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sciq-8283
|
multiple_choice
|
Spirals, spheres, and rods are examples of what distinguishing property of bacteria?
|
[
"function",
"color",
"shape",
"organ"
] |
C
|
Relavent Documents:
Document 0:::
The bacterium, despite its simplicity, contains a well-developed cell structure which is responsible for some of its unique biological structures and pathogenicity. Many structural features are unique to bacteria and are not found among archaea or eukaryotes. Because of the simplicity of bacteria relative to larger organisms and the ease with which they can be manipulated experimentally, the cell structure of bacteria has been well studied, revealing many biochemical principles that have been subsequently applied to other organisms.
Cell morphology
Perhaps the most elemental structural property of bacteria is their morphology (shape). Typical examples include:
coccus (circle or spherical)
bacillus (rod-like)
coccobacillus (between a sphere and a rod)
spiral (corkscrew-like)
filamentous (elongated)
Cell shape is generally characteristic of a given bacterial species, but can vary depending on growth conditions. Some bacteria have complex life cycles involving the production of stalks and appendages (e.g. Caulobacter) and some produce elaborate structures bearing reproductive spores (e.g. Myxococcus, Streptomyces). Bacteria generally form distinctive cell morphologies when examined by light microscopy and distinct colony morphologies when grown on Petri plates.
Perhaps the most obvious structural characteristic of bacteria is (with some exceptions) their small size. For example, Escherichia coli cells, an "average" sized bacterium, are about 2 µm (micrometres) long and 0.5 µm in diameter, with a cell volume of 0.6–0.7 μm3. This corresponds to a wet mass of about 1 picogram (pg), assuming that the cell consists mostly of water. The dry mass of a single cell can be estimated as 23% of the wet mass, amounting to 0.2 pg. About half of the dry mass of a bacterial cell consists of carbon, and also about half of it can be attributed to proteins. Therefore, a typical fully grown 1-liter culture of Escherichia coli (at an optical density of 1.0, corresponding to c. 109
Document 1:::
Microbial cytology is the study of microscopic and submicroscopic details of microorganisms. Origin of "Microbial" 1880-85; < Greek mīkro- micro- small + bíos life). "Cytology" 1857; < Cyto-is derived from the Greek "kytos" meaning "hollow, as a cell or container." + -logy meaning "the study of"). Microbial cytology is analyzed under a microscope for cells which were collected from a part of the body. The main purpose of microbial cytology is to see the structure of the cells, and how they form and operate.
Document 2:::
Non-motile bacteria are bacteria species that lack the ability and structures that would allow them to propel themselves, under their own power, through their environment. When non-motile bacteria are cultured in a stab tube, they only grow along the stab line. If the bacteria are mobile, the line will appear diffuse and extend into the medium. The cell structures that provide the ability for locomotion are the cilia and flagella. Coliform and Streptococci are examples of non-motile bacteria as are Klebsiella pneumoniae, and Yersinia pestis. Motility is one characteristic used in the identification of bacteria and evidence of possessing structures: peritrichous flagella, polar flagella and/or a combination of both.
Though the lack of motility might be regarded a disadvantage, some non-motile bacteria possess structures that allow their attachment to eukaryotic cells, like GI mucousal cells.
Some genera have been divided based upon the presence or absence of motility. Motility is determined by using a motility medium. The ingredients include motility test medium, nutrient broth powder, NaCl and distilled water. An inoculating needle (not a loop) is used to insert the bacterial sample. The needle is inserted through the medium for a length of one inch. The media tube incubated at . Bacteria that are motile grow away from the stab, and toward the sides and downward toward the bottom of the tube. Growth should be observed in 24 to 48 hours. With some species, the bacterium is inconsistent related to its motility.
Document 3:::
Bacterial cellular morphologies are morphologies that are characteristic of various types bacteria and often a key factor in identifying bacteria species. Their direct examination under the light microscope enables the classification of these bacteria and archaea.
Generally, the basic morphologies are spheres (coccus) and round-ended cylinders or rod shaped (bacillus). But, there are also other morphologies such as helically twisted cylinders (example Spirochetes), cylinders curved in one plane (selenomonads) and unusual morphologies (the square, flat box-shaped cells of the Archaean genus Haloquadratum). Other arrangements include pairs, tetrads, clusters, chains and palisades.
Coccus
A coccus (plural cocci, from the Latin coccinus (scarlet) and derived from the Greek kokkos (berry)) is any microorganism (usually bacteria) whose overall shape is spherical or nearly spherical. Describing a bacterium as a coccus, or sphere, distinguishes it from bacillus, or rod. This is the first of many taxonomic traits for identifying and classifying a bacterium according to binomial nomenclature.
Important human diseases caused by coccoid bacteria include staphylococcal infections, some types of food poisoning, some urinary tract infections, toxic shock syndrome, gonorrhea, as well as some forms of meningitis, throat infections, pneumonias, and sinusitis.
Arrangements
Coccoid bacteria often occur in characteristic arrangements and these forms have specific names as well; listed here are the basic forms as well as representative bacterial genera:
pairs or diplococci (e.g. Neisseria spp.)
groups of four or eight known respectively as tetrads and sarcina (e.g. Micrococcus spp.)
bead-like chains (e.g. Streptococcus spp.)
grapelike clusters (e.g. Staphylococcus spp.)
Bacillus
A bacillus (plural bacilli) is a rod-shaped bacterium. Although Bacillus, capitalized and italicized, specifically refers to the genus, the word bacillus (plural bacilli) may also be used to describe an
Document 4:::
In microbiology, colonial morphology refers to the visual appearance of bacterial or fungal colonies on an agar plate. Examining colonial morphology is the first step in the identification of an unknown microbe. The systematic assessment of the colonies' appearance, focusing on aspects like size, shape, colour, opacity, and consistency, provides clues to the identity of the organism, allowing microbiologists to select appropriate tests to provide a definitive identification.
Procedure
When a specimen arrives in the microbiology laboratory, it is inoculated into an agar plate and placed in an incubator to encourage microbial growth. Because the appearance of microbial colonies changes as they grow, colonial morphology is examined at a specific time after the plate is inoculated. Usually, the plate is read at 18–24 hours post-inoculation, but times may differ for slower-growing organisms like fungi. The microbiologist examines the appearance of the colony, noting specific features such as size, colour, shape, consistency, and opacity. A hand lens or magnifying glass may be used to view colonies in greater detail.
The opacity of a microbial colony can be described as transparent, translucent, or opaque. Staphylococci are usually opaque, while many Streptococcus species are translucent. The overall shape of the colony may be characterized as circular, irregular, or punctiform (like pinpoints). The vertical growth or elevation of the colony, another identifying characteristic, is assessed by tilting the agar plate to the side and is denoted as flat, raised, convex, pulvinate (very convex), umbilicate (having a depression in the centre) or umbonate (having a bump in the centre). The edge of the colony may be separately described using terms like smooth, rough, irregular and filamentous. Bacillus anthracis is notable for its filamentous appearance, which is sometimes described as resembling Medusa's head.
Consistency is examined by physically manipulating the colony w
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Spirals, spheres, and rods are examples of what distinguishing property of bacteria?
A. function
B. color
C. shape
D. organ
Answer:
|
|
ai2_arc-901
|
multiple_choice
|
The average rainfall in Nevada is about 7 inches per year. The most likely reason for the low amount of rainfall is the
|
[
"high elevations of deserts.",
"location north of the equator.",
"lack of moisture in the air.",
"great distance from the ocean."
] |
C
|
Relavent Documents:
Document 0:::
The United States Drought Monitor is a collection of measures that allows experts to assess droughts in the United States. The monitor is not an agency but a partnership between the National Drought Mitigation Center at the University of Nebraska-Lincoln, the United States Department of Agriculture, and the National Oceanic and Atmospheric Administration. Different experts provide their best judgment to outline a single map every week that shows droughts throughout the United States. The effort started in 1999 as a federal, state, and academic partnership, growing out of an initiative by the Western Governors Association to provide timely and understandable scientific information on water supply and drought for policymakers.
The monitor is produced by a rotating group of authors and incorporates review from a group of 250 climatologists, extension agents, and others across the nation. Each week the authors revise the previous map based on rainfall, snowfall, and other events, and observers' reports of how drought is affecting crops, wildlife, and other indicators. Authors balance conflicting data and reports to come up with a new map every Wednesday afternoon. The map is then released on the following Thursday morning.
Document 1:::
The Mississippi River Basin Model Waterways Experiment Station, located near Clinton, Mississippi, was a large-scale hydraulic model of the entire Mississippi River basin, covering an area of 200 acres. The model was built from 1943 to 1966 and in operation from 1949 until 1973. By comparison, the better known San Francisco Bay Model covers 1.5 acres and the Chesapeake Bay Model covers 8 acres. The model is now derelict, but open to the public within Buddy Butts Park, Jackson.
Background
Large scale, localised flood control measures such as levees had been constructed since the early 1900s, especially in the decade after the Great Mississippi Flood of 1927 and following the Flood Control Act 1936. From 1928 onwards, the Army Corps of Engineers built a huge number of locks, run-off channels and extended and raised existing levees. These control measures only targeted single sites, and did not look at the entire river system.
There had already been extensive modelling of individual sections of the river at the Waterways Experiment Station in Vicksburg, including a 1060 ft long model of the 600 river miles from Helena, Arkansas to Donaldsonville, Louisiana, but in early 1937 it was clear that impact of control measures were not completely successful.
In 1941 Eugene Reybold proposed a large-scale hydraulic model which would allow the engineers to simulate weather, floods and evaluate the effect of flood control measures on the entire system. This would cover approximately 200 acres, include all existing and proposed control measures, and a network of streams nearly 8 miles in total length.
Design
The scale of the model was 1:100 vertical and 1:2000 horizontal. At this scale, the Appalachian Mountains are raised 20 ft above the Gulf of Mexico, the Rocky Mountains by 50 ft. The larger vertical scale was thought to reduce surface-tension and therefore better simulate turbulence.
The model used individually cast 10 ft x 10 ft (approximate) concrete panels,
Document 2:::
The Van Genuchten–Gupta model is an inverted S-curve applicable to crop yield and soil salinity relations. It is named after Martinus Theodore van Genuchten and Satyandra K. Gupta's work from the 1990s.
Equation
The mathematical expression is:
where Y is the yield, Ym is the maximum yield of the model, C is salt concentration of the soil, C50 is the C value at 50% yield, and P is an exponent to be found by optimization and maximizing the model's goodness of fit to the data.
In the figure: Ym = 3.1, C50 = 12.4, P = 3.75
Alternative one
As an alternative, the logistic S-function can be used.
The mathematical expression is:
where:
with Y being the yield, Yn the minimum Y, Ym the maximum Y, X the salt concentration of the soil, while A, B and C are constants to be determined by optimization and maximizing the model's goodness of fit to the data.
If the minimum Yn=0 then the expression can be simplified to:
In the figure: Ym = 3.43, Yn = 0.47, A = 0.112, B = -3.16, C = 1.42.
Alternative two
The third degree or cubic regression also offers a useful alternative.
The equation reads:
with Y the yield, X the salt concentration of the soil, while A, B, C and D are constants to be determined by the regression.
In the figure: A = 0.0017, B = 0.0604, C=0.3874, D = 2.3788. These values were calculated with Microsoft Excel
The curvature is more pronounced than in the other models.
See also
Maas–Hoffman model
Document 3:::
Drainage density is a quantity used to describe physical parameters of a drainage basin. First described by Robert E. Horton, drainage density is defined as the total length of channel in a drainage basin divided by the total area, represented by the following equation:
The quantity represents the average length of channel per unit area of catchment and has units , which is often reduced to .
Drainage density depends upon both climate and physical characteristics of the drainage basin. Soil permeability (infiltration difficulty) and underlying rock type affect the runoff in a watershed; impermeable ground or exposed bedrock will lead to an increase in surface water runoff and therefore to more frequent streams. Rugged regions or those with high relief will also have a higher drainage density than other drainage basins if the other characteristics of the basin are the same.
When determining the total length of streams in a basin, both perennial and ephemeral streams should be considered. If a drainage basin contained only ephemeral streams, the drainage density by the equation above would be calculated to be zero if only the total length of streams was calculated using only perennial streams. Ignoring ephemeral streams in the calculations does not consider the behavior of the basin during flood events and is therefore not completely representative of the drainage characteristics of the basin.
Drainage density is indicative of infiltration and permeability of a drainage basin, as well as relating to the shape of the hydrograph. Drainage density depends upon both climate and physical characteristics of the drainage basin.
High drainage densities also mean a high bifurcation ratio.
Inverse of drainage density as a physical quantity
Drainage density can be used to approximate the average length of overland flow in a catchment. Horton (1945) used the following equation to describe the average length of overland flow as a function of drainage density:
Where is th
Document 4:::
Titan2d-mod (titan 3.1.1, 2016) is a free open source code to simulate dry granular avalanche flows over natural terrain, modified from an early version (titan 3.0.0, 2011) of TITAN2D code. It is available in the contributor's home page http://lsec.cc.ac.cn/~lyuan/code.html, or searchable in the Sourceforge website.
Overview
The code allows for several variants of the shallow granular flow model, and the governing equations are discretized on Cartesian meshes and solved with the Davis predictor-corrector Godunov type method. The code structures and usage are the same as earlier TITAN2D versions (see user's manual ), but some bugs and errors occurring in titan 3.0.0 are corrected, and stopping criteria are added.
A non-hydrostatic Savage-Hutter model is implemented as the default.
See also
TITAN2D (open source geoflow simulation software)
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The average rainfall in Nevada is about 7 inches per year. The most likely reason for the low amount of rainfall is the
A. high elevations of deserts.
B. location north of the equator.
C. lack of moisture in the air.
D. great distance from the ocean.
Answer:
|
|
sciq-2141
|
multiple_choice
|
For the most part, cognitive functions reside where?
|
[
"the heart",
"the spine",
"the limbic system",
"the cortex"
] |
D
|
Relavent Documents:
Document 0:::
Cognitive skills, also called cognitive functions, cognitive abilities or cognitive capacities, are brain-based skills which are needed in acquisition of knowledge, manipulation of information and reasoning. They have more to do with the mechanisms of how people learn, remember, solve problems and pay attention, rather than with actual knowledge. Cognitive skills or functions encompass the domains of perception, attention, memory, learning, decision making, and language abilities.
Specialisation of functions
Cognitive science has provided theories of how the brain works, and these have been of great interest to researchers who work in the empirical fields of brain science. A fundamental question is whether cognitive functions, for example visual processing and language, are autonomous modules, or to what extent the functions depend on each other. Research evidence points towards a middle position, and it is now generally accepted that there is a degree of modularity in aspects of brain organisation. In other words, cognitive skills or functions are specialised, but they also overlap or interact with each other. Deductive reasoning, on the other hand, has been shown to be related to either visual or linguistic processing, depending on the task; although there are also aspects that differ from them. All in all, research evidence does not provide strong support for classical models of cognitive psychology.
Cognitive functioning
Cognitive functioning refers to a person's ability to process thoughts. It is defined as "the ability of an individual to perform the various mental activities most closely associated with learning and problem-solving. Examples include the verbal, spatial, psychomotor, and processing-speed ability." Cognition mainly refers to things like memory, speech, and the ability to learn new information. The brain is usually capable of learning new skills in the aforementioned areas, typically in early childhood, and of developing personal thoughts an
Document 1:::
The ovarian cortex is the outer portion of the ovary. The ovarian follicles are located within the ovarian cortex. The ovarian cortex is made up of connective tissue. Ovarian cortex tissue transplant has been performed to treat infertility.
Document 2:::
There are yet unsolved problems in neuroscience, although some of these problems have evidence supporting a hypothesized solution, and the field is rapidly evolving. One major problem is even enumerating what would belong on a list such as this. However, these problems include:
Consciousness
Consciousness:
How can consciousness be defined?
What is the neural basis of subjective experience, cognition, wakefulness, alertness, arousal, and attention?
Quantum mind: Does quantum mechanical phenomena, such as entanglement and superposition, play an important part in the brain's function and can it explain critical aspects of consciousness?
Is there a "hard problem of consciousness"?
If so, how is it solved?
What, if any, is the function of consciousness?
What is the nature and mechanism behind near-death experiences?
How can death be defined? Can consciousness exist after death?
If consciousness is generated by brain activity, then how do some patients with physically deteriorated brains suddenly gain a brief moment of restored consciousness prior to death, a phenomenon known as terminal lucidity?
Problem of representation: How exactly does the mind function (or how does the brain interpret and represent information about the world)?
Bayesian mind: Does the mind make sense of the world by constantly trying to make predictions according to the rules of Bayesian probability?
Computational theory of mind: Is the mind a symbol manipulation system, operating on a model of computation, similar to a computer?
Connectionism: Can the mind be explained by mathematical models known as artificial neural networks?
Embodied cognition: Is the cognition of an organism affected by the organism's entire body (rather than just simply its brain), including its interactions with the environment?
Extended mind thesis: Does the mind not only exist in the brain, but also functions in the outside world by using physical objects as mental processes? Or just as prosthetic limbs can becom
Document 3:::
The following diagram is provided as an overview of and topical guide to the human nervous system:
Human nervous system – the part of the human body that coordinates a person's voluntary and involuntary actions and transmits signals between different parts of the body. The human nervous system consists of two main parts: the central nervous system (CNS) and the peripheral nervous system (PNS). The CNS contains the brain and spinal cord. The PNS consists mainly of nerves, which are long fibers that connect the CNS to every other part of the body. The PNS includes motor neurons, mediating voluntary movement; the autonomic nervous system, comprising the sympathetic nervous system and the parasympathetic nervous system and regulating involuntary functions; and the enteric nervous system, a semi-independent part of the nervous system whose function is to control the gastrointestinal system.
Evolution of the human nervous system
Evolution of nervous systems
Evolution of human intelligence
Evolution of the human brain
Paleoneurology
Some branches of science that study the human nervous system
Neuroscience
Neurology
Paleoneurology
Central nervous system
The central nervous system (CNS) is the largest part of the nervous system and includes the brain and spinal cord.
Spinal cord
Brain
Brain – center of the nervous system.
Outline of the human brain
List of regions of the human brain
Principal regions of the vertebrate brain:
Peripheral nervous system
Peripheral nervous system (PNS) – nervous system structures that do not lie within the CNS.
Sensory system
A sensory system is a part of the nervous system responsible for processing sensory information. A sensory system consists of sensory receptors, neural pathways, and parts of the brain involved in sensory perception.
List of sensory systems
Sensory neuron
Perception
Visual system
Auditory system
Somatosensory system
Vestibular system
Olfactory system
Taste
Pain
Components of the nervous system
Neuron
I
Document 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.
For the most part, cognitive functions reside where?
A. the heart
B. the spine
C. the limbic system
D. the cortex
Answer:
|
|
sciq-9827
|
multiple_choice
|
What do mitochondrions have an inner and outer version of?
|
[
"Molecule",
"Fatty Acids",
"membrane",
"protein"
] |
C
|
Relavent Documents:
Document 0:::
The inner mitochondrial membrane (IMM) is the mitochondrial membrane which separates the mitochondrial matrix from the intermembrane space.
Structure
The structure of the inner mitochondrial membrane is extensively folded and compartmentalized. The numerous invaginations of the membrane are called cristae, separated by crista junctions from the inner boundary membrane juxtaposed to the outer membrane. Cristae significantly increase the total membrane surface area compared to a smooth inner membrane and thereby the available working space for oxidative phosphorylation.
The inner membrane creates two compartments. The region between the inner and outer membrane, called the intermembrane space, is largely continuous with the cytosol, while the more sequestered space inside the inner membrane is called the matrix.
Cristae
For typical liver mitochondria, the area of the inner membrane is about 5 times as large as the outer membrane due to cristae. This ratio is variable and mitochondria from cells that have a greater demand for ATP, such as muscle cells, contain even more cristae. Cristae membranes are studded on the matrix side with small round protein complexes known as F1 particles, the site of proton-gradient driven ATP synthesis. Cristae affect overall chemiosmotic function of mitochondria.
Cristae junctions
Cristae and the inner boundary membranes are separated by junctions. The end of cristae are partially closed by transmembrane protein complexes that bind head to head and link opposing crista membranes in a bottleneck-like fashion. For example, deletion of the junction protein IMMT leads to a reduced inner membrane potential and impaired growth and to dramatically aberrant inner membrane structures which form concentric stacks instead of the typical invaginations.
Composition
The inner membrane of mitochondria is similar in lipid composition to the membrane of bacteria. This phenomenon can be explained by the endosymbiont hypothesis of the origin of mito
Document 1:::
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 2:::
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 3:::
In the mitochondrion, the matrix is the space within the inner membrane. The word "matrix" stems from the fact that this space is viscous, compared to the relatively aqueous cytoplasm. The mitochondrial matrix contains the mitochondrial DNA, ribosomes, soluble enzymes, small organic molecules, nucleotide cofactors, and inorganic ions.[1] The enzymes in the matrix facilitate reactions responsible for the production of ATP, such as the citric acid cycle, oxidative phosphorylation, oxidation of pyruvate, and the beta oxidation of fatty acids.
The composition of the matrix based on its structures and contents produce an environment that allows the anabolic and catabolic pathways to proceed favorably. The electron transport chain and enzymes in the matrix play a large role in the citric acid cycle and oxidative phosphorylation. The citric acid cycle produces NADH and FADH2 through oxidation that will be reduced in oxidative phosphorylation to produce ATP.
The cytosolic, intermembrane space, compartment has a higher aqueous:protein content of around 3.8 μL/mg protein relative to that occurring in mitochondrial matrix where such levels typically are near 0.8 μL/mg protein. It is not known how mitochondria maintain osmotic balance across the inner mitochondrial membrane, although the membrane contains aquaporins that are believed to be conduits for regulated water transport. Mitochondrial matrix has a pH of about 7.8, which is higher than the pH of the intermembrane space of the mitochondria, which is around 7.0–7.4. Mitochondrial DNA was discovered by Nash and Margit in 1963. One to many double stranded mainly circular DNA is present in mitochondrial matrix. Mitochondrial DNA is 1% of total DNA of a cell. It is rich in guanine and cytosine content, and in humans is maternally derived. Mitochondria of mammals have 55s ribosomes.
Composition
Metabolites
The matrix is host to a wide variety of metabolites involved in processes within the matrix. The citric acid cycle inv
Document 4:::
Megamitochondria is extremely large and abnormal shapes of mitochondria seen in hepatocytes in alcoholic liver disease and in nutritional deficiencies. It can be seen in conditions of hypertrophy in cell death.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What do mitochondrions have an inner and outer version of?
A. Molecule
B. Fatty Acids
C. membrane
D. protein
Answer:
|
|
sciq-2332
|
multiple_choice
|
What involves the emission of a particle and/or energy as one atom changes into another?
|
[
"radioactive decay",
"atomic transformation",
"enthalpy",
"spontaneous mutation"
] |
A
|
Relavent Documents:
Document 0:::
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 1:::
Ionization (or ionisation) is the process by which an atom or a molecule acquires a negative or positive charge by gaining or losing electrons, often in conjunction with other chemical changes. The resulting electrically charged atom or molecule is called an ion. Ionization can result from the loss of an electron after collisions with subatomic particles, collisions with other atoms, molecules and ions, or through the interaction with electromagnetic radiation. Heterolytic bond cleavage and heterolytic substitution reactions can result in the formation of ion pairs. Ionization can occur through radioactive decay by the internal conversion process, in which an excited nucleus transfers its energy to one of the inner-shell electrons causing it to be ejected.
Uses
Everyday examples of gas ionization are such as within a fluorescent lamp or other electrical discharge lamps. It is also used in radiation detectors such as the Geiger-Müller counter or the ionization chamber. The ionization process is widely used in a variety of equipment in fundamental science (e.g., mass spectrometry) and in industry (e.g., radiation therapy). It is also widely used for air purification, though studies have shown harmful effects of this application.
Production of ions
Negatively charged ions are produced when a free electron collides with an atom and is subsequently trapped inside the electric potential barrier, releasing any excess energy. The process is known as electron capture ionization.
Positively charged ions are produced by transferring an amount of energy to a bound electron in a collision with charged particles (e.g. ions, electrons or positrons) or with photons. The threshold amount of the required energy is known as ionization potential. The study of such collisions is of fundamental importance with regard to the few-body problem, which is one of the major unsolved problems in physics. Kinematically complete experiments, i.e. experiments in which the complete momentum vect
Document 2:::
In physics, electron emission is the ejection of an electron from the surface of matter, or, in beta decay (β− decay), where a beta particle (a fast energetic electron or positron) is emitted from an atomic nucleus transforming the original nuclide to an isobar.
Radioactive decay
In Beta decay (β− decay), radioactive decay results in a beta particle (fast energetic electron or positron in β+ decay) being emitted from the nucleus
Surface emission
Thermionic emission, the liberation of electrons from an electrode by virtue of its temperature
Schottky emission, due to the:
Schottky effect or field enhanced thermionic emission
Field electron emission, emission of electrons induced by an electrostatic field
Devices
An electron gun or electron emitter, is an electrical component in some vacuum tubes that uses surface emission
Others
Exoelectron emission, a weak electron emission, appearing only from pretreated objects
Photoelectric effect, the emission of electrons when electromagnetic radiation, such as light, hits a material
See also
Positron emission, (of a positron or "antielectron") is one aspect of β+ decay
Electron excitation, the transfer of an electron to a higher atomic orbital
Document 3:::
Radiation chemistry is a subdivision of nuclear chemistry which studies the chemical effects of ionizing radiation on matter. This is quite different from radiochemistry, as no radioactivity needs to be present in the material which is being chemically changed by the radiation. An example is the conversion of water into hydrogen gas and hydrogen peroxide.
Radiation interactions with matter
As ionizing radiation moves through matter its energy is deposited through interactions with the electrons of the absorber. The result of an interaction between the radiation and the absorbing species is removal of an electron from an atom or molecular bond to form radicals and excited species. The radical species then proceed to react with each other or with other molecules in their vicinity. It is the reactions of the radical species that are responsible for the changes observed following irradiation of a chemical system.
Charged radiation species (α and β particles) interact through Coulombic forces between the charges of the electrons in the absorbing medium and the charged radiation particle. These interactions occur continuously along the path of the incident particle until the kinetic energy of the particle is sufficiently depleted. Uncharged species (γ photons, x-rays) undergo a single event per photon, totally consuming the energy of the photon and leading to the ejection of an electron from a single atom. Electrons with sufficient energy proceed to interact with the absorbing medium identically to β radiation.
An important factor that distinguishes different radiation types from one another is the linear energy transfer (LET), which is the rate at which the radiation loses energy with distance traveled through the absorber. Low LET species are usually low mass, either photons or electron mass species (β particles, positrons) and interact sparsely along their path through the absorber, leading to isolated regions of reactive radical species. High LET species are usuall
Document 4:::
In particle physics, a radiative process refers to one elementary particle emitting another and continuing to exist. This typically happens when a fermion emits a boson such as a gluon or photon.
See also
Bremsstrahlung
Radiation
Particle physics
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What involves the emission of a particle and/or energy as one atom changes into another?
A. radioactive decay
B. atomic transformation
C. enthalpy
D. spontaneous mutation
Answer:
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|
sciq-10704
|
multiple_choice
|
The extent to which a substance may be dissolved in water or another solvent is known as what?
|
[
"humidity",
"flexibility",
"solubility",
"turbidity"
] |
C
|
Relavent Documents:
Document 0:::
In chemistry, solubility is the ability of a substance, the solute, to form a solution with another substance, the solvent. Insolubility is the opposite property, the inability of the solute to form such a solution.
The extent of the solubility of a substance in a specific solvent is generally measured as the concentration of the solute in a saturated solution, one in which no more solute can be dissolved. At this point, the two substances are said to be at the solubility equilibrium. For some solutes and solvents, there may be no such limit, in which case the two substances are said to be "miscible in all proportions" (or just "miscible").
The solute can be a solid, a liquid, or a gas, while the solvent is usually solid or liquid. Both may be pure substances, or may themselves be solutions. Gases are always miscible in all proportions, except in very extreme situations, and a solid or liquid can be "dissolved" in a gas only by passing into the gaseous state first.
The solubility mainly depends on the composition of solute and solvent (including their pH and the presence of other dissolved substances) as well as on temperature and pressure. The dependency can often be explained in terms of interactions between the particles (atoms, molecules, or ions) of the two substances, and of thermodynamic concepts such as enthalpy and entropy.
Under certain conditions, the concentration of the solute can exceed its usual solubility limit. The result is a supersaturated solution, which is metastable and will rapidly exclude the excess solute if a suitable nucleation site appears.
The concept of solubility does not apply when there is an irreversible chemical reaction between the two substances, such as the reaction of calcium hydroxide with hydrochloric acid; even though one might say, informally, that one "dissolved" the other. The solubility is also not the same as the rate of solution, which is how fast a solid solute dissolves in a liquid solvent. This property de
Document 1:::
Solvent exposure occurs when a chemical, material, or person comes into contact with a solvent. Chemicals can be dissolved in solvents, materials such as polymers can be broken down chemically by solvents, and people can develop certain ailments from exposure to solvents both organic and inorganic.
Some common solvents include acetone, methanol, tetrahydrofuran, dimethylsulfoxide, and water among countless others.
In biology, the solvent exposure of an amino acid in a protein measures to what extent the amino acid is accessible to the solvent (usually water) surrounding the protein. Generally speaking, hydrophobic amino acids will be buried inside the protein and thus shielded from the solvent, while hydrophilic amino acids will be close to the surface and thus exposed to the solvent. However, as with many biological rules exceptions are common and hydrophilic residues are frequently found to be buried in the native structure and vice versa.
Solvent exposure can be numerically described by several measures, the most popular measures being accessible surface area and relative accessible surface area. Other measures are for example:
Contact number: number of amino acid neighbors within a sphere around the amino acid.
Residue depth: distance of the amino acid to the molecular surface.
Half sphere exposure: number of amino acid neighbors within two half spheres around the amino acid.
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A hydrophile is a molecule or other molecular entity that is attracted to water molecules and tends to be dissolved by water.
In contrast, hydrophobes are not attracted to water and may seem to be repelled by it. Hygroscopics are attracted to water, but are not dissolved by water.
Molecules
A hydrophilic molecule or portion of a molecule is one whose interactions with water and other polar substances are more thermodynamically favorable than their interactions with oil or other hydrophobic solvents. They are typically charge-polarized and capable of hydrogen bonding. This makes these molecules soluble not only in water but also in other polar solvents.
Hydrophilic molecules (and portions of molecules) can be contrasted with hydrophobic molecules (and portions of molecules). In some cases, both hydrophilic and hydrophobic properties occur in a single molecule. An example of these amphiphilic molecules is the lipids that comprise the cell membrane. Another example is soap, which has a hydrophilic head and a hydrophobic tail, allowing it to dissolve in both water and oil.
Hydrophilic and hydrophobic molecules are also known as polar molecules and nonpolar molecules, respectively. Some hydrophilic substances do not dissolve. This type of mixture is called a colloid.
An approximate rule of thumb for hydrophilicity of organic compounds is that solubility of a molecule in water is more than 1 mass % if there is at least one neutral hydrophile group per 5 carbons, or at least one electrically charged hydrophile group per 7 carbons.
Hydrophilic substances (ex: salts) can seem to attract water out of the air. Sugar is also hydrophilic, and like salt is sometimes used to draw water out of foods. Sugar sprinkled on cut fruit will "draw out the water" through hydrophilia, making the fruit mushy and wet, as in a common strawberry compote recipe.
Chemicals
Liquid hydrophilic chemicals complexed with solid chemicals can be used to optimize solubility of hydrophobic chemical
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Sorption is a physical and chemical process by which one substance becomes attached to another. Specific cases of sorption are treated in the following articles:
Absorption "the incorporation of a substance in one state into another of a different state" (e.g., liquids being absorbed by a solid or gases being absorbed by a liquid);
Adsorption The physical adherence or bonding of ions and molecules onto the surface of another phase (e.g., reagents adsorbed to a solid catalyst surface);
Ion exchange An exchange of ions between two electrolytes or between an electrolyte solution and a complex.
The reverse of sorption is desorption.
Sorption rate
The adsorption and absorption rate of a diluted solute in gas or liquid solution to a surface or interface can be calculated using Fick's laws of diffusion.
See also
Sorption isotherm
Document 4:::
Relative viscosity () (a synonym of "viscosity ratio") is the ratio of the viscosity of a solution () to the viscosity of the solvent used (),
.
The significance in Relative viscosity is that it can be analyzed the effect a polymer can have on a solution's viscosity such as increasing the solutions viscosity.
Lead Liquids possess an amount of internal friction that presents itself when stirred in the form of resistance. This resistance is the different layers of the liquid reacting to one another as they are stirred. This can be seen in things like syrup, which has a higher viscosity than water and exhibits less internal friction when stirred. The ratio of this viscosity is known as Relative Viscosity.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The extent to which a substance may be dissolved in water or another solvent is known as what?
A. humidity
B. flexibility
C. solubility
D. turbidity
Answer:
|
|
sciq-8773
|
multiple_choice
|
Carbon dioxide is an example of a material that easily undergoes what?
|
[
"amplification",
"spontaneous mutation",
"sublimation",
"decomposition"
] |
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:::
Physical changes are changes affecting the form of a chemical substance, but not its chemical composition. Physical changes are used to separate mixtures into their component compounds, but can not usually be used to separate compounds into chemical elements or simpler compounds.
Physical changes occur when objects or substances undergo a change that does not change their chemical composition. This contrasts with the concept of chemical change in which the composition of a substance changes or one or more substances combine or break up to form new substances. In general a physical change is reversible using physical means. For example, salt dissolved in water can be recovered by allowing the water to evaporate.
A physical change involves a change in physical properties. Examples of physical properties include melting, transition to a gas, change of strength, change of durability, changes to crystal form, textural change, shape, size, color, volume and density.
An example of a physical change is the process of tempering steel to form a knife blade. A steel blank is repeatedly heated and hammered which changes the hardness of the steel, its flexibility and its ability to maintain a sharp edge.
Many physical changes also involve the rearrangement of atoms most noticeably in the formation of crystals. Many chemical changes are irreversible, and many physical changes are reversible, but reversibility is not a certain criterion for classification. Although chemical changes may be recognized by an indication such as odor, color change, or production of a gas, every one of these indicators can result from physical change.
Examples
Heating and cooling
Many elements and some compounds change from solids to liquids and from liquids to gases when heated and the reverse when cooled. Some substances such as iodine and carbon dioxide go directly from solid to gas in a process called sublimation.
Magnetism
Ferro-magnetic materials can become magnetic. The process is reve
Document 2:::
Activated carbon, also called activated charcoal, is a form of carbon commonly used to filter contaminants from water and air, among many other uses. It is processed (activated) to have small, low-volume pores that increase the surface area available for adsorption (which is not the same as absorption) or chemical reactions. Activation is analogous to making popcorn from dried corn kernels: popcorn is light, fluffy, and its kernels have a high surface-area-to-volume ratio. Activated is sometimes replaced by active.
Due to its high degree of microporosity, one gram of activated carbon has a surface area in excess of as determined by gas adsorption. Charcoal, before activation, has a specific surface area in the range of . An activation level sufficient for useful application may be obtained solely from high surface area. Further chemical treatment often enhances adsorption properties.
Activated carbon is usually derived from waste products such as coconut husks; waste from paper mills has been studied as a source. These bulk sources are converted into charcoal before being 'activated'. When derived from coal it is referred to as activated coal. Activated coke is derived from coke.
Uses
Activated carbon is used in methane and hydrogen storage, air purification, capacitive deionization, supercapacitive swing adsorption, solvent recovery, decaffeination, gold purification, metal extraction, water purification, medicine, sewage treatment, air filters in respirators, filters in compressed air, teeth whitening, production of hydrogen chloride, edible electronics, and many other applications.
Industrial
One major industrial application involves use of activated carbon in metal finishing for purification of electroplating solutions. For example, it is the main purification technique for removing organic impurities from bright nickel plating solutions. A variety of organic chemicals are added to plating solutions for improving their deposit qualities and for enhancing
Document 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:::
Glass-like carbon, often called glassy carbon or vitreous carbon, is a non-graphitizing, or nongraphitizable, carbon which combines glassy and ceramic properties with those of graphite. The most important properties are high thermal stability, high thermal conductivity, hardness (7 Mohs), low density, low electrical resistance, low friction, extreme resistance to chemical attack, and impermeability to gases and liquids. Glassy carbon is widely used as an electrode material in electrochemistry, for high-temperature crucibles, and as a component of some prosthetic devices. It can be fabricated in different shapes, sizes and sections.
The names glassy carbon and vitreous carbon have been registered as trademarks, and IUPAC does not recommend their use as technical terms.
A historical review of glassy carbon was published in 2021.
History
Glassy carbon was first observed in the laboratories of The Carborundum Company, Manchester, UK, in the mid-1950s by Bernard Redfern, a materials scientist and diamond technologist. He noticed that Sellotape he used to hold ceramic (rocket nozzle) samples in a furnace maintained a sort of structural identity after firing in an inert atmosphere. He searched for a polymer matrix to mirror a diamond structure and discovered a resole resin that would, with special preparation, set without a catalyst. Crucibles were produced with this phenolic resin, and distributed to organisations such as UKAEA Harwell.
Redfern left The Carborundum Co., which officially wrote off all interests in the glassy carbon invention. While working at the Plessey Company laboratory (in a disused church) in Towcester, UK, Redfern received a glassy carbon crucible for duplication from UKAEA. He identified it as one he had made from markings he had engraved into the uncured precursor prior to carbonisation—it is almost impossible to engrave the finished product. The Plessey Company set up a laboratory, first in a factory previously used to make briar pipes in Li
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Carbon dioxide is an example of a material that easily undergoes what?
A. amplification
B. spontaneous mutation
C. sublimation
D. decomposition
Answer:
|
|
sciq-4922
|
multiple_choice
|
What is the process by which large particles, such as cells, are taken in by a cell?
|
[
"active transport",
"diffusion",
"mitosis",
"phagocytosis"
] |
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:::
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 2:::
Microtentacles are microtubule-based membrane protrusions that occur in detached cells. They were discovered by scientists studying metastatic breast cancer cells at the University of Maryland, Baltimore.
These novel structures are distinct from classical actin based extensions of adherent cells, persist for days in breast tumor lines that are resistant to apoptosis, and aid in the reattachment to matrix or cell monolayers.
The formation of microtentacles (McTNs) in detached or circulating tumor cells may promote seeding of bloodborne metastatic disease.
Document 3:::
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 4:::
Cell growth refers to an increase in the total mass of a cell, including both cytoplasmic, nuclear and organelle volume. Cell growth occurs when the overall rate of cellular biosynthesis (production of biomolecules or anabolism) is greater than the overall rate of cellular degradation (the destruction of biomolecules via the proteasome, lysosome or autophagy, or catabolism).
Cell growth is not to be confused with cell division or the cell cycle, which are distinct processes that can occur alongside cell growth during the process of cell proliferation, where a cell, known as the mother cell, grows and divides to produce two daughter cells. Importantly, cell growth and cell division can also occur independently of one another. During early embryonic development (cleavage of the zygote to form a morula and blastoderm), cell divisions occur repeatedly without cell growth. Conversely, some cells can grow without cell division or without any progression of the cell cycle, such as growth of neurons during axonal pathfinding in nervous system development.
In multicellular organisms, tissue growth rarely occurs solely through cell growth without cell division, but most often occurs through cell proliferation. This is because a single cell with only one copy of the genome in the cell nucleus can perform biosynthesis and thus undergo cell growth at only half the rate of two cells. Hence, two cells grow (accumulate mass) at twice the rate of a single cell, and four cells grow at 4-times the rate of a single cell. This principle leads to an exponential increase of tissue growth rate (mass accumulation) during cell proliferation, owing to the exponential increase in cell number.
Cell size depends on both cell growth and cell division, with a disproportionate increase in the rate of cell growth leading to production of larger cells and a disproportionate increase in the rate of cell division leading to production of many smaller cells. Cell proliferation typically involves bala
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the process by which large particles, such as cells, are taken in by a cell?
A. active transport
B. diffusion
C. mitosis
D. phagocytosis
Answer:
|
|
sciq-3028
|
multiple_choice
|
What produces sound waves that travel outward in all directions in water?
|
[
"ultrasound machines",
"echo chamber",
"echo sounders",
"amplifiers"
] |
C
|
Relavent Documents:
Document 0:::
This is a list of wave topics.
0–9
21 cm line
A
Abbe prism
Absorption spectroscopy
Absorption spectrum
Absorption wavemeter
Acoustic wave
Acoustic wave equation
Acoustics
Acousto-optic effect
Acousto-optic modulator
Acousto-optics
Airy disc
Airy wave theory
Alfvén wave
Alpha waves
Amphidromic point
Amplitude
Amplitude modulation
Animal echolocation
Antarctic Circumpolar Wave
Antiphase
Aquamarine Power
Arrayed waveguide grating
Artificial wave
Atmospheric diffraction
Atmospheric wave
Atmospheric waveguide
Atom laser
Atomic clock
Atomic mirror
Audience wave
Autowave
Averaged Lagrangian
B
Babinet's principle
Backward wave oscillator
Bandwidth-limited pulse
beat
Berry phase
Bessel beam
Beta wave
Black hole
Blazar
Bloch's theorem
Blueshift
Boussinesq approximation (water waves)
Bow wave
Bragg diffraction
Bragg's law
Breaking wave
Bremsstrahlung, Electromagnetic radiation
Brillouin scattering
Bullet bow shockwave
Burgers' equation
Business cycle
C
Capillary wave
Carrier wave
Cherenkov radiation
Chirp
Ernst Chladni
Circular polarization
Clapotis
Closed waveguide
Cnoidal wave
Coherence (physics)
Coherence length
Coherence time
Cold wave
Collimated light
Collimator
Compton effect
Comparison of analog and digital recording
Computation of radiowave attenuation in the atmosphere
Continuous phase modulation
Continuous wave
Convective heat transfer
Coriolis frequency
Coronal mass ejection
Cosmic microwave background radiation
Coulomb wave function
Cutoff frequency
Cutoff wavelength
Cymatics
D
Damped wave
Decollimation
Delta wave
Dielectric waveguide
Diffraction
Direction finding
Dispersion (optics)
Dispersion (water waves)
Dispersion relation
Dominant wavelength
Doppler effect
Doppler radar
Douglas Sea Scale
Draupner wave
Droplet-shaped wave
Duhamel's principle
E
E-skip
Earthquake
Echo (phenomenon)
Echo sounding
Echolocation (animal)
Echolocation (human)
Eddy (fluid dynamics)
Edge wave
Eikonal equation
Ekman layer
Ekman spiral
Ekman transport
El Niño–Southern Oscillation
El
Document 1:::
The ASA Silver Medal is an award presented by the Acoustical Society of America to individuals, without age limitation, for contributions to the advancement of science, engineering, or human welfare through the application of acoustic principles or through research accomplishments in acoustics. The medal is awarded in a number of categories depending on the technical committee responsible for making the nomination.
Recipients of the medal are listed below.
Silver Medal
Source: Acoustical Society of America
Silver Medal in Acoustical Oceanography
1993 – Clarence S. Clay – for contributions to understanding acoustic propagation in layered waveguides, scattering from the ocean's boundaries and marine life, and ocean parameters and processes.
1997 – Herman Medwin – for contributions to the understanding of acoustical scattering, absorption and ambient noise, particularly in relation to the acoustics of bubbles in the sea.
2004 – D. Vance Holliday – for contributions to the study of marine life, from plankton to whales.
2009 – Robert C. Spindel – for implementation of ocean acoustic tomography and basin scale acoustic thermometry.
2017 – Michael J. Buckingham – for contributions to the understanding of ocean ambient noise and marine sediment acoustics.
Silver Medal in Animal Bioacoustics
1998 – Whitlow W.L. Au – for contributions to the fundamental knowledge of the acoustics of dolphin sonar.
2005 – James A. Simmons – for contributions to understanding bat echolocation.
2012 – Richard R. Fay – for pioneering research on hearing in fish.
2021 – Peter M. Narins – for contributions to the sound production, hearing and neuroethology of anuran amphibians.
Silver Medal in Architectural Acoustics
1976 – Theodore J. Schultz – for significant contributions to the understanding of acoustical design parameters and criteria for concert halls and other music performance spaces.
Silver Medal in Biomedical Acoustics
2013 – Kullervo H. Hynynen – for contributions to
Document 2:::
In physics, a mechanical wave is a wave that is an oscillation of matter, and therefore transfers energy through a medium. While waves can move over long distances, the movement of the medium of transmission—the material—is limited. Therefore, the oscillating material does not move far from its initial equilibrium position. Mechanical waves can be produced only in media which possess elasticity and inertia. There are three types of mechanical waves: transverse waves, longitudinal waves, and surface waves. Some of the most common examples of mechanical waves are water waves, sound waves, and seismic waves.
Like all waves, mechanical waves transport energy. This energy propagates in the same direction as the wave. A wave requires an initial energy input; once this initial energy is added, the wave travels through the medium until all its energy is transferred. In contrast, electromagnetic waves require no medium, but can still travel through one.
Transverse wave
A transverse wave is the form of a wave in which particles of medium vibrate about their mean position perpendicular to the direction of the motion of the wave.
To see an example, move an end of a Slinky (whose other end is fixed) to the left-and-right of the Slinky, as opposed to to-and-fro. Light also has properties of a transverse wave, although it is an electromagnetic wave.
Longitudinal wave
Longitudinal waves cause the medium to vibrate parallel to the direction of the wave. It consists of multiple compressions and rarefactions. The rarefaction is the farthest distance apart in the longitudinal wave and the compression is the closest distance together. The speed of the longitudinal wave is increased in higher index of refraction, due to the closer proximity of the atoms in the medium that is being compressed. Sound is a longitudinal wave.
Surface waves
This type of wave travels along the surface or interface between two media. An example of a surface wave would be waves in a pool, or in an ocean
Document 3:::
A waveguide is a structure that guides waves by restricting the transmission of energy to one direction. Common types of waveguides include acoustic waveguides which direct sound, optical waveguides which direct light, and radio-frequency waveguides which direct electromagnetic waves other than light like radio waves.
Without the physical constraint of a waveguide, waves would expand into three-dimensional space and their intensities would decrease according to the inverse square law.
There are different types of waveguides for different types of waves. The original and most common meaning is a hollow conductive metal pipe used to carry high frequency radio waves, particularly microwaves. Dielectric waveguides are used at higher radio frequencies, and transparent dielectric waveguides and optical fibers serve as waveguides for light. In acoustics, air ducts and horns are used as waveguides for sound in musical instruments and loudspeakers, and specially-shaped metal rods conduct ultrasonic waves in ultrasonic machining.
The geometry of a waveguide reflects its function; in addition to more common types that channel the wave in one dimension, there are two-dimensional slab waveguides which confine waves to two dimensions. The frequency of the transmitted wave also dictates the size of a waveguide: each waveguide has a cutoff wavelength determined by its size and will not conduct waves of greater wavelength; an optical fiber that guides light will not transmit microwaves which have a much larger wavelength. Some naturally occurring structures can also act as waveguides. The SOFAR channel layer in the ocean can guide the sound of whale song across enormous distances.
Any shape of cross section of waveguide can support EM waves. Irregular shapes are difficult to analyse. Commonly used waveguides are rectangular and circular in shape.
Uses
The uses of waveguides for transmitting signals were known even before the term was coined. The phenomenon of sound waves g
Document 4:::
Acoustic waves are a type of energy propagation through a medium by means of adiabatic loading and unloading. Important quantities for describing acoustic waves are acoustic pressure, particle velocity, particle displacement and acoustic intensity. Acoustic waves travel with a characteristic acoustic velocity that depends on the medium they're passing through. Some examples of acoustic waves are audible sound from a speaker (waves traveling through air at the speed of sound), seismic waves (ground vibrations traveling through the earth), or ultrasound used for medical imaging (waves traveling through the body).
Wave properties
Acoustic wave is a mechanical wave that transmits energy through the movements of atoms and molecules. Acoustic wave transmits through liquids in longitudinal manner (movement of particles are parallel to the direction of propagation of the wave); in contrast to electromagnetic wave that transmits in transverse manner (movement of particles at a right angle to the direction of propagation of the wave). However, in solids, acoustic wave transmits in both longitudinal and transverse manners due to presence of shear moduli in such a state of matter.
Acoustic wave equation
The acoustic wave equation describes the propagation of sound waves. The acoustic wave equation for sound pressure in one dimension is given by
where
is sound pressure in Pa
is position in the direction of propagation of the wave, in m
is speed of sound in m/s
is time in s
The wave equation for particle velocity has the same shape and is given by
where
is particle velocity in m/s
For lossy media, more intricate models need to be applied in order to take into account frequency-dependent attenuation and phase speed. Such models include acoustic wave equations that incorporate fractional derivative terms, see also the acoustic attenuation article.
D'Alembert gave the general solution for the lossless wave equation. For sound pressure, a solution would be
where
is angu
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What produces sound waves that travel outward in all directions in water?
A. ultrasound machines
B. echo chamber
C. echo sounders
D. amplifiers
Answer:
|
|
sciq-6168
|
multiple_choice
|
What evolutionary process may affect the distribution of a polygenic trait?
|
[
"artificial selection",
"characteristic selection",
"natural selection",
"flow selection"
] |
C
|
Relavent Documents:
Document 0:::
Adaptive type – in evolutionary biology – is any population or taxon which have the potential for a particular or total occupation of given free of underutilized home habitats or position in the general economy of nature. In evolutionary sense, the emergence of new adaptive type is usually a result of adaptive radiation certain groups of organisms in which they arise categories that can effectively exploit temporary, or new conditions of the environment.
Such evolutive units with its distinctive – morphological and anatomical, physiological and other characteristics, i.e. genetic and adjustments (feature) have a predisposition for an occupation certain home habitats or position in the general nature economy.
Simply, the adaptive type is one group organisms whose general biological properties represent a key to open the entrance to the observed adaptive zone in the observed natural ecological complex.
Adaptive types are spatially and temporally specific. Since the frames of general biological properties these types of substantially genetic are defined between, in effect the emergence of new adaptive types of the corresponding change in population genetic structure and eternal contradiction between the need for optimal adapted well the conditions of living environment, while maintaining genetic variation for survival in a possible new circumstances.
For example, the specific place in the economy of nature existed millions of years before the appearance of human type. However, just when the process of evolution of primates (order Primates) reached a level that is able to occupy that position, it is open, and then (in leaving world) an unprecedented acceleration increasingly spreading. Culture, in the broadest sense, is a key adaptation of adaptive type type of Homo sapiens the occupation of existing adaptive zone through work, also in the broadest sense of the term.
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Ecological inheritance occurs when organisms inhabit a modified environment that a previous generation created; it was first described in Odling-Smee (1988) and Odling-Smee et al. (1996) as a consequence of niche construction. Standard evolutionary theory focuses on the influence that natural selection and genetic inheritance has on biological evolution, when individuals that survive and reproduce also transmit genes to their offspring. If offspring do not live in a modified environment created by their parents, then niche construction activities of parents do not affect the selective pressures of their offspring (see orb-web spiders in Genetic inheritance vs. ecological inheritance below). However, when niche construction affects multiple generations (i.e., parents and offspring), ecological inheritance acts a inheritance system different than genetic inheritance.
Since ecological inheritance is a result of ecosystem engineering and niche construction, the fitness of several species and their subsequent generations experience a selective pressure dependent on the modified environment they inherit. Organisms in subsequent generations will encounter ecological inheritance because they are affected by a new selective environment created by prior niche construction. On a macroevolutionary scale, ecological inheritance has been defined as, "the persistence of environmental modifications by a species over multiple generations to influence the evolution of that or other species." Ecological inheritance has also been defined as, "... the accumulation of environmental changes, such as altered soil, atmosphere or ocean states that previous generations have brought about through their niche-constructing activity, and that influence the development of descendant organisms."
Related to niche construction and ecological inheritance are factors and features of an organism and environment, respectively, where the feature of an organism is synonymous with adaptation if natural se
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Evolutionary biology is the subfield of biology that studies the evolutionary processes (natural selection, common descent, speciation) that produced the diversity of life on Earth. It is also defined as the study of the history of life forms on Earth. Evolution holds that all species are related and gradually change over generations. In a population, the genetic variations affect the phenotypes (physical characteristics) of an organism. These changes in the phenotypes will be an advantage to some organisms, which will then be passed onto their offspring. Some examples of evolution in species over many generations are the peppered moth and flightless birds. In the 1930s, the discipline of evolutionary biology emerged through what Julian Huxley called the modern synthesis of understanding, from previously unrelated fields of biological research, such as genetics and ecology, systematics, and paleontology.
The investigational range of current research has widened to encompass the genetic architecture of adaptation, molecular evolution, and the different forces that contribute to evolution, such as sexual selection, genetic drift, and biogeography. Moreover, the newer field of evolutionary developmental biology ("evo-devo") investigates how embryogenesis is controlled, thus yielding a wider synthesis that integrates developmental biology with the fields of study covered by the earlier evolutionary synthesis.
Subfields
Evolution is the central unifying concept in biology. Biology can be divided into various ways. One way is by the level of biological organization, from molecular to cell, organism to population. Another way is by perceived taxonomic group, with fields such as zoology, botany, and microbiology, reflecting what was once seen as the major divisions of life. A third way is by approaches, such as field biology, theoretical biology, experimental evolution, and paleontology. These alternative ways of dividing up the subject have been combined with evolution
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The genotype–phenotype distinction is drawn in genetics. "Genotype" is an organism's full hereditary information. "Phenotype" is an organism's actual observed properties, such as morphology, development, or behavior, and the consequences thereof. This distinction is fundamental in the study of inheritance of traits and their evolution.
Overview
The terms "genotype" and "phenotype" were created by Wilhelm Johannsen in 1911, although the meaning of the terms and the significance of the distinction have evolved since they were introduced.
It is the organism's physical properties that directly determine its chances of survival and reproductive output, but the inheritance of physical properties is dependent on the inheritance of genes. Therefore, understanding the theory of evolution via natural selection requires understanding the genotype–phenotype distinction. The genes contribute to a trait, and the phenotype is the observable expression of the genes (and therefore the genotype that affects the trait). If a white mouse had recessive genes that caused the genes responsible for color to be inactive, its genotype would be responsible for its phenotype (the white color).
The mapping of a set of genotypes to a set of phenotypes is sometimes referred to as the genotype–phenotype map.
An organism's genotype is a major (the largest by far for morphology) influencing factor in the development of its phenotype, but it is not the only one. Even two organisms with identical genotypes normally differ in their phenotypes.
One experiences this in everyday life with monozygous (i.e. identical) twins. Identical twins share the same genotype, since their genomes are identical; but they never have the same phenotype, although their phenotypes may be very similar. This is apparent in the fact that close relations can always tell them apart, even though others might not be able to see the subtle differences. Further, identical twins can be distinguished by their fingerprints, which
Document 4:::
In biology, evolution is the process of change in all forms of life over generations, and evolutionary biology is the study of how evolution occurs. Biological populations evolve through genetic changes that correspond to changes in the organisms' observable traits. Genetic changes include mutations, which are caused by damage or replication errors in organisms' DNA. As the genetic variation of a population drifts randomly over generations, natural selection gradually leads traits to become more or less common based on the relative reproductive success of organisms with those traits.
The age of the Earth is about 4.5 billion years. The earliest undisputed evidence of life on Earth dates from at least 3.5 billion years ago. Evolution does not attempt to explain the origin of life (covered instead by abiogenesis), but it does explain how early lifeforms evolved into the complex ecosystem that we see today. Based on the similarities between all present-day organisms, all life on Earth is assumed to have originated through common descent from a last universal ancestor from which all known species have diverged through the process of evolution.
All individuals have hereditary material in the form of genes received from their parents, which they pass on to any offspring. Among offspring there are variations of genes due to the introduction of new genes via random changes called mutations or via reshuffling of existing genes during sexual reproduction. The offspring differs from the parent in minor random ways. If those differences are helpful, the offspring is more likely to survive and reproduce. This means that more offspring in the next generation will have that helpful difference and individuals will not have equal chances of reproductive success. In this way, traits that result in organisms being better adapted to their living conditions become more common in descendant populations. These differences accumulate resulting in changes within the population. This proce
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What evolutionary process may affect the distribution of a polygenic trait?
A. artificial selection
B. characteristic selection
C. natural selection
D. flow selection
Answer:
|
|
sciq-2375
|
multiple_choice
|
Carbon released by burning fossil fuels contributes to what effect in the atmosphere?
|
[
"cloud effect",
"greenhouse effect",
"shielding effect",
"smog effect"
] |
B
|
Relavent Documents:
Document 0:::
The indirect land use change impacts of biofuels, also known as ILUC or iLUC (pronounced as i-luck), relates to the unintended consequence of releasing more carbon emissions due to land-use changes around the world induced by the expansion of croplands for ethanol or biodiesel production in response to the increased global demand for biofuels.
As farmers worldwide respond to higher crop prices in order to maintain the global food supply-and-demand balance, pristine lands are cleared to replace the food crops that were diverted elsewhere to biofuels' production. Because natural lands, such as rainforests and grasslands, store carbon in their soil and biomass as plants grow each year, clearance of wilderness for new farms translates to a net increase in greenhouse gas emissions. Due to this off-site change in the carbon stock of the soil and the biomass, indirect land use change has consequences in the greenhouse gas (GHG) balance of a biofuel.
Other authors have also argued that indirect land use changes produce other significant social and environmental impacts, affecting biodiversity, water quality, food prices and supply, land tenure, worker migration, and community and cultural stability.
History
The estimates of carbon intensity for a given biofuel depend on the assumptions regarding several variables. As of 2008, multiple full life cycle studies had found that corn ethanol, cellulosic ethanol and Brazilian sugarcane ethanol produce lower greenhouse gas emissions than gasoline. None of these studies, however, considered the effects of indirect land-use changes, and though land use impacts were acknowledged, estimation was considered too complex and difficult to model. A controversial paper published in February 2008 in Sciencexpress by a team led by Searchinger from Princeton University concluded that such effects offset the (positive) direct effects of both corn and cellulosic ethanol and that Brazilian sugarcane performed better, but still resulted in a sma
Document 1:::
At the global scale sustainability and environmental management involves managing the oceans, freshwater systems, land and atmosphere, according to sustainability principles.
Land use change is fundamental to the operations of the biosphere because alterations in the relative proportions of land dedicated to urbanisation, agriculture, forest, woodland, grassland and pasture have a marked effect on the global water, carbon and nitrogen biogeochemical cycles. Management of the Earth's atmosphere involves assessment of all aspects of the carbon cycle to identify opportunities to address human-induced climate change and this has become a major focus of scientific research because of the potential catastrophic effects on biodiversity and human communities. Ocean circulation patterns have a strong influence on climate and weather and, in turn, the food supply of both humans and other organisms.
Atmosphere
In March 2009, at a meeting of the Copenhagen Climate Council, 2,500 climate experts from 80 countries issued a keynote statement that there is now "no excuse" for failing to act on global warming and without strong carbon reduction targets "abrupt or irreversible" shifts in climate may occur that "will be very difficult for contemporary societies to cope with". Management of the global atmosphere now involves assessment of all aspects of the carbon cycle to identify opportunities to address human-induced climate change and this has become a major focus of scientific research because of the potential catastrophic effects on biodiversity and human communities.
Other human impacts on the atmosphere include the air pollution in cities, the pollutants including toxic chemicals like nitrogen oxides, sulphur oxides, volatile organic compounds and airborne particulate matter that produce photochemical smog and acid rain, and the chlorofluorocarbons that degrade the ozone layer. Anthropogenic particulates such as sulfate aerosols in the atmosphere reduce the direct irradianc
Document 2:::
Twisted: The Distorted Mathematics of Greenhouse Denial is a 2007 book by Ian G. Enting, who is the Professorial Research Fellow in the ARC Centre of Excellence for Mathematics and Statistics of Complex Systems (MASCOS) based at the University of Melbourne. The book analyses the arguments of climate change deniers and the use and presentation of statistics. Enting contends there are contradictions in their various arguments. The author also presents calculations of the actual emission levels that would be required to stabilise CO2 concentrations. This is an update of calculations that he contributed to the pre-Kyoto IPCC report on Radiative Forcing of Climate.
See also
Climate change
Greenhouse effect
Radiative forcing
Document 3:::
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 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Carbon released by burning fossil fuels contributes to what effect in the atmosphere?
A. cloud effect
B. greenhouse effect
C. shielding effect
D. smog effect
Answer:
|
|
sciq-5611
|
multiple_choice
|
What is it called when minerals replace the organic material to create fossils?
|
[
"petrification",
"permineralization",
"spongin",
"carbonization"
] |
B
|
Relavent Documents:
Document 0:::
In geology, petrifaction or petrification () is the process by which organic material becomes a fossil through the replacement of the original material and the filling of the original pore spaces with minerals. Petrified wood typifies this process, but all organisms, from bacteria to vertebrates, can become petrified (although harder, more durable matter such as bone, beaks, and shells survive the process better than softer remains such as muscle tissue, feathers, or skin). Petrifaction takes place through a combination of two similar processes: permineralization and replacement. These processes create replicas of the original specimen that are similar down to the microscopic level.
Processes
Permineralization
One of the processes involved in petrifaction is permineralization. The fossils created through this process tend to contain a large amount of the original material of the specimen. This process occurs when groundwater containing dissolved minerals (most commonly quartz, calcite, apatite (calcium phosphate), siderite (iron carbonate), and pyrite), fills pore spaces and cavities of specimens, particularly bone, shell or wood. The pores of the organisms' tissues are filled when these minerals precipitate out of the water. Two common types of permineralization are silicification and pyritization.
Silicification
Silicification is the process in which organic matter becomes saturated with silica. A common source of silica is volcanic material. Studies have shown that in this process, most of the original organic matter is destroyed. Silicification most often occurs in two environments—either the specimen is buried in sediments of deltas and floodplains or organisms are buried in volcanic ash. Water must be present for silicification to occur because it reduces the amount of oxygen present and therefore reduces the deterioration of the organism by fungi, maintains organism shape, and allows for the transportation and deposition of silica. The process begins
Document 1:::
The paleopedological record is, essentially, the fossil record of soils. The paleopedological record consists chiefly of paleosols buried by flood sediments, or preserved at geological unconformities, especially plateau escarpments or sides of river valleys. Other fossil soils occur in areas where volcanic activity has covered the ancient soils.
Problems of recognition
After burial, soil fossils tend to be altered by various chemical and physical processes. These include:
Decomposition of organic matter that was once present in the old soil. This hinders the recognition of vegetation that was in the soil when it was present.
Oxidation of iron from Fe2+ to Fe3+ by O2 as the former soil becomes dry and more oxygen enters the soil.
Drying out of hydrous ferric oxides to anhydrous oxides - again due to the presence of more available O2 in the dry environment.
The keys to recognising fossils of various soils include:
Tubular structures that branch and thin irregularly downward or show the anatomy of fossilised root traces
Gradational alteration down from a sharp lithological contact like that between land surface and soil horizons
Complex patterns of cracks and mineral replacements like those of soil clods (peds) and planar cutans.
Classification
Soil fossils are usually classified by USDA soil taxonomy. With the exception of some exceedingly old soils which have a clayey, grey-green horizon that is quite unlike any present soil and clearly formed in the absence of O2, most fossil soils can be classified into one of the twelve orders recognised by this system. This is usually done by means of X-ray diffraction, which allows the various particles within the former soils to be analysed so that it can be seen to which order the soils correspond.
Other methods for classifying soil fossils rely on geochemical analysis of the soil material, which allows the minerals in the soil to be identified. This is only useful where large amounts of the ancient soil are avai
Document 2:::
Rhizoliths are organosedimentary structures formed in soils or fossil soils (paleosols) by plant roots. They include root moulds, casts, and tubules, root petrifactions, and rhizocretions. Rhizoliths, and other distinctive modifications of carbonate soil texture by plant roots, are important for identifying paleosols in the post-Silurian geologic record. Rock units whose structure and fabric were established largely by the activity of plant roots are called rhizolites.
Varieties of rhizoliths
Colin F. Klappa first proposed the term rhizolith for various organosedimentary structures produced by the activity of plant roots in 1980, and his terminology has since been widely adopted with some extensions.
Root moulds
Root moulds are tubular voids that preserve the shape of a root that has subsequently decayed away. Such voids will collapse unless the root penetrated soil that was already at least partially lithified. Closely packed, very thin root moulds give the sediments an alveolar texture.
Root casts
Sediments or minerals that fill a root mould and become cemented produce a root cast.
Root tubules
Root tubules are cemented cylinders around a root mould. The cement is typically calcite and is responsible for the preservation of root morphology in otherwise poorly consolidated sediments. Root tubules can form while the root is still alive or during its decay, and often take the form of fine, needle-like calcite crystals that preserve the root tubule after the root has completely decayed.
Root petrifactions
Root petrifactions are similar to petrified wood and are formed when minerals encrust, impregnate, or replace the organic matter of a plant root, sometimes preserving it in great detail. The replacement mineral is typically calcite. Cell walls are most commonly preserved, perhaps because calcium pectate is already present in the walls.
Rhizocretions
Rhizocretion is distinguished from petrifaction by the manner of formation. Petrifaction is defined as 'a process
Document 3:::
Paleo-inspiration is a paradigm shift that leads scientists and designers to draw inspiration from ancient materials (from art, archaeology, natural history or paleo-environments) to develop new systems or processes, particularly with a view to sustainability.
Paleo-inspiration has already contributed to numerous applications in fields as varied as green chemistry, the development of new artist materials, composite materials, microelectronics, and construction materials.
Semantics and definitions
While this type of application has been known for a long time, the concept itself was coined by teams from the French National Centre for Scientific Research, the Massachusetts Institute of Technology and the Bern University of Applied Sciences from the term Bioinspiration. They published the concept in a seminal paper published online in 2017 by the journal Angewandte Chemie.
Different names have been used to designate the corresponding systems, in particular: paleo-inspired, antiqua-inspired, antiquity-inspired or archaeomimetic. The use of these different names illustrates the extremely large time gap between the sources of inspiration, from millions of years ago when considering palaeontological systems and fossils, to much more recent archaeological or artistic material systems.
Properties sought
Distinct physico-chemical and mechanical properties are sought.
They may concern intrinsic properties of the paleo-inspired materials:
durability (materials found in certain contexts, having resisted alteration in these environments) and resistance to corrosion or alteration
electronic or magnetic properties
optical properties (especially from pigments or dyes, materials used for ceramic manufacture)
They can also concern processes:
processes with low energy or resource consumption, with a view to chemical processes favouring sustainable development
soft chemistry processes
The paleo-inspired approach
This approach combines several key stages.
Observation: T
Document 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is it called when minerals replace the organic material to create fossils?
A. petrification
B. permineralization
C. spongin
D. carbonization
Answer:
|
|
sciq-8520
|
multiple_choice
|
What type of scientists study the effects people have on their environment?
|
[
"environmental scientists",
"ecological scientists",
"integrated scientists",
"biological scientists"
] |
A
|
Relavent Documents:
Document 0:::
A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field.
Overview
The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion.
With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies.
Example programs
The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University.
A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes
Document 1:::
Earth system science (ESS) is the application of systems science to the Earth. In particular, it considers interactions and 'feedbacks', through material and energy fluxes, between the Earth's sub-systems' cycles, processes and "spheres"—atmosphere, hydrosphere, cryosphere, geosphere, pedosphere, lithosphere, biosphere, and even the magnetosphere—as well as the impact of human societies on these components. At its broadest scale, Earth system science brings together researchers across both the natural and social sciences, from fields including ecology, economics, geography, geology, glaciology, meteorology, oceanography, climatology, paleontology, sociology, and space science. Like the broader subject of systems science, Earth system science assumes a holistic view of the dynamic interaction between the Earth's spheres and their many constituent subsystems fluxes and processes, the resulting spatial organization and time evolution of these systems, and their variability, stability and instability. Subsets of Earth System science include systems geology and systems ecology, and many aspects of Earth System science are fundamental to the subjects of physical geography and climate science.
Definition
The Science Education Resource Center, Carleton College, offers the following description: "Earth System science embraces chemistry, physics, biology, mathematics and applied sciences in transcending disciplinary boundaries to treat the Earth as an integrated system. It seeks a deeper understanding of the physical, chemical, biological and human interactions that determine the past, current and future states of the Earth. Earth System science provides a physical basis for understanding the world in which we live and upon which humankind seeks to achieve sustainability".
Earth System science has articulated four overarching, definitive and critically important features of the Earth System, which include:
Variability: Many of the Earth System's natural 'modes' and variab
Document 2:::
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 3:::
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 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What type of scientists study the effects people have on their environment?
A. environmental scientists
B. ecological scientists
C. integrated scientists
D. biological scientists
Answer:
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sciq-9439
|
multiple_choice
|
What process does not cause a rock to melt completely, instead causing the minerals to change by heat or pressure?
|
[
"sedimentation",
"metamorphism",
"igneous extrusion",
"oxidation"
] |
B
|
Relavent Documents:
Document 0:::
In geology, rock (or stone) is any naturally occurring solid mass or aggregate of minerals or mineraloid matter. It is categorized by the minerals included, its chemical composition, and the way in which it is formed. Rocks form the Earth's outer solid layer, the crust, and most of its interior, except for the liquid outer core and pockets of magma in the asthenosphere. The study of rocks involves multiple subdisciplines of geology, including petrology and mineralogy. It may be limited to rocks found on Earth, or it may include planetary geology that studies the rocks of other celestial objects.
Rocks are usually grouped into three main groups: igneous rocks, sedimentary rocks and metamorphic rocks. Igneous rocks are formed when magma cools in the Earth's crust, or lava cools on the ground surface or the seabed. Sedimentary rocks are formed by diagenesis and lithification of sediments, which in turn are formed by the weathering, transport, and deposition of existing rocks. Metamorphic rocks are formed when existing rocks are subjected to such high pressures and temperatures that they are transformed without significant melting.
Humanity has made use of rocks since the earliest humans. This early period, called the Stone Age, saw the development of many stone tools. Stone was then used as a major component in the construction of buildings and early infrastructure. Mining developed to extract rocks from the Earth and obtain the minerals within them, including metals. Modern technology has allowed the development of new man-made rocks and rock-like substances, such as concrete.
