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sciq-7985
|
multiple_choice
|
The atomic number is the same as the number of what in an atom?
|
[
"neutrons",
"electrons",
"ions",
"protons"
] |
D
|
Relavent Documents:
Document 0:::
Isotopes are distinct nuclear species (or nuclides, as technical term) of the same chemical element. They have the same atomic number (number of protons in their nuclei) and position in the periodic table (and hence belong to the same chemical element), but differ in nucleon numbers (mass numbers) due to different numbers of neutrons in their nuclei. While all isotopes of a given element have almost the same chemical properties, they have different atomic masses and physical properties.
The term isotope is formed from the Greek roots isos (ἴσος "equal") and topos (τόπος "place"), meaning "the same place"; thus, the meaning behind the name is that different isotopes of a single element occupy the same position on the periodic table. It was coined by Scottish doctor and writer Margaret Todd in 1913 in a suggestion to the British chemist Frederick Soddy.
The number of protons within the atom's nucleus is called its atomic number and is equal to the number of electrons in the neutral (non-ionized) atom. Each atomic number identifies a specific element, but not the isotope; an atom of a given element may have a wide range in its number of neutrons. The number of nucleons (both protons and neutrons) in the nucleus is the atom's mass number, and each isotope of a given element has a different mass number.
For example, carbon-12, carbon-13, and carbon-14 are three isotopes of the element carbon with mass numbers 12, 13, and 14, respectively. The atomic number of carbon is 6, which means that every carbon atom has 6 protons so that the neutron numbers of these isotopes are 6, 7, and 8 respectively.
Isotope vs. nuclide
A nuclide is a species of an atom with a specific number of protons and neutrons in the nucleus, for example, carbon-13 with 6 protons and 7 neutrons. The nuclide concept (referring to individual nuclear species) emphasizes nuclear properties over chemical properties, whereas the isotope concept (grouping all atoms of each element) emphasizes chemical over
Document 1:::
The periodic table is an arrangement of the chemical elements, structured by their atomic number, electron configuration and recurring chemical properties. In the basic form, elements are presented in order of increasing atomic number, in the reading sequence. Then, rows and columns are created by starting new rows and inserting blank cells, so that rows (periods) and columns (groups) show elements with recurring properties (called periodicity). For example, all elements in group (column) 18 are noble gases that are largely—though not completely—unreactive.
The history of the periodic table reflects over two centuries of growth in the understanding of the chemical and physical properties of the elements, with major contributions made by Antoine-Laurent de Lavoisier, Johann Wolfgang Döbereiner, John Newlands, Julius Lothar Meyer, Dmitri Mendeleev, Glenn T. Seaborg, and others.
Early history
Nine chemical elements – carbon, sulfur, iron, copper, silver, tin, gold, mercury, and lead, have been known since before antiquity, as they are found in their native form and are relatively simple to mine with primitive tools. Around 330 BCE, the Greek philosopher Aristotle proposed that everything is made up of a mixture of one or more roots, an idea originally suggested by the Sicilian philosopher Empedocles. The four roots, which the Athenian philosopher Plato called elements, were earth, water, air and fire. Similar ideas about these four elements existed in other ancient traditions, such as Indian philosophy.
A few extra elements were known in the age of alchemy: zinc, arsenic, antimony, and bismuth. Platinum was also known to pre-Columbian South Americans, but knowledge of it did not reach Europe until the 16th century.
First categorizations
The history of the periodic table is also a history of the discovery of the chemical elements. The first person in recorded history to discover a new element was Hennig Brand, a bankrupt German merchant. Brand tried to discover
Document 2:::
The atomic number of a material exhibits a strong and fundamental relationship with the nature of radiation interactions within that medium. There are numerous mathematical descriptions of different interaction processes that are dependent on the atomic number, . When dealing with composite media (i.e. a bulk material composed of more than one element), one therefore encounters the difficulty of defining . An effective atomic number in this context is equivalent to the atomic number but is used for compounds (e.g. water) and mixtures of different materials (such as tissue and bone). This is of most interest in terms of radiation interaction with composite materials. For bulk interaction properties, it can be useful to define an effective atomic number for a composite medium and, depending on the context, this may be done in different ways. Such methods include (i) a simple mass-weighted average, (ii) a power-law type method with some (very approximate) relationship to radiation interaction properties or (iii) methods involving calculation based on interaction cross sections. The latter is the most accurate approach (Taylor 2012), and the other more simplified approaches are often inaccurate even when used in a relative fashion for comparing materials.
In many textbooks and scientific publications, the following - simplistic and often dubious - sort of method is employed. One such proposed formula for the effective atomic number, , is as follows:
where
is the fraction of the total number of electrons associated with each element, and
is the atomic number of each element.
An example is that of water (H2O), made up of two hydrogen atoms (Z=1) and one oxygen atom (Z=8), the total number of electrons is 1+1+8 = 10, so the fraction of electrons for the two hydrogens is (2/10) and for the one oxygen is (8/10). So the for water is:
The effective atomic number is important for predicting how photons interact with a substance, as certain types of photon interactions
Document 3:::
An atom is a particle that consists of a nucleus of protons and neutrons surrounded by an electromagnetically-bound cloud of electrons. The atom is the basic particle of the chemical elements, and the chemical elements are distinguished from each other by the number of protons that are in their atoms. For example, any atom that contains 11 protons is sodium, and any atom that contains 29 protons is copper. The number of neutrons defines the isotope of the element.
Atoms are extremely small, typically around 100 picometers across. A human hair is about a million carbon atoms wide. This is smaller than the shortest wavelength of visible light, which means humans cannot see atoms with conventional microscopes. Atoms are so small that accurately predicting their behavior using classical physics is not possible due to quantum effects.
More than 99.94% of an atom's mass is in the nucleus. Each proton has a positive electric charge, while each electron has a negative charge, and the neutrons, if any are present, have no electric charge. If the numbers of protons and electrons are equal, as they normally are, then the atom is electrically neutral. If an atom has more electrons than protons, then it has an overall negative charge, and is called a negative ion (or anion). Conversely, if it has more protons than electrons, it has a positive charge, and is called a positive ion (or cation).
The electrons of an atom are attracted to the protons in an atomic nucleus by the electromagnetic force. The protons and neutrons in the nucleus are attracted to each other by the nuclear force. This force is usually stronger than the electromagnetic force that repels the positively charged protons from one another. Under certain circumstances, the repelling electromagnetic force becomes stronger than the nuclear force. In this case, the nucleus splits and leaves behind different elements. This is a form of nuclear decay.
Atoms can attach to one or more other atoms by chemical bonds to
Document 4:::
Atomic physics is the field of physics that studies atoms as an isolated system of electrons and an atomic nucleus. Atomic physics typically refers to the study of atomic structure and the interaction between atoms. It is primarily concerned with the way in which electrons are arranged around the nucleus and
the processes by which these arrangements change. This comprises ions, neutral atoms and, unless otherwise stated, it can be assumed that the term atom includes ions.
The term atomic physics can be associated with nuclear power and nuclear weapons, due to the synonymous use of atomic and nuclear in standard English. Physicists distinguish between atomic physics—which deals with the atom as a system consisting of a nucleus and electrons—and nuclear physics, which studies nuclear reactions and special properties of atomic nuclei.
As with many scientific fields, strict delineation can be highly contrived and atomic physics is often considered in the wider context of atomic, molecular, and optical physics. Physics research groups are usually so classified.
Isolated atoms
Atomic physics primarily considers atoms in isolation. Atomic models will consist of a single nucleus that may be surrounded by one or more bound electrons. It is not concerned with the formation of molecules (although much of the physics is identical), nor does it examine atoms in a solid state as condensed matter. It is concerned with processes such as ionization and excitation by photons or collisions with atomic particles.
While modelling atoms in isolation may not seem realistic, if one considers atoms in a gas or plasma then the time-scales for atom-atom interactions are huge in comparison to the atomic processes that are generally considered. This means that the individual atoms can be treated as if each were in isolation, as the vast majority of the time they are. By this consideration, atomic physics provides the underlying theory in plasma physics and atmospheric physics, even though
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The atomic number is the same as the number of what in an atom?
A. neutrons
B. electrons
C. ions
D. protons
Answer:
|
|
sciq-4551
|
multiple_choice
|
What component of cells is present in plant and bacterial cells but not animal cells?
|
[
"mitochondria",
"cell wall",
"plasma",
"nucleus"
] |
B
|
Relavent Documents:
Document 0:::
Cellular components are the complex biomolecules and structures of which cells, and thus living organisms, are composed. Cells are the structural and functional units of life. The smallest organisms are single cells, while the largest organisms are assemblages of trillions of cells. DNA, double stranded macromolecule that carries the hereditary information of the cell and found in all living cells; each cell carries chromosome(s) having a distinctive DNA sequence.
Examples include macromolecules such as proteins and nucleic acids, biomolecular complexes such as a ribosome, and structures such as membranes, and organelles. While the majority of cellular components are located within the cell itself, some may exist in extracellular areas of an organism.
Cellular components may also be called biological matter or biological material. Most biological matter has the characteristics of soft matter, being governed by relatively small energies. All known life is made of biological matter. To be differentiated from other theoretical or fictional life forms, such life may be called carbon-based, cellular, organic, biological, or even simply living – as some definitions of life exclude hypothetical types of biochemistry.
See also
Cell (biology)
Cell biology
Biomolecule
Organelle
Tissue (biology)
External links
https://web.archive.org/web/20130918033010/http://bioserv.fiu.edu/~walterm/FallSpring/review1_fall05_chap_cell3.htm
Document 1:::
The cell is the basic structural and functional unit of all forms of life. Every cell consists of cytoplasm enclosed within a membrane, and contains many macromolecules such as proteins, DNA and RNA, as well as many small molecules of nutrients and metabolites. The term comes from the Latin word meaning 'small room'.
Cells can acquire specified function and carry out various tasks within the cell such as replication, DNA repair, protein synthesis, and motility. Cells are capable of specialization and mobility within the cell.
Most plant and animal cells are only visible under a light microscope, with dimensions between 1 and 100 micrometres. Electron microscopy gives a much higher resolution showing greatly detailed cell structure. Organisms can be classified as unicellular (consisting of a single cell such as bacteria) or multicellular (including plants and animals). Most unicellular organisms are classed as microorganisms.
The study of cells and how they work has led to many other studies in related areas of biology, including: discovery of DNA, cancer systems biology, aging and developmental biology.
Cell biology is the study of cells, which were discovered by Robert Hooke in 1665, who named them for their resemblance to cells inhabited by Christian monks in a monastery. Cell theory, first developed in 1839 by Matthias Jakob Schleiden and Theodor Schwann, states that all organisms are composed of one or more cells, that cells are the fundamental unit of structure and function in all living organisms, and that all cells come from pre-existing cells. Cells emerged on Earth about 4 billion years ago.
Discovery
With continual improvements made to microscopes over time, magnification technology became advanced enough to discover cells. This discovery is largely attributed to Robert Hooke, and began the scientific study of cells, known as cell biology. When observing a piece of cork under the scope, he was able to see pores. This was shocking at the time as i
Document 2:::
Cell physiology is the biological study of the activities that take place in a cell to keep it alive. The term physiology refers to normal functions in a living organism. Animal cells, plant cells and microorganism cells show similarities in their functions even though they vary in structure.
General characteristics
There are two types of cells: prokaryotes and eukaryotes.
Prokaryotes were the first of the two to develop and do not have a self-contained nucleus. Their mechanisms are simpler than later-evolved eukaryotes, which contain a nucleus that envelops the cell's DNA and some organelles.
Prokaryotes
Prokaryotes have DNA located in an area called the nucleoid, which is not separated from other parts of the cell by a membrane. There are two domains of prokaryotes: bacteria and archaea. Prokaryotes have fewer organelles than eukaryotes. Both have plasma membranes and ribosomes (structures that synthesize proteins and float free in cytoplasm). Two unique characteristics of prokaryotes are fimbriae (finger-like projections on the surface of a cell) and flagella (threadlike structures that aid movement).
Eukaryotes
Eukaryotes have a nucleus where DNA is contained. They are usually larger than prokaryotes and contain many more organelles. The nucleus, the feature of a eukaryote that distinguishes it from a prokaryote, contains a nuclear envelope, nucleolus and chromatin. In cytoplasm, endoplasmic reticulum (ER) synthesizes membranes and performs other metabolic activities. There are two types, rough ER (containing ribosomes) and smooth ER (lacking ribosomes). The Golgi apparatus consists of multiple membranous sacs, responsible for manufacturing and shipping out materials such as proteins. Lysosomes are structures that use enzymes to break down substances through phagocytosis, a process that comprises endocytosis and exocytosis. In the mitochondria, metabolic processes such as cellular respiration occur. The cytoskeleton is made of fibers that support the str
Document 3:::
This lecture, named in memory of Keith R. Porter, is presented to an eminent cell biologist each year at the ASCB Annual Meeting. The ASCB Program Committee and the ASCB President recommend the Porter Lecturer to the Porter Endowment each year.
Lecturers
Source: ASCB
See also
List of biology awards
Document 4:::
A cell type is a classification used to identify cells that share morphological or phenotypical features. A multicellular organism may contain cells of a number of widely differing and specialized cell types, such as muscle cells and skin cells, that differ both in appearance and function yet have identical genomic sequences. Cells may have the same genotype, but belong to different cell types due to the differential regulation of the genes they contain. Classification of a specific cell type is often done through the use of microscopy (such as those from the cluster of differentiation family that are commonly used for this purpose in immunology). Recent developments in single cell RNA sequencing facilitated classification of cell types based on shared gene expression patterns. This has led to the discovery of many new cell types in e.g. mouse cortex, hippocampus, dorsal root ganglion and spinal cord.
Animals have evolved a greater diversity of cell types in a multicellular body (100–150 different cell types), compared
with 10–20 in plants, fungi, and protists. The exact number of cell types is, however, undefined, and the Cell Ontology, as of 2021, lists over 2,300 different cell types.
