical human eye will respond to wavelengths from about 380 to about 750 nanometers. In terms of frequency, this corresponds to a band in the vicinity of 400–790 terahertz. These boundaries are not sharply defined and may vary per individual. Under optimal conditions these limits of human perception can extend to 310 nm (ultraviolet) and 1100 nm (near infrared). The optical spectrum is sometimes considered to be the same as the visible spectrum, but some authors define the term more broadly, to include the ultraviolet and infrared parts of the electromagnetic spectrum as well. The spectrum does not contain all the colors that the human visual system can distinguish. Unsaturated colors such as pink, or purple variations like magenta, for example, are absent because they can only be made from a mix of multiple wavelengths. Colors containing only one wavelength are also called pure colors or spectral colors. Visible wavelengths pass largely unattenuated through the Earth's atmosphere via the "optical window" region of the electromagnetic spectrum. An example of this phenomenon is when clean air scatters blue light more than red light, and so the midday sky appears blue (apart from the area around the Sun which appears white because the light is not scattered as much). The optical window is also referred to as the "visible window" because it overlaps the human visible response spectrum. The near infrared (NIR) window lies just out of the human vision, as well as the medium wavelength infrared (MWIR) window, and the long-wavelength or far-infrared (LWIR or FIR) window, although other animals may perceive them. Spectral colors Colors that can be produced by visible light of a narrow band of wavelengths (monochromatic light) are called pure spectral colors. The various co Document 3::: The visible and near-infrared (VNIR) portion of the electromagnetic spectrum has wavelengths between approximately 400 and 1100 nanometers (nm). It combines the full visible spectrum with an adjacent portion of the infrared spectrum up to the water absorption band between 1400 and 1500 nm. Some definitions also include the short-wavelength infrared band from 1400 nm up to the water absorption band at 2500 nm. VNIR multi-spectral image cameras have wide applications in remote sensing and imaging spectroscopy. Hyperspectral Imaging Satellite carried two payloads, among which one was working on the spectral range of VNIR. See also Advanced Spaceborne Thermal Emission and Reflection Radiometer Airborne Real-time Cueing Hyperspectral Enhanced Reconnaissance Mars Reconnaissance Orbiter Near infrared spectroscopy Document 4::: Spectral imaging is imaging that uses multiple bands across the electromagnetic spectrum. While an ordinary camera captures light across three wavelength bands in the visible spectrum, red, green, and blue (RGB), spectral imaging encompasses a wide variety of techniques that go beyond RGB. Spectral imaging may use the infrared, the visible spectrum, the ultraviolet, x-rays, or some combination of the above. It may include the acquisition of image data in visible and non-visible bands simultaneously, illumination from outside the visible range, or the use of optical filters to capture a specific spectral range. It is also possible to capture hundreds of wavelength bands for each pixel in an image. Multispectral imaging captures a small number of spectral bands, typically three to fifteen, through the use of varying filters and illumination. Many off-the-shelf RGB cameras will detect a small amount of Near-Infrared (NIR) light. A scene may be illuminated with NIR light, and, simultaneously, an infrared-passing filter may be used on the camera to ensure that visible light is blocked and only NIR is captured in the image. Industrial, military, and scientific work, however, uses sensors built for the purpose. Hyperspectral imaging is another subcategory of spectral imaging, which combines spectroscopy and digital photography. In hyperspectral imaging, a complete spectrum or some spectral information (such as the Doppler shift or Zeeman splitting of a spectral line) is collected at every pixel in an image plane. A hyperspectral camera uses special hardware to capture hundreds of wavelength bands for each pixel, which can be interpreted as a complete spectrum. In other words, the camera has a high spectral resolution. The phrase "spectral imaging" is sometimes used as a shorthand way of referring to this technique, but it is preferable to use the term "hyperspectral imaging" in places when ambiguity may arise. Hyperspectral images are often represented as an image c The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Visible light is part of what spectrum? A. eclipse spectrum B. molecular spectrum C. mechanical spectrum D. electromagnetic spectrum Answer:
sciq-3865	multiple_choice	Kepler's laws relate to the motion of what?	[ "continents", "the sun", "planets", "oceans" ]	C		Relavent Documents: Document 0::: 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 1::: In physics, a number of noted theories of the motion of objects have developed. Among the best known are: Classical mechanics Newton's laws of motion Euler's laws of motion Cauchy's equations of motion Kepler's laws of planetary motion General relativity Special relativity Quantum mechanics Motion (physics) Document 2::: 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 3::: Astronomia nova (English: New Astronomy, full title in original Latin: ) is a book, published in 1609, that contains the results of the astronomer Johannes Kepler's ten-year-long investigation of the motion of Mars. One of the most significant books in the history of astronomy, the Astronomia nova provided strong arguments for heliocentrism and contributed valuable insight into the movement of the planets. This included the first mention of the planets' elliptical paths and the change of their movement to the movement of free floating bodies as opposed to objects on rotating spheres. It is recognized as one of the most important works of the Scientific Revolution. Background Prior to Kepler, Nicolaus Copernicus proposed in 1543 that the Earth and other planets orbit the Sun. The Copernican model of the Solar System was regarded as a device to explain the observed positions of the planets rather than a physical description. Kepler sought for and proposed physical causes for planetary motion. His work is primarily based on the research of his mentor, Tycho Brahe. The two, though close in their work, had a tumultuous relationship. Regardless, in 1601 on his deathbed, Brahe asked Kepler to make sure that he did not "die in vain," and to continue the development of his model of the Solar System. Kepler would instead write the Astronomia nova, in which he rejects the Tychonic system, as well as the Ptolemaic system and the Copernican system. Some scholars have speculated that Kepler's dislike for Brahe may have had a hand in his rejection of the Tychonic system and formation of a new one. By 1602, Kepler set to work on determining the orbit pattern of Mars, keeping David Fabricius informed of his progress. He suggested the possibility of an oval orbit to Fabricius by early 1604, though was not believed. Later in the year, Kepler wrote back with his discovery of Mars's elliptical orbit. The manuscript for Astronomia nova was completed by September 1607, and was in pr Document 4::: A fundamental ephemeris of the Solar System is a model of the objects of the system in space, with all of their positions and motions accurately represented. It is intended to be a high-precision primary reference for prediction and observation of those positions and motions, and which provides a basis for further refinement of the model. It is generally not intended to cover the entire life of the Solar System; usually a short-duration time span, perhaps a few centuries, is represented to high accuracy. Some long ephemerides cover several millennia to medium accuracy. They are published by the Jet Propulsion Laboratory as Development Ephemeris. The latest releases include DE430 which covers planetary and lunar ephemeris from Dec 21, 1549 to Jan 25, 2650 with high precision and is intended for general use for modern time periods . DE431 was created to cover a longer time period Aug 15, -13200 to March 15, 17191 with slightly less precision for use with historic observations and far reaching forecasted positions. DE432 was released as a minor update to DE430 with improvements to the Pluto barycenter in support of the New Horizons mission. Description The set of physical laws and numerical constants used in the calculation of the ephemeris must be self-consistent and precisely specified. The ephemeris must be calculated strictly in accordance with this set, which represents the most current knowledge of all relevant physical forces and effects. Current fundamental ephemerides are typically released with exact descriptions of all mathematical models, methods of computation, observational data, and adjustment to the observations at the time of their announcement. This may not have been the case in the past, as fundamental ephemerides were then computed from a collection of methods derived over a span of decades by many researchers. The independent variable of the ephemeris is always time. In the case of the most current ephemerides, it is a relativistic coordinate t The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Kepler's laws relate to the motion of what? A. continents B. the sun C. planets D. oceans Answer:
sciq-10353	multiple_choice	In places like the grand canyon, hard rocks that are resistant to weathering form what, while softer rocks that weather more easily form slopes?	[ "valleys", "peaks", "crevasses", "cliffs" ]	D		Relavent Documents: Document 0::: The Q-slope method for rock slope engineering and rock mass classification is developed by Barton and Bar. It expresses the quality of the rock mass for slope stability using the Q-slope value, from which long-term stable, reinforcement-free slope angles can be derived. The Q-slope value can be determined with: Q-slope utilizes similar parameters to the Q-system which has been used for over 40 years in the design of ground support for tunnels and underground excavations. The first four parameters, RQD (rock quality designation), Jn (joint set number), Jr (joint roughness number) and Ja (joint alteration number) are the same as in the Q-system. However, the frictional resistance pair Jr and Ja can apply, when needed, to individual sides of a potentially unstable wedges. Simply applied orientation factors (0), like (Jr/Ja)1x0.7 for set J1 and (Jr/Ja)2x0.9 for set J2, provide estimates of overall whole-wedge frictional resistance reduction, if appropriate. The Q-system term Jw is replaced with Jwice, and takes into account a wider range of environmental conditions appropriate to rock slopes, which are exposed to the environment indefinitely. The conditions include the extremes of erosive intense rainfall, ice wedging, as may seasonally occur at opposite ends of the rock-type and regional spectrum. There are also slope-relevant SRF (strength reduction factor) categories. Multiplication of these terms results in the Q-slope value, which can range between 0.001 (exceptionally poor) to 1000 (exceptionally good) for different rock masses. A simple formula for the steepest slope angle (β), in degrees, not requiring reinforcement or support is given by: Q-slope is intended for use in reinforcement-free site access road cuts, roads or railway cuttings, or individual benches in open cast mines. It is based on over 500 case studies in slopes ranging from 35 to 90 degrees in fresh hard rock slopes as well as weak, weathered and saprolitic rock slopes. Q-slope has also been 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 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::: 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 Document 4::: 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 The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. In places like the grand canyon, hard rocks that are resistant to weathering form what, while softer rocks that weather more easily form slopes? A. valleys B. peaks C. crevasses D. cliffs Answer:
sciq-1946	multiple_choice	Compounds containing an atom of what element, bonded in a hydrocarbon framework, are classified as amines?	[ "hydrogen", "oxygen", "nitrogen", "ammonia" ]	C		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::: A carbon–nitrogen bond is a covalent bond between carbon and nitrogen and is one of the most abundant bonds in organic chemistry and biochemistry. Nitrogen has five valence electrons and in simple amines it is trivalent, with the two remaining electrons forming a lone pair. Through that pair, nitrogen can form an additional bond to hydrogen making it tetravalent and with a positive charge in ammonium salts. Many nitrogen compounds can thus be potentially basic but its degree depends on the configuration: the nitrogen atom in amides is not basic due to delocalization of the lone pair into a double bond and in pyrrole the lone pair is part of an aromatic sextet. Similar to carbon–carbon bonds, these bonds can form stable double bonds, as in imines; and triple bonds, such as nitriles. Bond lengths range from 147.9 pm for simple amines to 147.5 pm for C-N= compounds such as nitromethane to 135.2 pm for partial double bonds in pyridine to 115.8 pm for triple bonds as in nitriles. A CN bond is strongly polarized towards nitrogen (the electronegativities of C and N are 2.55 and 3.04, respectively) and subsequently molecular dipole moments can be high: cyanamide 4.27 D, diazomethane 1.5 D, methyl azide 2.17, pyridine 2.19. For this reason many compounds containing CN bonds are water-soluble. N-philes are group of radical molecules which are specifically attracted to the C=N bonds. Carbon-nitrogen bond can be analyzed by X-ray photoelectron spectroscopy (XPS). Depending on the bonding states the peak positions differ in N1s XPS spectra. Nitrogen functional groups See also Cyanide Other carbon bonds with group 15 elements: carbon–nitrogen bonds, carbon–phosphorus bonds Other carbon bonds with period 2 elements: carbon–lithium bonds, carbon–beryllium bonds, carbon–boron bonds, carbon–carbon bonds, carbon–nitrogen bonds, carbon–oxygen bonds, carbon–fluorine bonds Carbon–hydrogen bond 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::: In chemistry, the carbon-hydrogen bond ( bond) is a chemical bond between carbon and hydrogen atoms that can be found in many organic compounds. This bond is a covalent, single bond, meaning that carbon shares its outer valence electrons with up to four hydrogens. This completes both of their outer shells, making them stable. Carbon–hydrogen bonds have a bond length of about 1.09 Å (1.09 × 10−10 m) and a bond energy of about 413 kJ/mol (see table below). Using Pauling's scale—C (2.55) and H (2.2)—the electronegativity difference between these two atoms is 0.35. Because of this small difference in electronegativities, the bond is generally regarded as being non-polar. In structural formulas of molecules, the hydrogen atoms are often omitted. Compound classes consisting solely of bonds and bonds are alkanes, alkenes, alkynes, and aromatic hydrocarbons. Collectively they are known as hydrocarbons. In October 2016, astronomers reported that the very basic chemical ingredients of life—the carbon-hydrogen molecule (CH, or methylidyne radical), the carbon-hydrogen positive ion () and the carbon ion ()—are the result, in large part, of ultraviolet light from stars, rather than in other ways, such as the result of turbulent events related to supernovae and young stars, as thought earlier. Bond length The length of the carbon-hydrogen bond varies slightly with the hybridisation of the carbon atom. A bond between a hydrogen atom and an sp2 hybridised carbon atom is about 0.6% shorter than between hydrogen and sp3 hybridised carbon. A bond between hydrogen and sp hybridised carbon is shorter still, about 3% shorter than sp3 C-H. This trend is illustrated by the molecular geometry of ethane, ethylene and acetylene. Reactions The C−H bond in general is very strong, so it is relatively unreactive. In several compound classes, collectively called carbon acids, the C−H bond can be sufficiently acidic for proton removal. Unactivated C−H bonds are found in alkanes and are no 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. Compounds containing an atom of what element, bonded in a hydrocarbon framework, are classified as amines? A. hydrogen B. oxygen C. nitrogen D. ammonia Answer:
sciq-8383	multiple_choice	Four electron groups orient themselves into what shape that has four faces?	[ "tetrahedron", "multicellular", "circular", "spherical" ]	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 Document 1::: C2h, [2,2+] (2) and C2v, [2], (22) of order 4 are two of the three 3D symmetry group types with the Klein four-group as abstract group. C2v applies e.g. for a rectangular tile wit Document 2::: Many branches of mathematics study objects of a given type and prove a classification theorem. A common theme is that the classification results in a number of series of objects and a finite number of exceptions — often with desirable properties — that do not fit into any series. These are known as exceptional objects. In many cases, these exceptional objects play a further and important role in the subject. Furthermore, the exceptional objects in one branch of mathematics often relate to the exceptional objects in others. A related phenomenon is exceptional isomorphism, when two series are in general different, but agree for some small values. For example, spin groups in low dimensions are isomorphic to other classical Lie groups. Regular polytopes The prototypical examples of exceptional objects arise in the classification of regular polytopes: in two dimensions, there is a series of regular n-gons for n ≥ 3. In every dimension above 2, one can find analogues of the cube, tetrahedron and octahedron. In three dimensions, one finds two more regular polyhedra — the dodecahedron (12-hedron) and the icosahedron (20-hedron) — making five Platonic solids. In four dimensions, a total of six regular polytopes exist, including the 120-cell, the 600-cell and the 24-cell. There are no other regular polytopes, as the only regular polytopes in higher dimensions are of the hypercube, simplex, orthoplex series. In all dimensions combined, there are therefore three series and five exceptional polytopes. Moreover, the pattern is similar if non-convex polytopes are included: in two dimensions, there is a regular star polygon for every rational number . In three dimensions, there are four Kepler–Poinsot polyhedra, and in four dimensions, ten Schläfli–Hess polychora; in higher dimensions, there are no non-convex regular figures. These can be generalized to tessellations of other spaces, especially uniform tessellations, notably tilings of Euclidean space (honeycombs), which hav Document 3::: An icosahedral twin is a nanostructure appearing in atomic clusters and also nanoparticles with some thousands of atoms. These clusters are twenty-faced, with twenty interlinked tetrahedral crystals joined along triangular (e.g. cubic-(111)) faces having three-fold symmetry. A related, more common structure has five units similarly arranged with twinning, which were known as "fivelings" in the 19th century, more recently as "decahedral multiply twinned particles", "pentagonal particles" or "star particles". A variety of different methods (e.g. condensing argon, metal atoms, and virus capsids) lead to the icosahedral form at size scales where surface energies are more important than those from the bulk. Causes When interatom bonding does not have strong directional preferences, it is not unusual for atoms to gravitate toward a kissing number of 12 nearest neighbors. The three most symmetric ways to do this are by icosahedral clustering, by crystalline face-centered-cubic (cuboctahedral) and hexagonal (tri-orthobicupolar) close packing. Icosahedral arrangements, typically because of their smaller surface energy, may be preferred for small clusters. However, the Achilles' heel for icosahedral clustering is that it cannot fill space over large distances in a way that is translationally ordered, so there is some distortion of the atomic positions, that is elastic strain. De Wit pointed out that these can be thought of in terms of disclinations, an approach later extended to 3D by Yoffe. The shape is also not always that of a simple icosahedron, and there are now several software codes that make it easy to calculate the shape. At larger sizes the energy to distort becomes larger than the gain in surface energy, and bulk materials (i.e. sufficiently large clusters) generally revert to one of the crystalline close-packing configurations. In principle they will convert to a simple single crystal with a Wulff construction shape. The size when they become less energetic Document 4::: In mathematics, physics and chemistry, a space group is the symmetry group of a repeating pattern in space, usually in three dimensions. The elements of a space group (its symmetry operations) are the rigid transformations of the pattern that leave it unchanged. In three dimensions, space groups are classified into 219 distinct types, or 230 types if chiral copies are considered distinct. Space groups are discrete cocompact groups of isometries of an oriented Euclidean space in any number of dimensions. In dimensions other than 3, they are sometimes called Bieberbach groups. In crystallography, space groups are also called the crystallographic or Fedorov groups, and represent a description of the symmetry of the crystal. A definitive source regarding 3-dimensional space groups is the International Tables for Crystallography . History Space groups in 2 dimensions are the 17 wallpaper groups which have been known for several centuries, though the proof that the list was complete was only given in 1891, after the much more difficult classification of space groups had largely been completed. In 1879 the German mathematician Leonhard Sohncke listed the 65 space groups (called Sohncke groups) whose elements preserve the chirality. More accurately, he listed 66 groups, but both the Russian mathematician and crystallographer Evgraf Fedorov and the German mathematician Arthur Moritz Schoenflies noticed that two of them were really the same. The space groups in three dimensions were first enumerated in 1891 by Fedorov (whose list had two omissions (I3d and Fdd2) and one duplication (Fmm2)), and shortly afterwards in 1891 were independently enumerated by Schönflies (whose list had four omissions (I3d, Pc, Cc, ?) and one duplication (P21m)). The correct list of 230 space groups was found by 1892 during correspondence between Fedorov and Schönflies. later enumerated the groups with a different method, but omitted four groups (Fdd2, I2d, P21d, and P21c) even though he already The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Four electron groups orient themselves into what shape that has four faces? A. tetrahedron B. multicellular C. circular D. spherical Answer:
sciq-8583	multiple_choice	The variation in a sample can be represented by what quantity, which means the total spread of values?	[ "range", "mode", "median", "variety" ]	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 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::: In mathematics, a univariate object is an expression, equation, function or polynomial involving only one variable. Objects involving more than one variable are multivariate. In some cases the distinction between the univariate and multivariate cases is fundamental; for example, the fundamental theorem of algebra and Euclid's algorithm for polynomials are fundamental properties of univariate polynomials that cannot be generalized to multivariate polynomials. In statistics, a univariate distribution characterizes one variable, although it can be applied in other ways as well. For example, univariate data are composed of a single scalar component. In time series analysis, the whole time series is the "variable": a univariate time series is the series of values over time of a single quantity. Correspondingly, a "multivariate time series" characterizes the changing values over time of several quantities. In some cases, the terminology is ambiguous, since the values within a univariate time series may be treated using certain types of multivariate statistical analyses and may be represented using multivariate distributions. In addition to the question of scaling, a criterion (variable) in univariate statistics can be described by two important measures (also key figures or parameters): Location & Variation. Measures of Location Scales (e.g. mode, median, arithmetic mean) describe in which area the data is arranged centrally. Measures of Variation (e.g. span, interquartile distance, standard deviation) describe how similar or different the data are scattered. See also Arity Bivariate (disambiguation) Multivariate (disambiguation) Univariate analysis Univariate binary model Univariate distribution Document 3::: The variation ratio is a simple measure of statistical dispersion in nominal distributions; it is the simplest measure of qualitative variation. It is defined as the proportion of cases which are not in the mode category: where fm is the frequency (number of cases) of the mode, and N is the total number of cases. While a simple measure, it is notable in that some texts and guides suggest or imply that the dispersion of nominal measurements cannot be ascertained. It is defined for instance by . Just as with the range or standard deviation, the larger the variation ratio, the more differentiated or dispersed the data are; and the smaller the variation ratio, the more concentrated and similar the data are. An example A group which is 55% female and 45% male has a proportion of 0.55 females (the mode is 0.55), therefore its variation ratio is Similarly, in a group of 100 people where 60 people like beer 25 people like wine and the rest (15) prefer cocktails, the variation ratio is See also Qualitative variation, for a number of other measures of dispersion in nominal variables Document 4::: 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 The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. The variation in a sample can be represented by what quantity, which means the total spread of values? A. range B. mode C. median D. variety Answer:
scienceQA-5204	multiple_choice	Select the reptile.	[ "cane toad", "ocean sunfish", "western gorilla", "cobra" ]	D	A western gorilla is a mammal. It has fur and feeds its young milk. Gorillas live in groups called troops. The largest male in the troop is usually the leader. An ocean sunfish is a fish. It lives underwater. It has fins, not limbs. Ocean sunfish have a flat body and wide fins. They sometimes swim to the ocean's surface to rest in the sun. A cobra is a reptile. It has scaly, waterproof skin. Most cobras have a wide, flat hood below their head. A cobra can display its hood to scare away a predator. A cane toad is an amphibian. It has moist skin and begins its life in water. Toads do not have teeth! They swallow their food whole.	Relavent Documents: Document 0::: The Reptile Database is a scientific database that collects taxonomic information on all living reptile species (i.e. no fossil species such as dinosaurs). The database focuses on species (as opposed to higher ranks such as families) and has entries for all currently recognized ~13,000 species and their subspecies, although there is usually a lag time of up to a few months before newly described species become available online. The database collects scientific and common names, synonyms, literature references, distribution information, type information, etymology, and other taxonomically relevant information. History The database was founded in 1995 as EMBL Reptile Database when the founder, Peter Uetz, was a graduate student at the European Molecular Biology Laboratory (EMBL) in Heidelberg, Germany. Thure Etzold had developed the first web interface for the EMBL DNA sequence database which was also used as interface for the Reptile Database. In 2006 the database moved to The Institute of Genomic Research (TIGR) and briefly operated as TIGR Reptile Database until TIGR was merged into the J Craig Venter Institute (JCVI) where Uetz was an associate professor until 2010. Since 2010 the database has been maintained on servers in the Czech Republic under the supervision of Peter Uetz and Jirí Hošek, a Czech programmer. The database celebrated its 25th anniversary together with AmphibiaWeb which had its 20th anniversary in 2021. Content As of September 2020, the Reptile Database lists about 11,300 species (including another ~2,200 subspecies) in about 1200 genera (see figure), and has more than 50,000 literature references and about 15,000 photos. The database has constantly grown since its inception with an average of 100 to 200 new species described per year over the preceding decade. Recently, the database also added a more or less complete list of primary type specimens. Relationship to other databases The Reptile Database has been a member of the Species 2000 pro Document 1::: Iguania is an infraorder of squamate reptiles that includes iguanas, chameleons, agamids, and New World lizards like anoles and phrynosomatids. Using morphological features as a guide to evolutionary relationships, the Iguania are believed to form the sister group to the remainder of the Squamata, which comprise nearly 11,000 named species, roughly 2000 of which are iguanians. However, molecular information has placed Iguania well within the Squamata as sister taxa to the Anguimorpha and closely related to snakes. The order has been under debate and revisions after being classified by Charles Lewis Camp in 1923 due to difficulties finding adequate synapomorphic morphological characteristics. Most Iguanias are arboreal but there are several terrestrial groups. They usually have primitive fleshy, non-prehensile tongues, although the tongue is highly modified in chameleons. The group has a fossil record that extends back to the Early Jurassic (the oldest known member is Bharatagama, which lived about 190 million years ago in what is now India). Today they are scattered occurring in Madagascar, the Fiji and Friendly Islands and Western Hemisphere. Classification The Iguania currently include these extant families: Clade Acrodonta Family Agamidae – agamid lizards, Old World arboreal lizards Family Chamaeleonidae – chameleons Clade Pleurodonta – American arboreal lizards, chuckwallas, iguanas Family Leiocephalidae Genus Leiocephalus: curly-tailed lizards Family Corytophanidae – helmet lizards Family Crotaphytidae – collared lizards, leopard lizards Family Hoplocercidae – dwarf and spinytail iguanas Family Iguanidae – marine, Fijian, Galapagos land, spinytail, rock, desert, green, and chuckwalla iguanas Family Tropiduridae – tropidurine lizards subclade of Tropiduridae Tropidurini – neotropical ground lizards Family Dactyloidae – anoles Family Polychrotidae subclade of Polychrotidae Polychrus Family Phrynosomatidae – North American spiny lizards Family Liolaem Document 2::: Caribherp is an online database containing information on amphibians and reptiles of the Caribbean Islands. It was established in 1999 and serves as a resource for determining the species that occur on specific islands, viewing their distributions, and identifying them by images. Besides the primary search capability by regions and islands, the site features a global search functionality and the ability to refine lists by taxon and origin (endemic or introduced), and to sort by various features. Caribherp also includes common and scientific names, sightings, images, videos, audio of frog calls, distribution maps, geographic regions, and conservation status provided by the International Union for Conservation of Nature (IUCN). The development and maintenance of Caribherp is accomplished through the work of S. Blair Hedges and his colleagues, and students from Penn State University and (since 2014) Temple University. Contents Caribherp database currently contains 1,022 reptile and amphibian species, maps for each species, and about 2000 professional images. This is 5% of the roughly 8,579 amphibian species and 11,940 reptiles species in the world. New species are continually being discovered and described. Document 3::: Roshd Biological Education is a quarterly science educational magazine covering recent developments in biology and biology education for a biology teacher Persian -speaking audience. Founded in 1985, it is published by The Teaching Aids Publication Bureau, Organization for Educational Planning and Research, Ministry of Education, Iran. Roshd Biological Education has an editorial board composed of Iranian biologists, experts in biology education, science journalists and biology teachers. It is read by both biology teachers and students, as a way of launching innovations and new trends in biology education, and helping biology teachers to teach biology in better and more effective ways. Magazine layout As of Autumn 2012, the magazine is laid out as follows: Editorial—often offering a view of point from editor in chief on an educational and/or biological topics. Explore— New research methods and results on biology and/or education. World— Reports and explores on biological education worldwide. In Brief—Summaries of research news and discoveries. Trends—showing how new technology is altering the way we live our lives. Point of View—Offering personal commentaries on contemporary topics. Essay or Interview—often with a pioneer of a biological and/or educational researcher or an influential scientific educational leader. Muslim Biologists—Short histories of Muslim Biologists. Environment—An article on Iranian environment and its problems. News and Reports—Offering short news and reports events on biology education. In Brief—Short articles explaining interesting facts. Questions and Answers—Questions about biology concepts and their answers. Book and periodical Reviews—About new publication on biology and/or education. Reactions—Letter to the editors. Editorial staff Mohammad Karamudini, editor in chief History Roshd Biological Education started in 1985 together with many other magazines in other science and art. The first editor was Dr. Nouri-Dalooi, th Document 4::: A herpetarium is a zoological exhibition space for reptiles and amphibians, most commonly a dedicated area of a larger zoo. A herpetarium which specializes in snakes is an ophidiarium or serpentarium, which are more common as stand-alone entities also known as snake farms. Many snake farms milk snakes for venom for medical and scientific research. Notable herpetariums Alice Springs Reptile Centre in Alice Springs, Australia Armadale Reptile Centre in Perth, Australia Australian Reptile Park in Somersby, Australia Chennai Snake Park Trust in Chennai, India Crocodiles of the World in Brize Norton, UK Crocosaurus Cove in Darwin, Australia Clyde Peeling's Reptiland in Allenwood, Pennsylvania Kentucky Reptile Zoo in Slade, Kentucky The LAIR at the Los Angeles Zoo in Los Angeles, California Serpent Safari in Gurnee, Illinois Saint Louis Zoo Herpetarium in St. Louis, Missouri Staten Island Zoo Serpentarium in New York City, New York World of Reptiles at the Bronx Zoo in New York City, New York See also Herpetoculture Bill Haast (founder of Miami Serpentarium) The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Select the reptile. A. cane toad B. ocean sunfish C. western gorilla D. cobra Answer:
scienceQA-10098	multiple_choice	Select the invertebrate.	[ "rockfish", "green frog", "Canadian lynx", "monarch butterfly" ]	D	A monarch butterfly is an insect. Like other insects, a monarch butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton. A rockfish is a fish. Like other fish, a rockfish is a vertebrate. It has a backbone. A Canadian lynx is a mammal. Like other mammals, a Canadian lynx is a vertebrate. It has a backbone. A green frog is an amphibian. Like other amphibians, a green frog is a vertebrate. It has a backbone.	Relavent Documents: Document 0::: International Society for Invertebrate Morphology (ISIM) was founded during the 1st International Congress on Invertebrate Morphology, in Copenhagen, August 2008. The objectives of the society are to promote international collaboration and provide educational opportunities and training on invertebrate morphology, and to organize and promote the international congresses of invertebrate morphology, international meetings and other forms of scientific exchange. The ISIM has its own Constitution ISIM board 2014-2017 Gerhard Scholtz (President) Institute of Biology, Humboldt-Universität zu Berlin, Germany. https://www.biologie.hu-berlin.de/de/gruppenseiten/compzool/people/gerhard_scholtz_page Natalia Biserova (President-Elect) Moscow State University, Moscow, Russia. Gonzalo Giribet (Past-President) Museum of Comparative Zoology, Harvard University, Cambridge, MA, USA. Julia Sigwart (Secretary) Katrina Worsaae (Treasurer) Greg Edgecombe (2nd term) Andreas Hejnol (2nd term) Sally Leys (2nd term) Fernando Pardos (2nd term) Katharina Jörger (1st term) Marymegan Daly (1st term) Georg Mayer (1st term) ISIM board 2017-2020 Natalia Biserova (President), Lomonosov Moscow State University, Moscow, Russian Federation http://invert.bio.msu.ru/en/staff-en/33-biserova-en . Andreas Wanninger (President-elect), Department of Integrative Zoology, University of Vienna, Vienna, Austria. Gerhard Scholtz (Past-president), Department of Biology, Humboldt-Universität zu Berlin, Germany. Julia Sigwart (Secretary), School of Biological Sciences, Queen's University Belfast, UK. Katrine Worsaae (Treasurer), Department of Biology, University of Copenhagen, Copenhagen, Denmark. Advisory Council: Ariel Chipman (Israel) D. Bruce Conn (USA) Conrad Helm (Germany) Xiaoya Ma (UK) Pedro Martinez (Spain) Ana Riesgo (Spain) Nadezhda Rimskaya-Korsakova (Russia) Elected 23-08-2017, Moscow Former meetings ICIM 1 (2008) University of Copenhagen, Denmark ICIM 2 (2011) H Document 1::: Animals are multicellular, eukaryotic organisms in the biological kingdom Animalia. With few exceptions, animals consume organic material, breathe oxygen, have myocytes and are able to move, can reproduce sexually, and grow from a hollow sphere of cells, the blastula, during embryonic development. As of 2022, 2.16 million living animal species have been described—of which around 1.05 million are insects, over 85,000 are molluscs, and around 65,000 are vertebrates. It has been estimated there are around 7.77 million animal species. Animals range in length from to . They have complex interactions with each other and their environments, forming intricate food webs. The scientific study of animals is known as zoology. Most living animal species are in Bilateria, a clade whose members have a bilaterally symmetric body plan. The Bilateria include the protostomes, containing animals such as nematodes, arthropods, flatworms, annelids and molluscs, and the deuterostomes, containing the echinoderms and the chordates, the latter including the vertebrates. Life forms interpreted as early animals were present in the Ediacaran biota of the late Precambrian. Many modern animal phyla became clearly established in the fossil record as marine species during the Cambrian explosion, which began around 539 million years ago. 6,331 groups of genes common to all living animals have been identified; these may have arisen from a single common ancestor that lived 650 million years ago. Historically, Aristotle divided animals into those with blood and those without. Carl Linnaeus created the first hierarchical biological classification for animals in 1758 with his Systema Naturae, which Jean-Baptiste Lamarck expanded into 14 phyla by 1809. In 1874, Ernst Haeckel divided the animal kingdom into the multicellular Metazoa (now synonymous with Animalia) and the Protozoa, single-celled organisms no longer considered animals. In modern times, the biological classification of animals relies on ad Document 2::: Invertebrate zoology is the subdiscipline of zoology that consists of the study of invertebrates, animals without a backbone (a structure which is found only in fish, amphibians, reptiles, birds and mammals). Invertebrates are a vast and very diverse group of animals that includes sponges, echinoderms, tunicates, numerous different phyla of worms, molluscs, arthropods and many additional phyla. Single-celled organisms or protists are usually not included within the same group as invertebrates. Subdivisions Invertebrates represent 97% of all named animal species, and because of that fact, this subdivision of zoology has many further subdivisions, including but not limited to: Arthropodology - the study of arthropods, which includes Arachnology - the study of spiders and other arachnids Entomology - the study of insects Carcinology - the study of crustaceans Myriapodology - the study of centipedes, millipedes, and other myriapods Cnidariology - the study of Cnidaria Helminthology - the study of parasitic worms. Malacology - the study of mollusks, which includes Conchology - the study of Mollusk shells. Limacology - the study of slugs. Teuthology - the study of cephalopods. Invertebrate paleontology - the study of fossil invertebrates These divisions are sometimes further divided into more specific specialties. For example, within arachnology, acarology is the study of mites and ticks; within entomology, lepidoptery is the study of butterflies and moths, myrmecology is the study of ants and so on. Marine invertebrates are all those invertebrates that exist in marine habitats. History Early Modern Era In the early modern period starting in the late 16th century, invertebrate zoology saw growth in the number of publications made and improvement in the experimental practices associated with the field. (Insects are one of the most diverse groups of organisms on Earth. They play important roles in ecosystems, including pollination, natural enemies, saprophytes, and Document 3::: Roshd Biological Education is a quarterly science educational magazine covering recent developments in biology and biology education for a biology teacher Persian -speaking audience. Founded in 1985, it is published by The Teaching Aids Publication Bureau, Organization for Educational Planning and Research, Ministry of Education, Iran. Roshd Biological Education has an editorial board composed of Iranian biologists, experts in biology education, science journalists and biology teachers. It is read by both biology teachers and students, as a way of launching innovations and new trends in biology education, and helping biology teachers to teach biology in better and more effective ways. Magazine layout As of Autumn 2012, the magazine is laid out as follows: Editorial—often offering a view of point from editor in chief on an educational and/or biological topics. Explore— New research methods and results on biology and/or education. World— Reports and explores on biological education worldwide. In Brief—Summaries of research news and discoveries. Trends—showing how new technology is altering the way we live our lives. Point of View—Offering personal commentaries on contemporary topics. Essay or Interview—often with a pioneer of a biological and/or educational researcher or an influential scientific educational leader. Muslim Biologists—Short histories of Muslim Biologists. Environment—An article on Iranian environment and its problems. News and Reports—Offering short news and reports events on biology education. In Brief—Short articles explaining interesting facts. Questions and Answers—Questions about biology concepts and their answers. Book and periodical Reviews—About new publication on biology and/or education. Reactions—Letter to the editors. Editorial staff Mohammad Karamudini, editor in chief History Roshd Biological Education started in 1985 together with many other magazines in other science and art. The first editor was Dr. Nouri-Dalooi, th Document 4::: This is a list of scientific journals which cover the field of zoology. A Acta Entomologica Musei Nationalis Pragae Acta Zoologica Academiae Scientiarum Hungaricae Acta Zoologica Bulgarica Acta Zoológica Mexicana Acta Zoologica: Morphology and Evolution African Entomology African Invertebrates African Journal of Herpetology African Zoology Alces American Journal of Primatology Animal Biology, formerly Netherlands Journal of Zoology Animal Cognition Arctic Australian Journal of Zoology Australian Mammalogy B Bulgarian Journal of Agricultural Science Bulletin of the American Museum of Natural History C Canadian Journal of Zoology Caribbean Herpetology Central European Journal of Biology Contributions to Zoology Copeia Crustaceana E Environmental Biology of Fishes F Frontiers in Zoology H Herpetological Monographs I Integrative and Comparative Biology, formerly American Zoologist International Journal of Acarology International Journal of Primatology J M Malacologia N North-Western Journal of Zoology P Physiological and Biochemical Zoology R Raffles Bulletin of Zoology Rangifer Russian Journal of Nematology V The Veliger W Worm Runner's Digest Z See also List of biology journals List of ornithology journals List of entomology journals Lists of academic journals Zoology-related lists The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Select the invertebrate. A. rockfish B. green frog C. Canadian lynx D. monarch butterfly Answer:
ai2_arc-1040	multiple_choice	Which of the following is found farthest from the center of an atom?	[ "nucleus", "proton", "neutron", "electron" ]	D		Relavent Documents: Document 0::: The subatomic scale is the domain of physical size that encompasses objects smaller than an atom. It is the scale at which the atomic constituents, such as the nucleus containing protons and neutrons, and the electrons in their orbitals, become apparent. The subatomic scale includes the many thousands of times smaller subnuclear scale, which is the scale of physical size at which constituents of the protons and neutrons - particularly quarks - become apparent. See also Astronomical scale the opposite end of the spectrum Subatomic particles Document 1::: Secondary electrons are electrons generated as ionization products. They are called 'secondary' because they are generated by other radiation (the primary radiation). This radiation can be in the form of ions, electrons, or photons with sufficiently high energy, i.e. exceeding the ionization potential. Photoelectrons can be considered an example of secondary electrons where the primary radiation are photons; in some discussions photoelectrons with higher energy (>50 eV) are still considered "primary" while the electrons freed by the photoelectrons are "secondary". Applications Secondary electrons are also the main means of viewing images in the scanning electron microscope (SEM). The range of secondary electrons depends on the energy. Plotting the inelastic mean free path as a function of energy often shows characteristics of the "universal curve" familiar to electron spectroscopists and surface analysts. This distance is on the order of a few nanometers in metals and tens of nanometers in insulators. This small distance allows such fine resolution to be achieved in the SEM. For SiO2, for a primary electron energy of 100 eV, the secondary electron range is up to 20 nm from the point of incidence. See also Delta ray Everhart-Thornley detector Document 2::: The electric dipole moment is a measure of the separation of positive and negative electrical charges within a system, that is, a measure of the system's overall polarity. The SI unit for electric dipole moment is the coulomb-meter (C⋅m). The debye (D) is another unit of measurement used in atomic physics and chemistry. Theoretically, an electric dipole is defined by the first-order term of the multipole expansion; it consists of two equal and opposite charges that are infinitesimally close together, although real dipoles have separated charge. Elementary definition Often in physics the dimensions of a massive object can be ignored and can be treated as a pointlike object, i.e. a point particle. Point particles with electric charge are referred to as point charges. Two point charges, one with charge and the other one with charge separated by a distance , constitute an electric dipole (a simple case of an electric multipole). For this case, the electric dipole moment has a magnitude and is directed from the negative charge to the positive one. Some authors may split in half and use since this quantity is the distance between either charge and the center of the dipole, leading to a factor of two in the definition. A stronger mathematical definition is to use vector algebra, since a quantity with magnitude and direction, like the dipole moment of two point charges, can be expressed in vector form where is the displacement vector pointing from the negative charge to the positive charge. The electric dipole moment vector also points from the negative charge to the positive charge. With this definition the dipole direction tends to align itself with an external electric field (and note that the electric flux lines produced by the charges of the dipole itself, which point from positive charge to negative charge then tend to oppose the flux lines of the external field). Note that this sign convention is used in physics, while the opposite sign convention for th Document 3::: An atom is a particle that consists of a nucleus of protons and neutrons surrounded by an electromagnetically-bound cloud of electrons. The atom is the basic particle of the chemical elements, and the chemical elements are distinguished from each other by the number of protons that are in their atoms. For example, any atom that contains 11 protons is sodium, and any atom that contains 29 protons is copper. The number of neutrons defines the isotope of the element. Atoms are extremely small, typically around 100 picometers across. A human hair is about a million carbon atoms wide. This is smaller than the shortest wavelength of visible light, which means humans cannot see atoms with conventional microscopes. Atoms are so small that accurately predicting their behavior using classical physics is not possible due to quantum effects. More than 99.94% of an atom's mass is in the nucleus. Each proton has a positive electric charge, while each electron has a negative charge, and the neutrons, if any are present, have no electric charge. If the numbers of protons and electrons are equal, as they normally are, then the atom is electrically neutral. If an atom has more electrons than protons, then it has an overall negative charge, and is called a negative ion (or anion). Conversely, if it has more protons than electrons, it has a positive charge, and is called a positive ion (or cation). The electrons of an atom are attracted to the protons in an atomic nucleus by the electromagnetic force. The protons and neutrons in the nucleus are attracted to each other by the nuclear force. This force is usually stronger than the electromagnetic force that repels the positively charged protons from one another. Under certain circumstances, the repelling electromagnetic force becomes stronger than the nuclear force. In this case, the nucleus splits and leaves behind different elements. This is a form of nuclear decay. Atoms can attach to one or more other atoms by chemical bonds to Document 4::: Core electrons are the electrons in an atom that are not valence electrons and do not participate in chemical bonding. The nucleus and the core electrons of an atom form the atomic core. Core electrons are tightly bound to the nucleus. Therefore, unlike valence electrons, core electrons play a secondary role in chemical bonding and reactions by screening the positive charge of the atomic nucleus from the valence electrons. The number of valence electrons of an element can be determined by the periodic table group of the element (see valence electron): For main-group elements, the number of valence electrons ranges from 1 to 8 (ns and np orbitals). For transition metals, the number of valence electrons ranges from 3 to 12 (ns and (n−1)d orbitals). For lanthanides and actinides, the number of valence electrons ranges from 3 to 16 (ns, (n−2)f and (n−1)d orbitals). All other non-valence electrons for an atom of that element are considered core electrons. Orbital theory A more complex explanation of the difference between core and valence electrons can be described with atomic orbital theory. In atoms with a single electron the energy of an orbital is determined exclusively by the principle quantum number n. The n = 1 orbital has the lowest possible energy in the atom. For large n, the energy increases so much that the electron can easily escape from the atom. In single electron atoms, all energy levels with the same principle quantum number are degenerate, and have the same energy. In atoms with more than one electron, the energy of an electron depends not only on the properties of the orbital it resides in, but also on its interactions with the other electrons in other orbitals. This requires consideration of the ℓ quantum number. Higher values of ℓ are associated with higher values of energy; for instance, the 2p state is higher than the 2s state. When ℓ = 2, the increase in energy of the orbital becomes large enough to push the energy of orbital above the energy The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Which of the following is found farthest from the center of an atom? A. nucleus B. proton C. neutron D. electron Answer:
sciq-7280	multiple_choice	Average speed is equal to distance divided by what?	[ "magnitude", "time", "weight", "height" ]	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::: 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 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::: Progress tests are longitudinal, feedback oriented educational assessment tools for the evaluation of development and sustainability of cognitive knowledge during a learning process. A progress test is a written knowledge exam (usually involving multiple choice questions) that is usually administered to all students in the "A" program at the same time and at regular intervals (usually twice to four times yearly) throughout the entire academic program. The test samples the complete knowledge domain expected of new graduates upon completion of their courses, regardless of the year level of the student). The differences between students’ knowledge levels show in the test scores; the further a student has progressed in the curriculum the higher the scores. As a result, these resultant scores provide a longitudinal, repeated measures, curriculum-independent assessment of the objectives (in knowledge) of the entire programme. History Since its inception in the late 1970s at both Maastricht University and the University of Missouri–Kansas City independently, the progress test of applied knowledge has been increasingly used in medical and health sciences programs across the globe. They are well established and increasingly used in medical education in both undergraduate and postgraduate medical education. They are used formatively and summatively. Use in academic programs The progress test is currently used by national progress test consortia in the United Kingdom, Italy, The Netherlands, in Germany (including Austria), and in individual schools in Africa, Saudi Arabia, South East Asia, the Caribbean, Australia, New Zealand, Sweden, Finland, UK, and the USA. The National Board of Medical Examiners in the USA also provides progress testing in various countries The feasibility of an international approach to progress testing has been recently acknowledged and was first demonstrated by Albano et al. in 1996, who compared test scores across German, Dutch and Italian medi 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. Average speed is equal to distance divided by what? A. magnitude B. time C. weight D. height Answer:
sciq-7889	multiple_choice	Athletes such as swimmers and bicyclists wear body suits in competition to minimize what forces?	[ "rolling forces", "activity forces", "natural forces", "drag forces" ]	D		Relavent Documents: Document 0::: Belt friction is a term describing the friction forces between a belt and a surface, such as a belt wrapped around a bollard. When a force applies a tension to one end of a belt or rope wrapped around a curved surface, the frictional force between the two surfaces increases with the amount of wrap about the curved surface, and only part of that force (or resultant belt tension) is transmitted to the other end of the belt or rope. Belt friction can be modeled by the Belt friction equation. In practice, the theoretical tension acting on the belt or rope calculated by the belt friction equation can be compared to the maximum tension the belt can support. This helps a designer of such a system determine how many times the belt or rope must be wrapped around a curved surface to prevent it from slipping. Mountain climbers and sailing crews demonstrate a working knowledge of belt friction when accomplishing tasks with ropes, pulleys, bollards and capstans. Equation The equation used to model belt friction is, assuming the belt has no mass and its material is a fixed composition: where is the tension of the pulling side, is the tension of the resisting side, is the static friction coefficient, which has no units, and is the angle, in radians, formed by the first and last spots the belt touches the pulley, with the vertex at the center of the pulley. The tension on the pulling side of the belt and pulley has the ability to increase exponentially if the magnitude of the belt angle increases (e.g. it is wrapped around the pulley segment numerous times). Generalization for a rope lying on an arbitrary orthotropic surface If a rope is laying in equilibrium under tangential forces on a rough orthotropic surface then three following conditions (all of them) are satisfied: 1. No separation – normal reaction is positive for all points of the rope curve: , where is a normal curvature of the rope curve. 2. Dragging coefficient of friction and angle are satisfying Document 1::: Kinanthropometry is defined as the study of human size, shape, proportion, composition, maturation, and gross function, in order to understand growth, exercise, performance, and nutrition. It is a scientific discipline that is concerned with the measurement of individuals in a variety of morphological perspectives, its application to movement and those factors which influence movement, including: components of body build, body measurements, proportions, composition, shape and maturation; motor abilities and cardiorespiratory capacities; physical activity including recreational activity as well as highly specialized sports performance. The predominant focus is upon obtaining detailed measurements upon the body composition of a given person. Kinanthropometry is the interface between human anatomy and movement. It is the application of a series of measurements made on the body and from these we can use the data that we gather directly or perform calculations using the data to produce various indices and body composition predictions and to measure and describe physique. Kinanthropometry is an unknown word for many people except those inside the field of sport science. Describing the etymology of the word kinanthropometry can help illustrate simply what you are going to talk about. However, if you have to say just a few sentences about the general scope of it, some problems will arise immediately. Is it a science? Why are its central definitions so ambiguous and various? For what really matter the kinanthropometric assessment. And so on. Defining a particular aim for kinanthropometry is central for its full understanding. Ross et al. (1972) said “K is a scientific discipline that studies the body size, the proportionality, the performance of movement, the body composition and principal functions of the body. This so well cited definition is not completely exact as the last four words show. What are the kinanthropometric methods that truly tell us something about prin Document 2::: In the field of biomechanics, the lines of non-extension are notional lines running across the human body along which body movement causes neither stretching or contraction. Discovered by Arthur Iberall in work beginning in the 1940s, as part of research into space suit design, they have been further developed by Dava Newman in the development of the Space Activity Suit. They were originally mapped by Iberall by drawing a series of circles over a portion of the body and then watching their deformations as the wearer walked around or performed various tasks. The circles deform into ellipses as the skin stretches over the moving musculature, and these deformations were recorded. After a huge number of such measurements the data is then examined to find all of the possible deformations of the circles, and more importantly, the non-moving points on them where the original circle and the deformed ellipse intersect (at four points per circle). By mapping these points over the entire body, a series of lines are produced. These lines may then be used to direct the placement of tension elements in a spacesuit to enable constant suit pressure regardless of the motion of the body. Document 3::: The American Society of Biomechanics (ASB) is a scholarly society that focuses on biomechanics across a variety of academic fields. It was founded in 1977 by a group of scientists and clinicians. The ASB holds an annual conference as an arena to disseminate and learn about the most recent progress in the field, to distribute awards to recognize excellent work, and to engage in public outreach to expand the impact of its members. Conferences The society hosts an annual conference that takes place in North America (usually USA). These conferences are periodically joint conferences held in conjunction with the International Society of Biomechanics (ISB), the North American Congress on Biomechanics (NACOB), and the World Congress of Biomechanics (WCB). The annual conference, when not partnered with another conference, receives around 700 to 800 abstract submissions per year, with attendees in approximately the same numbers. The first conference was held in 1977. Often, work presented at these conferences achieves media attention due to the ‘public interest’ nature of the findings or that new devices are introduced there. Examples include: the effect of tablet reading on cervical spine posture; the squeak of the basketball shoe; ‘underwear’ to address back-pain; recovery after exercise; exoskeleton boots for joint pain during exercise; how flamingos stand on one leg. National Biomechanics Day The ASB is instrumental in promoting National Biomechanics Day (NBD), which has received international recognition. In New Zealand, Massey University attracted NZ$48,000 of national funding through the Unlocking Curious Minds programme to promote National Biomechanics Day, with the aim to engage 1,100 students from lower-decile schools in an experiential learning day focused on the science of biomechanics. It was first held in 2016 on April 7, and consisted of ‘open house’ visits from middle and high school students to biomechanics research and teaching laboratories a Document 4::: The Journal of Applied Biomechanics is a bimonthly peer-reviewed academic journal and an official journal of the International Society of Biomechanics. It covers research on musculoskeletal and neuromuscular biomechanics in human movement, sport, and rehabilitation. Abstracting and indexing The journal is abstracted and indexed in Compendex, CINAHL, Science Citation Index Expanded, Current Contents/Clinical Medicine, Index Medicus/MEDLINE/PubMed, Embase, and Scopus. The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Athletes such as swimmers and bicyclists wear body suits in competition to minimize what forces? A. rolling forces B. activity forces C. natural forces D. drag forces Answer:
sciq-893	multiple_choice	What type of properties are characteristics that describe matter?	[ "thermal", "physical", "invisible", "visible" ]	B		Relavent Documents: Document 0::: A physical property is any property that is measurable, involved in the physical system, intensity on the object's state and behavior. The changes in the physical properties of a system can be used to describe its changes between momentary states. A quantifiable physical property is called physical quantity. Measurable physical quantities are often referred to as observables. Some physical properties are qualitative, such as shininess, brittleness, etc.; some general qualitative properties admit more specific related quantitative properties, such as in opacity, hardness, ductility,viscosity, etc. Physical properties are often characterized as intensive and extensive properties. An intensive property does not depend on the size or extent of the system, nor on the amount of matter in the object, while an extensive property shows an additive relationship. These classifications are in general only valid in cases when smaller subdivisions of the sample do not interact in some physical or chemical process when combined. Properties may also be classified with respect to the directionality of their nature. For example, isotropic properties do not change with the direction of observation, and anisotropic properties do have spatial variance. It may be difficult to determine whether a given property is a material property or not. Color, for example, can be seen and measured; however, what one perceives as color is really an interpretation of the reflective properties of a surface and the light used to illuminate it. In this sense, many ostensibly physical properties are called supervenient. A supervenient property is one which is actual, but is secondary to some underlying reality. This is similar to the way in which objects are supervenient on atomic structure. A cup might have the physical properties of mass, shape, color, temperature, etc., but these properties are supervenient on the underlying atomic structure, which may in turn be supervenient on an underlying quan 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::: 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::: 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 4::: States of matter are distinguished by changes in the properties of matter associated with external factors like pressure and temperature. States are usually distinguished by a discontinuity in one of those properties: for example, raising the temperature of ice produces a discontinuity at 0°C, as energy goes into a phase transition, rather than temperature increase. The three classical states of matter are solid, liquid and gas. In the 20th century, however, increased understanding of the more exotic properties of matter resulted in the identification of many additional states of matter, none of which are observed in normal conditions. Low-energy states of matter Classical states Solid: A solid holds a definite shape and volume without a container. The particles are held very close to each other. Amorphous solid: A solid in which there is no far-range order of the positions of the atoms. Crystalline solid: A solid in which atoms, molecules, or ions are packed in regular order. Plastic crystal: A molecular solid with long-range positional order but with constituent molecules retaining rotational freedom. Quasicrystal: A solid in which the positions of the atoms have long-range order, but this is not in a repeating pattern. Liquid: A mostly non-compressible fluid. Able to conform to the shape of its container but retains a (nearly) constant volume independent of pressure. Liquid crystal: Properties intermediate between liquids and crystals. Generally, able to flow like a liquid but exhibiting long-range order. Gas: A compressible fluid. Not only will a gas take the shape of its container but it will also expand to fill the container. Modern states Plasma: Free charged particles, usually in equal numbers, such as ions and electrons. Unlike gases, plasma may self-generate magnetic fields and electric currents and respond strongly and collectively to electromagnetic forces. Plasma is very uncommon on Earth (except for the ionosphere), although it is the mo The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What type of properties are characteristics that describe matter? A. thermal B. physical C. invisible D. visible Answer:
sciq-5932	multiple_choice	What are fungus-like protists?	[ "molds", "bacteria", "feces", "viruses" ]	A		Relavent Documents: Document 0::: Ascomycota is a phylum of the kingdom Fungi that, together with the Basidiomycota, forms the subkingdom Dikarya. Its members are commonly known as the sac fungi or ascomycetes. It is the largest phylum of Fungi, with over 64,000 species. The defining feature of this fungal group is the "ascus" (), a microscopic sexual structure in which nonmotile spores, called ascospores, are formed. However, some species of the Ascomycota are asexual, meaning that they do not have a sexual cycle and thus do not form asci or ascospores. Familiar examples of sac fungi include morels, truffles, brewers' and bakers' yeast, dead man's fingers, and cup fungi. The fungal symbionts in the majority of lichens (loosely termed "ascolichens") such as Cladonia belong to the Ascomycota. Ascomycota is a monophyletic group (it contains all descendants of one common ancestor). Previously placed in the Deuteromycota along with asexual species from other fungal taxa, asexual (or anamorphic) ascomycetes are now identified and classified based on morphological or physiological similarities to ascus-bearing taxa, and by phylogenetic analyses of DNA sequences. The ascomycetes are of particular use to humans as sources of medicinally important compounds, such as antibiotics, for fermenting bread, alcoholic beverages and cheese. Penicillium species on cheeses and those producing antibiotics for treating bacterial infectious diseases are examples of ascomycetes. Many ascomycetes are pathogens, both of animals, including humans, and of plants. Examples of ascomycetes that can cause infections in humans include Candida albicans, Aspergillus niger and several tens of species that cause skin infections. The many plant-pathogenic ascomycetes include apple scab, rice blast, the ergot fungi, black knot, and the powdery mildews. Another pathogenic ascomycete is Cordyceps. Cordyceps are parasites of insects and other arthropods. They are entomopathogenic fungi, which means the fungi kills or severely injures the Document 1::: 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 Document 2::: 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 Document 3::: A fungus (: fungi or funguses) is any member of the group of eukaryotic organisms that includes microorganisms such as yeasts and molds, as well as the more familiar mushrooms. These organisms are classified as one of the traditional eukaryotic kingdoms, along with Animalia, Plantae and either Protista or Protozoa and Chromista. A characteristic that places fungi in a different kingdom from plants, bacteria, and some protists is chitin in their cell walls. Fungi, like animals, are heterotrophs; they acquire their food by absorbing dissolved molecules, typically by secreting digestive enzymes into their environment. Fungi do not photosynthesize. Growth is their means of mobility, except for spores (a few of which are flagellated), which may travel through the air or water. Fungi are the principal decomposers in ecological systems. These and other differences place fungi in a single group of related organisms, named the Eumycota (true fungi or Eumycetes), that share a common ancestor (i.e. they form a monophyletic group), an interpretation that is also strongly supported by molecular phylogenetics. This fungal group is distinct from the structurally similar myxomycetes (slime molds) and oomycetes (water molds). The discipline of biology devoted to the study of fungi is known as mycology (from the Greek , mushroom). In the past mycology was regarded as a branch of botany, although it is now known that fungi are genetically more closely related to animals than to plants. Abundant worldwide, most fungi are inconspicuous because of the small size of their structures, and their cryptic lifestyles in soil or on dead matter. Fungi include symbionts of plants, animals, or other fungi and also parasites. They may become noticeable when fruiting, either as mushrooms or as molds. Fungi perform an essential role in the decomposition of organic matter and have fundamental roles in nutrient cycling and exchange in the environment. They have long been used as a direct source of h Document 4::: Entangled Life: How fungi make our worlds, change our minds and shape our futures is a 2020 non-fiction book on mycology by British biologist Merlin Sheldrake. His first book, it was published by Random House on 12 May 2020. Summary The book looks at fungi from a number of angles, including decomposition, fermentation, nutrient distribution, psilocybin production, the evolutionary role fungi play in plants, and the ways in which humans relate to the fungal kingdom. It uses music and philosophy to illustrate its thesis, and introduces readers to a number of central strands of research on mycology. It is also a personal account of Sheldrake's experiences with fungi. Sheldrake is an expert in mycorrhizal fungi, holds a PhD in tropical ecology from the University of Cambridge for his work on underground fungal networks in tropical forests in Panama, where he was a predoctoral research fellow of the Smithsonian Tropical Research Institute, and his research is primarily in the fields of fungal biology and the history of Amazonian ethnobotany. He is the son of Rupert Sheldrake, a biologist, and Jill Purce, an author and therapist, and the brother of musician Cosmo Sheldrake. Reception The book was published to largely positive reviews. Jennifer Szalai of The New York Times called the book an "ebullient and ambitious exploration" of fungi, adding, "reading it left me not just moved but altered, eager to disseminate its message of what fungi can do." Eugenia Bone of The Wall Street Journal called it "a gorgeous book of literary nature writing in the tradition of [Robert] Macfarlane and John Fowles, ripe with insight and erudition." Rachel Cooke of The Observer called it "an astonishing book that could alter our perceptions of fungi forever." Richard Kerridge, reviewing the book in The Guardian, wrote that "when we look closely [at fungi], we meet large, unsettling questions... [Sheldrake] carries us easily into these questions with ebullience and precision." The book was The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What are fungus-like protists? A. molds B. bacteria C. feces D. viruses Answer:
sciq-7247	multiple_choice	What term is defined as the preserved remains or traces of organisms that lived during earlier ages?	[ "waste", "fossils", "deposits", "bones" ]	B		Relavent Documents: Document 0::: Biostratinomy is the study of the processes that take place after an organism dies but before its final burial. It is considered to be a subsection of the science of taphonomy, along with necrology (the study of the death of an organism) and diagenesis (the changes that take place after final burial). These processes are largely destructive, and include physical, chemical and biological effects: Physical effects non-exhaustively include transport, breakage and exhumation. Chemical effects include early changes in mineralogy and oxidation. Biological effects include decay, scavenging, bioturbation, encrustation and boring. For the vast majority of organisms, biostratinomic destruction is total. However, if at least a few remnants of an organism make it to final burial, a fossil may eventually be formed unless destruction is completed by diagenesis. As the processes of biostratinomy are often dominated by sedimentological factors, analysis of the biostratinomy of a fossil can reveal important features about the physical environment it once lived in. The boundaries between the three disciplines within taphonomy are partly arbitrary. In particular, the role of microbes in sealing and preserving organisms, for example in a process called autolithification, is now recognised to be a very important and early event in the preservation of many exceptional fossils, often taking place before burial. Such mineralogical changes might equally be considered to be biostratinomic as diagenetic. A school of investigation called aktuopaläontologie, subsisting largely in Germany, attempts to investigate biostratinomic effects by experimentation and observation on extant organisms. William Schäfer's book "Ecology and palaeoecology of marine environments" is a classic product of this sort of investigation. More recently, D.E.G. Briggs and colleagues have made detailed studies of decay with the prime aim of understanding the profound halt to these processes that is required by exce Document 1::: Archaeobiology, the study of the biology of ancient times through archaeological materials, is a subspecialty of archaeology. It can be seen as a blanket term for paleobotany, animal osteology, zooarchaeology, microbiology, and many other sub-disciplines. Specifically, plant and animal remains are also called ecofacts. Sometimes these ecofacts can be left by humans and sometimes they can be naturally occurring. Archaeobiology tends to focus on more recent finds, so the difference between archaeobiology and palaeontology is mainly one of date: archaeobiologists typically work with more recent, non-fossilised material found at archaeological sites. Only very rarely are archaeobiological excavations performed at sites with no sign of human presence. Flora and Fauna in Archaeology The prime interest of paleobotany is to reconstruct the vegetation that people in the past would have encountered in a particular place and time. Plant studies have always been overshadowed by faunal studies because bones are more conspicuous than plant remains when excavating. Collection of plant remains could everything including pollen, soil, diatoms, wood, plant remains and phytoliths. Phytoliths are sediments and diatoms are water deposits. Each plant remain can tell the archaeologist different things about the environment during a certain time period. Animal remains were the first evidence used by 19th century archaeologists. Today, archaeologists use faunal remains as a guide to the environment. It helps archaeologists understand whether the fauna were present naturally or through activities of carnivores or people. Archaeologists deal with macrofauna and microfauna. Microfauna are better indicators of climate and environmental change than larger species. These can be as small as a bug or as big as a fish or bird. Macrofauna helps archaeologists build a picture of past human diet. Bacteria and Protists in Archaeology Bacteria and Protists form two separate kingdoms, but both are fa Document 2::: Thanatocoenosis (from Greek language thanatos - death and koinos - common) are all the embedded fossils at a single discovery site. This site may be referred to as a "death assemblage". Such groupings are composed of fossils of organisms which may not have been associated during life, often originating from different habitats. Examples include marine fossils having been brought together by a water current or animal bones having been deposited by a predator. A site containing thanatocoenosis elements can also lose clarity in its faunal history by more recent intruding factors such as burrowing microfauna or stratigraphic disturbances born from anthropogenic methods. This term differs from a related term, biocoenosis, which refers to an assemblage in which all organisms within the community interacted and lived together in the same habitat while alive. A biocoenosis can lead to a thanatocoenosis if disrupted significantly enough to have its dead/fossilized matter scattered. A death community/thanatocoenosis is developed by multiple taphonomic processes (those being ones relating to the different ways in which organismal remains pass through strata and are decomposed and preserved) that are generally categorized into two groups: biostratinomy and diagenesis. As a whole, thanatocoenoses are divided into two categories as well: autochthonous and allochthonous. Death assemblages and thanatocoenoses can provide insight into the process of early-stage fossilization, as well as information about the species within a given ecosystem. The study of taphonomy can aid in furthering the understanding of the ecological past of species and their fossil records if used in conjunction with research on death assemblages from modern ecosystems. History The term "thanatocoenosis" was originally created by Erich Wasmund in 1926, and he was the first to define both the similarities and contrasts between these death communities and biocoenoses. Due to confusion between some distinctions Document 3::: Trace fossils are classified in various ways for different purposes. Traces can be classified taxonomically (by morphology), ethologically (by behavior), and toponomically, that is, according to their relationship to the surrounding sedimentary layers. Except in the rare cases where the original maker of a trace fossil can be identified with confidence, phylogenetic classification of trace fossils is an unreasonable proposition. Taxonomic classification The taxonomic classification of trace fossils parallels the taxonomic classification of organisms under the International Code of Zoological Nomenclature. In trace fossil nomenclature a Latin binomial name is used, just as in animal and plant taxonomy, with a genus and specific epithet. However, the binomial names are not linked to an organism, but rather just a trace fossil. This is due to the rarity of association between a trace fossil and a specific organism or group of organisms. Trace fossils are therefore included in an ichnotaxon separate from Linnaean taxonomy. When referring to trace fossils, the terms ichnogenus and ichnospecies parallel genus and species respectively. The most promising cases of phylogenetic classification are those in which similar trace fossils show details complex enough to deduce the makers, such as bryozoan borings, large trilobite trace fossils such as Cruziana, and vertebrate footprints. However, most trace fossils lack sufficiently complex details to allow such classification. Ethologic classification The Seilacherian System Adolf Seilacher was the first to propose a broadly accepted ethological basis for trace fossil classification. He recognized that most trace fossils are created by animals in one of five main behavioural activities, and named them accordingly: Cubichnia are the traces of organisms left on the surface of a soft sediment. This behaviour may simply be resting as in the case of a starfish, but might also evidence the hiding place of prey, or even the ambus Document 4::: A trace fossil, also known as an ichnofossil (; from ikhnos "trace, track"), is a fossil record of biological activity by lifeforms but not the preserved remains of the organism itself. Trace fossils contrast with body fossils, which are the fossilized remains of parts of organisms' bodies, usually altered by later chemical activity or mineralization. The study of such trace fossils is ichnology and is the work of ichnologists. Trace fossils may consist of physical impressions made on or in the substrate by an organism. For example, burrows, borings (bioerosion), urolites (erosion caused by evacuation of liquid wastes), footprints and feeding marks and root cavities may all be trace fossils. The term in its broadest sense also includes the remains of other organic material produced by an organism; for example coprolites (fossilized droppings) or chemical markers (sedimentological structures produced by biological means; for example, the formation of stromatolites). However, most sedimentary structures (for example those produced by empty shells rolling along the sea floor) are not produced through the behaviour of an organism and thus are not considered trace fossils. The study of traces – ichnology – divides into paleoichnology, or the study of trace fossils, and neoichnology, the study of modern traces. Ichnological science offers many challenges, as most traces reflect the behaviour – not the biological affinity – of their makers. Accordingly, researchers classify trace fossils into form genera, based on their appearance and on the implied behaviour, or ethology, of their makers. Occurrence Traces are better known in their fossilized form than in modern sediments. This makes it difficult to interpret some fossils by comparing them with modern traces, even though they may be extant or even common. The main difficulties in accessing extant burrows stem from finding them in consolidated sediment, and being able to access those formed in deeper water. Trace fo The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What term is defined as the preserved remains or traces of organisms that lived during earlier ages? A. waste B. fossils C. deposits D. bones Answer:
sciq-10579	multiple_choice	What control reproductive cycles, which are in turn regulated by environmental cues?	[ "enzymes", "brain waves", "hormones", "nerve impulses" ]	C		Relavent Documents: Document 0::: Reproductive biology includes both sexual and asexual reproduction. Reproductive biology includes a wide number of fields: Reproductive systems Endocrinology Sexual development (Puberty) Sexual maturity Reproduction Fertility Human reproductive biology Endocrinology Human reproductive biology is primarily controlled through hormones, which send signals to the human reproductive structures to influence growth and maturation. These hormones are secreted by endocrine glands, and spread to different tissues in the human body. In humans, the pituitary gland synthesizes hormones used to control the activity of endocrine glands. Reproductive systems Internal and external organs are included in the reproductive system. There are two reproductive systems including the male and female, which contain different organs from one another. These systems work together in order to produce offspring. Female reproductive system The female reproductive system includes the structures involved in ovulation, fertilization, development of an embryo, and birth. These structures include: Ovaries Oviducts Uterus Vagina Mammary Glands Estrogen is one of the sexual reproductive hormones that aid in the sexual reproductive system of the female. Male reproductive system The male reproductive system includes testes, rete testis, efferent ductules, epididymis, sex accessory glands, sex accessory ducts and external genitalia. Testosterone, an androgen, although present in both males and females, is relatively more abundant in males. Testosterone serves as one of the major sexual reproductive hormones in the male reproductive system However, the enzyme aromatase is present in testes and capable of synthesizing estrogens from androgens. Estrogens are present in high concentrations in luminal fluids of the male reproductive tract. Androgen and estrogen receptors are abundant in epithelial cells of the male reproductive tract. Animal Reproductive Biology Animal reproduction oc Document 1::: 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 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 Whitten effect is stimulation, by male pheromones, of synchronous estrus in a female population. Social signals, or social stimuli, have an effect on reproduction in all mammals. For certain female mice, the pheromones contained in the urine of male mice can be such stimuli, inducing synchronous estrus. When the pheromones contained in the urine of male mice stimulate synchronous estrus in a population of female mice, it is known as the Whitten effect. This is a phenomenon observed by Wesley K. Whitten (1956, 1966, 1968), whereby male mouse pheromone-laden urine synchronizes the estrus cycle "among unisexually grouped females," and is an example of male-to-female pheromonal effects in mice, similar to the Bruce effect. The Whitten effect occurs when a group of female mice are exposed to the urine produced by a male mouse. The male’s urine contains certain volatile, or airborne, pheromones that affect the hormonal processes of the females that control their reproductive status. A sexually mature and viable male must produce the urine, as the pheromones that produce the Whitten effect are dependent on male sex hormones such as testosterone. The female mice do not require direct contact with the male’s urine to produce the Whitten effect, as the pheromone contained in the urine is airborne and therefore is taken up by the females through their olfactory system. The reproductive cycle of female mice in isolation is approximately 4 to 5 days, and the reproductive cycles of grouped females are often longer and more irregular. However, when grouped female mice are exposed to the pheromones contained in a male’s urine, the Whitten effect occurs, and the majority of the female mice will enter a new estrus cycle by the third day of exposure. However, there is little evidence for a similarly functioning vomeronasal, or olfactory, system (thought to be the sensory organ that initiates the Bruce, Vandenbergh, and Whitten effects) in humans. These differences, in p Document 4::: Systems Biology in Reproductive Medicine is a peer-reviewed medical journal that covers the use of systems approaches including genomic, cellular, proteomic, metabolomic, bioinformatic, molecular, and biochemical, to address fundamental questions in reproductive biology, reproductive medicine, and translational research. The journal publishes research involving human and animal gametes, stem cells, developmental biology, toxicology, and clinical care in reproductive medicine. Editor The editor-in-chief of Systems Biology in Reproductive Medicine is S. A. Krawetz (Wayne State University). The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What control reproductive cycles, which are in turn regulated by environmental cues? A. enzymes B. brain waves C. hormones D. nerve impulses Answer:
sciq-11434	multiple_choice	The overall purpose of the light-dependent reactions is to convert light energy into this?	[ "chemical reactions", "thermal energy", "calories", "photosynthesis" ]	A		Relavent Documents: Document 0::: Photobiology is the scientific study of the beneficial and harmful interactions of light (technically, non-ionizing radiation) in living organisms. The field includes the study of photophysics, photochemistry, photosynthesis, photomorphogenesis, visual processing, circadian rhythms, photomovement, bioluminescence, and ultraviolet radiation effects. The division between ionizing radiation and non-ionizing radiation is typically considered to be a photon energy greater than 10 eV, which approximately corresponds to both the first ionization energy of oxygen, and the ionization energy of hydrogen at about 14 eV. When photons come into contact with molecules, these molecules can absorb the energy in photons and become excited. Then they can react with molecules around them and stimulate "photochemical" and "photophysical" changes of molecular structures. Photophysics This area of Photobiology focuses on the physical interactions of light and matter. When molecules absorb photons that matches their energy requirements they promote a valence electron from a ground state to an excited state and they become a lot more reactive. This is an extremely fast process, but very important for different processes. Photochemistry This area of Photobiology studies the reactivity of a molecule when it absorbs energy that comes from light. It also studies what happens with this energy, it could be given off as heat or fluorescence so the molecule goes back to ground state. There are 3 basic laws of photochemistry: 1) First Law of Photochemistry: This law explains that in order for photochemistry to happen, light has to be absorbed. 2) Second Law of Photochemistry: This law explains that only one molecule will be activated by each photon that is absorbed. 3) Bunsen-Roscoe Law of Reciprosity: This law explains that the energy in the final products of a photochemical reaction will be directly proportional to the total energy that was initially absorbed by the system. Plant Photo Document 1::: Light-dependent reactions refers to certain photochemical reactions that are involved in photosynthesis, the main process by which plants acquire energy. There are two light dependent reactions, the first occurs at photosystem II (PSII) and the second occurs at photosystem I (PSI). PSII absorbs a photon to produce a so-called high energy electron which transfers via an electron transport chain to cytochrome bf and then to PSI. The then-reduced PSI, absorbs another photon producing a more highly reducing electron, which converts NADP to NADPH. In oxygenic photosynthesis, the first electron donor is water, creating oxygen (O2) as a by-product. In anoxygenic photosynthesis various electron donors are used. Cytochrome b6f and ATP synthase work together to produce ATP (photophosphorylation) in two distinct ways. In non-cyclic photophosphorylation, cytochrome b6f uses electrons from PSII and energy from PSI to pump protons from the stroma to the lumen. The resulting proton gradient across the thylakoid membrane creates a proton-motive force, used by ATP synthase to form ATP. In cyclic photophosphorylation, cytochrome b6f uses electrons and energy from PSI to create more ATP and to stop the production of NADPH. Cyclic phosphorylation is important to create ATP and maintain NADPH in the right proportion for the light-independent reactions. The net-reaction of all light-dependent reactions in oxygenic photosynthesis is: 2 + 2 + 3ADP + 3P → + 2 H + 2NADPH + 3ATP PSI and PSII are light-harvesting complexes. If a special pigment molecule in a photosynthetic reaction center absorbs a photon, an electron in this pigment attains the excited state and then is transferred to another molecule in the reaction center. This reaction, called photoinduced charge separation, is the start of the electron flow and transforms light energy into chemical forms. Light dependent reactions In chemistry, many reactions depend on the absorption of photons to provide the energy needed to ove Document 2::: The Calvin cycle, light-independent reactions, bio synthetic phase, dark reactions, or photosynthetic carbon reduction (PCR) cycle of photosynthesis is a series of chemical reactions that convert carbon dioxide and hydrogen-carrier compounds into glucose. The Calvin cycle is present in all photosynthetic eukaryotes and also many photosynthetic bacteria. In plants, these reactions occur in the stroma, the fluid-filled region of a chloroplast outside the thylakoid membranes. These reactions take the products (ATP and NADPH) of light-dependent reactions and perform further chemical processes on them. The Calvin cycle uses the chemical energy of ATP and reducing power of NADPH from the light dependent reactions to produce sugars for the plant to use. These substrates are used in a series of reduction-oxidation reactions to produce sugars in a step-wise process; there is no direct reaction that converts several molecules of to a sugar. There are three phases to the light-independent reactions, collectively called the Calvin cycle: carboxylation, reduction reactions, and ribulose 1,5-bisphosphate (RuBP) regeneration. Though it is called the "dark reaction", the Calvin cycle does not actually occur in the dark or during night time. This is because the process requires NADPH, which is short-lived and comes from the light-dependent reactions. In the dark, plants instead release sucrose into the phloem from their starch reserves to provide energy for the plant. The Calvin cycle thus happens when light is available independent of the kind of photosynthesis (C3 carbon fixation, C4 carbon fixation, and Crassulacean Acid Metabolism (CAM)); CAM plants store malic acid in their vacuoles every night and release it by day to make this process work. Coupling to other metabolic pathways The reactions of the Calvin cycle are closely coupled to the thylakoid electron transport chain as the energy required to reduce the carbon dioxide is provided by NADPH produced during the light de Document 3::: Photodissociation, photolysis, photodecomposition, or photofragmentation is a chemical reaction in which molecules of a chemical compound are broken down by photons. It is defined as the interaction of one or more photons with one target molecule. Photodissociation is not limited to visible light. Any photon with sufficient energy can affect the chemical bonds of a chemical compound. Since a photon's energy is inversely proportional to its wavelength, electromagnetic radiations with the energy of visible light or higher, such as ultraviolet light, X-rays, and gamma rays can induce such reactions. Photolysis in photosynthesis Photolysis is part of the light-dependent reaction or light phase or photochemical phase or Hill reaction of photosynthesis. The general reaction of photosynthetic photolysis can be given in terms of photons as: The chemical nature of "A" depends on the type of organism. Purple sulfur bacteria oxidize hydrogen sulfide () to sulfur (S). In oxygenic photosynthesis, water () serves as a substrate for photolysis resulting in the generation of diatomic oxygen (). This is the process which returns oxygen to Earth's atmosphere. Photolysis of water occurs in the thylakoids of cyanobacteria and the chloroplasts of green algae and plants. Energy transfer models The conventional semi-classical model describes the photosynthetic energy transfer process as one in which excitation energy hops from light-capturing pigment molecules to reaction center molecules step-by-step down the molecular energy ladder. The effectiveness of photons of different wavelengths depends on the absorption spectra of the photosynthetic pigments in the organism. Chlorophylls absorb light in the violet-blue and red parts of the spectrum, while accessory pigments capture other wavelengths as well. The phycobilins of red algae absorb blue-green light which penetrates deeper into water than red light, enabling them to photosynthesize in deep waters. Each absorbed photon causes Document 4::: 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 The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. The overall purpose of the light-dependent reactions is to convert light energy into this? A. chemical reactions B. thermal energy C. calories D. photosynthesis Answer:
sciq-10821	multiple_choice	What is the gland in the chest behind the breast bone that stores some types of lymphocytes while they mature?	[ "lumbar", "pineal", "thymus", "Montgomery" ]	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::: 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::: 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 Document 3::: The mediastinal branches are numerous small vessels which supply the lymph glands and loose areolar tissue in the posterior mediastinum. Document 4::: 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 The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What is the gland in the chest behind the breast bone that stores some types of lymphocytes while they mature? A. lumbar B. pineal C. thymus D. Montgomery Answer:
scienceQA-6824	multiple_choice	Which organ produces all the blood for the body?	[ "skeleton", "heart", "stomach", "skin" ]	A		Relavent Documents: Document 0::: 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 1::: 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 2::: 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 Document 3::: 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 Document 4::: 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 The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Which organ produces all the blood for the body? A. skeleton B. heart C. stomach D. skin Answer:
sciq-9048	multiple_choice	The rate of a reaction can be expressed either in terms of the decrease in the amount of what or the increase in the amount of a product per unit time?	[ "reactant", "sulfate", "isotope", "plasma" ]	A		Relavent Documents: Document 0::: The limiting reagent (or limiting reactant or limiting agent) in a chemical reaction is a reactant that is totally consumed when the chemical reaction is completed. The amount of product formed is limited by this reagent, since the reaction cannot continue without it. If one or more other reagents are present in excess of the quantities required to react with the limiting reagent, they are described as excess reagents or excess reactants (sometimes abbreviated as "xs"), or to be in abundance. The limiting reagent must be identified in order to calculate the percentage yield of a reaction since the theoretical yield is defined as the amount of product obtained when the limiting reagent reacts completely. Given the balanced chemical equation, which describes the reaction, there are several equivalent ways to identify the limiting reagent and evaluate the excess quantities of other reagents. Method 1: Comparison of reactant amounts This method is most useful when there are only two reactants. One reactant (A) is chosen, and the balanced chemical equation is used to determine the amount of the other reactant (B) necessary to react with A. If the amount of B actually present exceeds the amount required, then B is in excess and A is the limiting reagent. If the amount of B present is less than required, then B is the limiting reagent. Example for two reactants Consider the combustion of benzene, represented by the following chemical equation: 2 C6H6(l) + 15 O2(g) -> 12 CO2(g) + 6 H2O(l) This means that 15 moles of molecular oxygen (O2) is required to react with 2 moles of benzene (C6H6) The amount of oxygen required for other quantities of benzene can be calculated using cross-multiplication (the rule of three). For example, if 1.5 mol C6H6 is present, 11.25 mol O2 is required: If in fact 18 mol O2 are present, there will be an excess of (18 - 11.25) = 6.75 mol of unreacted oxygen when all the benzene is consumed. Benzene is then the limiting reagent. This concl Document 1::: Conversion and its related terms yield and selectivity are important terms in chemical reaction engineering. They are described as ratios of how much of a reactant has reacted (X — conversion, normally between zero and one), how much of a desired product was formed (Y — yield, normally also between zero and one) and how much desired product was formed in ratio to the undesired product(s) (S — selectivity). There are conflicting definitions in the literature for selectivity and yield, so each author's intended definition should be verified. Conversion can be defined for (semi-)batch and continuous reactors and as instantaneous and overall conversion. Assumptions The following assumptions are made: The following chemical reaction takes place: , where and are the stoichiometric coefficients. For multiple parallel reactions, the definitions can also be applied, either per reaction or using the limiting reaction. Batch reaction assumes all reactants are added at the beginning. Semi-Batch reaction assumes some reactants are added at the beginning and the rest fed during the batch. Continuous reaction assumes reactants are fed and products leave the reactor continuously and in steady state. Conversion Conversion can be separated into instantaneous conversion and overall conversion. For continuous processes the two are the same, for batch and semi-batch there are important differences. Furthermore, for multiple reactants, conversion can be defined overall or per reactant. Instantaneous conversion Semi-batch In this setting there are different definitions. One definition regards the instantaneous conversion as the ratio of the instantaneously converted amount to the amount fed at any point in time: . with as the change of moles with time of species i. This ratio can become larger than 1. It can be used to indicate whether reservoirs are built up and it is ideally close to 1. When the feed stops, its value is not defined. In semi-batch polymerisation, Document 2::: 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 3::: Enzyme assays are laboratory methods for measuring enzymatic activity. They are vital for the study of enzyme kinetics and enzyme inhibition. Enzyme units The quantity or concentration of an enzyme can be expressed in molar amounts, as with any other chemical, or in terms of activity in enzyme units. Enzyme activity Enzyme activity is a measure of the quantity of active enzyme present and is thus dependent on various physical conditions, which should be specified. It is calculated using the following formula: where Enzyme activity Moles of substrate converted per unit time Rate of the reaction Reaction volume The SI unit is the katal, 1 katal = 1 mol s−1 (mole per second), but this is an excessively large unit. A more practical and commonly used value is enzyme unit (U) = 1 μmol min−1 (micromole per minute). 1 U corresponds to 16.67 nanokatals. Enzyme activity as given in katal generally refers to that of the assumed natural target substrate of the enzyme. Enzyme activity can also be given as that of certain standardized substrates, such as gelatin, then measured in gelatin digesting units (GDU), or milk proteins, then measured in milk clotting units (MCU). The units GDU and MCU are based on how fast one gram of the enzyme will digest gelatin or milk proteins, respectively. 1 GDU approximately equals 1.5 MCU. An increased amount of substrate will increase the rate of reaction with enzymes, however once past a certain point, the rate of reaction will level out because the amount of active sites available has stayed constant. Specific activity The specific activity of an enzyme is another common unit. This is the activity of an enzyme per milligram of total protein (expressed in μmol min−1 mg−1). Specific activity gives a measurement of enzyme purity in the mixture. It is the micro moles of product formed by an enzyme in a given amount of time (minutes) under given conditions per milligram of total proteins. Specific activity is equal to the rate of reacti Document 4::: In chemical thermodynamics, the reaction quotient (Qr or just Q) is a dimensionless quantity that provides a measurement of the relative amounts of products and reactants present in a reaction mixture for a reaction with well-defined overall stoichiometry, at a particular point in time. Mathematically, it is defined as the ratio of the activities (or molar concentrations) of the product species over those of the reactant species involved in the chemical reaction, taking stoichiometric coefficients of the reaction into account as exponents of the concentrations. In equilibrium, the reaction quotient is constant over time and is equal to the equilibrium constant. A general chemical reaction in which α moles of a reactant A and β moles of a reactant B react to give ρ moles of a product R and σ moles of a product S can be written as \it \alpha\,\rm A{} + \it \beta\,\rm B{} <=> \it \rho\,\rm R{} + \it \sigma\,\rm S{}. The reaction is written as an equilibrium even though in many cases it may appear that all of the reactants on one side have been converted to the other side. When any initial mixture of A, B, R, and S is made, and the reaction is allowed to proceed (either in the forward or reverse direction), the reaction quotient Qr, as a function of time t, is defined as where {X}t denotes the instantaneous activity of a species X at time t. A compact general definition is where Пj denotes the product across all j-indexed variables, aj(t) is the activity of species j at time t, and νj is the stoichiometric number (the stoichiometric coefficient multiplied by +1 for products and –1 for starting materials). Relationship to K (the equilibrium constant) As the reaction proceeds with the passage of time, the species' activities, and hence the reaction quotient, change in a way that reduces the free energy of the chemical system. The direction of the change is governed by the Gibbs free energy of reaction by the relation , where K is a constant independent of initi The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. The rate of a reaction can be expressed either in terms of the decrease in the amount of what or the increase in the amount of a product per unit time? A. reactant B. sulfate C. isotope D. plasma Answer:
sciq-895	multiple_choice	What results when gas particles rebound off the walls of their container?	[ "weight", "pull", "light", "pressure" ]	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::: 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 2::: Bumping is a phenomenon in chemistry where homogeneous liquids boiled in a test tube or other container will superheat and, upon nucleation, rapid boiling will expel the liquid from the container. In extreme cases, the container may be broken. Cause Bumping occurs when a liquid is heated or has its pressure reduced very rapidly, typically in smooth, clean glassware. The hardest part of bubble formation is the initial formation of the bubble; once a bubble has formed, it can grow quickly. Because the liquid is typically above its boiling point, when the liquid finally starts to boil, a large vapor bubble is formed that pushes the liquid out of the test tube, typically at high speed. This rapid expulsion of boiling liquid poses a serious hazard to others and oneself in the lab. Furthermore, if a liquid is boiled and cooled back down, the chance of bumping increases on each subsequent boil, because each heating cycle progressively de-gasses the liquid, reducing the number of remaining nucleation sites. Prevention The most common way of preventing bumping is by adding one or two boiling chips to the reaction vessel. However, these alone may not prevent bumping and for this reason it is advisable to boil liquids in a boiling tube, a boiling flask, or an Erlenmeyer flask. In addition, heating test tubes should never be pointed towards any person, just in case bumping does occur. Whenever a liquid is cooled below its boiling point and re-heated to a boil, a new boiling chip will be needed, as the pores in the old boiling chip tend to fill with solvent, rendering it ineffective. A sealed capillary tube can also be placed in a boiling solution to provide a nucleation site, reducing the bumping risk and allowing its easy removal from a system. Stirring a liquid also lessens the chances of bumping, as the resulting vortex breaks up any large bubbles that might form, and the stirring itself creates bubbles. Document 3::: Aerosol mass spectrometry is the application of mass spectrometry to the analysis of the composition of aerosol particles. Aerosol particles are defined as solid and liquid particles suspended in a gas (air), with size range of 3 nm to 100 μm in diameter and are produced from natural and anthropogenic sources, through a variety of different processes that include wind-blown suspension and combustion of fossil fuels and biomass. Analysis of these particles is important owing to their major impacts on global climate change, visibility, regional air pollution and human health. Aerosols are very complex in structure, can contain thousands of different chemical compounds within a single particle, and need to be analysed for both size and chemical composition, in real-time or off-line applications. Off-line mass spectrometry is performed on collected particles, while on-line mass spectrometry is performed on particles introduced in real time. History In literature from ancient Rome there are complaints of foul air, while in 1273 the inhabitants of London were discussing the prohibition of coal burning to improve air quality. However, the measurement and analysis of aerosols only became established in the second half of the 19th century. In 1847 Henri Becquerel presented the first concept of particles in the air in his condensation nuclei experiment and his ideas were confirmed in later experiments by Coulier in 1875. These ideas were expanded on between 1880 and 1890 by meteorologist John Aitken who demonstrated the fundamental role of dust particles in the formation of clouds and fogs. Aitken's method for aerosol analysis consisted of counting and sizing particles mounted on a slide, using a microscope. The composition of the particles was determined by their refractive index. In the 1920s aerosol measurements, using Aitken's simple microscopic method, became more common place because the negative health effects of industrial aerosols and dust were starting to be re 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 results when gas particles rebound off the walls of their container? A. weight B. pull C. light D. pressure Answer:
sciq-7656	multiple_choice	Some of the biggest waves occur with what type of storm that forms over the ocean and brings high winds?	[ "hurricane", "tsunami", "tropical depression", "tropical storm" ]	A		Relavent Documents: Document 0::: This list of rogue waves compiles incidents of known and likely rogue waves – also known as freak waves, monster waves, killer waves, and extreme waves. These are dangerous and rare ocean surface waves that unexpectedly reach at least twice the height of the tallest waves around them, and are often described by witnesses as "walls of water". They occur in deep water, usually far out at sea, and are a threat even to capital ships , ocean liners and land structures such as lighthouses. In addition to the incidents listed below, it has also been suggested that these types of waves may be responsible for the loss of several low-flying United States Coast Guard helicopters on search and rescue missions. Background Anecdotal evidence from mariners' testimonies and incidents of wave damage to ships have long suggested rogue waves occurred; however, their scientific measurement was positively confirmed only following measurements of the Draupner wave, a rogue wave at the Draupner platform, in the North Sea on 1 January 1995. During this event, minor damage was inflicted on the platform, confirming that the reading was valid. In modern oceanography, rogue waves are defined not as the biggest possible waves at sea, but instead as extreme sized waves for a given sea state. Many of these encounters are only reported in the media, and are not examples of open ocean rogue waves. Often a huge wave is loosely and incorrectly denoted as a rogue wave. Extremely large waves offer an explanation for the otherwise-inexplicable disappearance of many ocean-going vessels. However, the claim is contradicted by information held by Lloyd's Register. One of the very few cases where evidence suggests a freak wave incident is the 1978 loss of the freighter . This claim, however, is contradicted by other sources, which maintain that, over a time period from 1969 to 1994 alone, rogue waves were responsible for the complete loss of 22 supertankers, often with their entire crew. In 2007, resear Document 1::: Wave loading is most commonly the application of a pulsed or wavelike load to a material or object. This is most commonly used in the analysis of piping, ships, or building structures which experience wind, water, or seismic disturbances. Examples of wave loading Offshore storms and pipes: As large waves pass over shallowly buried pipes, water pressure increases above it. As the trough approaches, pressure over the pipe drops and this sudden and repeated variation in pressure can break pipes. The difference in pressure for a wave with wave height of about 10 m would be equivalent to one atmosphere (101.3 kPa or 14.7 psi) pressure variation between crest and trough and repeated fluctuations over pipes in relatively shallow environments could set up resonance vibrations within pipes or structures and cause problems. Engineering oil platforms: The effects of wave-loading are a serious issue for engineers designing oil platforms, which must contend with the effects of wave loading, and have devised a number of algorithms to do so. Document 2::: A hundred-year wave is a statistically projected water wave, the height of which, on average, is met or exceeded once in a hundred years for a given location. The likelihood of this wave height being attained at least once in the hundred-year period is 63%. As a projection of the most extreme wave which can be expected to occur in a given body of water, the hundred-year wave is a factor commonly taken into consideration by designers of oil platforms and other offshore structures. Periods of time other than a hundred years may also be taken into account, resulting in, for instance, a fifty-year wave. Various methods are employed to predict the possible steepness and period of these waves, in addition to their height. See also Index of wave articles Significant wave height Shallow water equations Rogue wave Document 3::: In fluid dynamics, wave setup is the increase in mean water level due to the presence of breaking waves. Similarly, wave setdown is a wave-induced decrease of the mean water level before the waves break (during the shoaling process). For short, the whole phenomenon is often denoted as wave setup, including both increase and decrease of mean elevation. This setup is primarily present in and near the coastal surf zone. Besides a spatial variation in the (mean) wave setup, also a variation in time may be present – known as surf beat – causing infragravity wave radiation. Wave setup can be mathematically modeled by considering the variation in radiation stress. Radiation stress is the tensor of excess horizontal-momentum fluxes due to the presence of the waves. In and near the coastal surf zone As a progressive wave approaches shore and the water depth decreases, the wave height increases due to wave shoaling. As a result, there is additional wave-induced flux of horizontal momentum. The horizontal momentum equations of the mean flow requires this additional wave-induced flux to be balanced: this causes a decrease in the mean water level before the waves break, called a "setdown". After the waves break, the wave energy flux is no longer constant, but decreasing due to energy dissipation. The radiation stress therefore decreases after the break point, causing a free surface level increase to balance: wave setup. Both of the above descriptions are specifically for beaches with mild bed slope. Wave setup is particularly of concern during storm events, when the effects of big waves generated by wind from the storm are able to increase the mean sea level (by wave setup), enhancing the risks of damage to coastal infrastructure. Wave setup value The radiation stress pushes the water towards the coast, and is then pushed up, causing an increase in the water level. At a given moment, that increase is such that its hydrostratic pressure is equal to the radiation stress. Fr Document 4::: A crest point on a wave is the maximum value of upward displacement within a cycle. A crest is a point on a surface wave where the displacement of the medium is at a maximum. A trough is the opposite of a crest, so the minimum or lowest point in a cycle. When the crests and troughs of two sine waves of equal amplitude and frequency intersect or collide, while being in phase with each other, the result is called constructive interference and the magnitudes double (above and below the line). When in antiphase – 180° out of phase – the result is destructive interference: the resulting wave is the undisturbed line having zero amplitude. See also Crest factor Superposition principle Wave The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Some of the biggest waves occur with what type of storm that forms over the ocean and brings high winds? A. hurricane B. tsunami C. tropical depression D. tropical storm Answer:
sciq-2413	multiple_choice	Upon entering the vestibular canal, the pressure waves push down on what duct?	[ "the implant", "the regrowth", "the bile", "the cochlear" ]	D		Relavent Documents: Document 0::: The stria vascularis of the cochlear duct is a capillary loop in the upper portion of the spiral ligament (the outer wall of the cochlear duct). It produces endolymph for the scala media in the cochlea. Structure The stria vascularis is part of the lateral wall of the cochlear duct. It is a somewhat stratified epithelium containing primarily three cell types: marginal cells, which are involved in K+ transport, and line the endolymphatic space of the scala media. intermediate cells, which are pigment-containing cells scattered among capillaries. basal cells, which separate the stria vascularis from the underlying spiral ligament. They are connected to basal cells with gap junctions. The stria vascularis also contains pericytes, melanocytes, and endothelial cells. It also contains intraepithelial capillaries - it is the only epithelial tissue that is not avascular (completely lacking blood vessels and lymphatic vessels). Function The stria vascularis produces endolymph for the scala media, one of the three fluid-filled compartments of the cochlea. This maintains the ion balance of the endolymph that surround inner hair cells and outer hair cells of the organ of Corti. It secretes lots of K+, and may also secrete H+. Document 1::: A cochlear implant (CI) is a surgically implanted neuroprosthesis that provides a person who has moderate-to-profound sensorineural hearing loss with sound perception. With the help of therapy, cochlear implants may allow for improved speech understanding in both quiet and noisy environments. A CI bypasses acoustic hearing by direct electrical stimulation of the auditory nerve. Through everyday listening and auditory training, cochlear implants allow both children and adults to learn to interpret those signals as speech and sound. The implant has two main components. The outside component is generally worn behind the ear, but could also be attached to clothing, for example, in young children. This component, the sound processor, contains microphones, electronics that include digital signal processor (DSP) chips, battery, and a coil that transmits a signal to the implant across the skin. The inside component, the actual implant, has a coil to receive signals, electronics, and an array of electrodes which is placed into the cochlea, which stimulate the cochlear nerve. The surgical procedure is performed under general anesthesia. Surgical risks are minimal and most individuals will undergo outpatient surgery and go home the same day. However, some individuals will experience dizziness, and on rare occasions, tinnitus or facial nerve bruising. From the early days of implants in the 1970s and the 1980s, speech perception via an implant has steadily increased. More than 200,000 people in the United States had received a CI through 2019. Many users of modern implants gain reasonable to good hearing and speech perception skills post-implantation, especially when combined with lipreading. One of the challenges that remain with these implants is that hearing and speech understanding skills after implantation show a wide range of variation across individual implant users. Factors such as age of implantation, parental involvement and education level, duration and cause of he Document 2::: The vestibular system, in vertebrates, is a sensory system that creates the sense of balance and spatial orientation for the purpose of coordinating movement with balance. Together with the cochlea, a part of the auditory system, it constitutes the labyrinth of the inner ear in most mammals. As movements consist of rotations and translations, the vestibular system comprises two components: the semicircular canals, which indicate rotational movements; and the otoliths, which indicate linear accelerations. The vestibular system sends signals primarily to the neural structures that control eye movement; these provide the anatomical basis of the vestibulo-ocular reflex, which is required for clear vision. Signals are also sent to the muscles that keep an animal upright and in general control posture; these provide the anatomical means required to enable an animal to maintain its desired position in space. The brain uses information from the vestibular system in the head and from proprioception throughout the body to enable the animal to understand its body's dynamics and kinematics (including its position and acceleration) from moment to moment. How these two perceptive sources are integrated to provide the underlying structure of the sensorium is unknown. Semicircular canal system The semicircular canal system detects rotational movements. Semicircular canals are its main tools to achieve this detection. Structure Since the world is three-dimensional, the vestibular system contains three semicircular canals in each labyrinth. They are approximately orthogonal (at right angles) to each other, and are the horizontal (or lateral), the anterior semicircular canal (or superior), and the posterior (or inferior) semicircular canal. Anterior and posterior canals may collectively be called vertical semicircular canals. Movement of fluid within the horizontal semicircular canal corresponds to rotation of the head around a vertical axis (i.e. the neck), as when doing a pi Document 3::: The vestibulocochlear nerve or auditory vestibular nerve, also known as the eighth cranial nerve, cranial nerve VIII, or simply CN VIII, is a cranial nerve that transmits sound and equilibrium (balance) information from the inner ear to the brain. Through olivocochlear fibers, it also transmits motor and modulatory information from the superior olivary complex in the brainstem to the cochlea. Structure The vestibulocochlear nerve consists mostly of bipolar neurons and splits into two large divisions: the cochlear nerve and the vestibular nerve. Cranial nerve 8, the vestibulocochlear nerve, goes to the middle portion of the brainstem called the pons (which then is largely composed of fibers going to the cerebellum). The 8th cranial nerve runs between the base of the pons and medulla oblongata (the lower portion of the brainstem). This junction between the pons, medulla, and cerebellum that contains the 8th nerve is called the cerebellopontine angle. The vestibulocochlear nerve is accompanied by the labyrinthine artery, which usually branches off from the anterior inferior cerebellar artery at the cerebellopontine angle, and then goes with the 7th nerve through the internal acoustic meatus to the internal ear. The cochlear nerve travels away from the cochlea of the inner ear where it starts as the spiral ganglia. Processes from the organ of Corti conduct afferent transmission to the spiral ganglia. It is the inner hair cells of the organ of Corti that are responsible for activation of afferent receptors in response to pressure waves reaching the basilar membrane through the transduction of sound. The exact mechanism by which sound is transmitted by the neurons of the cochlear nerve is uncertain; the two competing theories are place theory and temporal theory. The vestibular nerve travels from the vestibular system of the inner ear. The vestibular ganglion houses the cell bodies of the bipolar neurons and extends processes to five sensory organs. Three of these a Document 4::: From the posterior wall of the saccule a canal, the endolymphatic duct, is given off; this duct is joined by the ductus utriculosaccularis, and then passes along the aquaeductus vestibuli and ends in a blind pouch (endolymphatic sac) on the posterior surface of the petrous portion of the temporal bone, where it is in contact with the dura mater. Disorders of the endolymphatic duct include Meniere's Disease and Enlarged Vestibular Aqueduct. Additional images The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Upon entering the vestibular canal, the pressure waves push down on what duct? A. the implant B. the regrowth C. the bile D. the cochlear Answer:
scienceQA-4521	multiple_choice	What do these two changes have in common? baking cookies melting wax	[ "Both are caused by cooling.", "Both are only physical changes.", "Both are caused by heating.", "Both are chemical changes." ]	C	Step 1: Think about each change. Baking cookies is a chemical change. The type of matter in the cookie dough changes when it is baked. The cookie dough turns into cookies! Melting wax is a change of state. So, it is a physical change. The wax changes from solid to liquid. But it is still made of the same type of matter. Step 2: Look at each answer choice. Both are only physical changes. Melting wax is a physical change. But baking cookies is not. Both are chemical changes. Baking cookies is a chemical change. But melting wax is not. Both are caused by heating. Both changes are caused by heating. 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::: 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::: Perfect thermal contact of the surface of a solid with the environment (convective heat transfer) or another solid occurs when the temperatures of the mating surfaces are equal. Perfect thermal contact conditions Perfect thermal contact supposes that on the boundary surface there holds an equality of the temperatures and an equality of heat fluxes where are temperatures of the solid and environment (or mating solid), respectively; are thermal conductivity coefficients of the solid and mating laminar layer (or solid), respectively; is normal to the surface . If there is a heat source on the boundary surface , e.g. caused by sliding friction, the latter equality transforms in the following manner where is heat-generation rate per unit area. 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? baking cookies melting wax A. Both are caused by cooling. B. Both are only physical changes. C. Both are caused by heating. D. Both are chemical changes. Answer:
sciq-8747	multiple_choice	A more crucial use of rc circuits for timing purposes is in the artificial pacemaker, used to control what?	[ "heart rate", "iron levels", "breathing rate", "blood pressure" ]	A		Relavent Documents: Document 0::: The Cardiac Electrophysiology Society (CES) is an international society of basic and clinical scientists and physicians interested in cardiac electrophysiology and arrhythmias. The Cardiac Electrophysiology Society's founder was George Burch in 1949 and its current president is Jonathan C. Makielski, M.D. Document 1::: Heart rate variability (HRV) is the physiological phenomenon of variation in the time interval between heartbeats. It is measured by the variation in the beat-to-beat interval. Other terms used include "cycle length variability", "R–R variability" (where R is a point corresponding to the peak of the QRS complex of the ECG wave; and RR is the interval between successive Rs), and "heart period variability". Methods used to detect beats include ECG, blood pressure, ballistocardiograms, and the pulse wave signal derived from a photoplethysmograph (PPG). ECG is considered the gold standard for HRV measurement because it provides a direct reflection of cardiac electric activity. Clinical significance Reduced HRV has been shown to be a predictor of mortality after myocardial infarction although others have shown that the information in HRV relevant to acute myocardial infarction survival is fully contained in the mean heart rate. A range of other outcomes and conditions may also be associated with modified (usually lower) HRV, including congestive heart failure, diabetic neuropathy, post–cardiac-transplant depression, susceptibility to SIDS and poor survival in premature babies, as well as fatigue severity in chronic fatigue syndrome. Psychological and social aspects There is interest in HRV in the field of psychophysiology. For example, HRV is related to emotional arousal. High-frequency (HF) activity has been found to decrease under conditions of acute time pressure and emotional strain and elevated anxiety state, presumably related to focused attention and motor inhibition. HRV has been shown to be reduced in individuals reporting to worry more. In individuals with post-traumatic stress disorder (PTSD), HRV and its HF component (see below) is reduced whilst the low-frequency (LF) component is elevated. Furthermore, PTSD patients demonstrated no LF or HF reactivity to recalling a traumatic event. The neurovisceral integration is a model of HRV that views the cent Document 2::: Automated ECG interpretation is the use of artificial intelligence and pattern recognition software and knowledge bases to carry out automatically the interpretation, test reporting, and computer-aided diagnosis of electrocardiogram tracings obtained usually from a patient. History The first automated ECG programs were developed in the 1970s, when digital ECG machines became possible by third-generation digital signal processing boards. Commercial models, such as those developed by Hewlett-Packard, incorporated these programs into clinically used devices. During the 1980s and 1990s, extensive research was carried out by companies and by university labs in order to improve the accuracy rate, which was not very high in the first models. For this purpose, several signal databases with normal and abnormal ECGs were built by institutions such as MIT and used to test the algorithms and their accuracy. Phases A digital representation of each recorded ECG channel is obtained, by means of an analog-to-digital converter and a special data acquisition software or a digital signal processing (DSP) chip. The resulting digital signal is processed by a series of specialized algorithms, which start by conditioning it, e.g., removal of noise, baselevel variation, etc. Feature extraction: mathematical analysis is now performed on the clean signal of all channels, to identify and measure a number of features which are important for interpretation and diagnosis, this will constitute the input to AI-based programs, such as the peak amplitude, area under the curve, displacement in relation to baseline, etc., of the P, Q, R, S and T waves, the time delay between these peaks and valleys, heart rate frequency (instantaneous and average), and many others. Some sort of secondary processing such as Fourier analysis and wavelet analysis may also be performed in order to provide input to pattern recognition-based programs. Logical processing and pattern recognition, using rule-based expe Document 3::: Cardiac Pacemakers, Inc.(CPI), doing business as Guidant Cardiac Rhythm Management, manufactured implantable cardiac rhythm management devices, such as pacemakers and defibrillators. It sold microprocessor-controlled insulin pumps and equipment to regulate heart rhythm. It developed therapies to treat irregular heartbeat. The company was founded in 1971 and is based in St. Paul, Minnesota. Cardiac Pacemakers, Inc. is a subsidiary of Boston Scientific Corporation. Early history CPI was founded in February 1972 in St. Paul, Minnesota. The first $50,000 capitalization for CPI was raised from a phone booth on the Minneapolis skyway system. They began designing and testing their implantable cardiac pacemaker powered with a new longer-life lithium battery in 1971. The first heart patient to receive a CPI pacemaker emerged from surgery in June 1973. Within two years, the upstart company that challenged Medtronic had sold approximately 8,500 pacemakers. Medtronic at the time had 65% of the artificial pacemaker market. CPI was the first spin-off from Medtronic. It competition using the world's first lithium-powered pacemaker. Medtronic's market share plummeted to 35%. Founding partners Anthony Adducci, Manny Villafaña, Jim Baustert, and Art Schwalm, were former Medtronic employees. Lawsuits ensued, all settled out of court. Acquisition In early 1978, CPI was concerned about a friendly takeover attempt. Despite impressive sales, the company's stock price had fluctuated wildly the year before, dropping from $33 to $11 per share. Some speculated that the stock was being sold short, while others attributed the price to the natural volatility of high-tech stock. As a one-product company, CPI was susceptible to changing market conditions, and its founders knew they needed to diversify. They considered two options: acquiring other medical device companies or being acquired themselves. They chose the latter. Several companies expressed interest in acquiring CPI, including 3M, Document 4::: AFIB Technology (sometimes referred to as Microlife AFIB Technology) is a feature in sphygmomanometer devices that is designed to detect and monitor the incidence of atrial fibrillation in patients. The technology was designed, patented, and is currently used by the Microlife Corporation. It has been the subject of numerous medical studies and has been validated for in-home and clinical use. It can be found in several Microlife devices, including the WatchBP Home A, BP A200 Plus, WatchBP Office, and WatchBP O3. Specifications The Microlife devices that use the AFIB Technology are oscillometric and are equipped with an algorithm that can detect irregular pulse rhythms. The device will flash if atrial fibrillation is detected. Measurements are carried out in triplicate for more accurate readings. Studies have confirmed the relative accuracy of such readings when attempting to identify the existence of atrial fibrillation in patients. One study indicated that the Microlife blood pressure monitor had a sensitivity for detecting atrial fibrillation of 100%, a specificity of 92%. Several clinical studies have tested the Microlife AFIB Technology against 12-lead electrocardiography (ECG) interpreted by cardiologists. The sensitivity for detection in these studies varied between 95 and 100% with specificity values of 89 to 92%. One study noted that the WatchBP device was better for detecting atrial fibrillation than single-lead ECGs because of its higher specificity level (90 vs 76%, respectively), which would prevent many unnecessary refers for a 12-lead ECG and therefore safes labor and healthcare costs. In addition, it does not require clinical interpretation. In virtually every study, researchers have concluded that Microlife's AFIB Technology is suitable for use as an atrial fibrillation detection system for in-home and/or clinical purposes. In 2013, the UK National Institute for Health and Care Excellence recommended the WatchBP Home A device for routine blood The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. A more crucial use of rc circuits for timing purposes is in the artificial pacemaker, used to control what? A. heart rate B. iron levels C. breathing rate D. blood pressure Answer:
sciq-10338	multiple_choice	What is necessary in a person who wishes to play wind instruments?	[ "vocal cords", "healthy lungs", "powerful lips", "strong hands" ]	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::: 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 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::: 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 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 necessary in a person who wishes to play wind instruments? A. vocal cords B. healthy lungs C. powerful lips D. strong hands Answer:
sciq-193	multiple_choice	What do we call the cartilaginous structure that surrounds the notochrod?	[ "membrane", "arcualia", "clavicle", "osteocytes" ]	B		Relavent Documents: Document 0::: The territorial matrix is the tissue surrounding chondrocytes (cells which produce cartilage) in cartilage. Chondrocytes are inactive cartilage cells, so they don't make cartilage components. The territorial matrix is basophilic (attracts basic compounds and dyes due to its anionic/acidic nature), because there is a higher concentration of proteoglycans, so it will color darker when it's colored and viewed under a microscope. In other words, it stains metachromatically (dyes change color upon binding) due to the presence of proteoglycans (compound molecules composed of proteins and sugars). Document 1::: Outline h1.00: Cytology h2.00: General histology H2.00.01.0.00001: Stem cells H2.00.02.0.00001: Epithelial tissue H2.00.02.0.01001: Epithelial cell H2.00.02.0.02001: Surface epithelium H2.00.02.0.03001: Glandular epithelium H2.00.03.0.00001: Connective and supportive tissues H2.00.03.0.01001: Connective tissue cells H2.00.03.0.02001: Extracellular matrix H2.00.03.0.03001: Fibres of connective tissues H2.00.03.1.00001: Connective tissue proper H2.00.03.1.01001: Ligaments H2.00.03.2.00001: Mucoid connective tissue; Gelatinous connective tissue H2.00.03.3.00001: Reticular tissue H2.00.03.4.00001: Adipose tissue H2.00.03.5.00001: Cartilage tissue H2.00.03.6.00001: Chondroid tissue H2.00.03.7.00001: Bone tissue; Osseous tissue H2.00.04.0.00001: Haemotolymphoid complex H2.00.04.1.00001: Blood cells H2.00.04.1.01001: Erythrocyte; Red blood cell H2.00.04.1.02001: Leucocyte; White blood cell H2.00.04.1.03001: Platelet; Thrombocyte H2.00.04.2.00001: Plasma H2.00.04.3.00001: Blood cell production H2.00.04.4.00001: Postnatal sites of haematopoiesis H2.00.04.4.01001: Lymphoid tissue H2.00.05.0.00001: Muscle tissue H2.00.05.1.00001: Smooth muscle tissue Document 2::: This table lists the epithelia of different organs of the human body Human anatomy Document 3::: The stomochord is a flexible, hollow tube found in hemichordates. Stomochords arise in embryonic development as an outpocketing from the roof of the embryonic gut anterior to the pharynx. In adults, they extend dorsally from the pharynx into the proboscis, and it communicates with the oral cavity. Their walls are composed primarily of epithelial cells, including ciliated and glandular cells. Relationship to chordate anatomy Stomochords were initially considered a variant of a primitive notochord, a defining feature of chordates. However, they are now recognized to not share histological composition to that of the notochord found in chordates, lacking the fibrous sheath characteristic of a notochord. In addition, gene expression studies have failed to provide any evidence for homology between the notochord and the stomochord, or between the notochord and any hemichordate structure. The Brachyury (T) gene, which is expressed in the ascidian and other chordates notochord, is not expressed in the stomochord, and collagen is absent. Document 4::: The perichondrium (from Greek and ) is a layer of dense irregular connective tissue that surrounds the cartilage of developing bone. It consists of two separate layers: an outer fibrous layer and inner chondrogenic layer. The fibrous layer contains fibroblasts, which produce collagenous fibres. The chondrogenic layer remains undifferentiated and can form chondroblasts. Perichondrium can be found around the perimeter of elastic cartilage and hyaline cartilage. Perichondrium is a type of irregular collagenous ordinary connective tissue, and also functions in the growth and repair of cartilage. Perichondrium contains type I collagen and type XII collagen. The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What do we call the cartilaginous structure that surrounds the notochrod? A. membrane B. arcualia C. clavicle D. osteocytes Answer:
sciq-6786	multiple_choice	What is the process of larva becoming an adult called?	[ "metamorphosis", "evolution", "synthesis", "parthenogenesis" ]	A		Relavent Documents: Document 0::: A juvenile is an individual organism (especially an animal) that has not yet reached its adult form, sexual maturity or size. Juveniles can look very different from the adult form, particularly in colour, and may not fill the same niche as the adult form. In many organisms the juvenile has a different name from the adult (see List of animal names). Some organisms reach sexual maturity in a short metamorphosis, such as ecdysis in many insects and some other arthropods. For others, the transition from juvenile to fully mature is a more prolonged process—puberty in humans and other species (like higher primates and whales), for example. In such cases, juveniles during this transformation are sometimes called subadults. Many invertebrates cease development upon reaching adulthood. The stages of such invertebrates are larvae or nymphs. In vertebrates and some invertebrates (e.g. spiders), larval forms (e.g. tadpoles) are usually considered a development stage of their own, and "juvenile" refers to a post-larval stage that is not fully grown and not sexually mature. In amniotes, the embryo represents the larval stage. Here, a "juvenile" is an individual in the time between hatching/birth/germination and reaching maturity. Examples For animal larval juveniles, see larva Juvenile birds or bats can be called fledglings For cat juveniles, see kitten For dog juveniles, see puppy For human juvenile life stages, see childhood and adolescence, an intermediary period between the onset of puberty and full physical, psychological, and social adulthood Document 1::: Direct development is a concept in biology. It refers to forms of growth to adulthood that do not involve metamorphosis. An animal undergoes direct development if the immature organism resembles a small adult rather than having a distinct larval form. A frog that hatches out of its egg as a small frog undergoes direct development. A frog that hatches out of its egg as a tadpole does not. Direct development is the opposite of complete metamorphosis. An animal undergoes complete metamorphosis if it becomes a non-moving thing, for example a pupa in a cocoon, between its larval and adult stages. Examples Most frogs in the genus Callulina hatch out of their eggs as froglets. Springtails and mayflies, called ametabolous insects, undergo direct development. Document 2::: This glossary of developmental biology is a list of definitions of terms and concepts commonly used in the study of developmental biology and related disciplines in biology, including embryology and reproductive biology, primarily as they pertain to vertebrate animals and particularly to humans and other mammals. The developmental biology of invertebrates, plants, fungi, and other organisms is treated in other articles; e.g. terms relating to the reproduction and development of insects are listed in Glossary of entomology, and those relating to plants are listed in Glossary of botany. This glossary is intended as introductory material for novices; for more specific and technical detail, see the article corresponding to each term. Additional terms relevant to vertebrate reproduction and development may also be found in Glossary of biology, Glossary of cell biology, Glossary of genetics, and Glossary of evolutionary biology. A B C D E F G H I J K L M N O P Q R S T U V W X Y Z See also Introduction to developmental biology Outline of developmental biology Outline of cell biology Glossary of biology Glossary of cell biology Glossary of genetics Glossary of evolutionary biology Document 3::: Sexual maturity is the capability of an organism to reproduce. In humans, it is related to both puberty and adulthood. However, puberty is the process of biological sexual maturation, while the concept of adulthood is generally based on broader cultural definitions. Most multicellular organisms are unable to sexually reproduce at birth (animals) or germination (e.g. plants): depending on the species, it may be days, weeks, or years until they have developed enough to be able to do so. Also, certain cues may trigger an organism to become sexually mature. They may be external, such as drought (certain plants), or internal, such as percentage of body fat (certain animals). (Such internal cues are not to be confused with hormones, which directly produce sexual maturity – the production/release of those hormones is triggered by such cues.) Role of reproductive organs Sexual maturity is brought about by a maturing of the reproductive organs and the production of gametes. It may also be accompanied by a growth spurt or other physical changes which distinguish the immature organism from its adult form. In animals these are termed secondary sex characteristics, and often represent an increase in sexual dimorphism. After sexual maturity is achieved, some organisms become infertile, or even change their sex. Some organisms are hermaphrodites and may or may not be able to "completely" mature and/or to produce viable offspring. Also, while in many organisms sexual maturity is strongly linked to age, many other factors are involved, and it is possible for some to display most or all of the characteristics of the adult form without being sexually mature. Conversely it is also possible for the "immature" form of an organism to reproduce. This is called progenesis, in which sexual development occurs faster than other physiological development (in contrast, the term neoteny refers to when non-sexual development is slowed – but the result is the same - the retention of juvenile c Document 4::: Biological processes are those processes that are vital for an organism to live, and that shape its capacities for interacting with its environment. Biological processes are made of many chemical reactions or other events that are involved in the persistence and transformation of life forms. Metabolism and homeostasis are examples. Biological processes within an organism can also work as bioindicators. Scientists are able to look at an individual's biological processes to monitor the effects of environmental changes. Regulation of biological processes occurs when any process is modulated in its frequency, rate or extent. Biological processes are regulated by many means; examples include the control of gene expression, protein modification or interaction with a protein or substrate molecule. Homeostasis: regulation of the internal environment to maintain a constant state; for example, sweating to reduce temperature Organization: being structurally composed of one or more cells – the basic units of life Metabolism: transformation of energy by converting chemicals and energy into cellular components (anabolism) and decomposing organic matter (catabolism). Living things require energy to maintain internal organization (homeostasis) and to produce the other phenomena associated with life. Growth: maintenance of a higher rate of anabolism than catabolism. A growing organism increases in size in all of its parts, rather than simply accumulating matter. Response to stimuli: a response can take many forms, from the contraction of a unicellular organism to external chemicals, to complex reactions involving all the senses of multicellular organisms. A response is often expressed by motion; for example, the leaves of a plant turning toward the sun (phototropism), and chemotaxis. Reproduction: the ability to produce new individual organisms, either asexually from a single parent organism or sexually from two parent organisms. Interaction between organisms. the processes The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What is the process of larva becoming an adult called? A. metamorphosis B. evolution C. synthesis D. parthenogenesis Answer:
sciq-9810	multiple_choice	Superconductors expel a magnetic field from their interior. what is this phenomenon known as?	[ "lauer effect", "weissenberg effect", "eibner effect", "meissner effect" ]	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::: Advanced Placement (AP) Physics C: Electricity and Magnetism (also known as AP Physics C: E&M or AP E&M) is an introductory physics course administered by the College Board as part of its Advanced Placement program. It is intended to proxy a second-semester calculus-based university course in electricity and magnetism. The content of Physics C: E&M overlaps with that of AP Physics 2, but Physics 2 is algebra-based and covers other topics outside of electromagnetism, while Physics C is calculus-based and only covers electromagnetism. Physics C: E&M may be combined with its mechanics counterpart to form a year-long course that prepares for both exams. Course content E&M is equivalent to an introductory college course in electricity and magnetism for physics or engineering majors. The course modules are: Electrostatics Conductors, capacitors, and dielectrics Electric circuits Magnetic fields Electromagnetism. Methods of calculus are used wherever appropriate in formulating physical principles and in applying them to physical problems. Therefore, students should have completed or be concurrently enrolled in a calculus class. AP test The course culminates in an optional exam for which high-performing students may receive some credit towards their college coursework, depending on the institution. Registration The AP examination for AP Physics C: Electricity and Magnetism is separate from the AP examination for AP Physics C: Mechanics. Before 2006, test-takers paid only once and were given the choice of taking either one or two parts of the Physics C test. Format The exam is typically administered on a Monday afternoon in May. The exam is configured in two categories: a 35-question multiple choice section and a 3-question free response section. Test takers are allowed to use an approved calculator during the entire exam. The test is weighted such that each section is worth half of the final score. This and AP Physics C: Mechanics are the shortest AP exams, with Document 2::: The Meissner effect (or Meißner–Ochsenfeld effect) is the expulsion of a magnetic field from a superconductor during its transition to the superconducting state when it is cooled below the critical temperature. This expulsion will repel a nearby magnet. The German physicists Walther Meißner (anglicized Meissner) and Robert Ochsenfeld discovered this phenomenon in 1933 by measuring the magnetic field distribution outside superconducting tin and lead samples. The samples, in the presence of an applied magnetic field, were cooled below their superconducting transition temperature, whereupon the samples cancelled nearly all interior magnetic fields. They detected this effect only indirectly because the magnetic flux is conserved by a superconductor: when the interior field decreases, the exterior field increases. The experiment demonstrated for the first time that superconductors were more than just perfect conductors and provided a uniquely defining property of the superconductor state. The ability for the expulsion effect is determined by the nature of equilibrium formed by the neutralization within the unit cell of a superconductor. A superconductor with little or no magnetic field within it is said to be in the Meissner state. The Meissner state breaks down when the applied magnetic field is too strong. Superconductors can be divided into two classes according to how this breakdown occurs. In type-I superconductors, superconductivity is abruptly destroyed when the strength of the applied field rises above a critical value Hc. Depending on the geometry of the sample, one may obtain an intermediate state consisting of a baroque pattern of regions of normal material carrying a magnetic field mixed with regions of superconducting material containing no field. In type-II superconductors, raising the applied field past a critical value Hc1 leads to a mixed state (also known as the vortex state) in which an increasing amount of magnetic flux penetrates the material, Document 3::: Biomagnetism is the phenomenon of magnetic fields produced by living organisms; it is a subset of bioelectromagnetism. In contrast, organisms' use of magnetism in navigation is magnetoception and the study of the magnetic fields' effects on organisms is magnetobiology. (The word biomagnetism has also been used loosely to include magnetobiology, further encompassing almost any combination of the words magnetism, cosmology, and biology, such as "magnetoastrobiology".) The origin of the word biomagnetism is unclear, but seems to have appeared several hundred years ago, linked to the expression "animal magnetism". The present scientific definition took form in the 1970s, when an increasing number of researchers began to measure the magnetic fields produced by the human body. The first valid measurement was actually made in 1963, but the field of research began to expand only after a low-noise technique was developed in 1970. Today the community of biomagnetic researchers does not have a formal organization, but international conferences are held every two years, with about 600 attendees. Most conference activity centers on the MEG (magnetoencephalogram), the measurement of the magnetic field of the brain. Prominent researchers David Cohen John Wikswo Samuel Williamson See also Bioelectrochemistry Human magnetism Magnetite Magnetocardiography Magnetoception - sensing of magnetic fields by organisms Magnetoelectrochemistry Magnetoencephalography Magnetogastrography Magnetomyography SQUID Notes Further reading Williamson SH, Romani GL, Kaufman L, Modena I, editors. Biomagnetism: An Interdisciplinary Approach. 1983. NATO ASI series. New York: Plenum Press. Cohen, D. Boston and the history of biomagnetism. Neurology and Clinical Neurophysiology 2004; 30: 1. History of Biomagnetism Bioelectromagnetics Magnetism 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. Superconductors expel a magnetic field from their interior. what is this phenomenon known as? A. lauer effect B. weissenberg effect C. eibner effect D. meissner effect Answer:
sciq-6757	multiple_choice	Symptoms of viral diseases result from what kind of response to a virus?	[ "mutation", "infection", "immune", "pathogenic" ]	C		Relavent Documents: Document 0::: A virus is a submicroscopic infectious agent that replicates only inside the living cells of an organism. Viruses infect all life forms, from animals and plants to microorganisms, including bacteria and archaea. Viruses are found in almost every ecosystem on Earth and are the most numerous type of biological entity. Since Dmitri Ivanovsky's 1892 article describing a non-bacterial pathogen infecting tobacco plants and the discovery of the tobacco mosaic virus by Martinus Beijerinck in 1898, more than 11,000 of the millions of virus species have been described in detail. The study of viruses is known as virology, a subspeciality of microbiology. When infected, a host cell is often forced to rapidly produce thousands of copies of the original virus. When not inside an infected cell or in the process of infecting a cell, viruses exist in the form of independent viral particles, or virions, consisting of (i) genetic material, i.e., long molecules of DNA or RNA that encode the structure of the proteins by which the virus acts; (ii) a protein coat, the capsid, which surrounds and protects the genetic material; and in some cases (iii) an outside envelope of lipids. The shapes of these virus particles range from simple helical and icosahedral forms to more complex structures. Most virus species have virions too small to be seen with an optical microscope and are one-hundredth the size of most bacteria. The origins of viruses in the evolutionary history of life are unclear: some may have evolved from plasmids—pieces of DNA that can move between cells—while others may have evolved from bacteria. In evolution, viruses are an important means of horizontal gene transfer, which increases genetic diversity in a way analogous to sexual reproduction. Viruses are considered by some biologists to be a life form, because they carry genetic material, reproduce, and evolve through natural selection, although they lack the key characteristics, such as cell structure, that are generally Document 1::: Viral evolution is a subfield of evolutionary biology and virology that is specifically concerned with the evolution of viruses. Viruses have short generation times, and many—in particular RNA viruses—have relatively high mutation rates (on the order of one point mutation or more per genome per round of replication). Although most viral mutations confer no benefit and often even prove deleterious to viruses, the rapid rate of viral mutation combined with natural selection allows viruses to quickly adapt to changes in their host environment. In addition, because viruses typically produce many copies in an infected host, mutated genes can be passed on to many offspring quickly. Although the chance of mutations and evolution can change depending on the type of virus (e.g., double stranded DNA, double stranded RNA, single strand DNA), viruses overall have high chances for mutations. Viral evolution is an important aspect of the epidemiology of viral diseases such as influenza (influenza virus), AIDS (HIV), and hepatitis (e.g. HCV). The rapidity of viral mutation also causes problems in the development of successful vaccines and antiviral drugs, as resistant mutations often appear within weeks or months after the beginning of a treatment. One of the main theoretical models applied to viral evolution is the quasispecies model, which defines a viral quasispecies as a group of closely related viral strains competing within an environment. Origins Three classical hypotheses Viruses are ancient. Studies at the molecular level have revealed relationships between viruses infecting organisms from each of the three domains of life, suggesting viral proteins that pre-date the divergence of life and thus infecting the last universal common ancestor. This indicates that some viruses emerged early in the evolution of life, and that they have probably arisen multiple times. It has been suggested that new groups of viruses have repeatedly emerged at all stages of evolution, often t Document 2::: Viral pathogenesis is the study of the process and mechanisms by which viruses cause diseases in their target hosts, often at the cellular or molecular level. It is a specialized field of study in virology. Pathogenesis is a qualitative description of the process by which an initial infection causes disease. Viral disease is the sum of the effects of viral replication on the host and the host's subsequent immune response against the virus. Viruses are able to initiate infection, disperse throughout the body, and replicate due to specific virulence factors. There are several factors that affect pathogenesis. Some of these factors include virulence characteristics of the virus that is infecting. In order to cause disease, the virus must also overcome several inhibitory effects present in the host. Some of the inhibitory effects include distance, physical barriers and host defenses. These inhibitory effects may differ among individuals due to the inhibitory effects being genetically controlled. Viral pathogenesis is affected by various factors: (1) transmission, entry and spread within the host, (2) tropism, (3) virus virulence and disease mechanisms, (4) host factors and host defense. Mechanisms of infection Viruses need to establish infections in host cells in order to multiply. For infections to occur, the virus has to hijack host factors and evade the host immune response for efficient replication. Viral replication frequently requires complex interactions between the virus and host factors that may result in deleterious effects in the host, which confers the virus its pathogenicity. Important steps of a virus life cycle that shape pathogenesis Transmission from a host with an infection to a second host Entry of the virus into the body Local replication in susceptible cells Dissemination and spread to secondary tissues and target organs Secondary replication in susceptible cells Shedding of the virus into the environment Onward transmission to third Document 3::: Viral dynamics is a field of applied mathematics concerned with describing the progression of viral infections within a host organism. It employs a family of mathematical models that describe changes over time in the populations of cells targeted by the virus and the viral load. These equations may also track competition between different viral strains and the influence of immune responses. The original viral dynamics models were inspired by compartmental epidemic models (e.g. the SI model), with which they continue to share many common mathematical features, such as the concept of the basic reproductive ratio (R0). The major distinction between these fields is in the scale at which the models operate: while epidemiological models track the spread of infection between individuals within a population (i.e. "between host"), viral dynamics models track the spread of infection between cells within an individual (i.e. "within host"). Analyses employing viral dynamic models have been used extensively to study HIV, hepatitis B virus, and hepatitis C virus, among other infections Document 4::: Viremia is a medical condition where viruses enter the bloodstream and hence have access to the rest of the body. It is similar to bacteremia, a condition where bacteria enter the bloodstream. The name comes from combining the word "virus" with the Greek word for "blood" (haima). It usually lasts for 4 to 5 days in the primary condition. Primary versus secondary Primary viremia refers to the initial spread of virus in the blood from the first site of infection. Secondary viremia occurs when primary viremia has resulted in infection of additional tissues via bloodstream, in which the virus has replicated and once more entered the circulation. Usually secondary viremia results in higher viral shedding and viral loads within the bloodstream due to the possibility that the virus is able to reach its natural host cell from the bloodstream and replicate more efficiently than the initial site. An excellent example to profile this distinction is the rabies virus. Usually the virus will replicate briefly within the first site of infection, within the muscle tissues. Viral replication then leads to viremia and the virus spreads to its secondary site of infection, the central nervous system (CNS). Upon infection of the CNS, secondary viremia results and symptoms usually begin. Vaccination at this point is useless, as the spread to the brain is unstoppable. Vaccination must be done before secondary viremia takes place for the individual to avoid brain damage or death. Active versus passive Active viremia is caused by the replication of viruses which results in viruses being introduced into the bloodstream. Examples include the measles, in which primary viremia occurs in the epithelial lining of the respiratory tract before replicating and budding out of the cell basal layer (viral shedding), resulting in viruses budding into capillaries and blood vessels. Passive viremia is the introduction of viruses in the bloodstream without the need of active viral replication. Exampl The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Symptoms of viral diseases result from what kind of response to a virus? A. mutation B. infection C. immune D. pathogenic Answer:
sciq-3177	multiple_choice	What is a process in which some substances change into different substances?	[ "a chemical reaction", "a thermodynamic reaction", "a bio reaction", "a toxic reaction" ]	A		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::: Analysis (: analyses) is the process of breaking a complex topic or substance into smaller parts in order to gain a better understanding of it. The technique has been applied in the study of mathematics and logic since before Aristotle (384–322 B.C.), though analysis as a formal concept is a relatively recent development. The word comes from the Ancient Greek (analysis, "a breaking-up" or "an untying;" from ana- "up, throughout" and lysis "a loosening"). From it also comes the word's plural, analyses. As a formal concept, the method has variously been ascribed to Alhazen, René Descartes (Discourse on the Method), and Galileo Galilei. It has also been ascribed to Isaac Newton, in the form of a practical method of physical discovery (which he did not name). The converse of analysis is synthesis: putting the pieces back together again in a new or different whole. Applications Science The field of chemistry uses analysis in three ways: to identify the components of a particular chemical compound (qualitative analysis), to identify the proportions of components in a mixture (quantitative analysis), and to break down chemical processes and examine chemical reactions between elements of matter. For an example of its use, analysis of the concentration of elements is important in managing a nuclear reactor, so nuclear scientists will analyze neutron activation to develop discrete measurements within vast samples. A matrix can have a considerable effect on the way a chemical analysis is conducted and the quality of its results. Analysis can be done manually or with a device. Types of Analysis: A) Qualitative Analysis: It is concerned with which components are in a given sample or compound. Example: Precipitation reaction B) Quantitative Analysis: It is to determine the quantity of individual component present in a given sample or compound. Example: To find concentration by uv-spectrophotometer. Isotopes Chemists can use isotope analysis to assist analysts with 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::: 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 4::: Physical biochemistry is a branch of biochemistry that deals with the theory, techniques, and methodology used to study the physical chemistry of biomolecules. It also deals with the mathematical approaches for the analysis of biochemical reaction and the modelling of biological systems. It provides insight into the structure of macromolecules, and how chemical structure influences the physical properties of a biological substance. It involves the use of physics, physical chemistry principles, and methodology to study biological systems. It employs various physical chemistry techniques such as chromatography, spectroscopy, Electrophoresis, X-ray crystallography, electron microscopy, and hydrodynamics. See also Physical chemistry The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What is a process in which some substances change into different substances? A. a chemical reaction B. a thermodynamic reaction C. a bio reaction D. a toxic reaction Answer:
sciq-3326	multiple_choice	What type of traits are features that are passed from one generation to the next called?	[ "genetic traits", "familial traits", "generational traits", "inherited traits" ]	D		Relavent Documents: Document 0::: Genetics is the study of genes and tries to explain what they are and how they work. Genes are how living organisms inherit features or traits from their ancestors; for example, children usually look like their parents because they have inherited their parents' genes. Genetics tries to identify which traits are inherited and to explain how these traits are passed from generation to generation. Some traits are part of an organism's physical appearance, such as eye color, height or weight. Other sorts of traits are not easily seen and include blood types or resistance to diseases. Some traits are inherited through genes, which is the reason why tall and thin people tend to have tall and thin children. Other traits come from interactions between genes and the environment, so a child who inherited the tendency of being tall will still be short if poorly nourished. The way our genes and environment interact to produce a trait can be complicated. For example, the chances of somebody dying of cancer or heart disease seems to depend on both their genes and their lifestyle. Genes are made from a long molecule called DNA, which is copied and inherited across generations. DNA is made of simple units that line up in a particular order within it, carrying genetic information. The language used by DNA is called genetic code, which lets organisms read the information in the genes. This information is the instructions for the construction and operation of a living organism. The information within a particular gene is not always exactly the same between one organism and another, so different copies of a gene do not always give exactly the same instructions. Each unique form of a single gene is called an allele. As an example, one allele for the gene for hair color could instruct the body to produce much pigment, producing black hair, while a different allele of the same gene might give garbled instructions that fail to produce any pigment, giving white hair. Mutations are random Document 1::: Personality traits are patterns of thoughts, feelings and behaviors that reflect the tendency to respond in certain ways under certain circumstances. Personality is influenced by genetic and environmental factors and associated with mental health. Beside the environment factor, genetic variants can be detected for personality traits. These traits are polygenic. Significant genetic variants are present for most of the behavioral traits. There is a consistency in detection of genetic variants and genomic association for traits derived from pedigree. Trait theory The Big Five personality traits, also known as the five-factor model (FFM) or the OCEAN model, is the prevailing model for personality traits. When factor analysis (a statistical technique) is applied to personality survey data, some words or questionnaire items used to describe aspects of personality are often applied to the same person. For example, someone described as conscientious is more likely to be described as "always prepared" rather than "messy". This theory uses descriptors of common language and therefore suggests five broad dimensions commonly used to describe the human personality and psyche. The five factors are: Openness to experience (inventive/curious vs. consistent/cautious) Conscientiousness (efficient/organized vs. easy-going/careless) Extraversion (outgoing/energetic vs. solitary/reserved) Agreeableness (friendly/compassionate vs. challenging/detached) Neuroticism (sensitive/nervous vs. secure/confident). Methods The methods mostly used in genomics of personality traits' studies are two: analytic methods and not-analytic ones (such as questionnaires). Analytic Analytical techniques that can be used to measure genomics of personality include: GWAS, genome wide association study is a method used to define markers (these markers are single nucleotide polymorphism, SNPs) across the genomes in order to better understand the contribution of genetics to personality traits. Since Document 2::: Mendelian traits behave according to the model of monogenic or simple gene inheritance in which one gene corresponds to one trait. Discrete traits (as opposed to continuously varying traits such as height) with simple Mendelian inheritance patterns are relatively rare in nature, and many of the clearest examples in humans cause disorders. Discrete traits found in humans are common examples for teaching genetics. Mendelian model According to the model of Mendelian inheritance, alleles may be dominant or recessive, one allele is inherited from each parent, and only those who inherit a recessive allele from each parent exhibit the recessive phenotype. Offspring with either one or two copies of the dominant allele will display the dominant phenotype. Very few phenotypes are purely Mendelian traits. Common violations of the Mendelian model include incomplete dominance, codominance, genetic linkage, environmental effects, and quantitative contributions from a number of genes (see: gene interactions, polygenic inheritance, oligogenic inheritance). OMIM (Online Mendelian Inheritance in Man) is a comprehensive database of human genotype–phenotype links. Many visible human traits that exhibit high heritability were included in the older McKusick's Mendelian Inheritance in Man. Before the discovery of genotyping, they were used as genetic markers in medicolegal practice, including in cases of disputed paternity. Human traits with probable or uncertain simple inheritance patterns See also Polygenic inheritance Trait Gene interaction Dominance Homozygote Heterozygote Document 3::: Hard inheritance was a model of heredity that explicitly excludes any acquired characteristics, such as of Lamarckism. It is the exact opposite of soft inheritance, coined by Ernst Mayr to contrast ideas about inheritance. Hard inheritance states that characteristics of an organism's offspring (passed on through DNA) will not be affected by the actions that the parental organism performs during its lifetime. For example: a medieval blacksmith who uses only his right arm to forge steel will not sire a son with a stronger right arm than left because the blacksmith's actions do not alter his genetic code. Inheritance due to usage and non-usage is excluded. Inheritance works as described in the modern synthesis of evolutionary biology. The existence of inherited epigenetic variants has led to renewed interest in soft inheritance. Document 4::: Quantitative genetics deals with quantitative traits, which are phenotypes that vary continuously (such as height or mass)—as opposed to discretely identifiable phenotypes and gene-products (such as eye-colour, or the presence of a particular biochemical). Both branches use the frequencies of different alleles of a gene in breeding populations (gamodemes), and combine them with concepts from simple Mendelian inheritance to analyze inheritance patterns across generations and descendant lines. While population genetics can focus on particular genes and their subsequent metabolic products, quantitative genetics focuses more on the outward phenotypes, and makes only summaries of the underlying genetics. Due to the continuous distribution of phenotypic values, quantitative genetics must employ many other statistical methods (such as the effect size, the mean and the variance) to link phenotypes (attributes) to genotypes. Some phenotypes may be analyzed either as discrete categories or as continuous phenotypes, depending on the definition of cut-off points, or on the metric used to quantify them. Mendel himself had to discuss this matter in his famous paper, especially with respect to his peas' attribute tall/dwarf, which actually was "length of stem". Analysis of quantitative trait loci, or QTL, is a more recent addition to quantitative genetics, linking it more directly to molecular genetics. Gene effects In diploid organisms, the average genotypic "value" (locus value) may be defined by the allele "effect" together with a dominance effect, and also by how genes interact with genes at other loci (epistasis). The founder of quantitative genetics - Sir Ronald Fisher - perceived much of this when he proposed the first mathematics of this branch of genetics. Being a statistician, he defined the gene effects as deviations from a central value—enabling the use of statistical concepts such as mean and variance, which use this idea. The central value he chose for the ge The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What type of traits are features that are passed from one generation to the next called? A. genetic traits B. familial traits C. generational traits D. inherited traits Answer:
sciq-5507	multiple_choice	Most oxygen in blood is bound to a protein called what, and carried to the tissues?	[ "hydrogen", "plasma", "hemoglobin", "platelete" ]	C		Relavent Documents: Document 0::: Blood is a body fluid in the circulatory system of humans and other vertebrates that delivers necessary substances such as nutrients and oxygen to the cells, and transports metabolic waste products away from those same cells. Blood in the circulatory system is also known as peripheral blood, and the blood cells it carries, peripheral blood cells. Blood is composed of blood cells suspended in blood plasma. Plasma, which constitutes 55% of blood fluid, is mostly water (92% by volume), and contains proteins, glucose, mineral ions, hormones, carbon dioxide (plasma being the main medium for excretory product transportation), and blood cells themselves. Albumin is the main protein in plasma, and it functions to regulate the colloidal osmotic pressure of blood. The blood cells are mainly red blood cells (also called RBCs or erythrocytes), white blood cells (also called WBCs or leukocytes), and in mammals platelets (also called thrombocytes). The most abundant cells in vertebrate blood are red blood cells. These contain hemoglobin, an iron-containing protein, which facilitates oxygen transport by reversibly binding to this respiratory gas thereby increasing its solubility in blood. In contrast, carbon dioxide is mostly transported extracellularly as bicarbonate ion transported in plasma. Vertebrate blood is bright red when its hemoglobin is oxygenated and dark red when it is deoxygenated. Some animals, such as crustaceans and mollusks, use hemocyanin to carry oxygen, instead of hemoglobin. Insects and some mollusks use a fluid called hemolymph instead of blood, the difference being that hemolymph is not contained in a closed circulatory system. In most insects, this "blood" does not contain oxygen-carrying molecules such as hemoglobin because their bodies are small enough for their tracheal system to suffice for supplying oxygen. Jawed vertebrates have an adaptive immune system, based largely on white blood cells. White blood cells help to resist infections and parasite Document 1::: Myoglobin (symbol Mb or MB) is an iron- and oxygen-binding protein found in the cardiac and skeletal muscle tissue of vertebrates in general and in almost all mammals. Myoglobin is distantly related to hemoglobin. Compared to hemoglobin, myoglobin has a higher affinity for oxygen and does not have cooperative binding with oxygen like hemoglobin does. Myoglobin consists of non-polar amino acids at the core of the globulin, where the heme group is non-covalently bounded with the surrounding polypeptide of myoglobin. In humans, myoglobin is only found in the bloodstream after muscle injury. High concentrations of myoglobin in muscle cells allow organisms to hold their breath for a longer period of time. Diving mammals such as whales and seals have muscles with particularly high abundance of myoglobin. Myoglobin is found in Type I muscle, Type II A, and Type II B; although many texts consider myoglobin not to be found in smooth muscle, this has proved erroneous: there is also myoglobin in smooth muscle cells. Myoglobin was the first protein to have its three-dimensional structure revealed by X-ray crystallography. This achievement was reported in 1958 by John Kendrew and associates. For this discovery, Kendrew shared the 1962 Nobel Prize in chemistry with Max Perutz. Despite being one of the most studied proteins in biology, its physiological function is not yet conclusively established: mice genetically engineered to lack myoglobin can be viable and fertile, but show many cellular and physiological adaptations to overcome the loss. Through observing these changes in myoglobin-depleted mice, it is hypothesised that myoglobin function relates to increased oxygen transport to muscle, and to oxygen storage; as well, it serves as a scavenger of reactive oxygen species. In humans, myoglobin is encoded by the MB gene. Myoglobin can take the forms oxymyoglobin (MbO2), carboxymyoglobin (MbCO), and metmyoglobin (met-Mb), analogously to hemoglobin taking the forms oxyhemogl Document 2::: The following is a partial list of the "D" codes for Medical Subject Headings (MeSH), as defined by the United States National Library of Medicine (NLM). This list covers blood proteins. For other protein-related codes, see List of MeSH codes (D12.776). Codes before these are found at List of MeSH codes (D12.776.097). Codes following these are found at List of MeSH codes (D12.776.157). For other MeSH codes, see List of MeSH codes. The source for this content is the set of 2006 MeSH Trees from the NLM. – blood proteins – acute-phase proteins – alpha 1-antichymotrypsin – alpha 1-antitrypsin – alpha-macroglobulins – c-reactive protein – ceruloplasmin – complement c3 – fibrinogen – fibrinogens, abnormal – haptoglobins – hemopexin – orosomucoid – serum albumin – serum amyloid a protein – serum amyloid p-component – transferrin – trypsin inhibitor, kazal pancreatic – ankyrins – anion exchange protein 1, erythrocyte – blood coagulation factors – beta-thromboglobulin – factor v – factor va – factor vii – factor viia – factor viii – factor viiia – factor ix – factor ixa – factor x – factor xa – factor xi – factor xia – factor xii – factor xiia – factor xiii – factor xiiia – fibrinogen – fibrinogens, abnormal – fibrinopeptide a – fibrinopeptide b – kallikreins – prekallikrein – kininogens – kininogen, high-molecular-weight – kininogen, low-molecular-weight – plasminogen activator inhibitor 1 – plasminogen activator inhibitor 2 – plasminogen activators – streptokinase – anistreplase – streptodornase and streptokinase – tissue plasminogen activator – urinary plasminogen activator – platelet factor 3 – platelet factor 4 – prothrombin – thrombin – thromboplastin – von willebrand factor – fibrin – fibrin fibrinogen degradation products Document 3::: – platelet factor 3 – platelet factor 4 – prothrombin – thrombin – thromboplastin – von willebrand factor – fibrin – fibrin fibrinogen degradation products – fibrin foam – fibrin tissue adhesive – fibrinopeptide a – fibrinopeptide b – glycophorin – hemocyanin – hemoglobins – carboxyhemoglobin – erythrocruorins – fetal hemoglobi Document 4::: Oxygen saturation is the fraction of oxygen-saturated hemoglobin relative to total hemoglobin (unsaturated + saturated) in the blood. The human body requires and regulates a very precise and specific balance of oxygen in the blood. Normal arterial blood oxygen saturation levels in humans are 97–100 percent. If the level is below 90 percent, it is considered low and called hypoxemia. Arterial blood oxygen levels below 80 percent may compromise organ function, such as the brain and heart, and should be promptly addressed. Continued low oxygen levels may lead to respiratory or cardiac arrest. Oxygen therapy may be used to assist in raising blood oxygen levels. Oxygenation occurs when oxygen molecules () enter the tissues of the body. For example, blood is oxygenated in the lungs, where oxygen molecules travel from the air and into the blood. Oxygenation is commonly used to refer to medical oxygen saturation. Definition In medicine, oxygen saturation, commonly referred to as "sats", measures the percentage of hemoglobin binding sites in the bloodstream occupied by oxygen. At low partial pressures of oxygen, most hemoglobin is deoxygenated. At around 90% (the value varies according to the clinical context) oxygen saturation increases according to an oxygen-hemoglobin dissociation curve and approaches 100% at partial oxygen pressures of >11 kPa. A pulse oximeter relies on the light absorption characteristics of saturated hemoglobin to give an indication of oxygen saturation. Physiology The body maintains a stable level of oxygen saturation for the most part by chemical processes of aerobic metabolism associated with breathing. Using the respiratory system, red blood cells, specifically the hemoglobin, gather oxygen in the lungs and distribute it to the rest of the body. The needs of the body's blood oxygen may fluctuate such as during exercise when more oxygen is required or when living at higher altitudes. A blood cell is said to be "saturated" when carrying a norma The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Most oxygen in blood is bound to a protein called what, and carried to the tissues? A. hydrogen B. plasma C. hemoglobin D. platelete Answer:
sciq-13	multiple_choice	What are used to write nuclear equations for radioactive decay?	[ "radioactive symbols", "nuclear symbols", "critical symbols", "trigonometric symbols" ]	B		Relavent Documents: Document 0::: ISO 31-10 is the part of international standard ISO 31 that defines names and symbols for quantities and units related to nuclear reactions and ionizing radiations. It gives names and symbols for 70 quantities and units. Where appropriate, conversion factors are also given. Its definitions include: 00031-10 Radioactivity quantities 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 nuclear physics and chemistry, the value for a reaction is the amount of energy absorbed or released during the nuclear reaction. The value relates to the enthalpy of a chemical reaction or the energy of radioactive decay products. It can be determined from the masses of reactants and products. values affect reaction rates. In general, the larger the positive value for the reaction, the faster the reaction proceeds, and the more likely the reaction is to "favor" the products. where the masses are in atomic mass units. Also, both and are the sums of the reactant and product masses respectively. Definition The conservation of energy, between the initial and final energy of a nuclear process enables the general definition of based on the mass–energy equivalence. For any radioactive particle decay, the kinetic energy difference will be given by: where denotes the kinetic energy of the mass . A reaction with a positive value is exothermic, i.e. has a net release of energy, since the kinetic energy of the final state is greater than the kinetic energy of the initial state. A reaction with a negative value is endothermic, i.e. requires a net energy input, since the kinetic energy of the final state is less than the kinetic energy of the initial state. Observe that a chemical reaction is exothermic when it has a negative enthalpy of reaction, in contrast a positive value in a nuclear reaction. The value can also be expressed in terms of the Mass excess of the nuclear species as: Proof The mass of a nucleus can be written as where is the mass number (sum of number of protons and neutrons) and MeV/c. Note that the count of nucleons is conserved in a nuclear reaction. Hence, and . Applications Chemical values are measurement in calorimetry. Exothermic chemical reactions tend to be more spontaneous and can emit light or heat, resulting in runaway feedback(i.e. explosions). values are also featured in particle physics. For example, Document 3::: The decay scheme of a radioactive substance is a graphical presentation of all the transitions occurring in a decay, and of their relationships. Examples are shown below. It is useful to think of the decay scheme as placed in a coordinate system, where the vertical axis is energy, increasing from bottom to top, and the horizontal axis is the proton number, increasing from left to right. The arrows indicate the emitted particles. For the gamma rays (vertical arrows), the gamma energies are given; for the beta decay (oblique arrow), the maximum beta energy. Examples These relations can be quite complicated; a simple case is shown here: the decay scheme of the radioactive cobalt isotope cobalt-60. 60Co decays by emitting an electron (beta decay) with a half-life of 5.272 years into an excited state of 60Ni, which then decays very fast to the ground state of 60Ni, via two gamma decays. All known decay schemes can be found in the Table of Isotopes., Nickel is to the right of cobalt, since its proton number (28) is higher by one than that of cobalt (27). In beta decay, the proton number increases by one. For a positron decay and also for an alpha decay (see below), the oblique arrow would go from right to left since in these cases, the proton number decreases. Since energy is conserved and since the particles emitted carry away energy, arrows can only go downward (vertically or at an angle) in a decay scheme. A somewhat more complicated scheme is shown here: the decay of the nuclide 198Au which can be produced by irradiating natural gold in a nuclear reactor. 198Au decays via beta decay to one of two excited states or to the ground state of the mercury isotope 198Hg. In the figure, mercury is to the right of gold, since the atomic number of gold is 79, that of mercury is 80. The excited states decay after very short times (2.5 and 23 ps, resp.; 1 picosecond is a millionth of a millionth of a second) to the ground state. While excited nuclear states are usually v 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 are used to write nuclear equations for radioactive decay? A. radioactive symbols B. nuclear symbols C. critical symbols D. trigonometric symbols Answer:
sciq-11326	multiple_choice	What force explains why a tennis ball bounces differently on different surfaces, and shoes slip on some surfaces but stick on others?	[ "vibration", "friction", "temperature", "kinetics" ]	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::: 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 2::: The physics of skiing refers to the analysis of the forces acting on a person while skiing. The motion of a skier is determined by the physical principles of the conservation of energy and the frictional forces acting on the body. For example, in downhill skiing, as the skier is accelerated down the hill by the force of gravity, their gravitational potential energy is converted to kinetic energy, the energy of motion. In the ideal case, all of the potential energy would be converted into kinetic energy; in reality, some of the energy is lost to heat due to friction. One type of friction acting on the skier is the kinetic friction between the skis and snow. The force of friction acts in the direction opposite to the direction of motion, resulting in a lower velocity and hence less kinetic energy. The kinetic friction can be reduced by applying wax to the bottom of the skis which reduces the coefficient of friction. Different types of wax are manufactured for different temperature ranges because the snow quality changes depending on the current weather conditions and thermal history of the snow. The shape and construction material of a ski can also greatly impact the forces acting on a skier. Skis designed for use in powder condition are very different from skis designed for use on groomed trails. These design differences can be attributed to the differences in the snow quality. An illustration of how snow quality can be different follows. In an area which experiences fluctuation in temperatures around 0°C - freezing temperature of water, both rain and snowfall are possible. Wet snow or the wet ground can freeze into a slippery sheet of ice. In an area which consistently experiences temperatures below 0°C, snowfall leads to accumulation of snow on the ground. When fresh, this snow is fluffy and powder-like. This type of snow has a lot of air space. Over time, this snow will become more compact, and the lower layers of snow will become more dense than t Document 3::: Sliding is a type of motion between two surfaces in contact. This can be contrasted to rolling motion. Both types of motion may occur in bearings. The relative motion or tendency toward such motion between two surfaces is resisted by friction. Friction may damage or "wear" the surfaces in contact. However, wear can be reduced by lubrication. The science and technology of friction, lubrication, and wear is known as tribology. Sliding may occur between two objects of arbitrary shape, whereas rolling friction is the frictional force associated with the rotational movement of a somewhat disclike or other circular object along a surface. Generally, the frictional force of rolling friction is less than that associated with sliding kinetic friction. Typical values for the coefficient of rolling friction are less than that of sliding friction. Correspondingly sliding friction typically produces greater sound and thermal bi-products. One of the most common examples of sliding friction is the movement of braking motor vehicle tires on a roadway, a process which generates considerable heat and sound, and is typically taken into account in assessing the magnitude of roadway noise pollution. Sliding friction Sliding friction (also called kinetic friction) is a contact force that resists the sliding motion of two objects or an object and a surface. Sliding friction is almost always less than that of static friction; this is why it is easier to move an object once it starts moving rather than to get the object to begin moving from a rest position. Where , is the force of kinetic friction. is the coefficient of kinetic friction, and N is the normal force. Examples of sliding friction Sledding Pushing an object across a surface Rubbing one's hands together (The friction force generates heat.) A car sliding on ice A car skidding as it turns a corner Opening a window Almost any motion where there is contact between an object and a surface Falling down a bowling Document 4::: Surface force denoted fs is the force that acts across an internal or external surface element in a material body. Normal forces and shear forces between objects are types of surface force. All cohesive forces and contact forces between objects are considered as surface forces. Surface force can be decomposed into two perpendicular components: normal forces and shear forces. A normal force acts normally over an area and a shear force acts tangentially over an area. Equations for surface force Surface force due to pressure , where f = force, p = pressure, and A = area on which a uniform pressure acts Examples Pressure related surface force Since pressure is , and area is a , a pressure of over an area of will produce a surface force of . See also Body force Contact force The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What force explains why a tennis ball bounces differently on different surfaces, and shoes slip on some surfaces but stick on others? A. vibration B. friction C. temperature D. kinetics Answer:
sciq-10653	multiple_choice	What part of the cell helps it keep its shape?	[ "cytoplasm", "nucleus", "enzymes", "cytoskeleton" ]	D		Relavent Documents: Document 0::: 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 Document 1::: 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 2::: 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 3::: In cell biology, microtrabeculae were a hypothesised fourth element of the cytoskeleton (the other three being microfilaments, microtubules and intermediate filaments), proposed by Keith Porter based on images obtained from high-voltage electron microscopy of whole cells in the 1970s. The images showed short, filamentous structures of unknown molecular composition associated with known cytoplasmic structures. It is now generally accepted that microtrabeculae are nothing more than an artifact of certain types of fixation treatment, although the complexity of the cell's cytoskeleton is not yet fully understood. Document 4::: The cytoskeleton is a complex, dynamic network of interlinking protein filaments present in the cytoplasm of all cells, including those of bacteria and archaea. In eukaryotes, it extends from the cell nucleus to the cell membrane and is composed of similar proteins in the various organisms. It is composed of three main components:microfilaments, intermediate filaments, and microtubules, and these are all capable of rapid growth or disassembly depending on the cell's requirements. A multitude of functions can be performed by the cytoskeleton. Its primary function is to give the cell its shape and mechanical resistance to deformation, and through association with extracellular connective tissue and other cells it stabilizes entire tissues. The cytoskeleton can also contract, thereby deforming the cell and the cell's environment and allowing cells to migrate. Moreover, it is involved in many cell signaling pathways and in the uptake of extracellular material (endocytosis), the segregation of chromosomes during cellular division, the cytokinesis stage of cell division, as scaffolding to organize the contents of the cell in space and in intracellular transport (for example, the movement of vesicles and organelles within the cell) and can be a template for the construction of a cell wall. Furthermore, it can form specialized structures, such as flagella, cilia, lamellipodia and podosomes. The structure, function and dynamic behavior of the cytoskeleton can be very different, depending on organism and cell type. Even within one cell, the cytoskeleton can change through association with other proteins and the previous history of the network. A large-scale example of an action performed by the cytoskeleton is muscle contraction. This is carried out by groups of highly specialized cells working together. A main component in the cytoskeleton that helps show the true function of this muscle contraction is the microfilament. Microfilaments are composed of the most abundant cel The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What part of the cell helps it keep its shape? A. cytoplasm B. nucleus C. enzymes D. cytoskeleton Answer:
sciq-6067	multiple_choice	What determines whether a volcanic eruption will be explosive or not?	[ "lava temperature", "magma velocity", "thickness of magma", "curve of magma" ]	C		Relavent Documents: Document 0::: The plate theory is a model of volcanism that attributes all volcanic activity on Earth, even that which appears superficially to be anomalous, to the operation of plate tectonics. According to the plate theory, the principal cause of volcanism is extension of the lithosphere. Extension of the lithosphere is a function of the lithospheric stress field. The global distribution of volcanic activity at a given time reflects the contemporaneous lithospheric stress field, and changes in the spatial and temporal distribution of volcanoes reflect changes in the stress field. The main factors governing the evolution of the stress field are: Changes in the configuration of plate boundaries. Vertical motions. Thermal contraction. Lithospheric extension enables pre-existing melt in the crust and mantle to escape to the surface. If extension is severe and thins the lithosphere to the extent that the asthenosphere rises, then additional melt is produced by decompression upwelling. Origins of the plate theory Developed during the late 1960s and 1970s, plate tectonics provided an elegant explanation for most of the Earth's volcanic activity. At spreading boundaries where plates move apart, the asthenosphere decompresses and melts to form new oceanic crust. At subduction zones, slabs of oceanic crust sink into the mantle, dehydrate, and release volatiles which lower the melting temperature and give rise to volcanic arcs and back-arc extensions. Several volcanic provinces, however, do not fit this simple picture and have traditionally been considered exceptional cases which require a non-plate-tectonic explanation. Just prior to the development of plate tectonics in the early 1960s, the Canadian Geophysicist John Tuzo Wilson suggested that chains of volcanic islands form from movement of the seafloor over relatively stationary hotspots in stable centres of mantle convection cells. In the early 1970s, Wilson's idea was revived by the American geophysicist W. Jason Morgan. In Document 1::: A gas slug is a conglomerate of high pressure gas bubbles that forms within certain volcanoes, the agitation of which is a key driving factor in Strombolian eruptions. They start out as small bubbles of gas inside of volcanic magma.These accumulate into one large bubble, which starts to rise through the lava plume. Volcanic eruptions consist of mostly water vapor gases, with sulfur dioxide and carbon dioxide playing a huge part in gas release as well. Once the accumulated slug reaches the top of the column and comes in contact with air, it bursts with a loud pop because of the lower air pressure, throwing magma into the air in the typical lava volcanic arc of a Strombolian eruption. This type of eruption is episodic, non-damaging to its source vent, and one of the slowest forms of activity, with the ability to sustain itself for thousands of years. Although the effect of gas slugs in lava is well understood, how they form is not well understood, but recent research suggests that they can form as deep as under the surface. Document 2::: Sand boils or sand volcanoes occur when water under pressure wells up through a bed of sand. The water looks like it is boiling up from the bed of sand, hence the name. Sand volcano A sand volcano or sand blow is a cone of sand formed by the ejection of sand onto a surface from a central point. The sand builds up as a cone with slopes at the sand's angle of repose. A crater is commonly seen at the summit. The cone looks like a small volcanic cone and can range in size from millimetres to metres in diameter. The process is often associated with soil liquefaction and the ejection of fluidized sand that can occur in water-saturated sediments during an earthquake. The New Madrid Seismic Zone exhibited many such features during the 1811–12 New Madrid earthquakes. Adjacent sand blows aligned in a row along a linear fracture within fine-grained surface sediments are just as common, and can still be seen in the New Madrid area. In the past few years, much effort has gone into the mapping of liquefaction features to study ancient earthquakes. The basic idea is to map zones that are susceptible to the process and then go in for a closer look. The presence or absence of soil liquefaction features is strong evidence of past earthquake activity, or lack thereof. These are to be contrasted with mud volcanoes, which occur in areas of geyser or subsurface gas venting. Flood protection structures Sand boils can be a mechanism contributing to liquefaction and levee failure during floods. This effect is caused by a difference in pressure on two sides of a levee or dike, most likely during a flood. This process can result in internal erosion, whereby the removal of soil particles results in a pipe through the embankment. The creation of the pipe will quickly pick up pace and will eventually result in failure of the embankment. A sand boil is difficult to stop. The most effective method is by creating a body of water above the boil to create enough pressure to slow the flow of Document 3::: Explosive volcanic eruptions affect the global climate in several ways. Lowering sea surface temperature One main impact of volcanoes is the injection of sulfur-bearing gases into the stratosphere, which oxidize to form sulfate aerosols. Stratospheric sulfur aerosols spread around the globe by the atmospheric circulation, producing surface cooling by scattering solar radiation back to space. This cooling effect on the ocean surface usually lasts for several years as the lifetime of sulfate aerosols is about 2–3 years. However, in the subsurface ocean the cooling signal may persist for a longer time and may have impacts on some decadal variabilities, such as the Atlantic meridional overturning circulation (AMOC). Volcanic aerosols from huge volcanoes (VEI>=5) directly reduce global mean sea surface temperature (SST) by approximately 0.2-0.3 °C, milder than global total surface temperature drop, which is ~0.3 to 0.5 °C, according to both global temperature records and model simulations. It usually takes several years to be back to normal. Decreasing ocean heat content The volcanic cooling signals in ocean heat content can persist for much longer time (decadal or mutil-decadal time scale), far beyond the duration of volcanic forcing. Several studies have revealed that Krakatau’s effect in the heat content can be as long as one-century. Relaxation time of the effects of recent volcanoes is generally shorter than those before the 1950s. For example, the recovery time of ocean heat content of Pinatubo, which caused comparable radiative forcing to Krakatau, seems to be much shorter. This is because Pinatubo happened under a warm and non-stationary background with increasing greenhouse gas forcing. However, its signal still could penetrate down to ~1000 m deep. A 2022 study on environmental impacts of volcanic eruptions showed that in the eastern equatorial of the pacific, after the volcano erupts, some low-latitude volcano trends to warmer. But some highlatitude vol Document 4::: 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 The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What determines whether a volcanic eruption will be explosive or not? A. lava temperature B. magma velocity C. thickness of magma D. curve of magma Answer:
sciq-483	multiple_choice	What is the term for groups of three successive nucleotide bases in dna?	[ "tertiary bases", "triple play", "triads", "triplets" ]	D		Relavent Documents: Document 0::: A nucleic acid sequence is a succession of bases within the nucleotides forming alleles within a DNA (using GACT) or RNA (GACU) molecule. This succession is denoted by a series of a set of five different letters that indicate the order of the nucleotides. By convention, sequences are usually presented from the 5' end to the 3' end. For DNA, with its double helix, there are two possible directions for the notated sequence; of these two, the sense strand is used. Because nucleic acids are normally linear (unbranched) polymers, specifying the sequence is equivalent to defining the covalent structure of the entire molecule. For this reason, the nucleic acid sequence is also termed the primary structure. The sequence represents biological information. Biological deoxyribonucleic acid represents the information which directs the functions of an organism. Nucleic acids also have a secondary structure and tertiary structure. Primary structure is sometimes mistakenly referred to as "primary sequence". However there is no parallel concept of secondary or tertiary sequence. Nucleotides Nucleic acids consist of a chain of linked units called nucleotides. Each nucleotide consists of three subunits: a phosphate group and a sugar (ribose in the case of RNA, deoxyribose in DNA) make up the backbone of the nucleic acid strand, and attached to the sugar is one of a set of nucleobases. The nucleobases are important in base pairing of strands to form higher-level secondary and tertiary structures such as the famed double helix. The possible letters are A, C, G, and T, representing the four nucleotide bases of a DNA strand – adenine, cytosine, guanine, thymine – covalently linked to a phosphodiester backbone. In the typical case, the sequences are printed abutting one another without gaps, as in the sequence AAAGTCTGAC, read left to right in the 5' to 3' direction. With regards to transcription, a sequence is on the coding strand if it has the same order as the transcribed RNA. Document 1::: A sequence in biology is the one-dimensional ordering of monomers, covalently linked within a biopolymer; it is also referred to as the primary structure of a biological macromolecule. While it can refer to many different molecules, the term sequence is most often used to refer to a DNA sequence. See also Protein sequence DNA sequence Genotype Self-incompatibility in plants List of geneticists Human Genome Project Dot plot (bioinformatics) Multiplex Ligation-dependent Probe Amplification Sequence analysis Molecular biology Document 2::: Biomolecular structure is the intricate folded, three-dimensional shape that is formed by a molecule of protein, DNA, or RNA, and that is important to its function. The structure of these molecules may be considered at any of several length scales ranging from the level of individual atoms to the relationships among entire protein subunits. This useful distinction among scales is often expressed as a decomposition of molecular structure into four levels: primary, secondary, tertiary, and quaternary. The scaffold for this multiscale organization of the molecule arises at the secondary level, where the fundamental structural elements are the molecule's various hydrogen bonds. This leads to several recognizable domains of protein structure and nucleic acid structure, including such secondary-structure features as alpha helixes and beta sheets for proteins, and hairpin loops, bulges, and internal loops for nucleic acids. The terms primary, secondary, tertiary, and quaternary structure were introduced by Kaj Ulrik Linderstrøm-Lang in his 1951 Lane Medical Lectures at Stanford University. Primary structure The primary structure of a biopolymer is the exact specification of its atomic composition and the chemical bonds connecting those atoms (including stereochemistry). For a typical unbranched, un-crosslinked biopolymer (such as a molecule of a typical intracellular protein, or of DNA or RNA), the primary structure is equivalent to specifying the sequence of its monomeric subunits, such as amino acids or nucleotides. The primary structure of a protein is reported starting from the amino N-terminus to the carboxyl C-terminus, while the primary structure of DNA or RNA molecule is known as the nucleic acid sequence reported from the 5' end to the 3' end. The nucleic acid sequence refers to the exact sequence of nucleotides that comprise the whole molecule. Often, the primary structure encodes sequence motifs that are of functional importance. Some examples of such motif Document 3::: The nucleic acid notation currently in use was first formalized by the International Union of Pure and Applied Chemistry (IUPAC) in 1970. This universally accepted notation uses the Roman characters G, C, A, and T, to represent the four nucleotides commonly found in deoxyribonucleic acids (DNA). Given the rapidly expanding role for genetic sequencing, synthesis, and analysis in biology, some researchers have developed alternate notations to further support the analysis and manipulation of genetic data. These notations generally exploit size, shape, and symmetry to accomplish these objectives. IUPAC notation Degenerate base symbols in biochemistry are an IUPAC representation for a position on a DNA sequence that can have multiple possible alternatives. These should not be confused with non-canonical bases because each particular sequence will have in fact one of the regular bases. These are used to encode the consensus sequence of a population of aligned sequences and are used for example in phylogenetic analysis to summarise into one multiple sequences or for BLAST searches, even though IUPAC degenerate symbols are masked (as they are not coded). Under the commonly used IUPAC system, nucleobases are represented by the first letters of their chemical names: guanine, cytosine, adenine, and thymine. This shorthand also includes eleven "ambiguity" characters associated with every possible combination of the four DNA bases. The ambiguity characters were designed to encode positional variations in order to report DNA sequencing errors, consensus sequences, or single-nucleotide polymorphisms. The IUPAC notation, including ambiguity characters and suggested mnemonics, is shown in Table 1. Despite its broad and nearly universal acceptance, the IUPAC system has a number of limitations, which stem from its reliance on the Roman alphabet. The poor legibility of upper-case Roman characters, which are generally used when displaying genetic data, may be chief among these limi Document 4::: Topoisomers or topological isomers are molecules with the same chemical formula and stereochemical bond connectivities but different topologies. Examples of molecules for which there exist topoisomers include DNA, which can form knots, and catenanes. Each topoisomer of a given DNA molecule possesses a different linking number associated with it. DNA topoisomers can be interchanged by enzymes called topoisomerases. Using a topoisomerase along with an intercalator, topoisomers with different linking number may be separated on an agarose gel via gel electrophoresis. See also Mechanically-interlocked molecular architectures Catenane Rotaxanes Molecular knot Molecular Borromean rings The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What is the term for groups of three successive nucleotide bases in dna? A. tertiary bases B. triple play C. triads D. triplets Answer:
sciq-1787	multiple_choice	The reaction of which body system causes food allergies?	[ "nervous system", "cardiac system", "immune system", "lymphatic system" ]	C		Relavent Documents: Document 0::: 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 1::: 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 2::: An elimination diet, also known as exclusion diet, is a diagnostic procedure used to identify foods that an individual cannot consume without adverse effects. Adverse effects may be due to food allergy, food intolerance, other physiological mechanisms (such as metabolic or toxins), or a combination of these. Elimination diets typically involve entirely removing a suspected food from the diet for a period of time from two weeks to two months, and waiting to determine whether symptoms resolve during that time period. In rare cases, a health professional may wish to use an elimination diet, also referred to as an oligoantigenic diet, to relieve a patient of symptoms they are experiencing. Common reasons for undertaking an elimination diet include suspected food allergies and suspected food intolerances. An elimination diet might remove one or more common foods, such as eggs or milk, or it might remove one or more minor or non-nutritive substances, such as artificial food colorings. An elimination diet relies on trial and error to identify specific allergies and intolerances. Typically, if symptoms resolve after the removal of a food from the diet, then the food is reintroduced to see whether the symptoms reappear. This challenge–dechallenge–rechallenge approach has been claimed to be particularly useful in cases with intermittent or vague symptoms. The exclusion diet can be a diagnostic tool or method used temporarily to determine whether a patient's symptoms are food-related. The term elimination diet is also used to describe a "treatment diet", which eliminates certain foods for a patient. Adverse reactions to food can be due to several mechanisms. Correct identification of the type of reaction in an individual is important, as different approaches to management may be required. The area of food allergies and intolerances has been controversial and is currently a topic that is heavily researched. It has been characterised in the past by lack of universal acceptan Document 3::: Histamine is an organic nitrogenous compound involved in local immune responses communication, as well as regulating physiological functions in the gut and acting as a neurotransmitter for the brain, spinal cord, and uterus. Since histamine was discovered in 1910, it has been considered a local hormone (autocoid) because it lacks the classic endocrine glands to secrete it; however, in recent years, histamine has been recognized as a central neurotransmitter. Histamine is involved in the inflammatory response and has a central role as a mediator of itching. As part of an immune response to foreign pathogens, histamine is produced by basophils and by mast cells found in nearby connective tissues. Histamine increases the permeability of the capillaries to white blood cells and some proteins, to allow them to engage pathogens in the infected tissues. It consists of an imidazole ring attached to an ethylamine chain; under physiological conditions, the amino group of the side-chain is protonated. Properties Histamine base, obtained as a mineral oil mull, melts at 83–84 °C. Hydrochloride and phosphorus salts form white hygroscopic crystals and are easily dissolved in water or ethanol, but not in ether. In aqueous solution, the imidazole ring of histamine exists in two tautomeric forms, identified by which of the two nitrogen atoms is protonated. The nitrogen farther away from the side chain is the 'tele' nitrogen and is denoted by a lowercase tau sign and the nitrogen closer to the side chain is the 'pros' nitrogen and is denoted by the pi sign. The tele tautomer, Nτ-H-histamine, is preferred in solution as compared to the pros tautomer, Nπ-H-histamine. Histamine has two basic centres, namely the aliphatic amino group and whichever nitrogen atom of the imidazole ring does not already have a proton. Under physiological conditions, the aliphatic amino group (having a pKa around 9.4) will be protonated, whereas the second nitrogen of the imidazole ring (pKa ≈ 5.8) will no Document 4::: Nutritional immunology is a field of immunology that focuses on studying the influence of nutrition on the immune system and its protective functions. Part of nutritional immunology involves studying the possible effects of diet on the prevention and management on developing autoimmune diseases, chronic diseases, allergy, cancer (diseases of affluence) and infectious diseases. Other related topics of nutritional immunology are: malnutrition, malabsorption and nutritional metabolic disorders including the determination of their immune products. The Role of Nutrition on the Prevention and Management of Diseases Autoimmune diseases The development and progression of many autoimmune diseases are generally unknown. The "Western pattern diet" consists of high-fat, high-sugar, low-fiber meals with a surfeit of salt and highly processed food, which have pro-inflammatory effects. These effects may promote Th1- and Th17 - biased immunity and alter monocyte and neutrophil migration from bone marrow. A healthy diet contains a multitude of micronutrients that have anti-inflammatory and immune boosting effects that can help prevent or treat autoimmune diseases. The impact of diet is studied in relation to these autoimmune diseases: Inflammatory bowel disease (IBD) Type 1 diabetes (T1D) Multiple sclerosis (MS) Systemic lupus erythematosus (SLE) Rheumatoid arthritis (RA) Celiac disease Allergies Nutrition can help prevent or promote the development of food allergies. The hygiene hypothesis states that a child's early introduction to certain microorganisms can avert the onset of allergies. Breastfeeding is considered to be the main method of preventing food allergies. This is because breast milk contains oligosaccharides, secretory IgA, vitamins, antioxidants and possible transfer of microbiota. Conversely, a child's lack of exposure to specific microorganisms can establish a vulnerability to food allergies Diabetes Diabetes mellitus is a disease in which one's blo The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. The reaction of which body system causes food allergies? A. nervous system B. cardiac system C. immune system D. lymphatic system Answer:
sciq-6155	multiple_choice	Influenza virus is packaged in a viral envelope, which fuses with the what?	[ "plasma membrane", "bacteria", "cell wall", "nucleus" ]	A		Relavent Documents: Document 0::: A virus is a submicroscopic infectious agent that replicates only inside the living cells of an organism. Viruses infect all life forms, from animals and plants to microorganisms, including bacteria and archaea. Viruses are found in almost every ecosystem on Earth and are the most numerous type of biological entity. Since Dmitri Ivanovsky's 1892 article describing a non-bacterial pathogen infecting tobacco plants and the discovery of the tobacco mosaic virus by Martinus Beijerinck in 1898, more than 11,000 of the millions of virus species have been described in detail. The study of viruses is known as virology, a subspeciality of microbiology. When infected, a host cell is often forced to rapidly produce thousands of copies of the original virus. When not inside an infected cell or in the process of infecting a cell, viruses exist in the form of independent viral particles, or virions, consisting of (i) genetic material, i.e., long molecules of DNA or RNA that encode the structure of the proteins by which the virus acts; (ii) a protein coat, the capsid, which surrounds and protects the genetic material; and in some cases (iii) an outside envelope of lipids. The shapes of these virus particles range from simple helical and icosahedral forms to more complex structures. Most virus species have virions too small to be seen with an optical microscope and are one-hundredth the size of most bacteria. The origins of viruses in the evolutionary history of life are unclear: some may have evolved from plasmids—pieces of DNA that can move between cells—while others may have evolved from bacteria. In evolution, viruses are an important means of horizontal gene transfer, which increases genetic diversity in a way analogous to sexual reproduction. Viruses are considered by some biologists to be a life form, because they carry genetic material, reproduce, and evolve through natural selection, although they lack the key characteristics, such as cell structure, that are generally Document 1::: 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 2::: Virophysics is a branch of biophysics in which the theoretical concepts and experimental techniques of physics are applied to study the mechanics and dynamics driving the interactions between virions and cells. Overview Research in virophysics typically focuses on resolving the physical structure and structural properties of viruses, the dynamics of their assembly and disassembly, their population kinetics over the course of an infection, and the emergence and evolution of various strains. The common aim of these efforts is to establish a set of models (expressions or laws) that quantitatively describe the details of all processes involved in viral infections with reliable predictive power. Having such a quantitative understanding of viruses would not only rationalize the development of strategies to prevent, guide, or control the course of viral infections, but could also be used to exploit virus processes and put virus to work in areas such as nanosciences, materials, and biotechnologies. Traditionally, in vivo and in vitro experimentation has been the only way to study viral infections. This approach for deriving knowledge based solely on experimental observations relies on common-sense assumptions (e.g., a higher virus count means a fitter virus). These assumptions often go untested due to difficulties controlling individual components of these complex systems without affecting others. The use of mathematical models and computer simulations to describe such systems, however, makes it possible to deconstruct an experimental system into individual components and determine how the pieces combine to create the infection we observe. Virophysics has large overlaps with other fields. For example, the modelling of infectious disease dynamics is a popular research topic in mathematics, notably in applied mathematics or mathematical biology. While most modelling efforts in mathematics have focused on elucidating the dynamics of spread of infectious diseases at an epid Document 3::: Contagium vivum fluidum (Latin: "contagious living fluid") was a phrase first used to describe a virus, and underlined its ability to slip through the finest ceramic filters then available, giving it almost liquid properties. Martinus Beijerinck (1851–1931), a Dutch microbiologist and botanist, first used the term when studying the tobacco mosaic virus, becoming convinced that the virus had a liquid nature. The word "virus", from the Latin for "poison", was originally used to refer to any infectious agent, and gradually became used to refer to infectious particles. Bacteria could be seen under microscope, and cultured on agar plates. In 1890, Louis Pasteur declared "tout virus est un microbe": "all infectious diseases are caused by microbes". In 1892, Dmitri Ivanovsky discovered that the cause of tobacco mosaic disease could pass through Chamberland's porcelain filter. Infected sap, passed through the filter, retained its infectious properties. Ivanovsky thought the disease was caused by an extremely small bacteria, too small to see under microscope, which secreted a toxin. It was this toxin, he thought, which passed through the filter. However, he was unable to culture the purported bacteria. In 1898, Beijerinck independently found the cause of the disease could pass through porcelain filters. He disproved Ivanovsky's toxin theory by demonstrating infection in series. He found that although he could not culture the infectious agent, it would diffuse through an agar gel. This diffusion inspired him to put forward the idea of a non-cellular "contagious living fluid", which he called a "virus". This was somewhere between a molecule and a cell. Ivanovsky, irked that Beijerinck had not cited him, demonstrated that particles of ink could also diffuse through agar gel, thus leaving the particulate or fluid nature of the pathogen unresolved. Beijerinck's critics including Ivanovsky argued that the idea of a "contagious living fluid" was a contradiction in terms. Howeve Document 4::: A virus is a tiny infectious agent that reproduces inside the cells of living hosts. When infected, the host cell is forced to rapidly produce thousands of identical copies of the original virus. Unlike most living things, viruses do not have cells that divide; new viruses assemble in the infected host cell. But unlike simpler infectious agents like prions, they contain genes, which allow them to mutate and evolve. Over 4,800 species of viruses have been described in detail out of the millions in the environment. Their origin is unclear: some may have evolved from plasmids—pieces of DNA that can move between cells—while others may have evolved from bacteria. Viruses are made of either two or three parts. All include genes. These genes contain the encoded biological information of the virus and are built from either DNA or RNA. All viruses are also covered with a protein coat to protect the genes. Some viruses may also have an envelope of fat-like substance that covers the protein coat, and makes them vulnerable to soap. A virus with this "viral envelope" uses it—along with specific receptors—to enter a new host cell. Viruses vary in shape from the simple helical and icosahedral to more complex structures. Viruses range in size from 20 to 300 nanometres; it would take 33,000 to 500,000 of them, side by side, to stretch to . Viruses spread in many ways. Although many are very specific about which host species or tissue they attack, each species of virus relies on a particular method to copy itself. Plant viruses are often spread from plant to plant by insects and other organisms, known as vectors. Some viruses of humans and other animals are spread by exposure to infected bodily fluids. Viruses such as influenza are spread through the air by droplets of moisture when people cough or sneeze. Viruses such as norovirus are transmitted by the faecal–oral route, which involves the contamination of hands, food and water. Rotavirus is often spread by direct contact with in The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Influenza virus is packaged in a viral envelope, which fuses with the what? A. plasma membrane B. bacteria C. cell wall D. nucleus Answer:
sciq-7272	multiple_choice	Plasmodesmata passes through what part of plants?	[ "cytoplasm", "cell walls", "cell ridges", "nucleus" ]	B		Relavent Documents: Document 0::: Plasmodesmata (singular: plasmodesma) are microscopic channels which traverse the cell walls of plant cells and some algal cells, enabling transport and communication between them. Plasmodesmata evolved independently in several lineages, and species that have these structures include members of the Charophyceae, Charales, Coleochaetales and Phaeophyceae (which are all algae), as well as all embryophytes, better known as land plants. Unlike animal cells, almost every plant cell is surrounded by a polysaccharide cell wall. Neighbouring plant cells are therefore separated by a pair of cell walls and the intervening middle lamella, forming an extracellular domain known as the apoplast. Although cell walls are permeable to small soluble proteins and other solutes, plasmodesmata enable direct, regulated, symplastic transport of substances between cells. There are two forms of plasmodesmata: primary plasmodesmata, which are formed during cell division, and secondary plasmodesmata, which can form between mature cells. Similar structures, called gap junctions and membrane nanotubes, interconnect animal cells and stromules form between plastids in plant cells. Formation Primary plasmodesmata are formed when fractions of the endoplasmic reticulum are trapped across the middle lamella as new cell wall are synthesized between two newly divided plant cells. These eventually become the cytoplasmic connections between cells. At the formation site, the wall is not thickened further, and depressions or thin areas known as pits are formed in the walls. Pits normally pair up between adjacent cells. Plasmodesmata can also be inserted into existing cell walls between non-dividing cells (secondary plasmodesmata). Primary plasmodesmata The formation of primary plasmodesmata occurs during the part of the cellular division process where the endoplasmic reticulum and the new plate are fused together, this process results in the formation of a cytoplasmic pore (or cytoplasmic sleeve). The d Document 1::: 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 2::: 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 3::: The epidermal cells of onions provide a protective layer against viruses and fungi that may harm the sensitive tissues. Because of their simple structure and transparency they are often used to introduce students to plant anatomy or to demonstrate plasmolysis. The clear epidermal cells exist in a single layer and do not contain chloroplasts, because the onion fruiting body (bulb) is used for storing energy, not photosynthesis. Each plant cell has a cell wall, cell membrane, cytoplasm, nucleus, and a large vacuole. The nucleus is present at the periphery of the cytoplasm. The vacuole is prominent and present at the center of the cell, surrounded by cytoplasm. Firm, small onions are best for microscopy. Remove the epidermal layers by cutting the onion and peeling them off (they are the membrane-like sheaths between each onion layer). For advanced microscopy, such as fluorescence microscopy, the layers halfway between the outside and the centre of the onion are best. Document 4::: Patricia C. Zambryski is a plant and microbial scientist known for her work on Type IV secretion and cell-to-cell transport in plants. She is also professor emeritus at the University of California, Berkeley. She was an elected member of the National Academy of Sciences, the American Association for the Advancement of Science, and the American Society for Microbiology. Education and career Zambryski received her B.S. from McGill University in 1969, and earned a Ph.D. from the University of Colorado in 1974. Research Zambryski is known for her work in the field of genetic engineering, specifically for her work with Agrobacterium tumefaciens, a bacterium she uses to track the molecular mechanisms that change plants and how plant cells communicate with each other. She has examined the structure of plant cells that have been altered by Agrobacterium tumefaciens. While working in Marc Van Montagu's lab, Zambryski determined how the Ti plasmid is identified by the bacterium, and she developed a vector that allowed the transfer of genetic material into a plant without altering the plant tissue. This advance was used to inject novel genes into plants. She has also examined plasmodesmata, which are the channels that reach across the spaces in plant cells. Selected publications Awards and honors In 2001 she was elected a member of the National Academy of Sciences and a fellow of the American Society for Microbiology. In 2010 she was elected a fellow of the American Association for the Advancement of Science. The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Plasmodesmata passes through what part of plants? A. cytoplasm B. cell walls C. cell ridges D. nucleus Answer:
sciq-9632	multiple_choice	What organs need constant pressure to filter the blood?	[ "lungs", "arteries", "dialysis", "kidneys" ]	D		Relavent Documents: Document 0::: 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 Document 1::: The article reviews the evolution of continuous noninvasive arterial pressure measurement (CNAP). The historical gap between ease of use, but intermittent upper arm instruments and bulky, but continuous “pulse writers” (sphygmographs) is discussed starting with the first efforts to measure pulse, published by Jules Harrison in 1835. Such sphygmographs led a shadowy existence in the past, while Riva Rocci's upper arm blood pressure measurement started its triumphant success over 100 years ago. In recent times, CNAP measurement introduced by Jan Penáz in 1973 enabled the first recording of noninvasive beat-to-beat blood pressure resulting in marketed products such as the Finapres™ device and its successors. Recently, a novel method for CNAP monitoring has been designed for patient monitoring in perioperative, critical and emergency care, where blood pressure needs to be measured repeatedly or even continuously to facilitate the best care for patients. Early sphygmographs Prior to quantitative measurement, which was applied in medicine in the 19th century, diagnostic possibilities of hemodynamic activities had been limited to qualitative sensing of pulse through palpation. In some cultures, sensitive palpation is still a main part of medicine like pulse diagnosis in Traditional Chinese medicine (TCM) or the identification of the ayurvedic doshas. The introduction of the stethoscope and the methods of auscultation by René-Théophile-Hyacinthe Laennec in 1816 changed the medical behavior consistently and forced the need of quantitative hemodynamic measurements. The first instrument which could measure the force of pulse with a mercury filled glass tube was developed by Jules Harrison in 1835. Jean Léonard Marie Poiseuille invented the first mercury “Hemodynameter”, a forerunner of the sphygmomanometer in 1821. The first sphygmograph (pulse writer) for the continuous graphical registration of pulse dates back to Karl von Vierordt in 1854. More popular, however, was the Document 2::: Pathophysiology is a study which explains the function of the body as it relates to diseases and conditions. The pathophysiology of hypertension is an area which attempts to explain mechanistically the causes of hypertension, which is a chronic disease characterized by elevation of blood pressure. Hypertension can be classified by cause as either essential (also known as primary or idiopathic) or secondary. About 90–95% of hypertension is essential hypertension. Some authorities define essential hypertension as that which has no known explanation, while others define its cause as being due to overconsumption of sodium and underconsumption of potassium. Secondary hypertension indicates that the hypertension is a result of a specific underlying condition with a well-known mechanism, such as chronic kidney disease, narrowing of the aorta or kidney arteries, or endocrine disorders such as excess aldosterone, cortisol, or catecholamines. Persistent hypertension is a major risk factor for hypertensive heart disease, coronary artery disease, stroke, aortic aneurysm, peripheral artery disease, and chronic kidney disease. Cardiac output and peripheral resistance are the two determinants of arterial pressure. Cardiac output is determined by stroke volume and heart rate; stroke volume is related to myocardial contractility and to the size of the vascular compartment. Peripheral resistance is determined by functional and anatomic changes in small arteries and arterioles. Genetics Single gene mutations can cause Mendelian forms of high blood pressure; ten genes have been identified which cause these monogenic forms of hypertension. These mutations affect blood pressure by altering kidney salt handling. There is greater similarity in blood pressure within families than between families, which indicates a form of inheritance, and this is not due to shared environmental factors. With the aid of genetic analysis techniques, a statistically significant linkage of blood pressure to Document 3::: End organ damage usually refers to damage occurring in major organs fed by the circulatory system (heart, kidneys, brain, eyes) which can sustain damage due to uncontrolled hypertension, hypotension, or hypovolemia. Evidence of hypertensive damage In the context of hypertension, features include: Heart — evidence on electrocardiogram screening of the heart muscle thickening (but may also be seen on chest X-ray) suggesting left ventricular hypertrophy) or by echocardiography of less efficient function (left ventricular failure). Brain- hypertensive encephalopathy, hemorrhagic stroke, subarachnoid hemorrhage, confusion, loss of consciousness, eclampsia, seizures, or transient ischemic attack. Kidney — leakage of protein into the urine (albuminuria or proteinuria), or reduced renal function, hypertensive nephropathy, acute renal failure, or glomerulonephritis. Eye — evidence upon fundoscopic examination of hypertensive retinopathy, retinal hemorrhage, papilledema and blindness. Peripheral arteries — peripheral vascular disease and chronic lower limb ischemia. Evidence of shock In the context of poor end organ perfusion, features include: Kidney — poor urine output (less than 0.5 mL/kg), low glomerular filtration rate. Skin — pallor or mottled appearance, capillary refill > 2 secs, cool limbs. Brain — obtundation or disorientation to time, person, and place. The Glasgow Coma Scale may be used to quantify altered consciousness. Gut — absent bowel sounds, ileus Document 4::: Blood pressure (BP) is the pressure of circulating blood against the walls of blood vessels. Most of this pressure results from the heart pumping blood through the circulatory system. When used without qualification, the term "blood pressure" refers to the pressure in a brachial artery, where it is most commonly measured. Blood pressure is usually expressed in terms of the systolic pressure (maximum pressure during one heartbeat) over diastolic pressure (minimum pressure between two heartbeats) in the cardiac cycle. It is measured in millimeters of mercury (mmHg) above the surrounding atmospheric pressure, or in kilopascals (kPa). Blood pressure is one of the vital signs—together with respiratory rate, heart rate, oxygen saturation, and body temperature—that healthcare professionals use in evaluating a patient's health. Normal resting blood pressure, in an adult is approximately systolic over diastolic, denoted as "120/80 mmHg". Globally, the average blood pressure, age standardized, has remained about the same since 1975 to the present, at approx. 127/79 mmHg in men and 122/77 mmHg in women, although these average data mask significantly diverging regional trends. Traditionally, a health-care worker measured blood pressure non-invasively by auscultation (listening) through a stethoscope for sounds in one arm's artery as the artery is squeezed, closer to the heart, by an aneroid gauge or a mercury-tube sphygmomanometer. Auscultation is still generally considered to be the gold standard of accuracy for non-invasive blood pressure readings in clinic. However, semi-automated methods have become common, largely due to concerns about potential mercury toxicity, although cost, ease of use and applicability to ambulatory blood pressure or home blood pressure measurements have also influenced this trend. Early automated alternatives to mercury-tube sphygmomanometers were often seriously inaccurate, but modern devices validated to international standards achieve an av The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What organs need constant pressure to filter the blood? A. lungs B. arteries C. dialysis D. kidneys Answer:
sciq-10877	multiple_choice	What is the study of heredity called?	[ "pediatrics", "genetics", "geriatrics", "heretics" ]	B		Relavent Documents: Document 0::: Genetics (from Ancient Greek , “genite” and that from , “origin”), a discipline of biology, is the science of heredity and variation in living organisms. Articles (arranged alphabetically) related to genetics include: # A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Document 1::: Human Heredity is a peer-reviewed scientific journal covering all aspects of human genetics. It was established in 1948 as Acta Genetica et Statistica Medica, obtaining its current name in 1969. It is published eight times per year by Karger Publishers and the editor-in-chief is Pak Sham (University of Hong Kong). According to the Journal Citation Reports, the journal has a 2017 impact factor of 0.542. 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::: 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 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 study of heredity called? A. pediatrics B. genetics C. geriatrics D. heretics Answer:
sciq-5080	multiple_choice	What do muscles need to contract?	[ "pressures", "stress", "stimulus", "tendons" ]	C		Relavent Documents: Document 0::: A stretch-shortening cycle (SSC) is an active stretch (eccentric contraction) of a muscle followed by an immediate shortening (concentric contraction) of that same muscle. Research studies The increased performance benefit associated with muscle contractions that take place during SSCs has been the focus of much research in order to determine the true nature of this enhancement. At present, there is some debate as to where and how this performance enhancement takes place. It has been postulated that elastic structures in series with the contractile component can store energy like a spring after being forcibly stretched. Since the length of the tendon increases due to the active stretch phase, if the series elastic component acts as a spring, it would therefore be storing more potential energy. This energy would be released as the tendon shortened. Thus, the recoil of the tendon during the shortening phase of the movement would result in a more efficient movement than one in which no energy had been stored. This research is further supported by Roberts et al. However, other studies have found that removing portions of these series-elastic components (by way of tendon length reduction) had little effect on muscle performance. Studies on turkeys have, nevertheless, shown that during SSC, a performance enhancement associated with elastic energy storage still takes place but it is thought that the aponeurosis could be a major source of energy storage (Roleveld et al., 1994). The contractile component itself has also been associated with the ability to increase contractile performance through muscle potentiation while other studies have found that this ability is quite limited and unable to account for such enhancements (Lensel and Goubel, 1987, Lensel-Corbeil and Goubel, 1990; Ettema and Huijing, 1989). Community agreement The results of these often contradictory studies have been associated with improved efficiencies for human or animal movements such as counter Document 1::: In biomechanics, Hill's muscle model refers to the 3-element model consisting of a contractile element (CE) in series with a lightly-damped elastic spring element (SE) and in parallel with lightly-damped elastic parallel element (PE). Within this model, the estimated force-velocity relation for the CE element is usually modeled by what is commonly called Hill's equation, which was based on careful experiments involving tetanized muscle contraction where various muscle loads and associated velocities were measured. They were derived by the famous physiologist Archibald Vivian Hill, who by 1938 when he introduced this model and equation had already won the Nobel Prize for Physiology. He continued to publish in this area through 1970. There are many forms of the basic "Hill-based" or "Hill-type" models, with hundreds of publications having used this model structure for experimental and simulation studies. Most major musculoskeletal simulation packages make use of this model. AV Hill's force-velocity equation for tetanized muscle This is a popular state equation applicable to skeletal muscle that has been stimulated to show Tetanic contraction. It relates tension to velocity with regard to the internal thermodynamics. The equation is where is the tension (or load) in the muscle is the velocity of contraction is the maximum isometric tension (or load) generated in the muscle coefficient of shortening heat is the maximum velocity, when Although Hill's equation looks very much like the van der Waals equation, the former has units of energy dissipation, while the latter has units of energy. Hill's equation demonstrates that the relationship between F and v is hyperbolic. Therefore, the higher the load applied to the muscle, the lower the contraction velocity. Similarly, the higher the contraction velocity, the lower the tension in the muscle. This hyperbolic form has been found to fit the empirical constant only during isotonic contractions near resting Document 2::: In an isotonic contraction, tension remains the same, whilst the muscle's length changes. Isotonic contractions differ from isokinetic contractions in that in isokinetic contractions the muscle speed remains constant. While superficially identical, as the muscle's force changes via the length-tension relationship during a contraction, an isotonic contraction will keep force constant while velocity changes, but an isokinetic contraction will keep velocity constant while force changes. A near isotonic contraction is known as Auxotonic contraction. There are two types of isotonic contractions: (1) concentric and (2) eccentric. In a concentric contraction, the muscle tension rises to meet the resistance, then remains the same as the muscle shortens. In eccentric, the muscle lengthens due to the resistance being greater than the force the muscle is producing. Concentric This type is typical of most exercise. The external force on the muscle is less than the force the muscle is generating - a shortening contraction. The effect is not visible during the classic biceps curl, which is in fact auxotonic because the resistance (torque due to the weight being lifted) does not remain the same through the exercise. Tension is highest at a parallel to the floor level, and eases off above and below this point. Therefore, tension changes as well as muscle length. Eccentric There are two main features to note regarding eccentric contractions. First, the absolute tensions achieved can be very high relative to the muscle's maximum tetanic tension generating capacity (you can set down a much heavier object than you can lift). Second, the absolute tension is relatively independent of lengthening velocity. Muscle injury and soreness are selectively associated with eccentric contraction. Muscle strengthening using exercises that involve eccentric contractions is lower than using concentric exercises. However because higher levels of tension are easier to attain during exercises th Document 3::: Normal aging movement control in humans is about the changes in the muscles, motor neurons, nerves, sensory functions, gait, fatigue, visual and manual responses, in men and women as they get older but who do not have neurological, muscular (atrophy, dystrophy...) or neuromuscular disorder. With aging, neuromuscular movements are impaired, though with training or practice, some aspects may be prevented. Force production For voluntary force production, action potentials occur in the cortex. They propagate in the spinal cord, the motor neurons and the set of muscle fibers they innervate. This results in a twitch which properties are driven by two mechanisms: motor unit recruitment and rate coding. Both mechanisms are affected with aging. For instance, the number of motor units may decrease, the size of the motor units, i.e. the number of muscle fibers they innervate may increase, the frequency at which the action potentials are triggered may be reduced. Consequently, force production is generally impaired in old adults. Aging is associated with decreases in muscle mass and strength. These decreases may be partially due to losses of alpha motor neurons. By the age of 70, these losses occur in both proximal and distal muscles. In biceps brachii and brachialis, old adults show decreased strength (by 1/3) correlated with a reduction in the number of motor units (by 1/2). Old adults show evidence that remaining motor units may become larger as motor units innervate collateral muscle fibers. In first dorsal interosseus, almost all motor units are recruited at moderate rate coding, leading to 30-40% of maximal voluntary contraction (MVC). Motor unit discharge rates measured at 50% MVC are not significantly different in the young subjects from those observed in the old adults. However, for the maximal effort contractions, there is an appreciable difference in discharge rates between the two age groups. Discharge rates obtained at 100% of MVC are 64% smaller in the old adul Document 4::: Myology is the study of the muscular system, including the study of the structure, function and diseases of muscle. The muscular system consists of skeletal muscle, which contracts to move or position parts of the body (e.g., the bones that articulate at joints), smooth and cardiac muscle that propels, expels or controls the flow of fluids and contained substance. See also Myotomy Oral myology The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What do muscles need to contract? A. pressures B. stress C. stimulus D. tendons Answer:
sciq-6715	multiple_choice	For what kind of animal is communication essential?	[ "migrating animals", "new born animals", "social animals", "anti-social animals" ]	C		Relavent Documents: Document 0::: Animal communication is the transfer of information from one or a group of animals (sender or senders) to one or more other animals (receiver or receivers) that affects the current or future behavior of the receivers. Information may be sent intentionally, as in a courtship display, or unintentionally, as in the transfer of scent from predator to prey with kairomones. Information may be transferred to an "audience" of several receivers. Animal communication is a rapidly growing area of study in disciplines including animal behavior, sociology, neurology and animal cognition. Many aspects of animal behavior, such as symbolic name use, emotional expression, learning and sexual behavior, are being understood in new ways. When the information from the sender changes the behavior of a receiver, the information is referred to as a "signal". Signalling theory predicts that for a signal to be maintained in the population, both the sender and receiver should usually receive some benefit from the interaction. Signal production by senders and the perception and subsequent response of receivers are thought to coevolve. Signals often involve multiple mechanisms, e.g. both visual and auditory, and for a signal to be understood the coordinated behaviour of both sender and receiver require careful study. Animal languages The sounds animals make are important because they communicate the animals' state. Some animals species have been taught simple versions of human languages. Animals can use, for example, electrolocation and echolocation to communicate about prey and location. Keski-Korsu suggests a challenge of human/animal communication is that humans don't recognize animals as self aware and deliberately communicating. Modes Visual Gestures: Most animals understand communication through a visual display of distinctive body parts or bodily movements. Animals will reveal or accentuate a body part to relay certain information. The parent herring gull displays its bright yell Document 1::: Communication occurs when an animal produces a signal and uses it to influences the behaviour of another animal. A signal can be any behavioural, structural or physiological trait that has evolved specifically to carry information about the sender and/or the external environment and to stimulate the sensory system of the receiver to change their behaviour. A signal is different from a cue in that cues are informational traits that have not been selected for communication purposes. For example, if an alerted bird gives a warning call to a predator and causes the predator to give up the hunt, the bird is using the sound as a signal to communicate its awareness to the predator. On the other hand, if a rat forages in the leaves and makes a sound that attracts a predator, the sound itself is a cue and the interaction is not considered a communication attempt. Air and water have different physical properties which lead to different velocity and clarity of the signal transmission process during communication. This means that common understanding of communication mechanisms and structures of terrestrial animals cannot be applied to aquatic animals. For example, a horse can sniff the air to detect pheromones but a fish which is surrounded by water will need a different method to detect chemicals. Aquatic animals can communicate through various signal modalities including visual, auditory, tactile, chemical and electrical signals. Communication using any of these forms requires specialised signal producing and detecting organs. Thus, the structure, distribution and mechanism of these sensory systems vary amongst different classes and species of aquatic animals and they also differ greatly to those of terrestrial animals. The basic functions of communication in aquatic animals are similar to those of terrestrial animals. In general, communication can be used to facilitate social recognition and aggregation, to locate, attract and evaluate mating partners and to engage in te Document 2::: 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 3::: Animal languages are forms of non-human animal communication that show similarities to human language. Animals communicate through a variety of signs, such as sounds or movements. Signing among animals may be considered complex enough to be a form of language if the inventory of signs is large. The signs are relatively arbitrary, and the animals seem to produce them with a degree of volition (as opposed to relatively automatic conditioned behaviors or unconditioned instincts, usually including facial expressions). In experimental tests, animal communication may also be evidenced through the use of lexigrams by chimpanzees and bonobos. Many researchers argue that animal communication lacks a key aspect of human language, the creation of new patterns of signs under varied circumstances. Humans, by contrast, routinely produce entirely new combinations of words. Some researchers, including the linguist Charles Hockett, argue that human language and animal communication differ so much that the underlying principles are unrelated. Accordingly, linguist Thomas A. Sebeok has proposed to not use the term "language" for animal sign systems. However, other linguists and biologists, including Marc Hauser, Noam Chomsky, and W. Tecumseh Fitch, assert an evolutionary continuum exists between the communication methods of animal and human language. Aspects of human language Human language contains the following properties. Some experts argue these properties separate human language from animal communication: Arbitrariness: There is usually no rational relationship between a sound or sign and its meaning. For example, there is nothing intrinsically house-like about the word "house". Discreteness: Language is composed of small, separate, and repeatable parts (discrete units, e.g. morphemes) that are used in combination to create meaning. Displacement: Language can be used to communicate about things that are not in the immediate vicinity either spatially or temporally. Duali Document 4::: Animal culture can be defined as the ability of non-human animals to learn and transmit behaviors through processes of social or cultural learning. Culture is increasingly seen as a process, involving the social transmittance of behavior among peers and between generations. It can involve the transmission of novel behaviors or regional variations that are independent of genetic or ecological factors. The existence of culture in non-humans has been a contentious subject, sometimes forcing researchers to rethink "what it is to be human". The notion of culture in other animals dates back to Aristotle in classical antiquity, and more recently to Charles Darwin, but the association of other animals' actions with the actual word 'culture' originated with Japanese primatologists' discoveries of socially-transmitted food behaviours in the 1940s. Evidence for animal culture is often based on studies of feeding behaviors, vocalizations, predator avoidance, mate selection, and migratory routes. An important area of study for animal culture is vocal learning, the ability to make new sounds through imitation. Most species cannot learn to imitate sounds. Some can learn how to use innate vocalizations in new ways. Only a few species can learn new calls. The transmission of vocal repertoires, including some types of bird vocalization, can be viewed as social processes involving cultural transmission. Some evidence suggests that the ability to engage in vocal learning depends on the development of specialized brain circuitry, detected in humans, dolphins, bats and some birds. The lack of common ancestors suggests that the basis for vocal learning has evolved independently through evolutionary convergence. Animal culture can be an important consideration in conservation management. As of 2020, culture and sociality were included in the aspects of the management framework of the Convention on the Conservation of Migratory Species of Wild Animals (CMS). Background Culture The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. For what kind of animal is communication essential? A. migrating animals B. new born animals C. social animals D. anti-social animals Answer:
sciq-10958	multiple_choice	What is a force that opposes motion between any surfaces that are touching?	[ "tension", "vibration", "friction", "gravity" ]	C		Relavent Documents: Document 0::: Surface force denoted fs is the force that acts across an internal or external surface element in a material body. Normal forces and shear forces between objects are types of surface force. All cohesive forces and contact forces between objects are considered as surface forces. Surface force can be decomposed into two perpendicular components: normal forces and shear forces. A normal force acts normally over an area and a shear force acts tangentially over an area. Equations for surface force Surface force due to pressure , where f = force, p = pressure, and A = area on which a uniform pressure acts Examples Pressure related surface force Since pressure is , and area is a , a pressure of over an area of will produce a surface force of . See also Body force Contact force Document 1::: 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 Document 2::: In physics, tension is described as the pulling force transmitted axially by the means of a string, a rope, chain, or similar object, or by each end of a rod, truss member, or similar three-dimensional object; tension might also be described as the action-reaction pair of forces acting at each end of said elements. Tension could be the opposite of compression. At the atomic level, when atoms or molecules are pulled apart from each other and gain potential energy with a restoring force still existing, the restoring force might create what is also called tension. Each end of a string or rod under such tension could pull on the object it is attached to, in order to restore the string/rod to its relaxed length. Tension (as a transmitted force, as an action-reaction pair of forces, or as a restoring force) is measured in newtons in the International System of Units (or pounds-force in Imperial units). The ends of a string or other object transmitting tension will exert forces on the objects to which the string or rod is connected, in the direction of the string at the point of attachment. These forces due to tension are also called "passive forces". There are two basic possibilities for systems of objects held by strings: either acceleration is zero and the system is therefore in equilibrium, or there is acceleration, and therefore a net force is present in the system. Tension in one dimension Tension in a string is a non-negative vector quantity. Zero tension is slack. A string or rope is often idealized as one dimension, having length but being massless with zero cross section. If there are no bends in the string, as occur with vibrations or pulleys, then tension is a constant along the string, equal to the magnitude of the forces applied by the ends of the string. By Newton's third law, these are the same forces exerted on the ends of the string by the objects to which the ends are attached. If the string curves around one or more pulleys, it will still have const Document 3::: Sliding is a type of motion between two surfaces in contact. This can be contrasted to rolling motion. Both types of motion may occur in bearings. The relative motion or tendency toward such motion between two surfaces is resisted by friction. Friction may damage or "wear" the surfaces in contact. However, wear can be reduced by lubrication. The science and technology of friction, lubrication, and wear is known as tribology. Sliding may occur between two objects of arbitrary shape, whereas rolling friction is the frictional force associated with the rotational movement of a somewhat disclike or other circular object along a surface. Generally, the frictional force of rolling friction is less than that associated with sliding kinetic friction. Typical values for the coefficient of rolling friction are less than that of sliding friction. Correspondingly sliding friction typically produces greater sound and thermal bi-products. One of the most common examples of sliding friction is the movement of braking motor vehicle tires on a roadway, a process which generates considerable heat and sound, and is typically taken into account in assessing the magnitude of roadway noise pollution. Sliding friction Sliding friction (also called kinetic friction) is a contact force that resists the sliding motion of two objects or an object and a surface. Sliding friction is almost always less than that of static friction; this is why it is easier to move an object once it starts moving rather than to get the object to begin moving from a rest position. Where , is the force of kinetic friction. is the coefficient of kinetic friction, and N is the normal force. Examples of sliding friction Sledding Pushing an object across a surface Rubbing one's hands together (The friction force generates heat.) A car sliding on ice A car skidding as it turns a corner Opening a window Almost any motion where there is contact between an object and a surface Falling down a bowling Document 4::: Belt friction is a term describing the friction forces between a belt and a surface, such as a belt wrapped around a bollard. When a force applies a tension to one end of a belt or rope wrapped around a curved surface, the frictional force between the two surfaces increases with the amount of wrap about the curved surface, and only part of that force (or resultant belt tension) is transmitted to the other end of the belt or rope. Belt friction can be modeled by the Belt friction equation. In practice, the theoretical tension acting on the belt or rope calculated by the belt friction equation can be compared to the maximum tension the belt can support. This helps a designer of such a system determine how many times the belt or rope must be wrapped around a curved surface to prevent it from slipping. Mountain climbers and sailing crews demonstrate a working knowledge of belt friction when accomplishing tasks with ropes, pulleys, bollards and capstans. Equation The equation used to model belt friction is, assuming the belt has no mass and its material is a fixed composition: where is the tension of the pulling side, is the tension of the resisting side, is the static friction coefficient, which has no units, and is the angle, in radians, formed by the first and last spots the belt touches the pulley, with the vertex at the center of the pulley. The tension on the pulling side of the belt and pulley has the ability to increase exponentially if the magnitude of the belt angle increases (e.g. it is wrapped around the pulley segment numerous times). Generalization for a rope lying on an arbitrary orthotropic surface If a rope is laying in equilibrium under tangential forces on a rough orthotropic surface then three following conditions (all of them) are satisfied: 1. No separation – normal reaction is positive for all points of the rope curve: , where is a normal curvature of the rope curve. 2. Dragging coefficient of friction and angle are satisfying The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What is a force that opposes motion between any surfaces that are touching? A. tension B. vibration C. friction D. gravity Answer:
sciq-1167	multiple_choice	What part of a cell do proteins travel to to be modified for the specific job they will do?	[ "nucleus", "golgi apparatus", "lysosome", "plasma membrane" ]	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::: 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 Document 2::: 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 3::: This is a list of topics in molecular biology. See also index of biochemistry articles. Document 4::: 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 The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What part of a cell do proteins travel to to be modified for the specific job they will do? A. nucleus B. golgi apparatus C. lysosome D. plasma membrane Answer:
sciq-3967	multiple_choice	What doctors specialize in diseases stemming from glandular issues?	[ "anthropologists", "endocrinologists", "oncologists", "dermatologists" ]	B		Relavent Documents: Document 0::: 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 1::: Alternative medicine degrees include academic degrees, first professional degrees, qualifications or diplomas issued by accredited and legally recognised academic institutions in alternative medicine or related areas, either human or animal. Examples Examples of alternative medicine degrees include: Ayurveda - BSc, MSc, BAMC, MD(Ayurveda), M.S.(Ayurveda), Ph.D(Ayurveda) Siddha medicine - BSMS, MD(Siddha), Ph.D(Siddha) Acupuncture - BSc, LAc, DAc, AP, DiplAc, MAc Herbalism - Acs, BSc, Msc. Homeopathy - BSc, MSc, DHMs, BHMS, M.D. (HOM), PhD in homoeopathy Naprapathy - DN Naturopathic medicine - BSc, MSc, BNYS, MD (Naturopathy), ND, NMD Oriental Medicine - BSc, MSOM, MSTOM, KMD (Korea), BCM (Hong Kong), MCM (Hong Kong), BChinMed (Hong Kong), MChinMed (Hong Kong), MD (Taiwan), MB (China), TCM-Traditional Chinese medicine master (China) Osteopathy - BOst, BOstMed, BSc (Osteo), DipOsteo Document 2::: The following outline is provided as an overview of and topical guide to medicine: Medicine – science of healing. It encompasses a variety of health care practices evolved to maintain health by the prevention and treatment of illness. Aims Cure Health Homeostasis Medical ethics Prevention of illness Palliation Branches of medicine Anesthesiology – practice of medicine dedicated to the relief of pain and total care of the surgical patient before, during and after surgery. Cardiology – branch of medicine that deals with disorders of the heart and the blood vessels. Critical care medicine – focuses on life support and the intensive care of the seriously ill. Dentistry – branch of medicine that deals with treatment of diseases in the oral cavity Dermatology – branch of medicine that deals with the skin, hair, and nails. Emergency medicine – focuses on care provided in the emergency department Endocrinology – branch of medicine that deals with disorders of the endocrine system. Epidemiology – study of cause and prevalence of diseases and programs to contain them First aid – assistance given to any person experiencing a sudden illness or injury, with care provided to preserve life, prevent the condition from worsening, and/or promote recovery. It includes initial intervention in a serious condition prior to professional medical help being available, such as performing CPR while awaiting an ambulance, as well as the complete treatment of minor conditions, such as applying a plaster to a cut. Gastroenterology – branch of medicine that deals with the study and care of the digestive system. General practice (often called family medicine) is a branch of medicine that specializes in primary care. Geriatrics – branch of medicine that deals with the general health and well-being of the elderly. Gynaecology – diagnosis and treatment of the female reproductive system Hematology – branch of medicine that deals with the blood and the circulatory system. Hepatology – branch o Document 3::: The Association for Clinical Biochemistry and Laboratory Medicine is a United Kingdom-based learned society dedicated to the practice and promotion of clinical biochemistry. It was founded in 1953 and its official journal is the Annals of Clinical Biochemistry. The association is a full, national society member of the International Federation of Clinical Chemistry and Laboratory Medicine IFCC as well as a full member of the regional European Federation of Clinical Chemistry and Laboratory Medicine. History Founded as the Association of Clinical Biochemists, the association has evolved as biochemistry has changed with advances in laboratory medicine. Recognizing an increasing number of medical members, the name was changed in 2005 to Association for Clinical Biochemistry. In 2007 the "Association of Clinical Scientists in Immunology" merged with the ACB. The membership expanded in 2010 with the merger with the "Association of Clinical Microbiologists". The broader nature of the membership contributed to the renaming of the ACB to its current name at the annual meeting in 2013. Clinical concerns The ACB is responsible for determining the specific content for courses related to certification as a clinical biochemist in the UK. Normally this is a three or four year academic sequence followed by qualification examinations. Because of the competitive admission criteria, many applicants have advanced degrees before beginning the biochemistry program. Papers published by ACB members are related to the use of laboratories by doctors and patient health diagnostic testing in the UK. Blood draw procedures and tests by junior doctors and nurses in the A&E department of a Birmingham hospital were frequently performed with the wrong collection equipment or were mishandled afterward. The College of Emergency Medicine said the issue identified by the audit at Birmingham is "universally relevant". A 2008 study emphasized issues with junior doctors who were not being trained in p Document 4::: The Ministry of Medical Education is a ministry in the Government of Maharashtra. Ministry is responsible for implementation of laws and acts related to Medical Education and Profession. The Ministry is headed by a cabinet level minister. Hasan Mushrif is current Minister of Medical education. Head office List of cabinet ministers List of ministers of state List of principal secretary Departments Ministry is further divided into several departments. AYUSH Directorate of Medical Education & Research (DMER) Maharashtra University of Health Sciences (MUHS) Maharashtra Institute of Mental Health See also Maharashtra State Pharmacy Council Medical education in India The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What doctors specialize in diseases stemming from glandular issues? A. anthropologists B. endocrinologists C. oncologists D. dermatologists Answer:
sciq-6829	multiple_choice	The average number of individuals per unit of area can be expressed as what?	[ "total density", "the percent of population", "percent density", "population density" ]	D		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 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::: 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 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::: Advanced Placement (AP) Statistics (also known as AP Stats) is a college-level high school statistics course offered in the United States through the College Board's Advanced Placement program. This course is equivalent to a one semester, non-calculus-based introductory college statistics course and is normally offered to sophomores, juniors and seniors in high school. One of the College Board's more recent additions, the AP Statistics exam was first administered in May 1996 to supplement the AP program's math offerings, which had previously consisted of only AP Calculus AB and BC. In the United States, enrollment in AP Statistics classes has increased at a higher rate than in any other AP class. Students may receive college credit or upper-level college course placement upon passing the three-hour exam ordinarily administered in May. The exam consists of a multiple-choice section and a free-response section that are both 90 minutes long. Each section is weighted equally in determining the students' composite scores. History The Advanced Placement program has offered students the opportunity to pursue college-level courses while in high school. Along with the Educational Testing Service, the College Board administered the first AP Statistics exam in May 1997. The course was first taught to students in the 1996-1997 academic year. Prior to that, the only mathematics courses offered in the AP program included AP Calculus AB and BC. Students who didn't have a strong background in college-level math, however, found the AP Calculus program inaccessible and sometimes declined to take a math course in their senior year. Since the number of students required to take statistics in college is almost as large as the number of students required to take calculus, the College Board decided to add an introductory statistics course to the AP program. Since the prerequisites for such a program doesn't require mathematical concepts beyond those typically taught in a second-year al The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. The average number of individuals per unit of area can be expressed as what? A. total density B. the percent of population C. percent density D. population density Answer:
sciq-2455	multiple_choice	The combined magnetic force of the magnetized wire coil and iron bar makes an electromagnet what?	[ "very reduced", "very heavy", "very strong", "Very light" ]	C		Relavent Documents: Document 0::: Advanced Placement (AP) Physics C: Electricity and Magnetism (also known as AP Physics C: E&M or AP E&M) is an introductory physics course administered by the College Board as part of its Advanced Placement program. It is intended to proxy a second-semester calculus-based university course in electricity and magnetism. The content of Physics C: E&M overlaps with that of AP Physics 2, but Physics 2 is algebra-based and covers other topics outside of electromagnetism, while Physics C is calculus-based and only covers electromagnetism. Physics C: E&M may be combined with its mechanics counterpart to form a year-long course that prepares for both exams. Course content E&M is equivalent to an introductory college course in electricity and magnetism for physics or engineering majors. The course modules are: Electrostatics Conductors, capacitors, and dielectrics Electric circuits Magnetic fields Electromagnetism. Methods of calculus are used wherever appropriate in formulating physical principles and in applying them to physical problems. Therefore, students should have completed or be concurrently enrolled in a calculus class. AP test The course culminates in an optional exam for which high-performing students may receive some credit towards their college coursework, depending on the institution. Registration The AP examination for AP Physics C: Electricity and Magnetism is separate from the AP examination for AP Physics C: Mechanics. Before 2006, test-takers paid only once and were given the choice of taking either one or two parts of the Physics C test. Format The exam is typically administered on a Monday afternoon in May. The exam is configured in two categories: a 35-question multiple choice section and a 3-question free response section. Test takers are allowed to use an approved calculator during the entire exam. The test is weighted such that each section is worth half of the final score. This and AP Physics C: Mechanics are the shortest AP exams, with Document 1::: A magnetic circuit is made up of one or more closed loop paths containing a magnetic flux. The flux is usually generated by permanent magnets or electromagnets and confined to the path by magnetic cores consisting of ferromagnetic materials like iron, although there may be air gaps or other materials in the path. Magnetic circuits are employed to efficiently channel magnetic fields in many devices such as electric motors, generators, transformers, relays, lifting electromagnets, SQUIDs, galvanometers, and magnetic recording heads. The relation between magnetic flux, magnetomotive force, and magnetic reluctance in an unsaturated magnetic circuit can be described by Hopkinson's law, which bears a superficial resemblance to Ohm's law in electrical circuits, resulting in a one-to-one correspondence between properties of a magnetic circuit and an analogous electric circuit. Using this concept the magnetic fields of complex devices such as transformers can be quickly solved using the methods and techniques developed for electrical circuits. Some examples of magnetic circuits are: horseshoe magnet with iron keeper (low-reluctance circuit) horseshoe magnet with no keeper (high-reluctance circuit) electric motor (variable-reluctance circuit) some types of pickup cartridge (variable-reluctance circuits) Magnetomotive force (MMF) Similar to the way that electromotive force (EMF) drives a current of electrical charge in electrical circuits, magnetomotive force (MMF) 'drives' magnetic flux through magnetic circuits. The term 'magnetomotive force', though, is a misnomer since it is not a force nor is anything moving. It is perhaps better to call it simply MMF. In analogy to the definition of EMF, the magnetomotive force around a closed loop is defined as: The MMF represents the potential that a hypothetical magnetic charge would gain by completing the loop. The magnetic flux that is driven is not a current of magnetic charge; it merely has the same relationshi Document 2::: In electromagnetism, the magnetic moment is the magnetic strength and orientation of a magnet or other object that produces a magnetic field, expressed as a vector. Examples of objects that have magnetic moments include loops of electric current (such as electromagnets), permanent magnets, elementary particles (such as electrons), composite particles (such as protons and neutrons), various molecules, and many astronomical objects (such as many planets, some moons, stars, etc). More precisely, the term magnetic moment normally refers to a system's magnetic dipole moment, the component of the magnetic moment that can be represented by an equivalent magnetic dipole: a magnetic north and south pole separated by a very small distance. The magnetic dipole component is sufficient for small enough magnets or for large enough distances. Higher-order terms (such as the magnetic quadrupole moment) may be needed in addition to the dipole moment for extended objects. The magnetic dipole moment of an object determines the magnitude of torque that the object experiences in a given magnetic field. Objects with larger magnetic moments experience larger torques when the same magnetic field is applied. The strength (and direction) of this torque depends not only on the magnitude of the magnetic moment but also on its orientation relative to the direction of the magnetic field. The magnetic moment may therefore be considered to be a vector. The direction of the magnetic moment points from the south to north pole of the magnet (inside the magnet). The magnetic field of a magnetic dipole is proportional to its magnetic dipole moment. The dipole component of an object's magnetic field is symmetric about the direction of its magnetic dipole moment, and decreases as the inverse cube of the distance from the object. Definition, units, and measurement Definition The magnetic moment can be defined as a vector relating the aligning torque on the object from an externally applied magnetic 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 ampere-turn (symbol A⋅t) is the MKS (metre–kilogram–second) unit of magnetomotive force (MMF), represented by a direct current of one ampere flowing in a single-turn loop in a vacuum. "Turns" refers to the winding number of an electrical conductor composing an inductor. For example, a current of flowing through a coil of 10 turns produces an MMF of . The corresponding physical quantity is N⋅I, the product of the number of turns, N, and the current, I; it has been used in industry, specifically, US-based coil-making industries. By maintaining the same current and increasing the number of loops or turns of the coil, the strength of the magnetic field increases because each loop or turn of the coil sets up its own magnetic field. The magnetic field unites with the fields of the other loops to produce the field around the entire coil, making the total magnetic field stronger. The strength of the magnetic field is not linearly related to the ampere-turns when a magnetic material is used as a part of the system. Also, the material within the magnet carrying the magnetic flux "saturates" at some point, after which adding more ampere-turns has little effect. The ampere-turn corresponds to gilberts, the corresponding CGS unit. In Thomas Edison's laboratory Francis Upton was the lead mathematician. Trained with Helmholtz in Germany, he used weber as the name of the unit of current, modified to ampere later: When conducting his investigations, Upton always noted the Weber turns and with his other data had all that was necessary to put the results of his work in proper form. He discovered that a Weber turn (that is, an ampere turn) was a constant factor, a given number of which always produced the same effect magnetically. See also Inductance Solenoid The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. The combined magnetic force of the magnetized wire coil and iron bar makes an electromagnet what? A. very reduced B. very heavy C. very strong D. Very light Answer:
ai2_arc-98	multiple_choice	A plant that grows red flowers was crossed with the same kind of plant that grows white flowers. Their offspring grew pink flowers. Which best explains why the offspring grew pink flowers?	[ "The offspring experienced a genetic mutation.", "The offspring resulted from asexual reproduction.", "The genes for flower color exhibited incomplete dominance.", "A gene for pink-colored flowers was recessive in one of the parents." ]	C		Relavent Documents: Document 0::: A monohybrid cross is a cross between two organisms with different variations at one genetic locus of interest. The character(s) being studied in a monohybrid cross are governed by two or multiple variations for a single location of a gene. Then carry out such a cross, each parent is chosen to be homozygous or true breeding for a given trait (locus). When a cross satisfies the conditions for a monohybrid cross, it is usually detected by a characteristic distribution of second-generation (F2) offspring that is sometimes called the monohybrid ratio. Usage Generally, the monohybrid cross is used to determine the dominance relationship between two alleles. The cross begins with the parental generation. One parent is homozygous for one allele, and the other parent is homozygous for the other allele. The offspring make up the first filial (F1) generation. Every member of the F1 generation is heterozygous and the phenotype of the F1 generation expresses the dominant trait. Crossing two members of the F1 generation produces the second filial (F2) generation. Probability theory predicts that three quarters of the F2 generation will have the dominant allele's phenotype. And the remaining quarter of the F2s will have the recessive allele's phenotype. This predicted 3:1 phenotypic ratio assumes Mendelian inheritance. Mendel's experiment with peas (Pisum sativum) Gregor Mendel (1822–1884) was an Austrian monk who theorized basic rules of inheritance. From 1858 to 1866, he bred garden peas (Pisum sativum) in his monastery garden and analyzed the offspring of these matings. The garden pea was chosen as an experimental organism because many varieties were available that bred true for qualitative traits and their pollination could be manipulated. The seven variable characteristics Mendel investigated in pea plants were. seed texture (round vs wrinkled) seed color (yellow vs green) flower color (white vs purple) growth habit (tall vs dwarf) pod shape (pinched or inf Document 1::: Plant genetics is the study of genes, genetic variation, and heredity specifically in plants. It is generally considered a field of biology and botany, but intersects frequently with many other life sciences and is strongly linked with the study of information systems. Plant genetics is similar in many ways to animal genetics but differs in a few key areas. The discoverer of genetics was Gregor Mendel, a late 19th-century scientist and Augustinian friar. Mendel studied "trait inheritance", patterns in the way traits are handed down from parents to offspring. He observed that organisms (most famously pea plants) inherit traits by way of discrete "units of inheritance". This term, still used today, is a somewhat ambiguous definition of what is referred to as a gene. Much of Mendel's work with plants still forms the basis for modern plant genetics. Plants, like all known organisms, use DNA to pass on their traits. Animal genetics often focuses on parentage and lineage, but this can sometimes be difficult in plant genetics due to the fact that plants can, unlike most animals, be self-fertile. Speciation can be easier in many plants due to unique genetic abilities, such as being well adapted to polyploidy. Plants are unique in that they are able to produce energy-dense carbohydrates via photosynthesis, a process which is achieved by use of chloroplasts. Chloroplasts, like the superficially similar mitochondria, possess their own DNA. Chloroplasts thus provide an additional reservoir for genes and genetic diversity, and an extra layer of genetic complexity not found in animals. The study of plant genetics has major economic impacts: many staple crops are genetically modified to increase yields, confer pest and disease resistance, provide resistance to herbicides, or to increase their nutritional value. History The earliest evidence of plant domestication found has been dated to 11,000 years before present in ancestral wheat. While initially selection may have happene Document 2::: Variation and Evolution in Plants is a book written by G. Ledyard Stebbins, published in 1950. It is one of the key publications embodying the modern synthesis of evolution and genetics, as the first comprehensive publication to discuss the relationship between genetics and natural selection in plants. The book has been described by plant systematist Peter H. Raven as "the most important book on plant evolution of the 20th century" and it remains one of the most cited texts on plant evolution. Origin The book is based on the Jesup Lectures that Stebbins delivered at Columbia University in October and November 1946 and is a synthesis of his ideas and the then current research on the evolution of seed plants in terms of genetics. Contents The book is written in fourteen parts: Description and analysis of variation patterns Examples of variation patterns within species and genera The basis of individual variation Natural selection and variation in populations Genetic systems as factors in evolution Isolation and the origin of species Hybridization and its effects Polyploidy I: occurrence and nature of polyploid types Polyploidy II: geographic distribution and significance of polyploidy Apomixis in relation to variation and evolution Structural hybridity and the genetic system Evolutionary trends I: the karyotype Evolutionary trends II: External morphology Fossils, modern distribution patterns and rates of evolution Significance The 643-page book cites more than 1,250 references and was the longest of the four books associated with the modern evolutionary synthesis. The other key works of the modern synthesis, whose publication also followed their authors' Jesup lectures, are Theodosius Dobzhansky's Genetics and the Origin of Species, Ernst Mayr's Systematics and the Origin of Species and George Gaylord Simpson's Tempo and Mode in Evolution. The great significance of Variation and Evolution in Plants is that it effectively killed any serious belief in altern Document 3::: An F1 hybrid (also known as filial 1 hybrid) is the first filial generation of offspring of distinctly different parental types. F1 hybrids are used in genetics, and in selective breeding, where the term F1 crossbreed may be used. The term is sometimes written with a subscript, as F hybrid. Subsequent generations are called F, F, etc. The offspring of distinctly different parental types produce a new, uniform phenotype with a combination of characteristics from the parents. In fish breeding, those parents frequently are two closely related fish species, while in plant and animal breeding, the parents often are two inbred lines. Gregor Mendel focused on patterns of inheritance and the genetic basis for variation. In his cross-pollination experiments involving two true-breeding, or homozygous, parents, Mendel found that the resulting F1 generation was heterozygous and consistent. The offspring showed a combination of the phenotypes from each parent that were genetically dominant. Mendel's discoveries involving the F1 and F2 generations laid the foundation for modern genetics. Production of F1 hybrids In plants Crossing two genetically different plants produces a hybrid seed. This can happen naturally, and includes hybrids between species (for example, peppermint is a sterile F1 hybrid of watermint and spearmint). In agronomy, the term F1 hybrid is usually reserved for agricultural cultivars derived from two-parent cultivars. These F1 hybrids are usually created by means of controlled pollination, sometimes by hand pollination. For annual plants such as tomato and maize, F1 hybrids must be produced each season. For mass production of F1 hybrids with uniform phenotype, the parent plants must have predictable genetic effects on the offspring. Inbreeding and selection for uniformity for multiple generations ensures that the parent lines are almost homozygous. The divergence between the (two) parent lines promotes improved growth and yield characteristics in offspri Document 4::: Barbara Ambrose is a botanist working in the field of Plant Evolutionary Developmental Biology (Evo-Devo). As the Director of Laboratory Research at the New York Botanical Garden, Ambrose is a prolific scholar and leader and mentor in her field who is interested in patterns in plant diversity on macro and micro scales. Education Ambrose earned a Ph.D. in Biology from the University of California, San Diego in June 2000, starting her career as a developmental geneticist working on maize (Zea mays) flowers. She also holds a B.Sc. in Biology from University of the Virgin Islands, St. Thomas which she earned in 1994. One of Ambrose's Ph.D. articles Molecular and genetic analyses of the Silky1 gene reveal conservation in floral organ specification between eudicots and monocots, published in Molecular Cell was one of the first Plant Evo-Devo papers, and has been cited nearly 500 times, as per Google Scholar metrics. Career National Autonomous University of Mexico Ambrose began her career first as a National Science Foundation International Postdoctoral fellow (2000-2002) and then as a Postdoctoral Fellow (2002–2003) at the National Autonomous University of Mexico (UNAM) in Mexico. During this time, her work was also focused on floral evo-devo in Lacandonia schismatica, a monocot with inside-out flowers. Massey University Ambrose was next a Lecturer in the Institute of Molecular BioScience (IMBS) at Massey University in New Zealand from October 2003 until August 2008, where here research focused on the control of plant development at the molecular level, including Evo-Devo research related to fruit. At Massey, Ambrose was involved in the planning of the Manawatu Microscopy & Imaging Centre (MMIC). She also developed a course in Plant Development and worked on a project with Plant Biology and Massey gardening staff to label plants in the living collection, making this collection more accessible. City University of New York Since 2008, Ambrose has been an adjunct prof The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. A plant that grows red flowers was crossed with the same kind of plant that grows white flowers. Their offspring grew pink flowers. Which best explains why the offspring grew pink flowers? A. The offspring experienced a genetic mutation. B. The offspring resulted from asexual reproduction. C. The genes for flower color exhibited incomplete dominance. D. A gene for pink-colored flowers was recessive in one of the parents. Answer:
ai2_arc-732	multiple_choice	A chicken is able to gain energy that came from the Sun by	[ "eating seeds.", "drinking water.", "laying eggs.", "breathing oxygen." ]	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 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::: 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 3::: 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 4::: Tech City College (Formerly STEM Academy) is a free school sixth form located in the Islington area of the London Borough of Islington, England. It originally opened in September 2013, as STEM Academy Tech City and specialised in Science, Technology, Engineering and Maths (STEM) and the Creative Application of Maths and Science. In September 2015, STEM Academy joined the Aspirations Academy Trust was renamed Tech City College. Tech City College offers A-levels and BTECs as programmes of study for students. The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. A chicken is able to gain energy that came from the Sun by A. eating seeds. B. drinking water. C. laying eggs. D. breathing oxygen. Answer:
sciq-3070	multiple_choice	What is determined by the energy of the disturbance that causes the wave?	[ "Ohm", "wavelength", "wave amplitude", "frequency" ]	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 wavenumber–frequency diagram is a plot displaying the relationship between the wavenumber (spatial frequency) and the frequency (temporal frequency) of certain phenomena. Usually frequencies are placed on the vertical axis, while wavenumbers are placed on the horizontal axis. In the atmospheric sciences, these plots are a common way to visualize atmospheric waves. In the geosciences, especially seismic data analysis, these plots also called f–k plot, in which energy density within a given time interval is contoured on a frequency-versus-wavenumber basis. They are used to examine the direction and apparent velocity of seismic waves and in velocity filter design. Origins In general, the relationship between wavelength , frequency , and the phase velocity of a sinusoidal wave is: Using the wavenumber () and angular frequency () notation, the previous equation can be rewritten as On the other hand, the group velocity is equal to the slope of the wavenumber–frequency diagram: Analyzing such relationships in detail often yields information on the physical properties of the medium, such as density, composition, etc. See also Dispersion relation Document 2::: Wave loading is most commonly the application of a pulsed or wavelike load to a material or object. This is most commonly used in the analysis of piping, ships, or building structures which experience wind, water, or seismic disturbances. Examples of wave loading Offshore storms and pipes: As large waves pass over shallowly buried pipes, water pressure increases above it. As the trough approaches, pressure over the pipe drops and this sudden and repeated variation in pressure can break pipes. The difference in pressure for a wave with wave height of about 10 m would be equivalent to one atmosphere (101.3 kPa or 14.7 psi) pressure variation between crest and trough and repeated fluctuations over pipes in relatively shallow environments could set up resonance vibrations within pipes or structures and cause problems. Engineering oil platforms: The effects of wave-loading are a serious issue for engineers designing oil platforms, which must contend with the effects of wave loading, and have devised a number of algorithms to do so. Document 3::: Particle displacement or displacement amplitude is a measurement of distance of the movement of a sound particle from its equilibrium position in a medium as it transmits a sound wave. The SI unit of particle displacement is the metre (m). In most cases this is a longitudinal wave of pressure (such as sound), but it can also be a transverse wave, such as the vibration of a taut string. In the case of a sound wave travelling through air, the particle displacement is evident in the oscillations of air molecules with, and against, the direction in which the sound wave is travelling. A particle of the medium undergoes displacement according to the particle velocity of the sound wave traveling through the medium, while the sound wave itself moves at the speed of sound, equal to in air at . Mathematical definition Particle displacement, denoted δ, is given by where v is the particle velocity. Progressive sine waves The particle displacement of a progressive sine wave is given by where is the amplitude of the particle displacement; is the phase shift of the particle displacement; is the angular wavevector; is the angular frequency. It follows that the particle velocity and the sound pressure along the direction of propagation of the sound wave x are given by where is the amplitude of the particle velocity; is the phase shift of the particle velocity; is the amplitude of the acoustic pressure; is the phase shift of the acoustic pressure. Taking the Laplace transforms of v and p with respect to time yields Since , the amplitude of the specific acoustic impedance is given by Consequently, the amplitude of the particle displacement is related to those of the particle velocity and the sound pressure by See also Sound Sound particle Particle velocity Particle acceleration Document 4::: In physics, a transverse wave is a wave that oscillates perpendicularly to the direction of the wave's advance. In contrast, a longitudinal wave travels in the direction of its oscillations. All waves move energy from place to place without transporting the matter in the transmission medium if there is one. Electromagnetic waves are transverse without requiring a medium. The designation “transverse” indicates the direction of the wave is perpendicular to the displacement of the particles of the medium through which it passes, or in the case of EM waves, the oscillation is perpendicular to the direction of the wave. A simple example is given by the waves that can be created on a horizontal length of string by anchoring one end and moving the other end up and down. Another example is the waves that are created on the membrane of a drum. The waves propagate in directions that are parallel to the membrane plane, but each point in the membrane itself gets displaced up and down, perpendicular to that plane. Light is another example of a transverse wave, where the oscillations are the electric and magnetic fields, which point at right angles to the ideal light rays that describe the direction of propagation. Transverse waves commonly occur in elastic solids due to the shear stress generated; the oscillations in this case are the displacement of the solid particles away from their relaxed position, in directions perpendicular to the propagation of the wave. These displacements correspond to a local shear deformation of the material. Hence a transverse wave of this nature is called a shear wave. Since fluids cannot resist shear forces while at rest, propagation of transverse waves inside the bulk of fluids is not possible. In seismology, shear waves are also called secondary waves or S-waves. Transverse waves are contrasted with longitudinal waves, where the oscillations occur in the direction of the wave. The standard example of a longitudinal wave is a sound wave or " The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What is determined by the energy of the disturbance that causes the wave? A. Ohm B. wavelength C. wave amplitude D. frequency Answer:
sciq-2662	multiple_choice	The fundamental unit of time, the second, is based on what type of clock?	[ "atomic clock", "gravity clock", "quantum clock", "eternal clock" ]	A		Relavent Documents: Document 0::: In physics, time is defined by its measurement: time is what a clock reads. In classical, non-relativistic physics, it is a scalar quantity (often denoted by the symbol ) and, like length, mass, and charge, is usually described as a fundamental quantity. Time can be combined mathematically with other physical quantities to derive other concepts such as motion, kinetic energy and time-dependent fields. Timekeeping is a complex of technological and scientific issues, and part of the foundation of recordkeeping. Markers of time Before there were clocks, time was measured by those physical processes which were understandable to each epoch of civilization: the first appearance (see: heliacal rising) of Sirius to mark the flooding of the Nile each year the periodic succession of night and day, seemingly eternally the position on the horizon of the first appearance of the sun at dawn the position of the sun in the sky the marking of the moment of noontime during the day the length of the shadow cast by a gnomon Eventually, it became possible to characterize the passage of time with instrumentation, using operational definitions. Simultaneously, our conception of time has evolved, as shown below. The unit of measurement of time: the second In the International System of Units (SI), the unit of time is the second (symbol: ). It is a SI base unit, and has been defined since 1967 as "the duration of [cycles] of the radiation corresponding to the transition between the two hyperfine levels of the ground state of the caesium 133 atom". This definition is based on the operation of a caesium atomic clock. These clocks became practical for use as primary reference standards after about 1955, and have been in use ever since. The state of the art in timekeeping The UTC timestamp in use worldwide is an atomic time standard. The relative accuracy of such a time standard is currently on the order of 10−15 (corresponding to 1 second in approximately 30 million years). The smalle Document 1::: Clock angle problems are a type of mathematical problem which involve finding the angle between the hands of an analog clock. Math problem Clock angle problems relate two different measurements: angles and time. The angle is typically measured in degrees from the mark of number 12 clockwise. The time is usually based on a 12-hour clock. A method to solve such problems is to consider the rate of change of the angle in degrees per minute. The hour hand of a normal 12-hour analogue clock turns 360° in 12 hours (720 minutes) or 0.5° per minute. The minute hand rotates through 360° in 60 minutes or 6° per minute. Equation for the angle of the hour hand where: is the angle in degrees of the hand measured clockwise from the 12 is the hour. is the minutes past the hour. is the number of minutes since 12 o'clock. Equation for the angle of the minute hand where: is the angle in degrees of the hand measured clockwise from the 12 o'clock position. is the minute. Example The time is 5:24. The angle in degrees of the hour hand is: The angle in degrees of the minute hand is: Equation for the angle between the hands The angle between the hands can be found using the following formula: where is the hour is the minute If the angle is greater than 180 degrees then subtract it from 360 degrees. Example 1 The time is 2:20. Example 2 The time is 10:16. When are the hour and minute hands of a clock superimposed? The hour and minute hands are superimposed only when their angle is the same. is an integer in the range 0–11. This gives times of: 0:00, 1:05., 2:10., 3:16., 4:21., 5:27.. 6:32., 7:38., 8:43., 9:49., 10:54., and 12:00. (0. minutes are exactly 27. seconds.) See also Clock position Document 2::: The chronomètre is a precursor of the metronome. It was invented circa 1694 by Étienne Loulié to record the preferred tempo of pieces of music. The Device Musician Étienne Loulié collaborated with mathematician Joseph Sauveur on the education of Philippe, Duke of Chartres, who subsequently asked the pair to work together on a scientific study of acoustics sponsored by the Royal Academy of Science circa 1694. To measure scientifically the number of beats per second caused by different dissonances, they used the "seconds pendulum" invented by Galileo earlier in the century. It doubtlessly was these experiments, on top of his lessons to Chartres, that gave Loulié the idea for his chronomètre, a precursor of the metronome. In his Éléments (Paris: Ballard, 1696) — which resumes the lessons Loulié had given to Chartres and is dedicated to the prince — Loulié described this invention, complete with an engraving of the device. (A translation of Loulié's description is provided below.) The device is basically a Galilean seconds pendulum disguised as a classical column. It consists of a six-foot-tall vertical "ruler" marked off in inches, with a little peg-hole at every inch. From the right-angle bar that protrudes at the capital of the Ionic capital, hangs a string with a plumb bob at the end. The length of the string — and therefore the speed of the pendulum swings — can be adjusted by moving the peg at the other end of the string up and down the vertical board and inserting it in one peg-hole or another. The shorter the string, the more rapid the swings; the longer the string, the slower the swings. To specify the tempo of a piece, the composer could henceforth test the tempo at a variety of peg holes and, having determined the right tempo, could mark at the top of a piece the note value that represented the musical beat, plus the number of the hole into which the peg had been inserted. Sauveur subsequently criticized the device because it was measured in inches, wh Document 3::: The Climate Clock is a graphic to demonstrate how quickly the planet is approaching 1.5 °C of global warming, given current emissions trends. It also shows the amount of CO2 already emitted, and the global warming to date. The Climate Clock was launched in 2015 to provide a measuring stick against which viewers can track climate change mitigation progress. The date shown when humanity reaches 1.5°C will move closer as emissions rise, and further away as emissions decrease. An alternative view projects the time remaining to 2.0°C of warming. The clock is updated every year to reflect the latest global CO2 emissions trend and rate of climate warming. As of June 2022, the clock counts down towards late July 2029. On September 20, 2021, the clock was delayed to July 28, 2028, likely because of the COP26 Conference and the land protection by indigenous peoples. The clock is hosted by Human Impact Lab, itself part of Concordia University. Organisations supporting the climate clock include Concordia University, the David Suzuki Foundation, Future Earth, and the Climate Reality Project. Relevance 1.5 °C is an important threshold for many climate impacts, as shown by the Special Report on Global Warming of 1.5 °C. Every increment to global temperature is expected to increase weather extremes, such as heat waves and extreme precipitation events. There is also the risk of irreversible ice sheet loss. Consequent sea level rise also increases sharply between 1.5 °C and 2 °C, and virtually all corals could be wiped out at 2 °C warming. The New York Climate Clock In late September 2020, artists and activists, Gan Golan, Katie Peyton Hofstadter, Adrian Carpenter and Andrew Boyd repurposed the Metronome in Union Square in New York City to show the Climate Clock. The goal was to "remind the world every day just how perilously close we are to the brink." This is in juxtaposition to the Doomsday Clock, which measures a variety of factors that could lead to "destroying the world" u Document 4::: A timer is a type of clock used for measuring specific times. Timers can be categorized into two main types. The word "timer" is usually reserved for devices that count down from a specified time interval called a countdown timer, while devices that do the opposite, measuring elapsed time by counting upwards from zero, are called stopwatches. A simple example of the first type is an hourglass. Working method timers have two main groups: hardware and software timers. Most timers give an indication that the time interval that had been set has expired - such as a loud noise. Time switches, timing mechanisms that activate a switch, are sometimes also called "timers." Hardware Mechanical Mechanical timers use clockwork to measure time. Manual timers are typically set by turning a dial to the time interval desired, turning the dial stores energy in a mainspring to run the mechanism. They function similarly to a mechanical alarm clock, the energy in the mainspring causes a balance wheel to rotate back and forth. Each swing of the wheel releases the gear train to move forward by a small fixed amount, causing the dial to move steadily backward until it reaches zero when a lever arm strikes a bell. The mechanical kitchen timer was invented in 1926 called a fan fly that spins against air resistance, low-precision mechanical egg-timers are sometimes of this type. The simplest and oldest type of mechanical timer is the hourglass - which is also known as "the glass of the hour" - in which a fixed amount of sand drains through a narrow opening from one chamber to another to measure a time interval. Electromechanical Short-period bimetallic electromechanical timers use a thermal mechanism, with a metal finger made of strips of two metals with different rates of thermal expansion sandwiched together, steel and bronze are common. An electric current flowing through this finger causes heating of the metals, one side expands less than the other, and an electrical contact on The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. The fundamental unit of time, the second, is based on what type of clock? A. atomic clock B. gravity clock C. quantum clock D. eternal clock Answer:
sciq-7840	multiple_choice	Where are sponges most likely anchored to?	[ "sand", "sea floor", "beaches", "reef or rock" ]	D		Relavent Documents: Document 0::: The Sponge Reef Project is a binational scientific project between Germany and Canada to study the sponge reefs off British Columbia, Canada, reefs formed by sponges of the Hexactinellid family. The project was started in 1999, following the discovery of the reefs in 1991; earlier, this reef type was thought to have existed mainly in the Jurassic period. External links The Sponge Reef Project B.C.'s Reefs Among Science's Great Finds \| Straight.com Reefs of the Pacific Ocean Reefs Document 1::: Sponge reefs are reefs produced by sea sponges. All modern sponge reefs are formed by hexactinellid sponges, which have a skeleton made of silica, and are often referred to as glass sponges. Such reefs are now very rare, and found only in waters off the coast of British Columbia, Washington and southern Alaska. Recently sponge reefs were identified within the strait of Georgia and Howe sound close to Vancouver. Although common in the late Jurassic period, reef-building sponges were believed to have gone extinct during or shortly after the Cretaceous period, until the existing reefs were discovered in Queen Charlotte sound in 1987–1988 – hence these sometimes being dubbed living fossils. The reefs serve an important ecological function as habitat, breeding and nursery areas for fish and invertebrates but are currently threatened by the fishery, offshore oil and gas industries. Attempts are being made to protect these unique ecosystems through fishery closures and potentially the establishment of Marine Protected Areas (MPAs) around the sponge reefs. Characteristics of hexactinellid sponges Hexactinellids, or "glassy" sponges are characterized by a rigid framework of spicules made of silica. Unlike other poriferans, hexactinellids do not possess the ability to contract. Another unique feature of glassy sponges is that their tissues are made up almost entirely of syncytia. In a syncytium there are many nuclei in a continuous cytoplasm; nuclei are not packaged in discrete cells. As a result, the sponge has a distinctive electrical conduction system across its body. This allows the sponge to rapidly respond to disturbances such as a physical impact or excessive sediment in the water. The sponge's response is to stop feeding. It will try to resume feeding after 20–30 minutes, but will stop again if the irritation is still present. Hexactinellids are exclusively marine and are found throughout the world in deep (>1000 m) oceans. Individual sponges grow at a rate of 0– Document 2::: Sponge grounds, also known as sponge aggregations, are intertidal to deep-sea habitats formed by large accumulations of sponges (glass sponges and/or demosponges), often dominated by a few massive species. Sponge grounds were already reported more than 150 years ago, but the habitat was first fully recognized, studied and described in detail around the Faroe Islands during the inter-Nordic BIOFAR 1 programme 1987–90. These were called Ostur (meaning "cheese" and referring to the appearance of the sponges) by the local fishermen and this name has to some extent entered the scientific literature. Sponge grounds were later found elsewhere in the Northeast Atlantic and in the Northwest Atlantic, as well as near Antarctica. They are now known from many other places worldwide and recognized as key marine habitats. Sponge grounds are important habitats supporting diverse ecosystems. During a study of outer shelf and upper slope sponge grounds at the Faroe Islands, 242 invertebrate species were found in the vicinity and 115 were associated with the sponges. In general, fish fauna associated with sponge grounds are poorly known, but include rockfish and gadiforms. Sponge grounds are threatened, especially by bottom trawling and other fishing gear, dredging, oil and gas exploration and undersea cables, but potentially also by deep sea mining, carbon dioxide sequestration, pollution and climate change. Prehistoric sponge grounds By studying spicules in sediments cores taken from sponge grounds on the slopes of the Flemish Cap and Grand Bank (off Newfoundland, Canada), scientists managed to detect the presence of sponges in the past. The oldest record for Geodiidae sponges in this region was found in a long core collected in the slope of the Grand Bank, where typical sterraster spicules were found in the top of a submarine landslide deposit older than 25 000 BP. Continuous presence of sponges was recorded on the southeastern region of the Flemish Cap as far as 130 000 BP. It Document 3::: The Tjärnö Marine Laboratory is a marine science field station in Sweden. It is part of the University of Gothenburg and located on the island Tjärnö, Strömstad Municipality in the northern part of Bohuslän province. TML was founded as a field station for university education in marine biology in 1963. During the first half of 1970s TML became manned year round, and scientists began to choose TML for their permanent place of work. The activities have expanded and diversified. 70 people now work permanently at TML. Within 10 minutes by boat lies the Koster fjord, a 247 meter deep fissure fault between the Koster Islands and the mainland. It is in deep-water contact with the remaining Skagerrak, the North Sea and the Atlantic Ocean beyond, leading to oceanic salinity, 35 ‰, in the bottom water. This is the only true oceanic environment in Sweden, with the highest number of marine species in Sweden. Between 5000 and 10000 species are to be found in the Skagerrak, and more than 200 of them do not occur elsewhere in Swedish waters. For instance, cold water reefs of stony corals could be found. Annually, about 500 university students, mainly from Gothenburg, attend courses at TML, lasting from one week to one term. A large proportion of the education is devoted to identification of marine algal and animal species. Other courses are more concerned with ecology, including training in experiments and investigations. Field education, on research vessels, in smaller boats and at the shore, are common. The major research programs are directed towards marine ecology, presented under six programs – marine chemical ecology, evolution and genetics, biodiversity, biohydrodynamics, fishery biology and aquaculture, and integrated coastal zone management. Most scientists at TML belong to the Department of Marine Sciences at the University of Gothenburg. TML is a resource for regional industry, decision-makers and authorities, and gives support for the development of research-based Document 4::: Marine technology is defined by WEGEMT (a European association of 40 universities in 17 countries) as "technologies for the safe use, exploitation, protection of, and intervention in, the marine environment." In this regard, according to WEGEMT, the technologies involved in marine technology are the following: naval architecture, marine engineering, ship design, ship building and ship operations; oil and gas exploration, exploitation, and production; hydrodynamics, navigation, sea surface and sub-surface support, underwater technology and engineering; marine resources (including both renewable and non-renewable marine resources); transport logistics and economics; inland, coastal, short sea and deep sea shipping; protection of the marine environment; leisure and safety. Education and training According to the Cape Fear Community College of Wilmington, North Carolina, the curriculum for a marine technology program provides practical skills and academic background that are essential in succeeding in the area of marine scientific support. Through a marine technology program, students aspiring to become marine technologists will become proficient in the knowledge and skills required of scientific support technicians. The educational preparation includes classroom instructions and practical training aboard ships, such as how to use and maintain electronic navigation devices, physical and chemical measuring instruments, sampling devices, and data acquisition and reduction systems aboard ocean-going and smaller vessels, among other advanced equipment. As far as marine technician programs are concerned, students learn hands-on to trouble shoot, service and repair four- and two-stroke outboards, stern drive, rigging, fuel & lube systems, electrical including diesel engines. Relationship to commerce Marine technology is related to the marine science and technology industry, also known as maritime commerce. The Executive Office of Housing and Economic Development (EOHED The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Where are sponges most likely anchored to? A. sand B. sea floor C. beaches D. reef or rock Answer:
sciq-6151	multiple_choice	Kirchhoff’s second rule (the loop rule) is an application of conservation of what?	[ "mineral", "Rock", "energy", "heating" ]	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::: Engineering mathematics is a branch of applied mathematics concerning mathematical methods and techniques that are typically used in engineering and industry. Along with fields like engineering physics and engineering geology, both of which may belong in the wider category engineering science, engineering mathematics is an interdisciplinary subject motivated by engineers' needs both for practical, theoretical and other considerations outside their specialization, and to deal with constraints to be effective in their work. Description Historically, engineering mathematics consisted mostly of applied analysis, most notably: differential equations; real and complex analysis (including vector and tensor analysis); approximation theory (broadly construed, to include asymptotic, variational, and perturbative methods, representations, numerical analysis); Fourier analysis; potential theory; as well as linear algebra and applied probability, outside of analysis. These areas of mathematics were intimately tied to the development of Newtonian physics, and the mathematical physics of that period. This history also left a legacy: until the early 20th century subjects such as classical mechanics were often taught in applied mathematics departments at American universities, and fluid mechanics may still be taught in (applied) mathematics as well as engineering departments. The success of modern numerical computer methods and software has led to the emergence of computational mathematics, computational science, and computational engineering (the last two are sometimes lumped together and abbreviated as CS&E), which occasionally use high-performance computing for the simulation of phenomena and the solution of problems in the sciences and engineering. These are often considered interdisciplinary fields, but are also of interest to engineering mathematics. Specialized branches include engineering optimization and engineering statistics. Engineering mathematics in tertiary educ 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::: Scientific laws or laws of science are statements, based on repeated experiments or observations, that describe or predict a range of natural phenomena. The term law has diverse usage in many cases (approximate, accurate, broad, or narrow) across all fields of natural science (physics, chemistry, astronomy, geoscience, biology). Laws are developed from data and can be further developed through mathematics; in all cases they are directly or indirectly based on empirical evidence. It is generally understood that they implicitly reflect, though they do not explicitly assert, causal relationships fundamental to reality, and are discovered rather than invented. Scientific laws summarize the results of experiments or observations, usually within a certain range of application. In general, the accuracy of a law does not change when a new theory of the relevant phenomenon is worked out, but rather the scope of the law's application, since the mathematics or statement representing the law does not change. As with other kinds of scientific knowledge, scientific laws do not express absolute certainty, as mathematical theorems or identities do. A scientific law may be contradicted, restricted, or extended by future observations. A law can often be formulated as one or several statements or equations, so that it can predict the outcome of an experiment. Laws differ from hypotheses and postulates, which are proposed during the scientific process before and during validation by experiment and observation. Hypotheses and postulates are not laws, since they have not been verified to the same degree, although they may lead to the formulation of laws. Laws are narrower in scope than scientific theories, which may entail one or several laws. Science distinguishes a law or theory from facts. Calling a law a fact is ambiguous, an overstatement, or an equivocation. The nature of scientific laws has been much discussed in philosophy, but in essence scientific laws are simply empirical Document 4::: 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. The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Kirchhoff’s second rule (the loop rule) is an application of conservation of what? A. mineral B. Rock C. energy D. heating Answer:
sciq-1525	multiple_choice	What do you call elements that contain only atoms of one type of element?	[ "noble gases", "reactive elements", "native elements", "typical elements" ]	C		Relavent Documents: Document 0::: The periodic table is an arrangement of the chemical elements, structured by their atomic number, electron configuration and recurring chemical properties. In the basic form, elements are presented in order of increasing atomic number, in the reading sequence. Then, rows and columns are created by starting new rows and inserting blank cells, so that rows (periods) and columns (groups) show elements with recurring properties (called periodicity). For example, all elements in group (column) 18 are noble gases that are largely—though not completely—unreactive. The history of the periodic table reflects over two centuries of growth in the understanding of the chemical and physical properties of the elements, with major contributions made by Antoine-Laurent de Lavoisier, Johann Wolfgang Döbereiner, John Newlands, Julius Lothar Meyer, Dmitri Mendeleev, Glenn T. Seaborg, and others. Early history Nine chemical elements – carbon, sulfur, iron, copper, silver, tin, gold, mercury, and lead, have been known since before antiquity, as they are found in their native form and are relatively simple to mine with primitive tools. Around 330 BCE, the Greek philosopher Aristotle proposed that everything is made up of a mixture of one or more roots, an idea originally suggested by the Sicilian philosopher Empedocles. The four roots, which the Athenian philosopher Plato called elements, were earth, water, air and fire. Similar ideas about these four elements existed in other ancient traditions, such as Indian philosophy. A few extra elements were known in the age of alchemy: zinc, arsenic, antimony, and bismuth. Platinum was also known to pre-Columbian South Americans, but knowledge of it did not reach Europe until the 16th century. First categorizations The history of the periodic table is also a history of the discovery of the chemical elements. The first person in recorded history to discover a new element was Hennig Brand, a bankrupt German merchant. Brand tried to discover Document 1::: 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 Document 2::: In chemistry and physics, the iron group refers to elements that are in some way related to iron; mostly in period (row) 4 of the periodic table. The term has different meanings in different contexts. In chemistry, the term is largely obsolete, but it often means iron, cobalt, and nickel, also called the iron triad; or, sometimes, other elements that resemble iron in some chemical aspects. In astrophysics and nuclear physics, the term is still quite common, and it typically means those three plus chromium and manganese—five elements that are exceptionally abundant, both on Earth and elsewhere in the universe, compared to their neighbors in the periodic table. Titanium and vanadium are also produced in Type Ia supernovae. General chemistry In chemistry, "iron group" used to refer to iron and the next two elements in the periodic table, namely cobalt and nickel. These three comprised the "iron triad". They are the top elements of groups 8, 9, and 10 of the periodic table; or the top row of "group VIII" in the old (pre-1990) IUPAC system, or of "group VIIIB" in the CAS system. These three metals (and the three of the platinum group, immediately below them) were set aside from the other elements because they have obvious similarities in their chemistry, but are not obviously related to any of the other groups. The iron group and its alloys exhibit ferromagnetism. The similarities in chemistry were noted as one of Döbereiner's triads and by Adolph Strecker in 1859. Indeed, Newlands' "octaves" (1865) were harshly criticized for separating iron from cobalt and nickel. Mendeleev stressed that groups of "chemically analogous elements" could have similar atomic weights as well as atomic weights which increase by equal increments, both in his original 1869 paper and his 1889 Faraday Lecture. Analytical chemistry In the traditional methods of qualitative inorganic analysis, the iron group consists of those cations which have soluble chlorides; and are not precipitated 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::: In chemistry and physics, valence electrons are electrons in the outermost shell of an atom, and that can participate in the formation of a chemical bond if the outermost shell is not closed. In a single covalent bond, a shared pair forms with both atoms in the bond each contributing one valence electron. The presence of valence electrons can determine the element's chemical properties, such as its valence—whether it may bond with other elements and, if so, how readily and with how many. In this way, a given element's reactivity is highly dependent upon its electronic configuration. For a main-group element, a valence electron can exist only in the outermost electron shell; for a transition metal, a valence electron can also be in an inner shell. An atom with a closed shell of valence electrons (corresponding to a noble gas configuration) tends to be chemically inert. Atoms with one or two valence electrons more than a closed shell are highly reactive due to the relatively low energy to remove the extra valence electrons to form a positive ion. An atom with one or two electrons fewer than a closed shell is reactive due to its tendency either to gain the missing valence electrons and form a negative ion, or else to share valence electrons and form a covalent bond. Similar to a core electron, a valence electron has the ability to absorb or release energy in the form of a photon. An energy gain can trigger the electron to move (jump) to an outer shell; this is known as atomic excitation. Or the electron can even break free from its associated atom's shell; this is ionization to form a positive ion. When an electron loses energy (thereby causing a photon to be emitted), then it can move to an inner shell which is not fully occupied. Overview Electron configuration The electrons that determine valence – how an atom reacts chemically – are those with the highest energy. For a main-group element, the valence electrons are defined as those electrons residing in the e The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What do you call elements that contain only atoms of one type of element? A. noble gases B. reactive elements C. native elements D. typical elements Answer:
sciq-7583	multiple_choice	What is a homogeneous mixture also known as?	[ "mixture", "structure", "solution", "element" ]	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::: In chemistry, a mixture is a material made up of two or more different chemical substances which are not chemically bonded. A mixture is the physical combination of two or more substances in which the identities are retained and are mixed in the form of solutions, suspensions and colloids. Mixtures are one product of mechanically blending or mixing chemical substances such as elements and compounds, without chemical bonding or other chemical change, so that each ingredient substance retains its own chemical properties and makeup. Despite the fact that there are no chemical changes to its constituents, the physical properties of a mixture, such as its melting point, may differ from those of the components. Some mixtures can be separated into their components by using physical (mechanical or thermal) means. Azeotropes are one kind of mixture that usually poses considerable difficulties regarding the separation processes required to obtain their constituents (physical or chemical processes or, even a blend of them). Characteristics of mixtures All mixtures can be characterized as being separable by mechanical means (e.g. purification, distillation, electrolysis, chromatography, heat, filtration, gravitational sorting, centrifugation). Mixtures differ from chemical compounds in the following ways: the substances in a mixture can be separated using physical methods such as filtration, freezing, and distillation. there is little or no energy change when a mixture forms (see Enthalpy of mixing). The substances in a mixture keep its separate properties. In the example of sand and water, neither one of the two substances changed in any way when they are mixed. Although the sand is in the water it still keeps the same properties that it had when it was outside the water. mixtures have variable compositions, while compounds have a fixed, definite formula. when mixed, individual substances keep their properties in a mixture, while if they form a compound their properties 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::: In chemistry, the mass fraction of a substance within a mixture is the ratio (alternatively denoted ) of the mass of that substance to the total mass of the mixture. Expressed as a formula, the mass fraction is: Because the individual masses of the ingredients of a mixture sum to , their mass fractions sum to unity: Mass fraction can also be expressed, with a denominator of 100, as percentage by mass (in commercial contexts often called percentage by weight, abbreviated wt.% or % w/w; see mass versus weight). It is one way of expressing the composition of a mixture in a dimensionless size; mole fraction (percentage by moles, mol%) and volume fraction (percentage by volume, vol%) are others. When the prevalences of interest are those of individual chemical elements, rather than of compounds or other substances, the term mass fraction can also refer to the ratio of the mass of an element to the total mass of a sample. In these contexts an alternative term is mass percent composition. The mass fraction of an element in a compound can be calculated from the compound's empirical formula or its chemical formula. Terminology Percent concentration does not refer to this quantity. This improper name persists, especially in elementary textbooks. In biology, the unit "%" is sometimes (incorrectly) used to denote mass concentration, also called mass/volume percentage. A solution with 1g of solute dissolved in a final volume of 100mL of solution would be labeled as "1%" or "1% m/v" (mass/volume). This is incorrect because the unit "%" can only be used for dimensionless quantities. Instead, the concentration should simply be given in units of g/mL. Percent solution or percentage solution are thus terms best reserved for mass percent solutions (m/m, m%, or mass solute/mass total solution after mixing), or volume percent solutions (v/v, v%, or volume solute per volume of total solution after mixing). The very ambiguous terms percent solution and percentage solutions Document 4::: Homogenization or homogenisation is any of several processes used to make a mixture of two mutually non-soluble liquids the same throughout. This is achieved by turning one of the liquids into a state consisting of extremely small particles distributed uniformly throughout the other liquid. A typical example is the homogenization of milk, wherein the milk fat globules are reduced in size and dispersed uniformly through the rest of the milk. Definition Homogenization (from "homogeneous;" Greek, homogenes: homos, same + genos, kind) is the process of converting two immiscible liquids (i.e. liquids that are not soluble, in all proportions, one in another) into an emulsion (Mixture of two or more liquids that are generally immiscible). Sometimes two types of homogenization are distinguished: primary homogenization, when the emulsion is created directly from separate liquids; and secondary homogenization, when the emulsion is created by the reduction in size of droplets in an existing emulsion. Homogenization is achieved by a mechanical device called a homogenizer. Application One of the oldest applications of homogenization is in milk processing. It is normally preceded by "standardization" (the mixing of milk from several different herds or dairies to produce a more consistent raw milk prior to processing). The fat in milk normally separates from the water and collects at the top. Homogenization breaks the fat into smaller sizes so it no longer separates, allowing the sale of non-separating milk at any fat specification. Methods Milk homogenization is accomplished by mixing large amounts of harvested milk, then forcing the milk at high pressure through small holes. Milk homogenization is an essential tool of the milk food industry to prevent creating various levels of flavor and fat concentration. Another application of homogenization is in soft drinks like cola products. The reactant mixture is rendered to intense homogenization, to as much as 35,000 psi, so tha The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What is a homogeneous mixture also known as? A. mixture B. structure C. solution D. element Answer:
sciq-3482	multiple_choice	What is the name of artificial barriers that people build to protect shorelines?	[ "domes", "outcroppings", "seawalls", "breakwaters" ]	D		Relavent Documents: Document 0::: Barrier islands are a coastal landforms—a type of dune system and sand island—where an area of sand has been formed by wave and tidal action parallel to the mainland coast. They usually occur in chains, consisting of anything from a few islands to more than a dozen. They are subject to change during storms and other action, but absorb energy and protect the coastlines and create areas of protected waters where wetlands may flourish. A barrier chain may extend for hundreds of kilometers, with islands periodically separated by tidal inlets. The largest barrier island in the world is Padre Island of Texas, United States, at long. Sometimes an important inlet may close permanently, transforming an island into a peninsula, thus creating a barrier peninsula, often including a beach, barrier beach. Though many are long and narrow, the length and width of barriers and overall morphology of barrier coasts are related to parameters including tidal range, wave energy, sediment supply, sea-level trends, and basement controls. The amount of vegetation on the barrier has a large impact on the height and evolution of the island. Chains of barrier islands can be found along approximately 13-15% of the world's coastlines. They display different settings, suggesting that they can form and be maintained in a variety of environments. Numerous theories have been given to explain their formation. A human-made offshore structure constructed parallel to the shore is called a breakwater. In terms of coastal morphodynamics, it acts similarly to a naturally occurring barrier island by dissipating and reducing the energy of the waves and currents striking the coast. Hence, it is an important aspect of coastal engineering. Constituent parts Upper shoreface The shoreface is the part of the barrier where the ocean meets the shore of the island. The barrier island body itself separates the shoreface from the backshore and lagoon/tidal flat area. Characteristics common to the upper shoreface ar Document 1::: A marsh terrace is an artificially created berm that is built in a wetland to prevent erosion, reduce wave energy, and improve habitat for wildlife. Marsh terracing is most common throughout the upper Gulf Coast where it is used to prevent coastal erosion, with 980 linear km (609 mi) having been built in Texas and Louisiana alone over the past thirty years. The terraces catch sediment from rivers which is then colonized by plants to form marshland. Construction and design The design of marsh terraces depends on the local conditions such as wave strength and wind speed. There are several commonly used patterns, including chevrons (duck wings), straight lines, and square grids. Chevrons are the most effective pattern as wind can blow from any direction but there will still be calm water on at least one side of the chevron. One thing that must be considered is the type of soil, as some are more vulnerable to erosion than others. Soils heavy with clay and silt are more resistant than soils primarily composed of organic matter. Terraces are often built in shallow coastal ponds that may have been former marshland that has eroded away over time. Large berms, usually two to five meters in width, are built with material that is either dredged at the site or brought in as fill from inland. The berms themselves are often only a meter in height above sea level which allows it to be occasionally inundated with water and create the proper coastal plant community. Marshland terraces are a relatively new construction, so far has only been extensively used in the Gulf Coast of the United States. They were first built at the Sabine National Wildlife Refuge in 1990. In 2021, a plan to create marsh terraces in Virginia's Back Bay National Wildlife Refuge has been approved. This will be the first project of its kind to be done in the Mid-Atlantic region. Results Being only constructed recently, there have not been a lot of published studies on the effects of marsh terracing. How 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::: 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 Document 4::: The Spreckels Lake Model Yacht Facility, commonly referred to as "Spreckels Lake", is an artificial reservoir behind an earthen dam and adjoining clubhouse situated on the northern side of San Francisco's Golden Gate Park. Completed in mid-March 1904, the reservoir was built for the use of model boaters of all ages, interests, and skill levels, designed specifically for racing model sail and power boats and to propagate the skills and crafts necessary to build and sail competitive model boats of all types. The Spreckels Lake Model Yacht Facility is considered one of the finest examples and one of the most beautiful of the naturalistically styled, man-made model boating facilities in the world and is always open to anyone wishing to sail its waters with few restrictions. The facility is also the permanent home to the San Francisco Model Yacht Club (SFMYC), the organization at whose request Spreckels Lake and the adjoining clubhouses were built and whose history is and always will be irrevocably intertwined with the history of the facility. The Spreckels Lake Model Yacht Facility The lake Spreckels Lake is an artificial, clay-lined, reservoir holding around 7.8 million gallons (23.94 acre feet/29,530,000 liters) of non-potable (not-drinkable) well-water behind an earthen dam that forms its western edge, walkway, and the 36th Avenue roadbed, which crosses the top of the dam after entering Golden Gate Park at Fulton Street. Situated between 36th Avenue and 31st Avenue to the east, on the north side of the Park between Spreckels Lake Drive and Fulton Street to the north and John F. Kennedy Drive to the south, making it part of San Francisco's famed 49-Mile Scenic Drive, the lake is named for sugar-fortune heir and San Francisco Parks Commission President Adolph B. Spreckels. At a meeting of the Park Commissioners on Friday, January 29, 1904, over the objections of Spreckels who had wanted it called the "Model Yacht Lake", the other Commissioners named the lake in his The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What is the name of artificial barriers that people build to protect shorelines? A. domes B. outcroppings C. seawalls D. breakwaters Answer:
sciq-11076	multiple_choice	What is the process by which the remains of living things become fossils?	[ "petrification", "decomposition", "fossilization", "sublimation" ]	C		Relavent Documents: Document 0::: Biostratinomy is the study of the processes that take place after an organism dies but before its final burial. It is considered to be a subsection of the science of taphonomy, along with necrology (the study of the death of an organism) and diagenesis (the changes that take place after final burial). These processes are largely destructive, and include physical, chemical and biological effects: Physical effects non-exhaustively include transport, breakage and exhumation. Chemical effects include early changes in mineralogy and oxidation. Biological effects include decay, scavenging, bioturbation, encrustation and boring. For the vast majority of organisms, biostratinomic destruction is total. However, if at least a few remnants of an organism make it to final burial, a fossil may eventually be formed unless destruction is completed by diagenesis. As the processes of biostratinomy are often dominated by sedimentological factors, analysis of the biostratinomy of a fossil can reveal important features about the physical environment it once lived in. The boundaries between the three disciplines within taphonomy are partly arbitrary. In particular, the role of microbes in sealing and preserving organisms, for example in a process called autolithification, is now recognised to be a very important and early event in the preservation of many exceptional fossils, often taking place before burial. Such mineralogical changes might equally be considered to be biostratinomic as diagenetic. A school of investigation called aktuopaläontologie, subsisting largely in Germany, attempts to investigate biostratinomic effects by experimentation and observation on extant organisms. William Schäfer's book "Ecology and palaeoecology of marine environments" is a classic product of this sort of investigation. More recently, D.E.G. Briggs and colleagues have made detailed studies of decay with the prime aim of understanding the profound halt to these processes that is required by exce Document 1::: Skeletonization is the state of a dead organism after undergoing decomposition. Skeletonization refers to the final stage of decomposition, during which the last vestiges of the soft tissues of a corpse or carcass have decayed or dried to the point that the skeleton is exposed. By the end of the skeletonization process, all soft tissue will have been eliminated, leaving only disarticulated bones. Timeline In a temperate climate, it usually requires three weeks to several years for a body to completely decompose into a skeleton, depending on factors such as temperature, humidity, presence of insects, and submergence in a substrate such as water. In tropical climates, skeletonization can occur in weeks, while in tundra areas, skeletonization may take years or may never occur, if freezing temperatures persist. Natural embalming processes in peat bogs or salt deserts can delay the process indefinitely, sometimes resulting in natural mummification. The rate of skeletonization and the present condition of a corpse or carcass can be used to determine the time of death. After skeletonization, if scavenging animals do not destroy or remove the bones, acids in many fertile soils take about 20 years to completely dissolve the skeleton of mid- to large-size mammals, such as humans, leaving no trace of the organism. In neutral-pH soil or sand, the skeleton can persist for hundreds of years before it finally disintegrates. Alternately, especially in very fine, dry, salty, anoxic, or mildly alkaline soils, bones may undergo fossilization, converting into minerals that may persist indefinitely. Classification procedures of skeletal significance Before analysing skeletal remains, it is essential to categorise the skeletal remains for its respective discipline for further investigation. In other words, researchers have to determine the skeletal remains’ significance. There are key procedures to follow in order to categorise the skeletal remains. First, extraneous materials th Document 2::: Thanatocoenosis (from Greek language thanatos - death and koinos - common) are all the embedded fossils at a single discovery site. This site may be referred to as a "death assemblage". Such groupings are composed of fossils of organisms which may not have been associated during life, often originating from different habitats. Examples include marine fossils having been brought together by a water current or animal bones having been deposited by a predator. A site containing thanatocoenosis elements can also lose clarity in its faunal history by more recent intruding factors such as burrowing microfauna or stratigraphic disturbances born from anthropogenic methods. This term differs from a related term, biocoenosis, which refers to an assemblage in which all organisms within the community interacted and lived together in the same habitat while alive. A biocoenosis can lead to a thanatocoenosis if disrupted significantly enough to have its dead/fossilized matter scattered. A death community/thanatocoenosis is developed by multiple taphonomic processes (those being ones relating to the different ways in which organismal remains pass through strata and are decomposed and preserved) that are generally categorized into two groups: biostratinomy and diagenesis. As a whole, thanatocoenoses are divided into two categories as well: autochthonous and allochthonous. Death assemblages and thanatocoenoses can provide insight into the process of early-stage fossilization, as well as information about the species within a given ecosystem. The study of taphonomy can aid in furthering the understanding of the ecological past of species and their fossil records if used in conjunction with research on death assemblages from modern ecosystems. History The term "thanatocoenosis" was originally created by Erich Wasmund in 1926, and he was the first to define both the similarities and contrasts between these death communities and biocoenoses. Due to confusion between some distinctions Document 3::: Fossil preparation is a complex of tasks that can include excavating, revealing, conserving, and replicating the ancient remains and traces of organisms. It is an integral part of the science of paleontology, of museum exhibition, and the preservation of fossils held in the public trust. It involves a wide variety of techniques, from the mechanical to the chemical, depending upon the qualities of the specimen being prepared and the goals of the effort. Fossil preparation may be executed by scientists, students or collections personnel, but is often undertaken by professional fossil preparators. Techniques Acid maceration Acid maceration is a technique to extract organic microfossils from a surrounding rock matrix using acid. Hydrochloric acid or acetic acid may be used to extract phosphatic fossils, such as the small shelly fossils, from a carbonate matrix. Hydrofluoric acid is also used in acid macerations to extract organic fossils from silicate rocks. Fossiliferous rock may be immersed directly into the acid, or a cellulose nitrate film may be applied (dissolved in amyl acetate), which adheres to the organic component and allows the rock to be dissolved around it. Film pull The film pull technique is a means of recovering carbonaceous compression fossils for study under transmitted light microscopy. An acid is applied to the surface of the rock to etch away the matrix from the surface, leaving carbonaceous tissue protruding. (Surfaces not to be etched can be coated in a wax (e.g. Vaseline or grease). This is usually accomplished by placing the rock upside-down in a weak, continually stirred acid, so that any debris can be washed away. Nitrocellulose is then painted on to the fossil-bearing surface, and once dry may be peeled from the rock, or the rock dissolved in hydrofluoric acid. The method was pioneered by John Walton, in collaboration with Reitze Gerben Koopmans, in 1928 as a method to derive serial thin-sections without the time, expense and lost ma Document 4::: A megabias, or a taphonomic megabias, is a large-scale pattern in the quality of the fossil record that affects paleobiologic analysis at provincial to global levels and at timescales usually exceeding ten million years. It can result from major shifts in intrinsic and extrinsic properties of organisms, including morphology and behaviour in relation to other organisms, or shifts in the global environment, which can cause secular or long-term cyclic changes in preservation. Introduction The fossil record exhibits bias at many different levels. At the most basic level, there is a global bias towards biomineralizing organisms, because biomineralized body parts are more resistant to decay and degradation. Due to the principle of uniformitarianism, there is a basic assumption in geology that the formation of rocks has occurred by the same naturalistic processes throughout history, and thus that the reach of such biases remains stable over time. A megabias is a direct contradiction of this, whereby changes occur in large scale paleobiologic patterns. This includes: Changes in diversity and community structure over tens of millions of years Variation in the quality of the fossil record between mass and background extinction times Variation among different climate states, biogeographic provinces, and tectonic settings. It is generally assumed that the quality of the fossil record decreases globally and across all taxa with increasing age, because more time is available for the diagenesis and destruction of both fossils and enclosing rocks, and thus the term "megabias" is usually used to refer to global trends in preservation. However, it has been noted that the fossil record of some taxa actually improves with greater age. Examples such as this, and other related paleobiological trends, clearly indicate the action of a megabias, but only within one particular taxon. Hence, it is necessary to define four classes of megabias related to the reach of the bias, first defined 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 remains of living things become fossils? A. petrification B. decomposition C. fossilization D. sublimation Answer:
sciq-5756	multiple_choice	The movement of molten metal in earth's outer core creates?	[ "the magnetic field", "the stellar field", "earthquakes", "the gravitational field" ]	A		Relavent Documents: Document 0::: The core–mantle boundary (CMB) of Earth lies between the planet's silicate mantle and its liquid iron–nickel outer core, at a depth of below Earth's surface. The boundary is observed via the discontinuity in seismic wave velocities at that depth due to the differences between the acoustic impedances of the solid mantle and the molten outer core. P-wave velocities are much slower in the outer core than in the deep mantle while S-waves do not exist at all in the liquid portion of the core. Recent evidence suggests a distinct boundary layer directly above the CMB possibly made of a novel phase of the basic perovskite mineralogy of the deep mantle named post-perovskite. Seismic tomography studies have shown significant irregularities within the boundary zone and appear to be dominated by the African and Pacific Large Low-Shear-Velocity Provinces (LLSVP). The uppermost section of the outer core is thought to be about 500–1,800 K hotter than the overlying mantle, creating a thermal boundary layer. The boundary is thought to harbor topography, much like Earth's surface, that is supported by solid-state convection within the overlying mantle. Variations in the thermal properties of the core-mantle boundary may affect how the outer core's iron-rich fluids flow, which are ultimately responsible for Earth's magnetic field. The D″ region The approx. 200 km thick layer of the lower mantle directly above the boundary is referred to as the D″ region ("D double-prime" or "D prime prime") and is sometimes included in discussions regarding the core–mantle boundary zone. The D″ name originates from geophysicist Keith Bullen's designations for the Earth's layers. His system was to label each layer alphabetically, A through G, with the crust as 'A' and the inner core as 'G'. In his 1942 publication of his model, the entire lower mantle was the D layer. In 1949, Bullen found his 'D' layer to actually be two different layers. The upper part of the D layer, about 1800 km thick, was r Document 1::: Geophysics () is a subject of natural science concerned with the physical processes and physical properties of the Earth and its surrounding space environment, and the use of quantitative methods for their analysis. Geophysicists, who usually study geophysics, physics, or one of the earth sciences at the graduate level, complete investigations across a wide range of scientific disciplines. The term geophysics classically refers to solid earth applications: Earth's shape; its gravitational, magnetic fields, and electromagnetic fields ; its internal structure and composition; its dynamics and their surface expression in plate tectonics, the generation of magmas, volcanism and rock formation. However, modern geophysics organizations and pure scientists use a broader definition that includes the water cycle including snow and ice; fluid dynamics of the oceans and the atmosphere; electricity and magnetism in the ionosphere and magnetosphere and solar-terrestrial physics; and analogous problems associated with the Moon and other planets. Although geophysics was only recognized as a separate discipline in the 19th century, its origins date back to ancient times. The first magnetic compasses were made from lodestones, while more modern magnetic compasses played an important role in the history of navigation. The first seismic instrument was built in 132 AD. Isaac Newton applied his theory of mechanics to the tides and the precession of the equinox; and instruments were developed to measure the Earth's shape, density and gravity field, as well as the components of the water cycle. In the 20th century, geophysical methods were developed for remote exploration of the solid Earth and the ocean, and geophysics played an essential role in the development of the theory of plate tectonics. Geophysics is applied to societal needs, such as mineral resources, mitigation of natural hazards and environmental protection. In exploration geophysics, geophysical survey data are used to 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::: A telluric current (from Latin tellūs, "earth"), or Earth current, is an electric current that flows underground or through the sea, resulting from natural and human-induced causes. These currents are extremely low frequency and traverse large areas near or at the Earth's surface. The Earth's crust and mantle are host to telluric currents, with around 32 mechanisms generating them, primarily geomagnetically-induced currents caused by changes in the Earth's magnetic field due to solar wind interactions with the magnetosphere or solar radiation's effects on the ionosphere. These currents exhibit diurnal patterns, flowing towards the Sun during the day and towards the poles at night. Both telluric and magnetotelluric methods exploit these currents for subsurface exploration, aiding in activities like geothermal and mineral exploration, petroleum prospecting, fault zone mapping, groundwater assessment, and the study of tectonic plate boundaries. The phenomenon has also captured the imagination of authors, finding its way into fiction. In Umberto Eco's Foucault's Pendulum, the search for a mystic center of the Earth connects to telluric currents, while Thomas Pynchon's Mason & Dixon incorporates them as enigmatic communication conduits alongside Hollow Earth theories. These fictional representations mirror the scientific intrigue and creative potential linked with telluric currents. Description Telluric currents are phenomena observed in the Earth's crust and mantle. In September 1862, an experiment to specifically address Earth currents was carried out in the Munich Alps (Lamont, 1862). Including minor processes, there are at least 32 different mechanisms which cause telluric currents. The strongest are primarily geomagnetically induced currents, which are induced by changes in the outer part of the Earth's magnetic field, which are usually caused by interactions between the solar wind and the magnetosphere or solar radiation effects on the ionosphere. Telluric curren Document 4::: There are several conflicting usages of geosphere, variously defined. It may be taken as the collective name for the lithosphere, the hydrosphere, the cryosphere, and the atmosphere. The different collectives of the geosphere are able to exchange different mass and/or energy fluxes (the measurable amount of change). The exchange of these fluxes affects the balance of the different spheres of the geosphere. An example is how the soil acts as a part of the biosphere, while also acting as a source of flux exchange. In Aristotelian physics, the term was applied to four spherical natural places, concentrically nested around the center of the Earth, as described in the lectures Physica and Meteorologica. They were believed to explain the motions of the four terrestrial elements: Earth, Water, Air, and Fire. In modern texts and in Earth system science, geosphere refers to the solid parts of the Earth; it is used along with atmosphere, hydrosphere, and biosphere to describe the systems of the Earth (the interaction of these systems with the magnetosphere is sometimes listed). In that context, sometimes the term lithosphere is used instead of geosphere or solid Earth. The lithosphere, however, only refers to the uppermost layers of the solid Earth (oceanic and continental crustal rocks and uppermost mantle). Since space exploration began, it has been observed that the extent of the ionosphere or plasmasphere is highly variable, and often much larger than previously appreciated, at times extending to the boundaries of the Earth's magnetosphere. This highly variable outer boundary of geogenic matter has been referred to as the "geopause" (or magnetopause), to suggest the relative scarcity of such matter beyond it, where the solar wind dominates. The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. The movement of molten metal in earth's outer core creates? A. the magnetic field B. the stellar field C. earthquakes D. the gravitational field Answer:
sciq-10997	multiple_choice	Organisms that depend on other organisms for food play what role in the food chain?	[ "producer", "fungus", "plant", "consumer" ]	D		Relavent Documents: Document 0::: Consumer–resource interactions are the core motif of ecological food chains or food webs, and are an umbrella term for a variety of more specialized types of biological species interactions including prey-predator (see predation), host-parasite (see parasitism), plant-herbivore and victim-exploiter systems. These kinds of interactions have been studied and modeled by population ecologists for nearly a century. Species at the bottom of the food chain, such as algae and other autotrophs, consume non-biological resources, such as minerals and nutrients of various kinds, and they derive their energy from light (photons) or chemical sources. Species higher up in the food chain survive by consuming other species and can be classified by what they eat and how they obtain or find their food. Classification of consumer types The standard categorization Various terms have arisen to define consumers by what they eat, such as meat-eating carnivores, fish-eating piscivores, insect-eating insectivores, plant-eating herbivores, seed-eating granivores, and fruit-eating frugivores and omnivores are meat eaters and plant eaters. An extensive classification of consumer categories based on a list of feeding behaviors exists. The Getz categorization Another way of categorizing consumers, proposed by South African American ecologist Wayne Getz, is based on a biomass transformation web (BTW) formulation that organizes resources into five components: live and dead animal, live and dead plant, and particulate (i.e. broken down plant and animal) matter. It also distinguishes between consumers that gather their resources by moving across landscapes from those that mine their resources by becoming sessile once they have located a stock of resources large enough for them to feed on during completion of a full life history stage. In Getz's scheme, words for miners are of Greek etymology and words for gatherers are of Latin etymology. Thus a bestivore, such as a cat, preys on live animal Document 1::: The trophic level of an organism is the position it occupies in a food web. A food chain is a succession of organisms that eat other organisms and may, in turn, be eaten themselves. The trophic level of an organism is the number of steps it is from the start of the chain. A food web starts at trophic level 1 with primary producers such as plants, can move to herbivores at level 2, carnivores at level 3 or higher, and typically finish with apex predators at level 4 or 5. The path along the chain can form either a one-way flow or a food "web". Ecological communities with higher biodiversity form more complex trophic paths. The word trophic derives from the Greek τροφή (trophē) referring to food or nourishment. History The concept of trophic level was developed by Raymond Lindeman (1942), based on the terminology of August Thienemann (1926): "producers", "consumers", and "reducers" (modified to "decomposers" by Lindeman). Overview The three basic ways in which organisms get food are as producers, consumers, and decomposers. Producers (autotrophs) are typically plants or algae. Plants and algae do not usually eat other organisms, but pull nutrients from the soil or the ocean and manufacture their own food using photosynthesis. For this reason, they are called primary producers. In this way, it is energy from the sun that usually powers the base of the food chain. An exception occurs in deep-sea hydrothermal ecosystems, where there is no sunlight. Here primary producers manufacture food through a process called chemosynthesis. Consumers (heterotrophs) are species that cannot manufacture their own food and need to consume other organisms. Animals that eat primary producers (like plants) are called herbivores. Animals that eat other animals are called carnivores, and animals that eat both plants and other animals are called omnivores. Decomposers (detritivores) break down dead plant and animal material and wastes and release it again as energy and nutrients into Document 2::: The soil food web is the community of organisms living all or part of their lives in the soil. It describes a complex living system in the soil and how it interacts with the environment, plants, and animals. Food webs describe the transfer of energy between species in an ecosystem. While a food chain examines one, linear, energy pathway through an ecosystem, a food web is more complex and illustrates all of the potential pathways. Much of this transferred energy comes from the sun. Plants use the sun’s energy to convert inorganic compounds into energy-rich, organic compounds, turning carbon dioxide and minerals into plant material by photosynthesis. Plant flowers exude energy-rich nectar above ground and plant roots exude acids, sugars, and ectoenzymes into the rhizosphere, adjusting the pH and feeding the food web underground. Plants are called autotrophs because they make their own energy; they are also called producers because they produce energy available for other organisms to eat. Heterotrophs are consumers that cannot make their own food. In order to obtain energy they eat plants or other heterotrophs. Above ground food webs In above ground food webs, energy moves from producers (plants) to primary consumers (herbivores) and then to secondary consumers (predators). The phrase, trophic level, refers to the different levels or steps in the energy pathway. In other words, the producers, consumers, and decomposers are the main trophic levels. This chain of energy transferring from one species to another can continue several more times, but eventually ends. At the end of the food chain, decomposers such as bacteria and fungi break down dead plant and animal material into simple nutrients. Methodology The nature of soil makes direct observation of food webs difficult. Since soil organisms range in size from less than 0.1 mm (nematodes) to greater than 2 mm (earthworms) there are many different ways to extract them. Soil samples are often taken using a metal Document 3::: Heterotrophic nutrition is a mode of nutrition in which organisms depend upon other organisms for food to survive. They can't make their own food like Green plants. Heterotrophic organisms have to take in all the organic substances they need to survive. All animals, certain types of fungi, and non-photosynthesizing plants are heterotrophic. In contrast, green plants, red algae, brown algae, and cyanobacteria are all autotrophs, which use photosynthesis to produce their own food from sunlight. Some fungi may be saprotrophic, meaning they will extracellularly secrete enzymes onto their food to be broken down into smaller, soluble molecules which can diffuse back into the fungus. Description All eukaryotes except for green plants and algae are unable to manufacture their own food: They obtain food from other organisms. This mode of nutrition is also known as heterotrophic nutrition. All heterotrophs (except blood and gut parasites) have to convert solid food into soluble compounds which are capable of being absorbed (digestion). Then the soluble products of digestion for the organism are being broken down for the release of energy (respiration). All heterotrophs depend on autotrophs for their nutrition. Heterotrophic organisms have only four types of nutrition. Footnotes Document 4::: A nutrient is a substance used by an organism to survive, grow, and reproduce. The requirement for dietary nutrient intake applies to animals, plants, fungi, and protists. Nutrients can be incorporated into cells for metabolic purposes or excreted by cells to create non-cellular structures, such as hair, scales, feathers, or exoskeletons. Some nutrients can be metabolically converted to smaller molecules in the process of releasing energy, such as for carbohydrates, lipids, proteins, and fermentation products (ethanol or vinegar), leading to end-products of water and carbon dioxide. All organisms require water. Essential nutrients for animals are the energy sources, some of the amino acids that are combined to create proteins, a subset of fatty acids, vitamins and certain minerals. Plants require more diverse minerals absorbed through roots, plus carbon dioxide and oxygen absorbed through leaves. Fungi live on dead or living organic matter and meet nutrient needs from their host. Different types of organisms have different essential nutrients. Ascorbic acid (vitamin C) is essential, meaning it must be consumed in sufficient amounts, to humans and some other animal species, but some animals and plants are able to synthesize it. Nutrients may be organic or inorganic: organic compounds include most compounds containing carbon, while all other chemicals are inorganic. Inorganic nutrients include nutrients such as iron, selenium, and zinc, while organic nutrients include, among many others, energy-providing compounds and vitamins. A classification used primarily to describe nutrient needs of animals divides nutrients into macronutrients and micronutrients. Consumed in relatively large amounts (grams or ounces), macronutrients (carbohydrates, fats, proteins, water) are primarily used to generate energy or to incorporate into tissues for growth and repair. Micronutrients are needed in smaller amounts (milligrams or micrograms); they have subtle biochemical and physiologi The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Organisms that depend on other organisms for food play what role in the food chain? A. producer B. fungus C. plant D. consumer Answer:
sciq-6895	multiple_choice	What type of tissue transports water and minerals in a vascular plant?	[ "chlorophyll", "xylem", "capillaries", "collagen" ]	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::: Vascular tissue is a complex conducting tissue, formed of more than one cell type, found in vascular plants. The primary components of vascular tissue are the xylem and phloem. These two tissues transport fluid and nutrients internally. There are also two meristems associated with vascular tissue: the vascular cambium and the cork cambium. All the vascular tissues within a particular plant together constitute the vascular tissue system of that plant. The cells in vascular tissue are typically long and slender. Since the xylem and phloem function in the conduction of water, minerals, and nutrients throughout the plant, it is not surprising that their form should be similar to pipes. The individual cells of phloem are connected end-to-end, just as the sections of a pipe might be. As the plant grows, new vascular tissue differentiates in the growing tips of the plant. The new tissue is aligned with existing vascular tissue, maintaining its connection throughout the plant. The vascular tissue in plants is arranged in long, discrete strands called vascular bundles. These bundles include both xylem and phloem, as well as supporting and protective cells. In stems and roots, the xylem typically lies closer to the interior of the stem with phloem towards the exterior of the stem. In the stems of some Asterales dicots, there may be phloem located inwardly from the xylem as well. Between the xylem and phloem is a meristem called the vascular cambium. This tissue divides off cells that will become additional xylem and phloem. This growth increases the girth of the plant, rather than its length. As long as the vascular cambium continues to produce new cells, the plant will continue to grow more stout. In trees and other plants that develop wood, the vascular cambium allows the expansion of vascular tissue that produces woody growth. Because this growth ruptures the epidermis of the stem, woody plants also have a cork cambium that develops among the phloem. The cork cambium g Document 2::: Xylem is one of the two types of transport tissue in vascular plants, the other being phloem. The basic function of the xylem is to transport water from roots to stems and leaves, but it also transports nutrients. The word xylem is derived from the Ancient Greek word (xylon), meaning "wood"; the best-known xylem tissue is wood, though it is found throughout a plant. The term was introduced by Carl Nägeli in 1858. Structure The most distinctive xylem cells are the long tracheary elements that transport water. Tracheids and vessel elements are distinguished by their shape; vessel elements are shorter, and are connected together into long tubes that are called vessels. Xylem also contains two other type of cells: parenchyma and fibers. Xylem can be found: in vascular bundles, present in non-woody plants and non-woody parts of woody plants in secondary xylem, laid down by a meristem called the vascular cambium in woody plants as part of a stelar arrangement not divided into bundles, as in many ferns. In transitional stages of plants with secondary growth, the first two categories are not mutually exclusive, although usually a vascular bundle will contain primary xylem only. The branching pattern exhibited by xylem follows Murray's law. Primary and secondary xylem Primary xylem is formed during primary growth from procambium. It includes protoxylem and metaxylem. Metaxylem develops after the protoxylem but before secondary xylem. Metaxylem has wider vessels and tracheids than protoxylem. Secondary xylem is formed during secondary growth from vascular cambium. Although secondary xylem is also found in members of the gymnosperm groups Gnetophyta and Ginkgophyta and to a lesser extent in members of the Cycadophyta, the two main groups in which secondary xylem can be found are: conifers (Coniferae): there are approximately 600 known species of conifers. All species have secondary xylem, which is relatively uniform in structure throughout this group. Many conife Document 3::: A vessel element or vessel member (also called a xylem vessel) is one of the cell types found in xylem, the water conducting tissue of plants. Vessel elements are found in angiosperms (flowering plants) but absent from gymnosperms such as conifers. Vessel elements are the main feature distinguishing the "hardwood" of angiosperms from the "softwood" of conifers. Anatomy Xylem is the tissue in vascular plants that conducts water (and substances dissolved in it) upwards from the roots to the shoots. Two kinds of cell are involved in xylem transport: tracheids and vessel elements. Vessel elements are the building blocks of vessels, the conducting pathways that constitute the major part of the water transporting system in flowering plants. Vessels form an efficient system for transporting water (including necessary minerals) from the root to the leaves and other parts of the plant. In secondary xylem – the xylem that is produced as a stem thickens rather than when it first appears – a vessel element originates from the vascular cambium. A long cell, oriented along the axis of the stem, called a "fusiform initial", divides along its length forming new vessel elements. The cell wall of a vessel element becomes strongly "lignified", i.e. it develops reinforcing material made of lignin. The side walls of a vessel element have pits: more or less circular regions in contact with neighbouring cells. Tracheids also have pits, but only vessel elements have openings at both ends that connect individual vessel elements to form a continuous tubular vessel. These end openings are called perforations or perforation plates. They have a variety of shapes: the most common are the simple perforation (a simple opening) and the scalariform perforation (several elongated openings in a ladder-like design). Other types include the foraminate perforation plate (several round openings) and the reticulate perforation plate (a net-like pattern, with many openings). At maturity, the protoplast Document 4::: In biology, tissue is a historically derived biological organizational level between cells and a complete organ. A tissue is therefore often thought of as an assembly of similar cells and their extracellular matrix from the same embryonic origin that together carry out a specific function. Organs are then formed by the functional grouping together of multiple tissues. Biological organisms follow this hierarchy: Cells < Tissue < Organ < Organ System < Organism The English word "tissue" derives from the French word "tissu", the past participle of the verb tisser, "to weave". The study of tissues is known as histology or, in connection with disease, as histopathology. Xavier Bichat is considered as the "Father of Histology". Plant histology is studied in both plant anatomy and physiology. The classical tools for studying tissues are the paraffin block in which tissue is embedded and then sectioned, the histological stain, and the optical microscope. Developments in electron microscopy, immunofluorescence, and the use of frozen tissue-sections have enhanced the detail that can be observed in tissues. With these tools, the classical appearances of tissues can be examined in health and disease, enabling considerable refinement of medical diagnosis and prognosis. Plant tissue In plant anatomy, tissues are categorized broadly into three tissue systems: the epidermis, the ground tissue, and the vascular tissue. Epidermis – Cells forming the outer surface of the leaves and of the young plant body. Vascular tissue – The primary components of vascular tissue are the xylem and phloem. These transport fluids and nutrients internally. Ground tissue – Ground tissue is less differentiated than other tissues. Ground tissue manufactures nutrients by photosynthesis and stores reserve nutrients. Plant tissues can also be divided differently into two types: Meristematic tissues Permanent tissues. Meristematic tissue Meristematic tissue consists of actively dividing cell The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What type of tissue transports water and minerals in a vascular plant? A. chlorophyll B. xylem C. capillaries D. collagen Answer:
sciq-39	multiple_choice	What are the sites of protein synthesis or assembly?	[ "ribosomes", "chromosomes", "plasma", "chloroplasts" ]	A		Relavent Documents: Document 0::: A consensus site is a term in molecular biology that refers to a site on a protein that is often modified in a particular way. Modifications may be N- or O- linked glycosylation, phosphorylation, tyrosine sulfation or other. Document 1::: This is a list of topics in molecular biology. See also index of biochemistry articles. Document 2::: The Institute of Biophysics, Chinese Academy of Sciences, based in Beijing, China, focuses on biophysically oriented basic research in the life sciences. It was established by Bei Shizhang in 1958, from the former Beijing Experimental Biology Institute founded in 1957. Xu Tao is the current Director. The main research focus of the Institute is on the fields of protein science and brain & cognitive sciences. The Institute has two National Key Laboratories—"The National Laboratory of Biomacromolecules" and "The State Laboratory of Brain and Cognitive Sciences". The establishment of the National Laboratory of Protein Science was given approval by China's Ministry of Science and Technology (MOST) in December 2006. Research in the field of protein science emphasizes the following areas: 3D-structure and function of proteins, bio-membranes and membrane proteins, protein translation and folding, protein interaction networks, the molecular basis of infection and immunity, the molecular basis of sensation and cognition, protein and peptide drugs, and new techniques and methods in protein science research. Research areas in the brain and cognitive sciences include neural processes and mechanisms in complex cognition, expression of visual perception and attention, neural mechanisms of perceptional information processing, and dysfunction in brain cognition. The Institute has received National Natural Science Foundation, '973', '863', 'Knowledge Innovation Program', and other major research grants, supporting outstanding research in a range of areas. The achievements of the Institute in terms of awards, publications, patents, and applied research maintain the Institute at the highest level nationally, and it has worldwide recognition for research in the life sciences. Among other connections, since 2008 it has hosted an intensive course in macromolecular crystallography as a resource closely modeled on the course at Cold Spring Harbor Laboratory on Long Island, USA, and invol Document 3::: 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 4::: The Association of Biomolecular Resource Facilities (ABRF) is dedicated to advancing core and research biotechnology laboratories through research, communication, and education. ABRF members include over 2000 scientists representing 340 different core laboratories in 41 countries, including those in industry, government, academic and research institutions. History In 1986 a Research Resource Facility Satellite Meeting was held in conjunction with the Sixth International Conference on Methods in Protein Sequence Analysis. The next year protein sequencing and amino acid samples were sent to survey 103 core facilities. By 1989 the ABRF was formally organized and incorporated. Each year an annual meeting was held as a satellite meeting of the Protein Society until 1996 when separate meetings began. ABRF Research Groups Research Groups are established to fulfill two of the purposes of the Association of Biomolecular Resource Facilities. First, to provide mechanisms for the self-evaluation and improvement of procedural and operational accuracy, precision and efficiency in resource facilities and research laboratories. Second, to contribute to the education of resource facility and research laboratory staff, users, administrators, and interested members of the scientific community. The results of ABRF Research Group studies have been published in scientific papers. Results from ABRF Research Group studies have seen reuse in other research. ABRF Next Generation Sequencing Group (ABRF-NGS) Antibody Technology Research Group (ARG) Biomedical 'Omics Research Group (BORG) DNA Sequencing Research Group (DSRG) Flow Cytometry Research Group (FCRG) Genomics Research Group (GVRG) Glycoprotein Research Group (gPRG) Light Microscopy Research Group (LMRG) Metabolomics Research Group (MRG) Metagenomics Research Group (MGRG) Molecular Interactions Research Group (MIRG) Nucleic Acids Research Group (NARG) Protein Expression Research Group (PERG) Protein Sequencing Research The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What are the sites of protein synthesis or assembly? A. ribosomes B. chromosomes C. plasma D. chloroplasts Answer:
sciq-7617	multiple_choice	What makes up most of the inside of a plant?	[ "star tissue", "mitochondria", "ground tissue", "animal tissue" ]	C		Relavent Documents: Document 0::: In biology, tissue is a historically derived biological organizational level between cells and a complete organ. A tissue is therefore often thought of as an assembly of similar cells and their extracellular matrix from the same embryonic origin that together carry out a specific function. Organs are then formed by the functional grouping together of multiple tissues. Biological organisms follow this hierarchy: Cells < Tissue < Organ < Organ System < Organism The English word "tissue" derives from the French word "tissu", the past participle of the verb tisser, "to weave". The study of tissues is known as histology or, in connection with disease, as histopathology. Xavier Bichat is considered as the "Father of Histology". Plant histology is studied in both plant anatomy and physiology. The classical tools for studying tissues are the paraffin block in which tissue is embedded and then sectioned, the histological stain, and the optical microscope. Developments in electron microscopy, immunofluorescence, and the use of frozen tissue-sections have enhanced the detail that can be observed in tissues. With these tools, the classical appearances of tissues can be examined in health and disease, enabling considerable refinement of medical diagnosis and prognosis. Plant tissue In plant anatomy, tissues are categorized broadly into three tissue systems: the epidermis, the ground tissue, and the vascular tissue. Epidermis – Cells forming the outer surface of the leaves and of the young plant body. Vascular tissue – The primary components of vascular tissue are the xylem and phloem. These transport fluids and nutrients internally. Ground tissue – Ground tissue is less differentiated than other tissues. Ground tissue manufactures nutrients by photosynthesis and stores reserve nutrients. Plant tissues can also be divided differently into two types: Meristematic tissues Permanent tissues. Meristematic tissue Meristematic tissue consists of actively dividing cell Document 1::: 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 2::: Plant stem cells Plant stem cells are innately undifferentiated cells located in the meristems of plants. Plant stem cells serve as the origin of plant vitality, as they maintain themselves while providing a steady supply of precursor cells to form differentiated tissues and organs in plants. Two distinct areas of stem cells are recognised: the apical meristem and the lateral meristem. Plant stem cells are characterized by two distinctive properties, which are: the ability to create all differentiated cell types and the ability to self-renew such that the number of stem cells is maintained. Plant stem cells never undergo aging process but immortally give rise to new specialized and unspecialized cells, and they have the potential to grow into any organ, tissue, or cell in the body. Thus they are totipotent cells equipped with regenerative powers that facilitate plant growth and production of new organs throughout lifetime. Unlike animals, plants are immobile. As plants cannot escape from danger by taking motion, they need a special mechanism to withstand various and sometimes unforeseen environmental stress. Here, what empowers them to withstand harsh external influence and preserve life is stem cells. In fact, plants comprise the oldest and the largest living organisms on earth, including Bristlecone Pines in California, U.S. (4,842 years old), and the Giant Sequoia in mountainous regions of California, U.S. (87 meters in height and 2,000 tons in weight). This is possible because they have a modular body plan that enables them to survive substantial damage by initiating continuous and repetitive formation of new structures and organs such as leaves and flowers. Plant stem cells are also characterized by their location in specialized structures called meristematic tissues, which are located in root apical meristem (RAM), shoot apical meristem (SAM), and vascular system ((pro)cambium or vascular meristem.) Research and development Traditionally, plant stem ce Document 3::: In botany, a cortex is an outer layer of a stem or root in a vascular plant, lying below the epidermis but outside of the vascular bundles. The cortex is composed mostly of large thin-walled parenchyma cells of the ground tissue system and shows little to no structural differentiation. The outer cortical cells often acquire irregularly thickened cell walls, and are called collenchyma cells. Plants Stems and branches In the three dimensional structure of herbaceous stems, the epidermis, cortex and vascular cambium form concentric cylinders around the inner cylindrical core of pith. Some of the outer cortical cells may contain chloroplasts, giving them a green color. They can therefore produce simple carbohydrates through photosynthesis. In woody plants, the cortex is located between the periderm (bark) and the vascular tissue (phloem, in particular). It is responsible for the transportation of materials into the central cylinder of the root through diffusion and may also be used for storage of food in the form of starch. Roots In the roots of vascular plants, the cortex occupies a larger portion of the organ's volume than in herbaceous stems. The loosely packed cells of root cortex allow movement of water and oxygen in the intercellular spaces. One of the main functions of the root cortex is to serve as a storage area for reserve foods. The innermost layer of the cortex in the roots of vascular plants is the endodermis. The endodermis is responsible for storing starch as well as regulating the transport of water, ions and plant hormones. Lichen On a lichen, the cortex is also the surface layer or "skin" of the nonfruiting part of the body of some lichens. It is the "skin", or outer layer of tissue, that covers the undifferentiated cells of the . Fruticose lichens have one cortex encircling the branches, even flattened, leaf-like forms. Foliose lichens have different upper and lower cortices. Crustose, placodioid, and squamulose lichens have an upper cor Document 4::: Plant Physiology is a monthly peer-reviewed scientific journal that covers research on physiology, biochemistry, cellular and molecular biology, genetics, biophysics, and environmental biology of plants. The journal has been published since 1926 by the American Society of Plant Biologists. The current editor-in-chief is Yunde Zhao (University of California San Diego. According to the Journal Citation Reports, the journal has a 2021 impact factor of 8.005. The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What makes up most of the inside of a plant? A. star tissue B. mitochondria C. ground tissue D. animal tissue Answer:
sciq-6514	multiple_choice	Stimuli in the brain, stomach, and small intestine activate or inhibit production of what secretion?	[ "sweat", "metabolic juice", "gastric juice", "digestive juice" ]	C		Relavent Documents: Document 0::: The gut–brain axis is the two-way biochemical signaling that takes place between the gastrointestinal tract (GI tract) and the central nervous system (CNS). The "microbiota–gut–brain axis" includes the role of gut microbiota in the biochemical signaling events that take place between the GI tract and the CNS. Broadly defined, the gut–brain axis includes the central nervous system, neuroendocrine system, neuroimmune systems, the hypothalamic–pituitary–adrenal axis (HPA axis), sympathetic and parasympathetic arms of the autonomic nervous system, the enteric nervous system, vagus nerve, and the gut microbiota. Chemicals released in the gut by the microbiome can vastly influence the development of the brain, starting from birth. A review from 2015 states that the microbiome influences the central nervous system by "regulating brain chemistry and influencing neuro-endocrine systems associated with stress response, anxiety and memory function". The gut, sometimes referred to as the "second brain", may use the same type of neural network as the central nervous system, suggesting why it could have a role in brain function and mental health. The bidirectional communication is done by immune, endocrine, humoral and neural connections between the gastrointestinal tract and the central nervous system. More research suggests that the gut microorganisms influence the function of the brain by releasing the following chemicals: cytokines, neurotransmitters, neuropeptides, chemokines, endocrine messengers and microbial metabolites such as "short-chain fatty acids, branched chain amino acids, and peptidoglycans". The intestinal microbiome can then divert these products to the brain via the blood, neuropod cells, nerves, endocrine cells and more to be determined. The products then arrive in the brain, putatively impacting different metabolic processes. Studies have confirmed communication between the hippocampus, the prefrontal cortex and the amygdala (responsible for emotions and m Document 1::: The Joan Mott Prize Lecture is a prize lecture awarded annually by The Physiological Society in honour of Joan Mott. Laureates Laureates of the award have included: - Intestinal absorption of sugars and peptides: from textbook to surprises See also Physiological Society Annual Review Prize Lecture Document 2::: Gastrointestinal physiology is the branch of human physiology that addresses the physical function of the gastrointestinal (GI) tract. The function of the GI tract is to process ingested food by mechanical and chemical means, extract nutrients and excrete waste products. The GI tract is composed of the alimentary canal, that runs from the mouth to the anus, as well as the associated glands, chemicals, hormones, and enzymes that assist in digestion. The major processes that occur in the GI tract are: motility, secretion, regulation, digestion and circulation. The proper function and coordination of these processes are vital for maintaining good health by providing for the effective digestion and uptake of nutrients. Motility The gastrointestinal tract generates motility using smooth muscle subunits linked by gap junctions. These subunits fire spontaneously in either a tonic or a phasic fashion. Tonic contractions are those contractions that are maintained from several minutes up to hours at a time. These occur in the sphincters of the tract, as well as in the anterior stomach. The other type of contractions, called phasic contractions, consist of brief periods of both relaxation and contraction, occurring in the posterior stomach and the small intestine, and are carried out by the muscularis externa. Motility may be overactive (hypermotility), leading to diarrhea or vomiting, or underactive (hypomotility), leading to constipation or vomiting; either may cause abdominal pain. Stimulation The stimulation for these contractions likely originates in modified smooth muscle cells called interstitial cells of Cajal. These cells cause spontaneous cycles of slow wave potentials that can cause action potentials in smooth muscle cells. They are associated with the contractile smooth muscle via gap junctions. These slow wave potentials must reach a threshold level for the action potential to occur, whereupon Ca2+ channels on the smooth muscle open and an action potential Document 3::: The gastrocolic reflex or gastrocolic response is a physiological reflex that controls the motility, or peristalsis, of the gastrointestinal tract following a meal. It involves an increase in motility of the colon consisting primarily of giant migrating contractions, or migrating motor complexes, in response to stretch in the stomach following ingestion and byproducts of digestion entering the small intestine. Thus, this reflex is responsible for the urge to defecate following a meal. The small intestine also shows a similar motility response. The gastrocolic reflex's function in driving existing intestinal contents through the digestive system helps make way for ingested food. The reflex was demonstrated by myoelectric recordings in the colons of animals and humans, which showed an increase in electrical activity within as little as 15 minutes after eating. The recordings also demonstrated that the gastrocolic reflex is uneven in its distribution throughout the colon. The sigmoid colon is more greatly affected than the rest of the colon in terms of a phasic response, recurring periods of contraction followed by relaxation, in order to propel food distally into the rectum; however, the tonic response across the colon is uncertain. These contractions are generated by the muscularis externa stimulated by the myenteric plexus. When pressure within the rectum becomes increased, the gastrocolic reflex acts as a stimulus for defecation. A number of neuropeptides have been proposed as mediators of the gastrocolic reflex. These include serotonin, neurotensin, cholecystokinin, prostaglandin E1, and gastrin. Coffee can induce a significant response, with 29% of subjects in a study reporting an urge to defecate after ingestion, and manometry showing a reaction typically between 4 and 30 minutes after consumption and potentially lasting for more than 30 minutes. Decaffeinated coffee is also capable of generating a similar effect, albeit slightly weaker. Essentially, this m Document 4::: Digestion is the breakdown of large insoluble food compounds into small water-soluble components so that they can be absorbed into the blood plasma. In certain organisms, these smaller substances are absorbed through the small intestine into the blood stream. Digestion is a form of catabolism that is often divided into two processes based on how food is broken down: mechanical and chemical digestion. The term mechanical digestion refers to the physical breakdown of large pieces of food into smaller pieces which can subsequently be accessed by digestive enzymes. Mechanical digestion takes place in the mouth through mastication and in the small intestine through segmentation contractions. In chemical digestion, enzymes break down food into the small compounds that the body can use. In the human digestive system, food enters the mouth and mechanical digestion of the food starts by the action of mastication (chewing), a form of mechanical digestion, and the wetting contact of saliva. Saliva, a liquid secreted by the salivary glands, contains salivary amylase, an enzyme which starts the digestion of starch in the food; the saliva also contains mucus, which lubricates the food, and hydrogen carbonate, which provides the ideal conditions of pH (alkaline) for amylase to work, and electrolytes (Na+, K+, Cl−, HCO−3). About 30% of starch is hydrolyzed into disaccharide in the oral cavity (mouth). After undergoing mastication and starch digestion, the food will be in the form of a small, round slurry mass called a bolus. It will then travel down the esophagus and into the stomach by the action of peristalsis. Gastric juice in the stomach starts protein digestion. Gastric juice mainly contains hydrochloric acid and pepsin. In infants and toddlers, gastric juice also contains rennin to digest milk proteins. As the first two chemicals may damage the stomach wall, mucus and bicarbonates are secreted by the stomach. They provide a slimy layer that acts as a shield against the damag The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Stimuli in the brain, stomach, and small intestine activate or inhibit production of what secretion? A. sweat B. metabolic juice C. gastric juice D. digestive juice Answer:
sciq-4187	multiple_choice	What force provides resistance whenever two surfaces are in contact?	[ "rotation", "friction", "tension", "vibration" ]	B		Relavent Documents: Document 0::: Surface force denoted fs is the force that acts across an internal or external surface element in a material body. Normal forces and shear forces between objects are types of surface force. All cohesive forces and contact forces between objects are considered as surface forces. Surface force can be decomposed into two perpendicular components: normal forces and shear forces. A normal force acts normally over an area and a shear force acts tangentially over an area. Equations for surface force Surface force due to pressure , where f = force, p = pressure, and A = area on which a uniform pressure acts Examples Pressure related surface force Since pressure is , and area is a , a pressure of over an area of will produce a surface force of . See also Body force Contact force Document 1::: Sliding is a type of motion between two surfaces in contact. This can be contrasted to rolling motion. Both types of motion may occur in bearings. The relative motion or tendency toward such motion between two surfaces is resisted by friction. Friction may damage or "wear" the surfaces in contact. However, wear can be reduced by lubrication. The science and technology of friction, lubrication, and wear is known as tribology. Sliding may occur between two objects of arbitrary shape, whereas rolling friction is the frictional force associated with the rotational movement of a somewhat disclike or other circular object along a surface. Generally, the frictional force of rolling friction is less than that associated with sliding kinetic friction. Typical values for the coefficient of rolling friction are less than that of sliding friction. Correspondingly sliding friction typically produces greater sound and thermal bi-products. One of the most common examples of sliding friction is the movement of braking motor vehicle tires on a roadway, a process which generates considerable heat and sound, and is typically taken into account in assessing the magnitude of roadway noise pollution. Sliding friction Sliding friction (also called kinetic friction) is a contact force that resists the sliding motion of two objects or an object and a surface. Sliding friction is almost always less than that of static friction; this is why it is easier to move an object once it starts moving rather than to get the object to begin moving from a rest position. Where , is the force of kinetic friction. is the coefficient of kinetic friction, and N is the normal force. Examples of sliding friction Sledding Pushing an object across a surface Rubbing one's hands together (The friction force generates heat.) A car sliding on ice A car skidding as it turns a corner Opening a window Almost any motion where there is contact between an object and a surface Falling down a bowling Document 2::: In mechanics, friction torque is the torque caused by the frictional force that occurs when two objects in contact move. Like all torques, it is a rotational force that may be measured in newton meters or pounds-feet. Engineering Friction torque can be disruptive in engineering. There are a variety of measures engineers may choose to take to eliminate these disruptions. Ball bearings are an example of an attempt to minimize the friction torque. Friction torque can also be an asset in engineering. Bolts and nuts, or screws are often designed to be fastened with a given amount of torque, where the friction is adequate during use or operation for the bolt, nut, or screw to remain safely fastened. This is true with such applications as lug nuts retaining wheels to vehicles, or equipment subjected to vibration with sufficiently well-attached bolts, nuts, or screws to prevent the vibration from shaking them loose. Examples When a cyclist applies the brake to the forward wheel, the bicycle tips forward due to the frictional torque between the wheel and the ground. When a golf ball hits the ground it begins to spin in part because of the friction torque applied to the golf ball from the friction between the golf ball and the ground. See also Torque Force Engineering Mechanics Moment (physics) Document 3::: Belt friction is a term describing the friction forces between a belt and a surface, such as a belt wrapped around a bollard. When a force applies a tension to one end of a belt or rope wrapped around a curved surface, the frictional force between the two surfaces increases with the amount of wrap about the curved surface, and only part of that force (or resultant belt tension) is transmitted to the other end of the belt or rope. Belt friction can be modeled by the Belt friction equation. In practice, the theoretical tension acting on the belt or rope calculated by the belt friction equation can be compared to the maximum tension the belt can support. This helps a designer of such a system determine how many times the belt or rope must be wrapped around a curved surface to prevent it from slipping. Mountain climbers and sailing crews demonstrate a working knowledge of belt friction when accomplishing tasks with ropes, pulleys, bollards and capstans. Equation The equation used to model belt friction is, assuming the belt has no mass and its material is a fixed composition: where is the tension of the pulling side, is the tension of the resisting side, is the static friction coefficient, which has no units, and is the angle, in radians, formed by the first and last spots the belt touches the pulley, with the vertex at the center of the pulley. The tension on the pulling side of the belt and pulley has the ability to increase exponentially if the magnitude of the belt angle increases (e.g. it is wrapped around the pulley segment numerous times). Generalization for a rope lying on an arbitrary orthotropic surface If a rope is laying in equilibrium under tangential forces on a rough orthotropic surface then three following conditions (all of them) are satisfied: 1. No separation – normal reaction is positive for all points of the rope curve: , where is a normal curvature of the rope curve. 2. Dragging coefficient of friction and angle are satisfying 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 force provides resistance whenever two surfaces are in contact? A. rotation B. friction C. tension D. vibration Answer:
sciq-11316	multiple_choice	Water from the land and oceans enters the atmosphere by which process?	[ "transpiration", "evaporation", "condensation", "absorption" ]	B		Relavent Documents: Document 0::: Evapotranspiration (ET) is the combined processes which move water from the Earth's surface into the atmosphere. It covers both water evaporation (movement of water to the air directly from soil, canopies, and water bodies) and transpiration (evaporation that occurs through the stomata, or openings, in plant leaves). Evapotranspiration is an important part of the local water cycle and climate, and measurement of it plays a key role in agricultural irrigation and water resource management. Definition of evapotranspiration Evapotranspiration is a combination of evaporation and transpiration, measured in order to better understand crop water requirements, irrigation scheduling, and watershed management. The two key components of evapotranspiration are: Evaporation: the movement of water directly to the air from sources such as the soil and water bodies. It can be affected by factors including heat, humidity, solar radiation and wind speed. Transpiration: the movement of water from root systems, through a plant, and exit into the air as water vapor. This exit occurs through stomata in the plant. Rate of transpiration can be influenced by factors including plant type, soil type, weather conditions and water content, and also cultivation practices. Evapotranspiration is typically measured in millimeters of water (i.e. volume of water moved per unit area of the Earth's surface) in a set unit of time. Globally, it is estimated that on average between three-fifths and three-quarters of land precipitation is returned to the atmosphere via evapotranspiration. Evapotranspiration does not, in general, account for other mechanisms which are involved in returning water to the atmosphere, though some of these, such as snow and ice sublimation in regions of high elevation or high latitude, can make a large contribution to atmospheric moisture even under standard conditions. Factors that impact evapotranspiration levels Primary factors Because evaporation and transpiration Document 1::: The water cycle, also known as the hydrologic cycle or the hydrological cycle, is a biogeochemical cycle that describes the continuous movement of water on, above and below the surface of the Earth. The mass of water on Earth remains fairly constant over time but the partitioning of the water into the major reservoirs of ice, fresh water, saline water (salt water) and atmospheric water is variable depending on a wide range of climatic variables. The water moves from one reservoir to another, such as from river to ocean, or from the ocean to the atmosphere, by the physical processes of evaporation, transpiration, condensation, precipitation, infiltration, surface runoff, and subsurface flow. In doing so, the water goes through different forms: liquid, solid (ice) and vapor. The ocean plays a key role in the water cycle as it is the source of 86% of global evaporation. The water cycle involves the exchange of energy, which leads to temperature changes. When water evaporates, it takes up energy from its surroundings and cools the environment. When it condenses, it releases energy and warms the environment. These heat exchanges influence climate. The evaporative phase of the cycle purifies water, causing salts and other solids picked up during the cycle to be left behind, and then the condensation phase in the atmosphere replenishes the land with freshwater. The flow of liquid water and ice transports minerals across the globe. It is also involved in reshaping the geological features of the Earth, through processes including erosion and sedimentation. The water cycle is also essential for the maintenance of most life and ecosystems on the planet. Description Overall process The water cycle is powered from the energy emitted by the sun. This energy heats water in the ocean and seas. Water evaporates as water vapor into the air. Some ice and snow sublimates directly into water vapor. Evapotranspiration is water transpired from plants and evaporated from the soil. Th 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::: 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 Document 4::: Water-use efficiency (WUE) refers to the ratio of water used in plant metabolism to water lost by the plant through transpiration. Two types of water-use efficiency are referred to most frequently: photosynthetic water-use efficiency (also called instantaneous water-use efficiency), which is defined as the ratio of the rate of carbon assimilation (photosynthesis) to the rate of transpiration, and water-use efficiency of productivity (also called integrated water-use efficiency), which is typically defined as the ratio of biomass produced to the rate of transpiration. Increases in water-use efficiency are commonly cited as a response mechanism of plants to moderate to severe soil water deficits and have been the focus of many programs that seek to increase crop tolerance to drought. However, there is some question as to the benefit of increased water-use efficiency of plants in agricultural systems, as the processes of increased yield production and decreased water loss due to transpiration (that is, the main driver of increases in water-use efficiency) are fundamentally opposed. If there existed a situation where water deficit induced lower transpirational rates without simultaneously decreasing photosynthetic rates and biomass production, then water-use efficiency would be both greatly improved and the desired trait in crop production. The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Water from the land and oceans enters the atmosphere by which process? A. transpiration B. evaporation C. condensation D. absorption Answer:
sciq-4893	multiple_choice	Just about all life processes depend on what?	[ "carbon", "water", "meat", "air" ]	B		Relavent Documents: Document 0::: 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 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::: 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) 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::: The following outline is provided as an overview of and topical guide to biophysics: Biophysics – interdisciplinary science that uses the methods of physics to study biological systems. Nature of biophysics Biophysics is An academic discipline – branch of knowledge that is taught and researched at the college or university level. Disciplines are defined (in part), and recognized by the academic journals in which research is published, and the learned societies and academic departments or faculties to which their practitioners belong. A scientific field (a branch of science) – widely recognized category of specialized expertise within science, and typically embodies its own terminology and nomenclature. Such a field will usually be represented by one or more scientific journals, where peer-reviewed research is published. A natural science – one that seeks to elucidate the rules that govern the natural world using empirical and scientific methods. A biological science – concerned with the study of living organisms, including their structure, function, growth, evolution, distribution, and taxonomy. A branch of physics – concerned with the study of matter and its motion through space and time, along with related concepts such as energy and force. An interdisciplinary field – field of science that overlaps with other sciences Scope of biophysics research Biomolecular scale Biomolecule Biomolecular structure Organismal scale Animal locomotion Biomechanics Biomineralization Motility Environmental scale Biophysical environment Biophysics research overlaps with Agrophysics Biochemistry Biophysical chemistry Bioengineering Biogeophysics Nanotechnology Systems biology Branches of biophysics Astrobiophysics – field of intersection between astrophysics and biophysics concerned with the influence of the astrophysical phenomena upon life on planet Earth or some other planet in general. Medical biophysics – interdisciplinary field that applies me The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Just about all life processes depend on what? A. carbon B. water C. meat D. air Answer:
sciq-4498	multiple_choice	Amines are bases; they react with acids to form what?	[ "salts", "ions", "oils", "proteins" ]	A		Relavent Documents: Document 0::: 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 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::: 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::: Biochemical engineering, also known as bioprocess engineering, is a field of study with roots stemming from chemical engineering and biological engineering. It mainly deals with the design, construction, and advancement of unit processes that involve biological organisms (such as fermentation) or organic molecules (often enzymes) and has various applications in areas of interest such as biofuels, food, pharmaceuticals, biotechnology, and water treatment processes. The role of a biochemical engineer is to take findings developed by biologists and chemists in a laboratory and translate that to a large-scale manufacturing process. History For hundreds of years, humans have made use of the chemical reactions of biological organisms in order to create goods. In the mid-1800s, Louis Pasteur was one of the first people to look into the role of these organisms when he researched fermentation. His work also contributed to the use of pasteurization, which is still used to this day. By the early 1900s, the use of microorganisms had expanded, and was used to make industrial products. Up to this point, biochemical engineering hadn't developed as a field yet. It wasn't until 1928 when Alexander Fleming discovered penicillin that the field of biochemical engineering was established. After this discovery, samples were gathered from around the world in order to continue research into the characteristics of microbes from places such as soils, gardens, forests, rivers, and streams. Today, biochemical engineers can be found working in a variety of industries, from food to pharmaceuticals. This is due to the increasing need for efficiency and production which requires knowledge of how biological systems and chemical reactions interact with each other and how they can be used to meet these needs. Education Biochemical engineering is not a major offered by most universities and is instead an area of interest under the chemical engineering major in most cases. The following universiti 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. Amines are bases; they react with acids to form what? A. salts B. ions C. oils D. proteins Answer:
sciq-110	multiple_choice	Titration is a method to determine what in acids or bases?	[ "concentration", "maturation", "alkalinity", "glucose" ]	A		Relavent Documents: Document 0::: 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 1::: 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 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::: Advanced Placement (AP) Calculus (also known as AP Calc, Calc AB / Calc BC or simply AB / BC) is a set of two distinct Advanced Placement calculus courses and exams offered by the American nonprofit organization College Board. AP Calculus AB covers basic introductions to limits, derivatives, and integrals. AP Calculus BC covers all AP Calculus AB topics plus additional topics (including integration by parts, Taylor series, parametric equations, vector calculus, and polar coordinate functions). AP Calculus AB AP Calculus AB is an Advanced Placement calculus course. It is traditionally taken after precalculus and is the first calculus course offered at most schools except for possibly a regular calculus class. The Pre-Advanced Placement pathway for math helps prepare students for further Advanced Placement classes and exams. Purpose According to the College Board: Topic outline The material includes the study and application of differentiation and integration, and graphical analysis including limits, asymptotes, and continuity. An AP Calculus AB course is typically equivalent to one semester of college calculus. Analysis of graphs (predicting and explaining behavior) Limits of functions (one and two sided) Asymptotic and unbounded behavior Continuity Derivatives Concept At a point As a function Applications Higher order derivatives Techniques Integrals Interpretations Properties Applications Techniques Numerical approximations Fundamental theorem of calculus Antidifferentiation L'Hôpital's rule Separable differential equations AP Calculus BC AP Calculus BC is equivalent to a full year regular college course, covering both Calculus I and II. After passing the exam, students may move on to Calculus III (Multivariable Calculus). Purpose According to the College Board, Topic outline AP Calculus BC includes all of the topics covered in AP Calculus AB, as well as the following: Convergence tests for series Taylor series Parametric equations Polar functions (inclu Document 4::: 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 The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Titration is a method to determine what in acids or bases? A. concentration B. maturation C. alkalinity D. glucose Answer:
sciq-4016	multiple_choice	Maltose, lactose, and sucrose are common types of what, which are distinguished by their monosaccharide constituents?	[ "precipitates", "silicates", "oxides", "disaccharides" ]	D		Relavent Documents: Document 0::: Maltose ( or ), also known as maltobiose or malt sugar, is a disaccharide formed from two units of glucose joined with an α(1→4) bond. In the isomer isomaltose, the two glucose molecules are joined with an α(1→6) bond. Maltose is the two-unit member of the amylose homologous series, the key structural motif of starch. When beta-amylase breaks down starch, it removes two glucose units at a time, producing maltose. An example of this reaction is found in germinating seeds, which is why it was named after malt. Unlike sucrose, it is a reducing sugar. History Maltose was discovered by Augustin-Pierre Dubrunfaut, although this discovery was not widely accepted until it was confirmed in 1872 by Irish chemist and brewer Cornelius O'Sullivan. Its name comes from malt, combined with the suffix '-ose' which is used in names of sugars. Document 1::: Structure and nomenclature Carbohydrates are generally divided into monosaccharides, oligosaccharides, and polysaccharides depending on the number of sugar subunits. Maltose, with two sugar units, is a disaccharide, which falls under oligosaccharides. Glucose is a hexose: a monosaccharide containing six carbon atoms. The two glucose units are in the pyranose form and are joined by an O-glycosidic bond, with the first carbon (C1) of the first glucose linked to the fourth carbon (C4) of the second glucose, indicated as (1→4). The link is characterized as α because the glycosidic bond to the anomeric carbon (C1) is in the opposite plane from the substituent in the same ring (C6 of the first glucose). If the glycosidic bond to the anomeric carbon (C1) were in the same plane as the substituent, it would be classified as a β(1→4) bond, and the resulting molecule would be cellobiose. The anomeric carbon (C1) of the second glucose molecule, which is not involved in a glycosidic bond, could be either an α- or β-anomer depending on the bond direction of the attached hydroxyl group relative to the substituent of the same ring, resulting in either α- Document 2::: A diose is a monosaccharide containing two carbon atoms. Because the general chemical formula of an unmodified monosaccharide is (C·H2O)n, where n is three or greater, it does not meet the formal definition of a monosaccharide. However, since it does fit the formula (C·H2O)n, it is sometimes thought of as the most basic sugar. There is only one possible diose, glycolaldehyde (2-hydroxyethanal), which is an aldodiose (a ketodiose is not possible since there are only two carbons). See also Triose Tetrose Pentose Hexose Heptose Document 3::: Sucrose octapropionate is a chemical compound with formula or , an eight-fold ester of sucrose and propionic acid. Its molecule can be described as that of sucrose with its eight hydroxyl groups – replaced by propionate groups –. It is a crystalline colorless solid. It is also called sucrose octapropanoate or octapropionyl sucrose. History The preparation of sucrose octapropionate was first described in 1933 by Gerald J. Cox and others. Preparation The compound can be prepared by the reaction of sucrose with propionic anhydride in the melt state or at room temperature, over several days, in anhydrous pyridine. Properties Sucrose octapropionate is only slightly soluble in water (less than 0.1 g/L) but is soluble in many common organic solvents such as isopropanol and ethanol, from which it can be crystallized by evaporation of the solvent. The crystalline form melts at 45.4–45.5 °C into a viscous liquid (47.8 poises at 48.9 °C), that becomes a clear glassy solid on cooling, but easily recrystallizes. The density of the glassy form is 1.185 kg/L (at 20 °C). It is an optically active compound with [α]20D +53°. The compound can be vacuum distilled at 280–290 °C and 0.05 to 0.07 torr. Applications Distillation of fully esterified propionates has been proposed as a method for the separation and identification of sugars. While the crystallinity of the pure compound prevents its use as a plasticizer it was found that incompletely esterified variants (with 1 to 2 remaining hydroxyls per molecule) will not crystallize, and therefore can be considered for that application. See also Sucrose octaacetate Document 4::: A reducing sugar is any sugar that is capable of acting as a reducing agent. In an alkaline solution, a reducing sugar forms some aldehyde or ketone, which allows it to act as a reducing agent, for example in Benedict's reagent. In such a reaction, the sugar becomes a carboxylic acid. All monosaccharides are reducing sugars, along with some disaccharides, some oligosaccharides, and some polysaccharides. The monosaccharides can be divided into two groups: the aldoses, which have an aldehyde group, and the ketoses, which have a ketone group. Ketoses must first tautomerize to aldoses before they can act as reducing sugars. The common dietary monosaccharides galactose, glucose and fructose are all reducing sugars. Disaccharides are formed from two monosaccharides and can be classified as either reducing or nonreducing. Nonreducing disaccharides like sucrose and trehalose have glycosidic bonds between their anomeric carbons and thus cannot convert to an open-chain form with an aldehyde group; they are stuck in the cyclic form. Reducing disaccharides like lactose and maltose have only one of their two anomeric carbons involved in the glycosidic bond, while the other is free and can convert to an open-chain form with an aldehyde group. The aldehyde functional group allows the sugar to act as a reducing agent, for example, in the Tollens' test or Benedict's test. The cyclic hemiacetal forms of aldoses can open to reveal an aldehyde, and certain ketoses can undergo tautomerization to become aldoses. However, acetals, including those found in polysaccharide linkages, cannot easily become free aldehydes. Reducing sugars react with amino acids in the Maillard reaction, a series of reactions that occurs while cooking food at high temperatures and that is important in determining the flavor of food. Also, the levels of reducing sugars in wine, juice, and sugarcane are indicative of the quality of these food products. Terminology Oxidation-reduction A reducing sugar is on The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Maltose, lactose, and sucrose are common types of what, which are distinguished by their monosaccharide constituents? A. precipitates B. silicates C. oxides D. disaccharides Answer:
sciq-10145	multiple_choice	What is considered to be the "fundamental unit" of life?	[ "bacteria", "proton", "cell", "organ" ]	C		Relavent Documents: Document 0::: 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 1::: 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 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 following outline is provided as an overview of and topical guide to biophysics: Biophysics – interdisciplinary science that uses the methods of physics to study biological systems. Nature of biophysics Biophysics is An academic discipline – branch of knowledge that is taught and researched at the college or university level. Disciplines are defined (in part), and recognized by the academic journals in which research is published, and the learned societies and academic departments or faculties to which their practitioners belong. A scientific field (a branch of science) – widely recognized category of specialized expertise within science, and typically embodies its own terminology and nomenclature. Such a field will usually be represented by one or more scientific journals, where peer-reviewed research is published. A natural science – one that seeks to elucidate the rules that govern the natural world using empirical and scientific methods. A biological science – concerned with the study of living organisms, including their structure, function, growth, evolution, distribution, and taxonomy. A branch of physics – concerned with the study of matter and its motion through space and time, along with related concepts such as energy and force. An interdisciplinary field – field of science that overlaps with other sciences Scope of biophysics research Biomolecular scale Biomolecule Biomolecular structure Organismal scale Animal locomotion Biomechanics Biomineralization Motility Environmental scale Biophysical environment Biophysics research overlaps with Agrophysics Biochemistry Biophysical chemistry Bioengineering Biogeophysics Nanotechnology Systems biology Branches of biophysics Astrobiophysics – field of intersection between astrophysics and biophysics concerned with the influence of the astrophysical phenomena upon life on planet Earth or some other planet in general. Medical biophysics – interdisciplinary field that applies me 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 is considered to be the "fundamental unit" of life? A. bacteria B. proton C. cell D. organ Answer:
sciq-9230	multiple_choice	What is the process of isolating a specific gene and then making a copy of it for use in gene therapy?	[ "gene cloning", "attribute cloning", "gene treatment", "gene copying" ]	A		Relavent Documents: Document 0::: Genetics (from Ancient Greek , “genite” and that from , “origin”), a discipline of biology, is the science of heredity and variation in living organisms. Articles (arranged alphabetically) related to genetics include: # A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Document 1::: European Society of Gene & Cell Therapy (ESGCT) formerly European Society of Gene Therapy (ESGT) is a legally registered professional body which emerged from a small working group in 1992 that focused on human gene therapy. The objectives of the ESGT include the following: promote basic and clinical research in gene therapy; facilitate education (and the exchange of information and technologies) related to gene transfer and therapy; serve as a professional adviser to the gene therapy community and various regulatory bodies in Europe. The official journal of the ESGT is The Journal of Gene Medicine. Collaborations The ESGT works with other entities in the scientific communities in the event that an adverse effect to a specific gene therapy is discovered. Investigations the ESGT has been involved with include the adverse effects discovered during the French X-SCID gene therapy trial. The ESGT hosted a forum of 500 researchers from various facilities around the world, including representatives from the Stanford University and the Sloan Kettering Cancer Research Center. External links Official Site Researchers from Israel, Southern California to Present Stem Cell Symposium Researchers team up to tackle cystic fibrosis Genetics societies European medical and health organizations Document 2::: Nucleofection is an electroporation-based transfection method which enables transfer of nucleic acids such as DNA and RNA into cells by applying a specific voltage and reagents. Nucleofection, also referred to as nucleofector technology, was invented by the biotechnology company Amaxa. "Nucleofector" and "nucleofection" are trademarks owned by Lonza Cologne AG, part of the Lonza Group. Applications Nucleofection is a method to transfer substrates into mammalian cells so far considered difficult or even impossible to transfect. Examples for such substrates are nucleic acids, like the DNA of an isolated gene cloned into a plasmid, or small interfering RNA (siRNA) for knocking down expression of a specific endogenous gene. Primary cells, for example stem cells, especially fall into this category, although many other cell lines are also difficult to transfect. Primary cells are freshly isolated from body tissue and thus cells are unchanged, closely resembling the in-vivo situation, and are therefore of particular relevance for medical research purposes. In contrast, cell lines have often been cultured for decades and may significantly differ from their origin. Mechanism Based on the physical method of electroporation, nucleofection uses a combination of electrical parameters, generated by a device called Nucleofector, with cell-type specific reagents. The substrate is transferred directly into the cell nucleus and the cytoplasm. In contrast, other commonly used non-viral transfection methods rely on cell division for the transfer of DNA into the nucleus. Thus, nucleofection provides the ability to transfect even non-dividing cells, such as neuron and resting blood cells. Before the introduction of the Nucleofector Technology, efficient gene transfer into primary cells had been restricted to the use of viral vectors, which typically involve disadvantages such as safety risks, lack of reliability, and high cost. The non-viral gene transfer methods available were not Document 3::: Genetic counseling is the process of investigating individuals and families affected by or at risk of genetic disorders to help them understand and adapt to the medical, psychological and familial implications of genetic contributions to disease. This field is considered necessary for the implementation of genomic medicine. The process integrates: Interpretation of family and medical histories to assess the chance of disease occurrence or recurrence Education about inheritance, testing, management, prevention, resources Counseling to promote informed choices, adaptation to the risk or condition and support in reaching out to relatives that are also at risk History The practice of advising people about inherited traits began around the turn of the 20th century, shortly after William Bateson suggested that the new medical and biological study of heredity be called "genetics". Heredity became intertwined with social reforms when the field of modern eugenics took form. Although initially well-intentioned, ultimately the movement had disastrous consequences; many states in the United States had laws mandating the sterilization of certain individuals, others were not allowed to immigrate and by the 1930s these ideas were accepted by many other countries including in Germany where euthanasia for the "genetically defective" was legalized in 1939. This part of the history of genetics is at the heart of the now "non directive" approach to genetic counseling. Sheldon Clark Reed coined the term genetic counseling in 1947 and published the book Counseling in Medical Genetics in 1955. Most of the early genetic counseling clinics were run by non-medical scientists or by those who were not experienced clinicians. With the growth in knowledge of genetic disorders and the appearance of medical genetics as a distinct specialty in the 1960s, genetic counseling progressively became medicalized, representing one of the key components of clinical genetics. It was not, though, unti Document 4::: A knockout moss is one kind of genetically modified moss, which are GM plants. One or more of the moss's specific genes are deleted or inactivated ("knocked out"), for example by gene targeting or other methods. After the deletion of a gene, the knockout moss has lost the trait encoded by this gene. Thus, the function of this gene can be inferred. This scientific approach is called reverse genetics as the scientist wants to unravel the function of a specific gene. In classical genetics the scientist starts with a phenotype of interest and searches for the gene that causes this phenotype. Knockout mosses are relevant for basic research in biology as well as in biotechnology. Scientific background The targeted deletion or alteration of genes relies on the integration of a DNA strand at a specific and predictable position into the genome of the host cell. This DNA strand must be engineered in such a way that both ends are identical to this specific gene locus. This is a prerequisite for being efficiently integrated via homologous recombination (HR). Basically, a knockout mouse is engineered in the same way. So far, this method of gene targeting in land plants has been carried out in the mosses Physcomitrella patens and Ceratodon purpureus, since in these non-seed plant species the efficiency of HR is several orders of magnitude higher than in seed plants. Knockout mosses are stored at and distributed by a specialized biobank, the International Moss Stock Center. Method For altering moss genes in a targeted way, the DNA-construct needs to be incubated together with moss protoplasts and with polyethylene glycol (PEG). As mosses are haploid organisms, the regenerating moss filaments (protonemata) can be directly assayed for gene targeting within 6 weeks when utilizing PCR-methods. Examples Chloroplast division The first scientific publication about identification of the function of a hitherto unknown gene utilizing knockout moss appeared 1998 and was authored by Ralf The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What is the process of isolating a specific gene and then making a copy of it for use in gene therapy? A. gene cloning B. attribute cloning C. gene treatment D. gene copying Answer:
sciq-650	multiple_choice	What are protons and neutrons that make up the nucleus of an atom called?	[ "nucleons", "baryons", "electron shells", "pions" ]	A		Relavent Documents: Document 0::: An atom is a particle that consists of a nucleus of protons and neutrons surrounded by an electromagnetically-bound cloud of electrons. The atom is the basic particle of the chemical elements, and the chemical elements are distinguished from each other by the number of protons that are in their atoms. For example, any atom that contains 11 protons is sodium, and any atom that contains 29 protons is copper. The number of neutrons defines the isotope of the element. Atoms are extremely small, typically around 100 picometers across. A human hair is about a million carbon atoms wide. This is smaller than the shortest wavelength of visible light, which means humans cannot see atoms with conventional microscopes. Atoms are so small that accurately predicting their behavior using classical physics is not possible due to quantum effects. More than 99.94% of an atom's mass is in the nucleus. Each proton has a positive electric charge, while each electron has a negative charge, and the neutrons, if any are present, have no electric charge. If the numbers of protons and electrons are equal, as they normally are, then the atom is electrically neutral. If an atom has more electrons than protons, then it has an overall negative charge, and is called a negative ion (or anion). Conversely, if it has more protons than electrons, it has a positive charge, and is called a positive ion (or cation). The electrons of an atom are attracted to the protons in an atomic nucleus by the electromagnetic force. The protons and neutrons in the nucleus are attracted to each other by the nuclear force. This force is usually stronger than the electromagnetic force that repels the positively charged protons from one another. Under certain circumstances, the repelling electromagnetic force becomes stronger than the nuclear force. In this case, the nucleus splits and leaves behind different elements. This is a form of nuclear decay. Atoms can attach to one or more other atoms by chemical bonds to Document 1::: The atomic nucleus is the small, dense region consisting of protons and neutrons at the center of an atom, discovered in 1911 by Ernest Rutherford based on the 1909 Geiger–Marsden gold foil experiment. After the discovery of the neutron in 1932, models for a nucleus composed of protons and neutrons were quickly developed by Dmitri Ivanenko and Werner Heisenberg. An atom is composed of a positively charged nucleus, with a cloud of negatively charged electrons surrounding it, bound together by electrostatic force. Almost all of the mass of an atom is located in the nucleus, with a very small contribution from the electron cloud. Protons and neutrons are bound together to form a nucleus by the nuclear force. The diameter of the nucleus is in the range of () for hydrogen (the diameter of a single proton) to about for uranium. These dimensions are much smaller than the diameter of the atom itself (nucleus + electron cloud), by a factor of about 26,634 (uranium atomic radius is about ()) to about 60,250 (hydrogen atomic radius is about ). The branch of physics concerned with the study and understanding of the atomic nucleus, including its composition and the forces that bind it together, is called nuclear physics. Introduction History The nucleus was discovered in 1911, as a result of Ernest Rutherford's efforts to test Thomson's "plum pudding model" of the atom. The electron had already been discovered by J. J. Thomson. Knowing that atoms are electrically neutral, J. J. Thomson postulated that there must be a positive charge as well. In his plum pudding model, Thomson suggested that an atom consisted of negative electrons randomly scattered within a sphere of positive charge. Ernest Rutherford later devised an experiment with his research partner Hans Geiger and with help of Ernest Marsden, that involved the deflection of alpha particles (helium nuclei) directed at a thin sheet of metal foil. He reasoned that if J. J. Thomson's model were correct, the positive Document 2::: Isotopes are distinct nuclear species (or nuclides, as technical term) of the same chemical element. They have the same atomic number (number of protons in their nuclei) and position in the periodic table (and hence belong to the same chemical element), but differ in nucleon numbers (mass numbers) due to different numbers of neutrons in their nuclei. While all isotopes of a given element have almost the same chemical properties, they have different atomic masses and physical properties. The term isotope is formed from the Greek roots isos (ἴσος "equal") and topos (τόπος "place"), meaning "the same place"; thus, the meaning behind the name is that different isotopes of a single element occupy the same position on the periodic table. It was coined by Scottish doctor and writer Margaret Todd in 1913 in a suggestion to the British chemist Frederick Soddy. The number of protons within the atom's nucleus is called its atomic number and is equal to the number of electrons in the neutral (non-ionized) atom. Each atomic number identifies a specific element, but not the isotope; an atom of a given element may have a wide range in its number of neutrons. The number of nucleons (both protons and neutrons) in the nucleus is the atom's mass number, and each isotope of a given element has a different mass number. For example, carbon-12, carbon-13, and carbon-14 are three isotopes of the element carbon with mass numbers 12, 13, and 14, respectively. The atomic number of carbon is 6, which means that every carbon atom has 6 protons so that the neutron numbers of these isotopes are 6, 7, and 8 respectively. Isotope vs. nuclide A nuclide is a species of an atom with a specific number of protons and neutrons in the nucleus, for example, carbon-13 with 6 protons and 7 neutrons. The nuclide concept (referring to individual nuclear species) emphasizes nuclear properties over chemical properties, whereas the isotope concept (grouping all atoms of each element) emphasizes chemical over Document 3::: The subatomic scale is the domain of physical size that encompasses objects smaller than an atom. It is the scale at which the atomic constituents, such as the nucleus containing protons and neutrons, and the electrons in their orbitals, become apparent. The subatomic scale includes the many thousands of times smaller subnuclear scale, which is the scale of physical size at which constituents of the protons and neutrons - particularly quarks - become apparent. See also Astronomical scale the opposite end of the spectrum Subatomic particles Document 4::: Understanding the structure of the atomic nucleus is one of the central challenges in nuclear physics. Models The liquid drop model The liquid drop model is one of the first models of nuclear structure, proposed by Carl Friedrich von Weizsäcker in 1935. It describes the nucleus as a semiclassical fluid made up of neutrons and protons, with an internal repulsive electrostatic force proportional to the number of protons. The quantum mechanical nature of these particles appears via the Pauli exclusion principle, which states that no two nucleons of the same kind can be at the same state. Thus the fluid is actually what is known as a Fermi liquid. In this model, the binding energy of a nucleus with protons and neutrons is given by where is the total number of nucleons (Mass Number). The terms proportional to and represent the volume and surface energy of the liquid drop, the term proportional to represents the electrostatic energy, the term proportional to represents the Pauli exclusion principle and the last term is the pairing term, which lowers the energy for even numbers of protons or neutrons. The coefficients and the strength of the pairing term may be estimated theoretically, or fit to data. This simple model reproduces the main features of the binding energy of nuclei. The assumption of nucleus as a drop of Fermi liquid is still widely used in the form of Finite Range Droplet Model (FRDM), due to the possible good reproduction of nuclear binding energy on the whole chart, with the necessary accuracy for predictions of unknown nuclei. The shell model The expression "shell model" is ambiguous in that it refers to two different items. It was previously used to describe the existence of nucleon shells according to an approach closer to what is now called mean field theory. Nowadays, it refers to a formalism analogous to the configuration interaction formalism used in quantum chemistry. Introduction to the shell concept Systematic measurements of th The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What are protons and neutrons that make up the nucleus of an atom called? A. nucleons B. baryons C. electron shells D. pions Answer:
sciq-803	multiple_choice	Which human body system is a complex network of nervous tissue that carries electrical messages throughout the body?	[ "the lymph system", "the nervous system", "the bacterial system", "the localized system" ]	B		Relavent Documents: Document 0::: 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 1::: 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 Document 2::: 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 3::: 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 4::: Physiological psychology is a subdivision of behavioral neuroscience (biological psychology) that studies the neural mechanisms of perception and behavior through direct manipulation of the brains of nonhuman animal subjects in controlled experiments. This field of psychology takes an empirical and practical approach when studying the brain and human behavior. Most scientists in this field believe that the mind is a phenomenon that stems from the nervous system. By studying and gaining knowledge about the mechanisms of the nervous system, physiological psychologists can uncover many truths about human behavior. Unlike other subdivisions within biological psychology, the main focus of psychological research is the development of theories that describe brain-behavior relationships. Physiological psychology studies many topics relating to the body's response to a behavior or activity in an organism. It concerns the brain cells, structures, components, and chemical interactions that are involved in order to produce actions. Psychologists in this field usually focus their attention to topics such as sleep, emotion, ingestion, senses, reproductive behavior, learning/memory, communication, psychopharmacology, and neurological disorders. The basis for these studies all surround themselves around the notion of how the nervous system intertwines with other systems in the body to create a specific behavior. Nervous system The nervous system can be described as a control system that interconnects the other body systems. It consists of the brain, spinal cord, and other nerve tissues throughout the body. The system's primary function is to react to internal and external stimuli in the human body. It uses electrical and chemical signals to send out responses to different parts of the body, and it is made up of nerve cells called neurons. Through the system, messages are transmitted to body tissues such as a muscle. There are two major subdivisions in the nervous system known a The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Which human body system is a complex network of nervous tissue that carries electrical messages throughout the body? A. the lymph system B. the nervous system C. the bacterial system D. the localized system Answer:
sciq-4725	multiple_choice	Metal detectors used for airport security work on which principle?	[ "electricity", "conductivity", "inductance", "inertia" ]	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::: 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::: Advanced Placement (AP) Physics C: Electricity and Magnetism (also known as AP Physics C: E&M or AP E&M) is an introductory physics course administered by the College Board as part of its Advanced Placement program. It is intended to proxy a second-semester calculus-based university course in electricity and magnetism. The content of Physics C: E&M overlaps with that of AP Physics 2, but Physics 2 is algebra-based and covers other topics outside of electromagnetism, while Physics C is calculus-based and only covers electromagnetism. Physics C: E&M may be combined with its mechanics counterpart to form a year-long course that prepares for both exams. Course content E&M is equivalent to an introductory college course in electricity and magnetism for physics or engineering majors. The course modules are: Electrostatics Conductors, capacitors, and dielectrics Electric circuits Magnetic fields Electromagnetism. Methods of calculus are used wherever appropriate in formulating physical principles and in applying them to physical problems. Therefore, students should have completed or be concurrently enrolled in a calculus class. AP test The course culminates in an optional exam for which high-performing students may receive some credit towards their college coursework, depending on the institution. Registration The AP examination for AP Physics C: Electricity and Magnetism is separate from the AP examination for AP Physics C: Mechanics. Before 2006, test-takers paid only once and were given the choice of taking either one or two parts of the Physics C test. Format The exam is typically administered on a Monday afternoon in May. The exam is configured in two categories: a 35-question multiple choice section and a 3-question free response section. Test takers are allowed to use an approved calculator during the entire exam. The test is weighted such that each section is worth half of the final score. This and AP Physics C: Mechanics are the shortest AP exams, with Document 3::: Engineering mathematics is a branch of applied mathematics concerning mathematical methods and techniques that are typically used in engineering and industry. Along with fields like engineering physics and engineering geology, both of which may belong in the wider category engineering science, engineering mathematics is an interdisciplinary subject motivated by engineers' needs both for practical, theoretical and other considerations outside their specialization, and to deal with constraints to be effective in their work. Description Historically, engineering mathematics consisted mostly of applied analysis, most notably: differential equations; real and complex analysis (including vector and tensor analysis); approximation theory (broadly construed, to include asymptotic, variational, and perturbative methods, representations, numerical analysis); Fourier analysis; potential theory; as well as linear algebra and applied probability, outside of analysis. These areas of mathematics were intimately tied to the development of Newtonian physics, and the mathematical physics of that period. This history also left a legacy: until the early 20th century subjects such as classical mechanics were often taught in applied mathematics departments at American universities, and fluid mechanics may still be taught in (applied) mathematics as well as engineering departments. The success of modern numerical computer methods and software has led to the emergence of computational mathematics, computational science, and computational engineering (the last two are sometimes lumped together and abbreviated as CS&E), which occasionally use high-performance computing for the simulation of phenomena and the solution of problems in the sciences and engineering. These are often considered interdisciplinary fields, but are also of interest to engineering mathematics. Specialized branches include engineering optimization and engineering statistics. Engineering mathematics in tertiary educ Document 4::: Applied physics is the application of physics to solve scientific or engineering problems. It is usually considered a bridge or a connection between physics and engineering. "Applied" is distinguished from "pure" by a subtle combination of factors, such as the motivation and attitude of researchers and the nature of the relationship to the technology or science that may be affected by the work. Applied physics is rooted in the fundamental truths and basic concepts of the physical sciences but is concerned with the utilization of scientific principles in practical devices and systems and with the application of physics in other areas of science and high technology. Examples of research and development areas Accelerator physics Acoustics Atmospheric physics Biophysics Brain–computer interfacing Chemistry Chemical physics Differentiable programming Artificial intelligence Scientific computing Engineering physics Chemical engineering Electrical engineering Electronics Sensors Transistors Materials science and engineering Metamaterials Nanotechnology Semiconductors Thin films Mechanical engineering Aerospace engineering Astrodynamics Electromagnetic propulsion Fluid mechanics Military engineering Lidar Radar Sonar Stealth technology Nuclear engineering Fission reactors Fusion reactors Optical engineering Photonics Cavity optomechanics Lasers Photonic crystals Geophysics Materials physics Medical physics Health physics Radiation dosimetry Medical imaging Magnetic resonance imaging Radiation therapy Microscopy Scanning probe microscopy Atomic force microscopy Scanning tunneling microscopy Scanning electron microscopy Transmission electron microscopy Nuclear physics Fission Fusion Optical physics Nonlinear optics Quantum optics Plasma physics Quantum technology Quantum computing Quantum cryptography Renewable energy Space physics Spectroscopy See also Applied science Applied mathematics Engineering Engineering Physics High Technology The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Metal detectors used for airport security work on which principle? A. electricity B. conductivity C. inductance D. inertia Answer:
sciq-7246	multiple_choice	The main functions of epithelia are protection from the environment, coverage, secretion and excretion, absorption, and this?	[ "absorption", "filtration", "accumulation", "diffusion" ]	B		Relavent Documents: Document 0::: This table lists the epithelia of different organs of the human body Human anatomy Document 1::: Epithelium or epithelial tissue is a thin, continuous, protective layer of compactly packed cells with a little intercellular matrix. Epithelial tissues line the outer surfaces of organs and blood vessels throughout the body, as well as the inner surfaces of cavities in many internal organs. An example is the epidermis, the outermost layer of the skin. Epithelial tissue is one of the four basic types of animal tissue, along with connective tissue, muscle tissue and nervous tissue. These tissues also lack blood or lymph supply. The tissue is supplied by nerves. There are three principal shapes of epithelial cell: squamous (scaly), columnar, and cuboidal. These can be arranged in a singular layer of cells as simple epithelium, either simple squamous, simple columnar, or simple cuboidal, or in layers of two or more cells deep as stratified (layered), or compound, either squamous, columnar or cuboidal. In some tissues, a layer of columnar cells may appear to be stratified due to the placement of the nuclei. This sort of tissue is called pseudostratified. All glands are made up of epithelial cells. Functions of epithelial cells include diffusion, filtration, secretion, selective absorption, germination, and transcellular transport. Compound epithelium has protective functions. Epithelial layers contain no blood vessels (avascular), so they must receive nourishment via diffusion of substances from the underlying connective tissue, through the basement membrane. Cell junctions are especially abundant in epithelial tissues. Classification Simple epithelium Simple epithelium is a single layer of cells with every cell in direct contact with the basement membrane that separates it from the underlying connective tissue. In general, it is found where absorption and filtration occur. The thinness of the epithelial barrier facilitates these processes. In general, epithelial tissues are classified by the number of their layers and by the shape and function of the cells. Document 2::: 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 3::: A mucous membrane or mucosa is a membrane that lines various cavities in the body of an organism and covers the surface of internal organs. It consists of one or more layers of epithelial cells overlying a layer of loose connective tissue. It is mostly of endodermal origin and is continuous with the skin at body openings such as the eyes, eyelids, ears, inside the nose, inside the mouth, lips, the genital areas, the urethral opening and the anus. Some mucous membranes secrete mucus, a thick protective fluid. The function of the membrane is to stop pathogens and dirt from entering the body and to prevent bodily tissues from becoming dehydrated. Structure The mucosa is composed of one or more layers of epithelial cells that secrete mucus, and an underlying lamina propria of loose connective tissue. The type of cells and type of mucus secreted vary from organ to organ and each can differ along a given tract. Mucous membranes line the digestive, respiratory and reproductive tracts and are the primary barrier between the external world and the interior of the body; in an adult human the total surface area of the mucosa is about 400 square meters while the surface area of the skin is about 2 square meters. Along with providing a physical barrier, they also contain key parts of the immune system and serve as the interface between the body proper and the microbiome. Examples Some examples include: Endometrium: the mucosa of the uterus Gastric mucosa Intestinal mucosa Nasal mucosa Olfactory mucosa Oral mucosa Penile mucosa Respiratory mucosa Vaginal mucosa Frenulum of tongue Anal canal Conjunctiva Development Developmentally, the majority of mucous membranes are of endodermal origin. Exceptions include the palate, cheeks, floor of the mouth, gums, lips and the portion of the anal canal below the pectinate line, which are all ectodermal in origin. Function One of its functions is to keep the tissue moist (for example in the respiratory tract, including the mouth and nose Document 4::: 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: The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. The main functions of epithelia are protection from the environment, coverage, secretion and excretion, absorption, and this? A. absorption B. filtration C. accumulation D. diffusion Answer:
sciq-4592	multiple_choice	What forms when a sperm fertilizes and egg?	[ "crystals", "zygote", "proton", "cytoplasm" ]	B		Relavent Documents: Document 0::: Spermatogenesis is the process by which haploid spermatozoa develop from germ cells in the seminiferous tubules of the testis. This process starts with the mitotic division of the stem cells located close to the basement membrane of the tubules. These cells are called spermatogonial stem cells. The mitotic division of these produces two types of cells. Type A cells replenish the stem cells, and type B cells differentiate into primary spermatocytes. The primary spermatocyte divides meiotically (Meiosis I) into two secondary spermatocytes; each secondary spermatocyte divides into two equal haploid spermatids by Meiosis II. The spermatids are transformed into spermatozoa (sperm) by the process of spermiogenesis. These develop into mature spermatozoa, also known as sperm cells. Thus, the primary spermatocyte gives rise to two cells, the secondary spermatocytes, and the two secondary spermatocytes by their subdivision produce four spermatozoa and four haploid cells. Spermatozoa are the mature male gametes in many sexually reproducing organisms. Thus, spermatogenesis is the male version of gametogenesis, of which the female equivalent is oogenesis. In mammals it occurs in the seminiferous tubules of the male testes in a stepwise fashion. Spermatogenesis is highly dependent upon optimal conditions for the process to occur correctly, and is essential for sexual reproduction. DNA methylation and histone modification have been implicated in the regulation of this process. It starts during puberty and usually continues uninterrupted until death, although a slight decrease can be discerned in the quantity of produced sperm with increase in age (see Male infertility). Spermatogenesis starts in the bottom part of seminiferous tubes and, progressively, cells go deeper into tubes and moving along it until mature spermatozoa reaches the lumen, where mature spermatozoa are deposited. The division happens asynchronically; if the tube is cut transversally one could observe different Document 1::: Spermatozoa develop in the seminiferous tubules of the testes. During their development the spermatogonia proceed through meiosis to become spermatozoa. Many changes occur during this process: the DNA in nuclei becomes condensed; the acrosome develops as a structure close to the nucleus. The acrosome is derived from the Golgi apparatus and contains hydrolytic enzymes important for fusion of the spermatozoon with an egg cell. During spermiogenesis the nucleus condenses and changes shape. Abnormal shape change is a feature of sperm in male infertility. The acroplaxome is a structure found between the acrosomal membrane and the nuclear membrane. The acroplaxome contains structural proteins including keratin 5, F-actin and profilin IV. Document 2::: Sperm (: sperm or sperms) is the male reproductive cell, or gamete, in anisogamous forms of sexual reproduction (forms in which there is a larger, female reproductive cell and a smaller, male one). Animals produce motile sperm with a tail known as a flagellum, which are known as spermatozoa, while some red algae and fungi produce non-motile sperm cells, known as spermatia. Flowering plants contain non-motile sperm inside pollen, while some more basal plants like ferns and some gymnosperms have motile sperm. Sperm cells form during the process known as spermatogenesis, which in amniotes (reptiles and mammals) takes place in the seminiferous tubules of the testes. This process involves the production of several successive sperm cell precursors, starting with spermatogonia, which differentiate into spermatocytes. The spermatocytes then undergo meiosis, reducing their chromosome number by half, which produces spermatids. The spermatids then mature and, in animals, construct a tail, or flagellum, which gives rise to the mature, motile sperm cell. This whole process occurs constantly and takes around 3 months from start to finish. Sperm cells cannot divide and have a limited lifespan, but after fusion with egg cells during fertilization, a new organism begins developing, starting as a totipotent zygote. The human sperm cell is haploid, so that its 23 chromosomes can join the 23 chromosomes of the female egg to form a diploid cell with 46 paired chromosomes. In mammals, sperm is stored in the epididymis and is released from the penis during ejaculation in a fluid known as semen. The word sperm is derived from the Greek word σπέρμα, sperma, meaning "seed". Evolution It is generally accepted that isogamy is the ancestor to sperm and eggs. However, there are no fossil records for the evolution of sperm and eggs from isogamy leading there to be a strong emphasis on mathematical models to understand the evolution of sperm. A widespread hypothesis states that sperm evolve Document 3::: The spermatid is the haploid male gametid that results from division of secondary spermatocytes. As a result of meiosis, each spermatid contains only half of the genetic material present in the original primary spermatocyte. Spermatids are connected by cytoplasmic material and have superfluous cytoplasmic material around their nuclei. When formed, early round spermatids must undergo further maturational events to develop into spermatozoa, a process termed spermiogenesis (also termed spermeteliosis). The spermatids begin to grow a living thread, develop a thickened mid-piece where the mitochondria become localised, and form an acrosome. Spermatid DNA also undergoes packaging, becoming highly condensed. The DNA is packaged firstly with specific nuclear basic proteins, which are subsequently replaced with protamines during spermatid elongation. The resultant tightly packed chromatin is transcriptionally inactive. In 2016 scientists at Nanjing Medical University claimed they had produced cells resembling mouse spermatids artificially from stem cells. They injected these spermatids into mouse eggs and produced pups. DNA repair As postmeiotic germ cells develop to mature sperm they progressively lose the ability to repair DNA damage that may then accumulate and be transmitted to the zygote and ultimately the embryo. In particular, the repair of DNA double-strand breaks by the non-homologous end joining pathway, although present in round spermatids, appears to be lost as they develop into elongated spermatids. Additional images See also List of distinct cell types in the adult human body Document 4::: Reproductive biology includes both sexual and asexual reproduction. Reproductive biology includes a wide number of fields: Reproductive systems Endocrinology Sexual development (Puberty) Sexual maturity Reproduction Fertility Human reproductive biology Endocrinology Human reproductive biology is primarily controlled through hormones, which send signals to the human reproductive structures to influence growth and maturation. These hormones are secreted by endocrine glands, and spread to different tissues in the human body. In humans, the pituitary gland synthesizes hormones used to control the activity of endocrine glands. Reproductive systems Internal and external organs are included in the reproductive system. There are two reproductive systems including the male and female, which contain different organs from one another. These systems work together in order to produce offspring. Female reproductive system The female reproductive system includes the structures involved in ovulation, fertilization, development of an embryo, and birth. These structures include: Ovaries Oviducts Uterus Vagina Mammary Glands Estrogen is one of the sexual reproductive hormones that aid in the sexual reproductive system of the female. Male reproductive system The male reproductive system includes testes, rete testis, efferent ductules, epididymis, sex accessory glands, sex accessory ducts and external genitalia. Testosterone, an androgen, although present in both males and females, is relatively more abundant in males. Testosterone serves as one of the major sexual reproductive hormones in the male reproductive system However, the enzyme aromatase is present in testes and capable of synthesizing estrogens from androgens. Estrogens are present in high concentrations in luminal fluids of the male reproductive tract. Androgen and estrogen receptors are abundant in epithelial cells of the male reproductive tract. Animal Reproductive Biology Animal reproduction oc The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What forms when a sperm fertilizes and egg? A. crystals B. zygote C. proton D. cytoplasm Answer:
sciq-6546	multiple_choice	What do sudoriferous glands secrete?	[ "sweat", "moving", "tissue", "water" ]	A		Relavent Documents: Document 0::: Serous glands secrete serous fluid. They contain serous acini, a grouping of serous cells that secrete serous fluid, isotonic with blood plasma, that contains enzymes such as alpha-amylase. Serous glands are most common in the parotid gland and lacrimal gland but are also present in the submandibular gland and, to a far lesser extent, the sublingual gland. Document 1::: 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 2::: Mucous gland, also known as muciparous glands, are found in several different parts of the body, and they typically stain lighter than serous glands during standard histological preparation. Most are multicellular, but goblet cells are single-celled glands. Mucous salivary glands The mucous salivary glands are similar in structure to the buccal and labial glands. They are found especially at the back part behind the vallate papillae, but are also present at the apex and marginal parts. In this connection the anterior lingual glands require special notice. They are situated on the under surface of the apex of the tongue, one on either side of the frenulum, where they are covered by a fascicle of muscular fibers derived from the styloglossus and inferior longitudinal muscles. They produce a glycoprotein, mucin that absorbs water to form a sticky secretion called mucus. They are from 12 to 25 mm. long, and about 8 mm. broad, and each opens by three or four ducts on the under surface of the apex. The Weber's glands are an example of muciparous glands located along the tongue. See also Mucus Gland Exocrine gland Weber's glands 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::: A central or intermediate group of three or four large glands is imbedded in the adipose tissue near the base of the axilla. Its afferent lymphatic vessels are the efferent vessels of all the preceding groups of axillary glands; its efferents pass to the subclavicular group. Additional images The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What do sudoriferous glands secrete? A. sweat B. moving C. tissue D. water Answer:

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