Study
Geology is the study of Earth and its components, including the study of rock formations. Petrology is the study of the character and origin of rocks. Mineralogy is the study of the mineral components that create rocks. The study of rocks and their components has contributed to the geological understanding of Earth's history, the archaeological understanding of human history, and the
Document 1:::
The rock cycle is a basic concept in geology that describes transitions through geologic time among the three main rock types: sedimentary, metamorphic, and igneous. Each rock type is altered when it is forced out of its equilibrium conditions. For example, an igneous rock such as basalt may break down and dissolve when exposed to the atmosphere, or melt as it is subducted under a continent. Due to the driving forces of the rock cycle, plate tectonics and the water cycle, rocks do not remain in equilibrium and change as they encounter new environments. The rock cycle explains how the three rock types are related to each other, and how processes change from one type to another over time. This cyclical aspect makes rock change a geologic cycle and, on planets containing life, a biogeochemical cycle.
Transition to igneous rock
When rocks are pushed deep under the Earth's surface, they may melt into magma. If the conditions no longer exist for the magma to stay in its liquid state, it cools and solidifies into an igneous rock. A rock that cools within the Earth is called intrusive or plutonic and cools very slowly, producing a coarse-grained texture such as the rock granite. As a result of volcanic activity, magma (which is called lava when it reaches Earth's surface) may cool very rapidly on the Earth's surface exposed to the atmosphere and are called extrusive or volcanic rocks. These rocks are fine-grained and sometimes cool so rapidly that no crystals can form and result in a natural glass, such as obsidian, however the most common fine-grained rock would be known as basalt. Any of the three main types of rocks (igneous, sedimentary, and metamorphic rocks) can melt into magma and cool into igneous rocks.
Secondary changes
Epigenetic change (secondary processes occurring at low temperatures and low pressures) may be arranged under a number of headings, each of which is typical of a group of rocks or rock-forming minerals, though usually more than one of these alt
Document 2:::
Materials science has shaped the development of civilizations since the dawn of mankind. Better materials for tools and weapons has allowed mankind to spread and conquer, and advancements in material processing like steel and aluminum production continue to impact society today. Historians have regarded materials as such an important aspect of civilizations such that entire periods of time have defined by the predominant material used (Stone Age, Bronze Age, Iron Age). For most of recorded history, control of materials had been through alchemy or empirical means at best. The study and development of chemistry and physics assisted the study of materials, and eventually the interdisciplinary study of materials science emerged from the fusion of these studies. The history of materials science is the study of how different materials were used and developed through the history of Earth and how those materials affected the culture of the peoples of the Earth. The term "Silicon Age" is sometimes used to refer to the modern period of history during the late 20th to early 21st centuries.
Prehistory
In many cases, different cultures leave their materials as the only records; which anthropologists can use to define the existence of such cultures. The progressive use of more sophisticated materials allows archeologists to characterize and distinguish between peoples. This is partially due to the major material of use in a culture and to its associated benefits and drawbacks. Stone-Age cultures were limited by which rocks they could find locally and by which they could acquire by trading. The use of flint around 300,000 BCE is sometimes considered the beginning of the use of ceramics. The use of polished stone axes marks a significant advance, because a much wider variety of rocks could serve as tools.
The innovation of smelting and casting metals in the Bronze Age started to change the way that cultures developed and interacted with each other. Starting around 5,500 BCE,
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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 4:::
In geology and geophysics, thermal subsidence is a mechanism of subsidence in which conductive cooling of the mantle thickens the lithosphere and causes it to decrease in elevation. This is because of thermal expansion: as mantle material cools and becomes part of the mechanically rigid lithosphere, it becomes denser than the surrounding material. Additional material added to the lithosphere thickens it and further causes a buoyant decrease in the elevation of the lithosphere. This creates accommodation space into which sediments can deposit, forming a sedimentary basin.
Causes
Thermal subsidence can occur anywhere in which a temperature differential exists between a section of the lithosphere and its surroundings. There are a variety of contributing factors that can initiate thermal subsidence or affect the process as it is ongoing.
Delamination
As endogenous and exogenous processes cause denudation of the earth's surface, lower, warmer sections of the lithosphere are exposed to relative differences in weight and density. This relative difference creates buoyancy. Isostatic uplift can then further expose the lithosphere to conductive cooling, causing a “rise and fall” phenomenon as warmer, less dense rock layers are pushed or buoyed up, then cooled, causing it to contract and sink back down.
Conduction
The conditions to create thermal subsidence can be initiated by various forms of uplift and denudation, but the actual process of thermal subsidence is governed by the loss of heat via thermal conduction. Contact with surrounding rock or the surface causes heat to leach out of a section of the lithosphere. As the lithosphere cools, it causes the rock to contract.
Isostasy
When conduction causes a section of the lithosphere to contract and increase in density, it does not directly add mass to the rock. Instead, it causes the volume to decrease, increasing the mass of the section for a given area. The lithosphere is isostatic with the mantle; its weight is supp
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What process does not cause a rock to melt completely, instead causing the minerals to change by heat or pressure?
A. sedimentation
B. metamorphism
C. igneous extrusion
D. oxidation
Answer:
|
|
sciq-9505
|
multiple_choice
|
How does bacteria reproduce?
|
[
"budding",
"pollination",
"sexual reproduction",
"binary fission"
] |
D
|
Relavent Documents:
Document 0:::
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 1:::
Microbial intelligence (known as bacterial intelligence) is the intelligence shown by microorganisms. The concept encompasses complex adaptive behavior shown by single cells, and altruistic or cooperative behavior in populations of like or unlike cells mediated by chemical signalling that induces physiological or behavioral changes in cells and influences colony structures.
Complex cells, like protozoa or algae, show remarkable abilities to organize themselves in changing circumstances. Shell-building by amoebae reveals complex discrimination and manipulative skills that are ordinarily thought to occur only in multicellular organisms.
Even bacteria can display more behavior as a population. These behaviors occur in single species populations, or mixed species populations. Examples are colonies or swarms of myxobacteria, quorum sensing, and biofilms.
It has been suggested that a bacterial colony loosely mimics a biological neural network. The bacteria can take inputs in form of chemical signals, process them and then produce output chemicals to signal other bacteria in the colony.
Bacteria communication and self-organization in the context of network theory has been investigated by Eshel Ben-Jacob research group at Tel Aviv University which developed a fractal model of bacterial colony and identified linguistic and social patterns in colony lifecycle.
Examples of microbial intelligence
Bacterial
Bacterial biofilms can emerge through the collective behavior of thousands or millions of cells
Biofilms formed by Bacillus subtilis can use electric signals (ion transmission) to synchronize growth so that the innermost cells of the biofilm do not starve.
Under nutritional stress bacterial colonies can organize themselves in such a way so as to maximize nutrient availability.
Bacteria reorganize themselves under antibiotic stress.
Bacteria can swap genes (such as genes coding antibiotic resistance) between members of mixed species colonies.
Individual cells of
Document 2:::
The branches of microbiology can be classified into pure and applied sciences. Microbiology can be also classified based on taxonomy, in the cases of bacteriology, mycology, protozoology, and phycology. There is considerable overlap between the specific branches of microbiology with each other and with other disciplines, and certain aspects of these branches can extend beyond the traditional scope of microbiology
In general the field of microbiology can be divided in the more fundamental branch (pure microbiology) and the applied microbiology (biotechnology). In the more fundamental field the organisms are studied as the subject itself on a deeper (theoretical) level.
Applied microbiology refers to the fields where the micro-organisms are applied in certain processes such as brewing or fermentation. The organisms itself are often not studied as such, but applied to sustain certain processes.
Pure microbiology
Bacteriology: the study of bacteria
Mycology: the study of fungi
Protozoology: the study of protozoa
Phycology/algology: the study of algae
Parasitology: the study of parasites
Immunology: the study of the immune system
Virology: the study of viruses
Nematology: the study of nematodes
Microbial cytology: the study of microscopic and submicroscopic details of microorganisms
Microbial physiology: the study of how the microbial cell functions biochemically. Includes the study of microbial growth, microbial metabolism and microbial cell structure
Microbial pathogenesis: the study of pathogens which happen to be microbes
Microbial ecology: the relationship between microorganisms and their environment
Microbial genetics: the study of how genes are organized and regulated in microbes in relation to their cellular functions Closely related to the field of molecular biology
Cellular microbiology: a discipline bridging microbiology and cell biology
Evolutionary microbiology: the study of the evolution of microbes. This field can be subdivided into:
Micr
Document 3:::
Social motility describes the motile movement of groups of cells that communicate with each other to coordinate movement based on external stimuli. There are multiple varieties of each kingdom that express social motility that provides a unique evolutionary advantages that other species do not possess. This has made them lethal killers such as African trypanosomiasis, or Myxobacteria. These evolutionary advantages have proven to increase survival rate among socially motile bacteria whether it be the ability to evade predators or communication within a swarm to form spores for long term hibernation in times of low nutrients or toxic environments.
Communication
Bacterial cells are able to communicate with one another through the use of chemical messengers. These chemical messengers are passed from one cell to the next to control factors such as virulence, growth and nutrient conditions, etc. As first discovered in plants, diffusible signal factors (DSFs) have been found in bacteria such as Burkholderia cenocepacia and Pseudomonas aeruginosa. When individual cells are stimulated by DSF, it causes them to release their own DSF to spread the signal further and also to generate a response to the DSF often seen as growth, movement, or sporulation in unfavorable growth conditions. Via these chemical messengers, swarms of bacteria are able to increase the rate of survival compared to single cell bacteria on their own.
Benefits
Predation
Traveling in groups, often referred to as swarms, is beneficial to the organism. For instance, when Myxobacteria swarms and feeds on prey, all individual cells release hydrolytic enzymes. This abundance of metabolic enzymes allows the swarm to easily degrade and engulf the prey. Interactions between separate species of organisms in a given environment is very common. Production of toxins, usually in the form of antibodies, allows for cells to ward off other organisms from infringing on their niche. Similar to the combined release of degr
Document 4:::
Bacillus subtilis is a rod-shaped, Gram-positive bacteria that is naturally found in soil and vegetation, and is known for its ability to form a small, tough, protective and metabolically dormant endospore. B. subtilis can divide symmetrically to make two daughter cells (binary fission), or asymmetrically, producing a single endospore that is resistant to environmental factors such as heat, desiccation, radiation and chemical insult which can persist in the environment for long periods of time. The endospore is formed at times of nutritional stress, allowing the organism to persist in the environment until conditions become favourable. The process of endospore formation has profound morphological and physiological consequences: radical post-replicative remodelling of two progeny cells, accompanied eventually by cessation of metabolic activity in one daughter cell (the spore) and death by lysis of the other (the ‘mother cell’).
Overview
Commitment to sporulation
Although sporulation in B. subtilis is induced by starvation, the sporulation developmental program is not initiated immediately when growth slows due to nutrient limitation. A variety of alternative responses can occur, including the activation of flagellar motility to seek new food sources by chemotaxis, the production of antibiotics to destroy competing soil microbes, the secretion of hydrolytic enzymes to scavenge extracellular proteins and polysaccharides, or the induction of ‘competence’ for uptake of exogenous DNA for consumption, with the occasional side-effect that new genetic information is stably integrated. Sporulation is the last-ditch response to starvation and is suppressed until alternative responses prove inadequate. Even then, certain conditions must be met such as chromosome integrity, the state of chromosomal replication, and the functioning of the Krebs cycle.
Nature of regulation
Sporulation requires a great deal of time and also a lot of energy and is essentially irreversible, maki
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
How does bacteria reproduce?
A. budding
B. pollination
C. sexual reproduction
D. binary fission
Answer:
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|
sciq-4013
|
multiple_choice
|
What do heterotrophic animals usually consume?
|
[
"plants",
"other organisms",
"soil",
"minerals"
] |
B
|
Relavent Documents:
Document 0:::
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
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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 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:::
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 4:::
A herbivore is an animal anatomically and physiologically adapted to eating plant material, for example foliage or marine algae, for the main component of its diet. As a result of their plant diet, herbivorous animals typically have mouthparts adapted to rasping or grinding. Horses and other herbivores have wide flat teeth that are adapted to grinding grass, tree bark, and other tough plant material.
A large percentage of herbivores have mutualistic gut flora that help them digest plant matter, which is more difficult to digest than animal prey. This flora is made up of cellulose-digesting protozoans or bacteria.
Etymology
Herbivore is the anglicized form of a modern Latin coinage, herbivora, cited in Charles Lyell's 1830 Principles of Geology. Richard Owen employed the anglicized term in an 1854 work on fossil teeth and skeletons. Herbivora is derived from Latin herba 'small plant, herb' and vora, from vorare 'to eat, devour'.
Definition and related terms
Herbivory is a form of consumption in which an organism principally eats autotrophs such as plants, algae and photosynthesizing bacteria. More generally, organisms that feed on autotrophs in general are known as primary consumers.
Herbivory is usually limited to animals that eat plants. Insect herbivory can cause a variety of physical and metabolic alterations in the way the host plant interacts with itself and other surrounding biotic factors. Fungi, bacteria, and protists that feed on living plants are usually termed plant pathogens (plant diseases), while fungi and microbes that feed on dead plants are described as saprotrophs. Flowering plants that obtain nutrition from other living plants are usually termed parasitic plants. There is, however, no single exclusive and definitive ecological classification of consumption patterns; each textbook has its own variations on the theme.
Evolution of herbivory
The understanding of herbivory in geological time comes from three sources: fossilized plants, which may
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What do heterotrophic animals usually consume?
A. plants
B. other organisms
C. soil
D. minerals
Answer:
|
|
sciq-9117
|
multiple_choice
|
What sustains the fetus while it grows inside the mother’s uterus?
|
[
"mitochondria",
"bacteria",
"placenta",
"endometrium"
] |
C
|
Relavent Documents:
Document 0:::
The human reproductive system includes the male reproductive system which functions to produce and deposit sperm; and the female reproductive system which functions to produce egg cells, and to protect and nourish the fetus until birth. Humans have a high level of sexual differentiation. In addition to differences in nearly every reproductive organ, there are numerous differences in typical secondary sex characteristics.
Human reproduction usually involves internal fertilization by sexual intercourse. In this process, the male inserts his penis into the female's vagina and ejaculates semen, which contains sperm. A small proportion of the sperm pass through the cervix into the uterus, and then into the fallopian tubes for fertilization of the ovum. Only one sperm is required to fertilize the ovum. Upon successful fertilization, the fertilized ovum, or zygote, travels out of the fallopian tube and into the uterus, where it implants in the uterine wall. This marks the beginning of gestation, better known as pregnancy, which continues for around nine months as the fetus develops. When the fetus has developed to a certain point, pregnancy is concluded with childbirth, involving labor. During labor, the muscles of the uterus contract and the cervix dilates over the course of hours, and the baby passes out of the vagina. Human infants are completely dependent on their caregivers, and require high levels of parental care. Infants rely on their caregivers for comfort, cleanliness, and food. Food may be provided by breastfeeding or formula feeding.
Structure
Female
The human female reproductive system is a series of organs primarily located inside the body and around the pelvic region of a female that contribute towards the reproductive process. The human female reproductive system contains three main parts: the vulva, which leads to the vagina, the vaginal opening, to the uterus; the uterus, which holds the developing fetus; and the ovaries, which produce the female's o
Document 1:::
Chorionic villi are villi that sprout from the chorion to provide maximal contact area with maternal blood.
They are an essential element in pregnancy from a histomorphologic perspective, and are, by definition, a product of conception. Branches of the umbilical arteries carry embryonic blood to the villi. After circulating through the capillaries of the villi, blood returns to the embryo through the umbilical vein. Thus, villi are part of the border between maternal and fetal blood during pregnancy.
Structure
Villi can also be classified by their relations:
Floating villi float freely in the intervillous space. They exhibit a bi-layered epithelium consisting of cytotrophoblasts with overlaying syncytium (syncytiotrophoblast).
Anchoring (stem) villi stabilize the mechanical integrity of the placental-maternal interface.
Development
The chorion undergoes rapid proliferation and forms numerous processes, the chorionic villi, which invade and destroy the uterine decidua and at the same time absorb from it nutritive materials for the growth of the embryo. They undergo several stages, depending on their composition.
Until about the end of the second month of pregnancy, the villi cover the entire chorion, and are almost uniform in size—but after then, they develop unequally.
Microanatomy
The bulk of the villi consist of connective tissues that contain blood vessels. Most of the cells in the connective tissue core of the villi are fibroblasts. Macrophages known as Hofbauer cells are also present.
Clinical significance
Use for prenatal diagnosis
In 1983, an Italian biologist named Giuseppe Simoni discovered a new method of prenatal diagnosis using chorionic villi.
Stem cell
Chorionic villi are a rich source of stem cells. Biocell Center, a biotech company managed by Giuseppe Simoni, is studying and testing these types of stem cells. Chorionic stem cells, like amniotic stem cells, are uncontroversial multipotent stem cells.
Infections
Recent studies indicate th
Document 2:::
The placenta of humans, and certain other mammals contains structures known as cotyledons, which transmit fetal blood and allow exchange of oxygen and nutrients with the maternal blood.
Ruminants
The Artiodactyla have a cotyledonary placenta. In this form of placenta the chorionic villi form a number of separate circular structures (cotyledons) which are distributed over the surface of the chorionic sac. Sheep, goats and cattle have between 72 and 125 cotyledons whereas deer have 4-6 larger cotyledons.
Human
The form of the human placenta is generally classified as a discoid placenta. Within this the cotyledons are the approximately 15-25 separations of the decidua basalis of the placenta, separated by placental septa. Each cotyledon consists of a main stem of a chorionic villus as well as its branches and sub-branches.
Vasculature
The cotyledons receive fetal blood from chorionic vessels, which branch off cotyledon vessels into the cotyledons, which, in turn, branch into capillaries. The cotyledons are surrounded by maternal blood, which can exchange oxygen and nutrients with the fetal blood in the capillaries.
Document 3:::
In placental mammals, the umbilical cord (also called the navel string, birth cord or funiculus umbilicalis) is a conduit between the developing embryo or fetus and the placenta. During prenatal development, the umbilical cord is physiologically and genetically part of the fetus and (in humans) normally contains two arteries (the umbilical arteries) and one vein (the umbilical vein), buried within Wharton's jelly. The umbilical vein supplies the fetus with oxygenated, nutrient-rich blood from the placenta. Conversely, the fetal heart pumps low-oxygen, nutrient-depleted blood through the umbilical arteries back to the placenta.
Structure and development
The umbilical cord develops from and contains remnants of the yolk sac and allantois. It forms by the fifth week of development, replacing the yolk sac as the source of nutrients for the embryo. The cord is not directly connected to the mother's circulatory system, but instead joins the placenta, which transfers materials to and from the maternal blood without allowing direct mixing. The length of the umbilical cord is approximately equal to the crown-rump length of the fetus throughout pregnancy. The umbilical cord in a full term neonate is usually about 50 centimeters (20 in) long and about 2 centimeters (0.75 in) in diameter. This diameter decreases rapidly within the placenta. The fully patent umbilical artery has two main layers: an outer layer consisting of circularly arranged smooth muscle cells and an inner layer which shows rather irregularly and loosely arranged cells embedded in abundant ground substance staining metachromatic. The smooth muscle cells of the layer are rather poorly differentiated, contain only a few tiny myofilaments and are thereby unlikely to contribute actively to the process of post-natal closure.
Umbilical cord can be detected on ultrasound by 6 weeks of gestation and well-visualised by 8 to 9 weeks of gestation.
The umbilical cord lining is a good source of mesenchymal and epith
Document 4:::
Fetus in fetu (or foetus in foetu) is a rare developmental abnormality in which a mass of tissue resembling a fetus forms inside the body of its twin. An early example of the phenomenon was described in 1808 by George William Young.
There are two hypotheses for the origin of a "fetus in fetu". One hypothesis is that the mass begins as a normal fetus but becomes enveloped inside its twin. The other hypothesis is that the mass is a highly developed teratoma. "Fetus in fetu" is estimated to occur in 1 in 500,000 live births.
Classification as life
A fetus in fetu can be considered alive, but only in the sense that its component tissues have not yet died or been eliminated. Thus, the life of a fetus in fetu is akin to that of a tumor in that its cells remain viable by way of normal metabolic activity. However, without the gestational conditions in utero with the amnion and placenta, a fetus in fetu can develop into, at best, an especially well differentiated teratoma; or, at worst, a high-grade metastatic teratocarcinoma. In terms of physical maturation, its organs have a working blood supply from the host, but all cases of fetus in fetu present critical defects, such as no functional brain, heart, lungs, gastrointestinal tract, or urinary tract. Accordingly, while a fetus in fetu can share select morphological features with a normal fetus, it has no prospect of any life outside of the host twin. Moreover, it poses clear threats to the life of the host twin on whom its own life depends.
Hypotheses of development
There are two main hypotheses about the development of fetus in fetu.
Teratoma hypothesis
Fetus in fetu may be a very highly differentiated form of dermoid cyst, itself a highly differentiated form of mature teratoma.
Parasitic twin hypothesis
Fetus in fetu may be a parasitic twin fetus growing within its host twin. Very early in a monozygotic twin pregnancy, in which both fetuses share a common placenta, one fetus wraps around and envelops the other.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What sustains the fetus while it grows inside the mother’s uterus?
A. mitochondria
B. bacteria
C. placenta
D. endometrium
Answer:
|
|
sciq-11185
|
multiple_choice
|
What is the the force of attraction that holds together ions?
|
[
"soluble bond",
"magnetic bond",
"ionic bond",
"covalent bond"
] |
C
|
Relavent Documents:
Document 0:::
An intramolecular force (or primary forces) is any force that binds together the atoms making up a molecule or compound, not to be confused with intermolecular forces, which are the forces present between molecules. The subtle difference in the name comes from the Latin roots of English with inter meaning between or among and intra meaning inside. Chemical bonds are considered to be intramolecular forces which are often stronger than intermolecular forces present between non-bonding atoms or molecules.
Types
The classical model identifies three main types of chemical bonds — ionic, covalent, and metallic — distinguished by the degree of charge separation between participating atoms. The characteristics of the bond formed can be predicted by the properties of constituent atoms, namely electronegativity. They differ in the magnitude of their bond enthalpies, a measure of bond strength, and thus affect the physical and chemical properties of compounds in different ways. % of ionic character is directly proportional difference in electronegitivity of bonded atom.
Ionic bond
An ionic bond can be approximated as complete transfer of one or more valence electrons of atoms participating in bond formation, resulting in a positive ion and a negative ion bound together by electrostatic forces. Electrons in an ionic bond tend to be mostly found around one of the two constituent atoms due to the large electronegativity difference between the two atoms, generally more than 1.9, (greater difference in electronegativity results in a stronger bond); this is often described as one atom giving electrons to the other. This type of bond is generally formed between a metal and nonmetal, such as sodium and chlorine in NaCl. Sodium would give an electron to chlorine, forming a positively charged sodium ion and a negatively charged chloride ion.
Covalent bond
In a true covalent bond, the electrons are shared evenly between the two atoms of the bond; there is little or no charge separa
Document 1:::
The ionic strength of a solution is a measure of the concentration of ions in that solution. Ionic compounds, when dissolved in water, dissociate into ions. The total electrolyte concentration in solution will affect important properties such as the dissociation constant or the solubility of different salts. One of the main characteristics of a solution with dissolved ions is the ionic strength. Ionic strength can be molar (mol/L solution) or molal (mol/kg solvent) and to avoid confusion the units should be stated explicitly. The concept of ionic strength was first introduced by Lewis and Randall in 1921 while describing the activity coefficients of strong electrolytes.
Quantifying ionic strength
The molar ionic strength, I, of a solution is a function of the concentration of all ions present in that solution.
where one half is because we are including both cations and anions, ci is the molar concentration of ion i (M, mol/L), zi is the charge number of that ion, and the sum is taken over all ions in the solution. For a 1:1 electrolyte such as sodium chloride, where each ion is singly-charged, the ionic strength is equal to the concentration. For the electrolyte MgSO4, however, each ion is doubly-charged, leading to an ionic strength that is four times higher than an equivalent concentration of sodium chloride:
Generally multivalent ions contribute strongly to the ionic strength.
Calculation example
As a more complex example, the ionic strength of a mixed solution 0.050 M in Na2SO4 and 0.020 M in KCl is:
Non-ideal solutions
Because in non-ideal solutions volumes are no longer strictly additive it is often preferable to work with molality b (mol/kg of H2O) rather than molarity c (mol/L). In that case, molal ionic strength is defined as:
in which
i = ion identification number
z = charge of ion
b = molality (mol solute per Kg solvent)
Importance
The ionic strength plays a central role in the Debye–Hückel theory that describes the strong deviations from id
Document 2:::
In chemistry, a salt bridge is a combination of two non-covalent interactions: hydrogen bonding and ionic bonding (Figure 1). Ion pairing is one of the most important noncovalent forces in chemistry, in biological systems, in different materials and in many applications such as ion pair chromatography. It is a most commonly observed contribution to the stability to the entropically unfavorable folded conformation of proteins. Although non-covalent interactions are known to be relatively weak interactions, small stabilizing interactions can add up to make an important contribution to the overall stability of a conformer. Not only are salt bridges found in proteins, but they can also be found in supramolecular chemistry. The thermodynamics of each are explored through experimental procedures to access the free energy contribution of the salt bridge to the overall free energy of the state.
Salt bridges in chemical bonding
In water, formation of salt bridges or ion pairs is mostly driven by entropy, usually accompanied by unfavorable ΔH contributions on account of desolvation of the interacting ions upon association. Hydrogen bonds contribute to the stability of ion pairs with e.g. protonated ammonium ions, and with anions is formed by deprotonation as in the case of carboxylate, phosphate etc; then the association constants depend on the pH. Entropic driving forces for ion pairing (in absence of significant H-bonding contributions) are also found in methanol as solvent. In nonpolar solvents contact ion pairs with very high association constants are formed,; in the gas phase the association energies of e.g. alkali halides reach up to 200 kJ/mol. The Bjerrum or the Fuoss equation describe ion pair association as function of the ion charges zA and zB and the dielectric constant ε of the medium; a corresponding plot of the stability ΔG vs. zAzB shows for over 200 ion pairs the expected linear correlation for a large variety of ions.
Inorganic as well as organic ions
Document 3:::
Molecular binding is an attractive interaction between two molecules that results in a stable association in which the molecules are in close proximity to each other. It is formed when atoms or molecules bind together by sharing of electrons. It often, but not always, involves some chemical bonding.
In some cases, the associations can be quite strong—for example, the protein streptavidin and the vitamin biotin have a dissociation constant (reflecting the ratio between bound and free biotin) on the order of 10−14—and so the reactions are effectively irreversible. The result of molecular binding is sometimes the formation of a molecular complex in which the attractive forces holding the components together are generally non-covalent, and thus are normally energetically weaker than covalent bonds.
Molecular binding occurs in biological complexes (e.g., between pairs or sets of proteins, or between a protein and a small molecule ligand it binds) and also in abiologic chemical systems, e.g. as in cases of coordination polymers and coordination networks such as metal-organic frameworks.
Types
Molecular binding can be classified into the following types:
Non-covalent – no chemical bonds are formed between the two interacting molecules hence the association is fully reversible
Reversible covalent – a chemical bond is formed, however the free energy difference separating the noncovalently-bonded reactants from bonded product is near equilibrium and the activation barrier is relatively low such that the reverse reaction which cleaves the chemical bond easily occurs
Irreversible covalent – a chemical bond is formed in which the product is thermodynamically much more stable than the reactants such that the reverse reaction does not take place.
Bound molecules are sometimes called a "molecular complex"—the term generally refers to non-covalent associations. Non-covalent interactions can effectively become irreversible; for example, tight binding inhibitors of enzymes
Document 4:::
Water () is a polar inorganic compound that is at room temperature a tasteless and odorless liquid, which is nearly colorless apart from an inherent hint of blue. It is by far the most studied chemical compound and is described as the "universal solvent" and the "solvent of life". It is the most abundant substance on the surface of Earth and the only common substance to exist as a solid, liquid, and gas on Earth's surface. It is also the third most abundant molecule in the universe (behind molecular hydrogen and carbon monoxide).
Water molecules form hydrogen bonds with each other and are strongly polar. This polarity allows it to dissociate ions in salts and bond to other polar substances such as alcohols and acids, thus dissolving them. Its hydrogen bonding causes its many unique properties, such as having a solid form less dense than its liquid form, a relatively high boiling point of 100 °C for its molar mass, and a high heat capacity.
Water is amphoteric, meaning that it can exhibit properties of an acid or a base, depending on the pH of the solution that it is in; it readily produces both and ions. Related to its amphoteric character, it undergoes self-ionization. The product of the activities, or approximately, the concentrations of and is a constant, so their respective concentrations are inversely proportional to each other.
Physical properties
Water is the chemical substance with chemical formula ; one molecule of water has two hydrogen atoms covalently bonded to a single oxygen atom. Water is a tasteless, odorless liquid at ambient temperature and pressure. Liquid water has weak absorption bands at wavelengths of around 750 nm which cause it to appear to have a blue color. This can easily be observed in a water-filled bath or wash-basin whose lining is white. Large ice crystals, as in glaciers, also appear blue.
Under standard conditions, water is primarily a liquid, unlike other analogous hydrides of the oxygen family, which are generally gaseou
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the the force of attraction that holds together ions?
A. soluble bond
B. magnetic bond
C. ionic bond
D. covalent bond
Answer:
|
|
sciq-2551
|
multiple_choice
|
Which part of the body has mucus and hair to trap dust and also warms and moistens air so to not harm lung tissue?
|
[
"the throat",
"the tongue",
"the nose",
"the ear"
] |
C
|
Relavent Documents:
Document 0:::
Lung receptors sense irritation or inflammation in the bronchi and alveoli.
Document 1:::
Mucociliary clearance (MCC), mucociliary transport, or the mucociliary escalator, describes the self-clearing mechanism of the airways in the respiratory system. It is one of the two protective processes for the lungs in removing inhaled particles including pathogens before they can reach the delicate tissue of the lungs. The other clearance mechanism is provided by the cough reflex. Mucociliary clearance has a major role in pulmonary hygiene.
MCC effectiveness relies on the correct properties of the airway surface liquid produced, both of the periciliary sol layer and the overlying mucus gel layer, and of the number and quality of the cilia present in the lining of the airways. An important factor is the rate of mucin secretion. The ion channels CFTR and ENaC work together to maintain the necessary hydration of the airway surface liquid.
Any disturbance in the closely regulated functioning of the cilia can cause a disease. Disturbances in the structural formation of the cilia can cause a number of ciliopathies, notably primary ciliary dyskinesia. Cigarette smoke exposure can cause shortening of the cilia.
Function
In the upper part of the respiratory tract the nasal hair in the nostrils traps large particles, and the sneeze reflex may also be triggered to expel them. The nasal mucosa also traps particles preventing their entry further into the tract. In the rest of the respiratory tract, particles of different sizes become deposited along different parts of the airways. Larger particles are trapped higher up in the larger bronchi. As the airways become narrower only smaller particles can pass. The branchings of the airways cause turbulence in the airflow at all of their junctions where particles can then be deposited and they never reach the alveoli. Only very small pathogens are able to gain entry to the alveoli. Mucociliary clearance functions to remove these particulates and also to trap and remove pathogens from the airways, in order to protect the delicate
Document 2:::
The nasal mucosa lines the nasal cavity. It is part of the respiratory mucosa, the mucous membrane lining the respiratory tract. The nasal mucosa is intimately adherent to the periosteum or perichondrium of the nasal conchae. It is continuous with the skin through the nostrils, and with the mucous membrane of the nasal part of the pharynx through the choanae. From the nasal cavity its continuity with the conjunctiva may be traced, through the nasolacrimal and lacrimal ducts; and with the frontal, ethmoidal, sphenoidal, and maxillary sinuses, through the several openings in the nasal meatuses. The mucous membrane is thickest, and most vascular, over the nasal conchae. It is also thick over the nasal septum where increased numbers of goblet cells produce a greater amount of nasal mucus. It is very thin in the meatuses on the floor of the nasal cavities, and in the various sinuses. It is one of the most commonly infected tissues in adults and children. Inflammation of this tissue may cause significant impairment of daily activities, with symptoms such as stuffy nose, headache, mouth breathing, etc.
Owing to the thickness of the greater part of this membrane, the nasal cavities are much narrower, and the middle and inferior nasal conchæ appear larger and more prominent than in the skeleton; also the various apertures communicating with the meatuses are considerably narrowed.
Structure
The epithelium of the nasal mucosa is of two types – respiratory epithelium, and olfactory epithelium differing according to its functions. In the respiratory region it is columnar and ciliated. Interspersed among the columnar cells are goblet or mucin cells, while between their bases are found smaller pyramidal cells. Beneath the epithelium and its basement membrane is a fibrous layer infiltrated with lymph corpuscles, so as to form in many parts a diffuse adenoid tissue, and under this a nearly continuous layer of small and larger glands, some mucous and some serous, the ducts of whic
Document 3:::
Mucus ( ) is a slippery aqueous secretion produced by, and covering, mucous membranes. It is typically produced from cells found in mucous glands, although it may also originate from mixed glands, which contain both serous and mucous cells. It is a viscous colloid containing inorganic salts, antimicrobial enzymes (such as lysozymes), immunoglobulins (especially IgA), and glycoproteins such as lactoferrin and mucins, which are produced by goblet cells in the mucous membranes and submucosal glands. Mucus serves to protect epithelial cells in the linings of the respiratory, digestive, and urogenital systems, and structures in the visual and auditory systems from pathogenic fungi, bacteria and viruses. Most of the mucus in the body is produced in the gastrointestinal tract.
Amphibians, fish, snails, slugs, and some other invertebrates also produce external mucus from their epidermis as protection against pathogens, and to help in movement and is also produced in fish to line their gills. Plants produce a similar substance called mucilage that is also produced by some microorganisms.
Respiratory system
In the human respiratory system, mucus is part of the airway surface liquid (ASL), also known as epithelial lining fluid (ELF), that lines most of the respiratory tract. The airway surface liquid consists of a sol layer termed the periciliary liquid layer and an overlying gel layer termed the mucus layer. The periciliary liquid layer is so named as it surrounds the cilia and lies on top of the surface epithelium. The periciliary liquid layer surrounding the cilia consists of a gel meshwork of cell-tethered mucins and polysaccharides. The mucus blanket aids in the protection of the lungs by trapping foreign particles before they enter them, in particular through the nose during normal breathing.
Mucus is made up of a fluid component of around 95% water, the mucin secretions from the goblet cells, and the submucosal glands (2–3% glycoproteins), proteoglycans (0.1–0.5%),
Document 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which part of the body has mucus and hair to trap dust and also warms and moistens air so to not harm lung tissue?
A. the throat
B. the tongue
C. the nose
D. the ear
Answer:
|
|
sciq-1054
|
multiple_choice
|
What is the main component of paper, cardboard, and textiles made from cotton, linen, and other plant fibers?
|
[
"cellulose",
"vascular tissue",
"pulp",
"cambium"
] |
A
|
Relavent Documents:
Document 0:::
Textile manufacturing (or textile engineering) is a major industry. It is largely based on the conversion of fibre into yarn, then yarn into fabric. These are then dyed or printed, fabricated into cloth which is then converted into useful goods such as clothing, household items, upholstery and various industrial products.
Different types of fibres are used to produce yarn. Cotton remains the most widely used and common natural fiber making up 90% of all-natural fibers used in the textile industry. People often use cotton clothing and accessories because of comfort, not limited to different weathers. There are many variable processes available at the spinning and fabric-forming stages coupled with the complexities of the finishing and colouration processes to the production of a wide range of products.
History
Textile manufacturing in the modern era is an evolved form of the art and craft industries. Until the 18th and 19th centuries, the textile industry was a household work. It became mechanised in the 18th and 19th centuries, and has continued to develop through science and technology in the twentieth and twenty-first centuries.
Processing of cotton
Cotton is the world's most important natural fibre. In the year 2007, the global yield was 25 million tons from 35 million hectares cultivated in more than 50 countries.
There are six stages to the manufacturing of cotton textiles:
Cultivating and Harvesting
Preparatory Processes
Spinning
Weaving or Knitting
Finishing
Marketing
Cultivating and harvesting
Cotton is grown in locations with long, hot, dry summers with plenty of sunshine and low humidity. Indian cotton, Gossypium arboreum, is finer but the staple is only suitable for hand processing. American cotton, Gossypium hirsutum, produces the longer staple needed for mechanised textile production. The planting season is from September to mid-November, and the crop is harvested between March and June. The cotton bolls are harvested by stripper harvesters
Document 1:::
Fiber or fibre (British English; from ) is a natural or artificial substance that is significantly longer than it is wide. Fibers are often used in the manufacture of other materials. The strongest engineering materials often incorporate fibers, for example carbon fiber and ultra-high-molecular-weight polyethylene.
Synthetic fibers can often be produced very cheaply and in large amounts compared to natural fibers, but for clothing natural fibers can give some benefits, such as comfort, over their synthetic counterparts.
Natural fibers
Natural fibers develop or occur in the fiber shape, and include those produced by plants, animals, and geological processes. They can be classified according to their origin:
Vegetable fibers are generally based on arrangements of cellulose, often with lignin: examples include cotton, hemp, jute, flax, abaca, piña, ramie, sisal, bagasse, and banana. Plant fibers are employed in the manufacture of paper and textile (cloth), and dietary fiber is an important component of human nutrition.
Wood fiber, distinguished from vegetable fiber, is from tree sources. Forms include groundwood, lacebark, thermomechanical pulp (TMP), and bleached or unbleached kraft or sulfite pulps. Kraft and sulfite refer to the type of pulping process used to remove the lignin bonding the original wood structure, thus freeing the fibers for use in paper and engineered wood products such as fiberboard.
Animal fibers consist largely of particular proteins. Instances are silkworm silk, spider silk, sinew, catgut, wool, sea silk and hair such as cashmere wool, mohair and angora, fur such as sheepskin, rabbit, mink, fox, beaver, etc.
Mineral fibers include the asbestos group. Asbestos is the only naturally occurring long mineral fiber. Six minerals have been classified as "asbestos" including chrysotile of the serpentine class and those belonging to the amphibole class: amosite, crocidolite, tremolite, anthophyllite and actinolite. Short, fiber-like minerals include
Document 2:::
Many materials have been used to make garments throughout history. Grasses, furs and much more complex and exotic materials have been used. Cultures like the Arctic Circle, make their wardrobes out of prepared and decorated furs and skins.[1] Different cultures have added cloth to leather and skins as a way to replace real leather. A wide range of fibers, including natural, cellulose, and synthetic fibers, can be used to weave or knit cloth.
Humans have shown extreme inventiveness in devising clothing solutions to environmental hazards and the distinction between clothing and other protective equipment is not always clear-cut; examples include space suit, air conditioned clothing, armor, diving suit, swimsuit, bee-keeper's protective clothing, motorcycle leathers, high-visibility clothing, and protective clothing in general.
Clothing
Cloth is especially used to make clothing. It is a fabric created through both the spinning and weaving process through which raw cotton is turned into thread via the spinning process and then that thread is woven into the cloth fabric via the weaving process. There are many different types of cloths with different names and uses. The main differences between the types of cloths are distinguished by its fiber art (woven, knitted, felted, and how those techniques were implemented), what fiber it is made from, and its weight. Based on the cloth’s weight, the properties of the fabric (thin or thick, rigid, etc.) can also be distinguished, allowing the differences among different cloths to be more easily detected. Different types of cloth may be used for different types of clothing. For example, a piece of clothing for cold weathers should be made with durable materials on the outside and soft materials on the inside. Clothing for the summer should be made with breathable materials where the wearer can feel cool and comfortable in it.
Examples of clothing materials
Common natural clothing materials are :
Linen
Cashmere
Cotton
Cellul
Document 3:::
Cellulose fibers () are fibers made with ethers or esters of cellulose, which can be obtained from the bark, wood or leaves of plants, or from other plant-based material. In addition to cellulose, the fibers may also contain hemicellulose and lignin, with different percentages of these components altering the mechanical properties of the fibers.
The main applications of cellulose fibers are in the textile industry, as chemical filters, and as fiber-reinforcement composites, due to their similar properties to engineered fibers, being another option for biocomposites and polymer composites.
History
Cellulose was discovered in 1838 by the French chemist Anselme Payen, who isolated it from plant matter and determined its chemical formula. Cellulose was used to produce the first successful thermoplastic polymer, celluloid, by Hyatt Manufacturing Company in 1870. Production of rayon ("artificial silk") from cellulose began in the 1890s, and cellophane was invented in 1912. In 1893, Arthur D. Little of Boston, invented yet another cellulosic product, acetate, and developed it as a film. The first commercial textile uses for acetate in fiber form were developed by the Celanese Company in 1924. Hermann Staudinger determined the polymer structure of cellulose in 1920. The compound was first chemically synthesized (without the use of any biologically derived enzymes) in 1992, by Kobayashi and Shoda.
Cellulose structure
Cellulose is a polymer made of repeating glucose molecules attached end to end. A cellulose molecule may be from several hundred to over 10,000 glucose units long. Cellulose is similar in form to complex carbohydrates like starch and glycogen. These polysaccharides are also made from multiple subunits of glucose. The difference between cellulose and other complex carbohydrate molecules is how the glucose molecules are linked together. In addition, cellulose is a straight chain polymer, and each cellulose molecule is long and rod-like. This differs from starch
Document 4:::
Glucuronoxylans are the primary components of hemicellulose as found in hardwood trees, for example birch.
They are hemicellulosic plant cell wall polysaccharides, containing glucuronic acid and xylose as its main constituents. They are linear polymers of β-D-xylopyranosyl units linked by (1→4) glycosidic bonds, with many of the xylose units substituted with 2, 3 or 2,3-linked glucuronate residue, which are often methylated at position 4. Most of the glucuronoxylans have single 4-O-methyl-α-D-glucopyranosyl uronate residues (MeGlcA) attached at position 2. This structural type is usually named as 4-O-methyl-D-glucurono-D-xylan (MGX).
Angiosperm (hardwood) glucuronoxylans also have a high rate of substitution (70-80%) by acetyl groups, at position 2 and/or 3 of the β-D-xylopyranosyl, conferring on the xylan its partial solubility in water.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the main component of paper, cardboard, and textiles made from cotton, linen, and other plant fibers?
A. cellulose
B. vascular tissue
C. pulp
D. cambium
Answer:
|
|
sciq-7959
|
multiple_choice
|
Food chains carry energy from what group to what group?
|
[
"refiners to consumers",
"producers to consumers",
"decomposers to producers",
"consumers to producers"
] |
B
|
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
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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
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Food science is the basic science and applied science of food; its scope starts at overlap with agricultural science and nutritional science and leads through the scientific aspects of food safety and food processing, informing the development of food technology.
Food science brings together multiple scientific disciplines. It incorporates concepts from fields such as chemistry, physics, physiology, microbiology, and biochemistry. Food technology incorporates concepts from chemical engineering, for example.
Activities of food scientists include the development of new food products, design of processes to produce these foods, choice of packaging materials, shelf-life studies, sensory evaluation of products using survey panels or potential consumers, as well as microbiological and chemical testing. Food scientists may study more fundamental phenomena that are directly linked to the production of food products and its properties.
Definition
The Institute of Food Technologists defines food science as "the discipline in which the engineering, biological, and physical sciences are used to study the nature of foods, the causes of deterioration, the principles underlying food processing, and the improvement of foods for the consuming public". The textbook Food Science defines food science in simpler terms as "the application of basic sciences and engineering to study the physical, chemical, and biochemical nature of foods and the principles of food processing".
Disciplines
Some of the subdisciplines of food science are described below.
Food chemistry
Food chemistry is the study of chemical processes and interactions of all biological and non-biological components of foods. The biological substances include such items as meat, poultry, lettuce, beer, and milk.
It is similar to biochemistry in its main components such as carbohydrates, lipids, and protein, but it also includes areas such as water, vitamins, minerals, enzymes, food additives, flavors, and colors. This
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Food and biological process engineering is a discipline concerned with applying principles of engineering to the fields of food production and distribution and biology. It is a broad field, with workers fulfilling a variety of roles ranging from design of food processing equipment to genetic modification of organisms. In some respects it is a combined field, drawing from the disciplines of food science and biological engineering to improve the earth's food supply.
Creating, processing, and storing food to support the world's population requires extensive interdisciplinary knowledge. Notably, there are many biological engineering processes within food engineering to manipulate the multitude of organisms involved in our complex food chain. Food safety in particular requires biological study to understand the microorganisms involved and how they affect humans. However, other aspects of food engineering, such as food storage and processing, also require extensive biological knowledge of both the food and the microorganisms that inhabit it. This food microbiology and biology knowledge becomes biological engineering when systems and processes are created to maintain desirable food properties and microorganisms while providing mechanisms for eliminating the unfavorable or dangerous ones.
Concepts
Many different concepts are involved in the field of food and biological process engineering. Below are listed several major ones.
Food science
The science behind food and food production involves studying how food behaves and how it can be improved. Researchers analyze longevity and composition (i.e., ingredients, vitamins, minerals, etc.) of foods, as well as how to ensure food safety.
Genetic engineering
Modern food and biological process engineering relies heavily on applications of genetic manipulation. By understanding plants and animals on the molecular level, scientists are able to engineer them with specific goals in mind.
Among the most notable applications of
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Food chains carry energy from what group to what group?
A. refiners to consumers
B. producers to consumers
C. decomposers to producers
D. consumers to producers
Answer:
|
|
sciq-3488
|
multiple_choice
|
Gases such as neon, argon, and krypton produce what using electroluminescence?
|
[
"colors",
"light",
"electricity",
"heat"
] |
B
|
Relavent Documents:
Document 0:::
A neon lamp (also neon glow lamp) is a miniature gas-discharge lamp. The lamp typically consists of a small glass capsule that contains a mixture of neon and other gases at a low pressure and two electrodes (an anode and a cathode). When sufficient voltage is applied and sufficient current is supplied between the electrodes, the lamp produces an orange glow discharge. The glowing portion in the lamp is a thin region near the cathode; the larger and much longer neon signs are also glow discharges, but they use the positive column which is not present in the ordinary neon lamp. Neon glow lamps were widely used as indicator lamps in the displays of electronic instruments and appliances. They are still sometimes used for their electrical simplicity in high-voltage circuits.
History
Neon was discovered in 1898 by William Ramsay and Morris Travers. The characteristic, brilliant red color that is emitted by gaseous neon when excited electrically was noted immediately; Travers later wrote, "the blaze of crimson light from the tube told its own story and was a sight to dwell upon and never forget."
Neon's scarcity precluded its prompt application for electrical lighting along the lines of Moore tubes, which used electric discharges in nitrogen. Moore tubes were commercialized by their inventor, Daniel McFarlan Moore, in the early 1900s. After 1902, Georges Claude's company, Air Liquide, was producing industrial quantities of neon as a byproduct of his air liquefaction business, and in December 1910 Claude demonstrated modern neon lighting based on a sealed tube of neon. In 1915 a U.S. patent was issued to Claude covering the design of the electrodes for neon tube lights; this patent became the basis for the monopoly held in the U.S. by his company, Claude Neon Lights, through the early 1930s.
Around 1917, Daniel Moore developed the neon lamp while working at the General Electric Company. The lamp has a very different design from the much larger neon tubes used for neon l
Document 1:::
In the signage industry, neon signs are electric signs lighted by long luminous gas-discharge tubes that contain rarefied neon or other gases. They are the most common use for neon lighting, which was first demonstrated in a modern form in December 1910 by Georges Claude at the Paris Motor Show. While they are used worldwide, neon signs were popular in the United States from about the 1920s to 1950s. The installations in Times Square, many originally designed by Douglas Leigh, were famed, and there were nearly 2,000 small shops producing neon signs by 1940. In addition to signage, neon lighting is used frequently by artists and architects, and (in a modified form) in plasma display panels and televisions. The signage industry has declined in the past several decades, and cities are now concerned with preserving and restoring their antique neon signs.
Light emitting diode arrays can be formed to simulate the appearance of neon lamps.
History
The neon sign is an evolution of the earlier Geissler tube, which is a sealed glass tube containing a "rarefied" gas (the gas pressure in the tube is well below atmospheric pressure). When a voltage is applied to electrodes inserted through the glass, an electrical glow discharge results. Geissler tubes were popular in the late 19th century, and the different colors they emitted were characteristics of the gases within. They were unsuitable for general lighting, as the pressure of the gas inside typically declined with use. The direct predecessor of neon tube lighting was the Moore tube, which used nitrogen or carbon dioxide as the luminous gas and a patented mechanism for maintaining pressure. Moore tubes were sold for commercial lighting for a number of years in the early 1900s.
The discovery of neon in 1898 by British scientists William Ramsay and Morris W. Travers included the observation of a brilliant red glow in Geissler tubes. Travers wrote, "the blaze of crimson light from the tube told its own story and was a sigh
Document 2:::
Green Light, green light, green-light or greenlight may refer to:
Green-colored light, part of the visible spectrum
Arts, entertainment, and media
Films and television
Green Light (1937 film), starring Errol Flynn
Green Light (2002 film), a Turkish film written and directed by Faruk Aksoy
"Green Light" (Breaking Bad), a third-season episode of Breaking Bad
Greenlight, formal approval of a project to move forward
Literature
Green Light, a 1935 novel by Lloyd C. Douglas
"Green Light", the final passage of F. Scott Fitzgerald's novel The Great Gatsby
Greenlights (book), a 2020 book by Matthew McConaughey
Music
Albums
Green Light (Bonnie Raitt album), 1982
Green Light (Cliff Richard album), 1978
The Green Light, a 2009 mixtape by Bow Wow
Songs
"Green Light" (Cliff Richard song) (1979)
"Green Light" (Beyoncé song) (2006)
"Green Light" (John Legend song) (2008)
"Green Light" (Roll Deep song) (2010)
"Green Light" (Lorde song) (2017)
"Green Light" (Valery Leontiev song) (1984)
"Green Light", by the American Breed from Bend Me, Shape Me (1968)
"Green Light", by Girls' Generation from Lion Heart
"Green Light", by Hank Thompson (1954)
"Green Light", by Lil Durk from Love Songs 4 the Streets 2
"Green Light", by R. Kelly from Write Me Back
"Green Light", by Sonic Youth from Evol
"Green Light", by the Bicycles from Oh No, It's Love
"Green Lights", by Aloe Blacc (2011)
"Greenlight" (Pitbull song) (2016)
"Green Lights", by Sarah Jarosz from Undercurrent (2016)
"Green Light", by Kylie Minogue from Tension (2023)
"Greenlight", by 5 Seconds of Summer from 5 Seconds of Summer
"Greenlight", by Enisa Nikaj which represented New York in the American Song Contest
"Greenlights" (song), by Krewella
Computing and technology
Greenlight (Internet service), a fiber-optic Internet service provided by the city of Wilson, North Carolina, US
Greenlight Networks, a fiber-optic Internet service in Rochester, New York, US
Steam Greenlight, a service part of Val
Document 3:::
Nick Holonyak Jr. ( ; November 3, 1928September 18, 2022) was an American engineer and educator. He is noted particularly for his 1962 invention and first demonstration of a semiconductor laser diode that emitted visible light. This device was the forerunner of the first generation of commercial light-emitting diodes (LEDs). He was then working at a General Electric Company research laboratory near Syracuse, New York. He left General Electric in 1963 and returned to his alma mater, the University of Illinois at Urbana-Champaign, where he later became John Bardeen Endowed Chair in Electrical and Computer Engineering and Physics.
Early life and career
Nick Holonyak Jr. was born in Zeigler, Illinois, on November 3, 1928. His parents were Rusyn immigrants. His father worked in a coal mine. Holonyak was the first member of his family to receive any type of formal schooling. He once worked 30 straight hours on the Illinois Central Railroad before realizing that a life of hard labor was not what he wanted and he would prefer to go to school instead. According to a Chicago Tribune article in 2003, "The cheap and reliable semiconductor lasers critical to DVD players, bar code readers and scores of other devices owe their existence in some small way to the demanding workload thrust upon Downstate railroad crews decades ago."
Holonyak earned his bachelor's (1950), master's (1951), and doctoral (1954) degrees in electrical engineering from the University of Illinois at Urbana-Champaign. Holonyak was John Bardeen's first doctoral student there. In 1954, Holonyak went to Bell Telephone Laboratories, where he worked on silicon-based electronic devices. From 1955 to 1957 he served with the U.S. Army Signal Corps.
From 1957 to 1963 he was a scientist at the General Electric Company's Advanced Semiconductor Laboratory near Syracuse, New York. Here he invented, fabricated, and demonstrated the first visible light laser diode on October 9, 1962. He grew crystals of the alloy GaAs0.
Document 4:::
A rope light is primarily used as a decorative lighting fixture, featuring small light bulbs linked together and encased in a PVC jacket to create a string of lights. Rope lights can be used in many applications both indoors and outdoors. Used in place of neon signs, it is sometimes called soft neon.
Design
The design of a rope light generally depends on the end use of the product.
Wiring: The basic design involves stringing together bulbs on a wire and then encasing the wire in a clear plastic jacket. The number of wires depends on the functionality required of the rope light. A basic rope light has two wires, which generally allows users to make bulbs dim or flash. However, a rope light with three wires allows greater functionality including chasing, dimming and flashing.
Tube: The outer plastic tube is also an important feature that greatly affects the end use of any rope light. A rope light with relatively wider plastic tubing is more durable to external elements but less flexible. Thinner plastic tubing, on the other hand, is far more flexible but less robust. Generally, rope lights are not suitable for outside usage.
Voltage: Rope lights in the United States are generally sold in three different voltages: 12 volts, 24 volts and 120 volts. Generally, the 12 volts and 24 volts variants are better suited for situations where a battery is used to power the lights. Hence, this is the best option for cars, boats, etc. The 120-volt version is more appropriate for household or industrial lighting requirements.
LED and incandescent rope lights compared
Bulbs: LED rope lights have bulbs that are available in different colors and the bulbs themselves generate the colors. In contrast, incandescent rope lights typically have bulbs with a colored filter that is applied around the bulb. Therefore, when an LED rope light is switched off, it appears colorless, while incandescent bulbs still appear colored.
Power consumption and performance: LED rope lights require
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Gases such as neon, argon, and krypton produce what using electroluminescence?
A. colors
B. light
C. electricity
D. heat
Answer:
|
|
scienceQA-12509
|
multiple_choice
|
Select the fish below.
|
[
"woodpecker",
"green moray eel",
"penguin",
"fire salamander"
] |
B
|
A fire salamander is an amphibian. It has moist skin and begins its life in water.
Fire salamanders can release poison from their skin. This poison helps protect them from predators.
A penguin is a bird. It has feathers, two wings, and a beak.
Penguins live near water. Penguins cannot fly! They use their wings to swim.
A woodpecker is a bird. It has feathers, two wings, and a beak.
Woodpeckers have strong beaks. They use their beaks to drill into wood to hunt for food.
A green moray eel is a fish. It lives underwater. It has fins, not limbs.
Eels are long and thin. They may have small fins. They look like snakes, but they are fish!
|
Relavent Documents:
Document 0:::
Fish intelligence is the resultant of the process of acquiring, storing in memory, retrieving, combining, comparing, and using in new contexts information and conceptual skills" as it applies to fish.
According to Culum Brown from Macquarie University, "Fish are more intelligent than they appear. In many areas, such as memory, their cognitive powers match or exceed those of ‘higher’ vertebrates including non-human primates."
Fish hold records for the relative brain weights of vertebrates. Most vertebrate species have similar brain-to-body mass ratios. The deep sea bathypelagic bony-eared assfish has the smallest ratio of all known vertebrates. At the other extreme, the electrogenic elephantnose fish, an African freshwater fish, has one of the largest brain-to-body weight ratios of all known vertebrates (slightly higher than humans) and the highest brain-to-body oxygen consumption ratio of all known vertebrates (three times that for humans).
Brain
Fish typically have quite small brains relative to body size compared with other vertebrates, typically one-fifteenth the brain mass of a similarly sized bird or mammal. However, some fish have relatively large brains, most notably mormyrids and sharks, which have brains about as massive relative to body weight as birds and marsupials.
The cerebellum of cartilaginous and bony fishes is large and complex. In at least one important respect, it differs in internal structure from the mammalian cerebellum: The fish cerebellum does not contain discrete deep cerebellar nuclei. Instead, the primary targets of Purkinje cells are a distinct type of cell distributed across the cerebellar cortex, a type not seen in mammals. The circuits in the cerebellum are similar across all classes of vertebrates, including fish, reptiles, birds, and mammals. There is also an analogous brain structure in cephalopods with well-developed brains, such as octopuses. This has been taken as evidence that the cerebellum performs functions important to
Document 1:::
The Digital Fish Library (DFL) is a University of California San Diego project funded by the Biological Infrastructure Initiative (DBI) of the National Science Foundation (NSF). The DFL creates 2D and 3D visualizations of the internal and external anatomy of fish obtained with magnetic resonance imaging (MRI) methods and makes these publicly available on the web.
The information core for the Digital Fish Library is generated using high-resolution MRI scanners housed at the Center for functional magnetic resonance imaging (CfMRI) multi-user facility at UC San Diego. These instruments use magnetic fields to take 3D images of animal tissues, allowing researchers to non-invasively see inside them and quantitatively describe their 3D anatomy. Fish specimens are obtained from the Marine Vertebrate Collection at Scripps Institute of Oceanography (SIO) and imaged by staff from UC San Diego's Center for Scientific Computation in Imaging (CSCI).
As of February 2010, the Digital Fish Library contains almost 300 species covering all five classes of fish, 56 of 60 orders, and close to 200 of the 521 fish families as described by Nelson, 2006. DFL imaging has also contributed to a number of published peer-reviewed scientific studies.
Digital Fish Library work has been featured in the media, including two National Geographic documentaries: Magnetic Navigator and Ultimate Shark.
Document 2:::
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 3:::
The Bachelor of Science in Aquatic Resources and Technology (B.Sc. in AQT) (or Bachelor of Aquatic Resource) is an undergraduate degree that prepares students to pursue careers in the public, private, or non-profit sector in areas such as marine science, fisheries science, aquaculture, aquatic resource technology, food science, management, biotechnology and hydrography. Post-baccalaureate training is available in aquatic resource management and related areas.
The Department of Animal Science and Export Agriculture, at the Uva Wellassa University of Badulla, Sri Lanka, has the largest enrollment of undergraduate majors in Aquatic Resources and Technology, with about 200 students as of 2014.
The Council on Education for Aquatic Resources and Technology includes undergraduate AQT degrees in the accreditation review of Aquatic Resources and Technology programs and schools.
See also
Marine Science
Ministry of Fisheries and Aquatic Resources Development
Document 4:::
Edward Brinton (January 12, 1924 – January 13, 2010) was a professor of oceanography and research biologist. His particular area of expertise was Euphausiids or krill, small shrimp-like creatures found in all the oceans of the world.
Early life
Brinton was born on January 12, 1924, in Richmond, Indiana to a Quaker couple, Howard Brinton and Anna Shipley Cox Brinton. Much of his childhood was spent on the grounds of Mills College where his mother was Dean of Faculty and his father was a professor. The family later moved to the Pendle Hill Quaker Center for Study and Contemplation, in Pennsylvania where his father and mother became directors.
Academic career
Brinton attended High School at Westtown School in Chester County, Pennsylvania. He studied at Haverford College and graduated in 1949 with a bachelor's degree in biology. He enrolled at Scripps Institution of Oceanography as a graduate student in 1950 and was awarded a Ph.D. in 1957. He continued on as a research biologist in the Marine Life Research Group, part of the CalCOFI program. He soon turned his dissertation into a major publication, The Distribution of Pacific Euphausiids. In this large monograph, he laid out the major biogeographic provinces of the Pacific (and part of the Atlantic), large-scale patterns of pelagic diversity and one of the most rational hypotheses for the mechanism of sympatric, oceanic speciation. In all of these studies the role of physical oceanography and circulation played a prominent part. His work has since been validated by others and continues, to this day, to form the basis for our attempts to understand large-scale pelagic ecology and the role of physics of the movement of water in the regulation of pelagic ecosystems. In addition to these studies he has led in the studies of how climatic variations have led to the large variations in the California Current, and its populations and communities. He has described several new species and, in collaboration with Margaret K
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Select the fish below.
A. woodpecker
B. green moray eel
C. penguin
D. fire salamander
Answer:
|
sciq-10100
|
multiple_choice
|
What division of the nervous system controls involuntary activities that are not emergencies, such as the digestive organs breaking down food?
|
[
"somatic nervous system",
"posterior division",
"central nervous system",
"parasympathetic division"
] |
D
|
Relavent Documents:
Document 0:::
The following diagram is provided as an overview of and topical guide to the human nervous system:
Human nervous system – the part of the human body that coordinates a person's voluntary and involuntary actions and transmits signals between different parts of the body. The human nervous system consists of two main parts: the central nervous system (CNS) and the peripheral nervous system (PNS). The CNS contains the brain and spinal cord. The PNS consists mainly of nerves, which are long fibers that connect the CNS to every other part of the body. The PNS includes motor neurons, mediating voluntary movement; the autonomic nervous system, comprising the sympathetic nervous system and the parasympathetic nervous system and regulating involuntary functions; and the enteric nervous system, a semi-independent part of the nervous system whose function is to control the gastrointestinal system.
Evolution of the human nervous system
Evolution of nervous systems
Evolution of human intelligence
Evolution of the human brain
Paleoneurology
Some branches of science that study the human nervous system
Neuroscience
Neurology
Paleoneurology
Central nervous system
The central nervous system (CNS) is the largest part of the nervous system and includes the brain and spinal cord.
Spinal cord
Brain
Brain – center of the nervous system.
Outline of the human brain
List of regions of the human brain
Principal regions of the vertebrate brain:
Peripheral nervous system
Peripheral nervous system (PNS) – nervous system structures that do not lie within the CNS.
Sensory system
A sensory system is a part of the nervous system responsible for processing sensory information. A sensory system consists of sensory receptors, neural pathways, and parts of the brain involved in sensory perception.
List of sensory systems
Sensory neuron
Perception
Visual system
Auditory system
Somatosensory system
Vestibular system
Olfactory system
Taste
Pain
Components of the nervous system
Neuron
I
Document 1:::
Body reactivity is usually understood as the body's ability to react in a proper way to influence the environment. Resistance of an organism is its stability under the influence of pathogenic factors. The body reactivity can range from homeostasis to a fight or flight response. Ultimately, they are all governed by the nervous system.
Nervous system divisions
The central nervous system (CNS) consists of parts that are encased by the bones of the skull and spinal column: the brain and spinal cord. The peripheral nervous system (PNS) is found outside those bones and consists of the nerves and most of the sensory organs.
Central nervous system
The CNS can be divided into the brain and spinal cord. The CNS processes many different kinds of incoming sensory information. It is also the source of thoughts, emotions, and memories. Most signals that stimulate muscles to contract and glands to secrete originate in the CNS. The spinal cord and spinal nerves contribute to homeostasis by providing quick reflexive responses to many stimuli. The spinal cord is the pathway for sensory input to the brain and motor output from the brain. The brain is responsible for integrating most sensory information and coordinating body function, both consciously and unconsciously.
Peripheral nervous system
The PNS can be divided into the autonomic and somatic nervous system. The autonomic nervous system can be divided into the parasympathetic, sympathetic, and enteric nervous system. The sympathetic nervous system regulates the “fight or flight” responses. The parasympathetic nervous system regulates the “rest and digest” responses. The enteric nervous system innervates the viscera (gastrointestinal tract, pancreas, and gall bladder). The somatic nervous system consists of peripheral nerve fibers that send sensory information to the central nervous system and motor nerve fibers that project to skeletal muscle. The somatic nervous system engages in voluntary reactions, and the autonomic nervous
Document 2:::
The sense of agency (SA), or sense of control, is the subjective awareness of initiating, executing, and controlling one's own volitional actions in the world. It is the pre-reflective awareness or implicit sense that it is I who is executing bodily movement(s) or thinking thoughts. In non-pathological experience, the SA is tightly integrated with one's "sense of ownership" (SO), which is the pre-reflective awareness or implicit sense that one is the owner of an action, movement or thought. If someone else were to move your arm (while you remained passive) you would certainly have sensed that it were your arm that moved and thus a sense of ownership (SO) for that movement. However, you would not have felt that you were the author of the movement; you would not have a sense of agency (SA).
Normally SA and SO are tightly integrated, such that while typing one has an enduring, embodied, and tacit sense that "my own fingers are doing the moving" (SO) and that "the typing movements are controlled (or volitionally directed) by me" (SA). In patients with certain forms of pathological experience (e.g., schizophrenia) the integration of SA and SO may become disrupted in some manner. In this case, movements may be executed or thoughts made manifest, for which the patient with schizophrenia has a sense of ownership, but not a sense of agency.
Regarding SA for both motor movements and thoughts, further distinctions may be found in both first-order (immediate, pre-reflective) experience and higher-order (reflective or introspective) consciousness. For example, while typing one has a sense of control and thus SA for the ongoing action of typing; this is an example of SA in first-order experience which is immediate and prior to any explicit intellectual reflection upon the typing actions themselves. In this case, the individual is not focusing on the typing movements per se but rather, intimately involved with the task at hand. If one is subsequently asked if they just performe
Document 3:::
The enteric nervous system (ENS) or intrinsic nervous system is one of the main divisions of the autonomic nervous system (ANS) and consists of a mesh-like system of neurons that governs the function of the gastrointestinal tract. It is capable of acting independently of the sympathetic and parasympathetic nervous systems, although it may be influenced by them. The ENS is nicknamed the "second brain". It is derived from neural crest cells.
The enteric nervous system is capable of operating independently of the brain and spinal cord, but does rely on innervation from the vagus nerve and prevertebral ganglia in healthy subjects. However, studies have shown that the system is operable with a severed vagus nerve. The neurons of the enteric nervous system control the motor functions of the system, in addition to the secretion of gastrointestinal enzymes. These neurons communicate through many neurotransmitters similar to the CNS, including acetylcholine, dopamine, and serotonin. The large presence of serotonin and dopamine in the gut are key areas of research for neurogastroenterologists.
Structure
The enteric nervous system in humans consists of some 500 million neurons (including the various types of Dogiel cells), 0.5% of the number of neurons in the brain, five times as many as the one hundred million neurons in the human spinal cord, and about as many as in the whole nervous system of a cat. The enteric nervous system is embedded in the lining of the gastrointestinal system, beginning in the esophagus and extending down to the anus.
The neurons of the ENS are collected into two types of ganglia: myenteric (Auerbach's) and submucosal (Meissner's) plexuses. Myenteric plexuses are located between the inner and outer layers of the muscularis externa, while submucosal plexuses are located in the submucosa.
Auerbach's plexus
Auerbach's plexus, also known as the myenteric plexus, is a collection of fibers and postganglionic autonomic cell bodies that lie betwe
Document 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What division of the nervous system controls involuntary activities that are not emergencies, such as the digestive organs breaking down food?
A. somatic nervous system
B. posterior division
C. central nervous system
D. parasympathetic division
Answer:
|
|
sciq-7690
|
multiple_choice
|
What type of microscope is used to see extremely small objects?
|
[
"electron microscope",
"optical microscope",
"ultrasonic microscope",
"X-ray microscope"
] |
A
|
Relavent Documents:
Document 0:::
A comparison microscope is a device used to analyze side-by-side specimens. It consists of two microscopes connected by an optical bridge, which results in a split view window enabling two separate objects to be viewed simultaneously. This avoids the observer having to rely on memory when comparing two objects under a conventional microscope.
History
One of the first prototypes of a comparison microscope was developed in 1913 in Germany.
In 1929, using a comparison microscope adapted for forensic ballistics, Calvin Goddard and his partner Phillip Gravelle were able to absolve the Chicago Police Department of participation in the St. Valentine's Day Massacre.
Col. Calvin H. Goddard
Philip O. Gravelle, a chemist, developed a comparison microscope for use in the identification of fired bullets and cartridge cases with the support and guidance of forensic ballistics pioneer Calvin Goddard. It was a significant advance in the science of firearms identification in forensic science. The firearm from which a bullet or cartridge case has been fired is identified by the comparison of the unique striae left on the bullet or cartridge case from the worn, machined metal of the barrel, breach block, extractor, or firing pin in the gun. It was Gravelle who mistrusted his memory. "As long as he could inspect only one bullet at a time with his microscope, and had to keep the picture of it in his memory until he placed the comparison bullet under the microscope, scientific precision could not be attained. He therefore developed the comparison microscope and Goddard made it work." Calvin Goddard perfected the comparison microscope and subsequently popularized its use. Sir Sydney Smith also appreciated the idea, emphasizing its importance in forensic science and firearms identification. He took the comparison microscope to Scotland and introduced it to the European scientists for firearms identification and other forensic science needs.
Modern comparison microscope
The modern inst
Document 1:::
A microtome (from the Greek mikros, meaning "small", and temnein, meaning "to cut") is a cutting tool used to produce extremely thin slices of material known as sections, with the process being termed microsectioning. Important in science, microtomes are used in microscopy for the preparation of samples for observation under transmitted light or electron radiation.
Microtomes use steel, glass or diamond blades depending upon the specimen being sliced and the desired thickness of the sections being cut. Steel blades are used to prepare histological sections of animal or plant tissues for light microscopy. Glass knives are used to slice sections for light microscopy and to slice very thin sections for electron microscopy. Industrial grade diamond knives are used to slice hard materials such as bone, teeth and tough plant matter for both light microscopy and for electron microscopy. Gem-quality diamond knives are also used for slicing thin sections for electron microscopy.
Microtomy is a method for the preparation of thin sections for materials such as bones, minerals and teeth, and an alternative to electropolishing and ion milling. Microtome sections can be made thin enough to section a human hair across its breadth, with section thickness between 50 nm and 100 μm.
History
In the beginnings of light microscope development, sections from plants and animals were manually prepared using razor blades. It was found that to observe the structure of the specimen under observation it was important to make clean reproducible cuts on the order of 100 μm, through which light can be transmitted. This allowed for the observation of samples using light microscopes in a transmission mode.
One of the first devices for the preparation of such cuts was invented in 1770 by George Adams, Jr. (1750–1795) and further developed by Alexander Cummings. The device was hand operated, and the sample held in a cylinder and sections created from the top of the sample using a hand crank.
In
Document 2:::
The microscopic scale () is the scale of objects and events smaller than those that can easily be seen by the naked eye, requiring a lens or microscope to see them clearly. In physics, the microscopic scale is sometimes regarded as the scale between the macroscopic scale and the quantum scale. Microscopic units and measurements are used to classify and describe very small objects. One common microscopic length scale unit is the micrometre (also called a micron) (symbol: μm), which is one millionth of a metre.
History
Whilst compound microscopes were first developed in the 1590s, the significance of the microscopic scale was only truly established in the 1600s when Marcello Malphigi and Antonie van Leeuwenhoek microscopically observed frog lungs and microorganisms. As microbiology was established, the significance of making scientific observations at a microscopic level increased.