Multicellular organisms
All higher multicellular organisms contain cells specialised for different functions. Most distinct cell types arise from a single totipotent cell that differentiates into hundreds of different cell types during the course of development. Differentiation of cells is driven by different environmental cues (such as cell–cell interaction) and intrinsic differences (such as those caused by the uneven distribution of molecules during division). Multicellular organisms are composed of cells that fall into two fundamental types: germ cells and somatic cells. During development, somatic cells will become more specialized and form the three primary germ layers: ectoderm, mesoderm, and endoderm. After formation of the three germ layers, cells will continue to special
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What component of cells is present in plant and bacterial cells but not animal cells?
A. mitochondria
B. cell wall
C. plasma
D. nucleus
Answer:
|
|
sciq-8561
|
multiple_choice
|
What radiation, generally produced by thermal motion and the vibration and rotation of atoms and molecules, literally means "below red"?
|
[
"infrared",
"gamma radiation",
"microscopic",
"ultraviolet"
] |
A
|
Relavent Documents:
Document 0:::
Thermal radiation is electromagnetic radiation generated by the thermal motion of particles in matter. Thermal radiation is generated when heat from the movement of charges in the material (electrons and protons in common forms of matter) is converted to electromagnetic radiation. All matter with a temperature greater than absolute zero emits thermal radiation. At room temperature, most of the emission is in the infrared (IR) spectrum. Particle motion results in charge-acceleration or dipole oscillation which produces electromagnetic radiation.
Infrared radiation emitted by animals (detectable with an infrared camera) and cosmic microwave background radiation are examples of thermal radiation.
If a radiation object meets the physical characteristics of a black body in thermodynamic equilibrium, the radiation is called blackbody radiation. Planck's law describes the spectrum of blackbody radiation, which depends solely on the object's temperature. Wien's displacement law determines the most likely frequency of the emitted radiation, and the Stefan–Boltzmann law gives the radiant intensity.
Thermal radiation is also one of the fundamental mechanisms of heat transfer.
Overview
Thermal radiation is the emission of electromagnetic waves from all matter that has a temperature greater than absolute zero. Thermal radiation reflects the conversion of thermal energy into electromagnetic energy. Thermal energy is the kinetic energy of random movements of atoms and molecules in matter. All matter with a nonzero temperature is composed of particles with kinetic energy. These atoms and molecules are composed of charged particles, i.e., protons and electrons. The kinetic interactions among matter particles result in charge acceleration and dipole oscillation. This results in the electrodynamic generation of coupled electric and magnetic fields, resulting in the emission of photons, radiating energy away from the body. Electromagnetic radiation, including visible light, will pr
Document 1:::
Optical radiation is part of the electromagnetic spectrum. It is a type of non-ionising radiation (NIR), with electromagnetic fields (EMFs).
Types
Optical radiation may be distinguished in:
artificial optical radiation: produced by artificial sources, including coherent sources (lasers) and non-coherent sources (i.e. all the other artificial sources, such as UV lights, common light bulbs, radiant heaters, welding equipment, etc.).
natural optical radiation: produced by the sun (that is a non-coherent source).
It is subdivided into ultraviolet radiation (UV), the spectrum of light visible for man (VIS) and infrared radiation (IR). It ranges between wavelengths of 100 nm to 1 mm. Electromagnetic waves in this range obey the laws of optics – they can be focused and refracted with lenses, for example.
Effects
Exposure to optical radiation can result in negative health effects. All wavelengths across this range of the spectrum, from UV to IR, can produce thermal injury to the surface layers of the skin, including the eye. When it comes from natural sources, this sort of thermal injury might be called a sunburn. However, thermal injury from infrared radiation could also occur in a workplace, such as a foundry, where such radiation is generated by industrial processes. At the other end of this range, UV light has enough photon energy that it can cause direct effects to protein structure in tissues, and is well established as carcinogenic in humans. Occupational exposures to UV light occur in welding and brazing operations, for example.
Excessive exposure to natural or artificial UV-radiation means immediate (acute) and long-term (chronic) damage to the eye and skin. Occupational exposure limits may be one of two types: rate limited or dose limited. Rate limits characterize the exposure based on effective energy (radiance or irradiance, depending on the type of radiation and the health effect of concern) per area per time, and dose limits characterize the exp
Document 2:::
Red edge refers to the region of rapid change in reflectance of vegetation in the near infrared range of the electromagnetic spectrum. Chlorophyll contained in vegetation absorbs most of the light in the visible part of the spectrum but becomes almost transparent at wavelengths greater than 700 nm. The cellular structure of the vegetation then causes this infrared light to be reflected because each cell acts something like an elementary corner reflector. The change can be from 5% to 50% reflectance going from 680 nm to 730 nm. This is an advantage to plants in avoiding overheating during photosynthesis. For a more detailed explanation and a graph of the photosynthetically active radiation (PAR) spectral region, see .
The phenomenon accounts for the brightness of foliage in infrared photography and is extensively utilized in the form of so-called vegetation indices (e.g. Normalized difference vegetation index). It is used in remote sensing to monitor plant activity, and it has been suggested that it could be useful to detect light-harvesting organisms on distant planets.
See also
Document 3:::
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
Document 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What radiation, generally produced by thermal motion and the vibration and rotation of atoms and molecules, literally means "below red"?
A. infrared
B. gamma radiation
C. microscopic
D. ultraviolet
Answer:
|
|
sciq-7705
|
multiple_choice
|
Cirrus, stratus, and cumulus are types of what?
|
[
"storms",
"plants",
"clouds",
"slopes"
] |
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:::
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
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:::
Tech City College (Formerly STEM Academy) is a free school sixth form located in the Islington area of the London Borough of Islington, England.
It originally opened in September 2013, as STEM Academy Tech City and specialised in Science, Technology, Engineering and Maths (STEM) and the Creative Application of Maths and Science. In September 2015, STEM Academy joined the Aspirations Academy Trust was renamed Tech City College. Tech City College offers A-levels and BTECs as programmes of study for students.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Cirrus, stratus, and cumulus are types of what?
A. storms
B. plants
C. clouds
D. slopes
Answer:
|
|
sciq-2594
|
multiple_choice
|
The important equation pv = nrt holds true for substances in what state of matter?
|
[
"products",
"liquids",
"solids",
"gas"
] |
D
|
Relavent Documents:
Document 0:::
In chemistry and related fields, the molar volume, symbol Vm, or of a substance is the ratio of the volume occupied by a substance to the amount of substance, usually given at a given temperature and pressure. It is equal to the molar mass (M) divided by the mass density (ρ):
The molar volume has the SI unit of cubic metres per mole (m3/mol), although it is more typical to use the units cubic decimetres per mole (dm3/mol) for gases, and cubic centimetres per mole (cm3/mol) for liquids and solids.
Definition
The molar volume of a substance i is defined as its molar mass divided by its density ρi0:
For an ideal mixture containing N components, the molar volume of the mixture is the weighted sum of the molar volumes of its individual components. For a real mixture the molar volume cannot be calculated without knowing the density:
There are many liquid–liquid mixtures, for instance mixing pure ethanol and pure water, which may experience contraction or expansion upon mixing. This effect is represented by the quantity excess volume of the mixture, an example of excess property.
Relation to specific volume
Molar volume is related to specific volume by the product with molar mass. This follows from above where the specific volume is the reciprocal of the density of a substance:
Ideal gases
For ideal gases, the molar volume is given by the ideal gas equation; this is a good approximation for many common gases at standard temperature and pressure.
The ideal gas equation can be rearranged to give an expression for the molar volume of an ideal gas:
Hence, for a given temperature and pressure, the molar volume is the same for all ideal gases and is based on the gas constant: R = , or about .
The molar volume of an ideal gas at 100 kPa (1 bar) is
at 0 °C,
at 25 °C.
The molar volume of an ideal gas at 1 atmosphere of pressure is
at 0 °C,
at 25 °C.
Crystalline solids
For crystalline solids, the molar volume can be measured by X-ray crystallography.
The unit cell
Document 1:::
In thermodynamics, a partial molar property is a quantity which describes the variation of an extensive property of a solution or mixture with changes in the molar composition of the mixture at constant temperature and pressure. It is the partial derivative of the extensive property with respect to the amount (number of moles) of the component of interest. Every extensive property of a mixture has a corresponding partial molar property.
Definition
The partial molar volume is broadly understood as the contribution that a component of a mixture makes to the overall volume of the solution. However, there is more to it than this:
When one mole of water is added to a large volume of water at 25 °C, the volume increases by 18 cm3. The molar volume of pure water would thus be reported as 18 cm3 mol−1. However, addition of one mole of water to a large volume of pure ethanol results in an increase in volume of only 14 cm3. The reason that the increase is different is that the volume occupied by a given number of water molecules depends upon the identity of the surrounding molecules. The value 14 cm3 is said to be the partial molar volume of water in ethanol.
In general, the partial molar volume of a substance X in a mixture is the change in volume per mole of X added to the mixture.
The partial molar volumes of the components of a mixture vary with the composition of the mixture, because the environment of the molecules in the mixture changes with the composition. It is the changing molecular environment (and the consequent alteration of the interactions between molecules) that results in the thermodynamic properties of a mixture changing as its composition is altered.
If, by , one denotes a generic extensive property of a mixture, it will always be true that it depends on the pressure (), temperature (), and the amount of each component of the mixture (measured in moles, n). For a mixture with q components, this is expressed as
Now if temperature T and pressure P ar
Document 2:::
In thermodynamics and chemical engineering, the vapor–liquid equilibrium (VLE) describes the distribution of a chemical species between the vapor phase and a liquid phase.
The concentration of a vapor in contact with its liquid, especially at equilibrium, is often expressed in terms of vapor pressure, which will be a partial pressure (a part of the total gas pressure) if any other gas(es) are present with the vapor. The equilibrium vapor pressure of a liquid is in general strongly dependent on temperature. At vapor–liquid equilibrium, a liquid with individual components in certain concentrations will have an equilibrium vapor in which the concentrations or partial pressures of the vapor components have certain values depending on all of the liquid component concentrations and the temperature. The converse is also true: if a vapor with components at certain concentrations or partial pressures is in vapor–liquid equilibrium with its liquid, then the component concentrations in the liquid will be determined dependent on the vapor concentrations and on the temperature. The equilibrium concentration of each component in the liquid phase is often different from its concentration (or vapor pressure) in the vapor phase, but there is a relationship. The VLE concentration data can be determined experimentally or approximated with the help of theories such as Raoult's law, Dalton's law, and Henry's law.
Such vapor–liquid equilibrium information is useful in designing columns for distillation, especially fractional distillation, which is a particular specialty of chemical engineers. Distillation is a process used to separate or partially separate components in a mixture by boiling (vaporization) followed by condensation. Distillation takes advantage of differences in concentrations of components in the liquid and vapor phases.
In mixtures containing two or more components, the concentrations of each component are often expressed as mole fractions. The mole fraction of
Document 3:::
In thermodynamics, the phase rule is a general principle governing "pVT" systems, whose thermodynamic states are completely described by the variables pressure (), volume () and temperature (), in thermodynamic equilibrium. If is the number of degrees of freedom, is the number of components and is the number of phases, then
It was derived by American physicist Josiah Willard Gibbs in his landmark paper titled On the Equilibrium of Heterogeneous Substances, published in parts between 1875 and 1878.
The rule assumes the components do not react with each other.
The number of degrees of freedom is the number of independent intensive variables, i.e. the largest number of thermodynamic parameters such as temperature or pressure that can be varied simultaneously and arbitrarily without determining one another. An example of one-component system is a system involving one pure chemical, while two-component systems, such as mixtures of water and ethanol, have two chemically independent components, and so on. Typical phases are solids, liquids and gases.
Foundations
A phase is a form of matter that is homogeneous in chemical composition and physical state. Typical phases are solid, liquid and gas. Two immiscible liquids (or liquid mixtures with different compositions) separated by a distinct boundary are counted as two different phases, as are two immiscible solids.
The number of components (C) is the number of chemically independent constituents of the system, i.e. the minimum number of independent species necessary to define the composition of all phases of the system.
The number of degrees of freedom (F) in this context is the number of intensive variables which are independent of each other.
The basis for the rule is that equilibrium between phases places a constraint on the intensive variables. More rigorously, since the phases are in thermodynamic equilibrium with each other, the chemical potentials of the phases must be equal. The number of equality relationship
Document 4:::
The CRC Handbook of Chemistry and Physics is a comprehensive one-volume reference resource for science research. First published in 1914, it is currently () in its 103rd edition, published in 2022. It is sometimes nicknamed the "Rubber Bible" or the "Rubber Book", as CRC originally stood for "Chemical Rubber Company".
As late as the 1962–1963 edition (3604 pages) the Handbook contained myriad information for every branch of science and engineering. Sections in that edition include: Mathematics, Properties and Physical Constants, Chemical Tables, Properties of Matter, Heat, Hygrometric and Barometric Tables, Sound, Quantities and Units, and Miscellaneous. Earlier editions included sections such as "Antidotes of Poisons", "Rules for Naming Organic Compounds", "Surface Tension of Fused Salts", "Percent Composition of Anti-Freeze Solutions", "Spark-gap Voltages", "Greek Alphabet", "Musical Scales", "Pigments and Dyes", "Comparison of Tons and Pounds", "Twist Drill and Steel Wire Gauges" and "Properties of the Earth's Atmosphere at Elevations up to 160 Kilometers". Later editions focus almost exclusively on chemistry and physics topics and eliminated much of the more "common" information.
Contents by edition
22nd–44th Editions
Section A: Mathematical Tables
Section B: Properties and Physical Constants
Section C: General Chemical Tables/Specific Gravity and Properties of Matter
Section D: Heat and Hygrometry/Sound/Electricity and Magnetism/Light
Section E: Quantities and Units/Miscellaneous
Index
45th–70th Editions
Section A: Mathematical Tables
Section B: Elements and Inorganic Compounds
Section C: Organic Compounds
Section D: General Chemical
Section E: General Physical Constants
Section F: Miscellaneous
Index
71st–102nd Editions
Section 1: Basic Constants, Units, and Conversion Factors
Section 2: Symbols, Terminology, and Nomenclature
Section 3: Physical Constants of Organic Compounds
Section 4: Properties of the Elements and Inorganic Com
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The important equation pv = nrt holds true for substances in what state of matter?
A. products
B. liquids
C. solids
D. gas
Answer:
|
|
sciq-4908
|
multiple_choice
|
What is used by sensitive systems to detect even low levels of radiation?
|
[
"crystals",
"electrons",
"radars",
"ions"
] |
A
|
Relavent Documents:
Document 0:::
The following Radiological protection instruments can be used to detect and measure ionizing radiation:
Ionization chambers
Gaseous ionization detectors
Geiger counters
Photodetectors
Scintillation counters
Semiconductor detectors
Radioactivity
Radiation protection
Document 1:::
Unintentional Radiation intelligence, or RINT, is military intelligence gathered and produced from unintentional radiation created as induction from electrical wiring, usually of computers, data connections and electricity networks.
See also
TEMPEST
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
Document 3:::
An autoradiograph is an image on an X-ray film or nuclear emulsion produced by the pattern of decay emissions (e.g., beta particles or gamma rays) from a distribution of a radioactive substance. Alternatively, the autoradiograph is also available as a digital image (digital autoradiography), due to the recent development of scintillation gas detectors or rare-earth phosphorimaging systems. The film or emulsion is apposed to the labeled tissue section to obtain the autoradiograph (also called an autoradiogram). The auto- prefix indicates that the radioactive substance is within the sample, as distinguished from the case of historadiography or microradiography, in which the sample is marked using an external source. Some autoradiographs can be examined microscopically for localization of silver grains (such as on the interiors or exteriors of cells or organelles) in which the process is termed micro-autoradiography. For example, micro-autoradiography was used to examine whether atrazine was being metabolized by the hornwort plant or by epiphytic microorganisms in the biofilm layer surrounding the plant.
Applications
In biology, this technique may be used to determine the tissue (or cell) localization of a radioactive substance, either introduced into a metabolic pathway, bound to a receptor or enzyme, or hybridized to a nucleic acid. Applications for autoradiography are broad, ranging from biomedical to environmental sciences to industry.
Receptor autoradiography
The use of radiolabeled ligands to determine the tissue distributions of receptors is termed either in vivo or in vitro receptor autoradiography if the ligand is administered into the circulation (with subsequent tissue removal and sectioning) or applied to the tissue sections, respectively. Once the receptor density is known, in vitro autoradiography can also be used to determine the anatomical distribution and affinity of a radiolabeled drug towards the receptor. For in vitro autoradiography, radioligan
Document 4:::
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.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is used by sensitive systems to detect even low levels of radiation?
A. crystals
B. electrons
C. radars
D. ions
Answer:
|
|
sciq-7720
|
multiple_choice
|
The ideal gas law does not require that the properties of what?
|
[
"gas change",
"liquid change",
"copper change",
"transit change"
] |
A
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
The ideal gas law, also called the general gas equation, is the equation of state of a hypothetical ideal gas. It is a good approximation of the behavior of many gases under many conditions, although it has several limitations. It was first stated by Benoît Paul Émile Clapeyron in 1834 as a combination of the empirical Boyle's law, Charles's law, Avogadro's law, and Gay-Lussac's law. The ideal gas law is often written in an empirical form:
where , and are the pressure, volume and temperature respectively; is the amount of substance; and is the ideal gas constant.
It can also be derived from the microscopic kinetic theory, as was achieved (apparently independently) by August Krönig in 1856 and Rudolf Clausius in 1857.
Equation
The state of an amount of gas is determined by its pressure, volume, and temperature. The modern form of the equation relates these simply in two main forms. The temperature used in the equation of state is an absolute temperature: the appropriate SI unit is the kelvin.
Common forms
The most frequently introduced forms are:where:
is the absolute pressure of the gas,
is the volume of the gas,
is the amount of substance of gas (also known as number of moles),
is the ideal, or universal, gas constant, equal to the product of the Boltzmann constant and the Avogadro constant,
is the Boltzmann constant,
is the Avogadro constant,
is the absolute temperature of the gas,
is the number of particles (usually atoms or molecules) of the gas.
In SI units, p is measured in pascals, V is measured in cubic metres, n is measured in moles, and T in kelvins (the Kelvin scale is a shifted Celsius scale, where 0.00 K = −273.15 °C, the lowest possible temperature). R has for value 8.314 J/(mol·K) = 1.989 ≈ 2 cal/(mol·K), or 0.0821 L⋅atm/(mol⋅K).
Molar form
How much gas is present could be specified by giving the mass instead of the chemical amount of gas. Therefore, an alternative form of the ideal gas law may be useful. The chemical amount
Document 2:::
In physics and engineering, a perfect gas is a theoretical gas model that differs from real gases in specific ways that makes certain calculations easier to handle. In all perfect gas models, intermolecular forces are neglected. This means that one can neglect many complications that may arise from the Van der Waals forces. All perfect gas models are ideal gas models in the sense that they all follow the ideal gas equation of state. However, the idea of a perfect gas model is often invoked as a combination of the ideal gas equation of state with specific additional assumptions regarding the variation (or nonvariation) of the heat capacity with temperature.
Perfect gas nomenclature
The terms perfect gas and ideal gas are sometimes used interchangeably, depending on the particular field of physics and engineering. Sometimes, other distinctions are made, such as between thermally perfect gas and calorically perfect gas, or between imperfect, semi-perfect, and perfect gases, and as well as the characteristics of ideal gases. Two of the common sets of nomenclatures are summarized in the following table.
Thermally and calorically perfect gas
Along with the definition of a perfect gas, there are also two more simplifications that can be made although various textbooks either omit or combine the following simplifications into a general "perfect gas" definition.
For a fixed number of moles of gas , a thermally perfect gas
is in thermodynamic equilibrium
is not chemically reacting
has internal energy , enthalpy , and constant volume / constant pressure heat capacities , that are solely functions of temperature and not of pressure or volume , i.e., , , , . These latter expressions hold for all tiny property changes and are not restricted to constant- or constant- variations.
A calorically perfect gas
is in thermodynamic equilibrium
is not chemically reacting
has internal energy , and enthalpy that are functions of temperature only, i.e., ,
has heat capacities
Document 3:::
The laws describing the behaviour of gases under fixed pressure, volume and absolute temperature conditions are called Gas Laws. The basic gas laws were discovered by the end of the 18th century when scientists found out that relationships between pressure, volume and temperature of a sample of gas could be obtained which would hold to approximation for all gases. These macroscopic gas laws were found to be consistent with atomic and kinetic theory.
History
Following the invention of the Torricelli mercury barometer in mid 17th century, the pressure-volume gas law was soon revealed by Robert Boyle while keeping temperature constant. Marriott, however, did notice small temperature dependence. It took another century and a half to develop thermometry and recognise the absolute zero temperature scale before the discovery of temperature-dependent gas laws.
Boyle's law
In 1662, Robert Boyle systematically studied the relationship between the volume and pressure of a fixed amount of gas at a constant temperature. He observed that the volume of a given mass of a gas is inversely proportional to its pressure at a constant temperature.
Boyle's law, published in 1662, states that, at a constant temperature, the product of the pressure and volume of a given mass of an ideal gas in a closed system is always constant. It can be verified experimentally using a pressure gauge and a variable volume container. It can also be derived from the kinetic theory of gases: if a container, with a fixed number of molecules inside, is reduced in volume, more molecules will strike a given area of the sides of the container per unit time, causing a greater pressure.
Statement
Boyle's law states that:
The concept can be represented with these formulae:
, meaning "Volume is inversely proportional to Pressure", or
, meaning "Pressure is inversely proportional to Volume", or
, or
where is the pressure, is the volume of a gas, and is the constant in this equation (and is not the same as
Document 4:::
Scientific laws or laws of science are statements, based on repeated experiments or observations, that describe or predict a range of natural phenomena. The term law has diverse usage in many cases (approximate, accurate, broad, or narrow) across all fields of natural science (physics, chemistry, astronomy, geoscience, biology). Laws are developed from data and can be further developed through mathematics; in all cases they are directly or indirectly based on empirical evidence. It is generally understood that they implicitly reflect, though they do not explicitly assert, causal relationships fundamental to reality, and are discovered rather than invented.
Scientific laws summarize the results of experiments or observations, usually within a certain range of application. In general, the accuracy of a law does not change when a new theory of the relevant phenomenon is worked out, but rather the scope of the law's application, since the mathematics or statement representing the law does not change. As with other kinds of scientific knowledge, scientific laws do not express absolute certainty, as mathematical theorems or identities do. A scientific law may be contradicted, restricted, or extended by future observations.
A law can often be formulated as one or several statements or equations, so that it can predict the outcome of an experiment. Laws differ from hypotheses and postulates, which are proposed during the scientific process before and during validation by experiment and observation. Hypotheses and postulates are not laws, since they have not been verified to the same degree, although they may lead to the formulation of laws. Laws are narrower in scope than scientific theories, which may entail one or several laws. Science distinguishes a law or theory from facts. Calling a law a fact is ambiguous, an overstatement, or an equivocation. The nature of scientific laws has been much discussed in philosophy, but in essence scientific laws are simply empirical
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The ideal gas law does not require that the properties of what?
A. gas change
B. liquid change
C. copper change
D. transit change
Answer:
|
|
sciq-5032
|
multiple_choice
|
Which scientist was responsible for the theory of evolution by natural selection?
|
[
"charles darwin",
"stephen hawking",
"galileo Galilei",
"albert einstein"
] |
A
|
Relavent Documents:
Document 0:::
Rupert Riedl (22 February 1925 – 18 September 2005) was an Austrian zoologist.
Biography
Riedl was a scientist with broad interests, whose influence in epistemology grounded in evolutionary theory was notable, although less in English-speaking circles than in German or even Spanish speaking ones. His 1984 work, Biology of Knowledge: The evolutionary basis of reason examined cognitive abilities and the increasing complexity of biological diversification over the immense periods of evolutionary time.
Riedl built upon the work of the Viennese school of thought initially typified by Konrad Lorenz, and continued in Vienna by Gerhard Vollmer, Franz Wuketits, and in Spain by Nicanor Ursura. Riedl was skeptical of German idealism, and nourished by the tradition that produced the scientists and philosophers of science Ernst Mach, Ludwig Boltzmann, Erwin Schrödinger, Karl Popper, Hans Reichenbach and Sigmund Freud.
Lorenz believed that the Kantian framework of cognitive concepts such as three-dimensional space and time were not fixed but built up over phylogenetic history, potentially subject to further developments. Lorenz’s position, as expanded by Riedl, attempted to make it easier to assimilate non-common sense areas of physics such as quantum field theory and string theory.
Riedl drew clear distinctions between the deductive and inductive (non conscious) cognitive processes characteristic of the left and right cerebral hemispheres. His analysis of what he called "the pitfalls of reason" deserves special attention. He, like Lorenz, was concerned with cognitive processes that might endanger the future of civilization.
Riedl had less direct influence on academic philosophy than his profound influence on the thinking of investigators in neuroscience such as Michael Gazzaniga, Antonio Damasio, and Vilayanur S. Ramachandran, whose investigations combine synergistically with those of more physiologically-oriented scientists such as Eric Kandel and Rodolfo Llinás, as well a
Document 1:::
A biologist is a scientist who conducts research in biology. Biologists are interested in studying life on Earth, whether it is an individual cell, a multicellular organism, or a community of interacting populations. They usually specialize in a particular branch (e.g., molecular biology, zoology, and evolutionary biology) of biology and have a specific research focus (e.g., studying malaria or cancer).
Biologists who are involved in basic research have the aim of advancing knowledge about the natural world. They conduct their research using the scientific method, which is an empirical method for testing hypotheses. Their discoveries may have applications for some specific purpose such as in biotechnology, which has the goal of developing medically useful products for humans.
In modern times, most biologists have one or more academic degrees such as a bachelor's degree plus an advanced degree like a master's degree or a doctorate. Like other scientists, biologists can be found working in different sectors of the economy such as in academia, nonprofits, private industry, or government.
History
Francesco Redi, the founder of biology, is recognized to be one of the greatest biologists of all time. Robert Hooke, an English natural philosopher, coined the term cell, suggesting plant structure's resemblance to honeycomb cells.
Charles Darwin and Alfred Wallace independently formulated the theory of evolution by natural selection, which was described in detail in Darwin's book On the Origin of Species, which was published in 1859. In it, Darwin proposed that the features of all living things, including humans, were shaped by natural processes of descent with accumulated modification leading to divergence over long periods of time. The theory of evolution in its current form affects almost all areas of biology. Separately, Gregor Mendel formulated in the principles of inheritance in 1866, which became the basis of modern genetics.
In 1953, James D. Watson and Francis
Document 2:::
Günter P. Wagner (born May 28, 1954 in Vienna, Austria) is an Austrian-born evolutionary biologist who is Professor of Ecology and Evolutionary biology at Yale University, and head of the Wagner Lab.
Education and training
After undergraduate education in chemical engineering, Wagner studied zoology and mathematical logic at the University of Vienna, Austria. During his graduate study, Wagner worked with the Viennese zoologist Rupert Riedl and the theoretical chemist Peter Schuster, and finished his PhD in theoretical population genetics in 1979. Wagner conducted postdoctoral research at Max Planck Institutes in Göttingen and Tübingen, as well as at the University of Göttingen.
Wagner began his academic career as assistant professor in the Theoretical Biology Department of the University of Vienna in 1985. In 1991, he moved to Yale University as a full professor of biology and has served as the first chair of Yale's Department of Ecology and Evolution from 1997 2002 and then from 2005 to 2008.
Work
The focus of Wagner's work is on the evolution of complex characters. His research utilizes both the theoretical tools of population genetics as well as experimental approaches in evolutionary developmental biology. Wagner has contributed substantially to the current understanding of evolvability of complex organisms, the origin of novel characters, and modularity.