Published in 1665, Robert Hooke’s book Micrographia details his microscopic observations including fossils insects, sponges, and plants, which was possible through his development of the compound microscope. During his studies of cork, he discovered plant cells and coined the term ‘cell’.
Prior to the use of the micro- prefix, other terms were originally incorporated into the International metric system in 1795, such as centi- which represented a factor of 10^-2, and milli-, which represented a factor of 10^-3.
Over time the importance of measurements made at the microscopic scale grew, and an instrument named the Millionometre was developed by watch-making company owner Antoine LeCoultre in 1844. This instrument had the ability to precisely measure objects to the nearest micrometre.
The British Association for the Advancement of Science committee incorporated the micro- prefix into the newly established CGS system in 1873.
The micro- prefix was finally added to the official SI system in 1960, acknowledging measurements that were made at an even smaller level, denoting a factor of 10
Document 3:::
Ultramicrotomy is a method for cutting specimens into extremely thin slices, called ultra-thin sections, that can be studied and documented at different magnifications in a transmission electron microscope (TEM). It is used mostly for biological specimens, but sections of plastics and soft metals can also be prepared. Sections must be very thin because the 50 to 125 kV electrons of the standard electron microscope cannot pass through biological material much thicker than 150 nm. For best resolutions, sections should be from 30 to 60 nm. This is roughly the equivalent to splitting a 0.1 mm-thick human hair into 2,000 slices along its diameter, or cutting a single red blood cell into 100 slices.
Ultramicrotomy process
Ultra-thin sections of specimens are cut using a specialized instrument called an "ultramicrotome". The ultramicrotome is fitted with either a diamond knife, for most biological ultra-thin sectioning, or a glass knife, often used for initial cuts. There are numerous other pieces of equipment involved in the ultramicrotomy process. Before selecting an area of the specimen block to be ultra-thin sectioned, the technician examines semithin or "thick" sections range from 0.5 to 2 μm. These thick sections are also known as survey sections and are viewed under a light microscope to determine whether the right area of the specimen is in a position for thin sectioning. "Ultra-thin" sections from 50 to 100 nm thick are able to be viewed in the TEM.
Tissue sections obtained by ultramicrotomy are compressed by the cutting force of the knife. In addition, interference microscopy of the cut surface of the blocks reveals that the sections are often not flat. With Epon or Vestopal as embedding medium the ridges and valleys usually do not exceed 0.5 μm in height, i.e., 5–10 times the thickness of ordinary sections (1).
A small sample is taken from the specimen to be investigated. Specimens may be from biological matter, like animal or plant tissue, or from inorgani
Document 4:::
The macroscopic scale is the length scale on which objects or phenomena are large enough to be visible with the naked eye, without magnifying optical instruments. It is the opposite of microscopic.
Overview
When applied to physical phenomena and bodies, the macroscopic scale describes things as a person can directly perceive them, without the aid of magnifying devices. This is in contrast to observations (microscopy) or theories (microphysics, statistical physics) of objects of geometric lengths smaller than perhaps some hundreds of micrometers.
A macroscopic view of a ball is just that: a ball. A microscopic view could reveal a thick round skin seemingly composed entirely of puckered cracks and fissures (as viewed through a microscope) or, further down in scale, a collection of molecules in a roughly spherical shape (as viewed through an electron microscope). An example of a physical theory that takes a deliberately macroscopic viewpoint is thermodynamics. An example of a topic that extends from macroscopic to microscopic viewpoints is histology.
Not quite by the distinction between macroscopic and microscopic, classical and quantum mechanics are theories that are distinguished in a subtly different way. At first glance one might think of them as differing simply in the size of objects that they describe, classical objects being considered far larger as to mass and geometrical size than quantal objects, for example a football versus a fine particle of dust. More refined consideration distinguishes classical and quantum mechanics on the basis that classical mechanics fails to recognize that matter and energy cannot be divided into infinitesimally small parcels, so that ultimately fine division reveals irreducibly granular features. The criterion of fineness is whether or not the interactions are described in terms of Planck's constant. Roughly speaking, classical mechanics considers particles in mathematically idealized terms even as fine as geometrical points wi
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What type of microscope is used to see extremely small objects?
A. electron microscope
B. optical microscope
C. ultrasonic microscope
D. X-ray microscope
Answer:
|
|
sciq-10513
|
multiple_choice
|
Toxic compounds in the environment have the most severe impact on animals that are top-level what?
|
[
"vegetarian",
"omnivores",
"herbivores",
"carnivores"
] |
D
|
Relavent Documents:
Document 0:::
Ecotoxicity, the subject of study in the field of ecotoxicology (a portmanteau of ecology and toxicology), refers to the biological, chemical or physical stressors that affect ecosystems. Such stressors could occur in the natural environment at densities, concentrations, or levels high enough to disrupt natural biochemical and physiological behavior and interactions. This ultimately affects all living organisms that comprise an ecosystem.
Ecotoxicology has been defined as a branch of toxicology that focuses on the study of toxic effects, caused by natural or synthetic pollutants. These pollutants affect animals (including humans), vegetation, and microbes, in an intrinsic way.
Acute vs. chronic ecotoxicity
According to Barrie Peake in their paper “Impact of Pharmaceuticals on the Environment.”, The ecotoxicity of chemicals can be described based on the amount of exposure to any hazardous materials. There are two categories of ecotoxicity founded off of this description: acute toxins and chronic toxins (Peake, 2016). Acute ecotoxicity refers to the detrimental effects resulting from a hazardous exposure for no more than 15 days. Acute ecotoxicity is the direct result from the interaction of a chemical hazard with cell membranes of an organism (Peake, 2016). This interaction often leads to cell or tissue damage or death. Chronic ecotoxicity on the other hand are the detrimental effects resulting from a hazardous exposure of 15 days, to possibly years (Peake, 2016). Chronic ecotoxicity is often associated with “particular drug–receptor actions that initiate a particular pharmacological response in an aquatic or terrestrial organism.” (Peake, 2016). Due to this interaction, chronic ecotoxicity is usually not lethal in the way that acute ecotoxicity is. However, chronic ecotoxicity decreases cellular biochemical functions. This often results in alterations to psychological or behavioral responses of the organism to environmental stimuli (Peake, 2016).
Common environ
Document 1:::
Ecotoxicology is the study of the effects of toxic chemicals on biological organisms, especially at the population, community, ecosystem, and biosphere levels. Ecotoxicology is a multidisciplinary field, which integrates toxicology and ecology.
The ultimate goal of ecotoxicology is to reveal and predict the effects of pollution within the context of all other environmental factors. Based on this knowledge the most efficient and effective action to prevent or remediate any detrimental effect can be identified. In those ecosystems that are already affected by pollution, ecotoxicological studies can inform the choice of action to restore ecosystem services, structures, and functions efficiently and effectively.
Ecotoxicology differs from environmental toxicology in that it integrates the effects of stressors across all levels of biological organisation from the molecular to whole communities and ecosystems, whereas environmental toxicology includes toxicity to humans and often focuses upon effects at the organism level and below.
History
Ecotoxicology is a relatively young discipline that made its debuts in the 1970s in the realm of the environmental sciences. Its methodological aspects, derived from toxicology, are widened to encompass the human environmental field and the biosphere at large. While conventional toxicology limits its investigations to the cellular, molecular and organismal scales, ecotoxicology strives to assess the impact of chemical, physicochemical and biological stressors, on populations and communities exhibiting the impacts on entire ecosystems. In this respect, ecotoxicology again takes into consideration dynamic balance under strain.
Ecotoxicology emerged after pollution events that occurred after World War II heightened awareness on the impact of toxic chemical and wastewater discharges towards humankind and the environment. The term "Ecotoxicology" was uttered for the first time in 1969 by René Truhaut, a toxicologist, during an environm
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:::
Pollutant-induced abnormal behaviour refers to the abnormal behaviour induced by pollutants. Chemicals released into the natural environment by humans impact the behaviour of a wide variety of animals. The main culprits are endocrine-disrupting chemicals (EDCs), which mimic, block, or interfere with animal hormones. A new research field, integrative behavioural ecotoxicology, is emerging. However, chemical pollutants are not the only anthropogenic offenders. Noise and light pollution also induce abnormal behaviour.
This topic is of special concern for its conservation and human health implications and has been studied greatly by animal behaviourists, environmental toxicologists, and conservation scientists. Behaviours serve as potential indicators for ecological health. Behaviour can be more sensitive to EDCs than developmental and physiological traits, and it was the behaviour of eagles that first drew attention to the now well-known dangers of DDT. However, behaviour is generally difficult to measure and can be highly variable.
Behaviours which are critical for survival, such as reproductive and social behaviours, and cognitive abilities like learning can be affected directly or indirectly by chemical pollutants— many examples have been documented, and their chemical culprits have been identified. These same behaviours can also be altered by anthropogenic noise and light, although their mechanisms are relatively unknown.
EDCs known to alter behaviour
Atrazine - a common herbicide
Bisphenol A - component of some plastics
Carbaryl
Cypermethrin - a common insecticide
DDT
DEHP
Dioxins and dioxin-like compounds
Endosulfan
Fenarimol - a common fungicide
Fenitrothion
Kepone
Lead compounds
Mercury compounds
Methoxychlor
Nonylphenol
PCBs
Vinclozolin
17β-trenbolone
Determining the link between such pollutants and altered behaviours often requires both field studies and laboratory studies. Field studies are useful in determining whether behaviour
Document 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Toxic compounds in the environment have the most severe impact on animals that are top-level what?
A. vegetarian
B. omnivores
C. herbivores
D. carnivores
Answer:
|
|
sciq-7753
|
multiple_choice
|
What occurs when the crests of one wave overlap the troughs, or lowest points, of another wave?
|
[
"destructive interference",
"constructive interference",
"harmful interference",
"random interference"
] |
A
|
Relavent Documents:
Document 0:::
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
Document 1:::
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 2:::
In continuum mechanics, wave turbulence is a set of nonlinear waves deviated far from thermal equilibrium. Such a state is usually accompanied by dissipation. It is either decaying turbulence or requires an external source of energy to sustain it. Examples are waves on a fluid surface excited by winds or ships, and waves in plasma excited by electromagnetic waves etc.
Appearance
External sources by some resonant mechanism usually excite waves with frequencies and wavelengths in some narrow interval. For example, shaking a container with frequency ω excites surface waves
with frequency ω/2 (parametric resonance, discovered by Michael Faraday).
When wave amplitudes are small – which usually means that the wave is far from breaking – only those waves exist that are directly excited by an external source.
When, however, wave amplitudes are not very small (for surface waves: when the fluid surface is inclined by more than few degrees) waves with different frequencies start to interact. That leads to an excitation of waves with frequencies and wavelengths in wide intervals, not necessarily in resonance with an external source. In experiments with high shaking amplitudes one initially observes waves that are in resonance with one another. Thereafter, both longer and shorter waves appear as a result of wave interaction. The appearance of shorter waves is referred to as a direct cascade while longer waves are part of an inverse cascade of wave turbulence.
Statistical wave turbulence and discrete wave turbulence
Two generic types of wave turbulence should be distinguished: statistical wave turbulence (SWT) and discrete wave turbulence (DWT).
In SWT theory exact and quasi-resonances are omitted, which allows using some statistical assumptions and describing the wave system by kinetic equations and their stationary solutions – the approach developed by Vladimir E. Zakharov. These solutions are called Kolmogorov–Zakharov (KZ) energy spectra and have the form k−α, with k t
Document 3:::
Stable stratification of fluids occurs when each layer is less dense than the one below it. Unstable stratification is when each layer is denser than the one below it.
Buoyancy forces tend to preserve stable stratification; the higher layers float on the lower ones. In unstable stratification, on the other hand, buoyancy forces cause convection. The less-dense layers rise though the denser layers above, and the denser layers sink though the less-dense layers below. Stratifications can become more or less stable if layers change density. The processes involved are important in many science and engineering fields.
Destablization and mixing
Stable stratifications can become unstable if layers change density. This can happen due to outside influences (for instance, if water evaporates from a freshwater lens, making it saltier and denser, or if a pot or layered beverage is heated from below, making the bottom layer less dense). However, it can also happen due to internal diffusion of heat (the warmer layer slowly heats the adjacent cooler one) or other physical properties. This often causes mixing at the interface, creating new diffusive layers (see photo of coffee and milk).
Sometimes, two physical properties diffuse between layers simultaneously; salt and temperature, for instance. This may form diffusive layers or even salt fingering, when the surfaces of the diffusive layers become so wavy that there are "fingers" of layers reaching up and down.
Not all mixing is driven by density changes. Other physical forces may also mix stably-stratified layers. Sea spray and whitecaps (foaming whitewater on waves) are examples of water mixed into air, and air into water, respectively. In a fierce storm the air/water boundary may grow indistinct. Some of these wind waves are Kelvin-Helmholtz waves.
Depending on the size of the velocity difference and the size of the density contrast between the layers, Kelvin-Helmholtz waves can look different. For instance, between two l
Document 4:::
In hydrodynamics, a clapotis (from French for "lapping of water") is a non-breaking standing wave pattern, caused for example, by the reflection of a traveling surface wave train from a near vertical shoreline like a breakwater, seawall or steep cliff.
The resulting clapotic wave does not travel horizontally, but has a fixed pattern of nodes and antinodes.
These waves promote erosion at the toe of the wall, and can cause severe damage to shore structures. The term was coined in 1877 by French mathematician and physicist Joseph Valentin Boussinesq who called these waves 'le clapotis' meaning "the lapping".
In the idealized case of "full clapotis" where a purely monotonic incoming wave is completely reflected normal to a solid vertical wall,
the standing wave height is twice the height of the incoming waves at a distance of one half wavelength from the wall.
In this case, the circular orbits of the water particles in the deep-water wave are converted to purely linear motion, with vertical velocities at the antinodes, and horizontal velocities at the nodes.
The standing waves alternately rise and fall in a mirror image pattern, as kinetic energy is converted to potential energy, and vice versa.
In his 1907 text, Naval Architecture, Cecil Peabody described this phenomenon:
Related phenomena
True clapotis is very rare, because the depth of the water or the precipitousness of the shore are unlikely to completely satisfy the idealized requirements. In the more realistic case of partial clapotis, where some of the incoming wave energy is dissipated at the shore, the incident wave is less than 100% reflected, and only a partial standing wave is formed where the water particle motions are elliptical.
This may also occur at sea between two different wave trains of near equal wavelength moving in opposite directions, but with unequal amplitudes. In partial clapotis the wave envelope contains some vertical motion at the nodes.
When a wave train strikes a wall at an oblique an
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What occurs when the crests of one wave overlap the troughs, or lowest points, of another wave?
A. destructive interference
B. constructive interference
C. harmful interference
D. random interference
Answer:
|
|
sciq-7367
|
multiple_choice
|
Growth, morphogenesis, and cell differentiation produce the plant what?
|
[
"body",
"fur",
"tail",
"fat"
] |
A
|
Relavent Documents:
Document 0:::
Important structures in plant development are buds, shoots, roots, leaves, and flowers; plants produce these tissues and structures throughout their life from meristems located at the tips of organs, or between mature tissues. Thus, a living plant always has embryonic tissues. By contrast, an animal embryo will very early produce all of the body parts that it will ever have in its life. When the animal is born (or hatches from its egg), it has all its body parts and from that point will only grow larger and more mature. However, both plants and animals pass through a phylotypic stage that evolved independently and that causes a developmental constraint limiting morphological diversification.
According to plant physiologist A. Carl Leopold, the properties of organization seen in a plant are emergent properties which are more than the sum of the individual parts. "The assembly of these tissues and functions into an integrated multicellular organism yields not only the characteristics of the separate parts and processes but also quite a new set of characteristics which would not have been predictable on the basis of examination of the separate parts."
Growth
A vascular plant begins from a single celled zygote, formed by fertilisation of an egg cell by a sperm cell. From that point, it begins to divide to form a plant embryo through the process of embryogenesis. As this happens, the resulting cells will organize so that one end becomes the first root while the other end forms the tip of the shoot. In seed plants, the embryo will develop one or more "seed leaves" (cotyledons). By the end of embryogenesis, the young plant will have all the parts necessary to begin in its life.
Once the embryo germinates from its seed or parent plant, it begins to produce additional organs (leaves, stems, and roots) through the process of organogenesis. New roots grow from root meristems located at the tip of the root, and new stems and leaves grow from shoot meristems located at the
Document 1:::
Phytomorphology is the study of the physical form and external structure of plants. This is usually considered distinct from plant anatomy, which is the study of the internal structure of plants, especially at the microscopic level. Plant morphology is useful in the visual identification of plants. Recent studies in molecular biology started to investigate the molecular processes involved in determining the conservation and diversification of plant morphologies. In these studies transcriptome conservation patterns were found to mark crucial ontogenetic transitions during the plant life cycle which may result in evolutionary constraints limiting diversification.
Scope
Plant morphology "represents a study of the development, form, and structure of plants, and, by implication, an attempt to interpret these on the basis of similarity of plan and origin". There are four major areas of investigation in plant morphology, and each overlaps with another field of the biological sciences.
First of all, morphology is comparative, meaning that the morphologist examines structures in many different plants of the same or different species, then draws comparisons and formulates ideas about similarities. When structures in different species are believed to exist and develop as a result of common, inherited genetic pathways, those structures are termed homologous. For example, the leaves of pine, oak, and cabbage all look very different, but share certain basic structures and arrangement of parts. The homology of leaves is an easy conclusion to make. The plant morphologist goes further, and discovers that the spines of cactus also share the same basic structure and development as leaves in other plants, and therefore cactus spines are homologous to leaves as well. This aspect of plant morphology overlaps with the study of plant evolution and paleobotany.
Secondly, plant morphology observes both the vegetative (somatic) structures of plants, as well as the reproductive str
Document 2:::
Plant embryonic development, also plant embryogenesis is a process that occurs after the fertilization of an ovule to produce a fully developed plant embryo. This is a pertinent stage in the plant life cycle that is followed by dormancy and germination. The zygote produced after fertilization must undergo various cellular divisions and differentiations to become a mature embryo. An end stage embryo has five major components including the shoot apical meristem, hypocotyl, root meristem, root cap, and cotyledons. Unlike the embryonic development in animals, and specifically in humans, plant embryonic development results in an immature form of the plant, lacking most structures like leaves, stems, and reproductive structures. However, both plants and animals including humans, pass through a phylotypic stage that evolved independently and that causes a developmental constraint limiting morphological diversification.
Morphogenic events
Embryogenesis occurs naturally as a result of single, or double fertilization, of the ovule, giving rise to two distinct structures: the plant embryo and the endosperm which go on to develop into a seed. The zygote goes through various cellular differentiations and divisions in order to produce a mature embryo. These morphogenic events form the basic cellular pattern for the development of the shoot-root body and the primary tissue layers; it also programs the regions of meristematic tissue formation. The following morphogenic events are only particular to eudicots, and not monocots.
Plant
Following fertilization, the zygote and endosperm are present within the ovule, as seen in stage I of the illustration on this page. Then the zygote undergoes an asymmetric transverse cell division that gives rise to two cells - a small apical cell resting above a large basal cell.
These two cells are very different, and give rise to different structures, establishing polarity in the embryo.
apical cellThe small apical cell is on the top and contains
Document 3:::
Primary growth in plants is growth that takes place from the tips of roots or shoots. It leads to lengthening of roots and stems and sets the stage for organ formation. It is distinguished from secondary growth that leads to widening. Plant growth takes place in well defined plant locations. Specifically, the cell division and differentiation needed for growth occurs in specialized structures called meristems. These consist of undifferentiated cells (meristematic cells) capable of cell division. Cells in the meristem can develop into all the other tissues and organs that occur in plants. These cells continue to divide until they differentiate and then lose the ability to divide. Thus, the meristems produce all the cells used for plant growth and function.
At the tip of each stem and root, an apical meristem adds cells to their length, resulting in the elongation of both. Examples of primary growth are the rapid lengthening growth of seedlings after they emerge from the soil and the penetration of roots deep into the soil. Furthermore, all plant organs arise ultimately from cell divisions in the apical meristems, followed by cell expansion and differentiation.
In contrast, a growth process that involves thickening of stems takes place within lateral meristems that are located throughout the length of the stems. The lateral meristems of larger plants also extend into the roots. This thickening is secondary growth and is needed to give mechanical support and stability to the plant.
The functions of a plant's growing tips – its apical (or primary) meristems – include: lengthening through cell division and elongation; organising the development of leaves along the stem; creating platforms for the eventual development of branches along the stem; laying the groundwork for organ formation by providing a stock of undifferentiated or incompletely differentiated cells that later develop into fully differentiated cells, thereby ultimately allowing the "spatial deployment
Document 4:::
Phenomics is the systematic study of traits that make up a phenotype. It was coined by UC Berkeley and LBNL scientist Steven A. Garan. As such, it is a transdisciplinary area of research that involves biology, data sciences, engineering and other fields. Phenomics is concerned with the measurement of the phenotype where a phenome is a set of traits (physical and biochemical traits) that can be produced by a given organism over the course of development and in response to genetic mutation and environmental influences. It is also important to remember that an organisms phenotype changes with time. The relationship between phenotype and genotype enables researchers to understand and study pleiotropy. Phenomics concepts are used in functional genomics, pharmaceutical research, metabolic engineering, agricultural research, and increasingly in phylogenetics.
Technical challenges involve improving, both qualitatively and quantitatively, the capacity to measure phenomes.
Applications
Plant sciences
In plant sciences, phenomics research occurs in both field and controlled environments. Field phenomics encompasses the measurement of phenotypes that occur in both cultivated and natural conditions, whereas controlled environment phenomics research involves the use of glass houses, growth chambers, and other systems where growth conditions can be manipulated. The University of Arizona's Field Scanner in Maricopa, Arizona is a platform developed to measure field phenotypes. Controlled environment systems include the Enviratron at Iowa State University, the Plant Cultivation Hall under construction at IPK, and platforms at the Donald Danforth Plant Science Center, the University of Nebraska-Lincoln, and elsewhere.
Standards, methods, tools, and instrumentation
A Minimal Information About a Plant Phenotyping Experiment (MIAPPE) standard is available and in use among many researchers collecting and organizing plant phenomics data. A diverse set of computer vision methods exist
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Growth, morphogenesis, and cell differentiation produce the plant what?
A. body
B. fur
C. tail
D. fat
Answer:
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sciq-6893
|
multiple_choice
|
What produces the centripetal force to keep the earth orbiting the sun?
|
[
"gravity",
"motion",
"heat",
"weight"
] |
A
|
Relavent Documents:
Document 0:::
In classical mechanics, a reactive centrifugal force forms part of an action–reaction pair with a centripetal force.
In accordance with Newton's first law of motion, an object moves in a straight line in the absence of a net force acting on the object. A curved path may however ensue when such a force acts on it; this force is often called a centripetal force, as it is directed toward the center of curvature of the path. Then in accordance with Newton's third law of motion, there will also be an equal and opposite force exerted by the object on some other object, such as a constraint that forces the path to be curved, and this reaction force, the subject of this article, is sometimes called a reactive centrifugal force, as it is directed in the opposite direction of the centripetal force.
Unlike the inertial force or fictitious force known as centrifugal force, which always exists in addition to the reactive force in the rotating frame of reference, the reactive force is a real Newtonian force that is observed in any reference frame. The two forces will only have the same magnitude in the special cases where circular motion arises and where the axis of rotation is the origin of the rotating frame of reference. It is the reactive force that is the subject of this article.
Paired forces
The figure at right shows a ball in uniform circular motion held to its path by a string tied to an immovable post. In this system a centripetal force upon the ball provided by the string maintains the circular motion, and the reaction to it, which some refer to as the reactive centrifugal force, acts upon the string and the post.
Newton's first law requires that any body moving along any path other than a straight line be subject to a net non-zero force, and the free body diagram shows the force upon the ball (center panel) exerted by the string to maintain the ball in its circular motion.
Newton's third law of action and reaction states that if the string exerts an inward c
Document 1:::
In physics, circular motion is a movement of an object along the circumference of a circle or rotation along a circular arc. It can be uniform, with a constant rate of rotation and constant tangential speed, or non-uniform with a changing rate of rotation. The rotation around a fixed axis of a three-dimensional body involves the circular motion of its parts. The equations of motion describe the movement of the center of mass of a body, which remains at a constant distance from the axis of rotation. In circular motion, the distance between the body and a fixed point on its surface remains the same, i.e., the body is assumed rigid.
Examples of circular motion include: special satellite orbits around the Earth (circular orbits), a ceiling fan's blades rotating around a hub, a stone that is tied to a rope and is being swung in circles, a car turning through a curve in a race track, an electron moving perpendicular to a uniform magnetic field, and a gear turning inside a mechanism.
Since the object's velocity vector is constantly changing direction, the moving object is undergoing acceleration by a centripetal force in the direction of the center of rotation. Without this acceleration, the object would move in a straight line, according to Newton's laws of motion.
Uniform circular motion
In physics, uniform circular motion describes the motion of a body traversing a circular path at a constant speed. Since the body describes circular motion, its distance from the axis of rotation remains constant at all times. Though the body's speed is constant, its velocity is not constant: velocity, a vector quantity, depends on both the body's speed and its direction of travel. This changing velocity indicates the presence of an acceleration; this centripetal acceleration is of constant magnitude and directed at all times toward the axis of rotation. This acceleration is, in turn, produced by a centripetal force which is also constant in magnitude and directed toward the axis of
Document 2:::
In Newtonian mechanics, the centrifugal force is an inertial force (also called a "fictitious" or "pseudo" force) that appears to act on all objects when viewed in a rotating frame of reference. It is directed away from an axis which is parallel to the axis of rotation and passing through the coordinate system's origin. If the axis of rotation passes through the coordinate system's origin, the centrifugal force is directed radially outwards from that axis. The magnitude of centrifugal force F on an object of mass m at the distance r from the axis of rotation of a frame of reference rotating with angular velocity is:
The concept of centrifugal force can be applied in rotating devices, such as centrifuges, centrifugal pumps, centrifugal governors, and centrifugal clutches, and in centrifugal railways, planetary orbits and banked curves, when they are analyzed in a rotating coordinate system.
Confusingly, the term has sometimes also been used for the reactive centrifugal force, a real inertial-frame-independent Newtonian force that exists as a reaction to a centripetal force.
History
From 1659, the Neo-Latin term vi centrifuga ("centrifugal force") is attested in Christiaan Huygens' notes and letters. Note, that in Latin means "center" and (from ) means "fleeing, avoiding". Thus, centrifugus means "fleeing from the center" in a literal translation.
In 1673, in Horologium Oscillatorium, Huygens writes (as translated by Richard J. Blackwell):
There is another kind of oscillation in addition to the one we have examined up to this point; namely, a motion in which a suspended weight is moved around through the circumference of a circle. From this we were led to the construction of another clock at about the same time we invented the first one. [...] I originally intended to publish here a lengthy description of these clocks, along with matters pertaining to circular motion and centrifugal force, as it might be called, a subject about which I have more to say than I
Document 3:::
The angular momentum problem is a problem in astrophysics identified by Leon Mestel in 1965.
It was found that the angular momentum of a protoplanetary disk is misappropriated when compared to models during stellar birth. The Sun and other stars are predicted by models to be rotating considerably faster than they actually are. The Sun, for example, only accounts for about 0.3 percent of the total angular momentum of the Solar System while about 60% is attributed to Jupiter.
See also
History of Solar System formation and evolution hypotheses
Document 4:::
In physics, the history of centrifugal and centripetal forces illustrates a long and complex evolution of thought about the nature of forces, relativity, and the nature of physical laws.
Huygens, Leibniz, Newton, and Hooke
Early scientific ideas about centrifugal force were based upon intuitive perception, and circular motion was considered somehow more "natural" than straight-line motion. According to Domenico Bertoloni-Meli:
For Huygens and Newton centrifugal force was the result of a curvilinear motion of a body; hence it was located in nature, in the object of investigation. According to a more recent formulation of classical mechanics, centrifugal force depends on the choice of how phenomena can be conveniently represented. Hence it is not located in nature, but is the result of a choice by the observer. In the first case a mathematical formulation mirrors centrifugal force; in the second it creates it.
Christiaan Huygens coined the term "centrifugal force" in his 1659 De Vi Centrifuga and wrote of it in his 1673 Horologium Oscillatorium on pendulums. In 1676–77, Isaac Newton combined Kepler's laws of planetary motion with Huygens' ideas and foundthe proposition that by a centrifugal force reciprocally as the square of the distance a planet must revolve in an ellipsis about the center of the force placed in the lower umbilicus of the ellipsis, and with a radius drawn to that center, describe areas proportional to the times.Newton coined the term "centripetal force" (vis centripeta) in his discussions of gravity in his De motu corporum in gyrum, a 1684 manuscript which he sent to Edmond Halley.
Gottfried Leibniz as part of his "solar vortex theory" conceived of centrifugal force as a real outward force which is induced by the circulation of the body upon which the force acts. An inverse cube law centrifugal force appears in an equation representing planetary orbits, including non-circular ones, as Leibniz described in his 1689 Tentamen de motuum coelestium
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What produces the centripetal force to keep the earth orbiting the sun?
A. gravity
B. motion
C. heat
D. weight
Answer:
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|
sciq-8743
|
multiple_choice
|
What is the term used to measure the intensity of sound waves?
|
[
"decibel",
"phon",
"hertz",
"amplitude"
] |
A
|
Relavent Documents:
Document 0:::
Sound intensity, also known as acoustic intensity, is defined as the power carried by sound waves per unit area in a direction perpendicular to that area. The SI unit of intensity, which includes sound intensity, is the watt per square meter (W/m2). One application is the noise measurement of sound intensity in the air at a listener's location as a sound energy quantity.
Sound intensity is not the same physical quantity as sound pressure. Human hearing is sensitive to sound pressure which is related to sound intensity. In consumer audio electronics, the level differences are called "intensity" differences, but sound intensity is a specifically defined quantity and cannot be sensed by a simple microphone.
Sound intensity level is a logarithmic expression of sound intensity relative to a reference intensity.
Mathematical definition
Sound intensity, denoted I, is defined by
where
p is the sound pressure;
v is the particle velocity.
Both I and v are vectors, which means that both have a direction as well as a magnitude. The direction of sound intensity is the average direction in which energy is flowing.
The average sound intensity during time T is given by
For a plane wave ,
Where,
is frequency of sound,
is the amplitude of the sound wave particle displacement,
is density of medium in which sound is traveling, and
is speed of sound.
Inverse-square law
For a spherical sound wave, the intensity in the radial direction as a function of distance r from the centre of the sphere is given by
where
P is the sound power;
A(r) is the surface area of a sphere of radius r.
Thus sound intensity decreases as 1/r2 from the centre of the sphere:
This relationship is an inverse-square law.
Sound intensity level
Sound intensity level (SIL) or acoustic intensity level is the level (a logarithmic quantity) of the intensity of a sound relative to a reference value.
It is denoted LI, expressed in nepers, bels, or decibels, and defined by
where
I is the sound
Document 1:::
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 2:::
Acoustic impedance and specific acoustic impedance are measures of the opposition that a system presents to the acoustic flow resulting from an acoustic pressure applied to the system. The SI unit of acoustic impedance is the pascal-second per cubic metre (), or in the MKS system the rayl per square metre (), while that of specific acoustic impedance is the pascal-second per metre (), or in the MKS system the rayl. There is a close analogy with electrical impedance, which measures the opposition that a system presents to the electric current resulting from a voltage applied to the system.
Mathematical definitions
Acoustic impedance
For a linear time-invariant system, the relationship between the acoustic pressure applied to the system and the resulting acoustic volume flow rate through a surface perpendicular to the direction of that pressure at its point of application is given by:
or equivalently by
where
p is the acoustic pressure;
Q is the acoustic volume flow rate;
is the convolution operator;
R is the acoustic resistance in the time domain;
G = R −1 is the acoustic conductance in the time domain (R −1 is the convolution inverse of R).
Acoustic impedance, denoted Z, is the Laplace transform, or the Fourier transform, or the analytic representation of time domain acoustic resistance:
where
is the Laplace transform operator;
is the Fourier transform operator;
subscript "a" is the analytic representation operator;
Q −1 is the convolution inverse of Q.
Acoustic resistance, denoted R, and acoustic reactance, denoted X, are the real part and imaginary part of acoustic impedance respectively:
where
i is the imaginary unit;
in Z(s), R(s) is not the Laplace transform of the time domain acoustic resistance R(t), Z(s) is;
in Z(ω), R(ω) is not the Fourier transform of the time domain acoustic resistance R(t), Z(ω) is;
in Z(t), R(t) is the time domain acoustic resistance and X(t) is the Hilbert transform of the time domain acoustic resist
Document 3:::
Auditory events describe the subjective perception, when listening to a certain sound situation. This term was introduced by Jens Blauert (Ruhr-University Bochum) in 1966, in order to distinguish clearly between the physical sound field and the auditory perception of the sound.
Auditory events are the central objects of psychoacoustical investigations.
Focus of these investigations is the relationship between the characteristics of a physical sound field and the corresponding perception of listeners. From this relationship conclusions can be drawn about the processing methods of the human auditory system.
Aspects of auditory event investigations can be:
is there an auditory event? Is a certain sound noticeable? => Determination of perception thresholds like hearing threshold, auditory masking thresholds etc.
Which characteristics has the auditory event? => Determination of loudness, pitch, sound, harshness etc.
How is the spatial impression of the auditory event? => Determination of sound localization, lateralization, perceived direction etc.
When can differences in auditory events be noticed? How big are the discrimination possibilities of the auditory system? => Determination of just noticeable differences
Relationships between sound field and auditory events
The sound field is described by physical quantities, while auditory events are described by quantities of psychoacoustical perception.
Below you can find a list with physical sound field quantities and the related psychoacoustical quantities of corresponding auditory events.
Mostly there is no simple or proportional relationship between sound field characteristics and auditory events.
For example, the auditory event property loudness depends not only on the physical quantity sound pressure but also on the spectral characteristics of the sound and on the sound history.
Document 4:::
ANSI/ASA S1.1-2013, published by the American National Standards Institute (ANSI), is the current American National Standard on Acoustical Terminology. ANSI S1.1 was first published in 1960 and has its roots in a 1942 standard published by the American Standards Association, the predecessor of ANSI. It includes the following sections
Scope
General
Levels
Oscillation, vibration, and shock
Transmission and propagation
Transducers and linear systems
Acoustical apparatus and instruments
Underwater acoustics
Sonics and ultrasonic testing
Architectural acoustics
Physiological and psychological acoustics
Musical acoustics
External links
ANSI/ASA S1.1 & S3.20 Standard Acoustical & Bioacoustical Terminology Database
ANSI website
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the term used to measure the intensity of sound waves?
A. decibel
B. phon
C. hertz
D. amplitude
Answer:
|
|
ai2_arc-514
|
multiple_choice
|
Rhinoceroses and horses are related. They have very similar digestive systems and an odd number of toes on their feet. Horses have one toe, and rhinoceroses have three. These facts best support which claim?
|
[
"Horses and rhinoceroses share a common ancestor.",
"Horses and rhinoceroses are genetically identical.",
"Horses are the ancestors of modern rhinoceroses.",
"Horses have descended from modern rhinoceroses."
] |
A
|
Relavent Documents:
Document 0:::
Hippology (from Greek: ἵππος, hippos, "horse"; and λόγος, logos, "study") is the study of the horse - a domesticated, one-toed, hoofed mammal belonging to the taxonomic family Equidae.
Today, hippology is the title of an equine veterinary and management knowledge contest that is used in 4-H, Future Farmers of America (FFA), and many horse breed contests. Hippology consists of four phases: horse judging, written examination and slide identification, ID stations, and team problem-solving. Many youths across the United States and in other countries compete in hippology annually, showing their knowledge of all things "horse".
Items covered in the contest may cover any equine subject, including reproduction, training, parasites, dressage, history and origins, anatomy and physiology, driving and harnessing, horse industry, horse management, breeds, genetics, western games, colors, famous horses in history, parts of the saddle, types of bits, gaits, competitions, poisonous plants, and nutrition.
Judging
The judging phase generally includes judging both a halter class and an "under saddle" class (such as western pleasure, hunter under saddle, etc.). The classes involve four horses and contestants are given a judging card to place the horses. Unlike the horse judging competitions, hippology competitors are not expected to give reasons, but only place the classes.
Written examination and slide identification
The written examination is a multiple-choice, 50-question test. The written examination can cover any of the topics and any of the information from the designated sources. The slide identification is composed of 25 slides.
ID stations
The ID station phase includes 10 stations, each with 10 pictures or objects to be identified along with a list of multiple-choice answers. Each station has a theme (anatomy, poisonous plants, tack, etc.). A time limit exists allotting only 2 minutes per station.
Team problem solving
The team problem solving phase requires a team, wi
Document 1:::
Eric Michael Johnson (20 March 2014). The Gap: The Science of What Separates Us From Other Animals, by Thomas Suddendorf. The Times Higher Education.
Document 2:::
Animals are multicellular eukaryotic organisms in the biological kingdom Animalia. With few exceptions, animals consume organic material, breathe oxygen, are able to move, reproduce sexually, and grow from a hollow sphere of cells, the blastula, during embryonic development. Over 1.5 million living animal species have been described—of which around 1 million are insects—but it has been estimated there are over 7 million in total. Animals range in size from 8.5 millionths of a metre to long and have complex interactions with each other and their environments, forming intricate food webs. The study of animals is called zoology.
Animals may be listed or indexed by many criteria, including taxonomy, status as endangered species, their geographical location, and their portrayal and/or naming in human culture.
By common name
List of animal names (male, female, young, and group)
By aspect
List of common household pests
List of animal sounds
List of animals by number of neurons
By domestication
List of domesticated animals
By eating behaviour
List of herbivorous animals
List of omnivores
List of carnivores
By endangered status
IUCN Red List endangered species (Animalia)
United States Fish and Wildlife Service list of endangered species
By extinction
List of extinct animals
List of extinct birds
List of extinct mammals
List of extinct cetaceans
List of extinct butterflies
By region
Lists of amphibians by region
Lists of birds by region
Lists of mammals by region
Lists of reptiles by region
By individual (real or fictional)
Real
Lists of snakes
List of individual cats
List of oldest cats
List of giant squids
List of individual elephants
List of historical horses
List of leading Thoroughbred racehorses
List of individual apes
List of individual bears
List of giant pandas
List of individual birds
List of individual bovines
List of individual cetaceans
List of individual dogs
List of oldest dogs
List of individual monkeys
List of individual pigs
List of w
Document 3:::
Mammals
Alces alces (Linnaeus, 1758) — Eurasian elk, moose
Axis axis (Erxleben, 1777) — chital, axis deer
Bison bison (Linnaeus, 1758) — American bison, buffalo
Capreolus capreolus (Linnaeus, 1758) — European roe deer, roe deer
Caracal caracal (Schreber, 1776) — caracal
Chinchilla chinchilla (Lichtenstein, 1829) — short-tailed chinchilla
Chiropotes chiropotes (Humboldt, 1811) — red-backed bearded saki
Cricetus cricetus (Linnaeus, 1758) — common hamster, European hamster
Crocuta crocuta (Erxleben, 1777) — spotted hyena
Dama dama (Linnaeus, 1758) — European fallow deer
Feroculus feroculus (Kelaart, 1850) — Kelaart's long-clawed shrew
Gazella gazella (Pallas, 1766) — mountain gazelle
Genetta genetta (Linnaeus, 1758) — common genet
Gerbillus gerbillus (Olivier, 1801) — lesser Egyptian gerbil
Giraffa giraffa (von Schreber, 1784) — southern giraffe
Glis glis (Linnaeus, 1766) — European edible dormouse, European fat dormouse
Gorilla gorilla (Savage, 1847) — western gorilla
Gulo gulo (Linnaeus, 1758) — wolverine
Hoolock hoolock (Harlan, 1834) — western hoolock gibbon
Hyaena hyaena (Linnaeus, 1758) — striped hyena
Indri indri (Gmelin, 1788) — indri
Jaculus jaculus (Linnaeus, 1758) — lesser Egyptian jerboa
Lagurus lagurus (Pallas, 1773) — steppe vole, steppe lemming
Lemmus lemmus (Linnaeus, 1758) — Norway lemming
Lutra lutra (Linnaeus, 1758) — European otter
Lynx lynx (Linnaeus, 1758) — Eurasian lynx
Macrophyllum macrophyllum (Schinz, 1821) — long-legged bat
Marmota marmota (Linnaeus, 1758) — Alpine marmot
Martes martes (Linnaeus, 1758) — European pine marten, pine marten
Meles meles (Linnaeus, 1758) — European badg
Document 4:::
History of Animals (, Ton peri ta zoia historion, "Inquiries on Animals"; , "History of Animals") is one of the major texts on biology by the ancient Greek philosopher Aristotle, who had studied at Plato's Academy in Athens. It was written in the fourth century BC; Aristotle died in 322 BC.
Generally seen as a pioneering work of zoology, Aristotle frames his text by explaining that he is investigating the what (the existing facts about animals) prior to establishing the why (the causes of these characteristics). The book is thus an attempt to apply philosophy to part of the natural world. Throughout the work, Aristotle seeks to identify differences, both between individuals and between groups. A group is established when it is seen that all members have the same set of distinguishing features; for example, that all birds have feathers, wings, and beaks. This relationship between the birds and their features is recognized as a universal.
The History of Animals contains many accurate eye-witness observations, in particular of the marine biology around the island of Lesbos, such as that the octopus had colour-changing abilities and a sperm-transferring tentacle, that the young of a dogfish grow inside their mother's body, or that the male of a river catfish guards the eggs after the female has left. Some of these were long considered fanciful before being rediscovered in the nineteenth century. Aristotle has been accused of making errors, but some are due to misinterpretation of his text, and others may have been based on genuine observation. He did however make somewhat uncritical use of evidence from other people, such as travellers and beekeepers.
The History of Animals had a powerful influence on zoology for some two thousand years. It continued to be a primary source of knowledge until zoologists in the sixteenth century, such as Conrad Gessner, all influenced by Aristotle, wrote their own studies of the subject.
Context
Aristotle (384–322 BC) studied at Plat
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Rhinoceroses and horses are related. They have very similar digestive systems and an odd number of toes on their feet. Horses have one toe, and rhinoceroses have three. These facts best support which claim?
A. Horses and rhinoceroses share a common ancestor.
B. Horses and rhinoceroses are genetically identical.
C. Horses are the ancestors of modern rhinoceroses.
D. Horses have descended from modern rhinoceroses.
Answer:
|
|
sciq-10995
|
multiple_choice
|
What two structures are found on mars?
|
[
"geysers and canyons",
"Mountains and Creeks",
"volcanoes and canyons",
"Trees and Canyons"
] |
C
|
Relavent Documents:
Document 0:::
Monterey Accelerated Research System (MARS) is a cabled-based observatory system below the surface of Monterey Bay, developed and managed by the Monterey Bay Aquarium Research Institute. The system, operational since November 10, 2008, incorporates a undersea cable that carries data and power to benthic instrument nodes, AUVs, and various benthic and moored instrumentation.
See also
NEPTUNE
VENUS
Document 1:::
The STEM (Science, Technology, Engineering, and Mathematics) pipeline is a critical infrastructure for fostering the development of future scientists, engineers, and problem solvers. It's the educational and career pathway that guides individuals from early childhood through to advanced research and innovation in STEM-related fields.
Description
The "pipeline" metaphor is based on the idea that having sufficient graduates requires both having sufficient input of students at the beginning of their studies, and retaining these students through completion of their academic program. The STEM pipeline is a key component of workplace diversity and of workforce development that ensures sufficient qualified candidates are available to fill scientific and technical positions.
The STEM pipeline was promoted in the United States from the 1970s onwards, as “the push for STEM (science, technology, engineering, and mathematics) education appears to have grown from a concern for the low number of future professionals to fill STEM jobs and careers and economic and educational competitiveness.”
Today, this metaphor is commonly used to describe retention problems in STEM fields, called “leaks” in the pipeline. For example, the White House reported in 2012 that 80% of minority groups and women who enroll in a STEM field switch to a non-STEM field or drop out during their undergraduate education. These leaks often vary by field, gender, ethnic and racial identity, socioeconomic background, and other factors, drawing attention to structural inequities involved in STEM education and careers.
Current efforts
The STEM pipeline concept is a useful tool for programs aiming at increasing the total number of graduates, and is especially important in efforts to increase the number of underrepresented minorities and women in STEM fields. Using STEM methodology, educational policymakers can examine the quantity and retention of students at all stages of the K–12 educational process and beyo
Document 2:::
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.
Document 3:::
A Mars jar or Mars simulation chamber is a container that simulates the atmosphere of the planet Mars. It is used in astrobiology experiments to determine what kind of life on Mars might be viable.
Features
Mars jars have evolved from simple glass containers that resembled kitchen jars in the 1950s to sophisticated temperature-controlled pressure vessels that are now more commonly called "Mars environmental simulation chamber" or "Mars atmosphere simulation chamber". In such devices, a variety of aspects of the Martian environment can be replicated, such as atmospheric composition and pressure, surface materials, temperature cycles and solar radiation.
History
The concept and the name "Mars jar" originate with Hubertus Strughold, a German physiologist and pioneering space medicine researcher. Strughold described Mars jars in his 1953 publication The Green and Red Planet: A Physiological Study of the Possibility of Life on Mars, in which he also coined the term "astrobiology". By 1956, Mars jars were part of U.S. Air Force research projects into crewed Mars missions.
The concept was popularized outside military circles in 1957 by the biologist Joshua Lederberg, who proposed it to NASA leaders, and then by the astrophysicist and science educator Carl Sagan, who featured Mars jars in his TV shows. According to the science historian Jordan Bimm, Strughold's work was not mentioned in later descriptions of Mars jars because civilian scientists wanted to avoid association with the military and with Strughold's involvement in human experimentation in Nazi Germany.
Document 4:::
The RMIT (Royal Melbourne Institute of Technology) School of Science is an Australian tertiary education school within the College of Science Engineering and Health of RMIT University. It was created in 2016 from the former schools of Applied Sciences, Computer Science and Information Technology, and Mathematical and Geospatial Sciences.
See also
RMIT University
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What two structures are found on mars?
A. geysers and canyons
B. Mountains and Creeks
C. volcanoes and canyons
D. Trees and Canyons
Answer:
|
|
sciq-11107
|
multiple_choice
|
What is the smallest contractile portion of a muscle?
|
[
"filaments",
"cell",
"sarcomere",
"capillary"
] |
C
|
Relavent Documents:
Document 0:::
Vertebrates
Tendon cells, or tenocytes, are elongated fibroblast type cells. The cytoplasm is stretched between the collagen fibres of the tendon. They have a central cell nucleus with a prominent nucleolus. Tendon cells have a well-developed rough endoplasmic reticulum and they are responsible for synthesis and turnover of tendon fibres and ground substance.
Invertebrates
Tendon cells form a connecting epithelial layer between the muscle and shell in molluscs. In gastropods, for example, the retractor muscles connect to the shell via tendon cells. Muscle cells are attached to the collagenous myo-tendon space via hemidesmosomes. The myo-tendon space is then attached to the base of the tendon cells via basal hemidesmosomes, while apical hemidesmosomes, which sit atop microvilli, attach the tendon cells to a thin layer of collagen. This is in turn attached to the shell via organic fibres which insert into the shell. Molluscan tendon cells appear columnar and contain a large basal cell nucleus. The cytoplasm is filled with granular endoplasmic reticulum and sparse golgi. Dense bundles of microfilaments run the length of the cell connecting the basal to the apical hemidesmosomes.
See also
List of human cell types derived from the germ layers
List of distinct cell types in the adult human body
Document 1:::
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 2:::
Anatomical terminology is used to uniquely describe aspects of skeletal muscle, cardiac muscle, and smooth muscle such as their actions, structure, size, and location.
Types
There are three types of muscle tissue in the body: skeletal, smooth, and cardiac.
Skeletal muscle
Skeletal muscle, or "voluntary muscle", is a striated muscle tissue that primarily joins to bone with tendons. Skeletal muscle enables movement of bones, and maintains posture. The widest part of a muscle that pulls on the tendons is known as the belly.
Muscle slip
A muscle slip is a slip of muscle that can either be an anatomical variant, or a branching of a muscle as in rib connections of the serratus anterior muscle.
Smooth muscle
Smooth muscle is involuntary and found in parts of the body where it conveys action without conscious intent. The majority of this type of muscle tissue is found in the digestive and urinary systems where it acts by propelling forward food, chyme, and feces in the former and urine in the latter. Other places smooth muscle can be found are within the uterus, where it helps facilitate birth, and the eye, where the pupillary sphincter controls pupil size.
Cardiac muscle
Cardiac muscle is specific to the heart. It is also involuntary in its movement, and is additionally self-excitatory, contracting without outside stimuli.
Actions of skeletal muscle
As well as anatomical terms of motion, which describe the motion made by a muscle, unique terminology is used to describe the action of a set of muscles.
Agonists and antagonists
Agonist muscles and antagonist muscles are muscles that cause or inhibit a movement.
Agonist muscles are also called prime movers since they produce most of the force, and control of an action. Agonists cause a movement to occur through their own activation. For example, the triceps brachii contracts, producing a shortening (concentric) contraction, during the up phase of a push-up (elbow extension). During the down phase of a push-up, th
Document 3:::
Myofilaments are the three protein filaments of myofibrils in muscle cells. The main proteins involved are myosin, actin, and titin. Myosin and actin are the contractile proteins and titin is an elastic protein. The myofilaments act together in muscle contraction, and in order of size are a thick one of mostly myosin, a thin one of mostly actin, and a very thin one of mostly titin.
Types of muscle tissue are striated skeletal muscle and cardiac muscle, obliquely striated muscle (found in some invertebrates), and non-striated smooth muscle. Various arrangements of myofilaments create different muscles. Striated muscle has transverse bands of filaments. In obliquely striated muscle, the filaments are staggered. Smooth muscle has irregular arrangements of filaments.
Structure
There are three different types of myofilaments: thick, thin, and elastic filaments.
Thick filaments consist primarily of a type of myosin, a motor protein – myosin II. Each thick filament is approximately 15 nm in diameter, and each is made of several hundred molecules of myosin. A myosin molecule is shaped like a golf club, with a tail formed of two intertwined chains and a double globular head projecting from it at an angle. Half of the myosin heads angle to the left and half of them angle to the right, creating an area in the middle of the filament known as the M-region or bare zone.
Thin filaments, are 7 nm in diameter, and consist primarily of the protein actin, specifically filamentous F-actin. Each F-actin strand is composed of a string of subunits called globular G-actin. Each G-actin has an active site that can bind to the head of a myosin molecule. Each thin filament also has approximately 40 to 60 molecules of tropomyosin, the protein that blocks the active sites of the thin filaments when the muscle is relaxed. Each tropomyosin molecule has a smaller calcium-binding protein called troponin bound to it. All thin filaments are attached to the Z-line.
Elastic filaments, 1 nm in
Document 4:::
Contractility refers to the ability for self-contraction, especially of the muscles or similar active biological tissue
Contractile ring in cytokinesis
Contractile vacuole
Muscle contraction
Myocardial contractility
See contractile cell for an overview of cell types in humans.
See also
motility
Cell movement
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the smallest contractile portion of a muscle?
A. filaments
B. cell
C. sarcomere
D. capillary
Answer:
|
|
sciq-11306
|
multiple_choice
|
The amount of what entering the eyes helps control the biological clock?
|
[
"heat",
"energy",
"air",
"light"
] |
D
|
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 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:::
A circadian clock, or circadian oscillator, is a biochemical oscillator that cycles with a stable phase and is synchronized with solar time.
Such a clock's in vivo period is necessarily almost exactly 24 hours (the earth's current solar day). In most living things, internally synchronized circadian clocks make it possible for the organism to anticipate daily environmental changes corresponding with the day–night cycle and adjust its biology and behavior accordingly.
The term circadian derives from the Latin circa (about) dies (a day), since when taken away from external cues (such as environmental light), they do not run to exactly 24 hours. Clocks in humans in a lab in constant low light, for example, will average about 24.2 hours per day, rather than 24 hours exactly.
The normal body clock oscillates with an endogenous period of exactly 24 hours, it entrains, when it receives sufficient daily corrective signals from the environment, primarily daylight and darkness. Circadian clocks are the central mechanisms that drive circadian rhythms. They consist of three major components:
a central biochemical oscillator with a period of about 24 hours that keeps time;
a series of input pathways to this central oscillator to allow entrainment of the clock;
a series of output pathways tied to distinct phases of the oscillator that regulate overt rhythms in biochemistry, physiology, and behavior throughout an organism.
The clock is reset as an organism senses environmental time cues of which the primary one is light. Circadian oscillators are ubiquitous in tissues of the body where they are synchronized by both endogenous and external signals to regulate transcriptional activity throughout the day in a tissue-specific manner. The circadian clock is intertwined with most cellular metabolic processes and it is affected by organism aging. The basic molecular mechanisms of the biological clock have been defined in vertebrate species, Drosophila melanogaster, plants, fungi, b
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The amount of what entering the eyes helps control the biological clock?
A. heat
B. energy
C. air
D. light
Answer:
|
|
sciq-4915
|
multiple_choice
|
What method plays a role in determining the approximate age of the earth and makes use of uranium?
|
[
"fuel dating",
"radioactive dating",
"waste dating",
"carbon dating"
] |
B
|
Relavent Documents:
Document 0:::
Isotopic reference materials are compounds (solids, liquids, gasses) with well-defined isotopic compositions and are the ultimate sources of accuracy in mass spectrometric measurements of isotope ratios. Isotopic references are used because mass spectrometers are highly fractionating. As a result, the isotopic ratio that the instrument measures can be very different from that in the sample's measurement. Moreover, the degree of instrument fractionation changes during measurement, often on a timescale shorter than the measurement's duration, and can depend on the characteristics of the sample itself. By measuring a material of known isotopic composition, fractionation within the mass spectrometer can be removed during post-measurement data processing. Without isotope references, measurements by mass spectrometry would be much less accurate and could not be used in comparisons across different analytical facilities. Due to their critical role in measuring isotope ratios, and in part, due to historical legacy, isotopic reference materials define the scales on which isotope ratios are reported in the peer-reviewed scientific literature.
Isotope reference materials are generated, maintained, and sold by the International Atomic Energy Agency (IAEA), the National Institute of Standards and Technology (NIST), the United States Geologic Survey (USGS), the Institute for Reference Materials and Measurements (IRMM), and a variety of universities and scientific supply companies. Each of the major stable isotope systems (hydrogen, carbon, oxygen, nitrogen, and sulfur) has a wide variety of references encompassing distinct molecular structures. For example, nitrogen isotope reference materials include N-bearing molecules such ammonia (NH3), atmospheric dinitrogen (N2), and nitrate (NO3−). Isotopic abundances are commonly reported using the δ notation, which is the ratio of two isotopes (R) in a sample relative to the same ratio in a reference material, often reported in per mill
Document 1:::
Radiocarbon is a scientific journal devoted to the topic of radiocarbon dating.
It was founded in 1959 as a supplement to the American Journal of Science, and is an important source of data and information about radiocarbon dating. It publishes many radiocarbon results, and since 1979 it has published the proceedings of the international conferences on radiocarbon dating. The journal is published six times per year. it is published by Cambridge University Press.
See also
Carbon-14
Document 2:::
Ionium-thorium dating is a technique for determining the age of marine sediments based upon the quantities present of nearly stable thorium-232 and more radioactive thorium-230. (230Th was once known as ionium, before it was realised it was the same element as 232Th.)
Uranium (in nature, predominantly uranium-238) is soluble in water. However, when it decays into thorium, the latter element is insoluble and so precipitates out to become part of the sediment. Thorium-232 has a half-life of 14.5 billion years, but thorium-230 has a half-life of only 75,200 years, so the ratio is useful for dating sediments up to 400,000 years old. Conversely, this technique can be used to determine the rate of ocean sedimentation over time.
The ionium/thorium method of dating assumes that the proportion of thorium-230 to thorium-232 is a constant during the time period that the sediment layer was formed. Likewise, both thorium-230 and thorium-232 are assumed to precipitate out in a constant ratio; no chemical process favors one form over the other. It must also be assumed that the sediment does not contain any pre-existing particles of eroded rock, known as detritus, that already contain thorium isotopes. Finally, there must not be a process that causes the thorium to shift its position within the sediment. If these assumptions are correct, this dating technique can produce accurate results.
Document 3:::
Chronology (from Latin chronologia, from Ancient Greek , chrónos, "time"; and , -logia) is the science of arranging events in their order of occurrence in time. Consider, for example, the use of a timeline or sequence of events. It is also "the determination of the actual temporal sequence of past events".
Chronology is a part of periodization. It is also a part of the discipline of history including earth history, the earth sciences, and study of the geologic time scale.
Related fields
Chronology is the science of locating historical events in time. It relies upon chronometry, which is also known as timekeeping, and historiography, which examines the writing of history and the use of historical methods. Radiocarbon dating estimates the age of formerly living things by measuring the proportion of carbon-14 isotope in their carbon content. Dendrochronology estimates the age of trees by correlation of the various growth rings in their wood to known year-by-year reference sequences in the region to reflect year-to-year climatic variation. Dendrochronology is used in turn as a calibration reference for radiocarbon dating curves.
Calendar and era
The familiar terms calendar and era (within the meaning of a coherent system of numbered calendar years) concern two complementary fundamental concepts of chronology. For example, during eight centuries the calendar belonging to the Christian era, which era was taken in use in the 8th century by Bede, was the Julian calendar, but after the year 1582 it was the Gregorian calendar. Dionysius Exiguus (about the year 500) was the founder of that era, which is nowadays the most widespread dating system on earth. An epoch is the date (year usually) when an era begins.
Ab Urbe condita era
Ab Urbe condita is Latin for "from the founding of the City (Rome)", traditionally set in 753 BC. It was used to identify the Roman year by a few Roman historians. Modern historians use it much more frequently than the Romans themselves did; the
Document 4:::
Isotope analysis has many applications in archaeology, from dating sites and artefacts, determination of past diets and migration patterns and for environmental reconstruction.
Information is determined by assessing the ratio of different isotopes of a particular element in a sample. The most widely studied and used isotopes in archaeology are carbon, oxygen, nitrogen, strontium and calcium.
An isotope is an atom of an element with an abnormal number of neutrons, changing their atomic mass. Isotopes can be subdivided into stable and unstable or radioactive. Unstable isotopes decay at a predictable rate over time. The first stable isotope was discovered in 1913, and most were identified by the 1930’s. Archaeology was relatively slow to adopt the study of isotopes. Whereas chemistry, biology and physics, saw a rapid uptake in applications of isotope analysis in the 1950’s and 60’s, following the commercialisation of the mass spectrometer. It wasn't until the 1970’s, with the publication of works by Vogel and Van Der Merwe (1977) and DeNiro and Epstein (1978; 1981) that isotopic analysis became a mainstay of archaeological study.
Isotopes
Carbon
Carbon is present in all biological material including skeletal remains, charcoal and food residues and plays an integral role in the dating of materials, through radiocarbon dating. The ratio of different carbon isotopes naturally fluctuates over time, and, by analysing the composition of carbon dioxide (CO2) in ancient air bubbles trapped in ice cores, a chronological record of these fluctuations can be constructed. Primary producers (such as grasses) absorb and sequester CO2 during photosynthesis, these plants are then eaten by consumers (such as cows, and later humans) which inherit this same CO2 signature. Therefore, by matching the carbon isotope ratios from a sample to ratios from the ice core record, the sample can be assigned to a broad period. After death, an organism no longer absorbs CO2, 14C's instability
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What method plays a role in determining the approximate age of the earth and makes use of uranium?
A. fuel dating
B. radioactive dating
C. waste dating
D. carbon dating
Answer:
|
|
scienceQA-7872
|
multiple_choice
|
Select the chemical formula for this molecule.
|
[
"C2Cl4",
"CCl4",
"CCl",
"C2Cl5"
] |
B
|
C is the symbol for carbon. According to the legend, carbon atoms are shown in dark gray. Cl is the symbol for chlorine. According to the legend, chlorine atoms are shown in green. This ball-and-stick model shows a molecule with one carbon atom and four chlorine atoms. The chemical formula will contain the symbols C and Cl. There is one carbon atom, so C will not have a subscript. There are four chlorine atoms, so Cl will have a subscript of 4. The correct formula is CCl4. The diagram below shows how each part of the chemical formula matches with each part of the model above.
|
Relavent Documents:
Document 0:::
E–Z configuration, or the E–Z convention, is the IUPAC preferred method of describing the absolute stereochemistry of double bonds in organic chemistry. It is an extension of cis–trans isomer notation (which only describes relative stereochemistry) that can be used to describe double bonds having two, three or four substituents.
Following the Cahn–Ingold–Prelog priority rules (CIP rules), each substituent on a double bond is assigned a priority, then positions of the higher of the two substituents on each carbon are compared to each other. If the two groups of higher priority are on opposite sides of the double bond (trans to each other), the bond is assigned the configuration E (from entgegen, , the German word for "opposite"). If the two groups of higher priority are on the same side of the double bond (cis to each other), the bond is assigned the configuration Z (from zusammen, , the German word for "together").
The letters E and Z are conventionally printed in italic type, within parentheses, and separated from the rest of the name with a hyphen. They are always printed as full capitals (not in lowercase or small capitals), but do not constitute the first letter of the name for English capitalization rules (as in the example above).
Another example: The CIP rules assign a higher priority to bromine than to chlorine, and a higher priority to chlorine than to hydrogen, hence the following (possibly counterintuitive) nomenclature.
For organic molecules with multiple double bonds, it is sometimes necessary to indicate the alkene location for each E or Z symbol. For example, the chemical name of alitretinoin is (2E,4E,6Z,8E)-3,7-dimethyl-9-(2,6,6-trimethyl-1-cyclohexenyl)nona-2,4,6,8-tetraenoic acid, indicating that the alkenes starting at positions 2, 4, and 8 are E while the one starting at position 6 is Z.
See also
Descriptor (chemistry)
Geometric isomerism
Molecular geometry
Document 1:::
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 2:::
The SYBYL line notation or SLN is a specification for unambiguously describing the structure of chemical molecules using short ASCII strings. SLN differs from SMILES in several significant ways. SLN can specify molecules, molecular queries, and reactions in a single line notation whereas SMILES handles these through language extensions. SLN has support for relative stereochemistry, it can distinguish mixtures of enantiomers from pure molecules with pure but unresolved stereochemistry. In SMILES aromaticity is considered to be a property of both atoms and bonds whereas in SLN it is a property of bonds.
Description
Like SMILES, SLN is a linear language that describes molecules. This provides a lot of similarity with SMILES despite SLN's many differences from SMILES, and as a result this description will heavily compare SLN to SMILES and its extensions.
Attributes
Attributes, bracketed strings with additional data like [key1=value1, key2...], is a core feature of SLN. Attributes can be applied to atoms and bonds. Attributes not defined officially are available to users for private extensions.
When searching for molecules, comparison operators such as fcharge>-0.125 can be used in place of the usual equal sign. A ! preceding a key/value group inverts the result of the comparison.
Entire molecules or reactions can too have attributes. The square brackets are changed to a pair of <> signs.
Atoms
Anything that starts with an uppercase letter identifies an atom in SLN. Hydrogens are not automatically added, but the single bonds with hydrogen can be abbreviated for organic compounds, resulting in CH4 instead of C(H)(H)(H)H for methane. The author argues that explicit hydrogens allow for more robust parsing.
Attributes defined for atoms include I= for isotope mass number, charge= for formal charge, fcharge for partial charge, s= for stereochemistry, and spin= for radicals (s, d, t respectively for singlet, doublet, triplet). A formal charge of charge=2 can be abbrevi
Document 3:::
The prismanes are a class of hydrocarbon compounds consisting of prism-like polyhedra of various numbers of sides on the polygonal base. Chemically, it is a series of fused cyclobutane rings (a ladderane, with all-cis/all-syn geometry) that wraps around to join its ends and form a band, with cycloalkane edges. Their chemical formula is (C2H2)n, where n is the number of cyclobutane sides (the size of the cycloalkane base), and that number also forms the basis for a system of nomenclature within this class. The first few chemicals in this class are:
Triprismane, tetraprismane, and pentaprismane have been synthesized and studied experimentally, and many higher members of the series have been studied using computer models. The first several members do indeed have the geometry of a regular prism, with flat n-gon bases. As n becomes increasingly large, however, modeling experiments find that highly symmetric geometry is no longer stable, and the molecule distorts into less-symmetric forms. One series of modelling experiments found that starting with [11]prismane, the regular-prism form is not a stable geometry. For example, the structure of [12]prismane would have the cyclobutane chain twisted, with the dodecagonal bases non-planar and non-parallel.
Nonconvex prismanes
For large base-sizes, some of the cyclobutanes can be fused anti to each other, giving a non-convex polygon base. These are geometric isomers of the prismanes. Two isomers of [12]prismane that have been studied computationally are named helvetane and israelane, based on the star-like shapes of the rings that form their bases. This was explored computationally after originally being proposed as an April fools joke. Their names refer to the shapes found on the flags of Switzerland and Israel, respectively.
Polyprismanes
The polyprismanes consist of multiple prismanes stacked base-to-base. The carbons at each intermediate level—the n-gon bases where the prismanes fuse to each other—have no hydrogen atom
Document 4:::
Chlorthiamide is an organic compound with the chemical formula C7H5Cl2NS used as an herbicide.
Chloroarenes
Herbicides
Thioamides
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Select the chemical formula for this molecule.
A. C2Cl4
B. CCl4
C. CCl
D. C2Cl5
Answer:
|
sciq-1051
|
multiple_choice
|
What can lenses be used to make?
|
[
"comparison representations",
"aspect representations",
"function representations",
"visual representations"
] |
D
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Relavent Documents:
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In 2-dimensional geometry, a lens is a convex region bounded by two circular arcs joined to each other at their endpoints. In order for this shape to be convex, both arcs must bow outwards (convex-convex). This shape can be formed as the intersection of two circular disks. It can also be formed as the union of two circular segments (regions between the chord of a circle and the circle itself), joined along a common chord.
Types
If the two arcs of a lens have equal radius, it is called a symmetric lens, otherwise is an asymmetric lens.
The vesica piscis is one form of a symmetric lens, formed by arcs of two circles whose centers each lie on the opposite arc. The arcs meet at angles of 120° at their endpoints.
Area
Symmetric
The area of a symmetric lens can be expressed in terms of the radius R and arc lengths θ in radians:
Asymmetric
The area of an asymmetric lens formed from circles of radii R and r with distance d between their centers is
where
is the area of a triangle with sides d, r, and R.
The two circles overlap if . For sufficiently large , the coordinate of the lens centre lies between the coordinates of the two circle centers:
For small the coordinate of the lens centre lies outside the line that connects the circle centres:
By eliminating y from the circle equations and the abscissa of the intersecting rims is
.
The sign of x, i.e., being larger or smaller than , distinguishes the two cases shown in the images.
The ordinate of the intersection is
.
Negative values under the square root indicate that the rims of the two circles do not touch
because the circles are too far apart or one circle lies entirely within the other.
The value under the square root is a biquadratic polynomial of d. The four roots of this polynomial are associated with y=0 and with the four values of d where the two circles have only one point in common.
The angles in the blue triangle of sides d, r and R are
where y is the ordinate of the intersection. Th
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Rudolf Karl Lüneburg (30 March 1903, Volkersheim (Bockenem) - 19 August 1949, Great Falls, Montana), after his emigration at first Lueneburg, later Luneburg, sometimes misspelled Luneberg or Lunenberg) was a professor of mathematics and optics at the Dartmouth College Eye Institute. He was born in Germany, received his doctorate at Göttingen, and emigrated to the United States in 1935.
His work included an analysis of the geometry of visual space as expected from physiology and the assumption that the angle of vergence provides a constant measure of distance. From these premises he concluded that near field visual space is hyperbolic.
Bibliography
published in:
Reprint:
See also
Luneburg lens
Luneburg method
1903 births
1949 deaths
Emigrants from Nazi Germany to the United States
Geometers
Optical physicists
Dartmouth College faculty
20th-century German mathematicians
Academic staff of Leiden University
University of Göttingen alumni
New York University faculty
University of Southern California faculty
Brown University faculty
Document 2:::
In mathematical psychology and education theory, a knowledge space is a combinatorial structure used to formulate mathematical models describing the progression of a human learner. Knowledge spaces were introduced in 1985 by Jean-Paul Doignon and Jean-Claude Falmagne, and remain in extensive use in the education theory. Modern applications include two computerized tutoring systems, ALEKS and the defunct RATH.
Formally, a knowledge space assumes that a domain of knowledge is a collection of concepts or skills, each of which must be eventually mastered. Not all concepts are interchangeable; some require other concepts as prerequisites. Conversely, competency at one skill may ease the acquisition of another through similarity. A knowledge space marks out which collections of skills are feasible: they can be learned without mastering any other skills. Under reasonable assumptions, the collection of feasible competencies forms the mathematical structure known as an antimatroid.
Researchers and educators usually explore the structure of a discipline's knowledge space as a latent class model.
Motivation
Knowledge Space Theory attempts to address shortcomings of standardized testing when used in educational psychometry. Common tests, such as the SAT and ACT, compress a student's knowledge into a very small range of ordinal ranks, in the process effacing the conceptual dependencies between questions. Consequently, the tests cannot distinguish between true understanding and guesses, nor can they identify a student's particular weaknesses, only the general proportion of skills mastered. The goal of knowledge space theory is to provide a language by which exams can communicate
What the student can do and
What the student is ready to learn.
Model structure
Knowledge Space Theory-based models presume that an educational subject can be modeled as a finite set of concepts, skills, or topics. Each feasible state of knowledge about is then a subset of ; the set of
Document 3:::
The extended hemispherical lens is a commonly used lens for millimeter-wave electromagnetic radiation. Such lenses are typically fabricated from dielectric materials such as Teflon or silicon. The geometry consists of a hemisphere of radius on a cylinder of length , with the same radius.
Scanning performance
When a feed element is placed a distance off the central axis, then the main beam will be steered an angle off-axis. The relation between and can be determined from geometrical optics:
This relation is used when designing focal plane arrays to be used with the extended hemispherical lens.
See also
Luneburg lens
Fresnel lens
Lens antenna
Document 4:::
Visual angle is the angle a viewed object subtends at the eye, usually stated in degrees of arc.
It also is called the object's angular size.
The diagram on the right shows an observer's eye looking at a frontal extent (the vertical arrow) that has a linear size , located in the distance from point .
For present purposes, point can represent the eye's nodal points at about the center of the lens, and also represent the center of the eye's entrance pupil that is only a few millimeters in front of the lens.
The three lines from object endpoint heading toward the eye indicate the bundle of light rays that pass through the cornea, pupil and lens to form an optical image of endpoint on the retina at point .
The central line of the bundle represents the chief ray.
The same holds for object point and its retinal image at .
The visual angle is the angle between the chief rays of and .
Measuring and computing
The visual angle can be measured directly using a theodolite placed at point .
Or, it can be calculated (in radians) using the formula, .
However, for visual angles smaller than about 10 degrees, this simpler formula provides very close approximations:
The retinal image and visual angle
As the above sketch shows, a real image of the object is formed on the retina between points and . (See visual system). For small angles, the size of this retinal image is
where is the distance from the nodal points to the retina, about 17 mm.
Examples
If one looks at a one-centimeter object at a distance of one meter and a two-centimeter object at a distance of two meters, both subtend the same visual angle of about 0.01 rad or 0.57°. Thus they have the same retinal image size .
That is just a bit larger than the retinal image size for the moon, which is about , because, with moon's mean diameter , and earth to moon mean distance averaging (), .
Also, for some easy observations, if one holds one's index finger at arm's length, the width of the index
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What can lenses be used to make?
A. comparison representations
B. aspect representations
C. function representations
D. visual representations
Answer:
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sciq-4107
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multiple_choice
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What makes up the mass number of an atom?
|
[
"electrons and neutrons",
"molecules and electrons",
"protons and neutrons",
"atoms and neutrons"
] |
C
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Relavent Documents:
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The atomic mass (ma or m) is the mass of an atom. Although the SI unit of mass is the kilogram (symbol: kg), atomic mass is often expressed in the non-SI unit dalton (symbol: Da) – equivalently, unified atomic mass unit (u). 1 Da is defined as of the mass of a free carbon-12 atom at rest in its ground state. The protons and neutrons of the nucleus account for nearly all of the total mass of atoms, with the electrons and nuclear binding energy making minor contributions. Thus, the numeric value of the atomic mass when expressed in daltons has nearly the same value as the mass number. Conversion between mass in kilograms and mass in daltons can be done using the atomic mass constant .
The formula used for conversion is:
where is the molar mass constant, is the Avogadro constant, and is the experimentally determined molar mass of carbon-12.
The relative isotopic mass (see section below) can be obtained by dividing the atomic mass ma of an isotope by the atomic mass constant mu yielding a dimensionless value. Thus, the atomic mass of a carbon-12 atom is by definition, but the relative isotopic mass of a carbon-12 atom is simply 12. The sum of relative isotopic masses of all atoms in a molecule is the relative molecular mass.
The atomic mass of an isotope and the relative isotopic mass refers to a certain specific isotope of an element. Because substances are usually not isotopically pure, it is convenient to use the elemental atomic mass which is the average (mean) atomic mass of an element, weighted by the abundance of the isotopes. The dimensionless (standard) atomic weight is the weighted mean relative isotopic mass of a (typical naturally occurring) mixture of isotopes.
The atomic mass of atoms, ions, or atomic nuclei is slightly less than the sum of the masses of their constituent protons, neutrons, and electrons, due to binding energy mass loss (per ).
Relative isotopic mass
Relative isotopic mass (a property of a single atom) is not to be confused w
Document 1:::
The mass recorded by a mass spectrometer can refer to different physical quantities depending on the characteristics of the instrument and the manner in which the mass spectrum is displayed.
Units
The dalton (symbol: Da) is the standard unit that is used for indicating mass on an atomic or molecular scale (atomic mass). The unified atomic mass unit (symbol: u) is equivalent to the dalton. One dalton is approximately the mass of one a single proton or neutron. The unified atomic mass unit has a value of . The amu without the "unified" prefix is an obsolete unit based on oxygen, which was replaced in 1961.
Molecular mass
The molecular mass (abbreviated Mr) of a substance, formerly also called molecular weight and abbreviated as MW, is the mass of one molecule of that substance, relative to the unified atomic mass unit u (equal to 1/12 the mass of one atom of 12C). Due to this relativity, the molecular mass of a substance is commonly referred to as the relative molecular mass, and abbreviated to Mr.
Average mass
The average mass of a molecule is obtained by summing the average atomic masses of the constituent elements. For example, the average mass of natural water with formula H2O is 1.00794 + 1.00794 + 15.9994 = 18.01528 Da.
Mass number
The mass number, also called the nucleon number, is the number of protons and neutrons in an atomic nucleus. The mass number is unique for each isotope of an element and is written either after the element name or as a superscript to the left of an element's symbol. For example, carbon-12 (12C) has 6 protons and 6 neutrons.
Nominal mass
The nominal mass for an element is the mass number of its most abundant naturally occurring stable isotope, and for an ion or molecule, the nominal mass is the sum of the nominal masses of the constituent atoms. Isotope abundances are tabulated by IUPAC: for example carbon has two stable isotopes 12C at 98.9% natural abundance and 13C at 1.1% natural abundance, thus the nominal mass of carbon i
Document 2:::
In particle physics, the electron mass (symbol: ) is the mass of a stationary electron, also known as the invariant mass of the electron. It is one of the fundamental constants of physics. It has a value of about or about , which has an energy-equivalent of about or about
Terminology
The term "rest mass" is sometimes used because in special relativity the mass of an object can be said to increase in a frame of reference that is moving relative to that object (or if the object is moving in a given frame of reference). Most practical measurements are carried out on moving electrons. If the electron is moving at a relativistic velocity, any measurement must use the correct expression for mass. Such correction becomes substantial for electrons accelerated by voltages of over .
For example, the relativistic expression for the total energy, , of an electron moving at speed is
where
is the speed of light;
is the Lorentz factor,
is the "rest mass", or more simply just the "mass" of the electron.
This quantity is frame invariant and velocity independent. However, some texts group the Lorentz factor with the mass factor to define a new quantity called the relativistic mass, .
Determination
Since the electron mass determines a number of observed effects in atomic physics, there are potentially many ways to determine its mass from an experiment, if the values of other physical constants are already considered known.
Historically, the mass of the electron was determined directly from combining two measurements. The mass-to-charge ratio of the electron was first estimated by Arthur Schuster in 1890 by measuring the deflection of "cathode rays" due to a known magnetic field in a cathode ray tube. Seven years later J. J. Thomson showed that cathode rays consist of streams of particles, to be called electrons, and made more precise measurements of their mass-to-charge ratio again using a cathode ray tube.
The second measurement was of the charge of the electron. T
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:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What makes up the mass number of an atom?
A. electrons and neutrons
B. molecules and electrons
C. protons and neutrons
D. atoms and neutrons
Answer:
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|
ai2_arc-924
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multiple_choice
|
Researchers work in teams to make cars more fuel efficient. Which of these statements describes the main advantage of working in teams rather than working individually?
|
[
"The research is more likely to be published.",
"The research costs less to perform.",
"The researchers can share their ideas.",
"The researchers have more time to complete work."
] |
C
|
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:::
A scholar is a person who is a researcher or has expertise in an academic discipline. A scholar can also be an academic, who works as a professor, teacher, or researcher at a university. An academic usually holds an advanced degree or a terminal degree, such as a master's degree or a doctorate (PhD). Independent scholars and public intellectuals work outside of the academy yet may publish in academic journals and participate in scholarly public discussion.
Definitions
In contemporary English usage, the term scholar sometimes is equivalent to the term academic, and describes a university-educated individual who has achieved intellectual mastery of an academic discipline, as instructor and as researcher. Moreover, before the establishment of universities, the term scholar identified and described an intellectual person whose primary occupation was professional research. In 1847, minister Emanuel Vogel Gerhart spoke of the role of the scholar in society:
Gerhart argued that a scholar can not be focused on a single discipline, contending that knowledge of multiple disciplines is necessary to put each into context and to inform the development of each:
A 2011 examination outlined the following attributes commonly accorded to scholars as "described by many writers, with some slight variations in the definition":
Scholars may rely on the scholarly method or scholarship, a body of principles and practices used by scholars to make their claims about the world as valid and trustworthy as possible, and to make them known to the scholarly public. It is the methods that systemically advance the teaching, research, and practice of a given scholarly or academic field of study through rigorous inquiry. Scholarship is creative, can be documented, can be replicated or elaborated, and can be and is peer-reviewed through various methods.
Role in society
Scholars have generally been upheld as creditable figures of high social standing, who are engaged in work important to society.
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The STEM (Science, Technology, Engineering, and Mathematics) pipeline is a critical infrastructure for fostering the development of future scientists, engineers, and problem solvers. It's the educational and career pathway that guides individuals from early childhood through to advanced research and innovation in STEM-related fields.
Description
The "pipeline" metaphor is based on the idea that having sufficient graduates requires both having sufficient input of students at the beginning of their studies, and retaining these students through completion of their academic program. The STEM pipeline is a key component of workplace diversity and of workforce development that ensures sufficient qualified candidates are available to fill scientific and technical positions.
The STEM pipeline was promoted in the United States from the 1970s onwards, as “the push for STEM (science, technology, engineering, and mathematics) education appears to have grown from a concern for the low number of future professionals to fill STEM jobs and careers and economic and educational competitiveness.”
Today, this metaphor is commonly used to describe retention problems in STEM fields, called “leaks” in the pipeline. For example, the White House reported in 2012 that 80% of minority groups and women who enroll in a STEM field switch to a non-STEM field or drop out during their undergraduate education. These leaks often vary by field, gender, ethnic and racial identity, socioeconomic background, and other factors, drawing attention to structural inequities involved in STEM education and careers.
Current efforts
The STEM pipeline concept is a useful tool for programs aiming at increasing the total number of graduates, and is especially important in efforts to increase the number of underrepresented minorities and women in STEM fields. Using STEM methodology, educational policymakers can examine the quantity and retention of students at all stages of the K–12 educational process and beyo
Document 3:::
The United States National Academy of Sciences' Board on Science, Technology, and Economic Policy (STEP) is a board of the United States National Academy of Sciences.
The mandate of the Board is to integrate understanding of scientific, technological, and economic elements in the formulation of national policies affecting the economic well-being of the United States. The program’s focus is on the dynamics of the macroeconomic and microeconomic variables, their relationship to the industrial structure of the economy, effect on high-technology manufacturing and service sectors, and influence on U.S. scientific and technological advancement through examination of trade, human resources, fiscal, research and development, intellectual property and other policies. Policymakers responsible for these areas in the executive branch and Congress are the audience for the STEP Board’s work in the form of consensus reports, conferences, and workshops. The current executive director is Stephen A. Merrill, Ph.D. and the Board Chair is Paul Joskow, president of the Sloan Foundation.
History and evolution
Establishment
The Academies began to address issues of U.S. competitiveness and innovation in the late 1970s and early 1980s through a series of industry studies by the NAE and broad policy studies by the Committee on Science, Engineering, and Public Policy (COSEPUP).
A leading NAS economist, Dale Jorgenson, and NAE industrialists Ralph Landau and George Hatsopoulos were concerned that this work, and national innovation policy more broadly, did not sufficiently reflect the contributions economics could make to understanding of trends and policy prescriptions to improve outcomes. They proposed to the National Research Council (NRC) Governing Board of Directors of the NAS to create a new standing committee as a forum for dialogue among economists, technologists, and industrial managers to those ends. The Board on Science, Technology, and Economic Policy (STEP) was established in 1
Document 4:::
A European Study Group with Industry (ESGI) is usually a week-long meeting where applied mathematicians work on problems presented by industry and research centres. The aim of the meeting is to solve or at least make progress on the problems.
The study group concept originated in Oxford, in 1968 (initiated by Leslie Fox and Alan Tayler). Subsequently, the format was adopted in other European countries to form ESGIs. Currently, with a variety of names, they appear in the same or a similar format throughout the world. More specific topics have also formed the subject of focussed meetings, such as the environment, medicine and agriculture.
Problems successfully tackled at study groups are discussed in a number of textbooks as well as a collection of case studies, European Success Stories in Industrial Mathematics. A guide for organising and running study groups is provided by the European Consortium for Mathematics in Industry.
European Study Group with Industry
A European Study Group with Industry or ESGI is a type of workshop where mathematicians work on problems presented by industry representatives. The meetings typically last five days, from Monday to Friday. On the Monday morning the industry representatives present problems of current interest to an audience of applied mathematicians. Subsequently, the mathematicians split into working groups to investigate the suggested topics. On the Friday solutions and results are presented back to the industry representative. After the meeting a report is prepared for the company, detailing the progress made and usually with suggestions for further work or experiments.
History
The original Study Groups with Industry started in Oxford in 1968. The format provided a method for initiating interaction between universities and private industry which often led to further collaboration, student projects and new fields of research (many advances in the field of free or moving boundary problems are attributed to the industri
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Researchers work in teams to make cars more fuel efficient. Which of these statements describes the main advantage of working in teams rather than working individually?
A. The research is more likely to be published.
B. The research costs less to perform.
C. The researchers can share their ideas.
D. The researchers have more time to complete work.
Answer:
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|
sciq-1365
|
multiple_choice
|
What can demonstrate the decrease in energy, biomass or numbers within an ecosystem?
|
[
"biomes",
"ecological pyramids",
"food chains",
"spontaneous mutation"
] |
B
|
Relavent Documents:
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An ecological pyramid (also trophic pyramid, Eltonian pyramid, energy pyramid, or sometimes food pyramid') is a graphical representation designed to show the biomass or bioproductivity at each trophic level in an ecosystem.
A pyramid of energy shows how much energy is retained in the form of new biomass from each trophic level, while a pyramid of biomass shows how much biomass (the amount of living or organic matter present in an organism) is present in the organisms. There is also a pyramid of numbers representing the number of individual organisms at each trophic level. Pyramids of energy are normally upright, but other pyramids can be inverted(pyramid of biomass for marine region) or take other shapes.(spindle shaped pyramid)
Ecological pyramids begin with producers on the bottom (such as plants) and proceed through the various trophic levels (such as herbivores that eat plants, then carnivores that eat flesh, then omnivores that eat both plants and flesh, and so on). The highest level is the top of the food chain.
Biomass can be measured by a bomb calorimeter.
Pyramid of Energy
A pyramid of energy or pyramid of productivity shows the production or turnover (the rate at which energy or mass is transferred from one trophic level to the next) of biomass at each trophic level. Instead of showing a single snapshot in time, productivity pyramids show the flow of energy through the food chain. Typical units are grams per square meter per year or calories per square meter per year. As with the others, this graph shows producers at the bottom and higher trophic levels on top.
When an ecosystem is healthy, this graph produces a standard ecological pyramid. This is because, in order for the ecosystem to sustain itself, there must be more energy at lower trophic levels than there is at higher trophic levels. This allows organisms on the lower levels to not only maintain a stable population, but also to transfer energy up the pyramid. The exception to this generalizati
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Plant ecology is a subdiscipline of ecology that studies the distribution and abundance of plants, the effects of environmental factors upon the abundance of plants, and the interactions among plants and between plants and other organisms. Examples of these are the distribution of temperate deciduous forests in North America, the effects of drought or flooding upon plant survival, and competition among desert plants for water, or effects of herds of grazing animals upon the composition of grasslands.
A global overview of the Earth's major vegetation types is provided by O.W. Archibold. He recognizes 11 major vegetation types: tropical forests, tropical savannas, arid regions (deserts), Mediterranean ecosystems, temperate forest ecosystems, temperate grasslands, coniferous forests, tundra (both polar and high mountain), terrestrial wetlands, freshwater ecosystems and coastal/marine systems. This breadth of topics shows the complexity of plant ecology, since it includes plants from floating single-celled algae up to large canopy forming trees.
One feature that defines plants is photosynthesis. Photosynthesis is the process of a chemical reactions to create glucose and oxygen, which is vital for plant life. One of the most important aspects of plant ecology is the role plants have played in creating the oxygenated atmosphere of earth, an event that occurred some 2 billion years ago. It can be dated by the deposition of banded iron formations, distinctive sedimentary rocks with large amounts of iron oxide. At the same time, plants began removing carbon dioxide from the atmosphere, thereby initiating the process of controlling Earth's climate. A long term trend of the Earth has been toward increasing oxygen and decreasing carbon dioxide, and many other events in the Earth's history, like the first movement of life onto land, are likely tied to this sequence of events.
One of the early classic books on plant ecology was written by J.E. Weaver and F.E. Clements. It
Document 2:::
In paleoecology and ecological forecasting, a no-analog community or climate is one that is compositionally different from a (typically modern) baseline for measurement. Alternative naming conventions to describe no-analog communities and climates may include novel, emerging, mosaic, disharmonious and intermingled.
Modern climates, communities and ecosystems are often studied in an attempt to understand no-analogs that have happened in the past and those that may occur in the future. This use of a modern analog to study the past draws on the concept of uniformitarianism. Along with the use of these modern analogs, actualistic studies and taphonomy are additional tools that are used in understanding no-analogs. Statistical tools are also used to identify no-analogs and their baselines, often through the use of dissimilarity analyses or analog matching Study of no-analog fossil remains are often carefully evaluated as to rule out mixing of fossils in an assemblage due to erosion, animal activity or other processes.
No-analog climates
Conditions that are considered no-analog climates are those that have no modern analog, such as the climate during the last glaciation. Glacial climates varied from current climates in seasonality and temperature, having an overall more steady climate without as many extreme temperatures as today's climate.
Climates with no modern analog may be used to infer species range shifts, biodiversity changes, ecosystem arrangements and help in understanding species fundamental niche space. Past climates are often studied to understand how changes in a species' fundamental niche may lead to the formation of no analog communities. Seasonality and temperatures that are outside the climates at present provide opportunity for no-analog communities to arise, as is seen in the late Holocene plant communities. Evidence of deglacial temperature controls having significant effects on the formation of no-analog communities in the midwestern United State
Document 3:::
Biomass is the mass of living biological organisms in a given area or ecosystem at a given time. Biomass can refer to species biomass, which is the mass of one or more species, or to community biomass, which is the mass of all species in the community. It can include microorganisms, plants or animals. The mass can be expressed as the average mass per unit area, or as the total mass in the community.
How biomass is measured depends on why it is being measured. Sometimes, the biomass is regarded as the natural mass of organisms in situ, just as they are. For example, in a salmon fishery, the salmon biomass might be regarded as the total wet weight the salmon would have if they were taken out of the water. In other contexts, biomass can be measured in terms of the dried organic mass, so perhaps only 30% of the actual weight might count, the rest being water. For other purposes, only biological tissues count, and teeth, bones and shells are excluded. In some applications, biomass is measured as the mass of organically bound carbon (C) that is present.
In 2018, Bar-On et al. estimated the total live biomass on Earth at about 550 billion (5.5×1011) tonnes C, most of it in plants. In 1998 Field et.al. estimated the total annual net primary production of biomass at just over 100 billion tonnes C/yr. The total live biomass of bacteria was once thought to be about the same as plants, but recent studies suggest it is significantly less. The total number of DNA base pairs on Earth, as a possible approximation of global biodiversity, is estimated at , and weighs 50 billion tonnes. Anthropogenic mass (human-made material) is expected to exceed all living biomass on earth at around the year 2020.
Ecological pyramids
An ecological pyramid is a graphical representation that shows, for a given ecosystem, the relationship between biomass or biological productivity and trophic levels.
A biomass pyramid shows the amount of biomass at each trophic level.
A productivity pyramid sh
Document 4:::
The Institute for Biodiversity and Ecosystem Dynamics (IBED) is one of the ten research institutes of the Faculty of Science of the Universiteit van Amsterdam. IBED employs more than 100 researchers, with PhD students and Postdocs forming a majority, and 30 supporting staff. The total annual budget is around 10 m€, of which more than 40 per cent comes from external grants and contracts. The main output consist of publications in peer reviewed journals and books (on average 220 per year). Each year around 15 PhD students defend their thesis and obtain their degree from the Universiteit van Amsterdam. The institute is managed by a general director appointed by the Dean of the Faculty for a period of five years, assisted by a business manager.
Mission statement
The mission of the Institute for Biodiversity and Ecosystem Dynamics is to increase our insights in the functioning and biodiversity of ecosystems in all their complexity. Knowledge of the interactions between living organisms and processes in their physical and chemical environment is essential for a better understanding of the dynamics of ecosystems at different temporal and spatial scales.
Organization of IBED Research
IBED research is organized in the following three themes:
Theme I: Biodiversity and Evolution
The main question of Theme I research is how patterns in biodiversity can be explained from underlying processes: speciation and extinction, dispersal and the (dis)appearance of geographical barriers, reproductive isolation and hybridisation of taxa. Modern reconstructions of the history of life on earth rely heavily on analyses of DNA data that contain the footprints of the past. Research related to human-made effects on biodiversity includes the identification of endangered biodiversity hotspots affected by global change, potential risks of an escape of transgenes from crops to wild species, and the consequences of habitat fragmentation for the viability and genetic diversity of populations and
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What can demonstrate the decrease in energy, biomass or numbers within an ecosystem?
A. biomes
B. ecological pyramids
C. food chains
D. spontaneous mutation
Answer:
|
|
sciq-5622
|
multiple_choice
|
Crowding and resource limitation can have a profound effect on the rate of what?
|
[
"population stagnation",
"population growth",
"cultural advances",
"technology advances"
] |
B
|
Relavent Documents:
Document 0:::
Female education in STEM refers to child and adult female representation in the educational fields of science, technology, engineering, and mathematics (STEM). In 2017, 33% of students in STEM fields were women.
The organization UNESCO has stated that this gender disparity is due to discrimination, biases, social norms and expectations that influence the quality of education women receive and the subjects they study. UNESCO also believes that having more women in STEM fields is desirable because it would help bring about sustainable development.
Current status of girls and women in STEM education
Overall trends in STEM education
Gender differences in STEM education participation are already visible in early childhood care and education in science- and math-related play, and become more pronounced at higher levels of education. Girls appear to lose interest in STEM subjects with age, particularly between early and late adolescence. This decreased interest affects participation in advanced studies at the secondary level and in higher education. Female students represent 35% of all students enrolled in STEM-related fields of study at this level globally. Differences are also observed by disciplines, with female enrollment lowest in engineering, manufacturing and construction, natural science, mathematics and statistics and ICT fields. Significant regional and country differences in female representation in STEM studies can be observed, though, suggesting the presence of contextual factors affecting girls’ and women's engagement in these fields. Women leave STEM disciplines in disproportionate numbers during their higher education studies, in their transition to the world of work and even in their career cycle.
Learning achievement in STEM education
Data on gender differences in learning achievement present a complex picture, depending on what is measured (subject, knowledge acquisition against knowledge application), the level of education/age of students, and
Document 1:::
The STEM (Science, Technology, Engineering, and Mathematics) pipeline is a critical infrastructure for fostering the development of future scientists, engineers, and problem solvers. It's the educational and career pathway that guides individuals from early childhood through to advanced research and innovation in STEM-related fields.
Description
The "pipeline" metaphor is based on the idea that having sufficient graduates requires both having sufficient input of students at the beginning of their studies, and retaining these students through completion of their academic program. The STEM pipeline is a key component of workplace diversity and of workforce development that ensures sufficient qualified candidates are available to fill scientific and technical positions.
The STEM pipeline was promoted in the United States from the 1970s onwards, as “the push for STEM (science, technology, engineering, and mathematics) education appears to have grown from a concern for the low number of future professionals to fill STEM jobs and careers and economic and educational competitiveness.”
Today, this metaphor is commonly used to describe retention problems in STEM fields, called “leaks” in the pipeline. For example, the White House reported in 2012 that 80% of minority groups and women who enroll in a STEM field switch to a non-STEM field or drop out during their undergraduate education. These leaks often vary by field, gender, ethnic and racial identity, socioeconomic background, and other factors, drawing attention to structural inequities involved in STEM education and careers.
Current efforts
The STEM pipeline concept is a useful tool for programs aiming at increasing the total number of graduates, and is especially important in efforts to increase the number of underrepresented minorities and women in STEM fields. Using STEM methodology, educational policymakers can examine the quantity and retention of students at all stages of the K–12 educational process and beyo
Document 2:::
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:::
Computer science and engineering (CSE) is an academic program at many universities which comprises computer science classes (e.g. data structures and algorithms) and computer engineering classes (e.g computer architecture). There is no clear division in computing between science and engineering, just like in the field of materials science and engineering. CSE is also a term often used in Europe to translate the name of engineering informatics academic programs. It is offered in both undergraduate as well postgraduate with specializations.
Academic courses
Academic programs vary between colleges, but typically include a combination of topics in computer science, computer engineering, and electrical engineering. Undergraduate courses usually include programming, algorithms and data structures, computer architecture, operating systems, computer networks, parallel computing, embedded systems, algorithms design, circuit analysis and electronics, digital logic and processor design, computer graphics, scientific computing, software engineering, database systems, digital signal processing, virtualization, computer simulations and games programming. CSE programs also include core subjects of theoretical computer science such as theory of computation, numerical methods, machine learning, programming theory and paradigms. Modern academic programs also cover emerging computing fields like image processing, data science, robotics, bio-inspired computing, computational biology, autonomic computing and artificial intelligence. Most CSE programs require introductory mathematical knowledge, hence the first year of study is dominated by mathematical courses, primarily discrete mathematics, mathematical analysis, linear algebra, probability, and statistics, as well as the basics of electrical and electronic engineering, physics, and electromagnetism.
Example universities with CSE majors and departments
APJ Abdul Kalam Technological University
American International University-B
Document 4:::
The Science, Technology, Engineering and Mathematics Network or STEMNET is an educational charity in the United Kingdom that seeks to encourage participation at school and college in science and engineering-related subjects (science, technology, engineering, and mathematics) and (eventually) work.
History
It is based at Woolgate Exchange near Moorgate tube station in London and was established in 1996. The chief executive is Kirsten Bodley. The STEMNET offices are housed within the Engineering Council.
Function
Its chief aim is to interest children in science, technology, engineering and mathematics. Primary school children can start to have an interest in these subjects, leading secondary school pupils to choose science A levels, which will lead to a science career. It supports the After School Science and Engineering Clubs at schools. There are also nine regional Science Learning Centres.
STEM ambassadors
To promote STEM subjects and encourage young people to take up jobs in these areas, STEMNET have around 30,000 ambassadors across the UK. these come from a wide selection of the STEM industries and include TV personalities like Rob Bell.
Funding
STEMNET used to receive funding from the Department for Education and Skills. Since June 2007, it receives funding from the Department for Children, Schools and Families and Department for Innovation, Universities and Skills, since STEMNET sits on the chronological dividing point (age 16) of both of the new departments.
See also
The WISE Campaign
Engineering and Physical Sciences Research Council
National Centre for Excellence in Teaching Mathematics
Association for Science Education
Glossary of areas of mathematics
Glossary of astronomy
Glossary of biology
Glossary of chemistry
Glossary of engineering
Glossary of physics
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Crowding and resource limitation can have a profound effect on the rate of what?
A. population stagnation
B. population growth
C. cultural advances
D. technology advances
Answer:
|
|
sciq-1112
|
multiple_choice
|
The esophagus runs a mainly straight route through the mediastinum of what?
|
[
"thorax",
"liver",
"stomach",
"lungs"
] |
A
|
Relavent Documents:
Document 0:::
The esophagus passes through the thoracic cavity into the diaphragm into the stomach.
The esophagus may be affected by gastric reflux, cancer, prominent dilated blood vessels called varices that can bleed heavily, t
Document 1:::
The esophagus (American English) or oesophagus (British English, see spelling differences; both ; : (o)esophagi or (o)esophaguses), colloquially known also as the food pipe or gullet, is an organ in vertebrates through which food passes, aided by peristaltic contractions, from the pharynx to the stomach. The esophagus is a fibromuscular tube, about long in adults, that travels behind the trachea and heart, passes through the diaphragm, and empties into the uppermost region of the stomach. During swallowing, the epiglottis tilts backwards to prevent food from going down the larynx and lungs. The word oesophagus is from Ancient Greek οἰσοφάγος (oisophágos), from οἴσω (oísō), future form of φέρω (phérō, “I carry”) + ἔφαγον (éphagon, “I ate”).
The wall of the esophagus from the lumen outwards consists of mucosa, submucosa (connective tissue), layers of muscle fibers between layers of fibrous tissue, and an outer layer of connective tissue. The mucosa is a stratified squamous epithelium of around three layers of squamous cells, which contrasts to the single layer of columnar cells of the stomach. The transition between these two types of epithelium is visible as a zig-zag line. Most of the muscle is smooth muscle although striated muscle predominates in its upper third. It has two muscular rings or sphincters in its wall, one at the top and one at the bottom. The lower sphincter helps to prevent reflux of acidic stomach content. The esophagus has a rich blood supply and venous drainage. Its smooth muscle is innervated by involuntary nerves (sympathetic nerves via the sympathetic trunk and parasympathetic nerves via the vagus nerve) and in addition voluntary nerves (lower motor neurons) which are carried in the vagus nerve to innervate its striated muscle.
The esophagus passes through the thoracic cavity into the diaphragm into the stomach.
Document 2:::
The gastrointestinal wall of the gastrointestinal tract is made up of four layers of specialised tissue. From the inner cavity of the gut (the lumen) outwards, these are:
Mucosa
Submucosa
Muscular layer
Serosa or adventitia
The mucosa is the innermost layer of the gastrointestinal tract. It surrounds the lumen of the tract and comes into direct contact with digested food (chyme). The mucosa itself is made up of three layers: the epithelium, where most digestive, absorptive and secretory processes occur; the lamina propria, a layer of connective tissue, and the muscularis mucosae, a thin layer of smooth muscle.
The submucosa contains nerves including the submucous plexus (also called Meissner's plexus), blood vessels and elastic fibres with collagen, that stretches with increased capacity but maintains the shape of the intestine.
The muscular layer surrounds the submucosa. It comprises layers of smooth muscle in longitudinal and circular orientation that also helps with continued bowel movements (peristalsis) and the movement of digested material out of and along the gut. In between the two layers of muscle lies the myenteric plexus (also called Auerbach's plexus).
The serosa/adventitia are the final layers. These are made up of loose connective tissue and coated in mucus so as to prevent any friction damage from the intestine rubbing against other tissue. The serosa is present if the tissue is within the peritoneum, and the adventitia if the tissue is retroperitoneal.
Structure
When viewed under the microscope, the gastrointestinal wall has a consistent general form, but with certain parts differing along its course.
Mucosa
The mucosa is the innermost layer of the gastrointestinal tract. It surrounds the cavity (lumen) of the tract and comes into direct contact with digested food (chyme). The mucosa is made up of three layers:
The epithelium is the innermost layer. It is where most digestive, absorptive and secretory processes occur.
The lamina propr
Document 3:::
The inferior mesenteric lymph nodes consist of:
(a) small glands on the branches of the left colic and sigmoid arteries
(b) a group in the sigmoid mesocolon, around the superior hemorrhoidal artery
(c) a pararectal group in contact with the muscular coat of the rectum
Structure
The inferior mesenteric lymph nodes are lymph nodes present throughout the hindgut.
Afferents
The inferior mesenteric lymph nodes drain structures related to the hindgut; they receive lymph from the descending colon, sigmoid colon, and proximal part of the rectum.
Efferents
They drain into the superior mesenteric lymph nodes and ultimately to the preaortic lymph nodes. Lymph nodes surrounding the inferior mesenteric artery drain directly into the preaortic nodes.
Clinical significance
Colorectal cancer may metastasise to the inferior mesenteric lymph nodes. For this reason, the inferior mesenteric artery may be removed in people with lymph node-positive cancer. This has been proposed since at least 1908, by surgeon William Ernest Miles.
Additional images
Document 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The esophagus runs a mainly straight route through the mediastinum of what?
A. thorax
B. liver
C. stomach
D. lungs
Answer:
|
|
sciq-6050
|
multiple_choice
|
Cells in a biofilm secrete what to recruit nearby cells?
|
[
"harnessing molecules",
"signaling molecules",
"signaling neurons",
"signaling proteins"
] |
B
|
Relavent Documents:
Document 0:::
In biology, juxtacrine signalling (or contact-dependent signalling) is a type of cell–cell or cell–extracellular matrix signalling in multicellular organisms that requires close contact. In this type of signalling, a ligand on one surface binds to a receptor on another adjacent surface. Hence, this stands in contrast to releasing a signaling molecule by diffusion into extracellular space, the use of long-range conduits like membrane nanotubes and cytonemes (akin to 'bridges') or the use of extracellular vesicles like exosomes or microvesicles (akin to 'boats'). There are three types of juxtacrine signaling:
A membrane-bound ligand (protein, oligosaccharide, lipid) and a membrane protein of two adjacent cells interact.
A communicating junction links the intracellular compartments of two adjacent cells, allowing transit of relatively small molecules.
An extracellular matrix glycoprotein and a membrane protein interact.
Additionally, in unicellular organisms such as bacteria, juxtacrine signaling refers to interactions by membrane contact.
Juxtacrine signaling has been observed for some growth factors, cytokine and chemokine cellular signals, playing an important role in the immune response. It has a critical role in development, particularly of cardiac and neural function. Other types of cell signaling include paracrine signalling and autocrine signalling. Paracrine signaling occurs over short distances, while autocrine signaling involves a cell responding to its own paracrine factors.
The term "juxtacrine" was originally introduced by Anklesaria et al. (1990) to describe a possible way of signal transduction between TGF alpha and EGFR.
Cell–cell signaling
In this type of signaling, specific membrane-bound ligands bind to a cell’s membrane. A cell with the appropriate cell surface receptor or cell adhesion molecule can bind to it. An important example is the Notch signaling pathway, notably involved in neural development. In the Notch signaling pathway for verte
Document 1:::
This is a list of articles on biophysics.
0–9
5-HT3 receptor
A
ACCN1
ANO1
AP2 adaptor complex
Aaron Klug
Acid-sensing ion channel
Activating function
Active transport
Adolf Eugen Fick
Afterdepolarization
Aggregate modulus
Aharon Katzir
Alan Lloyd Hodgkin
Alexander Rich
Alexander van Oudenaarden
Allan McLeod Cormack
Alpha-3 beta-4 nicotinic receptor
Alpha-4 beta-2 nicotinic receptor
Alpha-7 nicotinic receptor
Alpha helix
Alwyn Jones (biophysicist)
Amoeboid movement
Andreas Mershin
Andrew Huxley
Animal locomotion
Animal locomotion on the water surface
Anita Goel
Antiporter
Aquaporin 2
Aquaporin 3
Aquaporin 4
Archibald Hill
Ariel Fernandez
Arthropod exoskeleton
Arthropod leg
Avery Gilbert
B
BEST2
BK channel
Bacterial outer membrane
Balance (ability)
Bat
Bat wing development
Bert Sakmann
Bestrophin 1
Biased random walk (biochemistry)
Bioelectrochemical reactor
Bioelectrochemistry
Biofilm
Biological material
Biological membrane
Biomechanics
Biomechanics of sprint running
Biophysical Society
Biophysics
Bird flight
Bird migration
Bisindolylmaleimide
Bleb (cell biology)
Boris Pavlovich Belousov
Brian Matthews (biochemist)
Britton Chance
Brush border
Bulk movement
Document 2:::
Bacterial motility is the ability of bacteria to move independently using metabolic energy. Most motility mechanisms that evolved among bacteria also evolved in parallel among the archaea. Most rod-shaped bacteria can move using their own power, which allows colonization of new environments and discovery of new resources for survival. Bacterial movement depends not only on the characteristics of the medium, but also on the use of different appendages to propel. Swarming and swimming movements are both powered by rotating flagella. Whereas swarming is a multicellular 2D movement over a surface and requires the presence of surfactants, swimming is movement of individual cells in liquid environments.
Other types of movement occurring on solid surfaces include twitching, gliding and sliding, which are all independent of flagella. Twitching depends on the extension, attachment to a surface, and retraction of type IV pili which pull the cell forwards in a manner similar to the action of a grappling hook, providing energy to move the cell forward. Gliding uses different motor complexes, such as the focal adhesion complexes of Myxococcus. Unlike twitching and gliding motilities, which are active movements where the motive force is generated by the individual cell, sliding is a passive movement. It relies on the motive force generated by the cell community due to the expansive forces caused by cell growth within the colony in the presence of surfactants, which reduce the friction between the cells and the surface. The overall movement of a bacterium can be the result of alternating tumble and swim phases. As a result, the trajectory of a bacterium swimming in a uniform environment will form a random walk with relatively straight swims interrupted by random tumbles that reorient the bacterium.
Bacteria can also exhibit taxis, which is the ability to move towards or away from stimuli in their environment. In chemotaxis the overall motion of bacteria responds to the presence
Document 3:::
Intercellular communication (ICC) refers to the various ways and structures that biological cells use to communicate with each other directly or through their environment. Different types of cells use different proteins and mechanisms to communicate with one another using extracellular signalling molecules. Components of each type of intercellular communication may be involved in more than one type of communication making attempts at clearly separating the types of communication listed somewhat futile. The sections are loosely compiled from various areas of research rather than by a systematic attempt of classification by functional or structural characteristics.
Communication within an organism
Cell signalling
Molecular cell signaling
Single celled organisms will sense their environment to seek food and may send out signals to other cells to behave symbiotically or reproduce. A classic example of this is the slime mold. The slime mold shows how intercellular communication with a small molecule e.g. cyclic AMP allows a simple organism to form from an organized aggregation of single cells. Research into cell signalling investigated a receptor specific to each signal or multiple receptors potentially being activated by a single signal. It is not only the presence or absence of a signal that is important but also the strength. Using a chemical gradient to coordinate cell growth and differentiation continues to be important as multicellular animals and plants become more complex. This type of intercellular communication within an organism is commonly referred to as cell signalling. This type of intercellular communication is typified by a small signalling molecule diffusing through the spaces around cells, often relying on a diffusion gradient forming part of the signalling response.
Cell junctions
Complex organisms may have molecules to hold the cells together which can also be involved in intercellular communication. Some binding molecules are termed the extrace
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.
Cells in a biofilm secrete what to recruit nearby cells?
A. harnessing molecules
B. signaling molecules
C. signaling neurons
D. signaling proteins
Answer:
|
|
sciq-9440
|
multiple_choice
|
A disaccharide is a pair of monosaccharides. disaccharides are formed via dehydration synthesis, and the bond linking them is referred to as a glycosidic bond (glyco- = “sugar”). three disaccharides (shown in figure 2.19) are important to humans. these are sucrose, commonly referred to as table sugar; lactose, or milk sugar; and maltose, or this?
|
[
"sucralose",
"fruit sugar",
"malt sugar",
"saccharin"
] |
C
|
Relavent Documents:
Document 0:::
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 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:::
Disaccharidases are glycoside hydrolases, enzymes that break down certain types of sugars called disaccharides into simpler sugars called monosaccharides. In the human body, disaccharidases are made mostly in an area of the small intestine's wall called the brush border, making them members of the group of "brush border enzymes".
A genetic defect in one of these enzymes will cause a disaccharide intolerance, such as lactose intolerance or sucrose intolerance.
Examples of disaccharidases
Lactase (breaks down lactose into glucose and galactose)
Maltase (breaks down maltose into 2 glucoses)
Sucrase (breaks down sucrose into glucose and fructose)
Trehalase (breaks down trehalose into 2 glucoses)
For a thorough scientific overview of small-intestinal disaccharidases, one can consult chapter 75 of OMMBID. For more online resources and references, see inborn error of metabolism.
Document 3:::
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
Document 4:::
2α-Mannobiose is a disaccharide. It is formed by a condensation reaction, when two mannose molecules react together, in the formation of a glycosidic bond.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
A disaccharide is a pair of monosaccharides. disaccharides are formed via dehydration synthesis, and the bond linking them is referred to as a glycosidic bond (glyco- = “sugar”). three disaccharides (shown in figure 2.19) are important to humans. these are sucrose, commonly referred to as table sugar; lactose, or milk sugar; and maltose, or this?
A. sucralose
B. fruit sugar
C. malt sugar
D. saccharin
Answer:
|
|
sciq-1513
|
multiple_choice
|
What is the colorless gas with a sharp, pungent odor used in smelling salts?
|
[
"hydrogen",
"nitrogen",
"ammonia",
"helium"
] |
C
|
Relavent Documents:
Document 0:::
Factitious airs was a term used for synthetic gases which emerged around 1670 when Robert Boyle coined the term upon isolating what is now understood to be hydrogen. Factitious means "artificial, not natural", so the term means "man-made gases".
Background
Robert Boyle coined the term Factitious Air upon isolating hydrogen in 1670.
Henry Cavendish (1731–1810) used the term "factitious air" to refer to "any kind of air which is contained in other bodies in an unelastic state, and is produced from thence by art".
An archaic definition from 1747 for the production of factitious air was defined as being caused by: "1- by flow Degrees from Putrefactions and Fermentations of all Kinds; or 2- more expeditiously by some Sorts of chymical Dissolutions of Bodies; or 3- and lastly, almost instantaneously by the Explosion of Gunpowder, and the Mixture or some Kinds of Bodies. Thus, if Paste or Dough with Leaven be placed in an exhausted Receiver, it will, after some Time, by Fermentation, produce a considerable quantity of Air, which will appear very plainly by the Sinking the Quicksilver in the Gage. Thus also any Animal or Vegetable Substance, putrifying in Vacuo, will produce the same Effect."
There are significant inconsistencies in the archaic nomenclature due to the limited knowledge of chemistry and primitive analytical technology of the era (i.e. based on the chemistry, it is clear the terms were mistakenly assigned to more than one gas by different investigators). Furthermore, in most cases the gases were not pure.
Factitious Airs
Names used for factitious airs may have included:
ammonia
ammonical gas
ammoniac
volatile alkali
alkaline air
gaseous ammonia
azoturetted hydrogen
carbon dioxide
fixed air
Fixed air, or fixible air, is an ancient term for carbon dioxide
Joseph Priestley credited Joseph Black for discovering and coining "fixed air", which was thought to exist in a fixed state in alkaline salts, chalk, and other calcareous substances. Black cons
Document 1:::
An inert gas is a gas that does not readily undergo chemical reactions with other chemical substances and therefore does not readily form chemical compounds. The noble gases often do not react with many substances and were historically referred to as the inert gases. Inert gases are used generally to avoid unwanted chemical reactions degrading a sample. These undesirable chemical reactions are often oxidation and hydrolysis reactions with the oxygen and moisture in air. The term inert gas is context-dependent because several of the noble gases can be made to react under certain conditions.
Purified argon gas is the most commonly used inert gas due to its high natural abundance (78.3% N2, 1% Ar in air) and low relative cost.
Unlike noble gases, an inert gas is not necessarily elemental and is often a compound gas. Like the noble gases, the tendency for non-reactivity is due to the valence, the outermost electron shell, being complete in all the inert gases. This is a tendency, not a rule, as all noble gases and other "inert" gases can react to form compounds under some conditions.
Need and necessity
The inert gases are obtained by fractional distillation of air, with the exception of helium which is separated from a few natural gas sources rich in this element, through cryogenic distillation or membrane separation. For specialized applications, purified inert gas shall be produced by specialized generators on-site. They are often used by chemical tankers and product carriers (smaller vessels). Benchtop specialized generators are also available for laboratories.
Applications on inert gas
Because of the non-reactive properties of inert gases, they are often useful to prevent undesirable chemical reactions from taking place. Food is packed in an inert gas to remove oxygen gas. This prevents bacteria from growing. It also prevents chemical oxidation by oxygen in normal air. An example is the rancidification (caused by oxidation) of edible oils. In food packaging, ine
Document 2:::
2-Nonenal is an unsaturated aldehyde. The colorless liquid is an important aroma component of aged beer and buckwheat.
Odor characteristics
The odor of this substance is perceived as orris, fat and cucumber. Its odor has been associated with human body odor alterations during aging.
Document 3:::
Olfactory glands, also known as Bowman's glands, are a type of nasal gland situated in the part of the olfactory mucosa beneath the olfactory epithelium, that is the lamina propria, a connective tissue also containing fibroblasts, blood vessels and bundles of fine axons from the olfactory neurons.
An olfactory gland consists of an acinus in the lamina propria and a secretory duct going out through the olfactory epithelium.
Electron microscopy studies show that olfactory glands contain cells with large secretory vesicles. Olfactory glands secrete the gel-forming mucin protein MUC5B. They might secrete proteins such as lactoferrin, lysozyme, amylase and IgA, similarly to serous glands. The exact composition of the secretions from olfactory glands is unclear, but there is evidence that they produce odorant-binding protein.
Function
The olfactory glands are tubuloalveolar glands surrounded by olfactory receptors and sustentacular cells in the olfactory epithelium. These glands produce mucous to lubricate the olfactory epithelium and dissolve odorant-containing gases. Several olfactory binding proteins are produced from the olfactory glands that help facilitate the transportation of odorants to the olfactory receptors. These cells exhibit the mRNA to transform growth factor α, stimulating the production of new olfactory receptor cells.
See also
William Bowman
List of distinct cell types in the adult human body
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 is the colorless gas with a sharp, pungent odor used in smelling salts?
A. hydrogen
B. nitrogen
C. ammonia
D. helium
Answer:
|
|
ai2_arc-377
|
multiple_choice
|
Which of these soil changes is due only to natural causes?
|
[
"Loss of minerals due to farming.",
"Deserts forming due to tree cutting.",
"Flooding due to dam construction.",
"Minerals washing out due to heavy rain."
] |
D
|
Relavent Documents:
Document 0:::
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 1:::
There are seven soil deposits in India. They are alluvial soil, black soil, red soil, laterite soil, or arid soil, and forest and mountainous soil,marsh soil. These soils are formed by the sediments brought down by the rivers. They also have varied chemical properties. Sundarbans mangrove swamps are rich in marsh soil.
Major soil deposits
Document 2:::
A soil type is a taxonomic unit in soil science. All soils that share a certain set of well-defined properties form a distinctive soil type. Soil type is a technical term of soil classification, the science that deals with the systematic categorization of soils. Every soil of the world belongs to a certain soil type. Soil type is an abstract term. In nature, you will not find soil types. You will find soils that belong to a certain soil type.
In hierarchical soil classification systems, soil types mostly belong to the higher or intermediate level. A soil type can normally be subdivided into subtypes, and in many systems several soil types can be combined to entities of higher category. However, in the first classification system of the United States (Whitney, 1909), the soil type was the lowest level and the mapping unit.
For the definition of soil types, some systems use primarily such characteristics that are the result of soil-forming processes (pedogenesis). An example is the German soil systematics. Other systems combine characteristics resulting from soil-forming processes and characteristics inherited from the parent material. Examples are the World Reference Base for Soil Resources (WRB) and the USDA soil taxonomy. Other systems do not ask whether the properties are the result of soil formation or not. An example is the Australian Soil Classification.
A convenient way to define a soil type is referring to soil horizons. However, this is not always possible because some very initial soils may not even have a clear development of horizons. For other soils, it may be more convenient to define the soil type just referring to some properties common to the whole soil profile. For example, WRB defines the Arenosols by their sand content. Many soils are more or less strongly influenced by human activities. This is reflected by the definition of many soil types in various classification systems.
Because soil type is a very general and widely used term, many soi
Document 3:::
The World Reference Base for Soil Resources (WRB) is an international soil classification system for naming soils and creating legends for soil maps. The currently valid version is the fourth edition 2022. It is edited by a working group of the International Union of Soil Sciences (IUSS).
Background
History
Since the 19th century, several countries developed national soil classification systems. During the 20th century, the need for an international soil classification system became more and more obvious.
From 1971 to 1981, the Food and Agriculture Organization (FAO) and UNESCO published the Soil Map of the World, 10 volumes, scale 1 : 5 M). The Legend for this map, published in 1974 under the leadership of Rudi Dudal, became the FAO soil classification. Many ideas from national soil classification systems were brought together in this worldwide-applicable system, among them the idea of diagnostic horizons as established in the '7th approximation to the USDA soil taxonomy' from 1960. The next step was the Revised Legend of the Soil Map of the World, published in 1988.
In 1982, the International Soil Science Society (ISSS; now: International Union of Soil Sciences, IUSS) established a working group named International Reference Base for Soil Classification (IRB). Chair of this working group was Ernst Schlichting. Its mandate was to develop an international soil classification system that should better consider soil-forming processes than the FAO soil classification. Drafts were presented in 1982 and 1990.
In 1992, the IRB working group decided to develop a new system named World Reference Base for Soil Resources (WRB) that should further develop the Revised Legend of the FAO soil classification and include some ideas of the more systematic IRB approach. Otto Spaargaren (International Soil Reference and Information Centre) and Freddy Nachtergaele (FAO) were nominated to prepare a draft. This draft was presented at the 15th World Congress of Soil Science in Acapu
Document 4:::
Soil fertility refers to the ability of soil to sustain agricultural plant growth, i.e. to provide plant habitat and result in sustained and consistent yields of high quality. It also refers to the soil's ability to supply plant/crop nutrients in the right quantities and qualities over a sustained period of time. A fertile soil has the following properties:
The ability to supply essential plant nutrients and water in adequate amounts and proportions for plant growth and reproduction; and
The absence of toxic substances which may inhibit plant growth e.g Fe2+ which leads to nutrient toxicity.
The following properties contribute to soil fertility in most situations:
Sufficient soil depth for adequate root growth and water retention;
Good internal drainage, allowing sufficient aeration for optimal root growth (although some plants, such as rice, tolerate waterlogging);
Topsoil or horizon O is with sufficient soil organic matter for healthy soil structure and soil moisture retention;
Soil pH in the range 5.5 to 7.0 (suitable for most plants but some prefer or tolerate more acid or alkaline conditions);
Adequate concentrations of essential plant nutrients in plant-available forms;
Presence of a range of microorganisms that support plant growth.
In lands used for agriculture and other human activities, maintenance of soil fertility typically requires the use of soil conservation practices. This is because soil erosion and other forms of soil degradation generally result in a decline in quality with respect to one or more of the aspects indicated above.
Soil fertilization
Bioavailable phosphorus (available to soil life) is the element in soil that is most often lacking. Nitrogen and potassium are also needed in substantial amounts. For this reason these three elements are always identified on a commercial fertilizer analysis. For example, a 10-10-15 fertilizer has 10 percent nitrogen, 10 percent available phosphorus (P2O5) and 15 percent water-soluble potassiu
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which of these soil changes is due only to natural causes?
A. Loss of minerals due to farming.
B. Deserts forming due to tree cutting.
C. Flooding due to dam construction.
D. Minerals washing out due to heavy rain.
Answer:
|
|
scienceQA-4567
|
multiple_choice
|
What do these two changes have in common?
snowflakes forming in a cloud
water boiling on a stove
|
[
"Both are caused by heating.",
"Both are chemical changes.",
"Both are only physical changes.",
"Both are caused by cooling."
] |
C
|
Step 1: Think about each change.
Snowflakes forming in a cloud is a change of state. So, it is a physical change. Liquid water freezes and becomes solid, but it is still made of water. A different type of matter is not formed.
Water boiling on the stove is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.
Step 2: Look at each answer choice.
Both are only physical changes.
Both changes are physical changes. No new matter is created.
Both are chemical changes.
Both changes are physical changes. They are not chemical changes.
Both are caused by heating.
Water boiling is caused by heating. But snowflakes forming in a cloud is not.
Both are caused by cooling.
A snowflake begins to form when a tiny drop of liquid water in a cloud freezes. This is caused by cooling. But water boiling is not.
|
Relavent Documents:
Document 0:::
Physical changes are changes affecting the form of a chemical substance, but not its chemical composition. Physical changes are used to separate mixtures into their component compounds, but can not usually be used to separate compounds into chemical elements or simpler compounds.
Physical changes occur when objects or substances undergo a change that does not change their chemical composition. This contrasts with the concept of chemical change in which the composition of a substance changes or one or more substances combine or break up to form new substances. In general a physical change is reversible using physical means. For example, salt dissolved in water can be recovered by allowing the water to evaporate.
A physical change involves a change in physical properties. Examples of physical properties include melting, transition to a gas, change of strength, change of durability, changes to crystal form, textural change, shape, size, color, volume and density.
An example of a physical change is the process of tempering steel to form a knife blade. A steel blank is repeatedly heated and hammered which changes the hardness of the steel, its flexibility and its ability to maintain a sharp edge.
Many physical changes also involve the rearrangement of atoms most noticeably in the formation of crystals. Many chemical changes are irreversible, and many physical changes are reversible, but reversibility is not a certain criterion for classification. Although chemical changes may be recognized by an indication such as odor, color change, or production of a gas, every one of these indicators can result from physical change.
Examples
Heating and cooling
Many elements and some compounds change from solids to liquids and from liquids to gases when heated and the reverse when cooled. Some substances such as iodine and carbon dioxide go directly from solid to gas in a process called sublimation.
Magnetism
Ferro-magnetic materials can become magnetic. The process is reve
Document 1:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 2:::
In physics, a dynamical system is said to be mixing if the phase space of the system becomes strongly intertwined, according to at least one of several mathematical definitions. For example, a measure-preserving transformation T is said to be strong mixing if
whenever A and B are any measurable sets and μ is the associated measure. Other definitions are possible, including weak mixing and topological mixing.
The mathematical definition of mixing is meant to capture the notion of physical mixing. A canonical example is the Cuba libre: suppose one is adding rum (the set A) to a glass of cola. After stirring the glass, the bottom half of the glass (the set B) will contain rum, and it will be in equal proportion as it is elsewhere in the glass. The mixing is uniform: no matter which region B one looks at, some of A will be in that region. A far more detailed, but still informal description of mixing can be found in the article on mixing (mathematics).
Every mixing transformation is ergodic, but there are ergodic transformations which are not mixing.
Physical mixing
The mixing of gases or liquids is a complex physical process, governed by a convective diffusion equation that may involve non-Fickian diffusion as in spinodal decomposition. The convective portion of the governing equation contains fluid motion terms that are governed by the Navier–Stokes equations. When fluid properties such as viscosity depend on composition, the governing equations may be coupled. There may also be temperature effects. It is not clear that fluid mixing processes are mixing in the mathematical sense.
Small rigid objects (such as rocks) are sometimes mixed in a rotating drum or tumbler. The 1969 Selective Service draft lottery was carried out by mixing plastic capsules which contained a slip of paper (marked with a day of the year).
See also
Miscibility
Document 3:::
In chemistry, coalescence is a process in which two phase domains of the same composition come together and form a larger phase domain. In other words, the process by which two or more separate masses of miscible substances
seem to "pull" each other together should they make the slightest
contact.
Document 4:::
The Stefan flow, occasionally called Stefan's flow, is a transport phenomenon concerning the movement of a chemical species by a flowing fluid (typically in the gas phase) that is induced to flow by the production or removal of the species at an interface. Any process that adds the species of interest to or removes it from the flowing fluid may cause the Stefan flow, but the most common processes include evaporation, condensation, chemical reaction, sublimation, ablation, adsorption, absorption, and desorption. It was named after the Slovenian physicist, mathematician, and poet Josef Stefan for his early work on calculating evaporation rates.
The Stefan flow is distinct from diffusion as described by Fick's law, but diffusion almost always also occurs in multi-species systems that are experiencing the Stefan flow. In systems undergoing one of the species addition or removal processes mentioned previously, the addition or removal generates a mean flow in the flowing fluid as the fluid next to the interface is displaced by the production or removal of additional fluid by the processes occurring at the interface. The transport of the species by this mean flow is the Stefan flow. When concentration gradients of the species are also present, diffusion transports the species relative to the mean flow. The total transport rate of the species is then given by a summation of the Stefan flow and diffusive contributions.
An example of the Stefan flow occurs when a droplet of liquid evaporates in air. In this case, the vapor/air mixture surrounding the droplet is the flowing fluid, and liquid/vapor boundary of the droplet is the interface. As heat is absorbed by the droplet from the environment, some of the liquid evaporates into vapor at the surface of the droplet, and flows away from the droplet as it is displaced by additional vapor evaporating from the droplet. This process causes the flowing medium to move away from the droplet at some mean speed that is dependent on
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?
snowflakes forming in a cloud
water boiling on a stove
A. Both are caused by heating.
B. Both are chemical changes.
C. Both are only physical changes.
D. Both are caused by cooling.
Answer:
|
sciq-5578
|
multiple_choice
|
What forms the changing shapes of sand dunes?
|
[
"magnetism",
"humidity",
"wind",
"temperature"
] |
C
|
Relavent Documents:
Document 0:::
The Physics of Blown Sand and Desert Dunes is a scientific book written by Ralph A. Bagnold. The book laid the foundations of the scientific investigation of the transport of sand by wind. It also discusses the formation and movement of sand dunes in the Libyan Desert. During his expeditions into the Libyan Desert, Bagnold had been fascinated by the shapes of the sand dunes, and after returning to England he built a wind tunnel and conducted the experiments which are the basis of the book.
Bagnold finished writing the book in 1939, and it was first published on 26 June 1941. A reprinted version, with minor revisions by Bagnold, was published by Chapman and Hall in 1953, and reprinted again in 1971. The book was reissued by Dover Publications in 2005.
The book explores the movement of sand in desert environments, with a particular emphasis on how wind affects the formation and movement of dunes and ripples. Bagnold's interest in this subject was spurred by his extensive desert expeditions, during which he observed various sand storms. One pivotal observation was that the movement of sand, unlike that of dust, predominantly occurs near the ground, within a height of one metre, and was less influenced by large-scale eddy currents in the air.
The book emphasises the feasibility of replicating these natural phenomena under controlled conditions in a laboratory. By using a wind tunnel, Bagnold sought to gain a deeper understanding of the physics governing the interaction between airstreams and sand grains, and vice versa. His aim was to ensure that findings from controlled experiments mirrored real-world conditions, with verifications of these laboratory results conducted through field observations in the Libyan Desert in the late 1930s.
Bagnold delineates his research into two distinct stages. The first, which constitutes the primary focus of the book, investigates the dynamics of sand movement across mostly flat terrains. This includes understanding how sand is l
Document 1:::
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 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:::
Sediment transport is the movement of solid particles (sediment), typically due to a combination of gravity acting on the sediment, and the movement of the fluid in which the sediment is entrained. Sediment transport occurs in natural systems where the particles are clastic rocks (sand, gravel, boulders, etc.), mud, or clay; the fluid is air, water, or ice; and the force of gravity acts to move the particles along the sloping surface on which they are resting. Sediment transport due to fluid motion occurs in rivers, oceans, lakes, seas, and other bodies of water due to currents and tides. Transport is also caused by glaciers as they flow, and on terrestrial surfaces under the influence of wind. Sediment transport due only to gravity can occur on sloping surfaces in general, including hillslopes, scarps, cliffs, and the continental shelf—continental slope boundary.
Sediment transport is important in the fields of sedimentary geology, geomorphology, civil engineering, hydraulic engineering and environmental engineering (see applications, below). Knowledge of sediment transport is most often used to determine whether erosion or deposition will occur, the magnitude of this erosion or deposition, and the time and distance over which it will occur.
Mechanisms
Aeolian
Aeolian or eolian (depending on the parsing of æ) is the term for sediment transport by wind. This process results in the formation of ripples and sand dunes. Typically, the size of the transported sediment is fine sand (<1 mm) and smaller, because air is a fluid with low density and viscosity, and can therefore not exert very much shear on its bed.
Bedforms are generated by aeolian sediment transport in the terrestrial near-surface environment. Ripples and dunes form as a natural self-organizing response to sediment transport.
Aeolian sediment transport is common on beaches and in the arid regions of the world, because it is in these environments that vegetation does not prevent the presence and motion
Document 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What forms the changing shapes of sand dunes?
A. magnetism
B. humidity
C. wind
D. temperature
Answer:
|
|
sciq-5381
|
multiple_choice
|
What group of animals has permeable skin that makes them vulnerable to pollution?
|
[
"fish",
"reptiles",
"mammals",
"amphibians"
] |
D
|
Relavent Documents:
Document 0:::
Animals are multicellular eukaryotic organisms in the biological kingdom Animalia. With few exceptions, animals consume organic material, breathe oxygen, are able to move, reproduce sexually, and grow from a hollow sphere of cells, the blastula, during embryonic development. Over 1.5 million living animal species have been described—of which around 1 million are insects—but it has been estimated there are over 7 million in total. Animals range in size from 8.5 millionths of a metre to long and have complex interactions with each other and their environments, forming intricate food webs. The study of animals is called zoology.
Animals may be listed or indexed by many criteria, including taxonomy, status as endangered species, their geographical location, and their portrayal and/or naming in human culture.
By common name
List of animal names (male, female, young, and group)
By aspect
List of common household pests
List of animal sounds
List of animals by number of neurons
By domestication
List of domesticated animals
By eating behaviour
List of herbivorous animals
List of omnivores
List of carnivores
By endangered status
IUCN Red List endangered species (Animalia)
United States Fish and Wildlife Service list of endangered species
By extinction
List of extinct animals
List of extinct birds
List of extinct mammals
List of extinct cetaceans
List of extinct butterflies
By region
Lists of amphibians by region
Lists of birds by region
Lists of mammals by region
Lists of reptiles by region
By individual (real or fictional)
Real
Lists of snakes
List of individual cats
List of oldest cats
List of giant squids
List of individual elephants
List of historical horses
List of leading Thoroughbred racehorses
List of individual apes
List of individual bears
List of giant pandas
List of individual birds
List of individual bovines
List of individual cetaceans
List of individual dogs
List of oldest dogs
List of individual monkeys
List of individual pigs
List of w
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:::
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 3:::
The University of Michigan Biological Station (UMBS) is a research and teaching facility operated by the University of Michigan. It is located on the south shore of Douglas Lake in Cheboygan County, Michigan. The station consists of 10,000 acres (40 km2) of land near Pellston, Michigan in the northern Lower Peninsula of Michigan and 3,200 acres (13 km2) on Sugar Island in the St. Mary's River near Sault Ste. Marie, in the Upper Peninsula. It is one of only 28 Biosphere Reserves in the United States.
Overview
Founded in 1909, it has grown to include approximately 150 buildings, including classrooms, student cabins, dormitories, a dining hall, and research facilities. Undergraduate and graduate courses are available in the spring and summer terms. It has a full-time staff of 15.
In the 2000s, UMBS is increasingly focusing on the measurement of climate change. Its field researchers are gauging the impact of global warming and increased levels of atmospheric carbon dioxide on the ecosystem of the upper Great Lakes region, and are using field data to improve the computer models used to forecast further change. Several archaeological digs have been conducted at the station as well.
UMBS field researchers sometimes call the station "bug camp" amongst themselves. This is believed to be due to the number of mosquitoes and other insects present. It is also known as "The Bio-Station".
The UMBS is also home to Michigan's most endangered species and one of the most endangered species in the world: the Hungerford's Crawling Water Beetle. The species lives in only five locations in the world, two of which are in Emmet County. One of these, a two and a half mile stretch downstream from the Douglas Road crossing of the East Branch of the Maple River supports the only stable population of the Hungerford's Crawling Water Beetle, with roughly 1000 specimens. This area, though technically not part of the UMBS is largely within and along the boundary of the University of Michigan
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Injury in animals is damage to the body caused by wounding, change in pressure, heat or cold, chemical substances, venoms and biotoxins. Injury prompts an inflammatory response in many taxa of animals; this prompts wound healing, which may be rapid, as in the Cnidaria.
Causes
Injuries to animals including humans can be caused by wounding, change in pressure, heat or cold, chemical substances, venoms and biotoxins. Such damage may result from attempted predation, territorial fights, falls, and abiotic factors.
Human activities such as trawling can cause wound injury to a high proportion of seabed invertebrates; a study of a Nephrops lobster fishery found that all the discarded Ophiura ophiura brittlestars were injured, along with 57% of the Munida rugosa squat lobsters and 56% of the Astropecten irregularis starfish. Species with stronger shells such as scallops were less often injured. A study of beam trawling in contrast found survival rates over 75% for bottom-living invertebrates.
Effects
Injury causes multiple effects at different biological levels from molecular and cellular to physiological, organismal, behavioural, and ecological. These include such harmful effects as direct damage to cells and tissues; loss of energy reserves; stress responses and changes to immune function; defensive behaviour; and reduced ability to move, feed, reproduce, and compete. In addition, injury sets off a chain of responses that tend to restore structure and function.
Immune responses
The tissues of many animals respond to injury with inflammation, resulting in repair of the wound. Inflammation occurs in many taxa, but the nature of the response varies widely. In Hydra, a cnidarian, damage to the area around the mouth is fully healed within 20 minutes.
Animals in several phyla, including annelids, arthropods, cnidaria, molluscs, nematodes, and vertebrates are able to produce antimicrobial peptides to fight off infection following an injury.
Wound occlusion
Many anim
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What group of animals has permeable skin that makes them vulnerable to pollution?
A. fish
B. reptiles
C. mammals
D. amphibians
Answer:
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ai2_arc-428
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multiple_choice
|
Soils change both through natural processes and as a result of human activity. Which of the following soil changes is due only to natural causes?
|
[
"degradation of nutrients due to pesticides",
"formation of deserts due to tree felling",
"flooding due to dam construction",
"removal of nutrients due to heavy rains"
] |
D
|
Relavent Documents:
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Soil biodiversity refers to the relationship of soil to biodiversity and to aspects of the soil that can be managed in relative to biodiversity. Soil biodiversity relates to some catchment management considerations.
Biodiversity
According to the Australian Department of the Environment and Water Resources, biodiversity is "the variety of life: the different plants, animals and micro-organisms, their genes and the ecosystems of which they are a part." Biodiversity and soil are strongly linked, because soil is the medium for a large variety of organisms, and interacts closely with the wider biosphere. Conversely, biological activity is a primary factor in the physical and chemical formation of soils.
Soil provides a vital habitat, primarily for microbes (including bacteria and fungi), but also for microfauna (such as protozoa and nematodes), mesofauna (such as microarthropods and enchytraeids), and macrofauna (such as earthworms, termites, and millipedes). The primary role of soil biota is to recycle organic matter that is derived from the "above-ground plant-based food web".
Soil is in close cooperation with the wider biosphere. The maintenance of fertile soil is "one of the most vital ecological services the living world performs", and the "mineral and organic contents of soil must be replenished constantly as plants consume soil elements and pass them up the food chain".
The correlation of soil and biodiversity can be observed spatially. For example, both natural and agricultural vegetation boundaries correspond closely to soil boundaries, even at continental and global scales.
A "subtle synchrony" is how Baskin (1997) describes the relationship that exists between the soil and the diversity of life, above and below the ground. It is not surprising that soil management has a direct effect on biodiversity. This includes practices that influence soil volume, structure, biological, and chemical characteristics, and whether soil exhibits adverse effects such as re
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The World Reference Base for Soil Resources (WRB) is an international soil classification system for naming soils and creating legends for soil maps. The currently valid version is the fourth edition 2022. It is edited by a working group of the International Union of Soil Sciences (IUSS).
Background
History
Since the 19th century, several countries developed national soil classification systems. During the 20th century, the need for an international soil classification system became more and more obvious.
From 1971 to 1981, the Food and Agriculture Organization (FAO) and UNESCO published the Soil Map of the World, 10 volumes, scale 1 : 5 M). The Legend for this map, published in 1974 under the leadership of Rudi Dudal, became the FAO soil classification. Many ideas from national soil classification systems were brought together in this worldwide-applicable system, among them the idea of diagnostic horizons as established in the '7th approximation to the USDA soil taxonomy' from 1960. The next step was the Revised Legend of the Soil Map of the World, published in 1988.
In 1982, the International Soil Science Society (ISSS; now: International Union of Soil Sciences, IUSS) established a working group named International Reference Base for Soil Classification (IRB). Chair of this working group was Ernst Schlichting. Its mandate was to develop an international soil classification system that should better consider soil-forming processes than the FAO soil classification. Drafts were presented in 1982 and 1990.
In 1992, the IRB working group decided to develop a new system named World Reference Base for Soil Resources (WRB) that should further develop the Revised Legend of the FAO soil classification and include some ideas of the more systematic IRB approach. Otto Spaargaren (International Soil Reference and Information Centre) and Freddy Nachtergaele (FAO) were nominated to prepare a draft. This draft was presented at the 15th World Congress of Soil Science in Acapu
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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
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Soil fertility refers to the ability of soil to sustain agricultural plant growth, i.e. to provide plant habitat and result in sustained and consistent yields of high quality. It also refers to the soil's ability to supply plant/crop nutrients in the right quantities and qualities over a sustained period of time. A fertile soil has the following properties:
The ability to supply essential plant nutrients and water in adequate amounts and proportions for plant growth and reproduction; and
The absence of toxic substances which may inhibit plant growth e.g Fe2+ which leads to nutrient toxicity.
The following properties contribute to soil fertility in most situations:
Sufficient soil depth for adequate root growth and water retention;
Good internal drainage, allowing sufficient aeration for optimal root growth (although some plants, such as rice, tolerate waterlogging);
Topsoil or horizon O is with sufficient soil organic matter for healthy soil structure and soil moisture retention;
Soil pH in the range 5.5 to 7.0 (suitable for most plants but some prefer or tolerate more acid or alkaline conditions);
Adequate concentrations of essential plant nutrients in plant-available forms;
Presence of a range of microorganisms that support plant growth.
In lands used for agriculture and other human activities, maintenance of soil fertility typically requires the use of soil conservation practices. This is because soil erosion and other forms of soil degradation generally result in a decline in quality with respect to one or more of the aspects indicated above.
Soil fertilization
Bioavailable phosphorus (available to soil life) is the element in soil that is most often lacking. Nitrogen and potassium are also needed in substantial amounts. For this reason these three elements are always identified on a commercial fertilizer analysis. For example, a 10-10-15 fertilizer has 10 percent nitrogen, 10 percent available phosphorus (P2O5) and 15 percent water-soluble potassiu
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A soil type is a taxonomic unit in soil science. All soils that share a certain set of well-defined properties form a distinctive soil type. Soil type is a technical term of soil classification, the science that deals with the systematic categorization of soils. Every soil of the world belongs to a certain soil type. Soil type is an abstract term. In nature, you will not find soil types. You will find soils that belong to a certain soil type.
In hierarchical soil classification systems, soil types mostly belong to the higher or intermediate level. A soil type can normally be subdivided into subtypes, and in many systems several soil types can be combined to entities of higher category. However, in the first classification system of the United States (Whitney, 1909), the soil type was the lowest level and the mapping unit.
For the definition of soil types, some systems use primarily such characteristics that are the result of soil-forming processes (pedogenesis). An example is the German soil systematics. Other systems combine characteristics resulting from soil-forming processes and characteristics inherited from the parent material. Examples are the World Reference Base for Soil Resources (WRB) and the USDA soil taxonomy. Other systems do not ask whether the properties are the result of soil formation or not. An example is the Australian Soil Classification.
A convenient way to define a soil type is referring to soil horizons. However, this is not always possible because some very initial soils may not even have a clear development of horizons. For other soils, it may be more convenient to define the soil type just referring to some properties common to the whole soil profile. For example, WRB defines the Arenosols by their sand content. Many soils are more or less strongly influenced by human activities. This is reflected by the definition of many soil types in various classification systems.