Population genetics
Wagner's early work was focused on mathematical population genetics. Together with the mathematician Reinhard Bürger at the University of Vienna, he contributed to the theory of mutation–selection balance and the evolution of dominance modifiers. Later Wagner shifted his focus on issues of the evolution of variational properties like canalization and modularity. He introduced the seminal distinction between variation and variability, the former describing the actually existing differences among individuals while the latter measures the tendency to vary, as measured in mutation rate and m
Document 3:::
Conrad Hal Waddington (8 November 1905 – 26 September 1975) was a British developmental biologist, paleontologist, geneticist, embryologist and philosopher who laid the foundations for systems biology, epigenetics, and evolutionary developmental biology.
Although his theory of genetic assimilation had a Darwinian explanation, leading evolutionary biologists including Theodosius Dobzhansky and Ernst Mayr considered that Waddington was using genetic assimilation to support so-called Lamarckian inheritance, the acquisition of inherited characteristics through the effects of the environment during an organism's lifetime.
Waddington had wide interests that included poetry and painting, as well as left-wing political leanings. In his book The Scientific Attitude (1941), he touched on political topics such as central planning, and praised Marxism as a "profound scientific philosophy".
Life
Conrad Waddington, known as "Wad" to his friends and "Con" to family, was born in Evesham to Hal and Mary Ellen (Warner) Waddington, on 8 November 1905.
His family moved to India and until nearly three years of age, Waddington lived in India, where his father worked on a tea estate in the Wayanad district of Kerala. In 1910, at the age of four, he was sent to live with family in England including his aunt, uncle, and Quaker grandmother. His parents remained in India until 1928. During his childhood, he was particularly attached to a local druggist and distant relation, Dr. Doeg. Doeg, whom Waddington called "Grandpa", introduced Waddington to a wide range of sciences from chemistry to geology. During the year following the completion of his entrance exams to university, Waddington received an intense course in chemistry from E. J. Holmyard. Aside from being "something of a genius of a [chemistry] teacher," Holmyard introduced Waddington to the "Alexandrian Gnostics" and the "Arabic Alchemists." From these lessons in metaphysics, Waddington first gained an appreciation for interconne
Document 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which scientist was responsible for the theory of evolution by natural selection?
A. charles darwin
B. stephen hawking
C. galileo Galilei
D. albert einstein
Answer:
|
|
sciq-10316
|
multiple_choice
|
What do animals require to grow and develop?
|
[
"sucrose",
"sunlight",
"carbon dioxide",
"food"
] |
D
|
Relavent Documents:
Document 0:::
Animal science is described as "studying the biology of animals that are under the control of humankind". It can also be described as the production and management of farm animals. Historically, the degree was called animal husbandry and the animals studied were livestock species, like cattle, sheep, pigs, poultry, and horses. Today, courses available look at a broader area, including companion animals, like dogs and cats, and many exotic species. Degrees in Animal Science are offered at a number of colleges and universities. Animal science degrees are often offered at land-grant universities, which will often have on-campus farms to give students hands-on experience with livestock animals.
Education
Professional education in animal science prepares students for careers in areas such as animal breeding, food and fiber production, nutrition, animal agribusiness, animal behavior, and welfare. Courses in a typical Animal Science program may include genetics, microbiology, animal behavior, nutrition, physiology, and reproduction. Courses in support areas, such as genetics, soils, agricultural economics and marketing, legal aspects, and the environment also are offered.
Bachelor degree
At many universities, a Bachelor of Science (BS) degree in Animal Science allows emphasis in certain areas. Typical areas are species-specific or career-specific. Species-specific areas of emphasis prepare students for a career in dairy management, beef management, swine management, sheep or small ruminant management, poultry production, or the horse industry. Other career-specific areas of study include pre-veterinary medicine studies, livestock business and marketing, animal welfare and behavior, animal nutrition science, animal reproduction science, or genetics. Youth programs are also an important part of animal science programs.
Pre-veterinary emphasis
Many schools that offer a degree option in Animal Science also offer a pre-veterinary emphasis such as Iowa State University, th
Document 1:::
A nutrient is a substance used by an organism to survive, grow, and reproduce. The requirement for dietary nutrient intake applies to animals, plants, fungi, and protists. Nutrients can be incorporated into cells for metabolic purposes or excreted by cells to create non-cellular structures, such as hair, scales, feathers, or exoskeletons. Some nutrients can be metabolically converted to smaller molecules in the process of releasing energy, such as for carbohydrates, lipids, proteins, and fermentation products (ethanol or vinegar), leading to end-products of water and carbon dioxide. All organisms require water. Essential nutrients for animals are the energy sources, some of the amino acids that are combined to create proteins, a subset of fatty acids, vitamins and certain minerals. Plants require more diverse minerals absorbed through roots, plus carbon dioxide and oxygen absorbed through leaves. Fungi live on dead or living organic matter and meet nutrient needs from their host.
Different types of organisms have different essential nutrients. Ascorbic acid (vitamin C) is essential, meaning it must be consumed in sufficient amounts, to humans and some other animal species, but some animals and plants are able to synthesize it. Nutrients may be organic or inorganic: organic compounds include most compounds containing carbon, while all other chemicals are inorganic. Inorganic nutrients include nutrients such as iron, selenium, and zinc, while organic nutrients include, among many others, energy-providing compounds and vitamins.
A classification used primarily to describe nutrient needs of animals divides nutrients into macronutrients and micronutrients. Consumed in relatively large amounts (grams or ounces), macronutrients (carbohydrates, fats, proteins, water) are primarily used to generate energy or to incorporate into tissues for growth and repair. Micronutrients are needed in smaller amounts (milligrams or micrograms); they have subtle biochemical and physiologi
Document 2:::
North Carolina State University's College of Agriculture and Life Sciences (CALS) is the fourth largest college in the university and one of the largest colleges of its kind in the nation, with nearly 3,400 students pursuing associate, bachelor's, master's and doctoral degrees and 1,300 on-campus and 700 off-campus faculty and staff members.
With headquarters in Raleigh, North Carolina, the college includes 12 academic departments, the North Carolina Agricultural Research Service and the North Carolina Cooperative Extension Service. The college dean is Dr. Garey Fox.
The research service is the state's principal agency of agricultural and life sciences research, with close to 600 projects related to more than 70 agricultural commodities, related agribusinesses and life science industries. Scientists work not only on the college campus in Raleigh but also at 18 agricultural research stations and 10 field laboratories across the state.
The extension service is the largest outreach effort at North Carolina State University, with local centers serving all 100 of North Carolina's counties as well as the Eastern Band of the Cherokee Indians. Cooperative Extension's educational programs, carried out by state specialists and county agents, focus on agriculture, food and 4-H youth development. About 43,000 volunteers and advisory leaders also contribute to Extension's efforts.
The college staffs the Plants for Human Health Institute at the N.C. Research Campus in Kannapolis with faculty from the departments of horticultural science; food, bioprocessing and nutrition sciences; plant biology; genetics; and agricultural and resource economics.
The college's Department of Plant Pathology helps sponsor the Bailey Memorial Tour each year. This tour is offered to prospective agriculture students and gives them a broad based taste of the work of agricultural pathology, and is named after Dr. Jack Bailey, late pioneering Professor of Plant Pathology.
Departments
The college ha
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:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What do animals require to grow and develop?
A. sucrose
B. sunlight
C. carbon dioxide
D. food
Answer:
|
|
sciq-5710
|
multiple_choice
|
Where does the development of a fetus take place?
|
[
"the female reproductive system",
"The kidney",
"The vagina",
"The bladder"
] |
A
|
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:::
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
Document 3:::
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 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.
Where does the development of a fetus take place?
A. the female reproductive system
B. The kidney
C. The vagina
D. The bladder
Answer:
|
|
sciq-1742
|
multiple_choice
|
Chemical reactions are typically written to imply that they proceed in one direction - if they can occur in either direction, they are considered what?
|
[
"reversible",
"observable",
"singular",
"reactive"
] |
A
|
Relavent Documents:
Document 0:::
A reversible reaction is a reaction in which the conversion of reactants to products and the conversion of products to reactants occur simultaneously.
\mathit aA{} + \mathit bB <=> \mathit cC{} + \mathit dD
A and B can react to form C and D or, in the reverse reaction, C and D can react to form A and B. This is distinct from a reversible process in thermodynamics.
Weak acids and bases undergo reversible reactions. For example, carbonic acid:
H2CO3 (l) + H2O(l) ⇌ HCO3−(aq) + H3O+(aq).
The concentrations of reactants and products in an equilibrium mixture are determined by the analytical concentrations of the reagents (A and B or C and D) and the equilibrium constant, K. The magnitude of the equilibrium constant depends on the Gibbs free energy change for the reaction. So, when the free energy change is large (more than about 30 kJ mol−1), the equilibrium constant is large (log K > 3) and the concentrations of the reactants at equilibrium are very small. Such a reaction is sometimes considered to be an irreversible reaction, although small amounts of the reactants are still expected to be present in the reacting system. A truly irreversible chemical reaction is usually achieved when one of the products exits the reacting system, for example, as does carbon dioxide (volatile) in the reaction
CaCO3 + 2HCl → CaCl2 + H2O + CO2↑
History
The concept of a reversible reaction was introduced by Claude Louis Berthollet in 1803, after he had observed the formation of sodium carbonate crystals at the edge of a salt lake (one of the natron lakes in Egypt, in limestone):
2NaCl + CaCO3 → Na2CO3 + CaCl2
He recognized this as the reverse of the familiar reaction
Na2CO3 + CaCl2→ 2NaCl + CaCO3
Until then, chemical reactions were thought to always proceed in one direction. Berthollet reasoned that the excess of salt in the lake helped push the "reverse" reaction towards the formation of sodium carbonate.
In 1864, Peter Waage and Cato Maximilian Guldberg formulated their
Document 1:::
An elementary reaction is a chemical reaction in which one or more chemical species react directly to form products in a single reaction step and with a single transition state. In practice, a reaction is assumed to be elementary if no reaction intermediates have been detected or need to be postulated to describe the reaction on a molecular scale. An apparently elementary reaction may be in fact a stepwise reaction, i.e. a complicated sequence of chemical reactions, with reaction intermediates of variable lifetimes.
In a unimolecular elementary reaction, a molecule dissociates or isomerises to form the products(s)
At constant temperature, the rate of such a reaction is proportional to the concentration of the species
In a bimolecular elementary reaction, two atoms, molecules, ions or radicals, and , react together to form the product(s)
The rate of such a reaction, at constant temperature, is proportional to the product of the concentrations of the species and
The rate expression for an elementary bimolecular reaction is sometimes referred to as the Law of Mass Action as it was first proposed by Guldberg and Waage in 1864. An example of this type of reaction is a cycloaddition reaction.
This rate expression can be derived from first principles by using collision theory for ideal gases. For the case of dilute fluids equivalent results have been obtained from simple probabilistic arguments.
According to collision theory the probability of three chemical species reacting simultaneously with each other in a termolecular elementary reaction is negligible. Hence such termolecular reactions are commonly referred as non-elementary reactions and can be broken down into a more fundamental set of bimolecular reactions, in agreement with the law of mass action. It is not always possible to derive overall reaction schemes, but solutions based on rate equations are often possible in terms of steady-state or Michaelis-Menten approximations.
Notes
Chemical kinetics
Phy
Document 2:::
Activation, in chemistry and biology, is the process whereby something is prepared or excited for a subsequent reaction.
Chemistry
In chemistry, "activation" refers to the reversible transition of a molecule into a nearly identical chemical or physical state, with the defining characteristic being that this resultant state exhibits an increased propensity to undergo a specified chemical reaction. Thus, activation is conceptually the opposite of protection, in which the resulting state exhibits a decreased propensity to undergo a certain reaction.
The energy of activation specifies the amount of free energy the reactants must possess (in addition to their rest energy) in order to initiate their conversion into corresponding products—that is, in order to reach the transition state for the reaction. The energy needed for activation can be quite small, and often it is provided by the natural random thermal fluctuations of the molecules themselves (i.e. without any external sources of energy).
The branch of chemistry that deals with this topic is called chemical kinetics.
Biology
Biochemistry
In biochemistry, activation, specifically called bioactivation, is where enzymes or other biologically active molecules acquire the ability to perform their biological function, such as inactive proenzymes being converted into active enzymes that are able to catalyze their substrates' reactions into products. Bioactivation may also refer to the process where inactive prodrugs are converted into their active metabolites, or the toxication of protoxins into actual toxins.
An enzyme may be reversibly or irreversibly bioactivated. A major mechanism of irreversible bioactivation is where a piece of a protein is cut off by cleavage, producing an enzyme that will then stay active. A major mechanism of reversible bioactivation is substrate presentation where an enzyme translocates near its substrate. Another reversible reaction is where a cofactor binds to an enzyme, which then rem
Document 3:::
In a chemical reaction, chemical equilibrium is the state in which both the reactants and products are present in concentrations which have no further tendency to change with time, so that there is no observable change in the properties of the system. This state results when the forward reaction proceeds at the same rate as the reverse reaction. The reaction rates of the forward and backward reactions are generally not zero, but they are equal. Thus, there are no net changes in the concentrations of the reactants and products. Such a state is known as dynamic equilibrium.
Historical introduction
The concept of chemical equilibrium was developed in 1803, after Berthollet found that some chemical reactions are reversible. For any reaction mixture to exist at equilibrium, the rates of the forward and backward (reverse) reactions must be equal. In the following chemical equation, arrows point both ways to indicate equilibrium. A and B are reactant chemical species, S and T are product species, and α, β, σ, and τ are the stoichiometric coefficients of the respective reactants and products:
α A + β B σ S + τ T
The equilibrium concentration position of a reaction is said to lie "far to the right" if, at equilibrium, nearly all the reactants are consumed. Conversely the equilibrium position is said to be "far to the left" if hardly any product is formed from the reactants.
Guldberg and Waage (1865), building on Berthollet's ideas, proposed the law of mass action:
where A, B, S and T are active masses and k+ and k− are rate constants. Since at equilibrium forward and backward rates are equal:
and the ratio of the rate constants is also a constant, now known as an equilibrium constant.
By convention, the products form the numerator.
However, the law of mass action is valid only for concerted one-step reactions that proceed through a single transition state and is not valid in general because rate equations do not, in general, follow the stoichiometry of the reaction
Document 4:::
A chemical equation is the symbolic representation of a chemical reaction in the form of symbols and chemical formulas. The reactant entities are given on the left-hand side and the product entities are on the right-hand side with a plus sign between the entities in both the reactants and the products, and an arrow that points towards the products to show the direction of the reaction. The chemical formulas may be symbolic, structural (pictorial diagrams), or intermixed. The coefficients next to the symbols and formulas of entities are the absolute values of the stoichiometric numbers. The first chemical equation was diagrammed by Jean Beguin in 1615.
Structure
A chemical equation (see an example below) consists of a list of reactants (the starting substances) on the left-hand side, an arrow symbol, and a list of products (substances formed in the chemical reaction) on the right-hand side. Each substance is specified by its chemical formula, optionally preceded by a number called stoichiometric coefficient. The coefficient specifies how many entities (e.g. molecules) of that substance are involved in the reaction on a molecular basis. If not written explicitly, the coefficient is equal to 1. Multiple substances on any side of the equation are separated from each other by a plus sign.
As an example, the equation for the reaction of hydrochloric acid with sodium can be denoted:
Given the formulas are fairly simple, this equation could be read as "two H-C-L plus two N-A yields two N-A-C-L and H two." Alternately, and in general for equations involving complex chemicals, the chemical formulas are read using IUPAC nomenclature, which could verbalise this equation as "two hydrochloric acid molecules and two sodium atoms react to form two formula units of sodium chloride and a hydrogen gas molecule."
Reaction types
Different variants of the arrow symbol are used to denote the type of a reaction:
{|
| style="text-align: center; padding-right: 0.5em;" | -> || net forwa
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Chemical reactions are typically written to imply that they proceed in one direction - if they can occur in either direction, they are considered what?
A. reversible
B. observable
C. singular
D. reactive
Answer:
|
|
sciq-1437
|
multiple_choice
|
Which property can you study by comparing the mass of an object relative to its size?
|
[
"volume",
"motion",
"weight",
"density"
] |
D
|
Relavent Documents:
Document 0:::
A proof mass or test mass is a known quantity of mass used in a measuring instrument as a reference for the measurement of an unknown quantity.
A mass used to calibrate a weighing scale is sometimes called a calibration mass or calibration weight.
A proof mass that deforms a spring in an accelerometer is sometimes called the seismic mass. In a convective accelerometer, a fluid proof mass may be employed.
See also
Calibration, checking or adjustment by comparison with a standard
Control variable, the experimental element that is constant and unchanged throughout the course of a scientific investigation
Test particle, an idealized model of an object in which all physical properties are assumed to be negligible, except for the property being studied
Document 1:::
In common usage, the mass of an object is often referred to as its weight, though these are in fact different concepts and quantities. Nevertheless, one object will always weigh more than another with less mass if both are subject to the same gravity (i.e. the same gravitational field strength).
In scientific contexts, mass is the amount of "matter" in an object (though "matter" may be difficult to define), but weight is the force exerted on an object's matter by gravity. At the Earth's surface, an object whose mass is exactly one kilogram weighs approximately 9.81 newtons, the product of its mass and the gravitational field strength there. The object's weight is less on Mars, where gravity is weaker; more on Saturn, where gravity is stronger; and very small in space, far from significant sources of gravity, but it always has the same mass.
Material objects at the surface of the Earth have weight despite such sometimes being difficult to measure. An object floating freely on water, for example, does not appear to have weight since it is buoyed by the water. But its weight can be measured if it is added to water in a container which is entirely supported by and weighed on a scale. Thus, the "weightless object" floating in water actually transfers its weight to the bottom of the container (where the pressure increases). Similarly, a balloon has mass but may appear to have no weight or even negative weight, due to buoyancy in air. However the weight of the balloon and the gas inside it has merely been transferred to a large area of the Earth's surface, making the weight difficult to measure. The weight of a flying airplane is similarly distributed to the ground, but does not disappear. If the airplane is in level flight, the same weight-force is distributed to the surface of the Earth as when the plane was on the runway, but spread over a larger area.
A better scientific definition of mass is its description as being a measure of inertia, which is the tendency of an
Document 2:::
In physics and mechanics, mass distribution is the spatial distribution of mass within a solid body. In principle, it is relevant also for gases or liquids, but on Earth their mass distribution is almost homogeneous.
Astronomy
In astronomy mass distribution has decisive influence on the development e.g. of nebulae, stars and planets.
The mass distribution of a solid defines its center of gravity and influences its dynamical behaviour - e.g. the oscillations and eventual rotation.
Mathematical modelling
A mass distribution can be modeled as a measure. This allows point masses, line masses, surface masses, as well as masses given by a volume density function. Alternatively the latter can be generalized to a distribution. For example, a point mass is represented by a delta function defined in 3-dimensional space. A surface mass on a surface given by the equation may be represented by a density distribution , where is the mass per unit area.
The mathematical modelling can be done by potential theory, by numerical methods (e.g. a great number of mass points), or by theoretical equilibrium figures.
Geology
In geology the aspects of rock density are involved.
Rotating solids
Rotating solids are affected considerably by the mass distribution, either if they are homogeneous or inhomogeneous - see Torque, moment of inertia, wobble, imbalance and stability.
See also
Bouguer plate
Gravity
Mass function
Mass concentration (astronomy)
External links
Mass distribution of the Earth
Mechanics
Celestial mechanics
Geophysics
Mass
Document 3:::
Physical or chemical properties of materials and systems can often be categorized as being either intensive or extensive, according to how the property changes when the size (or extent) of the system changes.
The terms "intensive and extensive quantities" were introduced into physics by German mathematician Georg Helm in 1898, and by American physicist and chemist Richard C. Tolman in 1917.
According to International Union of Pure and Applied Chemistry (IUPAC), an intensive property or intensive quantity is one whose magnitude is independent of the size of the system.
An intensive property is not necessarily homogeneously distributed in space; it can vary from place to place in a body of matter and radiation. Examples of intensive properties include temperature, T; refractive index, n; density, ρ; and hardness, η.
By contrast, an extensive property or extensive quantity is one whose magnitude is additive for subsystems.
Examples include mass, volume and entropy.
Not all properties of matter fall into these two categories. For example, the square root of the volume is neither intensive nor extensive. If a system is doubled in size by juxtaposing a second identical system, the value of an intensive property equals the value for each subsystem and the value of an extensive property is twice the value for each subsystem. However the property √V is instead multiplied by √2 .
Intensive properties
An intensive property is a physical quantity whose value does not depend on the amount of substance which was measured. The most obvious intensive quantities are ratios of extensive quantities. In a homogeneous system divided into two halves, all its extensive properties, in particular its volume and its mass, are divided into two halves. All its intensive properties, such as the mass per volume (mass density) or volume per mass (specific volume), must remain the same in each half.
The temperature of a system in thermal equilibrium is the same as the temperature of any part
Document 4:::
To help compare different orders of magnitude, the following lists describe various mass levels between 10−59 kg and 1052 kg. The least massive thing listed here is a graviton, and the most massive thing is the observable universe. Typically, an object having greater mass will also have greater weight (see mass versus weight), especially if the objects are subject to the same gravitational field strength.
Units of mass
The table at right is based on the kilogram (kg), the base unit of mass in the International System of Units (SI). The kilogram is the only standard unit to include an SI prefix (kilo-) as part of its name. The gram (10−3 kg) is an SI derived unit of mass. However, the names of all SI mass units are based on gram, rather than on kilogram; thus 103 kg is a megagram (106 g), not a *kilokilogram.
The tonne (t) is an SI-compatible unit of mass equal to a megagram (Mg), or 103 kg. The unit is in common use for masses above about 103 kg and is often used with SI prefixes. For example, a gigagram (Gg) or 109 g is 103 tonnes, commonly called a kilotonne.
Other units
Other units of mass are also in use. Historical units include the stone, the pound, the carat, and the grain.
For subatomic particles, physicists use the mass equivalent to the energy represented by an electronvolt (eV). At the atomic level, chemists use the mass of one-twelfth of a carbon-12 atom (the dalton). Astronomers use the mass of the sun ().
The least massive things: below 10−24 kg
Unlike other physical quantities, mass–energy does not have an a priori expected minimal quantity, or an observed basic quantum as in the case of electric charge. Planck's law allows for the existence of photons with arbitrarily low energies. Consequently, there can only ever be an experimental upper bound on the mass of a supposedly massless particle; in the case of the photon, this confirmed upper bound is of the order of = .
10−24 to 10−18 kg
10−18 to 10−12 kg
10−12 to 10−6 kg
10−6 to 1 kg
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which property can you study by comparing the mass of an object relative to its size?
A. volume
B. motion
C. weight
D. density
Answer:
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|
sciq-6308
|
multiple_choice
|
What is connected to, and dependent on, the gametophyte?
|
[
"the zygote",
"the chromosomes",
"the sporophyte",
"the sperm"
] |
C
|
Relavent Documents:
Document 0:::
Microgametogenesis is the process in plant reproduction where a microgametophyte develops in a pollen grain to the three-celled stage of its development. In flowering plants it occurs with a microspore mother cell inside the anther of the plant.
When the microgametophyte is first formed inside the pollen grain four sets of fertile cells called sporogenous cells are apparent. These cells are surrounded by a wall of sterile cells called the tapetum, which supplies food to the cell and eventually becomes the cell wall for the pollen grain. These sets of sporogenous cells eventually develop into diploid microspore mother cells. These microspore mother cells, also called microsporocytes, then undergo meiosis and become four microspore haploid cells. These new microspore cells then undergo mitosis and form a tube cell and a generative cell. The generative cell then undergoes mitosis one more time to form two male gametes, also called sperm.
See also
Gametogenesis
Document 1:::
Male (symbol: ♂) is the sex of an organism that produces the gamete (sex cell) known as sperm, which fuses with the larger female gamete, or ovum, in the process of fertilization.
A male organism cannot reproduce sexually without access to at least one ovum from a female, but some organisms can reproduce both sexually and asexually. Most male mammals, including male humans, have a Y chromosome, which codes for the production of larger amounts of testosterone to develop male reproductive organs.
In humans, the word male can also be used to refer to gender, in the social sense of gender role or gender identity. The use of "male" in regard to sex and gender has been subject to discussion.
Overview
The existence of separate sexes has evolved independently at different times and in different lineages, an example of convergent evolution. The repeated pattern is sexual reproduction in isogamous species with two or more mating types with gametes of identical form and behavior (but different at the molecular level) to anisogamous species with gametes of male and female types to oogamous species in which the female gamete is very much larger than the male and has no ability to move. There is a good argument that this pattern was driven by the physical constraints on the mechanisms by which two gametes get together as required for sexual reproduction.
Accordingly, sex is defined across species by the type of gametes produced (i.e.: spermatozoa vs. ova) and differences between males and females in one lineage are not always predictive of differences in another.
Male/female dimorphism between organisms or reproductive organs of different sexes is not limited to animals; male gametes are produced by chytrids, diatoms and land plants, among others. In land plants, female and male designate not only the female and male gamete-producing organisms and structures but also the structures of the sporophytes that give rise to male and female plants.
Evolution
The evolution of ani
Document 2:::
Gametogenesis is a biological process by which diploid or haploid precursor cells undergo cell division and differentiation to form mature haploid gametes. Depending on the biological life cycle of the organism, gametogenesis occurs by meiotic division of diploid gametocytes into various gametes, or by mitosis. For example, plants produce gametes through mitosis in gametophytes. The gametophytes grow from haploid spores after sporic meiosis. The existence of a multicellular, haploid phase in the life cycle between meiosis and gametogenesis is also referred to as alternation of generations.
It is the biological process of gametogenesis; cells that are haploid or diploid divide to create other cells. matured haploid gametes. It can take place either through mitosis or meiotic division of diploid gametocytes into different depending on an organism's biological life cycle, gametes. For instance, gametophytes in plants undergo mitosis to produce gametes. Both male and female have different forms.
In animals
Animals produce gametes directly through meiosis from diploid mother cells in organs called gonads (testis in males and ovaries in females). In mammalian germ cell development, sexually dimorphic gametes differentiates into primordial germ cells from pluripotent cells during initial mammalian development. Males and females of a species that reproduce sexually have different forms of gametogenesis:
spermatogenesis (male): Immature germ cells are produced in a man's testes. To mature into sperms, males' immature germ cells, or spermatogonia, go through spermatogenesis during adolescence. Spermatogonia are diploid cells that become larger as they divide through mitosis. These primary spermatocytes. These diploid cells undergo meiotic division to create secondary spermatocytes. These secondary spermatocytes undergo a second meiotic division to produce immature sperms or spermatids. These spermatids undergo spermiogenesis in order to develop into sperm. LH, FSH, GnRH
Document 3:::
Alternation of generations (also known as metagenesis or heterogenesis) is the predominant type of life cycle in plants and algae. In plants both phases are multicellular: the haploid sexual phase – the gametophyte – alternates with a diploid asexual phase – the sporophyte.
A mature sporophyte produces haploid spores by meiosis, a process which reduces the number of chromosomes to half, from two sets to one. The resulting haploid spores germinate and grow into multicellular haploid gametophytes. At maturity, a gametophyte produces gametes by mitosis, the normal process of cell division in eukaryotes, which maintains the original number of chromosomes. Two haploid gametes (originating from different organisms of the same species or from the same organism) fuse to produce a diploid zygote, which divides repeatedly by mitosis, developing into a multicellular diploid sporophyte. This cycle, from gametophyte to sporophyte (or equally from sporophyte to gametophyte), is the way in which all land plants and most algae undergo sexual reproduction.