Because soil type is a very general and widely used term, many soi
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Soils change both through natural processes and as a result of human activity. Which of the following soil changes is due only to natural causes?
A. degradation of nutrients due to pesticides
B. formation of deserts due to tree felling
C. flooding due to dam construction
D. removal of nutrients due to heavy rains
Answer:
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sciq-3520
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multiple_choice
|
Despite their name, what scientists study the atmosphere rather than colliding space rocks?
|
[
"meteorologists",
"forecasters",
"astronauts",
"astronomers"
] |
A
|
Relavent Documents:
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A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field.
Overview
The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion.
With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies.
Example programs
The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University.
A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes
Document 1:::
The mathematical sciences are a group of areas of study that includes, in addition to mathematics, those academic disciplines that are primarily mathematical in nature but may not be universally considered subfields of mathematics proper.
Statistics, for example, is mathematical in its methods but grew out of bureaucratic and scientific observations, which merged with inverse probability and then grew through applications in some areas of physics, biometrics, and the social sciences to become its own separate, though closely allied, field. Theoretical astronomy, theoretical physics, theoretical and applied mechanics, continuum mechanics, mathematical chemistry, actuarial science, computer science, computational science, data science, operations research, quantitative biology, control theory, econometrics, geophysics and mathematical geosciences are likewise other fields often considered part of the mathematical sciences.
Some institutions offer degrees in mathematical sciences (e.g. the United States Military Academy, Stanford University, and University of Khartoum) or applied mathematical sciences (for example, the University of Rhode Island).
See also
Document 2:::
A scholar is a person who is a researcher or has expertise in an academic discipline. A scholar can also be an academic, who works as a professor, teacher, or researcher at a university. An academic usually holds an advanced degree or a terminal degree, such as a master's degree or a doctorate (PhD). Independent scholars and public intellectuals work outside of the academy yet may publish in academic journals and participate in scholarly public discussion.
Definitions
In contemporary English usage, the term scholar sometimes is equivalent to the term academic, and describes a university-educated individual who has achieved intellectual mastery of an academic discipline, as instructor and as researcher. Moreover, before the establishment of universities, the term scholar identified and described an intellectual person whose primary occupation was professional research. In 1847, minister Emanuel Vogel Gerhart spoke of the role of the scholar in society:
Gerhart argued that a scholar can not be focused on a single discipline, contending that knowledge of multiple disciplines is necessary to put each into context and to inform the development of each:
A 2011 examination outlined the following attributes commonly accorded to scholars as "described by many writers, with some slight variations in the definition":
Scholars may rely on the scholarly method or scholarship, a body of principles and practices used by scholars to make their claims about the world as valid and trustworthy as possible, and to make them known to the scholarly public. It is the methods that systemically advance the teaching, research, and practice of a given scholarly or academic field of study through rigorous inquiry. Scholarship is creative, can be documented, can be replicated or elaborated, and can be and is peer-reviewed through various methods.
Role in society
Scholars have generally been upheld as creditable figures of high social standing, who are engaged in work important to society.
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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
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The STEM (Science, Technology, Engineering, and Mathematics) pipeline is a critical infrastructure for fostering the development of future scientists, engineers, and problem solvers. It's the educational and career pathway that guides individuals from early childhood through to advanced research and innovation in STEM-related fields.
Description
The "pipeline" metaphor is based on the idea that having sufficient graduates requires both having sufficient input of students at the beginning of their studies, and retaining these students through completion of their academic program. The STEM pipeline is a key component of workplace diversity and of workforce development that ensures sufficient qualified candidates are available to fill scientific and technical positions.
The STEM pipeline was promoted in the United States from the 1970s onwards, as “the push for STEM (science, technology, engineering, and mathematics) education appears to have grown from a concern for the low number of future professionals to fill STEM jobs and careers and economic and educational competitiveness.”
Today, this metaphor is commonly used to describe retention problems in STEM fields, called “leaks” in the pipeline. For example, the White House reported in 2012 that 80% of minority groups and women who enroll in a STEM field switch to a non-STEM field or drop out during their undergraduate education. These leaks often vary by field, gender, ethnic and racial identity, socioeconomic background, and other factors, drawing attention to structural inequities involved in STEM education and careers.
Current efforts
The STEM pipeline concept is a useful tool for programs aiming at increasing the total number of graduates, and is especially important in efforts to increase the number of underrepresented minorities and women in STEM fields. Using STEM methodology, educational policymakers can examine the quantity and retention of students at all stages of the K–12 educational process and beyo
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Despite their name, what scientists study the atmosphere rather than colliding space rocks?
A. meteorologists
B. forecasters
C. astronauts
D. astronomers
Answer:
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|
ai2_arc-306
|
multiple_choice
|
If an experiment results in data that do not support the hypothesis, what is the most likely step to take next?
|
[
"Change the data to support the hypothesis.",
"Perform the experiment without using control groups.",
"Make observations and form another testable hypothesis.",
"Perform the experiment using a larger number of variables."
] |
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 glossary of terms used in experimental research.
Concerned fields
Statistics
Experimental design
Estimation theory
Glossary
Alias: When the estimate of an effect also includes the influence of one or more other effects (usually high order interactions) the effects are said to be aliased (see confounding). For example, if the estimate of effect D in a four factor experiment actually estimates (D + ABC), then the main effect D is aliased with the 3-way interaction ABC. Note: This causes no difficulty when the higher order interaction is either non-existent or insignificant.
Analysis of variance (ANOVA): A mathematical process for separating the variability of a group of observations into assignable causes and setting up various significance tests.
Balanced design: An experimental design where all cells (i.e. treatment combinations) have the same number of observations.
Blocking: A schedule for conducting treatment combinations in an experimental study such that any effects on the experimental results due to a known change in raw materials, operators, machines, etc., become concentrated in the levels of the blocking variable. Note: the reason for blocking is to isolate a systematic effect and prevent it from obscuring the main effects. Blocking is achieved by restricting randomization.
Center Points: Points at the center value of all factor ranges.
Coding Factor Levels: Transforming the scale of measurement for a factor so that the high value becomes +1 and the low value becomes -1 (see scaling). After coding all factors in a 2-level full factorial experiment, the design matrix has all orthogonal columns. Coding is a simple linear transformation of the original measurement scale. If the "high" value is Xh and the "low" value is XL (in the original scale), then the scaling transformation takes any original X value and converts it to (X − a)/b, where a = (Xh + XL)/2 and b = (Xh−XL)/2. To go back to the original measurement scale, just take the coded value a
Document 2:::
The Design of Experiments is a 1935 book by the English statistician Ronald Fisher about the design of experiments and is considered a foundational work in experimental design. Among other contributions, the book introduced the concept of the null hypothesis in the context of the lady tasting tea experiment. A chapter is devoted to the Latin square.
Chapters
Introduction
The principles of experimentation, illustrated by a psycho-physical experiment
A historical experiment on growth rate
An agricultural experiment in randomized blocks
The Latin square
The factorial design in experimentation
Confounding
Special cases of partial confounding
The increase of precision by concomitant measurements. Statistical Control
The generalization of null hypotheses. Fiducial probability
The measurement of amount of information in general
Quotations regarding the null hypothesis
Fisher introduced the null hypothesis by an example, the now famous Lady tasting tea experiment, as a casual wager. She claimed the ability to determine the means of tea preparation by taste. Fisher proposed an experiment and an analysis to test her claim. She was to be offered 8 cups of tea, 4 prepared by each method, for determination. He proposed the null hypothesis that she possessed no such ability, so she was just guessing. With this assumption, the number of correct guesses (the test statistic) formed a hypergeometric distribution. Fisher calculated that her chance of guessing all cups correctly was 1/70. He was provisionally willing to concede her ability (rejecting the null hypothesis) in this case only. Having an example, Fisher commented:
"...the null hypothesis is never proved or established, but is possibly disproved, in the course of experimentation. Every experiment may be said to exist only in order to give the facts a chance of disproving the null hypothesis."
"...the null hypothesis must be exact, that is free from vagueness and ambiguity, because it must supply the
Document 3:::
Statistical literacy is the ability to understand and reason with statistics and data. The abilities to understand and reason with data, or arguments that use data, are necessary for citizens to understand material presented in publications such as newspapers, television, and the Internet. However, scientists also need to develop statistical literacy so that they can both produce rigorous and reproducible research and consume it. Numeracy is an element of being statistically literate and in some models of statistical literacy, or for some populations (e.g., students in kindergarten through 12th grade/end of secondary school), it is a prerequisite skill. Being statistically literate is sometimes taken to include having the abilities to both critically evaluate statistical material and appreciate the relevance of statistically-based approaches to all aspects of life in general or to the evaluating, design, and/or production of scientific work.
Promoting statistical literacy
Each day people are inundated with statistical information from advertisements ("4 out of 5 dentists recommend"), news reports ("opinion poll show the incumbent leading by four points"), and even general conversation ("half the time I don't know what you're talking about"). Experts and advocates often use numerical claims to bolster their arguments, and statistical literacy is a necessary skill to help one decide what experts mean and which advocates to believe. This is important because statistics can be made to produce misrepresentations of data that may seem valid. The aim of statistical literacy proponents is to improve the public understanding of numbers and figures.
Health decisions are often manifest as statistical decision problems but few doctors or patients are well equipped to engage with these data.
Results of opinion polling are often cited by news organizations, but the quality of such polls varies considerably. Some understanding of the statistical technique of sampling is nec
Document 4:::
The Force Concept Inventory is a test measuring mastery of concepts commonly taught in a first semester of physics developed by Hestenes, Halloun, Wells, and Swackhamer (1985). It was the first such "concept inventory" and several others have been developed since for a variety of topics. The FCI was designed to assess student understanding of the Newtonian concepts of force. Hestenes (1998) found that while "nearly 80% of the [students completing introductory college physics courses] could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered.
The 1995 version has 30 five-way multiple choice questions.
Example question (question 4):
Gender differences
The FCI shows a gender difference in favor of males that has been the subject of some research in regard to gender equity in education. Men score on average about 10% higher.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
If an experiment results in data that do not support the hypothesis, what is the most likely step to take next?
A. Change the data to support the hypothesis.
B. Perform the experiment without using control groups.
C. Make observations and form another testable hypothesis.
D. Perform the experiment using a larger number of variables.
Answer:
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|
sciq-9928
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multiple_choice
|
Glucose, fructose, and other sugars that have six carbons are called what?
|
[
"fluxes",
"catalysts",
"hexoses",
"alcohols"
] |
C
|
Relavent Documents:
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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
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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:::
GRE Subject Biochemistry, Cell and Molecular Biology was a standardized exam provided by ETS (Educational Testing Service) that was discontinued in December 2016. It is a paper-based exam and there are no computer-based versions of it. ETS places this exam three times per year: once in April, once in October and once in November. Some graduate programs in the United States recommend taking this exam, while others require this exam score as a part of the application to their graduate programs. ETS sends a bulletin with a sample practice test to each candidate after registration for the exam. There are 180 questions within the biochemistry subject test.
Scores are scaled and then reported as a number between 200 and 990; however, in recent versions of the test, the maximum and minimum reported scores have been 760 (corresponding to the 99 percentile) and 320 (1 percentile) respectively. The mean score for all test takers from July, 2009, to July, 2012, was 526 with a standard deviation of 95.
After learning that test content from editions of the GRE® Biochemistry, Cell and Molecular Biology (BCM) Test has been compromised in Israel, ETS made the decision not to administer this test worldwide in 2016–17.
Content specification
Since many students who apply to graduate programs in biochemistry do so during the first half of their fourth year, the scope of most questions is largely that of the first three years of a standard American undergraduate biochemistry curriculum. A sampling of test item content is given below:
Biochemistry (36%)
A Chemical and Physical Foundations
Thermodynamics and kinetics
Redox states
Water, pH, acid-base reactions and buffers
Solutions and equilibria
Solute-solvent interactions
Chemical interactions and bonding
Chemical reaction mechanisms
B Structural Biology: Structure, Assembly, Organization and Dynamics
Small molecules
Macromolecules (e.g., nucleic acids, polysaccharides, proteins and complex lipids)
Supramolecular complexes (e.g.
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Fructolysis refers to the metabolism of fructose from dietary sources. Though the metabolism of glucose through glycolysis uses many of the same enzymes and intermediate structures as those in fructolysis, the two sugars have very different metabolic fates in human metabolism. Unlike glucose, which is directly metabolized widely in the body, fructose is almost entirely metabolized in the liver in humans, where it is directed toward replenishment of liver glycogen and triglyceride synthesis. Under one percent of ingested fructose is directly converted to plasma triglyceride. 29% - 54% of fructose is converted in liver to glucose, and about a quarter of fructose is converted to lactate. 15% - 18% is converted to glycogen. Glucose and lactate are then used normally as energy to fuel cells all over the body.
Fructose is a dietary monosaccharide present naturally in fruits and vegetables, either as free fructose or as part of the disaccharide sucrose, and as its polymer inulin. It is also present in the form of refined sugars including granulated sugars (white crystalline table sugar, brown sugar, confectioner's sugar, and turbinado sugar), refined crystalline fructose , as high fructose corn syrups as well as in honey. About 10% of the calories contained in the Western diet are supplied by fructose (approximately 55 g/day).
Unlike glucose, fructose is not an insulin secretagogue, and can in fact lower circulating insulin. In addition to the liver, fructose is metabolized in the intestines, testis, kidney, skeletal muscle, fat tissue and brain, but it is not transported into cells via insulin-sensitive pathways (insulin regulated transporters GLUT1 and GLUT4). Instead, fructose is taken in by GLUT5. Fructose in muscles and adipose tissue is phosphorylated by hexokinase.
Fructolysis and glycolysis are independent pathways
Although the metabolism of fructose and glucose share many of the same intermediate structures, they have very different metabolic fates in human me
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Glucose, fructose, and other sugars that have six carbons are called what?
A. fluxes
B. catalysts
C. hexoses
D. alcohols
Answer:
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sciq-4149
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multiple_choice
|
What should a pregnant woman avoid while pregnant?
|
[
"toxic substances",
"rest and relaxation",
"vitamins",
"healthy food"
] |
A
|
Relavent Documents:
Document 0:::
Pregnant women have historically been excluded from clinical research due to ethical concerns about harming the fetus or the perception of increased risk to the woman. Excluding pregnant women from research has also been called unethical, as it results in a scarcity of data about how therapies affect pregnant women and their fetuses. Despite consensus from bioethicists, researchers, and regulators that pregnant women should be included in clinical research, up to 95% of Phase IV clinical trials that could have included pregnant women did not, according to a 2013 review.
Ethical considerations
There are several points of concern regarding clinical research with pregnant women. Some concern is related to the idea that the fetus cannot give consent to participate in the research. Some clinical research could also result in unexpected harm to the fetus. Other concerns are that pregnant women are potentially more vulnerable to negative side effects than other populations. It has also been hypothesized that pregnant women could be more susceptible to coercion than non-pregnant adults. There is insufficient data to support either of these two latter concerns, according to a 2020 review.
Conversely, the exclusion of pregnant women from clinical research has also been called unethical. The data regarding drug use and pregnancy is scarce and of poor quality. Therefore, pregnant women do not necessarily have the same access to informed, effective healthcare as other populations.
Limiting participation
Due to complications from the drugs thalidomide and diethylstilbestrol in women in the 1960s and 1970s, the US Food and Drug Administration (FDA) enacted protections to limit reproductive-age women's exposure to substances that may cause birth defects. However, the guidelines were interpreted to exclude pregnant women from any clinical trial. Despite a 1994 National Academy of Medicine Report Ethical and Legal Issues of Including Women in Clinical Studies concluding that "preg
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Early pregnancy loss is a medical term that when referring to humans can variously be used to mean:
Death of an embryo or fetus during the first trimester. This can happen by implantation failure, miscarriage, embryo resorption, early fetal resorption or vanishing twin syndrome.
Death of an embryo or fetus before 20 weeks gestation, as in all pregnancy loss before it becomes considered stillbirth.
Causes of early pregnancy loss
Pregnancy loss, in many cases, occurs for unknown reasons, often involving random chromosome issues during conception. Miscarriage is not caused by everyday activities like working, exercising, or having sex. Even falls or blows are rarely to blame. Research on the effects of alcohol, tobacco, and caffeine on miscarriage is inconclusive, so it's not something you could have prevented. It's crucial not to blame yourself for a miscarriage, as it's not the result of anything you did or didn't do.
Symptoms of early pregnancy loss
The most prevalent indication of pregnancy loss is vaginal bleeding. In the later stages of pregnancy, a woman experiencing a stillbirth may cease to sense fetal movements. However, it's important to note that each type of pregnancy loss presents distinct symptoms, so it's essential to consult your healthcare provider for a proper diagnosis.
See also
Pregnancy with abortive outcome
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The Quilligan Scholars award, named after one of the founding fathers of Maternal-Fetal Medicine, Dr. Edward J. Quilligan, is a prestigious title in the field of Maternal-Fetal Medicine granted by the Society for Maternal-Fetal Medicine and The Pregnancy Foundation to a select group of promising residents in obstetrics and gynaecology who exhibit unparalleled potential to become future leaders in the field of perinatology.
Purpose
The purpose of the Quilligan Scholars Program is to identify future leaders in Perinatology early in their training and to offer them recognition, guidance, and educational opportunities to foster their careers. These individuals traditionally exhibit leadership, commitment, and interest in teaching, research, or public policy. Some of the activities provided by the program include paid attendance to the SMFM annual meeting, the provision of special courses and experiences, and the granting of personal mentorship from current leaders in the field of Maternal-fetal Medicine.
History
The year 2013 marked the 40th anniversary of the formal establishment of Maternal-fetal medicine (MFM) as a specialty, as 16 pioneers took the MFM boards for the first time in 1973. Amongst that group of pioneers was Dr. Edward J. Quilligan, who has gone on to dedicate decades of service to the advancement of women's health, through teaching, research, and leadership. To honour his legacy and his exemplary service to modern Obstetrics, the Society for Maternal-Fetal Medicine and The Pregnancy Foundation created the Quilligan Scholars program, and the first class of five recipients was inaugurated in 2014 at the Society for Maternal-Fetal Medicine annual meeting in New Orleans, Louisiana. Though the Quilligan Scholar title confers no monetary reward, the sponsored activities are covered by gracious donations from members of the medical community. The Society for Maternal-Fetal Medicine has agreed to give matching funds to the amount raised by The Pregnancy Fou
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Reproductive immunology refers to a field of medicine that studies interactions (or the absence of them) between the immune system and components related to the reproductive system, such as maternal immune tolerance towards the fetus, or immunological interactions across the blood-testis barrier. The concept has been used by fertility clinics to explain fertility problems, recurrent miscarriages and pregnancy complications observed when this state of immunological tolerance is not successfully achieved. Immunological therapy is a method for treating many cases of previously "unexplained infertility" or recurrent miscarriage.
The immune system and pregnancy
The immunological system of the mother plays an important role in pregnancy considering the embryo's tissue is half foreign and unlike mismatched organ transplant, is not normally rejected. During pregnancy, immunological events that take place within the body of the mother are crucial in determining the healthiness of both the mother and the fetus. In order to provide protection and immunity for both the mother and her fetus without developing rejection reactions, the mother must develop immunotolerance to her fetus since both organisms live in an intimate symbiotic situation. Progesterone-induced-blocking factor 1 (PIBF1) is one of the several known contributing immunomodulatory factors to play a role in immunotolerance during pregnancy.
The placenta also plays an important part in protecting the embryo for the immune attack from the mother's system. Secretory molecules produced by placental trophoblast cells and maternal uterine immune cells, within the decidua, work together to develop a functioning placenta. Studies have proposed that proteins in semen may help a person's immune system prepare for conception and pregnancy. For example, there is substantial evidence for exposure to partner's semen as prevention for pre-eclampsia, a pregnancy disorder, largely due to the absorption of several immune modulati
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Maternal somatic support after brain death occurs when a brain dead patient is pregnant and their body is kept alive to deliver a fetus. It occurs very rarely internationally. Even among brain dead patients, in a U.S. study of 252 brain dead patients from 1990–96, only 5 (2.8%) cases involved pregnant women between 15 and 45 years of age.
Past cases
In the 28-year period between 1982 and 2010, there were "30 [reported] cases of maternal brain death (19 case reports and 1 case series)." In 12 of those cases, a viable child was delivered via cesarean section after extended somatic support. However, according to Esmaelilzadeh, et al. there is no widely accepted protocol to manage a brain dead mother "since only a few reported cases are found in the medical literature." Moreover, the mother's wishes are rarely, if ever, known, and family should be consulted in developing a care plan.
Life support complications
Throughout their care, brain dead patients could experience a wide range of complications, including "infection, hemodynamic instability, diabetes insipidus (DI), panhypopituitarism, poikilothermia, metabolic instability, acute respiratory distress syndrome and disseminated intravascular coagulation." Treating these complications is difficult since the effects of medication on the fetus's health are unknown.
Fetus's chance of survival
According to Esmaelilzadeh, et al., "[a]t present, it seems that there is no clear lower limit to the gestational age which would restrict the physician's efforts to support the brain dead mother and her fetus." However, the older a fetus is when its mother becomes brain dead, the greater its chance for survival. Research into preterm births indicates that "a fetus born before 24 weeks of gestation has a limited chance of survival. At 24, 28 and 32 weeks, a fetus has approximately a 20–30%, 80% and 98% likelihood of survival with a 40%, 10% and less than 2% chance of suffering from a severe handicap, respectively."
Brain de
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What should a pregnant woman avoid while pregnant?
A. toxic substances
B. rest and relaxation
C. vitamins
D. healthy food
Answer:
|
|
sciq-6963
|
multiple_choice
|
In which kind of animals does parthenogenesis occur?
|
[
"species",
"tissues",
"mammals",
"invertebrates"
] |
D
|
Relavent Documents:
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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
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Gerd B. Müller (born 1953) is an Austrian biologist who is emeritus professor at the University of Vienna where he was the head of the Department of Theoretical Biology in the Center for Organismal Systems Biology. His research interests focus on vertebrate limb development, evolutionary novelties, evo-devo theory, and the Extended Evolutionary Synthesis. He is also concerned with the development of 3D based imaging tools in developmental biology.
Biography
Müller received an M.D. in 1979 and a Ph.D. in zoology in 1985, both from the University of Vienna. He has been a sabbatical fellow at the Department of Developmental Biology, Dalhousie University, Canada, (1988) and a visiting scholar at the Museum of Comparative Zoology, Harvard University, and received his Habilitation in Anatomy and Embryology in 1989. He is a founding member of the Konrad Lorenz Institute for Evolution and Cognition Research, Klosterneuburg, Austria, of which he has been President since 1997. Müller is on the editorial boards of several scientific journals, including Biological Theory where he serves as an associate editor. He is editor-in-chief of the Vienna Series in Theoretical Biology, a book series devoted to theoretical developments in the biosciences, published by MIT Press.
Scientific contribution
Müller has published on developmental imaging, vertebrate limb development, the origins of phenotypic novelty, EvoDevo theory, and evolutionary theory.
With the cell and developmental biologist Stuart Newman, Müller co-edited the book Origination of Organismal Form (MIT Press, 2003). This book on evolutionary developmental biology is a collection of papers on generative mechanisms that were plausibly involved in the origination of disparate body forms during early periods of organismal life. Particular attention is given to epigenetic factors, such as physical determinants and environmental parameters, that may have led to the spontaneous emergence of bodyplans and organ forms during a
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Early stages of embryogenesis of tailless amphibians
Embryogenesis in living creatures occurs in different ways depending on class and species. One of the most basic criteria of such development is independence from a water habitat.
Amphibians were the earliest animals to adapt themselves to a mixed environment containing both water and dry land.
The embryonic development of tailless amphibians is presented below using the African clawed frog (Xenopus laevis) and the northern leopard frog (Rana pipiens) as examples.
The oocyte in these frog species is a polarized cell - it has specified axes and poles. The animal pole of the cell contains pigment cells, whereas the vegetal pole (the yolk) contains most of the nutritive material. The pigment is composed of light-absorbing melanin.
The sperm cell enters the oocyte in the region of the animal pole. Two blocks - defensive mechanisms meant to prevent polyspermy - occur: the fast block and the slow block. A relatively short time after fertilization, the cortical cytoplasm (located just beneath the cell membrane) rotates by 30 degrees. This results in the creation of the gray crescent. Its establishment determines the location of the dorsal and ventral (up-down) axis, as well as of the anterior and posterior (front-back) axis and the dextro-sinistral (left-right) axis of the embryo.
Embryo cleavage
The cleavage (cell division) of a frog’s embryo is complete and uneven, because most of the yolk is gathered in the vegetal region. The first cleavage runs across the animal-vegetal axis, dividing the gray crescent into two parts. The second cleavage also cuts through the gray crescent, although always running perpendicularly to the first one. This results in the creation of four identical blastomeres - separate cells now forming the embryo. The third cleavage runs equatorially and closer to the animal pole, thus creating blastomeres of unequal size (micromeres in the animal region and macromeres in the vegetal region).
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Comparative embryology is the branch of embryology that compares and contrasts embryos of different species, showing how all animals are related.
History
Aristotle was the earliest person in recorded history to study embryos. Observing embryos of different species, he described how animals born in eggs (oviparously) and by live birth (viviparously) developed differently. He discovered there were two main ways the egg cell divided: holoblastically, where the whole egg divided and became the creature; and meroblastically, where only part of the egg became the creature. Further advances in comparative embryology did not come until the invention of the microscope. Since then, many people, from Ernst Haeckel to Charles Darwin, have contributed to the field.
Misconceptions
Many erroneous theories were formed in the early years of comparative embryology. For example, German biologist and philosopher Ernst Haeckel proposed that all organisms went through a "re-run" of evolution he said that 'ontogeny repeats phylogeny' while in development. Haeckel believed that to become a mammal, an embryo had to begin as a single-celled organism, then evolve into a fish, then an amphibian, a reptile, and finally a mammal. The theory was widely accepted, then disproved many years later.
Objectives
The field of comparative embryology aims to understand how embryos develop, and to research the inter-relatedness of animals. It has bolstered evolutionary theory by demonstrating that all vertebrates develop similarly and have a putative common ancestor.
See also
Embryology
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An equivalence group is a set of unspecified cells that have the same developmental potential or ability to adopt various fates. Our current understanding suggests that equivalence groups are limited to cells of the same ancestry, also known as sibling cells. Often, cells of an equivalence group adopt different fates from one another.
Equivalence groups assume various potential fates in two general, non-mutually exclusive ways. One mechanism, induction, occurs when a signal originating from outside of the equivalence group specifies a subset of the naïve cells. Another mode, known as lateral inhibition, arises when a signal within an equivalence group causes one cell to adopt a dominant fate while others in the group are inhibited from doing so. In many examples of equivalence groups, both induction and lateral inhibition are used to define patterns of distinct cell types.
Cells of an equivalence group that do not receive a signal adopt a default fate. Alternatively, cells that receive a signal take on different fates. At a certain point, the fates of cells within an equivalence group become irreversibly determined, thus they lose their multipotent potential. The following provides examples of equivalence groups studied in nematodes and ascidians.
Vulva Precursor Cell Equivalence Group
Introduction
A classic example of an equivalence group is the vulva precursor cells (VPCs) of nematodes. In Caenorhabditis elegans self-fertilized eggs exit the body through the vulva. This organ develops from a subset of cell of an equivalence group consisting of six VPCs, P3.p-P8.p, which lie ventrally along the anterior-posterior axis. In this example a single overlying somatic cells, the anchor cell, induces nearby VPCs to take on vulva fates 1° (P6.p) and 2° (P5.p and P7.p). VPCs that are not induced form the 3° lineage (P3.p, P4.p and P8.p), which make epidermal cells that fuse to a large syncytial epidermis (see image).
The six VPCs form an equivalence group beca
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
In which kind of animals does parthenogenesis occur?
A. species
B. tissues
C. mammals
D. invertebrates
Answer:
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sciq-3423
|
multiple_choice
|
Foliation, which forms layers in rocks during metamorphism, is caused by what?
|
[
"power",
"Pulling",
"push",
"pressure"
] |
D
|
Relavent Documents:
Document 0:::
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 1:::
Sediment transport is the movement of solid particles (sediment), typically due to a combination of gravity acting on the sediment, and the movement of the fluid in which the sediment is entrained. Sediment transport occurs in natural systems where the particles are clastic rocks (sand, gravel, boulders, etc.), mud, or clay; the fluid is air, water, or ice; and the force of gravity acts to move the particles along the sloping surface on which they are resting. Sediment transport due to fluid motion occurs in rivers, oceans, lakes, seas, and other bodies of water due to currents and tides. Transport is also caused by glaciers as they flow, and on terrestrial surfaces under the influence of wind. Sediment transport due only to gravity can occur on sloping surfaces in general, including hillslopes, scarps, cliffs, and the continental shelf—continental slope boundary.
Sediment transport is important in the fields of sedimentary geology, geomorphology, civil engineering, hydraulic engineering and environmental engineering (see applications, below). Knowledge of sediment transport is most often used to determine whether erosion or deposition will occur, the magnitude of this erosion or deposition, and the time and distance over which it will occur.
Mechanisms
Aeolian
Aeolian or eolian (depending on the parsing of æ) is the term for sediment transport by wind. This process results in the formation of ripples and sand dunes. Typically, the size of the transported sediment is fine sand (<1 mm) and smaller, because air is a fluid with low density and viscosity, and can therefore not exert very much shear on its bed.
Bedforms are generated by aeolian sediment transport in the terrestrial near-surface environment. Ripples and dunes form as a natural self-organizing response to sediment transport.
Aeolian sediment transport is common on beaches and in the arid regions of the world, because it is in these environments that vegetation does not prevent the presence and motion
Document 2:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 3:::
Clay-water interaction is an all-inclusive term to describe various progressive interactions between clay minerals and water. In the dry state, clay packets exist in face-to-face stacks like a deck of playing cards, but clay packets begin to change when exposed to water. Five descriptive terms describe the progressive interactions that can occur in a clay-water system, such as a water mud.
(1) Hydration occurs as clay packets absorb water and swell.
(2) Dispersion (or disaggregation) causes clay platelets to break apart and disperse into the water due to loss of attractive forces as water forces the platelets farther apart.
(3) Flocculation begins when mechanical shearing stops and platelets previously dispersed come together due to the attractive force of surface charges on the platelets.
(4) Deflocculation, or peptization, the opposite effect, occurs by addition of chemical deflocculant to flocculated mud; the positive edge charges are covered and attraction forces are greatly reduced.
(5) Aggregation, a result of ionic or thermal conditions, alters the hydrational layer around clay platelets, removes the deflocculant from positive edge charges and allows platelets to assume a face-to-face structure.
See also
Dispersity
Quick clay behaviour
Document 4:::
The rock cycle is a basic concept in geology that describes transitions through geologic time among the three main rock types: sedimentary, metamorphic, and igneous. Each rock type is altered when it is forced out of its equilibrium conditions. For example, an igneous rock such as basalt may break down and dissolve when exposed to the atmosphere, or melt as it is subducted under a continent. Due to the driving forces of the rock cycle, plate tectonics and the water cycle, rocks do not remain in equilibrium and change as they encounter new environments. The rock cycle explains how the three rock types are related to each other, and how processes change from one type to another over time. This cyclical aspect makes rock change a geologic cycle and, on planets containing life, a biogeochemical cycle.
Transition to igneous rock
When rocks are pushed deep under the Earth's surface, they may melt into magma. If the conditions no longer exist for the magma to stay in its liquid state, it cools and solidifies into an igneous rock. A rock that cools within the Earth is called intrusive or plutonic and cools very slowly, producing a coarse-grained texture such as the rock granite. As a result of volcanic activity, magma (which is called lava when it reaches Earth's surface) may cool very rapidly on the Earth's surface exposed to the atmosphere and are called extrusive or volcanic rocks. These rocks are fine-grained and sometimes cool so rapidly that no crystals can form and result in a natural glass, such as obsidian, however the most common fine-grained rock would be known as basalt. Any of the three main types of rocks (igneous, sedimentary, and metamorphic rocks) can melt into magma and cool into igneous rocks.
Secondary changes
Epigenetic change (secondary processes occurring at low temperatures and low pressures) may be arranged under a number of headings, each of which is typical of a group of rocks or rock-forming minerals, though usually more than one of these alt
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Foliation, which forms layers in rocks during metamorphism, is caused by what?
A. power
B. Pulling
C. push
D. pressure
Answer:
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|
sciq-7404
|
multiple_choice
|
What do plasmodesmata connect to in the plant cell?
|
[
"pores",
"sporozoans",
"nuclei",
"cytoplasms"
] |
D
|
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
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In contrast to the Cladophorales where nuclei are organized in regularly spaced cytoplasmic domains, the cytoplasm of Bryopsidales exhibits streaming, enabling transportation of organelles, transcripts and nutrients across the plant.
The Sphaeropleales also contain several common freshwat
Document 2:::
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.
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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.
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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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What do plasmodesmata connect to in the plant cell?
A. pores
B. sporozoans
C. nuclei
D. cytoplasms
Answer:
|
|
sciq-8217
|
multiple_choice
|
Fractures and faults are terms you hear when talking about?
|
[
"storms",
"earthquakes",
"volcanoes",
"magnets"
] |
B
|
Relavent Documents:
Document 0:::
Seismic moment is a quantity used by seismologists to measure the size of an earthquake. The scalar seismic moment is defined by the equation
, where
is the shear modulus of the rocks involved in the earthquake (in pascals (Pa), i.e. newtons per square meter)
is the area of the rupture along the geologic fault where the earthquake occurred (in square meters), and
is the average slip (displacement offset between the two sides of the fault) on (in meters).
thus has dimensions of torque, measured in newton meters. The connection between seismic moment and a torque is natural in the body-force equivalent representation of seismic sources as a double-couple (a pair of force couples with opposite torques): the seismic moment is the torque of each of the two couples. Despite having the same dimensions as energy, seismic moment is not a measure of energy. The relations between seismic moment, potential energy drop and radiated energy are indirect and approximative.
The seismic moment of an earthquake is typically estimated using whatever information is available to constrain its factors. For modern earthquakes, moment is usually estimated from ground motion recordings of earthquakes known as seismograms. For earthquakes that occurred in times before modern instruments were available, moment may be estimated from geologic estimates of the size of the fault rupture and the slip.
Seismic moment is the basis of the moment magnitude scale introduced by Hiroo Kanamori, which is often used to compare the size of different earthquakes and is especially useful for comparing the sizes of large (great) earthquakes.
The seismic moment is not restricted to earthquakes. For a more general seismic source described by a seismic moment tensor (a symmetric tensor, but not necessarily a double couple tensor), the seismic moment is
See also
Richter magnitude scale
Moment magnitude scale
Sources
.
.
.
.
Seismology measurement
Moment (physics)
Document 1:::
Shale Gouge Ratio (typically abbreviated to SGR) is a mathematical algorithm that aims to predict the fault rock types for simple fault zones developed in sedimentary sequences dominated by sandstone and shale.
The parameter is widely used in the oil and gas exploration and production industries to enable quantitative predictions to be made regarding the hydrodynamic behavior of faults.
Definition
At any point on a fault surface, the shale gouge ratio is equal to the net shale/clay content of the rocks that have slipped past that point.
The SGR algorithm assumes complete mixing of the wall-rock components in any particular 'throw interval'. The parameter is a measure of the 'upscaled' composition of the fault zone.
Application to hydrocarbon exploration
Hydrocarbon exploration involves identifying and defining accumulations of hydrocarbons that are trapped in subsurface structures. These structures are often segmented by faults. For a thorough trap evaluation, it is necessary to predict whether the fault is sealing or leaking to hydrocarbons and also to provide an estimate of how 'strong' the fault seal might be. The 'strength' of a fault seal can be quantified in terms of subsurface pressure, arising from the buoyancy forces within the hydrocarbon column, that the fault can support before it starts to leak. When acting on a fault zone this subsurface pressure is termed capillary threshold pressure.
For faults developed in sandstone and shale sequences, the first order control on capillary threshold pressure is likely to be the composition, in particular the shale or clay content, of the fault-zone material. SGR is used to estimate the shale content of the fault zone.
In general, fault zones with higher clay content, equivalent to higher SGR values, can support higher capillary threshold pressures. On a broader scale, other factors also exert a control on the threshold pressure, such as depth of the rock sequence at the time of faulting, and the maxim
Document 2:::
Rock mechanics is a theoretical and applied science of the mechanical behavior of rocks and rock masses.
Compared to geology, it is the branch of mechanics concerned with the response of rock and rock masses to the force fields of their physical environment.
Background
Rock mechanics is part of a much broader subject of geomechanics, which is concerned with the mechanical responses of all geological materials, including soils.
Rock mechanics is concerned with the application of the principles of engineering mechanics to the design of structures built in or on rock. The structure could include many objects such as a drilling well, a mine shaft, a tunnel, a reservoir dam, a repository component, or a building. Rock mechanics is used in many engineering disciplines, but is primarily used in Mining, Civil, Geotechnical, Transportation, and Petroleum Engineering.
Rock mechanics answers questions such as, "is reinforcement necessary for a rock, or will it be able to handle whatever load it is faced with?" It also includes the design of reinforcement systems, such as rock bolting patterns.
Assessing the Project Site
Before any work begins, the construction site must be investigated properly to inform of the geological conditions of the site. Field observations, deep drilling, and geophysical surveys, can all give necessary information to develop a safe construction plan and create a site geological model. The level of investigation conducted at this site depends on factors such as budget, time frame, and expected geological conditions.
The first step of the investigation is the collection of maps and aerial photos to analyze. This can provide information about potential sinkholes, landslides, erosion, etc. Maps can provide information on the rock type of the site, geological structure, and boundaries between bedrock units.
Boreholes
Creating a borehole is a technique that consists of drilling through the ground in various areas at various depths, to get a bett
Document 3:::
Shear wave splitting, also called seismic birefringence, is the phenomenon that occurs when a polarized shear wave enters an anisotropic medium (Fig. 1). The incident shear wave splits into two polarized shear waves (Fig. 2). Shear wave splitting is typically used as a tool for testing the anisotropy of an area of interest. These measurements reflect the degree of anisotropy and lead to a better understanding of the area's crack density and orientation or crystal alignment.
We can think of the anisotropy of a particular area as a black box and the shear wave splitting measurements as a way of looking at what is in the box.
Introduction
An incident shear wave may enter an anisotropic medium from an isotropic media by encountering a change in the preferred orientation or character of the medium. When a polarized shear wave enters a new, anisotropic medium, it splits into two shear waves (Fig.2).
One of these shear waves will be faster than the other and oriented parallel to the cracks or crystals in the medium. The second wave will be slower than the first and sometimes orthogonal to both the first shear wave and the cracks or crystals in the media. The time delays observed between the slow and fast shear waves give information about the density of cracks in the medium. The orientation of the fast shear wave records the direction of the cracks in the medium.
When plotted using polarization diagrams, the arrival of split shear waves can be identified by the abrupt changes in direction of the particle motion (Fig.3).
In a homogeneous material that is weakly anisotropic, the incident shear wave will split into two quasi-shear waves with approximately orthogonal polarizations that reach the receiver at approximately the same time. In the deeper crust and upper mantle, the high frequency shear waves split completely into two separate shear waves with different polarizations and a time delay between them that may be up to a few seconds.
History
Hess (1964) ma
Document 4:::
In seismology and other areas involving elastic waves, S waves, secondary waves, or shear waves (sometimes called elastic S waves) are a type of elastic wave and are one of the two main types of elastic body waves, so named because they move through the body of an object, unlike surface waves.
S waves are transverse waves, meaning that the direction of particle movement of an S wave is perpendicular to the direction of wave propagation, and the main restoring force comes from shear stress. Therefore, S waves cannot propagate in liquids with zero (or very low) viscosity; however, they may propagate in liquids with high viscosity.
The name secondary wave comes from the fact that they are the second type of wave to be detected by an earthquake seismograph, after the compressional primary wave, or P wave, because S waves travel more slowly in solids. Unlike P waves, S waves cannot travel through the molten outer core of the Earth, and this causes a shadow zone for S waves opposite to their origin. They can still propagate through the solid inner core: when a P wave strikes the boundary of molten and solid cores at an oblique angle, S waves will form and propagate in the solid medium. When these S waves hit the boundary again at an oblique angle, they will in turn create P waves that propagate through the liquid medium. This property allows seismologists to determine some physical properties of the Earth's inner core.
History
In 1830, the mathematician Siméon Denis Poisson presented to the French Academy of Sciences an essay ("memoir") with a theory of the propagation of elastic waves in solids. In his memoir, he states that an earthquake would produce two different waves: one having a certain speed and the other having a speed . At a sufficient distance from the source, when they can be considered plane waves in the region of interest, the first kind consists of expansions and compressions in the direction perpendicular to the wavefront (that is, parallel to the
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Fractures and faults are terms you hear when talking about?
A. storms
B. earthquakes
C. volcanoes
D. magnets
Answer:
|
|
scienceQA-7420
|
multiple_choice
|
Select the mammal.
|
[
"Banggai cardinalfish",
"green moray eel",
"rabbit",
"arroyo toad"
] |
C
|
A green moray eel is a fish. It lives underwater. It has fins, not limbs.
Eels are long and thin. They may have small fins. They look like snakes, but they are fish!
An arroyo toad is an amphibian. It has moist skin and begins its life in water.
Toads do not have teeth! They swallow their food whole.
A rabbit is a mammal. It has fur and feeds its young milk.
Rabbits live underground in burrows. A group of rabbit burrows is called a warren.
A Banggai cardinalfish is a fish. It lives underwater. It has fins, not limbs.
Cardinalfish often live near coral reefs. They are nocturnal, which means that they are active mostly at night.
|
Relavent Documents:
Document 0:::
In zoology, mammalogy is the study of mammals – a class of vertebrates with characteristics such as homeothermic metabolism, fur, four-chambered hearts, and complex nervous systems. Mammalogy has also been known as "mastology," "theriology," and "therology." The archive of number of mammals on earth is constantly growing, but is currently set at 6,495 different mammal species including recently extinct. There are 5,416 living mammals identified on earth and roughly 1,251 have been newly discovered since 2006. The major branches of mammalogy include natural history, taxonomy and systematics, anatomy and physiology, ethology, ecology, and management and control. The approximate salary of a mammalogist varies from $20,000 to $60,000 a year, depending on their experience. Mammalogists are typically involved in activities such as conducting research, managing personnel, and writing proposals.
Mammalogy branches off into other taxonomically-oriented disciplines such as primatology (study of primates), and cetology (study of cetaceans). Like other studies, mammalogy is also a part of zoology which is also a part of biology, the study of all living things.
Research purposes
Mammalogists have stated that there are multiple reasons for the study and observation of mammals. Knowing how mammals contribute or thrive in their ecosystems gives knowledge on the ecology behind it. Mammals are often used in business industries, agriculture, and kept for pets. Studying mammals habitats and source of energy has led to aiding in survival. The domestication of some small mammals has also helped discover several different diseases, viruses, and cures.
Mammalogist
A mammalogist studies and observes mammals. In studying mammals, they can observe their habitats, contributions to the ecosystem, their interactions, and the anatomy and physiology. A mammalogist can do a broad variety of things within the realm of mammals. A mammalogist on average can make roughly $58,000 a year. This dep
Document 1:::
Vertebrate zoology is the biological discipline that consists of the study of Vertebrate animals, i.e., animals with a backbone, such as fish, amphibians, reptiles, birds and mammals. Many natural history museums have departments named Vertebrate Zoology. In some cases whole museums bear this name, e.g. the Museum of Vertebrate Zoology at the University of California, Berkeley.
Subdivisions
This subdivision of zoology has many further subdivisions, including:
Ichthyology - the study of fishes.
Mammalogy - the study of mammals.
Chiropterology - the study of bats.
Primatology - the study of primates.
Ornithology - the study of birds.
Herpetology - the study of reptiles.
Batrachology - the study of amphibians.
These divisions are sometimes further divided into more specific specialties.
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:::
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 4:::
Animals are multicellular eukaryotic organisms in the biological kingdom Animalia. With few exceptions, animals consume organic material, breathe oxygen, are able to move, reproduce sexually, and grow from a hollow sphere of cells, the blastula, during embryonic development. Over 1.5 million living animal species have been described—of which around 1 million are insects—but it has been estimated there are over 7 million in total. Animals range in size from 8.5 millionths of a metre to long and have complex interactions with each other and their environments, forming intricate food webs. The study of animals is called zoology.
Animals may be listed or indexed by many criteria, including taxonomy, status as endangered species, their geographical location, and their portrayal and/or naming in human culture.
By common name
List of animal names (male, female, young, and group)
By aspect
List of common household pests
List of animal sounds
List of animals by number of neurons
By domestication
List of domesticated animals
By eating behaviour
List of herbivorous animals
List of omnivores
List of carnivores
By endangered status
IUCN Red List endangered species (Animalia)
United States Fish and Wildlife Service list of endangered species
By extinction
List of extinct animals
List of extinct birds
List of extinct mammals
List of extinct cetaceans
List of extinct butterflies
By region
Lists of amphibians by region
Lists of birds by region
Lists of mammals by region
Lists of reptiles by region
By individual (real or fictional)
Real
Lists of snakes
List of individual cats
List of oldest cats
List of giant squids
List of individual elephants
List of historical horses
List of leading Thoroughbred racehorses
List of individual apes
List of individual bears
List of giant pandas
List of individual birds
List of individual bovines
List of individual cetaceans
List of individual dogs
List of oldest dogs
List of individual monkeys
List of individual pigs
List of w
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Select the mammal.
A. Banggai cardinalfish
B. green moray eel
C. rabbit
D. arroyo toad
Answer:
|
sciq-8320
|
multiple_choice
|
In which sphere of the atmosphere do the northern and southern lights occur?
|
[
"stratosphere",
"lithosphere",
"thermosphere",
"ionosphere"
] |
C
|
Relavent Documents:
Document 0:::
Atmospheric optical phenomena include:
Afterglow
Airglow
Alexander's band, the dark region between the two bows of a double rainbow.
Alpenglow
Anthelion
Anticrepuscular rays
Aurora
Auroral light (northern and southern lights, aurora borealis and aurora australis)
Belt of Venus
Brocken Spectre
Circumhorizontal arc
Circumzenithal arc
Cloud iridescence
Crepuscular rays
Earth's shadow
Earthquake lights
Glories
Green flash
Halos, of Sun or Moon, including sun dogs
Haze
Heiligenschein or halo effect, partly caused by the opposition effect
Ice blink
Light pillar
Lightning
Mirages (including Fata Morgana)
Monochrome Rainbow
Moon dog
Moonbow
Nacreous cloud/Polar stratospheric cloud
Rainbow
Subsun
Sun dog
Tangent arc
Tyndall effect
Upper-atmospheric lightning, including red sprites, Blue jets, and ELVES
Water sky
See also
Document 1:::
Sky brightness refers to the visual perception of the sky and how it scatters and diffuses light. The fact that the sky is not completely dark at night is easily visible. If light sources (e.g. the Moon and light pollution) were removed from the night sky, only direct starlight would be visible.
The sky's brightness varies greatly over the day, and the primary cause differs as well. During daytime, when the Sun is above the horizon, the direct scattering of sunlight is the overwhelmingly dominant source of light. During twilight (the duration after sunset or before sunrise until or since, respectively, the full darkness of night), the situation is more complicated, and a further differentiation is required.
Twilight (both dusk and dawn) is divided into three 6° segments that mark the Sun's position below the horizon. At civil twilight, the center of the Sun's disk appears to be between 1/4° and 6° below the horizon. At nautical twilight, the Sun's altitude is between –6° and –12°. At astronomical twilight, the Sun is between –12° and –18°. When the Sun's depth is more than 18°, the sky generally attains its maximum darkness.
Sources of the night sky's intrinsic brightness include airglow, indirect scattering of sunlight, scattering of starlight, and light pollution.
Airglow
When physicist Anders Ångström examined the spectrum of the aurora borealis, he discovered that even on nights when the aurora was absent, its characteristic green line was still present. It was not until the 1920s that scientists were beginning to identify and understand the emission lines in aurorae and of the sky itself, and what was causing them. The green line Angstrom observed is in fact an emission line with a wavelength of 557.7 nm, caused by the recombination of oxygen in the upper atmosphere.
Airglow is the collective name of the various processes in the upper atmosphere that result in the emission of photons, with the driving force being primarily UV radiation from the Sun. Se
Document 2:::
The Rayleigh sky model describes the observed polarization pattern of the daytime sky. Within the atmosphere, Rayleigh scattering of light by air molecules, water, dust, and aerosols causes the sky's light to have a defined polarization pattern. The same elastic scattering processes cause the sky to be blue. The polarization is characterized at each wavelength by its degree of polarization, and orientation (the e-vector angle, or scattering angle).
The polarization pattern of the sky is dependent on the celestial position of the Sun. While all scattered light is polarized to some extent, light is highly polarized at a scattering angle of 90° from the light source. In most cases the light source is the Sun, but the moon creates the same pattern as well. The degree of polarization first increases with increasing distance from the Sun, and then decreases away from the Sun. Thus, the maximum degree of polarization occurs in a circular band 90° from the Sun. In this band, degrees of polarization near 80% are typically reached.
When the Sun is located at the zenith, the band of maximal polarization wraps around the horizon. Light from the sky is polarized horizontally along the horizon. During twilight at either the vernal or autumnal equinox, the band of maximal polarization is defined by the north-zenith-south plane, or meridian. In particular, the polarization is vertical at the horizon in the north and south, where the meridian meets the horizon. The polarization at twilight at an equinox is represented by the figure to the right. The red band represents the circle in the north-zenith-south plane where the sky is highly polarized. The cardinal directions (N, E, S, W) are shown at 12-o'clock, 9 o'clock, 6 o'clock, and 3 o'clock (counter-clockwise around the celestial sphere, since the observer is looking up at the sky).
Note that because the polarization pattern is dependent on the sun, it changes not only throughout the day but throughout the year. When the sun s
Document 3:::
Aeronomy is the scientific study of the upper atmosphere of the Earth and corresponding regions of the atmospheres of other planets. It is a branch of both atmospheric chemistry and atmospheric physics. Scientists specializing in aeronomy, known as aeronomers, study the motions and chemical composition and properties of the Earth's upper atmosphere and regions of the atmospheres of other planets that correspond to it, as well as the interaction between upper atmospheres and the space environment. In atmospheric regions aeronomers study, chemical dissociation and ionization are important phenomena.
History
The mathematician Sydney Chapman introduced the term aeronomy to describe the study of the Earth's upper atmosphere in 1946 in a letter to the editor of Nature entitled "Some Thoughts on Nomenclature." The term became official in 1954 when the International Union of Geodesy and Geophysics adopted it. "Aeronomy" later also began to refer to the study of the corresponding regions of the atmospheres of other planets.
Branches
Aeronomy can be divided into three main branches: terrestrial aeronomy, planetary aeronomy, and comparative aeronomy.
Terrestrial aeronomy
Terrestrial aeronomy focuses on the Earth's upper atmosphere, which extends from the stratopause to the atmosphere's boundary with outer space and is defined as consisting of the mesosphere, thermosphere, and exosphere and their ionized component, the ionosphere. Terrestrial aeronomy contrasts with meteorology, which is the scientific study of the Earth's lower atmosphere, defined as the troposphere and stratosphere. Although terrestrial aeronomy and meteorology once were completely separate fields of scientific study, cooperation between terrestrial aeronomers and meteorologists has grown as discoveries made since the early 1990s have demonstrated that the upper and lower atmospheres have an impact on one another's physics, chemistry, and biology.
Terrestrial aeronomers study atmospheric tides and upper-
Document 4:::
Named meteor showers recur at approximately the same dates each year. They appear to radiate from a certain point in the sky, known as the radiant, and vary in the speed, frequency and brightness of the meteors. As of November 2019, there are 112 established meteor showers.
Table of meteor showers
Dates are given for 2023. The dates will vary from year to year due to the leap year cycle. This list includes showers with radiants in both the northern and southern hemispheres. There is some overlap, but generally showers whose radiants have positive declinations are best seen from the northern hemisphere, and those with negative declinations are best observed from the southern hemisphere.
See also
Lists of astronomical objects
Sources
This list of meteor streams and peak activity times is based on data from the International Meteor Organization while most of the parent body associations are from Gary W. Kronk book, Meteor Showers: A Descriptive Catalog, Enslow Publishers, New Jersey, , and from Peter Jenniskens's book, "Meteor Showers and Their Parent Comets", Cambridge University Press, Cambridge UK, .
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
In which sphere of the atmosphere do the northern and southern lights occur?
A. stratosphere
B. lithosphere
C. thermosphere
D. ionosphere
Answer:
|
|
ai2_arc-797
|
multiple_choice
|
In 1783, Europe was unusually cold and foggy. The rain was acidic. Which event most likely caused the unusual climate in Europe that year?
|
[
"A logging company deforested millions of acres in South America.",
"A major earthquake and tsunami changed the path of the Gulf Stream.",
"A major volcanic eruption released ash and sulfur gas into the atmosphere.",
"An increase in the use of automobiles released more carbon dioxide into the atmosphere."
] |
C
|
Relavent Documents:
Document 0:::
Adaptive comparative judgement is a technique borrowed from psychophysics which is able to generate reliable results for educational assessment – as such it is an alternative to traditional exam script marking. In the approach, judges are presented with pairs of student work and are then asked to choose which is better, one or the other. By means of an iterative and adaptive algorithm, a scaled distribution of student work can then be obtained without reference to criteria.
Introduction
Traditional exam script marking began in Cambridge 1792 when, with undergraduate numbers rising, the importance of proper ranking of students was growing. So in 1792 the new Proctor of Examinations, William Farish, introduced marking, a process in which every examiner gives a numerical score to each response by every student, and the overall total mark puts the students in the final rank order. Francis Galton (1869) noted that, in an unidentified year about 1863, the Senior Wrangler scored 7,634 out of a maximum of 17,000, while the Second Wrangler scored 4,123. (The 'Wooden Spoon' scored only 237.)
Prior to 1792, a team of Cambridge examiners convened at 5pm on the last day of examining, reviewed the 19 papers each student had sat – and published their rank order at midnight. Marking solved the problems of numbers and prevented unfair personal bias, and its introduction was a step towards modern objective testing, the format it is best suited to. But the technology of testing that followed, with its major emphasis on reliability and the automatisation of marking, has been an uncomfortable partner for some areas of educational achievement: assessing writing or speaking, and other kinds of performance need something more qualitative and judgemental.
The technique of Adaptive Comparative Judgement is an alternative to marking. It returns to the pre-1792 idea of sorting papers according to their quality, but retains the guarantee of reliability and fairness. It is by far the most rel
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 divergence problem is an anomaly from the field of dendroclimatology, the study of past climate through observations of old trees, primarily the properties of their annual growth rings. It is the disagreement between instrumental temperatures (measured by thermometers) and the temperatures reconstructed from latewood densities or, in some cases, from the widths of tree rings in far northern forests.
While the thermometer records indicate a substantial late 20th century warming trend, many tree rings from such sites do not display a corresponding change in their maximum latewood density. In some studies this issue has also been found with tree ring width. A temperature trend extracted from tree rings alone would not show any substantial warming since the 1950s. The temperature graphs calculated in these two ways thus "diverge" from one another, which is the origin of the term.
Discovery
The problem of changing response of some tree ring proxies to recent climate changes was first identified through research in Alaska conducted by Gordon Jacoby and Rosanne D'Arrigo. Keith Briffa's February 1998 study showed that this problem was more widespread at high northern latitudes, and warned that it had to be taken into account to avoid overestimating past temperatures.
Importance
The deviation of some tree ring proxy measurements from the instrumental record since the 1950s raises the question of the reliability of tree ring proxies in the period before the instrumental temperature record. The wide geographic and temporal distribution of well-preserved trees, the solid physical, chemical, and biological basis for their use, and their annual discrimination make dendrochronology particularly important in pre-instrumental climate reconstructions. Tree ring proxies are essentially consistent with other proxy measurements for the period 1600–1950. Before around AD 1600, the uncertainty of temperature reconstructions rises due to the relative paucity of data sets and the
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
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Assisted migration is "the intentional establishment of populations or meta-populations beyond the boundary of a species' historic range for the purpose of tracking suitable habitats through a period of changing climate...." It is therefore a nature conservation tactic by which plants or animals are intentionally moved to geographic locations better suited to their present or future habitat needs and climate tolerances — and to which they are unable to migrate or disperse on their own.
In conservation biology, the term first appeared in publications in 2004. It signified a type of species translocation intended to reduce biodiversity losses owing to climate change. In the context of endangered species management, assisted colonization (2007) and managed relocation (2009) were soon offered as synonyms — the latter in a paper entailing 22 coauthors.
In forestry science and management, assisted migration is discussed in its own journals and from perspectives different from those of conservation biologists. This is, in part, because paleoecologists had already concluded that there were significant lags in northward movement of even the dominant canopy trees in North America during the thousands of years since the final glacial retreat. In the 1990s, forestry researchers had begun applying climate change projections to their own tree species distribution modelling efforts, and some results on the probable distances of future range shifts prompted attention. As well, translocation terminology was not controversial among forestry researchers because migration was the standard term used in paleoecology for natural movements of tree species recorded in the geological record. Another key difference between forestry practices and conservation biology is that the former, necessarily, was guided by "seed transfer guidelines" whenever a timber or pulp harvest was followed up by reforestation plantings. The provincial government of British Columbia in Canada was the first to upd
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
In 1783, Europe was unusually cold and foggy. The rain was acidic. Which event most likely caused the unusual climate in Europe that year?
A. A logging company deforested millions of acres in South America.
B. A major earthquake and tsunami changed the path of the Gulf Stream.
C. A major volcanic eruption released ash and sulfur gas into the atmosphere.
D. An increase in the use of automobiles released more carbon dioxide into the atmosphere.
Answer:
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|
sciq-583
|
multiple_choice
|
How many years ago may the earliest fungi have evolved?
|
[
"500 million",
".350 million",
".250 million",
"600 million"
] |
D
|
Relavent Documents:
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Fungi diverged from other life around 1.5 billion years ago, with the glomaleans branching from the "higher fungi" (dikaryans) at ~, according to DNA analysis. (Schüssler et al., 2001; Tehler et al., 2000) Fungi probably colonized the land during the Cambrian, over , (Taylor & Osborn, 1996), and possibly 635 million years ago during the Ediacaran, but terrestrial fossils only become uncontroversial and common during the Devonian, .
Early evolution
Evidence from DNA analysis suggests that all fungi are descended from a most recent common ancestor that lived at least 1.2 to 1.5 billion years ago. It is probable that these earliest fungi lived in water, and had flagella.
However, a 2.4-billion-year-old basalt from the Palaeoproterozoic Ongeluk Formation in South Africa containing filamentous fossils in vescicles and fractures, that form mycelium-like structures may push back the origin of the Kingdom over one billion years before.
The earliest terrestrial fungus fossils, or at least fungus-like fossils, have been found in South China from around 635 million years ago. The researchers who reported on these fossils suggested that these fungus-like organisms may have played a role in oxygenating Earth's atmosphere in the aftermath of the Cryogenian glaciations.
About 250 million years ago fungi became abundant in many areas, based on the fossil record, and could even have been the dominant form of life on the earth at that time.
Fossil record
A rich diversity of fungi is known from the lower Devonian Rhynie chert; an earlier record is absent. Since fungi do not biomineralise, they do not readily enter the fossil record; there are only three claims of early fungi. One from the Ordovician has been dismissed on the grounds that it lacks any distinctly fungal features, and is held by many to be contamination; the position of a "probable" Proterozoic fungus is still not established, and it may represent a stem group fungus. There is also a case for a fungal affinity
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Fungal Genetics and Biology is a peer-reviewed scientific journal established in 1977 as Experimental Mycology, obtaining its current title in 1996. It covers experimental investigations of fungi and their traditional allies that relate structure and function to growth, reproduction, morphogenesis, and differentiation.
External links
Elsevier academic journals
English-language journals
Monthly journals
Mycology journals
Academic journals established in 1977
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Systema Mycologicum is a systematic classification of fungi drawn up in 1821 by the Swedish mycologist and botanist Elias Fries. It took 11 years to complete.
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The Fungus Federation of Santa Cruz (FFSC) is a North American mycological club that evolved as a result of David Arora’s mushroom classes and early Fungus Fairs in the Santa Cruz, California area in the 1970’s.
Mission
The mission of the Fungus Federation of Santa Cruz is "to foster and expand, through education and by example, the understanding and appreciation of mycology and to assist the general public and related institutions or groups to further this goal".
Organization
FFSC was incorporated as a 501(c)(3) non-profit organization in 1984.
Activities
There are many facets to the FFSC, with something to interest everyone. One of the FFSC's largest public and most popular events is an annual Fungus Fair. Members and non-members get together for local and long-distance forays, fun foodie events, meetings, and educational events. The FFSC also provides grants to mycology students and identification services to local hospitals.
The FFSC is currently embarking upon a project to fund DNA sequencing of herbarium specimens at the University of California, Santa Cruz. This initiative is part of the greater North American Mycoflora Project, a joint venture of the Mycological Society of America, and the North American Mycological Association. Their motto: “Without a sequenced specimen, it’s a rumor”.
Membership
Membership is open to anyone who is interested in fungi. There is a small yearly membership fee which is discounted to the existing members. More information about the Fungus Federation of Santa Cruz membership can be found on FFSC Members Page.
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Mariya Yakovlevna Zerova, alternately Marija Jakovlevna Zerova, (April 7, 1902 – July 21, 1994) was a Ukrainian biologist and taxonomist known for her work in mycology.
Her research included work on ectrotrophic mycorrhiza and fungal diseases of the rubber tree (Hevea brasiliensis) and beet (Beta sp). She made a major contribution to the multi-volume books of the Determination of Mushrooms of Ukraine published between 1967 and 1979. Her collection of 12,000 specimens of fungi and plants is now held in the National Herbarium of Ukraine.
Education
In 1917 she left the Mariinsky Women's Gymnasium with a silver medal and entered the Kiev Medical Institute. However, she contracted tuberculosis and left after studying for three years. She then attended Kiev University, studying in the Faculty of Biology within the (then) Institute of Public Education. She graduated in 1924.
In 1942, Zerova defended a dissertation in mycology entitled Pleomorphism of some ascomycetes about the ontogenetic relationships of Ascomycota to the fungi imperfecti. In 1969 she was awarded a higher Doctor of Sciences degree for a thesis on the Study of the microflora of the USSR and mycorrhiza of the steppe part of Ukraine.
Career
After graduating, Zerova worked initially as a school teacher. However, she soon resumed a scientific career and spent her life studying fungal taxonomy, ecology and uses of fungi. After working at the Scientific Research Institute for Sugar Beet, in 1932 she was appointed head of the phytopathology department of the Scientific Research Institute of Rubber and Rubber Products. She studied the microflora and diseases of rubber plants and identified and described four new species of fungi: Macrosporium tausaghyzianum Zerova; Phyllosticta tausaghyziana Zerova; Myrothecium transchelianum Zerova & Tropova and Melanospora asclepiadis Zerova (a mycoparasite of Fusarium solani App. & Wr.).
She moved to an Institute for Forest Plantations and researched plant pathology and al
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
How many years ago may the earliest fungi have evolved?
A. 500 million
B. .350 million
C. .250 million
D. 600 million
Answer:
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|
sciq-109
|
multiple_choice
|
What species do humans belong to?
|
[
"hominids",
"homo sapiens",
"homo erectus",
"monkeys"
] |
B
|
Relavent Documents:
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Several universities have designed interdisciplinary courses with a focus on human biology at the undergraduate level. There is a wide variation in emphasis ranging from business, social studies, public policy, healthcare and pharmaceutical research.
Americas
Human Biology major at Stanford University, Palo Alto (since 1970)
Stanford's Human Biology Program is an undergraduate major; it integrates the natural and social sciences in the study of human beings. It is interdisciplinary and policy-oriented and was founded in 1970 by a group of Stanford faculty (Professors Dornbusch, Ehrlich, Hamburg, Hastorf, Kennedy, Kretchmer, Lederberg, and Pittendrigh). It is a very popular major and alumni have gone to post-graduate education, medical school, law, business and government.
Human and Social Biology (Caribbean)
Human and Social Biology is a Level 4 & 5 subject in the secondary and post-secondary schools in the Caribbean and is optional for the Caribbean Secondary Education Certification (CSEC) which is equivalent to Ordinary Level (O-Level) under the British school system. The syllabus centers on structure and functioning (anatomy, physiology, biochemistry) of human body and the relevance to human health with Caribbean-specific experience. The syllabus is organized under five main sections: Living organisms and the environment, life processes, heredity and variation, disease and its impact on humans, the impact of human activities on the environment.
Human Biology Program at University of Toronto
The University of Toronto offers an undergraduate program in Human Biology that is jointly offered by the Faculty of Arts & Science and the Faculty of Medicine. The program offers several major and specialist options in: human biology, neuroscience, health & disease, global health, and fundamental genetics and its applications.
Asia
BSc (Honours) Human Biology at All India Institute of Medical Sciences, New Delhi (1980–2002)
BSc (honours) Human Biology at AIIMS (New
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The evolution of human intelligence is closely tied to the evolution of the human brain and to the origin of language. The timeline of human evolution spans approximately seven million years, from the separation of the genus Pan until the emergence of behavioral modernity by 50,000 years ago. The first three million years of this timeline concern Sahelanthropus, the following two million concern Australopithecus and the final two million span the history of the genus Homo in the Paleolithic era.
Many traits of human intelligence, such as empathy, theory of mind, mourning, ritual, and the use of symbols and tools, are somewhat apparent in great apes, although they are in much less sophisticated forms than what is found in humans like the great ape language.
History
Hominidae
The great apes (hominidae) show some cognitive and empathic abilities. Chimpanzees can make tools and use them to acquire foods and for social displays; they have mildly complex hunting strategies requiring cooperation, influence and rank; they are status conscious, manipulative and capable of deception; they can learn to use symbols and understand aspects of human language including some relational syntax, concepts of number and numerical sequence. One common characteristic that is present in species of "high degree intelligence" (i.e. dolphins, great apes, and humans - Homo sapiens) is a brain of enlarged size. Along with this, there is a more developed neocortex, a folding of the cerebral cortex, and von Economo neurons. Said neurons are linked to social intelligence and the ability to gauge what another is thinking or feeling and are also present in bottlenose dolphins.
Homininae
Around 10 million years ago, the Earth's climate entered a cooler and drier phase, which led eventually to the Quaternary glaciation beginning some 2.6 million years ago. One consequence of this was that the north African tropical forest began to retreat, being replaced first by open grasslands and eventually by
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Reviews
Anil Ananthaswamy (27 January 2014). What separates us from other animals? New Scientist Retrieved October 5, 2014, from https://www.newscientist.com/article/mg22129531.100-what-separates-us-from-other-animals.html
Robyn Williams (March 2014). The science of what separates us from other animals. Australian Book Review. Retrieved on October 5, 2014, from http://www.australianbookreview.com.au/abr-online/current-issue/113-march-2014-no-359/1859-the-gap
Joseph Maldonado (2013). The Gap: The Science of What Separates Us from Other Animals. Psych Central. Retrieved on October 5, 2014, from http://psychcentral.com/lib/the-gap-the-science-of-what-separates-us-from-other-animals/00018372
Steven Mithen (3 April 2013). Most of Us Are Part Neanderthal. The New York Review of Books. Retrieved on October 5, 2014, from http://www.nybooks.com/articles/archives/2014/apr/03/most-us-are-part-neanderthal/?page=2
Wray Herbert (10 February 2014). Social Animals - Pondering the limits of anthropomorphism. The Weekly Standard Vol. 19, No. 21. Retrieved on October 5, 2014, from http://www.weeklystandard.com/articles/social-animals_775990.html
David Barash (15 November 2013). Book Review: 'The Gap' by Thomas Suddendorf - What makes humans unique—tools? Language? Cooking?. The Wall Street Journal. Retrieved on October 5, 2014, from https://www.wsj.com/articles/SB10001424052702304527504579169670682265630
Nina Bai (17 October 2013). MIND Reviews: The Gap. Scientific American Mind volume 24 issue 5. Retrieved on October 5, 2014, from http://www.scientificamerican.com/article/mind-reviews-the-gap/
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Paleoanthropology or paleo-anthropology is a branch of paleontology and anthropology which seeks to understand the early development of anatomically modern humans, a process known as hominization, through the reconstruction of evolutionary kinship lines within the family Hominidae, working from biological evidence (such as petrified skeletal remains, bone fragments, footprints) and cultural evidence (such as stone tools, artifacts, and settlement localities).
The field draws from and combines primatology, paleontology, biological anthropology, and cultural anthropology. As technologies and methods advance, genetics plays an ever-increasing role, in particular to examine and compare DNA structure as a vital tool of research of the evolutionary kinship lines of related species and genera.
Etymology
The term paleoanthropology derives from Greek palaiós (παλαιός) "old, ancient", ánthrōpos (ἄνθρωπος) "man, human" and the suffix -logía (-λογία) "study of".
Hominoid taxonomies
Hominoids are a primate superfamily, the hominid family is currently considered to comprise both the great ape lineages and human lineages within the hominoid superfamily. The "Homininae" comprise both the human lineages and the African ape lineages. The term "African apes" refers only to chimpanzees and gorillas. The terminology of the immediate biological family is currently in flux. The term "hominin" refers to any genus in the human tribe (Hominini), of which Homo sapiens (modern humans) is the only living specimen.
History
18th century
In 1758 Carl Linnaeus introduced the name Homo sapiens as a species name in the 10th edition of his work Systema Naturae although without a scientific description of the species-specific characteristics. Since the great apes were considered the closest relatives of human beings, based on morphological similarity, in the 19th century, it was speculated that the closest living relatives to humans were chimpanzees (genus Pan) and gorilla (genus Gorilla), and bas
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The chimpanzee–human last common ancestor (CHLCA) is the last common ancestor shared by the extant Homo (human) and Pan (chimpanzee and bonobo) genera of Hominini. Estimates of the divergence date vary widely from thirteen to five million years ago.
In human genetic studies, the CHLCA is useful as an anchor point for calculating single-nucleotide polymorphism (SNP) rates in human populations where chimpanzees are used as an outgroup, that is, as the extant species most genetically similar to Homo sapiens.