The relationship between the sporophyte and gametophyte phases varies among different groups of plants. In the majority of algae, the sporophyte and gametophyte are separate independent organisms, which may or may not have a similar appearance. In liverworts, mosses and hornworts, the sporophyte is less well developed than the gametophyte and is largely dependent on it. Although moss and hornwort sporophytes can photosynthesise, they require additional photosynthate from the gametophyte to sustain growth and spore development and depend on it for supply of water, mineral nutrients and nitrogen. By contrast, in all modern vascular plants the gametophyte is less well developed than the sporophyte, although their Devonian ancestors had gametophytes and sporophytes of approximately equivalent complexity. In ferns the gametophyte is a small flattened autotrophic prothallus on which the young sporophyte is briefly dependent for its n
Document 4:::
Leptocylindrus is a genus of diatoms belonging to the family Leptocylindraceae. They are long, cylindrical diatoms that are made up of multiple cells in a line (described as a chain). These cells have chloroplast to allow it to produce energy through photosynthesis by taking in sunlight and carbon dioxide to create sugars. the cells are attached at the cell walls called valves, the cell wall is slightly concave on one side and convex on the other so that the other cell wall attached will fit together.
Reproduction
Leptocylindrus reproduction is both asexual and (in some species) sexual. For the specific species Leptocylindrus danicus, it goes through sexual reproduction when its cells are between 3 and 8 micrometers in width (cells above this width go through asexual reproduction). It begins with Leptoclindrus cells splitting into two uneven gametangia. The female gametangia are longer and more brightly colored cell than the male gametangia. Then the process of meiosis occurs, where gametes are produced in the gametangia, the male gametangium (also known as the spermatogonangium) burst to release quadriflagellate spermia, which divide into biflagellate sperma and again into unflagellate sperm (or just sperm), this process takes about twelve hours to complete. After meiosis the female gametangium (or egg) bends at an angle so that the sperm can attach and enter the egg. the site of entry by the sperm starts to swell as the cytoplasm is sent to the area. after fertilization the auxospore forms at this site, the cytoplasm then contracts and valves (distinct halves of the cell wall) form to create the resting spore. these resting spores finally separate from the parent cell and can remain dormant for long periods because of their thick walls. The whole process in total takes about 36 hours to complete. The resting spores under good conditions well then germinate and then well shed there old valves to form a chain with a maximum width of 14 micrometers, and will reprodu
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is connected to, and dependent on, the gametophyte?
A. the zygote
B. the chromosomes
C. the sporophyte
D. the sperm
Answer:
|
|
sciq-9957
|
multiple_choice
|
What type of fatty acids have bent chains?
|
[
"unsaturated fatty acids",
"saturated fatty acids",
"cholesterol",
"lipids"
] |
A
|
Relavent Documents:
Document 0:::
An unsaturated fat is a fat or fatty acid in which there is at least one double bond within the fatty acid chain. A fatty acid chain is monounsaturated if it contains one double bond, and polyunsaturated if it contains more than one double bond.
A saturated fat has no carbon to carbon double bonds, so the maximum possible number of hydrogens bonded to the carbons, and is "saturated" with hydrogen atoms. To form carbon to carbon double bonds, hydrogen atoms are removed from the carbon chain. In cellular metabolism, unsaturated fat molecules contain less energy (i.e., fewer calories) than an equivalent amount of saturated fat. The greater the degree of unsaturation in a fatty acid (i.e., the more double bonds in the fatty acid) the more vulnerable it is to lipid peroxidation (rancidity). Antioxidants can protect unsaturated fat from lipid peroxidation.
Composition of common fats
In chemical analysis, fats are broken down to their constituent fatty acids, which can be analyzed in various ways. In one approach, fats undergo transesterification to give fatty acid methyl esters (FAMEs), which are amenable to separation and quantitation using by gas chromatography. Classically, unsaturated isomers were separated and identified by argentation thin-layer chromatography.
The saturated fatty acid components are almost exclusively stearic (C18) and palmitic acids (C16). Monounsaturated fats are almost exclusively oleic acid. Linolenic acid comprises most of the triunsaturated fatty acid component.
Chemistry and nutrition
Although polyunsaturated fats are protective against cardiac arrhythmias, a study of post-menopausal women with a relatively low fat intake showed that polyunsaturated fat is positively associated with progression of coronary atherosclerosis, whereas monounsaturated fat is not. This probably is an indication of the greater vulnerability of polyunsaturated fats to lipid peroxidation, against which vitamin E has been shown to be protective.
Examples
Document 1:::
A simple lipid is a fatty acid ester of different alcohols and carries no other substance. These lipids belong to a heterogeneous class of predominantly nonpolar compounds, mostly insoluble in water, but soluble in nonpolar organic solvents such as chloroform and benzene.
Simple lipids: esters of fatty acids with various alcohols.
a. Fats: esters of fatty acids with glycerol. Oils are fats in the liquid state. Fats are also called triglycerides because all the three hydroxyl groups of glycerol are esterified.
b. Waxes: Solid esters of long-chain fatty acids such as palmitic acid with aliphatic or alicyclic higher molecular weight monohydric alcohols. Waxes are water-insoluble due to the weakly polar nature of the ester group.
See also
Lipid
Lipids
Document 2:::
A saponifiable lipid is part of the ester functional group. They are made up of long chain carboxylic (of fatty) acids connected to an alcoholic functional group through the ester linkage which can undergo a saponification reaction. The fatty acids are released upon base-catalyzed ester hydrolysis to form ionized salts. The primary saponifiable lipids are free fatty acids, neutral glycerolipids, glycerophospholipids, sphingolipids, and glycolipids.
By comparison, the non-saponifiable class of lipids is made up of terpenes, including fat-soluble A and E vitamins, and certain steroids, such as cholesterol.
Applications
Saponifiable lipids have relevant applications as a source of biofuel and can be extracted from various forms of biomass to produce biodiesel.
See also
Lipids
Simple lipid
Document 3:::
Lipid peroxidation is the chain of reactions of oxidative degradation of lipids. It is the process in which free radicals "steal" electrons from the lipids in cell membranes, resulting in cell damage. This process proceeds by a free radical chain reaction mechanism. It most often affects polyunsaturated fatty acids, because they contain multiple double bonds in between which lie methylene bridges (-CH2-) that possess especially reactive hydrogen atoms. As with any radical reaction, the reaction consists of three major steps: initiation, propagation, and termination. The chemical products of this oxidation are known as lipid peroxides or lipid oxidation products (LOPs).
Initiation
Initiation is the step in which a fatty acid radical is produced. The most notable initiators in living cells are reactive oxygen species (ROS), such as OH· and HOO·, which combines with a hydrogen atom to make water and a fatty acid radical.
Propagation
The fatty acid radical is not a very stable molecule, so it reacts readily with molecular oxygen, thereby creating a peroxyl-fatty acid radical. This radical is also an unstable species that reacts with another free fatty acid, producing a different fatty acid radical and a lipid peroxide, or a cyclic peroxide if it had reacted with itself. This cycle continues, as the new fatty acid radical reacts in the same way.
Termination
When a radical reacts with a non-radical, it can produce another radical, which is why the process is called a "chain reaction mechanism". The radical reaction stops when two radicals react and produce a non-radical species. This happens only when the concentration of radical species is high enough for there to be a high probability of collision of two radicals. Living organisms have different molecules that speed up termination by neutralizing free radicals and, therefore, protecting the cell membrane. Antioxidants such as vitamin C and vitamin E may inhibit lipid peroxidation. Other anti-oxidants made within
Document 4:::
In biochemistry, fatty acid synthesis is the creation of fatty acids from acetyl-CoA and NADPH through the action of enzymes called fatty acid synthases. This process takes place in the cytoplasm of the cell. Most of the acetyl-CoA which is converted into fatty acids is derived from carbohydrates via the glycolytic pathway. The glycolytic pathway also provides the glycerol with which three fatty acids can combine (by means of ester bonds) to form triglycerides (also known as "triacylglycerols" – to distinguish them from fatty "acids" – or simply as "fat"), the final product of the lipogenic process. When only two fatty acids combine with glycerol and the third alcohol group is phosphorylated with a group such as phosphatidylcholine, a phospholipid is formed. Phospholipids form the bulk of the lipid bilayers that make up cell membranes and surrounds the organelles within the cells (such as the cell nucleus, mitochondria, endoplasmic reticulum, Golgi apparatus, etc.). In addition to cytosolic fatty acid synthesis, there is also mitochondrial fatty acid synthesis (mtFASII), in which malonyl-CoA is formed from malonic acid with the help of malonyl-CoA synthetase (ACSF3), which then becomes the final product octanoyl-ACP (C8) via further intermediate steps.
Straight-chain fatty acids
Straight-chain fatty acids occur in two types: saturated and unsaturated.
Saturated straight-chain fatty acids
Much like β-oxidation, straight-chain fatty acid synthesis occurs via the six recurring reactions shown below, until the 16-carbon palmitic acid is produced.
The diagrams presented show how fatty acids are synthesized in microorganisms and list the enzymes found in Escherichia coli. These reactions are performed by fatty acid synthase II (FASII), which in general contain multiple enzymes that act as one complex. FASII is present in prokaryotes, plants, fungi, and parasites, as well as in mitochondria.
In animals, as well as some fungi such as yeast, these same reactions occur
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What type of fatty acids have bent chains?
A. unsaturated fatty acids
B. saturated fatty acids
C. cholesterol
D. lipids
Answer:
|
|
sciq-6723
|
multiple_choice
|
Snake venom may join the class of drugs collectively known as thrombolytic agents, which can help speed up the degradation of an abnormal what?
|
[
"bone",
"bleed",
"clot",
"brain"
] |
C
|
Relavent Documents:
Document 0:::
Ecarin clotting time (ECT) is a laboratory test used to monitor anticoagulation during treatment with hirudin, an anticoagulant medication which was originally isolated from leech saliva. Ecarin, the primary reagent in this assay, is derived from the venom of the saw-scaled viper, Echis carinatus.
In the clinical assay, a known quantity of ecarin is added to the plasma of a patient treated with hirudin. Ecarin activates prothrombin through a specific proteolytic cleavage, which produces meizothrombin, a prothrombin-thrombin intermediate which retains the full molecular weight of prothrombin, but possesses a low level of procoagulant enzymatic activity. Crucially, this activity is inhibited by hirudin and other direct thrombin inhibitors, but not by heparin. The ECT is also unaffected by prior treatment with warfarin or the presence of phospholipid-dependent anticoagulants, such as lupus anticoagulant. Thus, the ECT is prolonged in a specific and linear fashion with increasing concentrations of hirudin. An enhancement of the ECT is the ecarin chromogenic assay (ECA) in which diluted sample is mixed with an excess of purified prothrombin and the generated meizothrombin is measured with a specific chromogenic substrate. This assay shows no interference from prothrombin or fibrinogen in the sample and is suitable for the measurement of all direct thrombin inhibitors.
Document 1:::
Vitamin K antagonists (VKA) are a group of substances that reduce blood clotting by reducing the action of vitamin K. The term "vitamin K antagonist" is technically a misnomer, as the drugs do not directly antagonize the action of vitamin K in the pharmacological sense, but rather the recycling of vitamin K. Vitamin K antagonists (VKAs) have been the mainstay of anticoagulation therapy for more than 50 years.
They are used as anticoagulant medications in the prevention of thrombosis, and in pest control, as rodenticides.
Mechanism of action
These drugs deplete the active form of the vitamin by inhibiting the enzyme vitamin K epoxide reductase and thus the recycling of the inactive vitamin K epoxide back to the active reduced form of vitamin K. The drugs are structurally similar to vitamin K and act as competitive inhibitors of the enzyme. The term "vitamin K antagonist" is a misnomer, as the drugs do not directly antagonise the action of vitamin K in the pharmacological sense, but rather the recycling of vitamin K.
Vitamin K is required for the proper production of certain proteins involved in the blood clotting process. For example, it is needed to carboxylate specific glutamic acid residues on prothrombin. Without these residues carboxylated, the protein will not form the appropriate conformation of thrombin, which is needed to produce the fibrin monomers that are polymerized to form clots.
The action of this class of anticoagulants may be reversed by administering vitamin K for the duration of the anticoagulant's residence in the body, and the daily dose needed for reversal is the same for all drugs in the class. However, in the case of the second generation superwarfarins intended to kill warfarin-resistant rodents, the time of vitamin K administration may need to be prolonged to months, in order to combat the long residence time of the poison.
The vitamin K antagonists can cause birth defects (teratogens).
Coumarins (4-hydroxycoumarins)
Coumarins (m
Document 2:::
Venom in medicine is the medicinal use of venoms for therapeutic benefit in treating diseases.
Venom is any poisonous compound secreted by an animal intended to harm or disable another. When an organism produces a venom, its final form may contain hundreds of different bioactive elements that interact with each other inevitably producing its toxic effects. This mixture of ingredients includes various proteins, peptides, and non-peptidic small molecules. The active components of these venoms are isolated, purified, and screened in assays. These may be either phenotypic assays to identify component that may have desirable therapeutic properties (forward pharmacology) or target directed assays to identify their biological target and mechanism of action (reverse pharmacology).
Background
Venoms are naturally occurring substances that organisms evolved to deploy against other organisms, in defense or attack. They are often mixtures of proteins that act together or singly to attack their specific targets within the organism against which they are used, generally with high specificity and generally easily accessible through the vascular system. This has made venoms a subject of study for people who work in drug discovery. With developments in omic technologies (proteomics, genomics, etc.), researchers in this field became able to identify genes that produce certain elements in an animal's venom, as well as protein domains that have been used as building blocks across many species. In conjunction with methods of separation and purification of compounds, scientists are able to study each individual compound that exists within a venom "concoction", looking for compounds to serve as drug leads or other use. Each venomous organism produces thousands of different proteins giving access to millions of different molecules that still have potential uses. In addition, nature is continuously evolving; as prey develop resistance to these venoms, the predators also evolve as we
Document 3:::
Disintegrins are a family of small proteins (45–84 amino acids in length) from viper venoms that function as potent inhibitors of both platelet aggregation and integrin-dependent cell adhesion.
Operation
Disintegrins work by countering the blood clotting steps, inhibiting the clumping of platelets. They interact with the beta-1 and -3 families of integrins receptors. Integrins are cell receptors involved in cell–cell and cell–extracellular matrix interactions, serving as the final common pathway leading to aggregation via formation of platelet–platelet bridges, which are essential in thrombosis and haemostasis. Disintegrins contain an RGD (Arg-Gly-Asp) or KGD (Lys-Gly-Asp) sequence motif that binds specifically to integrin IIb-IIIa receptors on the platelet surface, thereby blocking the binding of fibrinogen to the receptor–glycoprotein complex of activated platelets. Disintegrins act as receptor antagonists, inhibiting aggregation induced by ADP, thrombin, platelet-activating factor and collagen. The role of disintegrin in preventing blood coagulation renders it of medical interest, particularly with regard to its use as an anti-coagulant.
Types of disintegrin
Disintegrins from different snake species have been characterised: albolabrin, applagin, barbourin, batroxostatin, bitistatin, obtustatin, schistatin, echistatin, elegantin, eristicophin, flavoridin, halysin, kistrin, mojastin (Crotalus scutulatus), rubistatin (Crotalus ruber), tergeminin, salmosin, tzabcanin (Crotalus simus tzabcan) and triflavin.
Disintegrins are split into 5 classes: small, medium, large, dimeric, and snake venom metalloproteinases.
Document 4:::
Comparative Biochemistry and Physiology Part C: Toxicology & Pharmacology is a peer-reviewed scientific journal that covers research in biochemistry and physiology.
External links
Biochemistry journals
Physiology journals
Elsevier academic journals
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Snake venom may join the class of drugs collectively known as thrombolytic agents, which can help speed up the degradation of an abnormal what?
A. bone
B. bleed
C. clot
D. brain
Answer:
|
|
sciq-6538
|
multiple_choice
|
What is the term for the horizontal displacement of a projectile from its starting point?
|
[
"Distance",
"type",
"produce",
"range"
] |
D
|
Relavent Documents:
Document 0:::
In physics, a projectile launched with specific initial conditions will have a range. It may be more predictable assuming a flat Earth with a uniform gravity field, and no air resistance. The horizontal ranges of a projectile are equal for two complementary angles of projection with the same velocity.
The following applies for ranges which are small compared to the size of the Earth. For longer ranges see sub-orbital spaceflight. The maximum horizontal distance traveled by the projectile, neglecting air resistance, can be calculated as follows:
where
d is the total horizontal distance travelled by the projectile.
v is the velocity at which the projectile is launched
g is the gravitational acceleration—usually taken to be 9.81 m/s2 (32 f/s2) near the Earth's surface
θ is the angle at which the projectile is launched
y0 is the initial height of the projectile
If y0 is taken to be zero, meaning that the object is being launched on flat ground, the range of the projectile will simplify to:
Ideal projectile motion
Ideal projectile motion states that there is no air resistance and no change in gravitational acceleration. This assumption simplifies the mathematics greatly, and is a close approximation of actual projectile motion in cases where the distances travelled are small. Ideal projectile motion is also a good introduction to the topic before adding the complications of air resistance.
Derivations
A launch angle of 45 degrees displaces the projectile the farthest horizontally.
This is due to the nature of right triangles. Additionally, from the equation for the range :
We can see that the range will be maximum when the value of is the highest (i.e. when it is equal to 1).
Clearly, has to be 90 degrees. That is to say, is 45 degrees.
Flat ground
First we examine the case where (y0) is zero. The horizontal position of the projectile is
In the vertical direction
We are interested in the time when the projectile returns to the same height
Document 1:::
To help compare different orders of magnitude, the following list describes various speed levels between approximately 2.2 m/s and 3.0 m/s (the speed of light). Values in bold are exact.
List of orders of magnitude for speed
See also
Typical projectile speeds - also showing the corresponding kinetic energy per unit mass
Neutron temperature
Document 2:::
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 3:::
A projectile is an object that is propelled by the application of an external force and then moves freely under the influence of gravity and air resistance. Although any objects in motion through space are projectiles, they are commonly found in warfare and sports (for example, a thrown baseball, kicked football, fired bullet, shot arrow, stone released from catapult).
In ballistics mathematical equations of motion are used to analyze projectile trajectories through launch, flight, and impact.
Motive force
Blowguns and pneumatic rifles use compressed gases, while most other guns and cannons utilize expanding gases liberated by sudden chemical reactions by propellants like smokeless powder. Light-gas guns use a combination of these mechanisms.
Railguns utilize electromagnetic fields to provide a constant acceleration along the entire length of the device, greatly increasing the muzzle velocity.
Some projectiles provide propulsion during flight by means of a rocket engine or jet engine. In military terminology, a rocket is unguided, while a missile is guided. Note the two meanings of "rocket" (weapon and engine): an ICBM is a guided missile with a rocket engine.
An explosion, whether or not by a weapon, causes the debris to act as multiple high velocity projectiles. An explosive weapon or device may also be designed to produce many high velocity projectiles by the break-up of its casing; these are correctly termed fragments.
In sports
In projectile motion the most important force applied to the ‘projectile’ is the propelling force, in this case the propelling forces are the muscles that act upon the ball to make it move, and the stronger the force applied, the more propelling force, which means the projectile (the ball) will travel farther. See pitching, bowling.
As a weapon
Delivery projectiles
Many projectiles, e.g. shells, may carry an explosive charge or another chemical or biological substance. Aside from explosive payload, a projectile can be designed
Document 4:::
Ballistics is the field of mechanics concerned with the launching, flight behaviour and impact effects of projectiles, especially ranged weapon munitions such as bullets, unguided bombs, rockets or the like; the science or art of designing and accelerating projectiles so as to achieve a desired performance.
A ballistic body is a free-moving body with momentum which can be subject to forces such as the forces exerted by pressurized gases from a gun barrel or a propelling nozzle, normal force by rifling, and gravity and air drag during flight.
A ballistic missile is a missile that is guided only during the relatively brief initial phase of powered flight and the trajectory is subsequently governed by the laws of classical mechanics; in contrast to (for example) a cruise missile which is aerodynamically guided in powered flight like a fixed-wing aircraft.
History and prehistory
The earliest known ballistic projectiles were stones and spears, and the throwing stick.
The oldest evidence of stone-tipped projectiles, which may or may not have been propelled by a bow (c.f. atlatl), dating to c. 64,000 years ago, were found in Sibudu Cave, present day-South Africa.
The oldest evidence of the use of bows to shoot arrows dates to about 10,000 years ago; it is based on pinewood arrows found in the Ahrensburg valley north of Hamburg. They had shallow grooves on the base, indicating that they were shot from a bow. The oldest bow so far recovered is about 8,000 years old, found in the Holmegård swamp in Denmark.
Archery seems to have arrived in the Americas with the Arctic small tool tradition, about 4,500 years ago.
The first devices identified as guns appeared in China around 1000 AD, and by the 12th century the technology was spreading through the rest of Asia, and into Europe by the 13th century.
After millennia of empirical development, the discipline of ballistics was initially studied and developed by Italian mathematician Niccolò Tartaglia in 1531, although he co
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the term for the horizontal displacement of a projectile from its starting point?
A. Distance
B. type
C. produce
D. range
Answer:
|
|
sciq-7602
|
multiple_choice
|
Acting like drawstrings to close off the alimentary canal, what regulates the passage of material between compartments?
|
[
"uterus",
"intestine",
"hamstring",
"sphincter"
] |
D
|
Relavent Documents:
Document 0:::
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 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 Joan Mott Prize Lecture is a prize lecture awarded annually by The Physiological Society in honour of Joan Mott.
Laureates
Laureates of the award have included:
- Intestinal absorption of sugars and peptides: from textbook to surprises
See also
Physiological Society Annual Review Prize Lecture
Document 3:::
The superior mesenteric lymph nodes may be divided into three principal groups:
mesenteric lymph nodes
ileocolic lymph nodes
mesocolic lymph nodes
Structure
Mesenteric lymph nodes
The mesenteric lymph nodes or mesenteric glands are one of the three principal groups of superior mesenteric lymph nodes and lie between the layers of the mesentery.
They number from one hundred to one hundred and fifty, and are sited as two main groups:
one ileocolic group lying close to the wall of the small intestine, among the terminal twigs of the superior mesenteric artery;
a second larger mesocolic group placed in relation to the loops and primary branches of the vessels.
Ileocolic lymph nodes
The ileocolic lymph nodes, from ten to twenty in number, form a chain around the ileocolic artery, but tend to subdivide into two groups, one near the duodenum and the other on the lower part of the trunk of the artery. Where the vessel divides into its terminal branches the chain is broken up into several groups:
(a) ileal, in relation to the ileal branch of the artery;
(b) anterior ileocolic, usually of three glands, in the ileocolic fold, near the wall of the cecum;
(c) posterior ileocolic, mostly placed in the angle between the ileum and the colon, but partly lying behind the cecum at its junction with the ascending colon;
(d) a single gland, between the layers of the mesenteriole of the appendix;
(e) right colic, along the medial side of the ascending colon.
Mesocolic lymph nodes
The mesocolic lymph nodes are numerous, and lie between the layers of the transverse mesocolon, in close relation to the transverse colon; they are best developed in the neighborhood of the right and left colic flexures.
One or two small glands are occasionally seen along the trunk of the right colic artery and others are found in relation to the trunk and branches of the middle colic artery.
Function
The superior mesenteric glands receive lymph from the jejunum, ileum, cecum, vermiform pr
Document 4:::
The preaortic lymph nodes lie in front of the aorta, and may be divided into celiac lymph nodes, superior mesenteric lymph nodes, and inferior mesenteric lymph nodes groups, arranged around the origins of the corresponding arteries.
The celiac lymph nodes are grouped into three sets: the gastric, hepatic and splenic lymph nodes. These groups also form their own subgroups.
The superior mesenteric lymph nodes are grouped into three sets: the mesenteric, ileocolic and mesocolic lymph nodes.
The inferior mesenteric lymph nodes have a subgroup of pararectal lymph nodes.
The preaortic lymph nodes receive a few vessels from the lateral aortic lymph nodes, but their principal afferents are derived from the organs supplied by the three arteries with which they are associated–the celiac, superior and inferior mesenteric arteries.
Some of their efferents pass to the retroaortic lymph nodes, but the majority unite to form the intestinal lymph trunk, which enters the cisterna chyli.
Additional images
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Acting like drawstrings to close off the alimentary canal, what regulates the passage of material between compartments?
A. uterus
B. intestine
C. hamstring
D. sphincter
Answer:
|
|
sciq-5735
|
multiple_choice
|
Mammals are endothermic vertebrates that have four limbs and produce what type of eggs?
|
[
"amniotic",
"epithelial",
"umbilical",
"gymnoic"
] |
A
|
Relavent Documents:
Document 0:::
Amniotes are animals belonging to the clade Amniota, a large group of tetrapod vertebrates that comprises the vast majority of living terrestrial vertebrates. Amniotes evolved from amphibian ancestors during the Carboniferous period and further diverged into two groups, namely the sauropsids (including all reptiles and birds) and synapsids (including mammals and extinct ancestors like "pelycosaurs" and therapsids). They are distinguished from the other living tetrapod clade — the lissamphibians (frogs/toads, salamanders, newts and caecilians) — by the development of three extraembryonic membranes (amnion for embryonic protection, chorion for gas exchange, and allantois for metabolic waste disposal or storage), thicker and keratinized skin, and costal respiration (breathing by expanding/constricting the rib cage).
All three main amniote features listed above, namely the presence of an amniotic buffer, water-impermeable cutes and a robust air-breathing respiratory system, are very important for living on land as true terrestrial animals — the ability to survive and procreate in locations away from water bodies, better homeostasis in drier environments, and more efficient non-aquatic gas exchange to power terrestrial locomotions, although they might still require regular access to drinking water for rehydration like the semiaquatic amphibians do. Because the amnion and the fluid it secretes shields the embryo from environmental fluctuations, amniotes can reproduce on dry land by either laying shelled eggs (reptiles, birds and monotremes) or nurturing fertilized eggs within the mother (marsupial and placental mammals), unlike anamniotes (fish and amphibians) that have to spawn in or closely adjacent to aquatic environments. Additional unique features are the presence of adrenocortical and chromaffin tissues as a discrete pair of glands near their kidneys, which are more complex, the presence of an astragalus for better extremity range of motion, and the complete loss o
Document 1:::
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).
Document 2:::
Mammalian embryogenesis is the process of cell division and cellular differentiation during early prenatal development which leads to the development of a mammalian embryo.
Difference from embryogenesis of lower chordates
Due to the fact that placental mammals and marsupials nourish their developing embryos via the placenta, the ovum in these species does not contain significant amounts of yolk, and the yolk sac in the embryo is relatively small in size, in comparison with both the size of the embryo itself and the size of yolk sac in embryos of comparable developmental age from lower chordates. The fact that an embryo in both placental mammals and marsupials undergoes the process of implantation, and forms the chorion with its chorionic villi, and later the placenta and umbilical cord, is also a difference from lower chordates.
The difference between a mammalian embryo and an embryo of a lower chordate animal is evident starting from blastula stage. Due to that fact, the developing mammalian embryo at this stage is called a blastocyst, not a blastula, which is more generic term.
There are also several other differences from embryogenesis in lower chordates. One such difference is that in mammalian embryos development of the central nervous system and especially the brain tends to begin at earlier stages of embryonic development and to yield more structurally advanced brain at each stage, in comparison with lower chordates. The evolutionary reason for such a change likely was that the advanced and structurally complex brain, characteristic of mammals, requires more time to develop, but the maximum time spent in utero is limited by other factors, such as relative size of the final fetus to the mother (ability of the fetus to pass mother's genital tract to be born), limited resources for the mother to nourish herself and her fetus, etc. Thus, to develop such a complex and advanced brain in the end, the mammalian embryo needed to start this process earlier and to
Document 3:::
Embryonic diapause (delayed implantation in mammals) is a reproductive strategy used by a number of animal species across different biological classes. In more than 130 types of mammals where this takes place, the process occurs at the blastocyst stage of embryonic development, and is characterized by a dramatic reduction or complete cessation of mitotic activity, arresting most often in the G0 or G1 phase of division.