Taxonomy
The taxon tribe Hominini was proposed to separate humans (genus Homo) from chimpanzees (Pan) and gorillas (genus Gorilla) on the notion that the least similar species should be separated from the other two. However, later evidence revealed that Pan and Homo are closer genetically than are Pan and Gorilla; thus, Pan was referred to the tribe Hominini with Homo. Gorilla now became the separated genus and was referred to the new taxon 'tribe Gorillini'.
Mann and Weiss (1996), proposed that the tribe Hominini should encompass Pan and Homo, grouped in separate subtribes. They classified Homo and all bipedal apes in the subtribe Hominina and Pan in the subtribe Panina. (Wood (2010) discussed the different views of this taxonomy.) A "chimpanzee clade" was posited by Wood and Richmond, who referred it to a tribe Panini, which was envisioned from the family Hominidae being composed of a trifurcation of subfamilies.
Richard Wrangham (2001) argued that the CHLCA species was very similar to the common chimpanzee (Pan troglodytes) – so much so that it should be classified as a member of the genus Pan and be given the taxonomic name Pan prior.
All the human-related genera of tribe Hominini that arose after divergence from Pan are members of the subtribe Hominina, including the genera Homo and Australopithecus. This group represents "the human clade" and its members are called "hominins".
Fossil evidence
No fossil has yet conclusively been identified as the CH
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What species do humans belong to?
A. hominids
B. homo sapiens
C. homo erectus
D. monkeys
Answer:
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|
sciq-2568
|
multiple_choice
|
What feature of the spine helps with flexibility and strength?
|
[
"curves",
"shape",
"arrangement",
"angle"
] |
A
|
Relavent Documents:
Document 0:::
The lumbar vertebrae are, in human anatomy, the five vertebrae between the rib cage and the pelvis. They are the largest segments of the vertebral column and are characterized by the absence of the foramen transversarium within the transverse process (since it is only found in the cervical region) and by the absence of facets on the sides of the body (as found only in the thoracic region). They are designated L1 to L5, starting at the top. The lumbar vertebrae help support the weight of the body, and permit movement.
Human anatomy
General characteristics
The adjacent figure depicts the general characteristics of the first through fourth lumbar vertebrae. The fifth vertebra contains certain peculiarities, which are detailed below.
As with other vertebrae, each lumbar vertebra consists of a vertebral body and a vertebral arch. The vertebral arch, consisting of a pair of pedicles and a pair of laminae, encloses the vertebral foramen (opening) and supports seven processes.
Body
The vertebral body of each lumbar vertebra is kidney shaped, wider from side to side than from front to back, and a little thicker in front than in back. It is flattened or slightly concave above and below, concave behind, and deeply constricted in front and at the sides.
Arch
The pedicles are very strong, directed backward from the upper part of the vertebral body; consequently, the inferior vertebral notches are of considerable depth. The pedicles change in morphology from the upper lumbar to the lower lumbar. They increase in sagittal width from 9 mm to up to 18 mm at L5. They increase in angulation in the axial plane from 10 degrees to 20 degrees by L5. The pedicle is sometimes used as a portal of entrance into the vertebral body for fixation with pedicle screws or for placement of bone cement as with kyphoplasty or vertebroplasty.
The laminae are broad, short, and strong. They form the posterior portion of the vertebral arch. In the upper lumbar region the lamina are taller than
Document 1:::
In vertebrates, thoracic vertebrae compose the middle segment of the vertebral column, between the cervical vertebrae and the lumbar vertebrae. In humans, there are twelve thoracic vertebrae and they are intermediate in size between the cervical and lumbar vertebrae; they increase in size going towards the lumbar vertebrae, with the lower ones being much larger than the upper. They are distinguished by the presence of facets on the sides of the bodies for articulation with the heads of the ribs, as well as facets on the transverse processes of all, except the eleventh and twelfth, for articulation with the tubercles of the ribs. By convention, the human thoracic vertebrae are numbered T1–T12, with the first one (T1) located closest to the skull and the others going down the spine toward the lumbar region.
General characteristics
These are the general characteristics of the second through eighth thoracic vertebrae. The first and ninth through twelfth vertebrae contain certain peculiarities, and are detailed below.
The bodies in the middle of the thoracic region are heart-shaped and as broad in the anteroposterior as in the transverse direction. At the ends of the thoracic region they resemble respectively those of the cervical and lumbar vertebrae. They are slightly thicker behind than in front, flat above and below, convex from side to side in front, deeply concave behind, and slightly constricted laterally and in front. They present, on either side, two costal demi-facets, one above, near the root of the pedicle, the other below, in front of the inferior vertebral notch; these are covered with cartilage in the fresh state, and, when the vertebrae are articulated with one another, form, with the intervening intervertebral fibrocartilages, oval surfaces for the reception of the heads of the ribs.
The pedicles are directed backward and slightly upward, and the inferior vertebral notches are of large size, and deeper than in any other region of the vertebral column
Document 2:::
Each vertebra (: vertebrae) is an irregular bone with a complex structure composed of bone and some hyaline cartilage, that make up the vertebral column or spine, of vertebrates. The proportions of the vertebrae differ according to their spinal segment and the particular species.
The basic configuration of a vertebra varies; the bone is the body, and the central part of the body
is the centrum. The upper and lower surfaces of the vertebra body give attachment to the intervertebral discs. The posterior part of a vertebra forms a vertebral arch, in eleven parts, consisting of two pedicles (pedicle of vertebral arch), two laminae, and seven processes. The laminae give attachment to the ligamenta flava (ligaments of the spine). There are vertebral notches formed from the shape of the pedicles, which form the intervertebral foramina when the vertebrae articulate. These foramina are the entry and exit conduits for the spinal nerves. The body of the vertebra and the vertebral arch form the vertebral foramen, the larger, central opening that accommodates the spinal canal, which encloses and protects the spinal cord.
Vertebrae articulate with each other to give strength and flexibility to the spinal column, and the shape at their back and front aspects determines the range of movement. Structurally, vertebrae are essentially alike across the vertebrate species, with the greatest difference seen between an aquatic animal and other vertebrate animals. As such, vertebrates take their name from the vertebrae that compose the vertebral column.
Structure
General structure
In the human vertebral column the size of the vertebrae varies according to placement in the vertebral column, spinal loading, posture and pathology. Along the length of the spine the vertebrae change to accommodate different needs related to stress and mobility. Each vertebra is an irregular bone.
Every vertebra has a body (vertebral body), which consists of a large anterior middle portion called the cen
Document 3:::
A functional spinal unit (FSU) (or motion segment) is the smallest physiological motion unit of the spine to exhibit biomechanical characteristics similar to those of the entire spine.
A FSU consists of two adjacent vertebrae, the intervertebral disc and all adjoining ligaments between them and excludes other connecting tissues such as muscles. The three-joint complex that results is sometimes referred to as the "articular triad".
In vitro studies of isolated or multiple FSU's are often used to measure biomechanical properties of the spine. The typical load-displacement behavior of a cadaveric FSU specimen is nonlinear. Within the total range of passive motion of any FSU, the typical load-displacement curve consists of 2 regions or 'zones' that exhibit very different biomechanical behavior. In the vicinity of the resting neutral position of the FSU, this load-displacement behavior is highly flexible. This is the region known as the 'neutral zone', which is the motion region of the joint where the passive osteoligamentous stability mechanisms exert little or no influence. During passive physiological movement of the FSU, motion occurs in this region against minimal internal resistance. It is a region in which a small load causes a relatively large displacement. The 'elastic zone' is the remaining region of FSU motion that continues from the end of the neutral zone to the point of maximum resistance (provided by the passive osteoligamentous stability mechanism), thus limiting the range of motion.
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The lumbar enlargement (or lumbosacral enlargement) is a widened area of the spinal cord that gives attachment to the nerves which supply the lower limbs.
It commences about the level of T11 and ends at L2, and reaches its maximum circumference, of about 33 mm. Inferior to the lumbar enlargement is the conus medullaris.
An analogous region for the upper limbs exists at the cervical enlargement.
Additional images
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What feature of the spine helps with flexibility and strength?
A. curves
B. shape
C. arrangement
D. angle
Answer:
|
|
sciq-11467
|
multiple_choice
|
What is calculated by subtracting the smallest value from the largest value?
|
[
"the median",
"the sample",
"the range",
"the density"
] |
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:::
The Texas Math and Science Coaches Association or TMSCA is an organization for coaches of academic University Interscholastic League teams in Texas middle schools and high schools, specifically those that compete in mathematics and science-related tests.
Events
There are four events in the TMSCA at both the middle and high school level: Number Sense, General Mathematics, Calculator Applications, and General Science.
Number Sense is an 80-question exam that students are given only 10 minutes to solve. Additionally, no scratch work or paper calculations are allowed. These questions range from simple calculations such as 99+98 to more complicated operations such as 1001×1938. Each calculation is able to be done with a certain trick or shortcut that makes the calculations easier.
The high school exam includes calculus and other difficult topics in the questions also with the same rules applied as to the middle school version.
It is well known that the grading for this event is particularly stringent as errors such as writing over a line or crossing out potential answers are considered as incorrect answers.
General Mathematics is a 50-question exam that students are given only 40 minutes to solve. These problems are usually more challenging than questions on the Number Sense test, and the General Mathematics word problems take more thinking to figure out. Every problem correct is worth 5 points, and for every problem incorrect, 2 points are deducted. Tiebreakers are determined by the person that misses the first problem and by percent accuracy.
Calculator Applications is an 80-question exam that students are given only 30 minutes to solve. This test requires practice on the calculator, knowledge of a few crucial formulas, and much speed and intensity. Memorizing formulas, tips, and tricks will not be enough. In this event, plenty of practice is necessary in order to master the locations of the keys and develop the speed necessary. All correct questions are worth 5
Document 2:::
In statistics, the mid-range or mid-extreme is a measure of central tendency of a sample defined as the arithmetic mean of the maximum and minimum values of the data set:
The mid-range is closely related to the range, a measure of statistical dispersion defined as the difference between maximum and minimum values.
The two measures are complementary in sense that if one knows the mid-range and the range, one can find the sample maximum and minimum values.
The mid-range is rarely used in practical statistical analysis, as it lacks efficiency as an estimator for most distributions of interest, because it ignores all intermediate points, and lacks robustness, as outliers change it significantly. Indeed, for many distributions it is one of the least efficient and least robust statistics. However, it finds some use in special cases: it is the maximally efficient estimator for the center of a uniform distribution, trimmed mid-ranges address robustness, and as an L-estimator, it is simple to understand and compute.
Robustness
The midrange is highly sensitive to outliers and ignores all but two data points. It is therefore a very non-robust statistic, having a breakdown point of 0, meaning that a single observation can change it arbitrarily. Further, it is highly influenced by outliers: increasing the sample maximum or decreasing the sample minimum by x changes the mid-range by while it changes the sample mean, which also has breakdown point of 0, by only It is thus of little use in practical statistics, unless outliers are already handled.
A trimmed midrange is known as a – the n% trimmed midrange is the average of the n% and (100−n)% percentiles, and is more robust, having a breakdown point of n%. In the middle of these is the midhinge, which is the 25% midsummary. The median can be interpreted as the fully trimmed (50%) mid-range; this accords with the convention that the median of an even number of points is the mean of the two middle points.
These trimmed mid
Document 3:::
In statistics, a k-th percentile, also known as percentile score or centile, is a score a given percentage k of scores in its frequency distribution falls ("exclusive" definition) or a score a given percentage falls ("inclusive" definition).
Percentiles are expressed in the same unit of measurement as the input scores, in percent; for example, if the scores refer to human weight, the corresponding percentiles will be expressed in kilograms or pounds.
In the limit of an infinite sample size, the percentile approximates the percentile function, the inverse of the cumulative distribution function.
Percentiles are a type of quantiles, obtained adopting a subdivision into 100 groups.
The 25th percentile is also known as the first quartile (Q1), the 50th percentile as the median or second quartile (Q2), and the 75th percentile as the third quartile (Q3).
For example, the 50th percentile (median) is the score (or , depending on the definition) which 50% of the scores in the distribution are found.
A related quantity is the percentile rank of a score, expressed in percent, which represents the fraction of scores in its distribution that are less than it, an exclusive definition.
Percentile scores and percentile ranks are often used in the reporting of test scores from norm-referenced tests, but, as just noted, they are not the same. For percentile ranks, a score is given and a percentage is computed. Percentile ranks are exclusive: if the percentile rank for a specified score is 90%, then 90% of the scores were lower. In contrast, for percentiles a percentage is given and a corresponding score is determined, which can be either exclusive or inclusive. The score for a specified percentage (e.g., 90th) indicates a score below which (exclusive definition) or at or below which (inclusive definition) other scores in the distribution fall.
Definitions
There is no standard definition of percentile,
however all definitions yield similar results when the number of observat
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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.
What is calculated by subtracting the smallest value from the largest value?
A. the median
B. the sample
C. the range
D. the density
Answer:
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|
sciq-6762
|
multiple_choice
|
What are the cells that break down inorganic molecules to supply energy for the cell, and use carbon dioxide as a carbon source?
|
[
"fluctuations",
"staurikosaurus",
"chemoautotrophs",
"Sediments"
] |
C
|
Relavent Documents:
Document 0:::
The molecules that an organism uses as its carbon source for generating biomass are referred to as "carbon sources" in biology. It is possible for organic or inorganic sources of carbon. Heterotrophs must use organic molecules as both are a source of carbon and energy, in contrast to autotrophs, which can use inorganic materials as both a source of carbon and an abiotic source of energy, such as, for instance, inorganic chemical energy or light (photoautotrophs) (chemolithotrophs).
The carbon cycle, which begins with a carbon source that is inorganic, such as carbon dioxide and progresses through the carbon fixation process, includes the biological use of carbon as one of its components.[1]
Types of organism by carbon source
Heterotrophs
Autotrophs
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In biochemistry, chemosynthesis is the biological conversion of one or more carbon-containing molecules (usually carbon dioxide or methane) and nutrients into organic matter using the oxidation of inorganic compounds (e.g., hydrogen gas, hydrogen sulfide) or ferrous ions as a source of energy, rather than sunlight, as in photosynthesis. Chemoautotrophs, organisms that obtain carbon from carbon dioxide through chemosynthesis, are phylogenetically diverse. Groups that include conspicuous or biogeochemically important taxa include the sulfur-oxidizing Gammaproteobacteria, the Campylobacterota, the Aquificota, the methanogenic archaea, and the neutrophilic iron-oxidizing bacteria.
Many microorganisms in dark regions of the oceans use chemosynthesis to produce biomass from single-carbon molecules. Two categories can be distinguished. In the rare sites where hydrogen molecules (H2) are available, the energy available from the reaction between CO2 and H2 (leading to production of methane, CH4) can be large enough to drive the production of biomass. Alternatively, in most oceanic environments, energy for chemosynthesis derives from reactions in which substances such as hydrogen sulfide or ammonia are oxidized. This may occur with or without the presence of oxygen.
Many chemosynthetic microorganisms are consumed by other organisms in the ocean, and symbiotic associations between chemosynthesizers and respiring heterotrophs are quite common. Large populations of animals can be supported by chemosynthetic secondary production at hydrothermal vents, methane clathrates, cold seeps, whale falls, and isolated cave water.
It has been hypothesized that anaerobic chemosynthesis may support life below the surface of Mars, Jupiter's moon Europa, and other planets. Chemosynthesis may have also been the first type of metabolism that evolved on Earth, leading the way for cellular respiration and photosynthesis to develop later.
Hydrogen sulfide chemosynthesis process
Giant tube worms
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Community respiration (CR) refers to the total amount of carbon-dioxide that is produced by individuals organisms in a given
community, originating from the cellular respiration of organic material. CR is an important ecological index as it dictates the amount
of production for the higher trophic levels and influence biogeochemical cycles.
CR is often used as a proxy for the biological activity of the microbial community.
Overview
The process of cellular respiration is foundational to the ecological index, community respiration (CR). Cellular respiration can be used to explain relationships between heterotrophic organisms and the autotrophic ones they consume. The process of cellular respiration consists of a series of metabolic reactions using biological material produced by autotrophic organisms, such as oxygen () and glucose (C6H12O6) to turn its chemical energy into adenosine triphosphate (ATP) which can then be used in other metabolic reactions to power the organism, creating carbon dioxide () and water () as a by-product.The overall process of cellular respiration can be summarized with, C6H12O6 + 6O2 → 6CO2 + 6H2O + ATP.
The ATP created during cellular respiration is absolutely necessary for a living being to function as it is the 'Energy currency" of the cell and none of the other metabolic functions could be sustained without it. The process of cellular respiration is an essential component of the Carbon Cycle, which tracks the recycling of carbon through the earth and atmosphere in various compounds such as: CO2 ,H2CO3, HCO3- ,C6H12O6 , CH4 to name a few.
The concentration of carbon dioxide in a given area can act as a proxy indicator for metabolic metabolic function of an individual, or individuals in that area. Since the process of cellular respiration consumes oxygen and produces carbon dioxide the amount of carbon dioxide can be used to infer the amount of oxygen used in the environment specifically for metabolic requirements. Since cellular respi
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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
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Cellular components are the complex biomolecules and structures of which cells, and thus living organisms, are composed. Cells are the structural and functional units of life. The smallest organisms are single cells, while the largest organisms are assemblages of trillions of cells. DNA, double stranded macromolecule that carries the hereditary information of the cell and found in all living cells; each cell carries chromosome(s) having a distinctive DNA sequence.
Examples include macromolecules such as proteins and nucleic acids, biomolecular complexes such as a ribosome, and structures such as membranes, and organelles. While the majority of cellular components are located within the cell itself, some may exist in extracellular areas of an organism.
Cellular components may also be called biological matter or biological material. Most biological matter has the characteristics of soft matter, being governed by relatively small energies. All known life is made of biological matter. To be differentiated from other theoretical or fictional life forms, such life may be called carbon-based, cellular, organic, biological, or even simply living – as some definitions of life exclude hypothetical types of biochemistry.
See also
Cell (biology)
Cell biology
Biomolecule
Organelle
Tissue (biology)
External links
https://web.archive.org/web/20130918033010/http://bioserv.fiu.edu/~walterm/FallSpring/review1_fall05_chap_cell3.htm
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What are the cells that break down inorganic molecules to supply energy for the cell, and use carbon dioxide as a carbon source?
A. fluctuations
B. staurikosaurus
C. chemoautotrophs
D. Sediments
Answer:
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|
ai2_arc-1066
|
multiple_choice
|
Runoff from nearby farms can deposit excess amounts of nutrients into bodies of water such as lakes. This abiotic process will most likely cause a decrease in which aspect of a lake?
|
[
"the depth of the water",
"the oxygen levels for fish",
"the amount of minerals in the water",
"the accumulation of organic matter"
] |
B
|
Relavent Documents:
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Lake 226 is one lake in Canada's Experimental Lakes Area (ELA) in Ontario. The ELA is a freshwater and fisheries research facility that operated these experiments alongside Fisheries and Oceans Canada and Environment Canada. In 1968 this area in northwest Ontario was set aside for limnological research, aiming to study the watershed of the 58 small lakes in this area. The ELA projects began as a response to the claim that carbon was the limiting agent causing eutrophication of lakes rather than phosphorus, and that monitoring phosphorus in the water would be a waste of money. This claim was made by soap and detergent companies, as these products do not biodegrade and can cause buildup of phosphates in water supplies that lead to eutrophication. The theory that carbon was the limiting agent was quickly debunked by the ELA Lake 227 experiment that began in 1969, which found that carbon could be drawn from the atmosphere to remain proportional to the input of phosphorus in the water. Experimental Lake 226 was then created to test phosphorus' impact on eutrophication by itself.
Lake ecosystem
Geography
The ELA lakes were far from human activities, therefore allowing the study of environmental conditions without human interaction. Lake 226 was specifically studied over a four-year period, from 1973–1977 to test eutrophication. Lake 226 itself is a 16.2 ha double basin lake located on highly metamorphosed granite known as Precambrian granite. The depth of the lake was measured in 1994 to be 14.7 m for the northeast basin and 11.6 m for the southeast basin. Lake 226 had a total lake volume of 9.6 × 105 m3, prior to the lake being additionally studied for drawdown alongside other ELA lakes. Due to this relatively small fetch of Lake 226, wind action is minimized, preventing resuspension of epilimnetic sediments.
Eutrophication experiment
To test the effects of fertilization on water quality and algae blooms, Lake 226 was split in half with a curtain. This curtain divi
Document 1:::
Lake 227 is one of 58 lakes located in the Experimental Lakes Area (ELA) in the Kenora District of Ontario, Canada. Lake 227 is one of only 5 lakes in the Experimental Lakes Area currently involved in long-term research projects, and is of particular note for its importance in long term lake eutrophication studies. The relative absence human activity and pollution makes Lake 227 ideal for limnological research, and the nature of the ELA makes it one of the only places in the world accessible for full lake experiments. At its deepest, Lake 227 is 10 meters deep, and the area of the lake is approximately 5 hectares. Funding and governmental permissions for access to Lake 227 have been unstable in recent years, as control of the ELA was handed off by the Canadian government to the International Institute for Sustainable Development (IISD).
Ecology
Lake 227 is a freshwater lake. The ELA region is home to a variety of native fish, many of which are planktivorous. Fathead minnows, Fine-scale Dace, and Pearl Dace are all examples of fish that can be found in the lake. The presence of planktivorous fish reduces the relative abundance of larger zooplankton species in the lake, as species like the fathead minnow primarily feed on them. The fish populations in Lake 227 were removed in the 1990s, this resulted in a noticeable increase in the Chaoborus and daphnia populations, in the absence of predation. The removal of fish from the lake negates the top-down effect that repressed larger species of zooplankton and aquatic larvae.
Research
The research in lake 227 is mainly focused on the effects of manipulated nutrients on the interrelated independent variables of microorganism activity and eutrophication. Lake 227 was home to the longest running experiment ever to take place in the ELA.
Lake eutrophication and nutrient factors
Lake 227 has been used as a real life model for the study of the connection between nutrient input and lake eutrophication. The results of these
Document 2:::
Lake metabolism represents a lake's balance between carbon fixation (gross primary production) and biological carbon oxidation (ecosystem respiration). Whole-lake metabolism includes the carbon fixation and oxidation from all organism within the lake, from bacteria to fishes, and is typically estimated by measuring changes in dissolved oxygen or carbon dioxide throughout the day.
Ecosystem respiration in excess of gross primary production indicates the lake receives organic material from the surrounding catchment, such as through stream or groundwater inflows or litterfall. Lake metabolism often controls the carbon dioxide emissions from or influx to lakes, but it does not account for all carbon dioxide dynamics since inputs of inorganic carbon from the surrounding catchment also influence carbon dioxide within lakes.
Concept
Estimates of lake metabolism typically rely on the measurement of dissolved oxygen or carbon dioxide, or measurements of a carbon or oxygen tracer to estimate production and consumption of organic carbon. Oxygen is produced and carbon dioxide consumed through photosynthesis and oxygen is consumed and carbon dioxide produced through respiration. Here, organic matter is symbolized by glucose, though the chemical species produced and respired through these reactions vary widely.
Photosynthesis:
Respiration:
Photosynthesis and oxygen production only occurs in the presence of light, while the consumption of oxygen via respiration occurs in both the presence and absence of light. Lake metabolism terms include:
GPP - gross primary production (e.g. total photosynthesis)
R - total respiration
- heterotrophic respiration
- autotrophic respiration
NEP - net ecosystem production = GPP - R
NPP - net primary production = GPP -
Measurement techniques
Estimating lake metabolism requires approximating processes that influence the production and consumption of organic carbon by organisms within the lake. Cyclical changes on a daily scale oc
Document 3:::
Nutrient cycling in the Columbia River Basin involves the transport of nutrients through the system, as well as transformations from among dissolved, solid, and gaseous phases, depending on the element. The elements that constitute important nutrient cycles include macronutrients such as nitrogen (as ammonium, nitrite, and nitrate), silicate, phosphorus, and micronutrients, which are found in trace amounts, such as iron. Their cycling within a system is controlled by many biological, chemical, and physical processes.
The Columbia River Basin is the largest freshwater system of the Pacific Northwest, and due to its complexity, size, and modification by humans, nutrient cycling within the system is affected by many different components. Both natural and anthropogenic processes are involved in the cycling of nutrients. Natural processes in the system include estuarine mixing of fresh and ocean waters, and climate variability patterns such as the Pacific Decadal Oscillation and the El Nino Southern Oscillation (both climatic cycles that affect the amount of regional snowpack and river discharge). Natural sources of nutrients in the Columbia River include weathering, leaf litter, salmon carcasses, runoff from its tributaries, and ocean estuary exchange. Major anthropogenic impacts to nutrients in the basin are due to fertilizers from agriculture, sewage systems, logging, and the construction of dams.
Nutrients dynamics vary in the river basin from the headwaters to the main river and dams, to finally reaching the Columbia River estuary and ocean. Upstream in the headwaters, salmon runs are the main source of nutrients. Dams along the river impact nutrient cycling by increasing residence time of nutrients, and reducing the transport of silicate to the estuary, which directly impacts diatoms, a type of phytoplankton. The dams are also a barrier to salmon migration, and can increase the amount of methane locally produced. The Columbia River estuary exports high rates of n
Document 4:::
Paleolimnology (from Greek: παλαιός, palaios, "ancient", λίμνη, limne, "lake", and λόγος, logos, "study") is a scientific sub-discipline closely related to both limnology and paleoecology. Paleolimnological studies focus on reconstructing the past environments of inland waters (e.g., lakes and streams) using the geologic record, especially with regard to events such as climatic change, eutrophication, acidification, and internal ontogenic processes.
Paleolimnological studies are mostly conducted using analyses of the physical, chemical, and mineralogical properties of sediments, or of biological records such as fossil pollen, diatoms, or chironomids.
History
Lake ontogeny
Most early paleolimnological studies focused on the biological productivity of lakes, and the role of internal lake processes in lake development. Although Einar Naumann had speculated that the productivity of lakes should gradually decrease due to leaching of catchment soils, August Thienemann suggested that the reverse process likely occurred. Early midge records seemed to support Thienemann's view.
Hutchinson and Wollack suggested that, following an initial oligotrophic stage, lakes would achieve and maintain a trophic equilibrium. They also stressed parallels between the early development of lake communities and the sigmoid growth phase of animal communities – implying that the apparent early developmental processes in lakes were dominated by colonization effects, and lags due to the limited reproductive potential of the colonizing organisms.
In a classic paper, Raymond Lindeman outlined a hypothetical developmental sequence, with lakes progressively developing through oligotrophic, mesotrophic, and eutrophic stages, before senescing to a dystrophic stage and then filling completely with sediment. A climax forest community would eventually be established on the peaty fill of the former lake basin. These ideas were further elaborated by Ed Deevey, who suggested that lake development was dom
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Runoff from nearby farms can deposit excess amounts of nutrients into bodies of water such as lakes. This abiotic process will most likely cause a decrease in which aspect of a lake?
A. the depth of the water
B. the oxygen levels for fish
C. the amount of minerals in the water
D. the accumulation of organic matter
Answer:
|
|
sciq-1106
|
multiple_choice
|
Bones are part of which body system?
|
[
"skeletal system",
"circulation system",
"hard system",
"muscular system"
] |
A
|
Relavent Documents:
Document 0:::
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 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
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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 3:::
The following outline is provided as an overview of and topical guide to human anatomy:
Human anatomy – scientific study of the morphology of the adult human. It is subdivided into gross anatomy and microscopic anatomy. Gross anatomy (also called topographical anatomy, regional anatomy, or anthropotomy) is the study of anatomical structures that can be seen by unaided vision. Microscopic anatomy is the study of minute anatomical structures assisted with microscopes, and includes histology (the study of the organization of tissues), and cytology (the study of cells).
Essence of human anatomy
Human body
Anatomy
Branches of human anatomy
Gross anatomy- systemic or region-wise study of human body parts and organs. Gross anatomy encompasses cadaveric anatomy and osteology
Microscopic anatomy/histology
Cell biology (Cytology) & cytogenetics
Surface anatomy
Radiological anatomy
Developmental anatomy/embryology
Anatomy of the human body
The following list of human anatomical structures is based on the Terminologia Anatomica, the international standard for anatomical nomenclature. While the order is standardized, the hierarchical relationships in the TA are somewhat vague, and thus are open to interpretation.
General anatomy
Parts of human body
Head
Ear
Face
Forehead
Cheek
Chin
Eye
Nose
Nostril
Mouth
Lip
Tongue
Tooth
Neck
Torso
Thorax
Abdomen
Pelvis
Back
Pectoral girdle
Shoulder
Arm
Axilla
Elbow
Forearm
Wrist
Hand
Finger
Thumb
Palm
Lower limb
Pelvic girdle
Leg
Buttocks
Hip
Thigh
Knee
Calf
Foot
Ankle
Heel
Toe
Big toe
Sole
Cavities
Cranial cavity
Spinal cavity
Thoracic cavity
Abdominopelvic cavity
Abdominal cavity
Pelvic cavity
Planes, lines, and regions
Regions of head
Regions of neck
Anterior and lateral thoracic regions
Abdominal regions
Regions of back
Perineal regions
Regions of upper limb
Regions of lower limb
Bones
General terms
Bony part
Cortical bone
Compact bone
Spongy bone
Cartilaginous part
Membranous part
Periosteum
Perichondrium
Axial skele
Document 4:::
Anatomy () is the branch of biology concerned with the study of the structure of organisms and their parts. Anatomy is a branch of natural science that deals with the structural organization of living things. It is an old science, having its beginnings in prehistoric times. Anatomy is inherently tied to developmental biology, embryology, comparative anatomy, evolutionary biology, and phylogeny, as these are the processes by which anatomy is generated, both over immediate and long-term timescales. Anatomy and physiology, which study the structure and function of organisms and their parts respectively, make a natural pair of related disciplines, and are often studied together. Human anatomy is one of the essential basic sciences that are applied in medicine.
Anatomy is a complex and dynamic field that is constantly evolving as new discoveries are made. In recent years, there has been a significant increase in the use of advanced imaging techniques, such as MRI and CT scans, which allow for more detailed and accurate visualizations of the body's structures.
The discipline of anatomy is divided into macroscopic and microscopic parts. Macroscopic anatomy, or gross anatomy, is the examination of an animal's body parts using unaided eyesight. Gross anatomy also includes the branch of superficial anatomy. Microscopic anatomy involves the use of optical instruments in the study of the tissues of various structures, known as histology, and also in the study of cells.
The history of anatomy is characterized by a progressive understanding of the functions of the organs and structures of the human body. Methods have also improved dramatically, advancing from the examination of animals by dissection of carcasses and cadavers (corpses) to 20th-century medical imaging techniques, including X-ray, ultrasound, and magnetic resonance imaging.
Etymology and definition
Derived from the Greek anatomē "dissection" (from anatémnō "I cut up, cut open" from ἀνά aná "up", and τέμνω té
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Bones are part of which body system?
A. skeletal system
B. circulation system
C. hard system
D. muscular system
Answer:
|
|
sciq-9897
|
multiple_choice
|
What kind of phenotype results in a case of incomplete dominance?
|
[
"intermediate phenotype",
"short phenotype",
"backward phenotype",
"long phenotype"
] |
A
|
Relavent Documents:
Document 0:::
In genetics, dominance is the phenomenon of one variant (allele) of a gene on a chromosome masking or overriding the effect of a different variant of the same gene on the other copy of the chromosome. The first variant is termed dominant and the second is called recessive. This state of having two different variants of the same gene on each chromosome is originally caused by a mutation in one of the genes, either new (de novo) or inherited. The terms autosomal dominant or autosomal recessive are used to describe gene variants on non-sex chromosomes (autosomes) and their associated traits, while those on sex chromosomes (allosomes) are termed X-linked dominant, X-linked recessive or Y-linked; these have an inheritance and presentation pattern that depends on the sex of both the parent and the child (see Sex linkage). Since there is only one copy of the Y chromosome, Y-linked traits cannot be dominant or recessive. Additionally, there are other forms of dominance, such as incomplete dominance, in which a gene variant has a partial effect compared to when it is present on both chromosomes, and co-dominance, in which different variants on each chromosome both show their associated traits.
Dominance is a key concept in Mendelian inheritance and classical genetics. Letters and Punnett squares are used to demonstrate the principles of dominance in teaching, and the use of upper-case letters for dominant alleles and lower-case letters for recessive alleles is a widely followed convention. A classic example of dominance is the inheritance of seed shape in peas. Peas may be round, associated with allele R, or wrinkled, associated with allele r. In this case, three combinations of alleles (genotypes) are possible: RR, Rr, and rr. The RR (homozygous) individuals have round peas, and the rr (homozygous) individuals have wrinkled peas. In Rr (heterozygous) individuals, the R allele masks the presence of the r allele, so these individuals also have round peas. Thus, allele R is d
Document 1:::
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 2:::
Non-Mendelian inheritance is any pattern in which traits do not segregate in accordance with Mendel's laws. These laws describe the inheritance of traits linked to single genes on chromosomes in the nucleus. In Mendelian inheritance, each parent contributes one of two possible alleles for a trait. If the genotypes of both parents in a genetic cross are known, Mendel's laws can be used to determine the distribution of phenotypes expected for the population of offspring. There are several situations in which the proportions of phenotypes observed in the progeny do not match the predicted values.
Non-Mendelian inheritance plays a role in several disease which affected the processes.
Types
Incomplete dominants, codominance, multiple alleles, and polygenic traits follow Mendel's laws, display Mendelian inheritance, and are explained as extensions of Mendel's laws.
Incomplete dominance
In cases of intermediate inheritance due to incomplete dominance, the principle of dominance discovered by Mendel does not apply. Nevertheless, the principle of uniformity works, as all offspring in the F1-generation have the same genotype and same phenotype. Mendel's principle of segregation of genes applies too, as in the F2-generation homozygous individuals with the phenotypes of the P-generation appear. Intermediate inheritance was first examined by Carl Correns in Mirabilis jalapa used for further genetic experiments. Antirrhinum majus also shows intermediate inheritance of the pigmentation of the blossoms.
Co-dominance
In cases of co-dominance, the genetic traits of both different alleles of the same gene-locus are clearly expressed in the phenotype. For example, in certain varieties of chicken, the allele for black feathers is co-dominant with the allele for white feathers. Heterozygous chickens have a colour described as "erminette", speckled with black and white feathers appearing separately. Many human genes, including one for a protein that controls cholesterol levels in
Document 3:::
Major gene is a gene with pronounced phenotype expression, in contrast to a modifier gene. Major gene characterizes common expression of oligogenic series, i.e. a small number of genes that determine the same trait.
Major genes control the discontinuous or qualitative characters in contrast of minor genes or polygenes with individually small effects. Major genes segregate and may be easily subject to mendelian analysis. The gene categorization into major and minor determinants is more or less arbitrary. Both of the two types are in all probability only end points in a more or less continuous series of gene action and gene interactions.
The term major gene was introduced into the science of inheritance by Keneth Mather (1941).
See also
Gene interaction
Minor gene
Gene
Document 4:::
Phenotypic heterogeneity describes different mutations in the same gene that can sometimes give rise to strikingly different phenotypes.
E.g., certain loss-of-function mutations in the RET gene, which encodes a receptor tyrosine kinase, can cause dominantly inherited failure of development of colonic ganglia, leading to defective colonic motility and severe chronic constipation (Hirschsprung disease).
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What kind of phenotype results in a case of incomplete dominance?
A. intermediate phenotype
B. short phenotype
C. backward phenotype
D. long phenotype
Answer:
|
|
sciq-6285
|
multiple_choice
|
What do winter storms develop from at higher latitudes?
|
[
"temperatures",
"clouds",
"humidity",
"cyclones"
] |
D
|
Relavent Documents:
Document 0:::
This is a list of meteorology topics. The terms relate to meteorology, the interdisciplinary scientific study of the atmosphere that focuses on weather processes and forecasting. (see also: List of meteorological phenomena)
A
advection
aeroacoustics
aerobiology
aerography (meteorology)
aerology
air parcel (in meteorology)
air quality index (AQI)
airshed (in meteorology)
American Geophysical Union (AGU)
American Meteorological Society (AMS)
anabatic wind
anemometer
annular hurricane
anticyclone (in meteorology)
apparent wind
Atlantic Oceanographic and Meteorological Laboratory (AOML)
Atlantic hurricane season
atmometer
atmosphere
Atmospheric Model Intercomparison Project (AMIP)
Atmospheric Radiation Measurement (ARM)
(atmospheric boundary layer [ABL]) planetary boundary layer (PBL)
atmospheric chemistry
atmospheric circulation
atmospheric convection
atmospheric dispersion modeling
atmospheric electricity
atmospheric icing
atmospheric physics
atmospheric pressure
atmospheric sciences
atmospheric stratification
atmospheric thermodynamics
atmospheric window (see under Threats)
B
ball lightning
balloon (aircraft)
baroclinity
barotropity
barometer ("to measure atmospheric pressure")
berg wind
biometeorology
blizzard
bomb (meteorology)
buoyancy
Bureau of Meteorology (in Australia)
C
Canada Weather Extremes
Canadian Hurricane Centre (CHC)
Cape Verde-type hurricane
capping inversion (in meteorology) (see "severe thunderstorms" in paragraph 5)
carbon cycle
carbon fixation
carbon flux
carbon monoxide (see under Atmospheric presence)
ceiling balloon ("to determine the height of the base of clouds above ground level")
ceilometer ("to determine the height of a cloud base")
celestial coordinate system
celestial equator
celestial horizon (rational horizon)
celestial navigation (astronavigation)
celestial pole
Celsius
Center for Analysis and Prediction of Storms (CAPS) (in Oklahoma in the US)
Center for the Study o
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The following outline is provided as an overview of and topical guide to the field of Meteorology.
Meteorology The interdisciplinary, scientific study of the Earth's atmosphere with the primary focus being to understand, explain, and forecast weather events. Meteorology, is applied to and employed by a wide variety of diverse fields, including the military, energy production, transport, agriculture, and construction.
Essence of meteorology
Meteorology
Climate – the average and variations of weather in a region over long periods of time.
Meteorology – the interdisciplinary scientific study of the atmosphere that focuses on weather processes and forecasting (in contrast with climatology).
Weather – the set of all the phenomena in a given atmosphere at a given time.
Branches of meteorology
Microscale meteorology – the study of atmospheric phenomena about 1 km or less, smaller than mesoscale, including small and generally fleeting cloud "puffs" and other small cloud features
Mesoscale meteorology – the study of weather systems about 5 kilometers to several hundred kilometers, smaller than synoptic scale systems but larger than microscale and storm-scale cumulus systems, skjjoch as sea breezes, squall lines, and mesoscale convective complexes
Synoptic scale meteorology – is a horizontal length scale of the order of 1000 kilometres (about 620 miles) or more
Methods in meteorology
Surface weather analysis – a special type of weather map that provides a view of weather elements over a geographical area at a specified time based on information from ground-based weather stations
Weather forecasting
Weather forecasting – the application of science and technology to predict the state of the atmosphere for a future time and a given location
Data collection
Pilot Reports
Weather maps
Weather map
Surface weather analysis
Forecasts and reporting of
Atmospheric pressure
Dew point
High-pressure area
Ice
Black ice
Frost
Low-pressure area
Precipitation
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In atmospheric science, an atmospheric model is a mathematical model constructed around the full set of primitive, dynamical equations which govern atmospheric motions. It can supplement these equations with parameterizations for turbulent diffusion, radiation, moist processes (clouds and precipitation), heat exchange, soil, vegetation, surface water, the kinematic effects of terrain, and convection. Most atmospheric models are numerical, i.e. they discretize equations of motion. They can predict microscale phenomena such as tornadoes and boundary layer eddies, sub-microscale turbulent flow over buildings, as well as synoptic and global flows. The horizontal domain of a model is either global, covering the entire Earth, or regional (limited-area), covering only part of the Earth. The different types of models run are thermotropic, barotropic, hydrostatic, and nonhydrostatic. Some of the model types make assumptions about the atmosphere which lengthens the time steps used and increases computational speed.
Forecasts are computed using mathematical equations for the physics and dynamics of the atmosphere. These equations are nonlinear and are impossible to solve exactly. Therefore, numerical methods obtain approximate solutions. Different models use different solution methods. Global models often use spectral methods for the horizontal dimensions and finite-difference methods for the vertical dimension, while regional models usually use finite-difference methods in all three dimensions. For specific locations, model output statistics use climate information, output from numerical weather prediction, and current surface weather observations to develop statistical relationships which account for model bias and resolution issues.
Types
The main assumption made by the thermotropic model is that while the magnitude of the thermal wind may change, its direction does not change with respect to height, and thus the baroclinicity in the atmosphere can be simulated usi
Document 3:::
The Emergency Managers Weather Information Network (EMWIN) is a system for distributing a live stream of weather information in the United States. The backbone of the system is operated via satellite by the U.S. National Weather Service (NWS), but data are transmitted over radio repeaters by the NWS, citizens, and other organizations in many regions, and information can also be downloaded via the Internet. Local VHF/UHF radio rebroadcasts and older-generation EMWIN satellite systems operate at the speeds of 1200 and 9600 baud. EMWIN data consists of textual observational and forecast information, including a limited number of cloud and radar images. The new EMWIN, labeled EMWIN-N, began being upgraded in 2009. The upgrade continues through 2011 to ready older GOES satellites to provide a higher speed of 19.2 kbit/s. The data broadcasts are monetarily free with both local rebroadcasts and satellite feeds. EMWIN via Twitter may be done by anyone to spread information on all types of emergencies to virtually unlimited numbers of people in real time also.
EMWIN weather data is primarily transmitted over GOES satellites that observe the United States. The new satellites are the GOES-R series, and are designated GOES 16 and GOES 17.
On February 13, 2017 it suffered a service disruption.
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A Climate Data Record (CDR) is a specific definition of a climate data series, developed by the Committee on Climate Data Records from NOAA Operational Satellites of the National Research Council at the request of NOAA in the context of satellite records. It is defined as "a time series of measurements of sufficient length, consistency, and continuity to determine climate variability and climate change.".
Such measurements provide an objective basis for the understanding and prediction of climate and its variability, such as global warming.
Interim Climate Data Record (ICDR)
An Interim Climate Data Record (ICDR) is a dataset that has been forward processed, using the baselined CDR algorithm and processing environment but whose consistency and continuity have not been verified. Eventually it will be necessary to perform a new reprocessing of the CDR and ICDR parts together to guarantee consistency, and the new reprocessed data record will replace the old CDR.
Fundamental Climate Data Record (FCDR)
A Fundamental Climate Data Record is a long-term data record of calibrated and quality-controlled data designed to allow the generation of homogeneous products that are accurate and stable enough for climate monitoring.
Examples of CDRs
AVHRR Pathfinder Sea Surface Temperature
GHRSST-PP Reanalysis Project, on the website for Ghrsst-pp
Snow and Ice
NOAA's Climate Data Records homepage
See also
Temperature record
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What do winter storms develop from at higher latitudes?
A. temperatures
B. clouds
C. humidity
D. cyclones
Answer:
|
|
ai2_arc-918
|
multiple_choice
|
Astronomers and biologists study different areas of science. Many astronomers observe far distant objects in the sky. Many biologists study extremely small objects. What do these astronomers and biologists have most in common?
|
[
"They both examine the history of life on Earth.",
"They both make discoveries using optical devices.",
"They both study how organisms change over time.",
"They both search for evidence about the origins of the universe."
] |
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:::
This list of life sciences comprises the branches of science that involve the scientific study of life – such as microorganisms, plants, and animals including human beings. This science is one of the two major branches of natural science, the other being physical science, which is concerned with non-living matter. Biology is the overall natural science that studies life, with the other life sciences as its sub-disciplines.
Some life sciences focus on a specific type of organism. For example, zoology is the study of animals, while botany is the study of plants. Other life sciences focus on aspects common to all or many life forms, such as anatomy and genetics. Some focus on the micro-scale (e.g. molecular biology, biochemistry) other on larger scales (e.g. cytology, immunology, ethology, pharmacy, ecology). Another major branch of life sciences involves understanding the mindneuroscience. Life sciences discoveries are helpful in improving the quality and standard of life and have applications in health, agriculture, medicine, and the pharmaceutical and food science industries. For example, it has provided information on certain diseases which has overall aided in the understanding of human health.
Basic life science branches
Biology – scientific study of life
Anatomy – study of form and function, in plants, animals, and other organisms, or specifically in humans
Astrobiology – the study of the formation and presence of life in the universe
Bacteriology – study of bacteria
Biotechnology – study of combination of both the living organism and technology
Biochemistry – study of the chemical reactions required for life to exist and function, usually a focus on the cellular level
Bioinformatics – developing of methods or software tools for storing, retrieving, organizing and analyzing biological data to generate useful biological knowledge
Biolinguistics – the study of the biology and evolution of language.
Biological anthropology – the study of humans, non-hum
Document 2:::
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:::
Female education in STEM refers to child and adult female representation in the educational fields of science, technology, engineering, and mathematics (STEM). In 2017, 33% of students in STEM fields were women.
The organization UNESCO has stated that this gender disparity is due to discrimination, biases, social norms and expectations that influence the quality of education women receive and the subjects they study. UNESCO also believes that having more women in STEM fields is desirable because it would help bring about sustainable development.
Current status of girls and women in STEM education
Overall trends in STEM education
Gender differences in STEM education participation are already visible in early childhood care and education in science- and math-related play, and become more pronounced at higher levels of education. Girls appear to lose interest in STEM subjects with age, particularly between early and late adolescence. This decreased interest affects participation in advanced studies at the secondary level and in higher education. Female students represent 35% of all students enrolled in STEM-related fields of study at this level globally. Differences are also observed by disciplines, with female enrollment lowest in engineering, manufacturing and construction, natural science, mathematics and statistics and ICT fields. Significant regional and country differences in female representation in STEM studies can be observed, though, suggesting the presence of contextual factors affecting girls’ and women's engagement in these fields. Women leave STEM disciplines in disproportionate numbers during their higher education studies, in their transition to the world of work and even in their career cycle.
Learning achievement in STEM education
Data on gender differences in learning achievement present a complex picture, depending on what is measured (subject, knowledge acquisition against knowledge application), the level of education/age of students, and
Document 4:::
The 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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Astronomers and biologists study different areas of science. Many astronomers observe far distant objects in the sky. Many biologists study extremely small objects. What do these astronomers and biologists have most in common?
A. They both examine the history of life on Earth.
B. They both make discoveries using optical devices.
C. They both study how organisms change over time.
D. They both search for evidence about the origins of the universe.
Answer:
|
|
sciq-3316
|
multiple_choice
|
What is name of the phenomenon where similar traits evolve independently in species that do not share a common ancestry?
|
[
"equation evolution",
"divergent evolution",
"coalescence evolution",
"convergent evolution"
] |
D
|
Relavent Documents:
Document 0:::
Convergent evolution is the independent evolution of similar features in species of different periods or epochs in time. Convergent evolution creates analogous structures that have similar form or function but were not present in the last common ancestor of those groups. The cladistic term for the same phenomenon is homoplasy. The recurrent evolution of flight is a classic example, as flying insects, birds, pterosaurs, and bats have independently evolved the useful capacity of flight. Functionally similar features that have arisen through convergent evolution are analogous, whereas homologous structures or traits have a common origin but can have dissimilar functions. Bird, bat, and pterosaur wings are analogous structures, but their forelimbs are homologous, sharing an ancestral state despite serving different functions.
The opposite of convergence is divergent evolution, where related species evolve different traits. Convergent evolution is similar to parallel evolution, which occurs when two independent species evolve in the same direction and thus independently acquire similar characteristics; for instance, gliding frogs have evolved in parallel from multiple types of tree frog.
Many instances of convergent evolution are known in plants, including the repeated development of C4 photosynthesis, seed dispersal by fleshy fruits adapted to be eaten by animals, and carnivory.
Convergent evolution is also observed in non-biological structures.
Overview
In morphology, analogous traits arise when different species live in similar ways and/or a similar environment, and so face the same environmental factors. When occupying similar ecological niches (that is, a distinctive way of life) similar problems can lead to similar solutions. The British anatomist Richard Owen was the first to identify the fundamental difference between analogies and homologies.
In biochemistry, physical and chemical constraints on mechanisms have caused some active site arrangements such a
Document 1:::
Evolutionary biology is the subfield of biology that studies the evolutionary processes (natural selection, common descent, speciation) that produced the diversity of life on Earth. It is also defined as the study of the history of life forms on Earth. Evolution holds that all species are related and gradually change over generations. In a population, the genetic variations affect the phenotypes (physical characteristics) of an organism. These changes in the phenotypes will be an advantage to some organisms, which will then be passed onto their offspring. Some examples of evolution in species over many generations are the peppered moth and flightless birds. In the 1930s, the discipline of evolutionary biology emerged through what Julian Huxley called the modern synthesis of understanding, from previously unrelated fields of biological research, such as genetics and ecology, systematics, and paleontology.
The investigational range of current research has widened to encompass the genetic architecture of adaptation, molecular evolution, and the different forces that contribute to evolution, such as sexual selection, genetic drift, and biogeography. Moreover, the newer field of evolutionary developmental biology ("evo-devo") investigates how embryogenesis is controlled, thus yielding a wider synthesis that integrates developmental biology with the fields of study covered by the earlier evolutionary synthesis.
Subfields
Evolution is the central unifying concept in biology. Biology can be divided into various ways. One way is by the level of biological organization, from molecular to cell, organism to population. Another way is by perceived taxonomic group, with fields such as zoology, botany, and microbiology, reflecting what was once seen as the major divisions of life. A third way is by approaches, such as field biology, theoretical biology, experimental evolution, and paleontology. These alternative ways of dividing up the subject have been combined with evolution
Document 2:::
This is a list of topics in evolutionary biology.
A
abiogenesis – adaptation – adaptive mutation – adaptive radiation – allele – allele frequency – allochronic speciation – allopatric speciation – altruism – : anagenesis – anti-predator adaptation – applications of evolution – aposematism – Archaeopteryx – aquatic adaptation – artificial selection – atavism
B
Henry Walter Bates – biological organisation – Brassica oleracea – breed
C
Cambrian explosion – camouflage – Sean B. Carroll – catagenesis – gene-centered view of evolution – cephalization – Sergei Chetverikov – chronobiology – chronospecies – clade – cladistics – climatic adaptation – coalescent theory – co-evolution – co-operation – coefficient of relationship – common descent – convergent evolution – creation–evolution controversy – cultivar – conspecific song preference
D
Darwin (unit) – Charles Darwin – Darwinism – Darwin's finches – Richard Dawkins – directed mutagenesis – Directed evolution – directional selection – Theodosius Dobzhansky – dog breeding – domestication – domestication of the horse
E
E. coli long-term evolution experiment – ecological genetics – ecological selection – ecological speciation – Endless Forms Most Beautiful – endosymbiosis – error threshold (evolution) – evidence of common descent – evolution – evolutionary arms race – evolutionary capacitance
Evolution: of ageing – of the brain – of cetaceans – of complexity – of dinosaurs – of the eye – of fish – of the horse – of insects – of human intelligence – of mammalian auditory ossicles – of mammals – of monogamy – of sex – of sirenians – of tetrapods – of the wolf
evolutionary developmental biology – evolutionary dynamics – evolutionary game theory – evolutionary history of life – evolutionary history of plants – evolutionary medicine – evolutionary neuroscience – evolutionary psychology – evolutionary radiation – evolutionarily stable strategy – evolutionary taxonomy – evolutionary tree – evolvability – experimental evol
Document 3:::
Tinbergen's four questions, named after 20th century biologist Nikolaas Tinbergen, are complementary categories of explanations for animal behaviour. These are also commonly referred to as levels of analysis. It suggests that an integrative understanding of behaviour must include ultimate (evolutionary) explanations, in particular:
behavioural adaptive functions
phylogenetic history; and the proximate explanations
underlying physiological mechanisms
ontogenetic/developmental history.
Four categories of questions and explanations
When asked about the purpose of sight in humans and animals, even elementary-school children can answer that animals have vision to help them find food and avoid danger (function/adaptation). Biologists have three additional explanations: sight is caused by a particular series of evolutionary steps (phylogeny), the mechanics of the eye (mechanism/causation), and even the process of an individual's development (ontogeny).
This schema constitutes a basic framework of the overlapping behavioural fields of ethology, behavioural ecology, comparative psychology, sociobiology, evolutionary psychology, and anthropology. Julian Huxley identified the first three questions. Niko Tinbergen gave only the fourth question, as Huxley's questions failed to distinguish between survival value and evolutionary history; Tinbergen's fourth question helped resolve this problem.
Evolutionary (ultimate) explanations
First question: Function (adaptation)
Darwin's theory of evolution by natural selection is the only scientific explanation for why an animal's behaviour is usually well adapted for survival and reproduction in its environment. However, claiming that a particular mechanism is well suited to the present environment is different from claiming that this mechanism was selected for in the past due to its history of being adaptive.
The literature conceptualizes the relationship between function and evolution in two ways. On the one hand, function
Document 4:::
Homoplasy, in biology and phylogenetics, is the term used to describe a feature that has been gained or lost independently in separate lineages over the course of evolution. This is different from homology, which is the term used to characterize the similarity of features that can be parsimoniously explained by common ancestry. Homoplasy can arise from both similar selection pressures acting on adapting species, and the effects of genetic drift.
Most often, homoplasy is viewed as a similarity in morphological characters. However, homoplasy may also appear in other character types, such as similarity in the genetic sequence, life cycle types or even behavioral traits.
Etymology
The term homoplasy was first used by Ray Lankester in 1870. The corresponding adjective is either homoplasic or homoplastic.
It is derived from the two Ancient Greek words (), meaning "similar, alike, the same", and (), meaning "to shape, to mold".
Parallelism and convergence
Parallel and convergent evolution lead to homoplasy when different species independently evolve or gain apparently identical features, which are different from the feature inferred to have been present in their common ancestor. When the similar features are caused by an equivalent developmental mechanism, the process is referred to as parallel evolution. The process is called convergent evolution when the similarity arises from different developmental mechanisms. These types of homoplasy may occur when different lineages live in comparable ecological niches that require similar adaptations for an increase in fitness. An interesting example is that of the marsupial moles (Notoryctidae), golden moles (Chrysochloridae) and northern moles (Talpidae). These are mammals from different geographical regions and lineages, and have all independently evolved very similar burrowing characteristics (such as cone-shaped heads and flat frontal claws) to live in a subterranean ecological niche.
Reversion
In contrast, reversal (
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is name of the phenomenon where similar traits evolve independently in species that do not share a common ancestry?
A. equation evolution
B. divergent evolution
C. coalescence evolution
D. convergent evolution
Answer:
|
|
sciq-4081
|
multiple_choice
|
Tubeworms deep in the galapagos rift get their energy from what type of bacteria?
|
[
"chemosynthetic",
"asexual",
"sprillia",
"filamentous"
] |
A
|
Relavent Documents:
Document 0:::
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 1:::
This list of life sciences comprises the branches of science that involve the scientific study of life – such as microorganisms, plants, and animals including human beings. This science is one of the two major branches of natural science, the other being physical science, which is concerned with non-living matter. Biology is the overall natural science that studies life, with the other life sciences as its sub-disciplines.
Some life sciences focus on a specific type of organism. For example, zoology is the study of animals, while botany is the study of plants. Other life sciences focus on aspects common to all or many life forms, such as anatomy and genetics. Some focus on the micro-scale (e.g. molecular biology, biochemistry) other on larger scales (e.g. cytology, immunology, ethology, pharmacy, ecology). Another major branch of life sciences involves understanding the mindneuroscience. Life sciences discoveries are helpful in improving the quality and standard of life and have applications in health, agriculture, medicine, and the pharmaceutical and food science industries. For example, it has provided information on certain diseases which has overall aided in the understanding of human health.
Basic life science branches
Biology – scientific study of life
Anatomy – study of form and function, in plants, animals, and other organisms, or specifically in humans
Astrobiology – the study of the formation and presence of life in the universe
Bacteriology – study of bacteria
Biotechnology – study of combination of both the living organism and technology
Biochemistry – study of the chemical reactions required for life to exist and function, usually a focus on the cellular level
Bioinformatics – developing of methods or software tools for storing, retrieving, organizing and analyzing biological data to generate useful biological knowledge
Biolinguistics – the study of the biology and evolution of language.
Biological anthropology – the study of humans, non-hum
Document 2:::
Colleen Marie Cavanaugh is an American academic microbiologist best known for her studies of hydrothermal vent ecosystems. As of 2002, she is the Edward C. Jeffrey Professor of Biology in the Department of Organismic and Evolutionary Biology at Harvard University and is affiliated with the Marine Biological Laboratory and the Woods Hole Oceanographic Institution. Cavanaugh was the first to propose that the deep-sea giant tube worm, Riftia pachyptila, obtains its food from bacteria living within its cells, an insight which she had as a graduate student at Harvard. Significantly, she made the connection that these chemoautotrophic bacteria were able to play this role through their use of chemosynthesis, the biological oxidation of inorganic compounds (e.g., hydrogen sulfide) to synthesize organic matter from very simple carbon-containing molecules, thus allowing organisms such as the bacteria (and dependent organisms such as tube worms) to exist in deep ocean without sunlight.
Early life and education
Cavanaugh was born in Detroit, Michigan, in 1953.
Cavanaugh received her undergraduate degree from the University of Michigan in 1977, where she initially studied music but ultimately majored in ecology. She says her life changed direction in her sophomore year when she heard about a course in marine ecology at the oceanographic center in Woods Hole, Massachusetts. There, her work involved wading out into chilly waters to study the mating habits of horseshoe crabs, and she described herself as "[falling] in love" with the relaxed camaraderie and exchange of ideas between biologists, geologists, and scientists from other disciplines. Cavanaugh took a Marine Ecology course as an undergraduate offered by the University of Michigan, stayed in Woods Hole afterwards (as her car needed repair) looking for a job, and ultimately replaced a "no show" in a Boston University undergraduate research program, which returned her to work with local horseshoe crabs.
Cavanaugh then move
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The branches of microbiology can be classified into pure and applied sciences. Microbiology can be also classified based on taxonomy, in the cases of bacteriology, mycology, protozoology, and phycology. There is considerable overlap between the specific branches of microbiology with each other and with other disciplines, and certain aspects of these branches can extend beyond the traditional scope of microbiology
In general the field of microbiology can be divided in the more fundamental branch (pure microbiology) and the applied microbiology (biotechnology). In the more fundamental field the organisms are studied as the subject itself on a deeper (theoretical) level.
Applied microbiology refers to the fields where the micro-organisms are applied in certain processes such as brewing or fermentation. The organisms itself are often not studied as such, but applied to sustain certain processes.
Pure microbiology
Bacteriology: the study of bacteria
Mycology: the study of fungi
Protozoology: the study of protozoa
Phycology/algology: the study of algae
Parasitology: the study of parasites
Immunology: the study of the immune system
Virology: the study of viruses
Nematology: the study of nematodes
Microbial cytology: the study of microscopic and submicroscopic details of microorganisms
Microbial physiology: the study of how the microbial cell functions biochemically. Includes the study of microbial growth, microbial metabolism and microbial cell structure
Microbial pathogenesis: the study of pathogens which happen to be microbes
Microbial ecology: the relationship between microorganisms and their environment
Microbial genetics: the study of how genes are organized and regulated in microbes in relation to their cellular functions Closely related to the field of molecular biology
Cellular microbiology: a discipline bridging microbiology and cell biology
Evolutionary microbiology: the study of the evolution of microbes. This field can be subdivided into:
Micr
Document 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Tubeworms deep in the galapagos rift get their energy from what type of bacteria?
A. chemosynthetic
B. asexual
C. sprillia
D. filamentous
Answer:
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|
sciq-181
|
multiple_choice
|
What are variants of genes called?
|
[
"mutations",
"antigens",
"allergens",
"alleles"
] |
D
|
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:::
The Encyclopedia of Genetics () is a print encyclopedia of genetics edited by Sydney Brenner and Jeffrey H. Miller. It has four volumes and 1,700 entries. It is available online at http://www.sciencedirect.com/science/referenceworks/9780122270802.
Genetics
Genetics literature
Document 2:::
In biology, and especially in genetics, a mutant is an organism or a new genetic character arising or resulting from an instance of mutation, which is generally an alteration of the DNA sequence of the genome or chromosome of an organism. It is a characteristic that would not be observed naturally in a specimen. The term mutant is also applied to a virus with an alteration in its nucleotide sequence whose genome is in the nuclear genome. The natural occurrence of genetic mutations is integral to the process of evolution. The study of mutants is an integral part of biology; by understanding the effect that a mutation in a gene has, it is possible to establish the normal function of that gene.
Mutants arise by mutation
Mutants arise by mutations occurring in pre-existing genomes as a result of errors of DNA replication or errors of DNA repair. Errors of replication often involve translesion synthesis by a DNA polymerase when it encounters and bypasses a damaged base in the template strand. A DNA damage is an abnormal chemical structure in DNA, such as a strand break or an oxidized base, whereas a mutation, by contrast, is a change in the sequence of standard base pairs. Errors of repair occur when repair processes inaccurately replace a damaged DNA sequence. The DNA repair process microhomology-mediated end joining is particularly error-prone.
Etymology
Although not all mutations have a noticeable phenotypic effect, the common usage of the word "mutant" is generally a pejorative term, only used for genetically or phenotypically noticeable mutations. Previously, people used the word "sport" (related to spurt) to refer to abnormal specimens. The scientific usage is broader, referring to any organism differing from the wild type. The word finds its origin in the Latin term mūtant- (stem of mūtāns), which means "to change".
Mutants should not be confused with organisms born with developmental abnormalities, which are caused by errors during morphogenesis. In a devel
Document 3:::
Major gene is a gene with pronounced phenotype expression, in contrast to a modifier gene. Major gene characterizes common expression of oligogenic series, i.e. a small number of genes that determine the same trait.
Major genes control the discontinuous or qualitative characters in contrast of minor genes or polygenes with individually small effects. Major genes segregate and may be easily subject to mendelian analysis. The gene categorization into major and minor determinants is more or less arbitrary. Both of the two types are in all probability only end points in a more or less continuous series of gene action and gene interactions.
The term major gene was introduced into the science of inheritance by Keneth Mather (1941).
See also
Gene interaction
Minor gene
Gene
Document 4:::
In biology, the word gene (from , ; meaning generation or birth or gender) can have several different meanings. The Mendelian gene is a basic unit of heredity and the molecular gene is a sequence of nucleotides in DNA that is transcribed to produce a functional RNA. There are two types of molecular genes: protein-coding genes and non-coding genes.
During gene expression, the DNA is first copied into RNA. The RNA can be directly functional or be the intermediate template for a protein that performs a function. (Some viruses have an RNA genome so the genes are made of RNA that may function directly without being copied into RNA. This is an exception to the strict definition of a gene described above.)
The transmission of genes to an organism's offspring is the basis of the inheritance of phenotypic traits. These genes make up different DNA sequences called genotypes. Genotypes along with environmental and developmental factors determine what the phenotypes will be. Most biological traits are under the influence of polygenes (many different genes) as well as gene–environment interactions. Some genetic traits are instantly visible, such as eye color or the number of limbs, and some are not, such as blood type, the risk for specific diseases, or the thousands of basic biochemical processes that constitute life.
A gene can acquire mutations in their sequence, leading to different variants, known as alleles, in the population. These alleles encode slightly different versions of a gene, which may cause different phenotypical traits. Usage of the term "having a gene" (e.g., "good genes," "hair color gene") typically refers to containing a different allele of the same, shared gene. Genes evolve due to natural selection / survival of the fittest and genetic drift of the alleles.
The term gene was introduced by Danish botanist, plant physiologist and geneticist Wilhelm Johannsen in 1909. It is inspired by the Ancient Greek: γόνος, gonos, that means offspring and procreation
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What are variants of genes called?
A. mutations
B. antigens
C. allergens
D. alleles
Answer:
|
|
sciq-1507
|
multiple_choice
|
What is the arch called that forms when plasma of the sun flows along the loop that connects sunspots?
|
[
"large prominence",
"vertical prominence",
"Energy prominence.",
"solar prominence"
] |
D
|
Relavent Documents:
Document 0:::
Solar Physics is a peer-reviewed scientific journal published monthly by Springer Science+Business Media. The editors-in-chief are Lidia van Driel-Gesztelyi (various affiliations), John Leibacher
(National Solar Observatory, and Institut d'Astrophysique Spatiale), Cristina Mandrini
(Universidad de Buenos Aires), and Iñigo Arregui (Instituto de Astrofísica de Canarias).
Scope and history
The focus of this journal is fundamental research on the Sun and it covers all aspects of solar physics. Topical coverage includes solar-terrestrial physics and stellar research if it pertains to the focus of this journal. Publishing formats include regular manuscripts, invited reviews, invited memoirs, and topical collections. Solar Physics was established in 1967 by solar physicists Cornelis de Jager and Zdeněk Švestka, and publisher D. Reidel.
Abstracting and indexing
This journal is indexed by the following services:
Science Citation Index
Scopus
INSPEC
Chemical Abstracts Service
Current Contents/Physical, Chemical & Earth Sciences
GeoRef
Journal Citation Reports
SIMBAD
Document 1:::
Heliophysics (from the prefix "helio", from Attic Greek hḗlios, meaning Sun, and the noun "physics": the science of matter and energy and their interactions) is the physics of the Sun and its connection with the Solar System. NASA defines heliophysics as "(1) the comprehensive new term for the science of the Sun - Solar System Connection, (2) the exploration, discovery, and understanding of Earth's space environment, and (3) the system science that unites all of the linked phenomena in the region of the cosmos influenced by a star like our Sun."
Heliophysics concentrates on the Sun's effects on Earth and other bodies within the Solar System, as well as the changing conditions in space. It is primarily concerned with the magnetosphere, ionosphere, thermosphere, mesosphere, and upper atmosphere of the Earth and other planets. Heliophysics combines the science of the Sun, corona, heliosphere and geospace, and encompasses a wide variety of astronomical phenomena, including "cosmic rays and particle acceleration, space weather and radiation, dust and magnetic reconnection, nuclear energy generation and internal solar dynamics, solar activity and stellar magnetic fields, aeronomy and space plasmas, magnetic fields and global change", and the interactions of the Solar System with the Milky Way Galaxy.
Term “heliophysics” (Russian: “гелиофизика”) was widely used in Russian-language scientific literature. The Great Soviet Encyclopedia third edition (1969—1978) defines “Heliophysics” as “[…] a division of astrophysics that studies physics of the Sun". In 1990, the Higher Attestation Commission, responsible for the advanced academic degrees in Soviet Union and later in Russia and the Former Soviet Union, established a new specialty “Heliophysics and physics of solar system”. In English-language scientific literature prior to about 2002, the term heliophysics was sporadically used to describe the study of the "physics of the Sun". As such it was a direct translation from th
Document 2:::
The heliospheric current sheet, or interplanetary current sheet, is a surface separating regions of the heliosphere where the interplanetary magnetic field points toward and away from the Sun. A small electrical current with a current density of about 10−10 A/m2 flows within this surface, forming a current sheet confined to this surface. The shape of the current sheet results from the influence of the Sun's rotating magnetic field on the plasma in the interplanetary medium. The thickness of the current sheet is about near the orbit of the Earth.
Characteristics
Ballerina's skirt shape
As the Sun rotates, its magnetic field twists into an Archimedean spiral, as it extends through the Solar System. This phenomenon is often called the Parker spiral, after Eugene Parker's work that predicted the structure of the interplanetary magnetic field.
The spiral nature of the heliospheric magnetic field was noted earlier by Hannes Alfvén, based on the structure of comet tails.
The influence of this spiral-shaped magnetic field on the interplanetary medium (solar wind) creates the largest structure in the Solar System, the heliospheric current sheet.
Parker's spiral magnetic field was divided in two by a current sheet, a mathematical model first developed in the early 1970s by Schatten. It warps into a wavy spiral shape that has been likened to a ballerina's skirt. The waviness of the current sheet is due to the magnetic field dipole axis' tilt angle to the solar rotation axis and variations from an ideal dipole field.
Unlike the familiar shape of the field from a bar magnet, the Sun's extended field is twisted into an arithmetic spiral by the magnetohydrodynamic influence of the solar wind. The solar wind travels outward from the Sun at a rate of 200-800km/s, but an individual jet of solar wind from a particular feature on the Sun's surface rotates with the solar rotation, making a spiral pattern in space. The cause of this ballerina spiral shape has sometimes been calle
Document 3:::
Helioseismology, a term coined by Douglas Gough, is the study of the structure and dynamics of the Sun through its oscillations. These are principally caused by sound waves that are continuously driven and damped by convection near the Sun's surface. It is similar to geoseismology, or asteroseismology (also coined by Gough), which are respectively the studies of the Earth or stars through their oscillations. While the Sun's oscillations were first detected in the early 1960s, it was only in the mid-1970s that it was realized that the oscillations propagated throughout the Sun and could allow scientists to study the Sun's deep interior. The modern field is separated into global helioseismology, which studies the Sun's resonant modes directly, and local helioseismology, which studies the propagation of the component waves near the Sun's surface.
Helioseismology has contributed to a number of scientific breakthroughs. The most notable was to show the predicted neutrino flux from the Sun could not be caused by flaws in stellar models and must instead be a problem of particle physics. The so-called solar neutrino problem was ultimately resolved by neutrino oscillations. The experimental discovery of neutrino oscillations was recognized by the 2015 Nobel Prize for Physics. Helioseismology also allowed accurate measurements of the quadrupole (and higher-order) moments of the Sun's gravitational potential, which are consistent with General Relativity. The first helioseismic calculations of the Sun's internal rotation profile showed a rough separation into a rigidly-rotating core and differentially-rotating envelope. The boundary layer is now known as the tachocline and is thought to be a key component for the solar dynamo. Although it roughly coincides with the base of the solar convection zone — also inferred through helioseismology — it is conceptually distinct, being a boundary layer in which there is a meridional flow connected with the convection zone and dr
Document 4:::
In astronomy and in astrophysics, for radiative losses of the solar corona, it is meant the energy flux radiated from the external atmosphere of the Sun (traditionally divided into chromosphere, transition region and corona), and, in particular, the processes of production of the radiation coming from the solar corona and transition region, where the plasma is optically-thin. On the contrary, in the chromosphere, where the temperature decreases from the photospheric value of 6000 K to the minimum of 4400 K, the optical depth is about 1, and the radiation is thermal.
The corona extends much further than a solar radius from the photosphere and looks very complex and inhomogeneous in the X-rays images taken by satellites (see the figure on the right taken by the XRT on board Hinode).
The structure and dynamics of the corona are dominated by the solar magnetic field. There are strong evidences that even the heating mechanism, responsible for its high temperature of million degrees, is linked to the magnetic field of the Sun.
The energy flux irradiated from the corona changes in active regions, in the quiet Sun and in coronal holes; actually, part of the energy is irradiated outwards, but approximately the same amount of the energy flux is conducted back towards the chromosphere, through the steep transition region. In active regions the energy flux is about 107 erg cm−2sec−1, in the quiet Sun it is roughly 8 105 – 106 erg cm−2sec−1, and in coronal holes 5 105 - 8 105 erg cm−2sec−1, including the losses due to the solar wind.
The required power is a small fraction of the total flux irradiated from the Sun, but this energy is enough to maintain the plasma at the temperature of million degrees, since the density is very low and the processes of radiation are different from those occurring in the photosphere, as it is shown in detail in the next section.
Processes of radiation of the solar corona
The electromagnetic waves coming from the solar corona are emitted mai
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the arch called that forms when plasma of the sun flows along the loop that connects sunspots?
A. large prominence
B. vertical prominence
C. Energy prominence.
D. solar prominence
Answer:
|
|
sciq-8053
|
multiple_choice
|
Constriction and dilation allow the circulatory system to change the amount of blood flowing to which body parts?
|
[
"tissues",
"organs",
"muscles",
"arteries"
] |
B
|
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:::
Cardiovascular physiology is the study of the cardiovascular system, specifically addressing the physiology of the heart ("cardio") and blood vessels ("vascular").
These subjects are sometimes addressed separately, under the names cardiac physiology and circulatory physiology.
Although the different aspects of cardiovascular physiology are closely interrelated, the subject is still usually divided into several subtopics.
Heart
Cardiac output (= heart rate * stroke volume. Can also be calculated with Fick principle, palpating method.)
Stroke volume (= end-diastolic volume − end-systolic volume)
Ejection fraction (= stroke volume / end-diastolic volume)
Cardiac output is mathematically ` to systole
Inotropic, chronotropic, and dromotropic states
Cardiac input (= heart rate * suction volume Can be calculated by inverting terms in Fick principle)
Suction volume (= end-systolic volume + end-diastolic volume)
Injection fraction (=suction volume / end-systolic volume)
Cardiac input is mathematically ` to diastole
Electrical conduction system of the heart
Electrocardiogram
Cardiac marker
Cardiac action potential
Frank–Starling law of the heart
Wiggers diagram
Pressure volume diagram
Regulation of blood pressure
Baroreceptor
Baroreflex
Renin–angiotensin system
Renin
Angiotensin
Juxtaglomerular apparatus
Aortic body and carotid body
Autoregulation
Cerebral Autoregulation
Hemodynamics
Under most circumstances, the body attempts to maintain a steady mean arterial pressure.
When there is a major and immediate decrease (such as that due to hemorrhage or standing up), the body can increase the following:
Heart rate
Total peripheral resistance (primarily due to vasoconstriction of arteries)
Inotropic state
In turn, this can have a significant impact upon several other variables:
Stroke volume
Cardiac output
Pressure
Pulse pressure (systolic pressure - diastolic pressure)
Mean arterial pressure (usually approximated with diastolic pressure +
Document 2:::
Vascular recruitment is the increase in the number of perfused capillaries in response to a stimulus. I.e., the more you exercise regularly, the more oxygen can reach your muscles.
Vascular recruitment may also be called capillary recruitment.
Vascular recruitment in skeletal muscle
The term «vascular recruitment» or «capillary recruitment» usually refers to the increase in the number perfused capillaries in skeletal muscle in response to a stimulus. The most important stimulus in humans is regular exercise. Vascular recruitment in skeletal muscle is thought to enhance the capillary surface area for oxygen exchange and decrease the oxygen diffusion distance.
Other stimuli are possible. Insulin can act as a stimulus for vascular recruitment in skeletal muscle. This process may also improve glucose delivery to skeletal muscle by increasing the surface area for diffusion. That insulin can act in this way has been proposed based on increases in limb blood flow and skeletal muscle blood volume which occurred after hyperinsulinemia.
The exact extent of capillary recruitment in intact skeletal muscle in response to regular exercise or insulin is unknown, because non-invasive measurement techniques are not yet extremely precise.
Being overweight or obese may negatively interfere with vascular recruitment in skeletal muscle.
Vascular recruitment in the lung
Vascular recruitment in the lung (i.e., in the pulmonary microcirculation) may be noteworthy to healthcare professionals in emergency medicine, because it may increase evidence of lung injury, and increase pulmonary capillary protein leak.
Vascular recruitment in the brain
Vascular recruitment in the brain is thought to lead to new capillaries and increase the cerebral blood flow.
Controversy
The existence of vascular recruitment in response to a stimulus has been disputed by some researchers. However, most researchers accept that vascular recruitment exists.
Document 3:::
Hemodynamics or haemodynamics are the dynamics of blood flow. The circulatory system is controlled by homeostatic mechanisms of autoregulation, just as hydraulic circuits are controlled by control systems. The hemodynamic response continuously monitors and adjusts to conditions in the body and its environment. Hemodynamics explains the physical laws that govern the flow of blood in the blood vessels.
Blood flow ensures the transportation of nutrients, hormones, metabolic waste products, oxygen, and carbon dioxide throughout the body to maintain cell-level metabolism, the regulation of the pH, osmotic pressure and temperature of the whole body, and the protection from microbial and mechanical harm.
Blood is a non-Newtonian fluid, and is most efficiently studied using rheology rather than hydrodynamics. Because blood vessels are not rigid tubes, classic hydrodynamics and fluids mechanics based on the use of classical viscometers are not capable of explaining haemodynamics.
The study of the blood flow is called hemodynamics, and the study of the properties of the blood flow is called hemorheology.
Blood
Blood is a complex liquid. Blood is composed of plasma and formed elements. The plasma contains 91.5% water, 7% proteins and 1.5% other solutes. The formed elements are platelets, white blood cells, and red blood cells. The presence of these formed elements and their interaction with plasma molecules are the main reasons why blood differs so much from ideal Newtonian fluids.
Viscosity of plasma
Normal blood plasma behaves like a Newtonian fluid at physiological rates of shear. Typical values for the viscosity of normal human plasma at 37 °C is 1.4 mN·s/m2. The viscosity of normal plasma varies with temperature in the same way as does that of its solvent water; a 5 °C increase of temperature in the physiological range reduces plasma viscosity by about 10%.
Osmotic pressure of plasma
The osmotic pressure of solution is determined by the number of particles present
Document 4:::
Compliance is the ability of a hollow organ (vessel) to distend and increase volume with increasing transmural pressure or the tendency of a hollow organ to resist recoil toward its original dimensions on application of a distending or compressing force. It is the reciprocal of "elastance", hence elastance is a measure of the tendency of a hollow organ to recoil toward its original dimensions upon removal of a distending or compressing force.
Blood vessels
The terms elastance and compliance are of particular significance in cardiovascular physiology and respiratory physiology. In compliance, an increase in volume occurs in a vessel when the pressure in that vessel is increased. The tendency of the arteries and veins to stretch in response to pressure has a large effect on perfusion and blood pressure. This physically means that blood vessels with a higher compliance deform easier than lower compliance blood vessels under the same pressure and volume conditions.
Venous compliance is approximately 30 times larger than arterial compliance.
Compliance is calculated using the following equation, where ΔV is the change in volume (mL), and ΔP is the change in pressure (mmHg):
Physiologic compliance is generally in agreement with the above and adds dP/dt as a common academic physiologic measurement of both pulmonary and cardiac tissues. Adaptation of equations initially applied to rubber and latex allow modeling of the dynamics of pulmonary and cardiac tissue compliance.
Veins have a much higher compliance than arteries (largely due to their thinner walls.) Veins which are abnormally compliant can be associated with edema. Pressure stockings are sometimes used to externally reduce compliance, and thus keep blood from pooling in the legs.
Vasodilation and vasoconstriction are complex phenomena; they are functions not merely of the fluid mechanics of pressure and tissue elasticity but also of active homeostatic regulation with hormones and cell signaling, in which
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Constriction and dilation allow the circulatory system to change the amount of blood flowing to which body parts?
A. tissues
B. organs
C. muscles
D. arteries
Answer:
|
|
sciq-6239
|
multiple_choice
|
What type of radiation from the sun reaches earth across space striking everything on earth’s surface?
|
[
"static",
"seismic",
"electromagnetic",
"particle"
] |
C
|
Relavent Documents:
Document 0:::
Solar radio emission refers to radio waves that are naturally produced by the Sun, primarily from the lower and upper layers of the atmosphere called the chromosphere and corona, respectively. The Sun produces radio emissions through four known mechanisms, each of which operates primarily by converting the energy of moving electrons into electromagnetic radiation. The four emission mechanisms are thermal bremsstrahlung (braking) emission, gyromagnetic emission, plasma emission, and electron-cyclotron maser emission. The first two are incoherent mechanisms, which means that they are the summation of radiation generated independently by many individual particles. These mechanisms are primarily responsible for the persistent "background" emissions that slowly vary as structures in the atmosphere evolve. The latter two processes are coherent mechanisms, which refers to special cases where radiation is efficiently produced at a particular set of frequencies. Coherent mechanisms can produce much larger brightness temperatures (intensities) and are primarily responsible for the intense spikes of radiation called solar radio bursts, which are byproducts of the same processes that lead to other forms of solar activity like solar flares and coronal mass ejections.
History and observations
Radio emission from the Sun was first reported in the scientific literature by Grote Reber in 1944. Those were observations of 160 MHz frequency (2 meters wavelength) microwave emission emanating from the chromosphere. However, the earliest known observation was in 1942 during World War II by British radar operators who detected an intense low-frequency solar radio burst; that information was kept secret as potentially useful in evading enemy radar, but was later described in a scientific journal after the war. One of the most significant discoveries from early solar radio astronomers such as Joseph Pawsey was that the Sun produces much more radio emission than expected from standard blac
Document 1:::
Remote sensing is the acquisition of information about an object or phenomenon without making physical contact with the object, in contrast to in situ or on-site observation. The term is applied especially to acquiring information about Earth and other planets. Remote sensing is used in numerous fields, including geophysics, geography, land surveying and most Earth science disciplines (e.g. exploration geophysics, hydrology, ecology, meteorology, oceanography, glaciology, geology); it also has military, intelligence, commercial, economic, planning, and humanitarian applications, among others.
In current usage, the term remote sensing generally refers to the use of satellite- or aircraft-based sensor technologies to detect and classify objects on Earth. It includes the surface and the atmosphere and oceans, based on propagated signals (e.g. electromagnetic radiation). It may be split into "active" remote sensing (when a signal is emitted by a satellite or aircraft to the object and its reflection detected by the sensor) and "passive" remote sensing (when the reflection of sunlight is detected by the sensor).
Overview
Remote sensing can be divided into two types of methods: Passive remote sensing and Active remote sensing. Passive sensors gather radiation that is emitted or reflected by the object or surrounding areas. Reflected sunlight is the most common source of radiation measured by passive sensors. Examples of passive remote sensors include film photography, infrared, charge-coupled devices, and radiometers. Active collection, on the other hand, emits energy in order to scan objects and areas whereupon a sensor then detects and measures the radiation that is reflected or backscattered from the target. RADAR and LiDAR are examples of active remote sensing where the time delay between emission and return is measured, establishing the location, speed and direction of an object.
Remote sensing makes it possible to collect data of dangerous or inaccessible areas
Document 2:::
Longwave (LW) radiation, in the context of climate science, is electromagnetic thermal radiation emitted by Earth's surface, atmosphere, and clouds. Longwave radiation may also be referred to as terrestrial radiation, thermal infrared radiation, or thermal radiation. This radiation is in the infrared portion of the spectrum, but is distinct from (i.e., has a longer wavelength than) the shortwave (SW) near-infrared radiation found in sunlight.
Outgoing longwave radiation (OLR) is the longwave radiation emitted to space from the top of Earth's atmosphere. It may also be referred to as emitted terrestrial radiation. Outgoing longwave radiation plays an important role in planetary cooling.
Longwave radiation generally spans wavelengths ranging from 3–100 microns (μm). A cutoff of 4 μm is sometimes used to differentiate sunlight from longwave radiation. Less than 1% of sunlight has wavelengths greater than 4 μm. Over 99% of outgoing longwave radiation has wavelengths between 4 μm and 100 μm.
The flux of energy transported by outgoing longwave radiation is typically measured in units of watts per meter squared (W m−2). In the case of global energy flux, the W/m2 value is obtained by dividing the total energy flow over the surface of the globe (measured in watts) by the surface area of the Earth, .
Emitting outgoing longwave radiation is the only way Earth loses energy to space, i.e., the only way the planet cools itself. Radiative heating from absorbed sunlight, and radiative cooling to space via OLR power the heat engine that drives atmospheric dynamics.
The balance between OLR (energy lost) and incoming solar shortwave radiation (energy gained) determines whether the Earth is experiencing global heating or cooling (see Earth's energy budget).
Planetary energy balance
Outgoing longwave radiation (OLR) constitutes a critical component of Earth's energy budget.
The principle of conservation of energy says that energy cannot appear or disappear. Thus, any energy
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Non-ionizing (or non-ionising) radiation refers to any type of electromagnetic radiation that does not carry enough energy per quantum (photon energy) to ionize atoms or molecules—that is, to completely remove an electron from an atom or molecule. Instead of producing charged ions when passing through matter, non-ionizing electromagnetic radiation has sufficient energy only for excitation (the movement of an electron to a higher energy state). Non-ionizing radiation is not a significant health risk. In contrast, ionizing radiation has a higher frequency and shorter wavelength than non-ionizing radiation, and can be a serious health hazard: exposure to it can cause burns, radiation sickness, many kinds of cancer, and genetic damage. Using ionizing radiation requires elaborate radiological protection measures, which in general are not required with non-ionizing radiation.
The region at which radiation is considered "ionizing" is not well defined, since different molecules and atoms ionize at different energies. The usual definitions have suggested that radiation with particle or photon energies less than 10 electronvolts (eV) be considered non-ionizing. Another suggested threshold is 33 electronvolts, which is the energy needed to ionize water molecules. The light from the Sun that reaches the earth is largely composed of non-ionizing radiation, since the ionizing far-ultraviolet rays have been filtered out by the gases in the atmosphere, particularly oxygen. The remaining ultraviolet radiation from the Sun causes molecular damage (for example, sunburn) by photochemical and free-radical-producing means.
Mechanisms of interaction with matter, including living tissue
Near ultraviolet, visible light, infrared, microwave, radio waves, and low-frequency radio frequency (longwave) are all examples of non-ionizing radiation. By contrast, far ultraviolet light, X-rays, gamma-rays, and all particle radiation from radioactive decay are ionizing. Visible and near ultraviolet e
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Heliophysics (from the prefix "helio", from Attic Greek hḗlios, meaning Sun, and the noun "physics": the science of matter and energy and their interactions) is the physics of the Sun and its connection with the Solar System. NASA defines heliophysics as "(1) the comprehensive new term for the science of the Sun - Solar System Connection, (2) the exploration, discovery, and understanding of Earth's space environment, and (3) the system science that unites all of the linked phenomena in the region of the cosmos influenced by a star like our Sun."
Heliophysics concentrates on the Sun's effects on Earth and other bodies within the Solar System, as well as the changing conditions in space. It is primarily concerned with the magnetosphere, ionosphere, thermosphere, mesosphere, and upper atmosphere of the Earth and other planets. Heliophysics combines the science of the Sun, corona, heliosphere and geospace, and encompasses a wide variety of astronomical phenomena, including "cosmic rays and particle acceleration, space weather and radiation, dust and magnetic reconnection, nuclear energy generation and internal solar dynamics, solar activity and stellar magnetic fields, aeronomy and space plasmas, magnetic fields and global change", and the interactions of the Solar System with the Milky Way Galaxy.
Term “heliophysics” (Russian: “гелиофизика”) was widely used in Russian-language scientific literature. The Great Soviet Encyclopedia third edition (1969—1978) defines “Heliophysics” as “[…] a division of astrophysics that studies physics of the Sun". In 1990, the Higher Attestation Commission, responsible for the advanced academic degrees in Soviet Union and later in Russia and the Former Soviet Union, established a new specialty “Heliophysics and physics of solar system”. In English-language scientific literature prior to about 2002, the term heliophysics was sporadically used to describe the study of the "physics of the Sun". As such it was a direct translation from th
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What type of radiation from the sun reaches earth across space striking everything on earth’s surface?
A. static
B. seismic
C. electromagnetic
D. particle
Answer:
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sciq-11264
|
multiple_choice
|
What is the smallest unit of a chemical element called?
|
[
"droplet",
"nucleus",
"cell",
"atom"
] |
D
|
Relavent Documents:
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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
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Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
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The mass recorded by a mass spectrometer can refer to different physical quantities depending on the characteristics of the instrument and the manner in which the mass spectrum is displayed.
Units
The dalton (symbol: Da) is the standard unit that is used for indicating mass on an atomic or molecular scale (atomic mass). The unified atomic mass unit (symbol: u) is equivalent to the dalton. One dalton is approximately the mass of one a single proton or neutron. The unified atomic mass unit has a value of . The amu without the "unified" prefix is an obsolete unit based on oxygen, which was replaced in 1961.
Molecular mass
The molecular mass (abbreviated Mr) of a substance, formerly also called molecular weight and abbreviated as MW, is the mass of one molecule of that substance, relative to the unified atomic mass unit u (equal to 1/12 the mass of one atom of 12C). Due to this relativity, the molecular mass of a substance is commonly referred to as the relative molecular mass, and abbreviated to Mr.
Average mass
The average mass of a molecule is obtained by summing the average atomic masses of the constituent elements. For example, the average mass of natural water with formula H2O is 1.00794 + 1.00794 + 15.9994 = 18.01528 Da.
Mass number
The mass number, also called the nucleon number, is the number of protons and neutrons in an atomic nucleus. The mass number is unique for each isotope of an element and is written either after the element name or as a superscript to the left of an element's symbol. For example, carbon-12 (12C) has 6 protons and 6 neutrons.
Nominal mass
The nominal mass for an element is the mass number of its most abundant naturally occurring stable isotope, and for an ion or molecule, the nominal mass is the sum of the nominal masses of the constituent atoms. Isotope abundances are tabulated by IUPAC: for example carbon has two stable isotopes 12C at 98.9% natural abundance and 13C at 1.1% natural abundance, thus the nominal mass of carbon i
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The scale of a chemical process refers to the rough ranges in mass or volume of a chemical reaction or process that define the appropriate category of chemical apparatus and equipment required to accomplish it, and the concepts, priorities, and economies that operate at each. While the specific terms used—and limits of mass or volume that apply to them—can vary between specific industries, the concepts are used broadly across industry and the fundamental scientific fields that support them. Use of the term "scale" is unrelated to the concept of weighing; rather it is related to cognate terms in mathematics (e.g., geometric scaling, the linear transformation that enlarges or shrinks objects, and scale parameters in probability theory), and in applied areas (e.g., in the scaling of images in architecture, engineering, cartography, etc.).
Practically speaking, the scale of chemical operations also relates to the training required to carry them out, and can be broken out roughly as follows:
procedures performed at the laboratory scale, which involve the sorts of procedures used in academic teaching and research laboratories in the training of chemists and in discovery chemistry venues in industry,
operations at the pilot plant scale, e.g., carried out by process chemists, which, though at the lowest extreme of manufacturing operations, are on the order of 200- to 1000-fold larger than laboratory scale, and used to generate information on the behavior of each chemical step in the process that might be useful to design the actual chemical production facility;
intermediate bench scale sets of procedures, 10- to 200-fold larger than the discovery laboratory, sometimes inserted between the preceding two;
operations at demonstration scale and full-scale production, whose sizes are determined by the nature of the chemical product, available chemical technologies, the market for the product, and manufacturing requirements, where the aim of the first of these is literally
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In physical chemistry, there are numerous quantities associated with chemical compounds and reactions; notably in terms of amounts of substance, activity or concentration of a substance, and the rate of reaction. This article uses SI units.
Introduction
Theoretical chemistry requires quantities from core physics, such as time, volume, temperature, and pressure. But the highly quantitative nature of physical chemistry, in a more specialized way than core physics, uses molar amounts of substance rather than simply counting numbers; this leads to the specialized definitions in this article. Core physics itself rarely uses the mole, except in areas overlapping thermodynamics and chemistry.
Notes on nomenclature
Entity refers to the type of particle/s in question, such as atoms, molecules, complexes, radicals, ions, electrons etc.
Conventionally for concentrations and activities, square brackets [ ] are used around the chemical molecular formula. For an arbitrary atom, generic letters in upright non-bold typeface such as A, B, R, X or Y etc. are often used.
No standard symbols are used for the following quantities, as specifically applied to a substance:
the mass of a substance m,
the number of moles of the substance n,
partial pressure of a gas in a gaseous mixture p (or P),
some form of energy of a substance (for chemistry enthalpy H is common),
entropy of a substance S
the electronegativity of an atom or chemical bond χ.
Usually the symbol for the quantity with a subscript of some reference to the quantity is used, or the quantity is written with the reference to the chemical in round brackets. For example, the mass of water might be written in subscripts as mH2O, mwater, maq, mw (if clear from context) etc., or simply as m(H2O). Another example could be the electronegativity of the fluorine-fluorine covalent bond, which might be written with subscripts χF-F, χFF or χF-F etc., or brackets χ(F-F), χ(FF) etc.
Neither is standard. For the purpose of this a
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the smallest unit of a chemical element called?
A. droplet
B. nucleus
C. cell
D. atom
Answer:
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|
sciq-2903
|
multiple_choice
|
What occurs when an unstable nucleus emits an alpha particle and energy?
|
[
"nucleus decay",
"alpha radition",
"radar decay",
"alpha decay"
] |
D
|
Relavent Documents:
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Alpha particles, also called alpha rays or alpha radiation, consist of two protons and two neutrons bound together into a particle identical to a helium-4 nucleus. They are generally produced in the process of alpha decay, but may also be produced in other ways. Alpha particles are named after the first letter in the Greek alphabet, α. The symbol for the alpha particle is α or α2+. Because they are identical to helium nuclei, they are also sometimes written as or indicating a helium ion with a +2 charge (missing its two electrons). Once the ion gains electrons from its environment, the alpha particle becomes a normal (electrically neutral) helium atom .
Alpha particles have a net spin of zero. Due to the mechanism of their production in standard alpha radioactive decay, alpha particles generally have a kinetic energy of about 5 MeV, and a velocity in the vicinity of 4% of the speed of light. (See discussion below for the limits of these figures in alpha decay.) They are a highly ionizing form of particle radiation, and (when resulting from radioactive alpha decay) usually have low penetration depth (stopped by a few centimetres of air, or by the skin).
However, so-called long range alpha particles from ternary fission are three times as energetic, and penetrate three times as far. The helium nuclei that form 10–12% of cosmic rays are also usually of much higher energy than those produced by nuclear decay processes, and thus may be highly penetrating and able to traverse the human body and also many metres of dense solid shielding, depending on their energy. To a lesser extent, this is also true of very high-energy helium nuclei produced by particle accelerators.
Name
Some science authors use doubly ionized helium nuclei () and alpha particles as interchangeable terms. The nomenclature is not well defined, and thus not all high-velocity helium nuclei are considered by all authors to be alpha particles. As with beta and gamma particles/rays, the name used for t
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Alpha decay or α-decay is a type of radioactive decay in which an atomic nucleus emits an alpha particle (helium nucleus) and thereby transforms or 'decays' into a different atomic nucleus, with a mass number that is reduced by four and an atomic number that is reduced by two. An alpha particle is identical to the nucleus of a helium-4 atom, which consists of two protons and two neutrons. It has a charge of and a mass of . For example, uranium-238 decays to form thorium-234.
While alpha particles have a charge , this is not usually shown because a nuclear equation describes a nuclear reaction without considering the electrons – a convention that does not imply that the nuclei necessarily occur in neutral atoms.
Alpha decay typically occurs in the heaviest nuclides. Theoretically, it can occur only in nuclei somewhat heavier than nickel (element 28), where the overall binding energy per nucleon is no longer a maximum and the nuclides are therefore unstable toward spontaneous fission-type processes. In practice, this mode of decay has only been observed in nuclides considerably heavier than nickel, with the lightest known alpha emitter being the second lightest isotope of antimony, 104Sb. Exceptionally, however, beryllium-8 decays to two alpha particles.
Alpha decay is by far the most common form of cluster decay, where the parent atom ejects a defined daughter collection of nucleons, leaving another defined product behind. It is the most common form because of the combined extremely high nuclear binding energy and relatively small mass of the alpha particle. Like other cluster decays, alpha decay is fundamentally a quantum tunneling process. Unlike beta decay, it is governed by the interplay between both the strong nuclear force and the electromagnetic force.
Alpha particles have a typical kinetic energy of 5 MeV (or ≈ 0.13% of their total energy, 110 TJ/kg) and have a speed of about 15,000,000 m/s, or 5% of the speed of light. There is surprisingly small variat
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Alpha strike is a term referring to the event when an alpha particle, a composite charged particle composed of two protons and two neutrons, enters a computer and modifies the data or operation of a component in the computer.
Alpha strikes can disturb the silicon substrate of the transistors in a computer through their electronic stopping power, causing the transistor to flip states if the charge imparted by the strike crosses a critical threshold (QCrit). This, in turn, can corrupt the information stored by that transistor and create a cascading effect on the operation of the component that encases it.
History
The first widely recognized radiation-generated error in a computer was the appearance of random errors in the Intel 4k 2107 DRAM in the late 1970s. This problem was investigated by Timothy C. Mays and Murray H. Woods, who (in 1979) reported that the errors were caused by alpha decay from trace amounts of uranium and thorium induced in the seminal paper surrounding the chip.
Since then, there have been multiple incidents of computer errors due to radiation, including error reports from computers onboard spacecraft, corrupted data from voting machines, and crashes on computers onboard aircraft.
According to a study from Hughes Aircraft Company, anomalies in satellite communication attributed to galactic cosmic radiation is on the order of (3.1×10−3) transistors per year. This rate is an estimate of the number of noticeable cascading errors in communication between satellites per satellite.
Modern Impact
Alpha strikes are limiting the computing capabilities of computers onboard high-altitude vehicles as the energy an alpha particle imparts on the transistors of a computer is far more consequential for smaller transistors. As a result, computers with smaller transistors and higher computing capability are more prone to errors and crashes than computers with larger transistors.
One potential solution for optimizing the performance of computers onboard sp
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Reaction products
This sequence of reactions can be understood by thinking of the two interacting carbon nuclei as coming together to form an excited state of the 24Mg nucleus, which then decays in one of the five ways listed above. The first two reactions are strongly exothermic, as indicated by the large positive energies released, and ar
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In nuclear physics, beta decay (β-decay) is a type of radioactive decay in which an atomic nucleus emits a beta particle (fast energetic electron or positron), transforming into an isobar of that nuclide. For example, beta decay of a neutron transforms it into a proton by the emission of an electron accompanied by an antineutrino; or, conversely a proton is converted into a neutron by the emission of a positron with a neutrino in so-called positron emission. Neither the beta particle nor its associated (anti-)neutrino exist within the nucleus prior to beta decay, but are created in the decay process. By this process, unstable atoms obtain a more stable ratio of protons to neutrons. The probability of a nuclide decaying due to beta and other forms of decay is determined by its nuclear binding energy. The binding energies of all existing nuclides form what is called the nuclear band or valley of stability. For either electron or positron emission to be energetically possible, the energy release (see below) or Q value must be positive.
Beta decay is a consequence of the weak force, which is characterized by relatively lengthy decay times. Nucleons are composed of up quarks and down quarks, and the weak force allows a quark to change its flavour by emission of a W boson leading to creation of an electron/antineutrino or positron/neutrino pair. For example, a neutron, composed of two down quarks and an up quark, decays to a proton composed of a down quark and two up quarks.
Electron capture is sometimes included as a type of beta decay, because the basic nuclear process, mediated by the weak force, is the same. In electron capture, an inner atomic electron is captured by a proton in the nucleus, transforming it into a neutron, and an electron neutrino is released.
Description
The two types of beta decay are known as beta minus and beta plus. In beta minus (β−) decay, a neutron is converted to a proton, and the process creates an electron and an electron antineutrino;
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What occurs when an unstable nucleus emits an alpha particle and energy?
A. nucleus decay
B. alpha radition
C. radar decay
D. alpha decay
Answer:
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|
sciq-3197
|
multiple_choice
|
What is considered the smallest unit of life?
|
[
"particle",
"proteins",
"cell",
"molecule"
] |
C
|
Relavent Documents:
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Cellular components are the complex biomolecules and structures of which cells, and thus living organisms, are composed. Cells are the structural and functional units of life. The smallest organisms are single cells, while the largest organisms are assemblages of trillions of cells. DNA, double stranded macromolecule that carries the hereditary information of the cell and found in all living cells; each cell carries chromosome(s) having a distinctive DNA sequence.
Examples include macromolecules such as proteins and nucleic acids, biomolecular complexes such as a ribosome, and structures such as membranes, and organelles. While the majority of cellular components are located within the cell itself, some may exist in extracellular areas of an organism.
Cellular components may also be called biological matter or biological material. Most biological matter has the characteristics of soft matter, being governed by relatively small energies. All known life is made of biological matter. To be differentiated from other theoretical or fictional life forms, such life may be called carbon-based, cellular, organic, biological, or even simply living – as some definitions of life exclude hypothetical types of biochemistry.
See also
Cell (biology)
Cell biology
Biomolecule
Organelle
Tissue (biology)
External links
https://web.archive.org/web/20130918033010/http://bioserv.fiu.edu/~walterm/FallSpring/review1_fall05_chap_cell3.htm
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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
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The cell is the basic structural and functional unit of all forms of life. Every cell consists of cytoplasm enclosed within a membrane, and contains many macromolecules such as proteins, DNA and RNA, as well as many small molecules of nutrients and metabolites. The term comes from the Latin word meaning 'small room'.
Cells can acquire specified function and carry out various tasks within the cell such as replication, DNA repair, protein synthesis, and motility. Cells are capable of specialization and mobility within the cell.
Most plant and animal cells are only visible under a light microscope, with dimensions between 1 and 100 micrometres. Electron microscopy gives a much higher resolution showing greatly detailed cell structure. Organisms can be classified as unicellular (consisting of a single cell such as bacteria) or multicellular (including plants and animals). Most unicellular organisms are classed as microorganisms.
The study of cells and how they work has led to many other studies in related areas of biology, including: discovery of DNA, cancer systems biology, aging and developmental biology.
Cell biology is the study of cells, which were discovered by Robert Hooke in 1665, who named them for their resemblance to cells inhabited by Christian monks in a monastery. Cell theory, first developed in 1839 by Matthias Jakob Schleiden and Theodor Schwann, states that all organisms are composed of one or more cells, that cells are the fundamental unit of structure and function in all living organisms, and that all cells come from pre-existing cells. Cells emerged on Earth about 4 billion years ago.
Discovery
With continual improvements made to microscopes over time, magnification technology became advanced enough to discover cells. This discovery is largely attributed to Robert Hooke, and began the scientific study of cells, known as cell biology. When observing a piece of cork under the scope, he was able to see pores. This was shocking at the time as i
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The macroscopic scale is the length scale on which objects or phenomena are large enough to be visible with the naked eye, without magnifying optical instruments. It is the opposite of microscopic.
Overview
When applied to physical phenomena and bodies, the macroscopic scale describes things as a person can directly perceive them, without the aid of magnifying devices. This is in contrast to observations (microscopy) or theories (microphysics, statistical physics) of objects of geometric lengths smaller than perhaps some hundreds of micrometers.
A macroscopic view of a ball is just that: a ball. A microscopic view could reveal a thick round skin seemingly composed entirely of puckered cracks and fissures (as viewed through a microscope) or, further down in scale, a collection of molecules in a roughly spherical shape (as viewed through an electron microscope). An example of a physical theory that takes a deliberately macroscopic viewpoint is thermodynamics. An example of a topic that extends from macroscopic to microscopic viewpoints is histology.
Not quite by the distinction between macroscopic and microscopic, classical and quantum mechanics are theories that are distinguished in a subtly different way. At first glance one might think of them as differing simply in the size of objects that they describe, classical objects being considered far larger as to mass and geometrical size than quantal objects, for example a football versus a fine particle of dust. More refined consideration distinguishes classical and quantum mechanics on the basis that classical mechanics fails to recognize that matter and energy cannot be divided into infinitesimally small parcels, so that ultimately fine division reveals irreducibly granular features. The criterion of fineness is whether or not the interactions are described in terms of Planck's constant. Roughly speaking, classical mechanics considers particles in mathematically idealized terms even as fine as geometrical points wi
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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 the smallest unit of life?
A. particle
B. proteins
C. cell
D. molecule
Answer:
|
|
sciq-552
|
multiple_choice
|
When acellular slime molds swarm, they fuse together to form a single cell with many what?
|
[
"nuclei",
"lungs",
"cytoplasm",
"digestive tracts"
] |
A
|
Relavent Documents:
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Each species of slime mold has its own specific chemical messenger, which are collectively referred to as acrasins. These chemicals signal that many individual cells aggregate to form a single large cell or plasmodium. One of the earliest acrasins to be identified was cyclic AMP, found in the species Dictyostelium discoideum by Brian Shaffer, which exhibits a complex swirling-pulsating spiral pattern when forming a pseudoplasmodium.
The term acrasin was descriptively named after Acrasia from Edmund Spenser's Faerie Queene, who seduced men against their will and then transformed them into beasts. Acrasia is itself a play on the Greek akrasia that describes loss of free will.
Extraction
Brian Shaffer was the first to purify acrasin, now known to be cyclic AMP, in 1954, using methanol. Glorin, the acrasin of P. violaceum, can be purified by inhibiting the acrasin-degrading enzyme acrasinase with alcohol, extracting with alcohol and separating with column chromatography.
Notes
Evidence for the formation of cell aggregates by chemotaxis in the development of the slime mold Dictyostelium discoideum - J.T.Bonner and L.J.Savage Journal of Experimental Biology Vol. 106, pp. 1, October (1947) Cell Biology
Aggregation in cellular slime moulds: in vitro isolation of acrasin - B.M.Shaffer Nature Vol. 79, pp. 975, (1953) Cell Biology
Identification of a pterin as the acrasin of the cellular slime mold Dictyostelium lacteum - Proceedings of the National Academy of Sciences United States Vol. 79, pp. 6270–6274, October (1982) Cell Biology
Hunting Slime Moulds - Adele Conover, Smithsonian Magazine Online (2001)
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:::
In biology, a colony is composed of two or more conspecific individuals living in close association with, or connected to, one another. This association is usually for mutual benefit such as stronger defense or the ability to attack bigger prey.
Colonies can form in various shapes and ways depending on the organism involved. For instance, the bacterial colony is a cluster of identical cells (clones). These colonies often form and grow on the surface of (or within) a solid medium, usually derived from a single parent cell.
Colonies, in the context of development, may be composed of two or more unitary (or solitary) organisms or be modular organisms. Unitary organisms have determinate development (set life stages) from zygote to adult form and individuals or groups of individuals (colonies) are visually distinct. Modular organisms have indeterminate growth forms (life stages not set) through repeated iteration of genetically identical modules (or individuals), and it can be difficult to distinguish between the colony as a whole and the modules within. In the latter case, modules may have specific functions within the colony.
In contrast, solitary organisms do not associate with colonies; they are ones in which all individuals live independently and have all of the functions needed to survive and reproduce.
Some organisms are primarily independent and form facultative colonies in reply to environmental conditions while others must live in a colony to survive (obligate). For example, some carpenter bees will form colonies when a dominant hierarchy is formed between two or more nest foundresses (facultative colony), while corals are animals that are physically connected by living tissue (the coenosarc) that contains a shared gastrovascular cavity.
Colony types
Social colonies
Unicellular and multicellular unitary organisms may aggregate to form colonies. For example,
Protists such as slime molds are many unicellular organisms that aggregate to form colonies whe
Document 3:::
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 4:::
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.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
When acellular slime molds swarm, they fuse together to form a single cell with many what?
A. nuclei
B. lungs
C. cytoplasm
D. digestive tracts
Answer:
|
|
sciq-6714
|
multiple_choice
|
He mass spectrometer measures the percent abundance of different what?
|
[
"organisms",
"Proteins",
"isotopes",
"reactions"
] |
C
|
Relavent Documents:
Document 0:::
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 1:::
GRE Subject Biochemistry, Cell and Molecular Biology was a standardized exam provided by ETS (Educational Testing Service) that was discontinued in December 2016. It is a paper-based exam and there are no computer-based versions of it. ETS places this exam three times per year: once in April, once in October and once in November. Some graduate programs in the United States recommend taking this exam, while others require this exam score as a part of the application to their graduate programs. ETS sends a bulletin with a sample practice test to each candidate after registration for the exam. There are 180 questions within the biochemistry subject test.
Scores are scaled and then reported as a number between 200 and 990; however, in recent versions of the test, the maximum and minimum reported scores have been 760 (corresponding to the 99 percentile) and 320 (1 percentile) respectively. The mean score for all test takers from July, 2009, to July, 2012, was 526 with a standard deviation of 95.
After learning that test content from editions of the GRE® Biochemistry, Cell and Molecular Biology (BCM) Test has been compromised in Israel, ETS made the decision not to administer this test worldwide in 2016–17.
Content specification
Since many students who apply to graduate programs in biochemistry do so during the first half of their fourth year, the scope of most questions is largely that of the first three years of a standard American undergraduate biochemistry curriculum. A sampling of test item content is given below:
Biochemistry (36%)
A Chemical and Physical Foundations
Thermodynamics and kinetics
Redox states
Water, pH, acid-base reactions and buffers
Solutions and equilibria
Solute-solvent interactions
Chemical interactions and bonding
Chemical reaction mechanisms
B Structural Biology: Structure, Assembly, Organization and Dynamics
Small molecules
Macromolecules (e.g., nucleic acids, polysaccharides, proteins and complex lipids)
Supramolecular complexes (e.g.
Document 2:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 3:::
The Mathematics Subject Classification (MSC) is an alphanumerical classification scheme that has collaboratively been produced by staff of, and based on the coverage of, the two major mathematical reviewing databases, Mathematical Reviews and Zentralblatt MATH. The MSC is used by many mathematics journals, which ask authors of research papers and expository articles to list subject codes from the Mathematics Subject Classification in their papers. The current version is MSC2020.
Structure
The MSC is a hierarchical scheme, with three levels of structure. A classification can be two, three or five digits long, depending on how many levels of the classification scheme are used.
The first level is represented by a two-digit number, the second by a letter, and the third by another two-digit number. For example:
53 is the classification for differential geometry
53A is the classification for classical differential geometry
53A45 is the classification for vector and tensor analysis
First level
At the top level, 64 mathematical disciplines are labeled with a unique two-digit number. In addition to the typical areas of mathematical research, there are top-level categories for "History and Biography", "Mathematics Education", and for the overlap with different sciences. Physics (i.e. mathematical physics) is particularly well represented in the classification scheme with a number of different categories including:
Fluid mechanics
Quantum mechanics
Geophysics
Optics and electromagnetic theory
All valid MSC classification codes must have at least the first-level identifier.
Second level
The second-level codes are a single letter from the Latin alphabet. These represent specific areas covered by the first-level discipline. The second-level codes vary from discipline to discipline.
For example, for differential geometry, the top-level code is 53, and the second-level codes are:
A for classical differential geometry
B for local differential geometry
C for glo
Document 4:::
The SAT Subject Test in Biology was the name of a one-hour multiple choice test given on biology by the College Board. A student chose whether to take the test depending upon college entrance requirements for the schools in which the student is planning to apply. Until 1994, the SAT Subject Tests were known as Achievement Tests; and from 1995 until January 2005, they were known as SAT IIs. Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800. The average for Molecular is 630 while Ecological is 591.
On January 19 2021, the College Board discontinued all SAT Subject tests, including the SAT Subject Test in Biology E/M. This was effective immediately in the United States, and the tests were to be phased out by the following summer for international students. This was done as a response to changes in college admissions due to the impact of the COVID-19 pandemic on education.
Format
This test had 80 multiple-choice questions that were to be answered in one hour. All questions had five answer choices. Students received one point for each correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The student's score was based entirely on his or her performance in answering the multiple-choice questions.
The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Preparation
The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, a
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
He mass spectrometer measures the percent abundance of different what?
A. organisms
B. Proteins
C. isotopes
D. reactions
Answer:
|
|
sciq-465
|
multiple_choice
|
When electrons are shared between two atoms, they make a bond called a what?
|
[
"ionic bond",
"metallic bond",
"covalent bond",
"hydrogen bond"
] |
C
|
Relavent Documents:
Document 0:::
A bonding electron is an electron involved in chemical bonding. This can refer to:
Chemical bond, a lasting attraction between atoms, ions or molecules
Covalent bond or molecular bond, a sharing of electron pairs between atoms
Bonding molecular orbital, an attraction between the atomic orbitals of atoms in a molecule
Chemical bonding
Document 1:::
An intramolecular force (or primary forces) is any force that binds together the atoms making up a molecule or compound, not to be confused with intermolecular forces, which are the forces present between molecules. The subtle difference in the name comes from the Latin roots of English with inter meaning between or among and intra meaning inside. Chemical bonds are considered to be intramolecular forces which are often stronger than intermolecular forces present between non-bonding atoms or molecules.
Types
The classical model identifies three main types of chemical bonds — ionic, covalent, and metallic — distinguished by the degree of charge separation between participating atoms. The characteristics of the bond formed can be predicted by the properties of constituent atoms, namely electronegativity. They differ in the magnitude of their bond enthalpies, a measure of bond strength, and thus affect the physical and chemical properties of compounds in different ways. % of ionic character is directly proportional difference in electronegitivity of bonded atom.
Ionic bond
An ionic bond can be approximated as complete transfer of one or more valence electrons of atoms participating in bond formation, resulting in a positive ion and a negative ion bound together by electrostatic forces. Electrons in an ionic bond tend to be mostly found around one of the two constituent atoms due to the large electronegativity difference between the two atoms, generally more than 1.9, (greater difference in electronegativity results in a stronger bond); this is often described as one atom giving electrons to the other. This type of bond is generally formed between a metal and nonmetal, such as sodium and chlorine in NaCl. Sodium would give an electron to chlorine, forming a positively charged sodium ion and a negatively charged chloride ion.
Covalent bond
In a true covalent bond, the electrons are shared evenly between the two atoms of the bond; there is little or no charge separa
Document 2:::
A non-bonding electron is an electron not involved in chemical bonding. This can refer to:
Lone pair, with the electron localized on one atom.
Non-bonding orbital, with the electron delocalized throughout the molecule.
Chemical bonding
Document 3:::
In chemistry, an electron pair or Lewis pair consists of two electrons that occupy the same molecular orbital but have opposite spins. Gilbert N. Lewis introduced the concepts of both the electron pair and the covalent bond in a landmark paper he published in 1916.
Because electrons are fermions, the Pauli exclusion principle forbids these particles from having the same quantum numbers. Therefore, for two electrons to occupy the same orbital, and thereby have the same orbital quantum number, they must have different spin quantum number. This also limits the number of electrons in the same orbital to two.
The pairing of spins is often energetically favorable, and electron pairs therefore play a large role in chemistry. They can form a chemical bond between two atoms, or they can occur as a lone pair of valence electrons. They also fill the core levels of an atom.
Because the spins are paired, the magnetic moment of the electrons cancel one another, and the pair's contribution to magnetic properties is generally diamagnetic.
Although a strong tendency to pair off electrons can be observed in chemistry, it is also possible that electrons occur as unpaired electrons.
In the case of metallic bonding the magnetic moments also compensate to a large extent, but the bonding is more communal so that individual pairs of electrons cannot be distinguished and it is better to consider the electrons as a collective 'sea'.
A very special case of electron pair formation occurs in superconductivity: the formation of Cooper pairs. In unconventional superconductors, whose crystal structure contains copper anions, the electron pair bond is due to antiferromagnetic spin fluctuations.
See also
Electron pair production
Frustrated Lewis pair
Jemmis mno rules
Lewis acids and bases
Nucleophile
Polyhedral skeletal electron pair theory
Document 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
When electrons are shared between two atoms, they make a bond called a what?
A. ionic bond
B. metallic bond
C. covalent bond
D. hydrogen bond
Answer:
|
|
sciq-9670
|
multiple_choice
|
Why is gingko biloba planted in public spaces?
|
[
"resistant to pollution",
"self-containing",
"self-pollinating",
"for xeriscaping"
] |
A
|
Relavent Documents:
Document 0:::
The Biffen Lecture is a lectureship organised by the John Innes Centre, named after Rowland Biffen.
Lecturers
Source: John Innes Centre
2001 John Doebley
2002 Francesco Salamini
2003 Steven D. Tanksley
2004 Michael Freeling
2006 Dick Flavell
2008 Rob Martienssen – 'Propagating silent heterochromatin with RNA interference in plants and fission yeast'
2009 Susan McCouch, Department of Plant Breeding & Genetics, Cornell University – 'Gene flow and genetic isolation during crop evolution'
2010 Peter Langridge, University of Adelaide, Australia – 'Miserable but worth the trouble: Genomics, wheat and difficult environments'
2012 Sarah Hake, Plant Gene Expression Center, USDA-ARS – 'Patterning the maize leaf'
2014 Professor Pamela Ronald, Department of Plant Pathology & The Genome Center, University of California Davis – ‘Engineering crops for resistance to disease and tolerance of stress’
2015 Professor Lord May, Department of Zoology, University of Oxford – ‘Unanswered questions in ecology, and why they matter’
2016 Edward Buckler, US Department of Agriculture – ‘Breeding 4.0? Sorting through the adaptive and deleterious variants in maize and beyond’
See also
Bateson Lecture
Chatt Lecture
Darlington Lecture
Haldane Lecture
List of genetics awards
Document 1:::
What a Plant Knows is a popular science book by Daniel Chamovitz, originally published in 2012, discussing the sensory system of plants. A revised edition was published in 2017.
Release details / Editions / Publication
Hardcover edition, 2012
Paperback version, 2013
Revised edition, 2017
What a Plant Knows has been translated and published in a number of languages.
Document 2:::
The California Native Plant Society (CNPS) is a California environmental non-profit organization (501(c)3) that seeks to increase understanding of California's native flora and to preserve it for future generations. The mission of CNPS is to conserve California native plants and their natural habitats, and increase understanding, appreciation, and horticultural use of native plants throughout the entire state and California Floristic Province.
History
California Native Plant Society was founded in 1965 by professional botanists and grassroots activists who, after saving an important native plant garden in Berkeley's Tilden Regional Park, were inspired to create an ongoing organization with the mission to save and promote the native plants of California.
Structure
For 50 years, professional CNPS staff and volunteers have worked alongside scientists, government officials, and regional planners to protect habitats and species, and to advocate for well-informed environmental practices, regulations, and policies. The organization works at the local level through the various regional chapters, and at the state level through its five major programs, board of directors, Chapter Council, and state office.
CNPS continues to be a grassroots organization, with nearly 10,000 members and volunteers in 35 chapters covering the state of California and northwest Baja California. Chapter volunteers promote CNPS’s mission to conserve California’s native plants and their natural habitats, and to increase the horticultural uses of native plants at the local level. Membership is open to everyone, and chapter activities ranging from field trips, restoration activities, meetings, symposia, public garden maintenance, plant sales, and more are open to the public.
At the state organizational level, CNPS has five core programs in Conservation, Rare Plant Science, Vegetation Science, Education, and Horticulture. Each program has dedicated CNPS staff supported by volunteer committees consist
Document 3:::
The Desert Garden Conservatory is a large botanical greenhouse and part of the Huntington Library, Art Collections and Botanical Gardens, in San Marino, California. It was constructed in 1985. The Desert Garden Conservatory is adjacent to the Huntington Desert Garden itself. The garden houses one of the most important collections of cacti and other succulent plants in the world, including a large number of rare and endangered species. The Desert Garden Conservatory serves The Huntington and public communities as a conservation facility, research resource and genetic diversity preserve. John N. Trager is the Desert Collection curator.
There are an estimated 10,000 succulents worldwide, about 1,500 of them classified as cacti. The Huntington Desert Garden Conservatory now contains more than 2,200 accessions, representing more than 43 plant families, 1,261 different species and subspecies, and 246 genera. The plant collection contains examples from the world's major desert regions, including the southern United States, Argentina, Bolivia, Chile, Brazil, Canary Islands, Madagascar, Malawi, Mexico and South Africa. The Desert Collection plays a critical role as a repository of biodiversity, in addition to serving as an outreach and education center.
Propagation program to save rare and endangered plants
Some studies estimate that as many as two-thirds of the world's flora and fauna may become extinct during the course of the 21st century, the result of global warming and encroaching development. Scientists alarmed by these prospects are working diligently to propagate plants outside their natural habitats, in protected areas. Ex-situ cultivation, as this practice is known, can serve as a stopgap for plants that will otherwise be lost to the world as their habitats disappear. To this end, The Huntington has a program to protect and plant propagate endangered plant species, designated International Succulent Introductions (ISI).
The aim of the ISI program is to pr
Document 4:::
Companion planting in gardening and agriculture is the planting of different crops in proximity for any of a number of different reasons, including pest control, pollination, providing habitat for beneficial insects, maximizing use of space, and to otherwise increase crop productivity. Companion planting is a form of polyculture.
Companion planting is used by farmers and gardeners in both industrialized and developing countries for many reasons. Many of the modern principles of companion planting were present many centuries ago in forest gardens in Asia, and thousands of years ago in Mesoamerica.
History
In China, mosquito ferns (Azolla spp.) have been used for at least a thousand years as companion plants for rice crops. They host a cyanobacterium (Anabaena azollae) that fixes nitrogen from the atmosphere, and they block light from plants that would compete with the rice.
Companion planting was practiced in various forms by the indigenous peoples of the Americas prior to the arrival of Europeans. These peoples domesticated squash 8,000 to 10,000 years ago, then maize, then common beans, forming the Three Sisters agricultural technique. The cornstalk served as a trellis for the beans to climb, the beans fixed nitrogen, benefitting the maize, and the wide leaves of the squash plant provide ample shade for the soil keeping it moist and fertile.
Practice
More recently, starting in the 1920s, organic farming and horticulture have made frequent use of companion planting, since many other means of fertilizing, weed reduction and pest control are forbidden. Permaculture advocates similar methods.
The list of companion plants used in such systems is large, and includes vegetables, fruit trees, kitchen herbs, garden flowers, and fodder crops. The number of interactions both positive (the pair of species assist each other) and negative (the plants are best not grown together) is also large, though the evidence for such interactions ranges from controlled experiments
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Why is gingko biloba planted in public spaces?
A. resistant to pollution
B. self-containing
C. self-pollinating
D. for xeriscaping
Answer:
|
|
sciq-2207
|
multiple_choice
|
Protozoa can be classified on the basis of how they?
|
[
"feel",
"smell",
"look",
"move"
] |
D
|
Relavent Documents:
Document 0:::
Actinosphaerium is a genus of heliozoa, amoeboid unicellular organisms with many axopodial filaments that radiate out of their cell. It is classified within the monotypic family Actinosphaeriidae and suborder Actinosphaerina. Species of Actinophrys are distinguished by their large number of nuclei in each cell. Their axopodia sometimes terminate on the surface of nuclei. Vacuoles are abundant in the periphery of the cytoplasm.
Morphology
Actinosphaerium species belong to an informal group known as heliozoa, which are unicellular eukaryotes (or protists) that are heterotrophic (also known as protozoa) and present slender, radiating, specialized pseudopodia known as axopodia. Its cell structure has been studied profusely through electron microscopy during the 20th century. Actinosphaerium cells are spherical and multinucleate (i.e. have more than one cell nucleus), as opposed to Actinophrys species which are uninucleate. The axonemes of their axopodia may or may not end on the surface of their nuclei. Their cells range from 200 to 400 μm in diameter.
The cytoplasm of Actinosphaerium species is divided into a highly vacuolated ectoplasm (i.e. with numerous non-contractile vacuoles) and a less vacuolated endoplasm. Multiple long, slender axopodia radiate out of the cell body. Each axopodium is composed of a relatively stiff axial rod, surrounded by a thin layer of ectoplasm. The rods penetrate deep into the endoplasm and can terminate freely or close to the cell nuclei.
Ecology
Actinosphaerium is a freshwater genus of protists. It has been observed consuming a diverse range of prey such as midge larvae, sessile colonial ciliates and several rotifer species.
Systematics
Taxonomy
Actinosphaerium was created by German zoologist Ritter von Stein in 1857 to accommodate the species Actinophrys eichhornii (now Actinosphaerium eichhornii), distinguished from current Actinophrys species by a large number of nuclei.
In 1965, Hovasse divided Actinosphaerium to create t
Document 1:::
Endoparasites
Protozoan organisms
Helminths (worms)
Helminth organisms (also called helminths or intestinal worms) include:
Tapeworms
Flukes
Roundworms
Other organisms
Ectoparasites
Document 2:::
Ultrastructural identity is a concept in biology. It asserts that evolutionary lineages of eukaryotes in general and protists in particular can be distinguished by complements and arrangements of cellular organelles. These ultrastructural components can be visualized by electron microscopy.
The concept emerged following the application of electron microscopy to protists.
Protists
Early ultrastructural studies revealed that many previously accepted groupings of protists based on optical microscopy included organisms with differing cellular organelles. Those groups included amoebae, flagellates, heliozoa, radiolaria, sporozoa, slime molds, and chromophytic algae. They were deemed likely to be polyphyletic, and their inclusion in efforts to assemble a phylogenetic tree would cause confusion. As an example of this work, German cell biologist Christian Bardele established unexpected diversity with the simply organized heliozoa. His work made it evident that heliozoa were not monophyletic and subsequent studies revealed that the heliozoa was composed of seven types of organisms: actinophryids, centrohelids, ciliophryids, desmothoracids, dimporphids, gymnosphaerids and taxopodids.
A critical advance was made by British phycologist David Hibberd. He demonstrated that two types of chromophytic algae, previously presumed to be closely related, had different organizations that were revealed by electron microscopy. The number and organization of locomotor organelles differed (chrysophyte - two flagella; haptophyte - two flagella and haponema), the surfaces of which differed (chrysophyte - with tripartite flagellar hairs now regarded as apomorphic for stramenopiles; haptophyte - naked), as did the transitional zone between axoneme and basal body (chrysophyte with helix); as did flagellar anchorage systems; presence or absence of embellishments on the cell surface (chrysophyte - naked; haptophyte - with scales), plastids especially eyespot, location and functions of dictyosom
Document 3:::
The evolution of flagella is of great interest to biologists because the three known varieties of flagella – (eukaryotic, bacterial, and archaeal) each represent a sophisticated cellular structure that requires the interaction of many different systems.
Eukaryotic flagellum
There are two competing groups of models for the evolutionary origin of the eukaryotic flagellum (referred to as cilium below to distinguish it from its bacterial counterpart). Recent studies on the microtubule organizing center suggest that the most recent ancestor of all eukaryotes already had a complex flagellar apparatus.
Endogenous, autogenous and direct filiation models
These models argue that cilia developed from pre-existing components of the eukaryotic cytoskeleton (which has tubulin and dynein also used for other functions) as an extension of the mitotic spindle apparatus. The connection can still be seen, first in the various early-branching single-celled eukaryotes that have a microtubule basal body, where microtubules on one end form a spindle-like cone around the nucleus, while microtubules on the other end point away from the cell and form the cilium. A further connection is that the centriole, involved in the formation of the mitotic spindle in many (but not all) eukaryotes, is homologous to the cilium, and in many cases is the basal body from which the cilium grows.
An intermediate stage between spindle and cilium would be a non-swimming appendage made of microtubules with a function subject to natural selection, such as increasing surface area, helping the protozoan remain suspended in water, increasing the chances of bumping into bacteria to eat, or serving as a stalk attaching the cell to a solid substrate.
Regarding the origin of the individual protein components, a paper on the evolution of dyneins shows that the more complex protein family of ciliary dynein has an apparent ancestor in a simpler cytoplasmic dynein (which itself has evolved from the AAA protein family t
Document 4:::
N. europaea shows short rods with pointed ends cells, which size is (0.8-1.1 x 1.0- 1.7) µm; motility has not been observed.
N. eutropha presents rod to pear shaped cells with one or both ends pointed, with a size of (1.0-1.3 x 1.6- 2.3) µm. They show motility.
N. halophila cells have a coccoid shap
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Protozoa can be classified on the basis of how they?
A. feel
B. smell
C. look
D. move
Answer:
|
|
sciq-8478
|
multiple_choice
|
Tree sap enclosing an organism in amber or an organism preserved in tar or ice are actually examples of what?
|
[
"fuels",
"fossils",
"corals",
"bones"
] |
B
|
Relavent Documents:
Document 0:::
Wood science, commonly referred to as wood sciences, is a scientific discipline that predominantly investigates elements associated with the formation, composition and macro- and microstructure of wood. It additionally delves into the biological, chemical, physical, and mechanical properties and characteristics of wood, as a natural lignocellulosic material.
A deep understanding of wood plays a pivotal role in various endeavors, such as the processing of wood, the production of wood-based materials like particleboard, fiberboard, OSB, plywood and other materials, as well as the utilization of wood and wood-based materials in construction and a wide array of products, including pulpwood, furniture, engineered wood products such as glued laminated timber, CLT, LVL, PSL, as well as pellets, briquettes, and numerous other products.
History
Initial comprehensive investigations in the field of wood science emerged at the start of the 20th century. The advent of contemporary wood research commenced in 1910, when the Forest Products Laboratory (FPL) was established in Madison, Wisconsin, USA. The Forest Products Laboratory played a fundamental role in wood science providing scientific research on wood and wood products in partnership with academia, industry, local and other institutions in North and South America and worldwide.
In the following years, many wood research institutes came into existence across almost all industrialized nations. A general overview of these institutes and laboratories is shown below:
1913: Institute of Wood and Pulp Chemistry Eberswalde (today's Eberswalde University for Sustainable Development), Germany
1913: Forest Products Laboratory Montreal, Canada
1918: Forest Products Laboratory Vancouver, Canada
1919: Forest Products Laboratory Melbourne, Australia
1923: Forest Products Research Laboratory, Princes Risborough, Great Britain
1929: Institute for Wood Science and Technology, Leningrant, St. Petersburg, USSR
1933: Centre Technique
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Fossil wood, also known as fossilized tree, is wood that is preserved in the fossil record. Over time the wood will usually be the part of a plant that is best preserved (and most easily found). Fossil wood may or may not be petrified, in which case it is known as petrified wood or petrified tree. The study of fossil wood is sometimes called palaeoxylology, with a "palaeoxylologist" somebody who studies fossil wood.
The fossil wood may be the only part of the plant that has been preserved, with the rest of the plant completely unknown: therefore such wood may get a special kind of botanical name. This will usually include "xylon" and a term indicating its presumed (not necessarily certain) affinity, such as Araucarioxylon (wood similar to that of extant Araucaria or some related genus like Agathis or Wollemia), Palmoxylon (wood similar to that of modern Arecaeae), or Castanoxylon (wood similar to that of modern chinkapin or chestnut tree).
Types
Petrified wood
Petrified wood are fossils of wood that have turned to stone through the process of permineralization. All organic materials are replaced with minerals while maintaining the original structure of the wood.
The most notable example is the petrified forest in Arizona.
Mummified wood
Mummified wood are fossils of wood that have not permineralized. They are formed when trees are buried rapidly in dry cold or hot environments. They are valued in paleobotany because they retain original cells and tissues capable of being examined with the same techniques used with extant plants in dendrology.
Notable examples include the mummified forests in Ellesmere Island and Axel Heiberg Island.
Submerged forests
Submerged forests are remains of trees submerged by marine transgression. They are important in determining sea level rise since the last glacial period.
See also
Amber
Dendrochronology
Paleobotany
Xyloid lignite
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Cuticle analysis, also known as fossil cuticle analysis and cuticular analysis, is an archaeobotanical method that uses plant cuticles to reconstruct the vegetation of past grassy environments. Cuticles comprise the protective layer of the skin, or epidermis, of leaves and blades of grass. They are made of cutin, a resilient substance that can preserve the shapes of underlying cells, a quality that aids in the identification of plants that are otherwise no longer visible in the archaeological record. This can inform archaeobotanists on the floral makeup of a past environment, even when surviving remains from the plants are limited. Plant cuticles have also been incorporated into other areas of archaeobotanical research based on their susceptibility to environmental factors such as p levels and stresses such as water deficit and sodium chloride exposure. Such research can help to reconstruct past environments and identify ecological events.
Method
There is no one universal method to cuticle analysis. Rather, it is the shared principle on which the applications are based which underpins the methodology—namely, that a well-preserved plant cuticle can, through the use of microscopy, yield information regarding the nature of the plant from which it originated, including its species and the environmental stresses acting upon it. Depending on the desired outcome, both scanning electron microscopy (SEM) and transmission electron microscopy (TEM) can be used, the main difference being that while SEM can provide information regarding the outer characteristics of an organism, TEM can be used to show details of the inner structure. In SEM approaches, latex or silicone casts may be used to recreate epidermal and cuticular features in imperfectly preserved samples. Atomic force microscopy (AFM) can also be used as a complementary method to provide high-resolution topographic imaging at submicron scale. If the desired outcome is identification of the plant, the image created by
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Biotic material or biological derived material is any material that originates from living organisms. Most such materials contain carbon and are capable of decay.
The earliest life on Earth arose at least 3.5 billion years ago. Earlier physical evidences of life include graphite, a biogenic substance, in 3.7 billion-year-old metasedimentary rocks discovered in southwestern Greenland, as well as, "remains of biotic life" found in 4.1 billion-year-old rocks in Western Australia. Earth's biodiversity has expanded continually except when interrupted by mass extinctions. Although scholars estimate that over 99 percent of all species of life (over five billion) that ever lived on Earth are extinct, there are still an estimated 10–14 million extant species, of which about 1.2 million have been documented and over 86% have not yet been described.
Examples of biotic materials are wood, straw, humus, manure, bark, crude oil, cotton, spider silk, chitin, fibrin, and bone.
The use of biotic materials, and processed biotic materials (bio-based material) as alternative natural materials, over synthetics is popular with those who are environmentally conscious because such materials are usually biodegradable, renewable, and the processing is commonly understood and has minimal environmental impact. However, not all biotic materials are used in an environmentally friendly way, such as those that require high levels of processing, are harvested unsustainably, or are used to produce carbon emissions.
When the source of the recently living material has little importance to the product produced, such as in the production of biofuels, biotic material is simply called biomass. Many fuel sources may have biological sources, and may be divided roughly into fossil fuels, and biofuel.
In soil science, biotic material is often referred to as organic matter. Biotic materials in soil include glomalin, Dopplerite and humic acid. Some biotic material may not be considered to be organic matte
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Cutan is one of two waxy biopolymers which occur in the cuticle of some plants. The other and better-known polymer is cutin. Cutan is believed to be a hydrocarbon polymer, whereas cutin is a polyester, but the structure and synthesis of cutan are not yet fully understood. Cutan is not present in as many plants as once thought; for instance it is absent in Ginkgo.
Cutan was first detected as a non-saponifiable component, resistant to de-esterification by alkaline hydrolysis, that increases in amount in cuticles of some species such as Clivia miniata as they reach maturity, apparently replacing the cutin secreted in the early stages of cuticle development. Evidence that cutan is a hydrocarbon polymer comes from the fact that its flash pyrolysis products are a characteristic homologous series of paired alkanes and alkenes, and through 13C-NMR analysis of present-day and fossil plants.
Cutan's preservation potential is much greater than that of cutin. Despite this, the low proportion of cutan found in fossilized cuticle shows that it is probably not the cause for the widespread preservation of cuticle in the fossil record.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Tree sap enclosing an organism in amber or an organism preserved in tar or ice are actually examples of what?
A. fuels
B. fossils
C. corals
D. bones
Answer:
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sciq-10500
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multiple_choice
|
The diagnosis of a disease or condition before the baby is born is called?
|
[
"specialized diagnosis",
"immature diagnosis",
"specific diaganosis",
"prenatal diagnosis"
] |
D
|
Relavent Documents:
Document 0:::
Prenatal perception is the study of the extent of somatosensory and other types of perception during pregnancy. In practical terms, this means the study of fetuses; none of the accepted indicators of perception are present in embryos. Studies in the field inform the abortion debate, along with certain related pieces of legislation in countries affected by that debate. As of 2022, there is no scientific consensus on whether a fetus can feel pain.
Prenatal hearing
Numerous studies have found evidence indicating a fetus's ability to respond to auditory stimuli. The earliest fetal response to a sound stimulus has been observed at 16 weeks' gestational age, while the auditory system is fully functional at 25–29 weeks' gestation. At 33–41 weeks' gestation, the fetus is able to distinguish its mother's voice from others.
Prenatal pain
The hypothesis that human fetuses are capable of perceiving pain in the first trimester has little support, although fetuses at 14 weeks may respond to touch. A multidisciplinary systematic review from 2005 found limited evidence that thalamocortical pathways begin to function "around 29 to 30 weeks' gestational age", only after which a fetus is capable of feeling pain.
In March 2010, the Royal College of Obstetricians and Gynecologists submitted a report, concluding that "Current research shows that the sensory structures are not developed or specialized enough to respond to pain in a fetus of less than 24 weeks",
The report specifically identified the anterior cingulate as the area of the cerebral cortex responsible for pain processing. The anterior cingulate is part of the cerebral cortex, which begins to develop in the fetus at week 26. A co-author of that report revisited the evidence in 2020, specifically the functionality of the thalamic projections into the cortical subplate, and posited "an immediate and unreflective pain experience...from as early as 12 weeks."
There is a consensus among developmental neurobiologists that the
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The age of onset is the age at which an individual acquires, develops, or first experiences a condition or symptoms of a disease or disorder. For instance, the general age of onset for the spinal disease scoliosis is "10-15 years old," meaning that most people develop scoliosis when they are of an age between ten and fifteen years.
Diseases are often categorized by their ages of onset as congenital, infantile, juvenile, or adult. Missed or delayed diagnosis often occurs if a disease that is typically diagnosed in juveniles (such as asthma) is present in adults, and vice versa (such as arthritis). Depending on the disease, ages of onset may impact features such as phenotype, as is the case in Parkinson's and Huntington's diseases. For example, the phenotype for juvenile Huntington's disease clearly differs from adult-onset Huntington's disease and late-onset Parkinson's exhibits more severe motor and non-motor phenotypes.
Causes
Germ-line mutations are often at least in part the cause of disease onset at an earlier age. Though many germ-line mutations are deleterious, the genetic lens through which they may be viewed may provide insights to treatment, possibly through genetic counseling.
In some cases, the age of onset may be the result of mutation accumulation. If this is the case, it could be helpful to consider ages of onset as a product of the hypotheses depicted in theories of aging. Even some mental health disorders, whose ages of onset have been found to be harder to define than physical illnesses may have a mutated component. The symptoms of standard mental disorders often start off non-specific. Pathological changes pertaining to disorders often become more detailed and less fickle before they can be defined in the American Psychiatric Association's DSM. The brain is a dynamic and complex system, it is constantly re-wiring itself and a major concern is what happens to the brain in earlier life that mirrors what occurs later in its psycho-pathological sta
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The surgical sieve is a thought process in medicine. It is a typical example of how to organise a structured examination answer for medical students and physicians when they are challenged with a question. It is also a way of constructing answers to questions from patients and their relatives in a logical manner, and structuring articles and reference texts in medicine. Some textbooks put emphasis on using the surgical sieve as a basic structure of diagnosis and management of illnesses.
Overview
Although there are several versions around the world with slight variations, the surgical sieve usually consist of the following types of process in the human body in any particular order:
Congenital
Acquired
Vascular
Infective
Traumatic
Autoimmune
Metabolic
Inflammatory
Neurological
Neoplastic
Degenerative
Environmental
Unknown
A more extensive, and perhaps more concise mechanism of employing the surgical sieve is using the mnemonic
MEDIC HAT PINE:
Metabolic (conditions relating to metabolism, biochemistry, and the like)
Endocrinological (conditions relating to the various secretory systems within the body)
Degenerative (conditions relating to age-related destruction of tissue, or stress-related destruction of tissue)
Inflammatory/Infective (conditions that primarily present in a way that involves the profane activation of the immune system)
Congenital (conditions present at birth)
Genetic / inherited (conditions that your family passes on to you)
Haematological (conditions relating to the blood system, in one way or another)
Autoimmune (conditions relating to the inappropriate activation of the immune system, in one of many ways)
Traumatic (conditions relating to a physical impact between two or more objects)
Psychological (conditions related to a chemical imbalance or a disorder of thought processes)
Neurological (conditions relating to the nervous system, in one way or another – whether that be the central or peripheral)
Idiopathic (conditions without a known caus
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Nosology () is the branch of medical science that deals with the classification of diseases. Fully classifying a medical condition requires knowing its cause (and that there is only one cause), the effects it has on the body, the symptoms that are produced, and other factors. For example, influenza is classified as an infectious disease because it is caused by a virus, and it is classified as a respiratory infection because the virus infects and damages certain tissues in the respiratory tract. The more that is known about the disease, the more ways the disease can be classified nosologically.
Nosography is a description whose primary purpose is enabling a diagnostic label to be put on the situation. As such, a nosographical entity need not have a single cause. For example, inability to speak due to advanced dementia and an inability to speak due to a stroke could be nosologically different but nosographically the same.
Types of classification
Diseases may be classified by cause, pathogenesis (mechanism by which the disease progresses), or by symptom(s).
Alternatively, diseases may be classified according to the organ system involved, though this is often complicated since many diseases affect more than one organ.
Traditionally diseases were defined as syndromes by their symptoms. When more information is available, they are also defined by the damage they produce. When cause is known, they are better defined by their cause, though still important are their characteristics. This leads to a branching differentiation in which a clinical syndrome (pattern of signs and symptoms) can come to be understood as a nonspecific finding shared by a group of disease entities or endotypes. For example, concepts such as murrain and the grippe that were formerly undifferentiable to humans and thus understood as a single disease later can be logically unraveled as separate diseases with similar clinical presentations. Thus, nosology is dynamic, reclassifying as science adv
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Medical education is education related to the practice of being a medical practitioner, including the initial training to become a physician (i.e., medical school and internship) and additional training thereafter (e.g., residency, fellowship, and continuing medical education).
Medical education and training varies considerably across the world. Various teaching methodologies have been used in medical education, which is an active area of educational research.
Medical education is also the subject-didactic academic field of educating medical doctors at all levels, including entry-level, post-graduate, and continuing medical education. Specific requirements such as entrustable professional activities must be met before moving on in stages of medical education.
Common techniques and evidence base
Medical education applies theories of pedagogy specifically in the context of medical education. Medical education has been a leader in the field of evidence-based education, through the development of evidence syntheses such as the Best Evidence Medical Education collection, formed in 1999, which aimed to "move from opinion-based education to evidence-based education". Common evidence-based techniques include the Objective structured clinical examination (commonly known as the 'OSCE) to assess clinical skills, and reliable checklist-based assessments to determine the development of soft skills such as professionalism. However, there is a persistence of ineffective instructional methods in medical education, such as the matching of teaching to learning styles and Edgar Dales' "Cone of Learning".
Entry-level education
Entry-level medical education programs are tertiary-level courses undertaken at a medical school. Depending on jurisdiction and university, these may be either undergraduate-entry (most of Europe, Asia, South America and Oceania), or graduate-entry programs (mainly Australia, Philippines and North America). Some jurisdictions and universities provide both u
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The diagnosis of a disease or condition before the baby is born is called?
A. specialized diagnosis
B. immature diagnosis
C. specific diaganosis
D. prenatal diagnosis
Answer:
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|
sciq-6423
|
multiple_choice
|
What is the low level of radiation that occurs naturally in the environment called?
|
[
"temperature radiation",
"neon radiation",
"background radiation",
"consequence radiation"
] |
C
|
Relavent Documents:
Document 0:::
Non-ionizing (or non-ionising) radiation refers to any type of electromagnetic radiation that does not carry enough energy per quantum (photon energy) to ionize atoms or molecules—that is, to completely remove an electron from an atom or molecule. Instead of producing charged ions when passing through matter, non-ionizing electromagnetic radiation has sufficient energy only for excitation (the movement of an electron to a higher energy state). Non-ionizing radiation is not a significant health risk. In contrast, ionizing radiation has a higher frequency and shorter wavelength than non-ionizing radiation, and can be a serious health hazard: exposure to it can cause burns, radiation sickness, many kinds of cancer, and genetic damage. Using ionizing radiation requires elaborate radiological protection measures, which in general are not required with non-ionizing radiation.
The region at which radiation is considered "ionizing" is not well defined, since different molecules and atoms ionize at different energies. The usual definitions have suggested that radiation with particle or photon energies less than 10 electronvolts (eV) be considered non-ionizing. Another suggested threshold is 33 electronvolts, which is the energy needed to ionize water molecules. The light from the Sun that reaches the earth is largely composed of non-ionizing radiation, since the ionizing far-ultraviolet rays have been filtered out by the gases in the atmosphere, particularly oxygen. The remaining ultraviolet radiation from the Sun causes molecular damage (for example, sunburn) by photochemical and free-radical-producing means.
Mechanisms of interaction with matter, including living tissue
Near ultraviolet, visible light, infrared, microwave, radio waves, and low-frequency radio frequency (longwave) are all examples of non-ionizing radiation. By contrast, far ultraviolet light, X-rays, gamma-rays, and all particle radiation from radioactive decay are ionizing. Visible and near ultraviolet e
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Background radiation is a measure of the level of ionizing radiation present in the environment at a particular location which is not due to deliberate introduction of radiation sources.
Background radiation originates from a variety of sources, both natural and artificial. These include both cosmic radiation and environmental radioactivity from naturally occurring radioactive materials (such as radon and radium), as well as man-made medical X-rays, fallout from nuclear weapons testing and nuclear accidents.
Definition
Background radiation is defined by the International Atomic Energy Agency as "Dose or the dose rate (or an observed measure related to the dose or dose rate) attributable to all sources other than the one(s) specified. So a distinction is made between the dose which is already in a location, which is defined here as being "background", and the dose due to a deliberately introduced and specified source. This is important where radiation measurements are taken of a specified radiation source, where the existing background may affect this measurement. An example would be measurement of radioactive contamination in a gamma radiation background, which could increase the total reading above that expected from the contamination alone.
However, if no radiation source is specified as being of concern, then the total radiation dose measurement at a location is generally called the background radiation, and this is usually the case where an ambient dose rate is measured for environmental purposes.
Background dose rate examples
Background radiation varies with location and time, and the following table gives examples:
Natural background radiation
Radioactive material is found throughout nature. Detectable amounts occur naturally in soil, rocks, water, air, and vegetation, from which it is inhaled and ingested into the body. In addition to this internal exposure, humans also receive external exposure from radioactive materials that remain outside the body a
Document 2:::
absorbed dose
Electromagnetic radiation
equivalent dose
hormesis
Ionizing radiation
Louis Harold Gray (British physicist)
rad (unit)
radar
radar astronomy
radar cross section
radar detector
radar gun
radar jamming
(radar reflector) corner reflector
radar warning receiver
(Radarange) microwave oven
radiance
(radiant: see) meteor shower
radiation
Radiation absorption
Radiation acne
Radiation angle
radiant barrier
(radiation belt: see) Van Allen radiation belt
Radiation belt electron
Radiation belt model
Radiation Belt Storm Probes
radiation budget
Radiation burn
Radiation cancer
(radiation contamination) radioactive contamination
Radiation contingency
Radiation damage
Radiation damping
Radiation-dominated era
Radiation dose reconstruction
Radiation dosimeter
Radiation effect
radiant energy
Radiation enteropathy
(radiation exposure) radioactive contamination
Radiation flux
(radiation gauge: see) gauge fixing
radiation hardening
(radiant heat) thermal radiation
radiant heating
radiant intensity
radiation hormesis
radiation impedance
radiation implosion
Radiation-induced lung injury
Radiation Laboratory
radiation length
radiation mode
radiation oncologist
radiation pattern
radiation poisoning (radiation sickness)
radiation pressure
radiation protection (radiation shield) (radiation shielding)
radiation resistance
Radiation Safety Officer
radiation scattering
radiation therapist
radiation therapy (radiotherapy)
(radiation treatment) radiation therapy
(radiation units: see) :Category:Units of radiation dose
(radiation weight factor: see) equivalent dose
radiation zone
radiative cooling
radiative forcing
radiator
radio
(radio amateur: see) amateur radio
(radio antenna) antenna (radio)
radio astronomy
radio beacon
(radio broadcasting: see) broadcasting
radio clock
(radio communications) radio
radio control
radio controlled airplane
radio controlled car
radio-controlled helicopter
radio control
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Radiation sensitivity is the susceptibility of a material to physical or chemical changes induced by radiation. Examples of radiation sensitive materials are silver chloride, photoresists and biomaterials. Pine trees are more radiation susceptible than birch due to the complexity of the pine DNA in comparison to the birch. Examples of radiation insensitive materials are metals and ionic crystals such as quartz and sapphire. The radiation effect depends on the type of the irradiating particles, their energy, and the number of incident particles per unit volume. Radiation effects can be transient or permanent. The persistence of the radiation effect depends on the stability of the induced physical and chemical change. Physical radiation effects depending on diffusion properties can be thermally annealed whereby the original structure of the material is recovered. Chemical radiation effects usually cannot be recovered.
Document 4:::
Microbes can be damaged or killed by elements of their physical environment such as temperature, radiation, or exposure to chemicals; these effects can be exploited in efforts to control pathogens, often for the purpose of food safety.
Irradiation
Irradiation is the use of ionising gamma rays emitted by cobalt-60 and caesium-137, or, high-energy electrons and X-rays to inactivate microbial pathogens, particularly in the food industry. Bacteria such as Deinococcus radiodurans are particularly resistant to radiation, but are not pathogenic. Active microbes, such as Corynebacterium aquaticum, Pseudomonas putida, Comamonas acidovorans, Gluconobacter cerinus, Micrococcus diversus and Rhodococcus rhodochrous, have been retrieved from spent nuclear fuel storage pools at the Idaho National Engineering and Environmental Laboratory (INEEL). These microbes were again exposed to controlled doses of radiation. All the species survived weaker radiation doses with little damage, while only the gram-positive species survived much larger doses. The spores of gram-positive bacteria contain storage proteins that bind tightly to DNA, possibly acting as a protective barrier to radiation damage.
Ionising radiation kills cells indirectly by creating reactive free radicals. These free radicals can chemically alter sensitive macromolecules in the cell leading to their inactivation. Most of the cell's macromolecules are affected by ionising radiation, but damage to the DNA macromolecule is most often the cause of cell death, since DNA often contains only a single copy of its genes; proteins, on the other hand, often have several copies so that damage of one will not lead to cell death, and in any case may always be re-synthesized provided the DNA has remained intact. Ultraviolet radiation has been used as a germicide by both industry and medicine for more than a century (see Ultraviolet germicidal irradiation). Use of ultraviolet leads to both inactivation and the stimulating of mutations.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the low level of radiation that occurs naturally in the environment called?
A. temperature radiation
B. neon radiation
C. background radiation
D. consequence radiation
Answer:
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|
sciq-9364
|
multiple_choice
|
What is the movement of substances across the membrane without the expenditure of cellular energy called?
|
[
"active transport",
"passive transport",
"inner cell transport",
"immune transport"
] |
B
|
Relavent Documents:
Document 0:::
Transcellular transport involves the transportation of solutes by a cell through a cell. Transcellular transport can occur in three different ways active transport, passive transport, and transcytosis.
Active Transport
Main article: Active transport
Active transport is the process of moving molecules from an area of low concentrations to an area of high concentration. There are two types of active transport, primary active transport and secondary active transport. Primary active transport uses adenosine triphosphate (ATP) to move specific molecules and solutes against its concentration gradient. Examples of molecules that follow this process are potassium K+, sodium Na+, and calcium Ca2+. A place in the human body where this occurs is in the intestines with the uptake of glucose. Secondary active transport is when one solute moves down the electrochemical gradient to produce enough energy to force the transport of another solute from low concentration to high concentration. An example of where this occurs is in the movement of glucose within the proximal convoluted tubule (PCT).
Passive Transport
Main article: Passive transport
Passive transport is the process of moving molecules from an area of high concentration to an area of low concentration without expelling any energy. There are two types of passive transport, passive diffusion and facilitated diffusion. Passive diffusion is the unassisted movement of molecules from high concentration to low concentration across a permeable membrane. One example of passive diffusion is the gas exchange that occurs between the oxygen in the blood and the carbon dioxide present in the lungs. Facilitated diffusion is the movement of polar molecules down the concentration gradient with the assistance of membrane proteins. Since the molecules associated with facilitated diffusion are polar, they are repelled by the hydrophobic sections of permeable membrane, therefore they need to be assisted by the membrane proteins. Both t
Document 1:::
Passive transport is a type of membrane transport that does not require energy to move substances across cell membranes. Instead of using cellular energy, like active transport, passive transport relies on the second law of thermodynamics to drive the movement of substances across cell membranes. Fundamentally, substances follow Fick's first law, and move from an area of high concentration to an area of low concentration because this movement increases the entropy of the overall system. The rate of passive transport depends on the permeability of the cell membrane, which, in turn, depends on the organization and characteristics of the membrane lipids and proteins. The four main kinds of passive transport are simple diffusion, facilitated diffusion, filtration, and/or osmosis.
Passive transport follows Fick's first law.
Diffusion
Diffusion is the net movement of material from an area of high concentration to an area with lower concentration. The difference of concentration between the two areas is often termed as the concentration gradient, and diffusion will continue until this gradient has been eliminated. Since diffusion moves materials from an area of higher concentration to an area of lower concentration, it is described as moving solutes "down the concentration gradient" (compared with active transport, which often moves material from area of low concentration to area of higher concentration, and therefore referred to as moving the material "against the concentration gradient").
However, in many cases (e.g. passive drug transport) the driving force of passive transport can not be simplified to the concentration gradient. If there are different solutions at the two sides of the membrane with different equilibrium solubility of the drug, the difference in the degree of saturation is the driving force of passive membrane transport. It is also true for supersaturated solutions which are more and more important owing to the spreading of the application of amorph
Document 2:::
In cellular biology, membrane transport refers to the collection of mechanisms that regulate the passage of solutes such as ions and small molecules through biological membranes, which are lipid bilayers that contain proteins embedded in them. The regulation of passage through the membrane is due to selective membrane permeability – a characteristic of biological membranes which allows them to separate substances of distinct chemical nature. In other words, they can be permeable to certain substances but not to others.
The movements of most solutes through the membrane are mediated by membrane transport proteins which are specialized to varying degrees in the transport of specific molecules. As the diversity and physiology of the distinct cells is highly related to their capacities to attract different external elements, it is postulated that there is a group of specific transport proteins for each cell type and for every specific physiological stage. This differential expression is regulated through the differential transcription of the genes coding for these proteins and its translation, for instance, through genetic-molecular mechanisms, but also at the cell biology level: the production of these proteins can be activated by cellular signaling pathways, at the biochemical level, or even by being situated in cytoplasmic vesicles. The cell membrane regulates the transport of materials entering and exiting the cell.
Background
Thermodynamically the flow of substances from one compartment to another can occur in the direction of a concentration or electrochemical gradient or against it. If the exchange of substances occurs in the direction of the gradient, that is, in the direction of decreasing potential, there is no requirement for an input of energy from outside the system; if, however, the transport is against the gradient, it will require the input of energy, metabolic energy in this case.
For example, a classic chemical mechanism for separation that does
Document 3:::
Paracellular transport refers to the transfer of substances across an epithelium by passing through the intercellular space between the cells. It is in contrast to transcellular transport, where the substances travel through the cell, passing through both the apical membrane and basolateral membrane.
The distinction has particular significance in renal physiology and intestinal physiology. Transcellular transport often involves energy expenditure whereas paracellular transport is unmediated and passive down a concentration gradient, or by osmosis (for water) and solvent drag for solutes. Paracellular transport also has the benefit that absorption rate is matched to load because it has no transporters that can be saturated.
In most mammals, intestinal absorption of nutrients is thought to be dominated by transcellular transport, e.g., glucose is primarily absorbed via the SGLT1 transporter and other glucose transporters. Paracellular absorption therefore plays only a minor role in glucose absorption, although there is evidence that paracellular pathways become more available when nutrients are present in the intestinal lumen. In contrast, small flying vertebrates (small birds and bats) rely on the paracellular pathway for the majority of glucose absorption in the intestine. This has been hypothesized to compensate for an evolutionary pressure to reduce mass in flying animals, which resulted in a reduction in intestine size and faster transit time of food through the gut.
Capillaries of the blood–brain barrier have only transcellular transport, in contrast with normal capillaries which have both transcellular and paracellular transport.
The paracellular pathway of transport is also important for the absorption of drugs in the gastrointestinal tract. The paracellular pathway allows the permeation of hydrophilic molecules that are not able to permeate through the lipid membrane by the transcellular pathway of absorption. This is particularly important for hydrophi
Document 4:::
Exocytosis () is a form of active transport and bulk transport in which a cell transports molecules (e.g., neurotransmitters and proteins) out of the cell (exo- + cytosis). As an active transport mechanism, exocytosis requires the use of energy to transport material. Exocytosis and its counterpart, endocytosis, are used by all cells because most chemical substances important to them are large polar molecules that cannot pass through the hydrophobic portion of the cell membrane by passive means. Exocytosis is the process by which a large amount of molecules are released; thus it is a form of bulk transport. Exocytosis occurs via secretory portals at the cell plasma membrane called porosomes. Porosomes are permanent cup-shaped lipoprotein structure at the cell plasma membrane, where secretory vesicles transiently dock and fuse to release intra-vesicular contents from the cell.
In exocytosis, membrane-bound secretory vesicles are carried to the cell membrane, where they dock and fuse at porosomes and their contents (i.e., water-soluble molecules) are secreted into the extracellular environment. This secretion is possible because the vesicle transiently fuses with the plasma membrane. In the context of neurotransmission, neurotransmitters are typically released from synaptic vesicles into the synaptic cleft via exocytosis; however, neurotransmitters can also be released via reverse transport through membrane transport proteins.
Exocytosis is also a mechanism by which cells are able to insert membrane proteins (such as ion channels and cell surface receptors), lipids, and other components into the cell membrane. Vesicles containing these membrane components fully fuse with and become part of the outer cell membrane.
History
The term was proposed by De Duve in 1963.
Types
In eukaryotes there are two types of exocytosis:
1) Ca2+ triggered non-constitutive (i.e., regulated exocytosis) and
2) non-Ca2+ triggered constitutive (i.e., non-regulated).
Ca2+ triggered non-const
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the movement of substances across the membrane without the expenditure of cellular energy called?
A. active transport
B. passive transport
C. inner cell transport
D. immune transport
Answer:
|
|
ai2_arc-285
|
multiple_choice
|
All elements found on the left side of the Periodic Table of the Elements have what properties in common?
|
[
"They are solids at room temperature.",
"They don't conduct electricity.",
"They are brittle and dull.",
"They are radioactive."
] |
A
|
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
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Nonmetals show more variability in their properties than do metals. Metalloids are included here since they behave predominately as chemically weak nonmetals.
Physically, they nearly all exist as diatomic or monatomic gases, or polyatomic solids having more substantial (open-packed) forms and relatively small atomic radii, unlike metals, which are nearly all solid and close-packed, and mostly have larger atomic radii. If solid, they have a submetallic appearance (with the exception of sulfur) and are brittle, as opposed to metals, which are lustrous, and generally ductile or malleable; they usually have lower densities than metals; are mostly poorer conductors of heat and electricity; and tend to have significantly lower melting points and boiling points than those of most metals.
Chemically, the nonmetals mostly have higher ionisation energies, higher electron affinities (nitrogen and the noble gases have negative electron affinities) and higher electronegativity values than metals noting that, in general, the higher an element's ionisation energy, electron affinity, and electronegativity, the more nonmetallic that element is. Nonmetals, including (to a limited extent) xenon and probably radon, usually exist as anions or oxyanions in aqueous solution; they generally form ionic or covalent compounds when combined with metals (unlike metals, which mostly form alloys with other metals); and have acidic oxides whereas the common oxides of nearly all metals are basic.
Properties
Abbreviations used in this section are: AR Allred-Rochow; CN coordination number; and MH Moh's hardness
Group 1
Hydrogen is a colourless, odourless, and comparatively unreactive diatomic gas with a density of 8.988 × 10−5 g/cm3 and is about 14 times lighter than air. It condenses to a colourless liquid −252.879 °C and freezes into an ice- or snow-like solid at −259.16 °C. The solid form has a hexagonal crystalline structure and is soft and easily crushed. Hydrogen is an insulator in all of
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can be broadly divided into metals, metalloids, and nonmetals according to their shared physical and chemical properties. All metals have a shiny appearance (at least when freshly polished); are good conductors of heat and electricity; form alloys with other metals; and have at least one basic oxide. Metalloids are metallic-looking brittle solids that are either semiconductors or exist in semiconducting forms, and have amphoteric or weakly acidic oxides. Typical nonmetals have a dull, coloured or colourless appearance; are brittle when solid; are poor conductors of heat and electricity; and have acidic oxides. Most or some elements in each category share a range of other properties; a few elements have properties that are either anomalous given their category, or otherwise extraordinary.
Properties
Metals
Metals appear lustrous (beneath any patina); form mixtures (alloys) when combined with other metals; tend to lose or share electrons when they react with other substances; and each forms at least one predominantly basic oxide.
Most metals are silvery looking, high density, relatively soft and easily deformed solids with good electrical and thermal conductivity, closely packed structures, low ionisation energies and electronegativities, and are found naturally in combined states.
Some metals appear coloured (Cu, Cs, Au), have low densities (e.g. Be, Al) or very high melting points (e.g. W, Nb), are liquids at or near room temperature (e.g. Hg, Ga), are brittle (e.g. Os, Bi), not easily machined (e.g. Ti, Re), or are noble (hard to oxidise, e.g. Au, Pt), or have nonmetallic structures (Mn and Ga are structurally analogous to, respectively, white P and I).
Metals comprise the large majority of the elements, and can be subdivided into several different categories. From left to right in the periodic table, these categories include the highly reactive alkali metals; the less-reactive alkaline earth metals, lanthanides, and radioactive actinides; the archetypal tran
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A nonmetal is a chemical element that mostly lacks metallic properties. Seventeen elements are generally considered nonmetals, though some authors recognize more or fewer depending on the properties considered most representative of metallic or nonmetallic character. Some borderline elements further complicate the situation.
Nonmetals tend to have low density and high electronegativity (the ability of an atom in a molecule to attract electrons to itself). They range from colorless gases like hydrogen to shiny solids like the graphite form of carbon. Nonmetals are often poor conductors of heat and electricity, and when solid tend to be brittle or crumbly. In contrast, metals are good conductors and most are pliable. While compounds of metals tend to be basic, those of nonmetals tend to be acidic.
The two lightest nonmetals, hydrogen and helium, together make up about 98% of the observable ordinary matter in the universe by mass. Five nonmetallic elements—hydrogen, carbon, nitrogen, oxygen, and silicon—make up the overwhelming majority of the Earth's crust, atmosphere, oceans and biosphere.
The distinct properties of nonmetallic elements allow for specific uses that metals often cannot achieve. Elements like hydrogen, oxygen, carbon, and nitrogen are essential building blocks for life itself. Moreover, nonmetallic elements are integral to industries such as electronics, energy storage, agriculture, and chemical production.
Most nonmetallic elements were not identified until the 18th and 19th centuries. While a distinction between metals and other minerals had existed since antiquity, a basic classification of chemical elements as metallic or nonmetallic emerged only in the late 18th century. Since then nigh on two dozen properties have been suggested as single criteria for distinguishing nonmetals from metals.
Definition and applicable elements
Properties mentioned hereafter refer to the elements in their most stable forms in ambient conditions unless otherwise
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A metalloid is a type of chemical element which has a preponderance of properties in between, or that are a mixture of, those of metals and nonmetals. There is no standard definition of a metalloid and no complete agreement on which elements are metalloids. Despite the lack of specificity, the term remains in use in the literature of chemistry.
The six commonly recognised metalloids are boron, silicon, germanium, arsenic, antimony and tellurium. Five elements are less frequently so classified: carbon, aluminium, selenium, polonium and astatine. On a standard periodic table, all eleven elements are in a diagonal region of the p-block extending from boron at the upper left to astatine at lower right. Some periodic tables include a dividing line between metals and nonmetals, and the metalloids may be found close to this line.
Typical metalloids have a metallic appearance, but they are brittle and only fair conductors of electricity. Chemically, they behave mostly as nonmetals. They can form alloys with metals. Most of their other physical properties and chemical properties are intermediate in nature. Metalloids are usually too brittle to have any structural uses. They and their compounds are used in alloys, biological agents, catalysts, flame retardants, glasses, optical storage and optoelectronics, pyrotechnics, semiconductors, and electronics.
The electrical properties of silicon and germanium enabled the establishment of the semiconductor industry in the 1950s and the development of solid-state electronics from the early 1960s.
The term metalloid originally referred to nonmetals. Its more recent meaning, as a category of elements with intermediate or hybrid properties, became widespread in 1940–1960. Metalloids are sometimes called semimetals, a practice that has been discouraged, as the term semimetal has a different meaning in physics than in chemistry. In physics, it refers to a specific kind of electronic band structure of a substance. In this context, only
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
All elements found on the left side of the Periodic Table of the Elements have what properties in common?
A. They are solids at room temperature.
B. They don't conduct electricity.
C. They are brittle and dull.
D. They are radioactive.
Answer:
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|
sciq-10412
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multiple_choice
|
What cells carry oxygen?
|
[
"lymph cells",
"red blood cells",
"white blood cells",
"marrow cells"
] |
B
|
Relavent Documents:
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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 1:::
Hemogenic endothelium is a special subset of endothelial cells scattered within blood vessels that can differentiate into haematopoietic cells.
The development of hematopoietic cells in the embryo proceeds sequentially from mesoderm through the hemangioblast to the hemogenic endothelium and hematopoietic progenitors.
See also
Hemangioblast
Document 2:::
The lymphatic system, or lymphoid system, is an organ system in vertebrates that is part of the immune system, and complementary to the circulatory system. It consists of a large network of lymphatic vessels, lymph nodes, lymphoid organs, lymphoid tissues and lymph. Lymph is a clear fluid carried by the lymphatic vessels back to the heart for re-circulation. (The Latin word for lymph, lympha, refers to the deity of fresh water, "Lympha").
Unlike the circulatory system that is a closed system, the lymphatic system is open. The human circulatory system processes an average of 20 litres of blood per day through capillary filtration, which removes plasma from the blood. Roughly 17 litres of the filtered blood is reabsorbed directly into the blood vessels, while the remaining three litres are left in the interstitial fluid. One of the main functions of the lymphatic system is to provide an accessory return route to the blood for the surplus three litres.
The other main function is that of immune defense. Lymph is very similar to blood plasma, in that it contains waste products and cellular debris, together with bacteria and proteins. The cells of the lymph are mostly lymphocytes. Associated lymphoid organs are composed of lymphoid tissue, and are the sites either of lymphocyte production or of lymphocyte activation. These include the lymph nodes (where the highest lymphocyte concentration is found), the spleen, the thymus, and the tonsils. Lymphocytes are initially generated in the bone marrow. The lymphoid organs also contain other types of cells such as stromal cells for support. Lymphoid tissue is also associated with mucosas such as mucosa-associated lymphoid tissue (MALT).
Fluid from circulating blood leaks into the tissues of the body by capillary action, carrying nutrients to the cells. The fluid bathes the tissues as interstitial fluid, collecting waste products, bacteria, and damaged cells, and then drains as lymph into the lymphatic capillaries and lymphatic
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The red pulp of the spleen is composed of connective tissue known also as the cords of Billroth and many splenic sinusoids that are engorged with blood, giving it a red color. Its primary function is to filter the blood of antigens, microorganisms, and defective or worn-out red blood cells.
The spleen is made of red pulp and white pulp, separated by the marginal zone; 76-79% of a normal spleen is red pulp. Unlike white pulp, which mainly contains lymphocytes such as T cells, red pulp is made up of several different types of blood cells, including platelets, granulocytes, red blood cells, and plasma.
The red pulp also acts as a large reservoir for monocytes. These monocytes are found in clusters in the Billroth's cords (red pulp cords). The population of monocytes in this reservoir is greater than the total number of monocytes present in circulation. They can be rapidly mobilised to leave the spleen and assist in tackling ongoing infections.
Sinusoids
The splenic sinusoids, are wide vessels that drain into pulp veins which themselves drain into trabecular veins. Gaps in the endothelium lining the sinusoids mechanically filter blood cells as they enter the spleen. Worn-out or abnormal red cells attempting to squeeze through the narrow intercellular spaces become badly damaged, and are subsequently devoured by macrophages in the red pulp. In addition to clearing aged red blood cells, the sinusoids also filter out cellular debris, particles that could clutter up the bloodstream.
Cells found in red pulp
Red pulp consists of a dense network of fine reticular fiber, continuous with those of the splenic trabeculae, to which are applied flat, branching cells. The meshes of the reticulum are filled with blood:
White blood cells are found to be in larger proportion than they are in ordinary blood.
Large rounded cells, termed splenic cells, are also seen; these are capable of ameboid movement, and often contain pigment and red-blood corpuscles in their interior.
The cell
Document 4:::
Hematopoietic stem cells (HSCs) have high regenerative potentials and are capable of differentiating into all blood and immune system cells. Despite this impressive potential, HSCs have limited potential to produce more multipotent stem cells. This limited self-renewal potential is protected through maintenance of a quiescent state in HSCs. Stem cells maintained in this quiescent state are known as long term HSCs (LT-HSCs). During quiescence, HSCs maintain a low level of metabolic activity and do not divide. LT-HSCs can be signaled to proliferate, producing either myeloid or lymphoid progenitors. Production of these progenitors does not come without a cost: When grown under laboratory conditions that induce proliferation, HSCs lose their ability to divide and produce new progenitors. Therefore, understanding the pathways that maintain proliferative or quiescent states in HSCs could reveal novel pathways to improve existing therapeutics involving HSCs.
Background
All adult stem cells can undergo two types of division: symmetric and asymmetric. When a cell undergoes symmetric division, it can either produce two differentiated cells or two new stem cells. When a cell undergoes asymmetric division, it produces one stem and one differentiated cell. Production of new stem cells is necessary to maintain this population within the body. Like all cells, hematopoietic stem cells undergo metabolic shifts to meet their bioenergetic needs throughout development. These metabolic shifts play an important role in signaling, generating biomass, and protecting the cell from damage. Metabolic shifts also guide development in HSCs and are one key factor in determining if an HSC will remain quiescent, symmetrically divide, or asymmetrically divide. As mentioned above, quiescent cells maintain a low level of oxidative phosphorylation and primarily rely on glycolysis to generate energy. Fatty acid beta-oxidation has been shown to influence fate decisions in HSCs. In contrast, proliferat
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What cells carry oxygen?
A. lymph cells
B. red blood cells
C. white blood cells
D. marrow cells
Answer:
|
|
sciq-2559
|
multiple_choice
|
What attaches a muscle to a bone?
|
[
"tendons",
"veins",
"arteries",
"marrow"
] |
A
|
Relavent Documents:
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Instruments used in Anatomy dissections are as follows:
Instrument list
Image gallery
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Vertebrates
Tendon cells, or tenocytes, are elongated fibroblast type cells. The cytoplasm is stretched between the collagen fibres of the tendon. They have a central cell nucleus with a prominent nucleolus. Tendon cells have a well-developed rough endoplasmic reticulum and they are responsible for synthesis and turnover of tendon fibres and ground substance.
Invertebrates
Tendon cells form a connecting epithelial layer between the muscle and shell in molluscs. In gastropods, for example, the retractor muscles connect to the shell via tendon cells. Muscle cells are attached to the collagenous myo-tendon space via hemidesmosomes. The myo-tendon space is then attached to the base of the tendon cells via basal hemidesmosomes, while apical hemidesmosomes, which sit atop microvilli, attach the tendon cells to a thin layer of collagen. This is in turn attached to the shell via organic fibres which insert into the shell. Molluscan tendon cells appear columnar and contain a large basal cell nucleus. The cytoplasm is filled with granular endoplasmic reticulum and sparse golgi. Dense bundles of microfilaments run the length of the cell connecting the basal to the apical hemidesmosomes.
See also
List of human cell types derived from the germ layers
List of distinct cell types in the adult human body
Document 2:::
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
Document 3:::
Work
He is an associate professor of anatomy, Department of Anatomy, Howard University College of Medicine (US). He was among the most cited/influential anatomists in 2019.
Books
Single author or co-author books
DIOGO, R. (2021). Meaning of Life, Human Nature and Delusions - How Tales about Love, Sex, Races, Gods and Progress Affect Us and Earth's Splendor. Springer (New York, US).
MONTERO, R., ADESOMO, A. & R. DIOGO (2021). On viruses, pandemics, and us: a developing story [De virus, pandemias y nosotros: una historia en desarollo]. Independently published, Tucuman, Argentina. 495 pages.
DIOGO, R., J. ZIERMANN, J. MOLNAR, N. SIOMAVA & V. ABDALA (2018). Muscles of Chordates: development, homologies and evolution. Taylor & Francis (Oxford, UK). 650 pages.
DIOGO, R., B. SHEARER, J. M. POTAU, J. F. PASTOR, F. J. DE PAZ, J. ARIAS-MARTORELL, C. TURCOTTE, A. HAMMOND, E. VEREECKE, M. VANHOOF, S. NAUWELAERTS & B. WOOD (2017). Photographic and descriptive musculoskeletal atlas of bonobos - with notes on the weight, attachments, variations, and innervation of the muscles and comparisons with common chimpanzees and humans. Springer (New York, US). 259 pages.
DIOGO, R. (2017). Evolution driven by organismal behavior: a unifying view of life, function, form, mismatches and trends. Springer
Document 4:::
Animal science is described as "studying the biology of animals that are under the control of humankind". It can also be described as the production and management of farm animals. Historically, the degree was called animal husbandry and the animals studied were livestock species, like cattle, sheep, pigs, poultry, and horses. Today, courses available look at a broader area, including companion animals, like dogs and cats, and many exotic species. Degrees in Animal Science are offered at a number of colleges and universities. Animal science degrees are often offered at land-grant universities, which will often have on-campus farms to give students hands-on experience with livestock animals.
Education
Professional education in animal science prepares students for careers in areas such as animal breeding, food and fiber production, nutrition, animal agribusiness, animal behavior, and welfare. Courses in a typical Animal Science program may include genetics, microbiology, animal behavior, nutrition, physiology, and reproduction. Courses in support areas, such as genetics, soils, agricultural economics and marketing, legal aspects, and the environment also are offered.
Bachelor degree
At many universities, a Bachelor of Science (BS) degree in Animal Science allows emphasis in certain areas. Typical areas are species-specific or career-specific. Species-specific areas of emphasis prepare students for a career in dairy management, beef management, swine management, sheep or small ruminant management, poultry production, or the horse industry. Other career-specific areas of study include pre-veterinary medicine studies, livestock business and marketing, animal welfare and behavior, animal nutrition science, animal reproduction science, or genetics. Youth programs are also an important part of animal science programs.
Pre-veterinary emphasis
Many schools that offer a degree option in Animal Science also offer a pre-veterinary emphasis such as Iowa State University, th
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What attaches a muscle to a bone?
A. tendons
B. veins
C. arteries
D. marrow
Answer:
|
|
sciq-6020
|
multiple_choice
|
The shape of the path of an object undergoing projectile motion is called?
|
[
"a parabola",
"a triangle",
"linear",
"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
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In physics, The Monkey and the Hunter is a hypothetical scenario often used to illustrate the effect of gravity on projectile motion. It can be presented as exercise problem or as a demonstration. No live monkeys are used in the demonstrations.
The essentials of the problem are stated in many introductory guides to physics. In essence, the problem is as follows: A hunter with a blowgun goes out in the woods to hunt for monkeys and sees one hanging in a tree. The monkey releases its grip the instant the hunter fires his blowgun. Where should the hunter aim in order to hit the monkey?
Discussion
To answer this question, recall that according to Galileo's law, all objects fall with the same constant acceleration of gravity (about 9.8 metres per second per second near the Earth's surface), regardless of the object's weight. Furthermore, horizontal motions and vertical motions are independent: gravity acts only upon an object's vertical velocity, not upon its velocity in the horizontal direction. The hunter's dart, therefore, falls with the same acceleration as the monkey.
Assume for the moment that gravity was not at work. In that case, the dart would proceed in a straight-line trajectory at a constant speed (Newton's first law). Gravity causes the dart to fall away from this straight-line path, making a trajectory that is in fact a parabola. Now, consider what happens if the hunter aims directly at the monkey, and the monkey releases his grip the instant the hunter fires. Because the force of gravity accelerates the dart and the monkey equally, they fall the same distance in the same time: the monkey falls from the tree branch, and the dart falls the same distance from the straight-line path it would have taken in the absence of gravity. Therefore, the dart will always hit the monkey, no matter the initial speed of the dart, no matter the acceleration of gravity.
Another way of looking at the problem is by a transformation of the reference frame. Earl
Document 2:::
Differential geometry of curves is the branch of geometry that deals with smooth curves in the plane and the Euclidean space by methods of differential and integral calculus.
Many specific curves have been thoroughly investigated using the synthetic approach. Differential geometry takes another path: curves are represented in a parametrized form, and their geometric properties and various quantities associated with them, such as the curvature and the arc length, are expressed via derivatives and integrals using vector calculus. One of the most important tools used to analyze a curve is the Frenet frame, a moving frame that provides a coordinate system at each point of the curve that is "best adapted" to the curve near that point.
The theory of curves is much simpler and narrower in scope than the theory of surfaces and its higher-dimensional generalizations because a regular curve in a Euclidean space has no intrinsic geometry. Any regular curve may be parametrized by the arc length (the natural parametrization). From the point of view of a theoretical point particle on the curve that does not know anything about the ambient space, all curves would appear the same. Different space curves are only distinguished by how they bend and twist. Quantitatively, this is measured by the differential-geometric invariants called the curvature and the torsion of a curve. The fundamental theorem of curves asserts that the knowledge of these invariants completely determines the curve.
Definitions
A parametric -curve or a -parametrization is a vector-valued function
that is -times continuously differentiable (that is, the component functions of are continuously differentiable), where , , and is a non-empty interval of real numbers. The of the parametric curve is . The parametric curve and its image must be distinguished because a given subset of can be the image of many distinct parametric curves. The parameter in can be thought of as representing time, and the traj
Document 3:::
pen.color('blue')
pen.pensize(0.5)
for theta in range(361):
k = theta * d * math.pi / 180
r = 300 * math.sin(n * k)
x = r * math.cos(k)
y = r * math.sin(k)
pen.goto(x, y)
pen.color('red')
pen.pensize(4)
for theta in range(361):
k = theta * math.pi / 180
r = 300 * math.sin(n * k)
Document 4:::
Advanced Placement (AP) Physics C: Mechanics (also known as AP Mechanics) is an introductory physics course administered by the College Board as part of its Advanced Placement program. It is intended to proxy a one-semester calculus-based university course in mechanics. The content of Physics C: Mechanics overlaps with that of AP Physics 1, but Physics 1 is algebra-based, while Physics C is calculus-based. Physics C: Mechanics may be combined with its electricity and magnetism counterpart to form a year-long course that prepares for both exams.
Course content
Intended to be equivalent to an introductory college course in mechanics for physics or engineering majors, the course modules are:
Kinematics
Newton's laws of motion
Work, energy and power
Systems of particles and linear momentum
Circular motion and rotation
Oscillations and gravitation.
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 I class.
This course is often compared to AP Physics 1: Algebra Based for its similar course material involving kinematics, work, motion, forces, rotation, and oscillations. However, AP Physics 1: Algebra Based lacks concepts found in Calculus I, like derivatives or integrals.
This course may be combined with AP Physics C: Electricity and Magnetism to make a unified Physics C course that prepares for both exams.
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: Mechanics is separate from the AP examination for AP Physics C: Electricity and Magnetism. 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 aftern
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The shape of the path of an object undergoing projectile motion is called?
A. a parabola
B. a triangle
C. linear
D. spherical
Answer:
|
|
sciq-1219
|
multiple_choice
|
The fetus is connected to what by a tube called the umbilical cord?
|
[
"Fallopian tube",
"Stomach",
"Intestines",
"placenta"
] |
D
|
Relavent Documents:
Document 0:::
In placental mammals, the umbilical cord (also called the navel string, birth cord or funiculus umbilicalis) is a conduit between the developing embryo or fetus and the placenta. During prenatal development, the umbilical cord is physiologically and genetically part of the fetus and (in humans) normally contains two arteries (the umbilical arteries) and one vein (the umbilical vein), buried within Wharton's jelly. The umbilical vein supplies the fetus with oxygenated, nutrient-rich blood from the placenta. Conversely, the fetal heart pumps low-oxygen, nutrient-depleted blood through the umbilical arteries back to the placenta.
Structure and development
The umbilical cord develops from and contains remnants of the yolk sac and allantois. It forms by the fifth week of development, replacing the yolk sac as the source of nutrients for the embryo. The cord is not directly connected to the mother's circulatory system, but instead joins the placenta, which transfers materials to and from the maternal blood without allowing direct mixing. The length of the umbilical cord is approximately equal to the crown-rump length of the fetus throughout pregnancy. The umbilical cord in a full term neonate is usually about 50 centimeters (20 in) long and about 2 centimeters (0.75 in) in diameter. This diameter decreases rapidly within the placenta. The fully patent umbilical artery has two main layers: an outer layer consisting of circularly arranged smooth muscle cells and an inner layer which shows rather irregularly and loosely arranged cells embedded in abundant ground substance staining metachromatic. The smooth muscle cells of the layer are rather poorly differentiated, contain only a few tiny myofilaments and are thereby unlikely to contribute actively to the process of post-natal closure.
Umbilical cord can be detected on ultrasound by 6 weeks of gestation and well-visualised by 8 to 9 weeks of gestation.
The umbilical cord lining is a good source of mesenchymal and epith
Document 1:::
The placenta of humans, and certain other mammals contains structures known as cotyledons, which transmit fetal blood and allow exchange of oxygen and nutrients with the maternal blood.
Ruminants
The Artiodactyla have a cotyledonary placenta. In this form of placenta the chorionic villi form a number of separate circular structures (cotyledons) which are distributed over the surface of the chorionic sac. Sheep, goats and cattle have between 72 and 125 cotyledons whereas deer have 4-6 larger cotyledons.
Human
The form of the human placenta is generally classified as a discoid placenta. Within this the cotyledons are the approximately 15-25 separations of the decidua basalis of the placenta, separated by placental septa. Each cotyledon consists of a main stem of a chorionic villus as well as its branches and sub-branches.
Vasculature
The cotyledons receive fetal blood from chorionic vessels, which branch off cotyledon vessels into the cotyledons, which, in turn, branch into capillaries. The cotyledons are surrounded by maternal blood, which can exchange oxygen and nutrients with the fetal blood in the capillaries.
Document 2:::
The human reproductive system includes the male reproductive system which functions to produce and deposit sperm; and the female reproductive system which functions to produce egg cells, and to protect and nourish the fetus until birth. Humans have a high level of sexual differentiation. In addition to differences in nearly every reproductive organ, there are numerous differences in typical secondary sex characteristics.
Human reproduction usually involves internal fertilization by sexual intercourse. In this process, the male inserts his penis into the female's vagina and ejaculates semen, which contains sperm. A small proportion of the sperm pass through the cervix into the uterus, and then into the fallopian tubes for fertilization of the ovum. Only one sperm is required to fertilize the ovum. Upon successful fertilization, the fertilized ovum, or zygote, travels out of the fallopian tube and into the uterus, where it implants in the uterine wall. This marks the beginning of gestation, better known as pregnancy, which continues for around nine months as the fetus develops. When the fetus has developed to a certain point, pregnancy is concluded with childbirth, involving labor. During labor, the muscles of the uterus contract and the cervix dilates over the course of hours, and the baby passes out of the vagina. Human infants are completely dependent on their caregivers, and require high levels of parental care. Infants rely on their caregivers for comfort, cleanliness, and food. Food may be provided by breastfeeding or formula feeding.
Structure
Female
The human female reproductive system is a series of organs primarily located inside the body and around the pelvic region of a female that contribute towards the reproductive process. The human female reproductive system contains three main parts: the vulva, which leads to the vagina, the vaginal opening, to the uterus; the uterus, which holds the developing fetus; and the ovaries, which produce the female's o
Document 3:::
Chorionic villi are villi that sprout from the chorion to provide maximal contact area with maternal blood.
They are an essential element in pregnancy from a histomorphologic perspective, and are, by definition, a product of conception. Branches of the umbilical arteries carry embryonic blood to the villi. After circulating through the capillaries of the villi, blood returns to the embryo through the umbilical vein. Thus, villi are part of the border between maternal and fetal blood during pregnancy.
Structure
Villi can also be classified by their relations:
Floating villi float freely in the intervillous space. They exhibit a bi-layered epithelium consisting of cytotrophoblasts with overlaying syncytium (syncytiotrophoblast).
Anchoring (stem) villi stabilize the mechanical integrity of the placental-maternal interface.
Development
The chorion undergoes rapid proliferation and forms numerous processes, the chorionic villi, which invade and destroy the uterine decidua and at the same time absorb from it nutritive materials for the growth of the embryo. They undergo several stages, depending on their composition.
Until about the end of the second month of pregnancy, the villi cover the entire chorion, and are almost uniform in size—but after then, they develop unequally.
Microanatomy
The bulk of the villi consist of connective tissues that contain blood vessels. Most of the cells in the connective tissue core of the villi are fibroblasts. Macrophages known as Hofbauer cells are also present.
Clinical significance
Use for prenatal diagnosis
In 1983, an Italian biologist named Giuseppe Simoni discovered a new method of prenatal diagnosis using chorionic villi.
Stem cell
Chorionic villi are a rich source of stem cells. Biocell Center, a biotech company managed by Giuseppe Simoni, is studying and testing these types of stem cells. Chorionic stem cells, like amniotic stem cells, are uncontroversial multipotent stem cells.
Infections
Recent studies indicate th
Document 4:::
Fetal pigs are unborn pigs used in elementary as well as advanced biology classes as objects for dissection. Pigs, as a mammalian species, provide a good specimen for the study of physiological systems and processes due to the similarities between many pig and human organs.
Use in biology labs
Along with frogs and earthworms, fetal pigs are among the most common animals used in classroom dissection. There are several reasons for this, the main reason being that pigs, like humans, are mammals. Shared traits include common hair, mammary glands, live birth, similar organ systems, metabolic levels, and basic body form. They also allow for the study of fetal circulation, which differs from that of an adult. Secondly, fetal pigs are easy to obtain because they are by-products of the pork industry. Fetal pigs are the unborn piglets of sows that were killed by the meat-packing industry. These pigs are not bred and killed for this purpose, but are extracted from the deceased sow’s uterus. Fetal pigs not used in classroom dissections are often used in fertilizer or simply discarded. Thirdly, fetal pigs are cheap, which is an essential component for dissection use by schools. They can be ordered for about $30 at biological product companies. Fourthly, fetal pigs are easy to dissect because of their soft tissue and incompletely developed bones that are still made of cartilage. In addition, they are relatively large with well-developed organs that are easily visible. As long as the pork industry exists, fetal pigs will be relatively abundant, making them the prime choice for classroom dissections.
Alternatives
Several peer-reviewed comparative studies have concluded that the educational outcomes of students who are taught basic and advanced biomedical concepts and skills using non-animal methods are equivalent or superior to those of their peers who use animal-based laboratories such as animal dissection.
A systematic review concluded that students taught using non-animal m
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The fetus is connected to what by a tube called the umbilical cord?
A. Fallopian tube
B. Stomach
C. Intestines
D. placenta
Answer:
|
|
sciq-11067
|
multiple_choice
|
Which outermost secondary xylem layers transport water?
|
[
"the farthest",
"the narrowest",
"the youngest",
"the oldest"
] |
C
|
Relavent Documents:
Document 0:::
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 1:::
The soil-plant-atmosphere continuum (SPAC) is the pathway for water moving from soil through plants to the atmosphere. Continuum in the description highlights the continuous nature of water connection through the pathway. The low water potential of the atmosphere, and relatively higher (i.e. less negative) water potential inside leaves, leads to a diffusion gradient across the stomatal pores of leaves, drawing water out of the leaves as vapour. As water vapour transpires out of the leaf, further water molecules evaporate off the surface of mesophyll cells to replace the lost molecules since water in the air inside leaves is maintained at saturation vapour pressure. Water lost at the surface of cells is replaced by water from the xylem, which due to the cohesion-tension properties of water in the xylem of plants pulls additional water molecules through the xylem from the roots toward the leaf.
Components
The transport of water along this pathway occurs in components, variously defined among scientific disciplines:
Soil physics characterizes water in soil in terms of tension,
Physiology of plants and animals characterizes water in organisms in terms of diffusion pressure deficit, and
Meteorology uses vapour pressure or relative humidity to characterize atmospheric water.
SPAC integrates these components and is defined as a:
...concept recognising that the field with all its components (soil, plant, animals and the ambient atmosphere taken together) constitutes a physically integrated, dynamic system in which the various flow processes involving energy and matter occur simultaneously and independently like links in the chain.
This characterises the state of water in different components of the SPAC as expressions of the energy level or water potential of each. Modelling of water transport between components relies on SPAC, as do studies of water potential gradients between segments.
See also
Ecohydrology
Evapotranspiration
Hydraulic redistribution; a p
Document 2:::
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 3:::
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 4:::
In ecology, pressure-volume curves describe the relationship between total water potential (Ψt) and relative water content (R) of living organisms. These values are widely used in research on plant-water relations, and provide valuable information on the turgor, osmotic and elastic properties of plant tissues.
According to the Boyle–v'ant Hoff Relation, the product of osmotic potential and volume of solution should be a constant for any given amount of osmotically active solutes in an ideal osmotic system.
= A constant
is osmotic potential and is volume of solution.
This can then be manipulated to a linear relation which describes the ideal situation:
= A constant
Membrane biology
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which outermost secondary xylem layers transport water?
A. the farthest
B. the narrowest
C. the youngest
D. the oldest
Answer:
|
|
sciq-4328
|
multiple_choice
|
Internal resistance, or (electrical) resistance in general, involves the resistance of the flow of what?
|
[
"force",
"water",
"protons",
"current"
] |
D
|
Relavent Documents:
Document 0:::
Electrical resistivity (also called volume resistivity or specific electrical resistance) is a fundamental specific property of a material that measures its electrical resistance or how strongly it resists electric current. A low resistivity indicates a material that readily allows electric current. Resistivity is commonly represented by the Greek letter (rho). The SI unit of electrical resistivity is the ohm-metre (Ω⋅m). For example, if a solid cube of material has sheet contacts on two opposite faces, and the resistance between these contacts is , then the resistivity of the material is .
Electrical conductivity (or specific conductance) is the reciprocal of electrical resistivity. It represents a material's ability to conduct electric current. It is commonly signified by the Greek letter (sigma), but (kappa) (especially in electrical engineering) and (gamma) are sometimes used. The SI unit of electrical conductivity is siemens per metre (S/m). Resistivity and conductivity are intensive properties of materials, giving the opposition of a standard cube of material to current. Electrical resistance and conductance are corresponding extensive properties that give the opposition of a specific object to electric current.
Definition
Ideal case
In an ideal case, cross-section and physical composition of the examined material are uniform across the sample, and the electric field and current density are both parallel and constant everywhere. Many resistors and conductors do in fact have a uniform cross section with a uniform flow of electric current, and are made of a single material, so that this is a good model. (See the adjacent diagram.) When this is the case, the resistance of the conductor is directly proportional to its length and inversely proportional to its cross-sectional area, where the electrical resistivity (Greek: rho) is the constant of proportionality. This is written as:
where
The resistivity can be expressed using the SI unit ohm metre (Ω⋅m
Document 1:::
The electrical resistance of an object is a measure of its opposition to the flow of electric current. Its reciprocal quantity is , measuring the ease with which an electric current passes. Electrical resistance shares some conceptual parallels with mechanical friction. The SI unit of electrical resistance is the ohm (), while electrical conductance is measured in siemens (S) (formerly called the 'mho' and then represented by ).
The resistance of an object depends in large part on the material it is made of. Objects made of electrical insulators like rubber tend to have very high resistance and low conductance, while objects made of electrical conductors like metals tend to have very low resistance and high conductance. This relationship is quantified by resistivity or conductivity. The nature of a material is not the only factor in resistance and conductance, however; it also depends on the size and shape of an object because these properties are extensive rather than intensive. For example, a wire's resistance is higher if it is long and thin, and lower if it is short and thick. All objects resist electrical current, except for superconductors, which have a resistance of zero.
The resistance of an object is defined as the ratio of voltage across it to current through it, while the conductance is the reciprocal:
For a wide variety of materials and conditions, and are directly proportional to each other, and therefore and are constants (although they will depend on the size and shape of the object, the material it is made of, and other factors like temperature or strain). This proportionality is called Ohm's law, and materials that satisfy it are called ohmic materials.
In other cases, such as a transformer, diode or battery, and are not directly proportional. The ratio is sometimes still useful, and is referred to as a chordal resistance or static resistance, since it corresponds to the inverse slope of a chord between the origin and an – curve. In
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:::
Magnetic reluctance, or magnetic resistance, is a concept used in the analysis of magnetic circuits. It is defined as the ratio of magnetomotive force (mmf) to magnetic flux. It represents the opposition to magnetic flux, and depends on the geometry and composition of an object.
Magnetic reluctance in a magnetic circuit is analogous to electrical resistance in an electrical circuit in that resistance is a measure of the opposition to the electric current. The definition of magnetic reluctance is analogous to Ohm's law in this respect. However, magnetic flux passing through a reluctance does not give rise to dissipation of heat as it does for current through a resistance. Thus, the analogy cannot be used for modelling energy flow in systems where energy crosses between the magnetic and electrical domains. An alternative analogy to the reluctance model which does correctly represent energy flows is the gyrator–capacitor model.
Magnetic reluctance is a scalar extensive quantity. The unit for magnetic reluctance is inverse henry, H−1.
History
The term reluctance was coined in May 1888 by Oliver Heaviside. The notion of "magnetic resistance" was first mentioned by James Joule in 1840. The idea for a magnetic flux law, similar to Ohm's law for closed electric circuits, is attributed to Henry Augustus Rowland in an 1873 paper. Rowland is also responsible for coining the term magnetomotive force in 1880, also coined, apparently independently, a bit later in 1883 by Bosanquet.
Reluctance is usually represented by a cursive capital .
Definitions
In both AC and DC fields, the reluctance is the ratio of the magnetomotive force (MMF) in a magnetic circuit to the magnetic flux in this circuit. In a pulsating DC or AC field, the reluctance also pulsates (see phasors).
The definition can be expressed as follows:
where
("R") is the reluctance in ampere-turns per weber (a unit that is equivalent to turns per henry). "Turns" refers to the winding number of an electric
Document 4:::
A constant-resistance network in electrical engineering is a network whose input resistance does not change with frequency when correctly terminated. Examples of constant resistance networks include:
Zobel network
Lattice phase equaliser
Boucherot cell
Bridged T delay equaliser
Electrical engineering
Physics-related lists
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Internal resistance, or (electrical) resistance in general, involves the resistance of the flow of what?
A. force
B. water
C. protons
D. current
Answer:
|
|
sciq-10553
|
multiple_choice
|
Population growth is determined by rates of birth, death, immigration, and what else?
|
[
"excitation",
"emigration",
"exploitation",
"relaxation"
] |
B
|
Relavent Documents:
Document 0:::
The book An Essay on the Principle of Population was first published anonymously in 1798, but the author was soon identified as Thomas Robert Malthus. The book warned of future difficulties, on an interpretation of the population increasing in geometric progression (so as to double every 25 years) while food production increased in an arithmetic progression, which would leave a difference resulting in the want of food and famine, unless birth rates decreased.
While it was not the first book on population, Malthus's book fuelled debate about the size of the population in Britain and contributed to the passing of the Census Act 1800. This Act enabled the holding of a national census in England, Wales and Scotland, starting in 1801 and continuing every ten years to the present. The book's 6th edition (1826) was independently cited as a key influence by both Charles Darwin and Alfred Russel Wallace in developing the theory of natural selection.
A key portion of the book was dedicated to what is now known as the Malthusian Law of Population. The theory claims that growing population rates contribute to a rising supply of labour and inevitably lowers wages. In essence, Malthus feared that continued population growth lends itself to poverty.
In 1803, Malthus published, under the same title, a heavily revised second edition of his work. His final version, the 6th edition, was published in 1826. In 1830, 32 years after the first edition, Malthus published a condensed version entitled A Summary View on the Principle of Population, which included responses to criticisms of the larger work.
Overview
Between 1798 and 1826 Malthus published six editions of his famous treatise, updating each edition to incorporate new material, to address criticism, and to convey changes in his own perspectives on the subject. He wrote the original text in reaction to the optimism of his father and his father's associates (notably Rousseau) regarding the future improvement of society. Malthu
Document 1:::
The Limits to Growth (LTG) is a 1972 report that discussed the possibility of exponential economic and population growth with finite supply of resources, studied by computer simulation. The study used the World3 computer model to simulate the consequence of interactions between the Earth and human systems. The model was based on the work of Jay Forrester of MIT, as described in his book World Dynamics.
Commissioned by the Club of Rome, the findings of the study were first presented at international gatherings in Moscow and Rio de Janeiro in the summer of 1971. The report's authors are Donella H. Meadows, Dennis L. Meadows, Jørgen Randers, and William W. Behrens III, representing a team of 17 researchers.
The report's findings suggest that in the absence of significant alterations in resource utilization, it is highly likely that there would be an abrupt and unmanageable decrease in both population and industrial capacity. Despite facing severe criticism and scrutiny upon its initial release, subsequent research aimed at verifying its predictions consistently supports the notion that there have been inadequate modifications made since 1972 to substantially alter its essence.
Since its publication, some 30 million copies of the book in 30 languages have been purchased. It continues to generate debate and has been the subject of several subsequent publications.
Beyond the Limits and The Limits to Growth: The 30-Year Update were published in 1992 and 2004 respectively, in 2012, a 40-year forecast from Jørgen Randers, one of the book's original authors, was published as 2052: A Global Forecast for the Next Forty Years, and in 2022 two of the original Limits to Growth authors, Dennis Meadows and Jørgen Randers, joined 19 other contributors to produce Limits and Beyond.
Purpose
In commissioning the MIT team to undertake the project that resulted in LTG, the Club of Rome had three objectives:
Gain insights into the limits of our world system and the constraints it put
Document 2:::
Demography (), also known as Demographics, is the statistical study of populations, especially human beings.
Demographic analysis examines and measures the dimensions and dynamics of populations; it can cover whole societies or groups defined by criteria such as education, nationality, religion, and ethnicity. Educational institutions usually treat demography as a field of sociology, though there are a number of independent demography departments. These methods have primarily been developed to study human populations, but are extended to a variety of areas where researchers want to know how populations of social actors can change across time through processes of birth, death, and migration. In the context of human biological populations, demographic analysis uses administrative records to develop an independent estimate of the population. Demographic analysis estimates are often considered a reliable standard for judging the accuracy of the census information gathered at any time. In the labor force, demographic analysis is used to estimate sizes and flows of populations of workers; in population ecology the focus is on the birth, death, migration and immigration of individuals in a population of living organisms, alternatively, in social human sciences could involve movement of firms and institutional forms. Demographic analysis is used in a wide variety of contexts. For example, it is often used in business plans, to describe the population connected to the geographic location of the business. Demographic analysis is usually abbreviated as DA. For the 2010 U.S. Census, The U.S. Census Bureau has expanded its DA categories. Also as part of the 2010 U.S. Census, DA now also includes comparative analysis between independent housing estimates, and census address lists at different key time points.
Patient demographics form the core of the data for any medical institution, such as patient and emergency contact information and patient medical record data. They allo
Document 3:::
The InterAcademy Panel Statement on Population Growth is an international scientist consensus document discussing and demanding a halt of the population expansion. This was the first worldwide joint statement of academies of sciences, and their cooperative InterAcademy Panel on International Issues. It was signed by 58 member academies and began as follows.
Let 1994 be remembered as the year when the people of the world decided to act together for the benefit of future generations.
Background
Between October 24 and October 27, 1993, an international "scientist's top summit" was held in New Delhi, India, with representatives from academies of sciences from all over the world. This grew out of two previous meetings, one joint meeting by the British Royal Society and the United States National Academy of Sciences, and one international meeting organised by the Royal Swedish Academy of Sciences. The scientists discussed the environmental and social welfare problems for the world population, and found them closely linked to the population expansion.
In the year 1950, there were approximately 2.5 billion (2,500 million) humans alive in this world. By 1960, the number had reached 3 billion, and by 1975 was at 4 billion. The 5 billion mark was reached around 1987, and in 1993, at the New Delhi meeting, academics estimated the population to be 5.5 billion. For some time, world food production had been able to roughly match population growth, meaning that starvation was a regional and distributional problem, rather than one based on a total shortage of food. The scientists noted that increased food production on land and on sea in the previous decade was less than the population increase over the same period. Moreover, by increased food production and otherwise, the population growth was contributing to a loss of biodiversity, deforestation and loss of topsoil, and shortages of water and fuel. The academics noted that the complex relationships between population size and
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.
Population growth is determined by rates of birth, death, immigration, and what else?
A. excitation
B. emigration
C. exploitation
D. relaxation
Answer:
|
|
sciq-7766
|
multiple_choice
|
What are the cells or structures that detect sensations?
|
[
"hormones",
"proteins",
"membranes",
"receptors"
] |
D
|
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:::
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 2:::
A taste receptor or tastant is a type of cellular receptor which facilitates the sensation of taste. When food or other substances enter the mouth, molecules interact with saliva and are bound to taste receptors in the oral cavity and other locations. Molecules which give a sensation of taste are considered "sapid".
Vertebrate taste receptors are divided into two families:
Type 1, sweet, first characterized in 2001: –
Type 2, bitter, first characterized in 2000: In humans there are 25 known different bitter receptors, in cats there are 12, in chickens there are three, and in mice there are 35 known different bitter receptors.
Visual, olfactive, "sapictive" (the perception of tastes), trigeminal (hot, cool), mechanical, all contribute to the perception of taste. Of these, transient receptor potential cation channel subfamily V member 1 (TRPV1) vanilloid receptors are responsible for the perception of heat from some molecules such as capsaicin, and a CMR1 receptor is responsible for the perception of cold from molecules such as menthol, eucalyptol, and icilin.
Tissue distribution
The gustatory system consists of taste receptor cells in taste buds. Taste buds, in turn, are contained in structures called papillae. There are three types of papillae involved in taste: fungiform papillae, foliate papillae, and circumvallate papillae. (The fourth type - filiform papillae do not contain taste buds). Beyond the papillae, taste receptors are also in the palate and early parts of the digestive system like the larynx and upper esophagus. There are three cranial nerves that innervate the tongue; the vagus nerve, glossopharyngeal nerve, and the facial nerve. The glossopharyngeal nerve and the chorda tympani branch of the facial nerve innervate the TAS1R and TAS2R taste receptors. Next to the taste receptors in on the tongue, the gut epithelium is also equipped with a subtle chemosensory system that communicates the sensory information to several effector systems involved
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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
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In medicine and anatomy, the general senses are the senses which are perceived due to receptors scattered throughout the body such as touch, temperature, and hunger, rather than tied to a specific structure, as the special senses vision or hearing are. Often, the general senses are associated with a specific drive; that is, the sensation will cause a change in behavior meant to reduce the sensation.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What are the cells or structures that detect sensations?
A. hormones
B. proteins
C. membranes
D. receptors
Answer:
|
|
sciq-196
|
multiple_choice
|
How many variables are used to describe the condition of a gas?
|
[
"one",
"three",
"four",
"five"
] |
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
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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
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GRE Subject Biochemistry, Cell and Molecular Biology was a standardized exam provided by ETS (Educational Testing Service) that was discontinued in December 2016. It is a paper-based exam and there are no computer-based versions of it. ETS places this exam three times per year: once in April, once in October and once in November. Some graduate programs in the United States recommend taking this exam, while others require this exam score as a part of the application to their graduate programs. ETS sends a bulletin with a sample practice test to each candidate after registration for the exam. There are 180 questions within the biochemistry subject test.
Scores are scaled and then reported as a number between 200 and 990; however, in recent versions of the test, the maximum and minimum reported scores have been 760 (corresponding to the 99 percentile) and 320 (1 percentile) respectively. The mean score for all test takers from July, 2009, to July, 2012, was 526 with a standard deviation of 95.
After learning that test content from editions of the GRE® Biochemistry, Cell and Molecular Biology (BCM) Test has been compromised in Israel, ETS made the decision not to administer this test worldwide in 2016–17.
Content specification
Since many students who apply to graduate programs in biochemistry do so during the first half of their fourth year, the scope of most questions is largely that of the first three years of a standard American undergraduate biochemistry curriculum. A sampling of test item content is given below:
Biochemistry (36%)
A Chemical and Physical Foundations
Thermodynamics and kinetics
Redox states
Water, pH, acid-base reactions and buffers
Solutions and equilibria
Solute-solvent interactions
Chemical interactions and bonding
Chemical reaction mechanisms
B Structural Biology: Structure, Assembly, Organization and Dynamics
Small molecules
Macromolecules (e.g., nucleic acids, polysaccharides, proteins and complex lipids)
Supramolecular complexes (e.g.
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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 4:::
The SAT Subject Test in Biology was the name of a one-hour multiple choice test given on biology by the College Board. A student chose whether to take the test depending upon college entrance requirements for the schools in which the student is planning to apply. Until 1994, the SAT Subject Tests were known as Achievement Tests; and from 1995 until January 2005, they were known as SAT IIs. Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800. The average for Molecular is 630 while Ecological is 591.
On January 19 2021, the College Board discontinued all SAT Subject tests, including the SAT Subject Test in Biology E/M. This was effective immediately in the United States, and the tests were to be phased out by the following summer for international students. This was done as a response to changes in college admissions due to the impact of the COVID-19 pandemic on education.
Format
This test had 80 multiple-choice questions that were to be answered in one hour. All questions had five answer choices. Students received one point for each correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The student's score was based entirely on his or her performance in answering the multiple-choice questions.
The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Preparation
The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, a
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
How many variables are used to describe the condition of a gas?
A. one
B. three
C. four
D. five
Answer:
|
|
sciq-9694
|
multiple_choice
|
In living systems, diffusion of substances into and out of cells is mediated by the what membrane?
|
[
"gas",
"fluid",
"plasma",
"ferment"
] |
C
|
Relavent Documents:
Document 0:::
Transcellular transport involves the transportation of solutes by a cell through a cell. Transcellular transport can occur in three different ways active transport, passive transport, and transcytosis.
Active Transport
Main article: Active transport
Active transport is the process of moving molecules from an area of low concentrations to an area of high concentration. There are two types of active transport, primary active transport and secondary active transport. Primary active transport uses adenosine triphosphate (ATP) to move specific molecules and solutes against its concentration gradient. Examples of molecules that follow this process are potassium K+, sodium Na+, and calcium Ca2+. A place in the human body where this occurs is in the intestines with the uptake of glucose. Secondary active transport is when one solute moves down the electrochemical gradient to produce enough energy to force the transport of another solute from low concentration to high concentration. An example of where this occurs is in the movement of glucose within the proximal convoluted tubule (PCT).
Passive Transport
Main article: Passive transport
Passive transport is the process of moving molecules from an area of high concentration to an area of low concentration without expelling any energy. There are two types of passive transport, passive diffusion and facilitated diffusion. Passive diffusion is the unassisted movement of molecules from high concentration to low concentration across a permeable membrane. One example of passive diffusion is the gas exchange that occurs between the oxygen in the blood and the carbon dioxide present in the lungs. Facilitated diffusion is the movement of polar molecules down the concentration gradient with the assistance of membrane proteins. Since the molecules associated with facilitated diffusion are polar, they are repelled by the hydrophobic sections of permeable membrane, therefore they need to be assisted by the membrane proteins. Both t
Document 1:::
Passive transport is a type of membrane transport that does not require energy to move substances across cell membranes. Instead of using cellular energy, like active transport, passive transport relies on the second law of thermodynamics to drive the movement of substances across cell membranes. Fundamentally, substances follow Fick's first law, and move from an area of high concentration to an area of low concentration because this movement increases the entropy of the overall system. The rate of passive transport depends on the permeability of the cell membrane, which, in turn, depends on the organization and characteristics of the membrane lipids and proteins. The four main kinds of passive transport are simple diffusion, facilitated diffusion, filtration, and/or osmosis.
Passive transport follows Fick's first law.
Diffusion
Diffusion is the net movement of material from an area of high concentration to an area with lower concentration. The difference of concentration between the two areas is often termed as the concentration gradient, and diffusion will continue until this gradient has been eliminated. Since diffusion moves materials from an area of higher concentration to an area of lower concentration, it is described as moving solutes "down the concentration gradient" (compared with active transport, which often moves material from area of low concentration to area of higher concentration, and therefore referred to as moving the material "against the concentration gradient").
However, in many cases (e.g. passive drug transport) the driving force of passive transport can not be simplified to the concentration gradient. If there are different solutions at the two sides of the membrane with different equilibrium solubility of the drug, the difference in the degree of saturation is the driving force of passive membrane transport. It is also true for supersaturated solutions which are more and more important owing to the spreading of the application of amorph
Document 2:::
Paracellular transport refers to the transfer of substances across an epithelium by passing through the intercellular space between the cells. It is in contrast to transcellular transport, where the substances travel through the cell, passing through both the apical membrane and basolateral membrane.
The distinction has particular significance in renal physiology and intestinal physiology. Transcellular transport often involves energy expenditure whereas paracellular transport is unmediated and passive down a concentration gradient, or by osmosis (for water) and solvent drag for solutes. Paracellular transport also has the benefit that absorption rate is matched to load because it has no transporters that can be saturated.
In most mammals, intestinal absorption of nutrients is thought to be dominated by transcellular transport, e.g., glucose is primarily absorbed via the SGLT1 transporter and other glucose transporters. Paracellular absorption therefore plays only a minor role in glucose absorption, although there is evidence that paracellular pathways become more available when nutrients are present in the intestinal lumen. In contrast, small flying vertebrates (small birds and bats) rely on the paracellular pathway for the majority of glucose absorption in the intestine. This has been hypothesized to compensate for an evolutionary pressure to reduce mass in flying animals, which resulted in a reduction in intestine size and faster transit time of food through the gut.
Capillaries of the blood–brain barrier have only transcellular transport, in contrast with normal capillaries which have both transcellular and paracellular transport.
The paracellular pathway of transport is also important for the absorption of drugs in the gastrointestinal tract. The paracellular pathway allows the permeation of hydrophilic molecules that are not able to permeate through the lipid membrane by the transcellular pathway of absorption. This is particularly important for hydrophi
Document 3:::
In cellular biology, membrane transport refers to the collection of mechanisms that regulate the passage of solutes such as ions and small molecules through biological membranes, which are lipid bilayers that contain proteins embedded in them. The regulation of passage through the membrane is due to selective membrane permeability – a characteristic of biological membranes which allows them to separate substances of distinct chemical nature. In other words, they can be permeable to certain substances but not to others.
The movements of most solutes through the membrane are mediated by membrane transport proteins which are specialized to varying degrees in the transport of specific molecules. As the diversity and physiology of the distinct cells is highly related to their capacities to attract different external elements, it is postulated that there is a group of specific transport proteins for each cell type and for every specific physiological stage. This differential expression is regulated through the differential transcription of the genes coding for these proteins and its translation, for instance, through genetic-molecular mechanisms, but also at the cell biology level: the production of these proteins can be activated by cellular signaling pathways, at the biochemical level, or even by being situated in cytoplasmic vesicles. The cell membrane regulates the transport of materials entering and exiting the cell.
Background
Thermodynamically the flow of substances from one compartment to another can occur in the direction of a concentration or electrochemical gradient or against it. If the exchange of substances occurs in the direction of the gradient, that is, in the direction of decreasing potential, there is no requirement for an input of energy from outside the system; if, however, the transport is against the gradient, it will require the input of energy, metabolic energy in this case.
For example, a classic chemical mechanism for separation that does
Document 4:::
Membrane biology is the study of the biological and physiochemical characteristics of membranes, with applications in the study of cellular physiology.
Membrane bioelectrical impulses are described by the Hodgkin cycle.
Biophysics
Membrane biophysics is the study of biological membrane structure and function using physical, computational, mathematical, and biophysical methods. A combination of these methods can be used to create phase diagrams of different types of membranes, which yields information on thermodynamic behavior of a membrane and its components. As opposed to membrane biology, membrane biophysics focuses on quantitative information and modeling of various membrane phenomena, such as lipid raft formation, rates of lipid and cholesterol flip-flop, protein-lipid coupling, and the effect of bending and elasticity functions of membranes on inter-cell connections.
See also
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
In living systems, diffusion of substances into and out of cells is mediated by the what membrane?
A. gas
B. fluid
C. plasma
D. ferment
Answer:
|
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