In placental embryonic diapause, the blastocyst does not immediately implant in the uterus after sexual reproduction has resulted in the zygote, but rather remains in this non-dividing state of dormancy until conditions allow for attachment to the uterine wall to proceed as normal. As a result, the normal gestation period is extended for a species-specific time.
Diapause provides a survival advantage to offspring, because birth or emergence of young can be timed to coincide with the most hospitable conditions, regardless of when mating occurs or length of gestation; any such gain in survival rates of progeny confers an evolutionary advantage.
Evolutionary significance
Organisms which undergo embryonic diapause are able to synchronize the birth of offspring to the most favorable conditions for reproductive success, irrespective of when mating took place. Many different factors can induce embryonic diapause, such as the time of year, temperature, lactation and supply of food.
Embryonic diapause is a relatively widespread phenomenon outside of mammals, with known occurrence in the reproductive cycles of many insects, nematodes, fish, and other non-mammalian vertebrates. It has been observed in approximately 130 mammalian species, which is less than two percent of all species of mammals. These include certain rodents, bears, armadillos, mustelids (e.g. weasels and badgers), and marsupials (e.g. kangaroos). Some groups only have one species that undergoes embryonic diapause, such as the roe deer in the order Artiodactyla.
Experimental induction of emb
Document 4:::
The term paradidymis (organ of Giraldés) is applied to a small collection of convoluted tubules, situated in front of the lower part of the spermatic cord, above the head of the epididymis.
These tubes are lined with columnar ciliated epithelium, and probably represent the remains of a part of the Wolffian body, like the epididymis, but are functionless and vestigial. The Wolffian body operates as a kidney (mesonephros) in fishes and amphibians, but the corresponding tissue is co-opted to form parts of the male reproductive system in other classes of vertebrate. The paradidymis represents a remnant of an unused, atrophied part of the Wolffian body.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Mammals are endothermic vertebrates that have four limbs and produce what type of eggs?
A. amniotic
B. epithelial
C. umbilical
D. gymnoic
Answer:
|
|
sciq-3613
|
multiple_choice
|
What is the largest planet in our solar system?
|
[
"earth",
"uranus",
"jupiter",
"mars"
] |
C
|
Relavent Documents:
Document 0:::
This article is a list of notable unsolved problems in astronomy. Some of these problems are theoretical, meaning that existing theories may be incapable of explaining certain observed phenomena or experimental results. Others are experimental, meaning that experiments necessary to test proposed theory or investigate a phenomenon in greater detail have not yet been performed. Some pertain to unique events or occurrences that have not repeated themselves and whose causes remain unclear.
Planetary astronomy
Our solar system
Orbiting bodies and rotation:
Are there any non-dwarf planets beyond Neptune?
Why do extreme trans-Neptunian objects have elongated orbits?
Rotation rate of Saturn:
Why does the magnetosphere of Saturn rotate at a rate close to that at which the planet's clouds rotate?
What is the rotation rate of Saturn's deep interior?
Satellite geomorphology:
What is the origin of the chain of high mountains that closely follows the equator of Saturn's moon, Iapetus?
Are the mountains the remnant of hot and fast-rotating young Iapetus?
Are the mountains the result of material (either from the rings of Saturn or its own ring) that over time collected upon the surface?
Extra-solar
How common are Solar System-like planetary systems? Some observed planetary systems contain Super-Earths and Hot Jupiters that orbit very close to their stars. Systems with Jupiter-like planets in Jupiter-like orbits appear to be rare. There are several possibilities why Jupiter-like orbits are rare, including that data is lacking or the grand tack hypothesis.
Stellar astronomy and astrophysics
Solar cycle:
How does the Sun generate its periodically reversing large-scale magnetic field?
How do other Sol-like stars generate their magnetic fields, and what are the similarities and differences between stellar activity cycles and that of the Sun?
What caused the Maunder Minimum and other grand minima, and how does the solar cycle recover from a minimum state?
Coronal heat
Document 1:::
This is a list of potentially habitable exoplanets. The list is mostly based on estimates of habitability by the Habitable Exoplanets Catalog (HEC), and data from the NASA Exoplanet Archive. The HEC is maintained by the Planetary Habitability Laboratory at the University of Puerto Rico at Arecibo. There is also a speculative list being developed of superhabitable planets.
Surface planetary habitability is thought to require orbiting at the right distance from the host star for liquid surface water to be present, in addition to various geophysical and geodynamical aspects, atmospheric density, radiation type and intensity, and the host star's plasma environment.
List
This is a list of exoplanets within the circumstellar habitable zone that are under 10 Earth masses and smaller than 2.5 Earth radii, and thus have a chance of being rocky. Note that inclusion on this list does not guarantee habitability, and in particular the larger planets are unlikely to have a rocky composition. Earth is included for comparison.
Note that mass and radius values prefixed with "~" have not been measured, but are estimated from a mass-radius relationship.
Previous candidates
Some exoplanet candidates detected by radial velocity that were originally thought to be potentially habitable were later found to most likely be artifacts of stellar activity. These include Gliese 581 d & g, Gliese 667 Ce & f, Gliese 682 b & c, Kapteyn b, and Gliese 832 c.
HD 85512 b was initially estimated to be potentially habitable, but updated models for the boundaries of the habitable zone placed the planet interior to the HZ, and it is now considered non-habitable. Kepler-69c has gone through a similar process; though initially estimated to be potentially habitable, it was quickly realized that the planet is more likely to be similar to Venus, and is thus no longer considered habitable. Several other planets, such as Gliese 180 b, also appear to be examples of planets once considered potentially habit
Document 2:::
The Sweden Solar System is the world's largest permanent scale model of the Solar System. The Sun is represented by the Avicii Arena in Stockholm, the second-largest hemispherical building in the world. The inner planets can also be found in Stockholm but the outer planets are situated northward in other cities along the Baltic Sea. The system was started by Nils Brenning, professor at the Royal Institute of Technology in Stockholm, and Gösta Gahm, professor at the Stockholm University. The model represents the Solar System on the scale of 1:20 million.
The system
The bodies represented in this model include the Sun, the planets (and some of their moons), dwarf planets and many types of small bodies (comets, asteroids, trans-Neptunians, etc.), as well as some abstract concepts (like the Termination Shock zone). Because of the existence of many small bodies in the real Solar System, the model can always be further increased.
The Sun is represented by the Avicii Arena (Globen), Stockholm, which is the second-largest hemispherical building in the world, in diameter. To respect the scale, the globe represents the Sun including its corona.
Inner planets
Mercury ( in diameter) is placed at Stockholm City Museum, from the Globe. The small metallic sphere was built by the artist Peter Varhelyi.
Venus ( in diameter) is placed at Vetenskapens Hus at KTH (Royal Institute of Technology), from the Globe. The previous model, made by the United States artist Daniel Oberti, was inaugurated on 8 June 2004, during a Venus transit and placed at KTH. It fell and shattered around 11 June 2011. Due to construction work at the location of the previous model of Venus it was removed and as of October 2012 cannot be seen. The current model now at Vetenskapens Hus was previously located at the Observatory Museum in Stockholm (now closed).
Earth ( in diameter) is located at the Swedish Museum of Natural History (Cosmonova), from the Globe. Satellite images of the Earth are exhibited
Document 3:::
This is a list of most likely gravitationally rounded objects of the Solar System, which are objects that have a rounded, ellipsoidal shape due to their own gravity (but are not necessarily in hydrostatic equilibrium). Apart from the Sun itself, these objects qualify as planets according to common geophysical definitions of that term. The sizes of these objects range over three orders of magnitude in radius, from planetary-mass objects like dwarf planets and some moons to the planets and the Sun. This list does not include small Solar System bodies, but it does include a sample of possible planetary-mass objects whose shapes have yet to be determined. The Sun's orbital characteristics are listed in relation to the Galactic Center, while all other objects are listed in order of their distance from the Sun.
Star
The Sun is a G-type main-sequence star. It contains almost 99.9% of all the mass in the Solar System.
Planets
In 2006, the International Astronomical Union (IAU) defined a planet as a body in orbit around the Sun that was large enough to have achieved hydrostatic equilibrium and to have "cleared the neighbourhood around its orbit". The practical meaning of "cleared the neighborhood" is that a planet is comparatively massive enough for its gravitation to control the orbits of all objects in its vicinity. In practice, the term "hydrostatic equilibrium" is interpreted loosely. Mercury is round but not actually in hydrostatic equilibrium, but it is universally regarded as a planet nonetheless.
According to the IAU's explicit count, there are eight planets in the Solar System; four terrestrial planets (Mercury, Venus, Earth, and Mars) and four giant planets, which can be divided further into two gas giants (Jupiter and Saturn) and two ice giants (Uranus and Neptune). When excluding the Sun, the four giant planets account for more than 99% of the mass of the Solar System.
Dwarf planets
Dwarf planets are bodies orbiting the Sun that are massive and warm eno
Document 4:::
The Somerset Space Walk is a sculpture trail model of the Solar System, located in Somerset, England. The model uses the towpath of the Bridgwater and Taunton Canal to display a model of the Sun and its planets in their proportionally correct sizes and distances apart. Unusually for a Solar System model, there are two sets of planets, so that the diameter of the orbits is represented.
Aware of the inadequacies of printed pictures of the Solar System, the inventor Pip Youngman designed the Space Walk as a way of challenging people's perceptions of space and experiencing the vastness of the Solar System.
The model is built to a scale of 1:530,000,000, meaning that one millimetre on the model equates to 530 kilometres. The Sun is sited at Higher Maunsel Lock, and one set of planets is installed in each direction along the canal towards Taunton and Bridgwater; the distance between the Sun and each model of Pluto being . For less hardy walkers, the inner planets are within of the Sun, and near to the Maunsel Canal Centre (and tea shop) at Lower Maunsel Lock, where a more detailed leaflet about the model is available.
The Space Walk was opened on 9 August 1997 by British astronomer Heather Couper. In 2007, a project team from Somerset County Council refurbished some of the models.
Background
The Walk is a joint venture between the Taunton Solar Model Group and British Waterways, with support from Somerset County Council, Taunton Deane Borough Council and the Somerset Waterways Development Trust. The Taunton Solar Model Group comprised Pip Youngman, Trevor Hill – a local physics teacher who had been awarded the title of "Institute of Physics (IOP) Physics Teacher of the Year" – and David Applegate who, during his time as Mayor of Taunton, had expressed a wish to see some kind of science initiative in the area. Youngman came up with the idea for the Space Walk, and Hill assisted by calculating the respective positions and sizes of the planets.
Funding for the projec
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the largest planet in our solar system?
A. earth
B. uranus
C. jupiter
D. mars
Answer:
|
|
sciq-318
|
multiple_choice
|
What is it called when you get the same result after repeating an experiment?
|
[
"control",
"replication",
"initiation",
"variable"
] |
B
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
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 Force Concept Inventory is a test measuring mastery of concepts commonly taught in a first semester of physics developed by Hestenes, Halloun, Wells, and Swackhamer (1985). It was the first such "concept inventory" and several others have been developed since for a variety of topics. The FCI was designed to assess student understanding of the Newtonian concepts of force. Hestenes (1998) found that while "nearly 80% of the [students completing introductory college physics courses] could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered.
The 1995 version has 30 five-way multiple choice questions.
Example question (question 4):
Gender differences
The FCI shows a gender difference in favor of males that has been the subject of some research in regard to gender equity in education. Men score on average about 10% higher.
Document 3:::
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 4:::
Adaptive comparative judgement is a technique borrowed from psychophysics which is able to generate reliable results for educational assessment – as such it is an alternative to traditional exam script marking. In the approach, judges are presented with pairs of student work and are then asked to choose which is better, one or the other. By means of an iterative and adaptive algorithm, a scaled distribution of student work can then be obtained without reference to criteria.
Introduction
Traditional exam script marking began in Cambridge 1792 when, with undergraduate numbers rising, the importance of proper ranking of students was growing. So in 1792 the new Proctor of Examinations, William Farish, introduced marking, a process in which every examiner gives a numerical score to each response by every student, and the overall total mark puts the students in the final rank order. Francis Galton (1869) noted that, in an unidentified year about 1863, the Senior Wrangler scored 7,634 out of a maximum of 17,000, while the Second Wrangler scored 4,123. (The 'Wooden Spoon' scored only 237.)
Prior to 1792, a team of Cambridge examiners convened at 5pm on the last day of examining, reviewed the 19 papers each student had sat – and published their rank order at midnight. Marking solved the problems of numbers and prevented unfair personal bias, and its introduction was a step towards modern objective testing, the format it is best suited to. But the technology of testing that followed, with its major emphasis on reliability and the automatisation of marking, has been an uncomfortable partner for some areas of educational achievement: assessing writing or speaking, and other kinds of performance need something more qualitative and judgemental.
The technique of Adaptive Comparative Judgement is an alternative to marking. It returns to the pre-1792 idea of sorting papers according to their quality, but retains the guarantee of reliability and fairness. It is by far the most rel
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is it called when you get the same result after repeating an experiment?
A. control
B. replication
C. initiation
D. variable
Answer:
|
|
sciq-5679
|
multiple_choice
|
A potential cause of extinction, competition between different species is called what?
|
[
"parasitism",
"mutualism",
"intraspecific competition",
"interspecific competition"
] |
D
|
Relavent Documents:
Document 0:::
Competition is an interaction between organisms or species in which both require a resource that is in limited supply (such as food, water, or territory). Competition lowers the fitness of both organisms involved since the presence of one of the organisms always reduces the amount of the resource available to the other.
In the study of community ecology, competition within and between members of a species is an important biological interaction. Competition is one of many interacting biotic and abiotic factors that affect community structure, species diversity, and population dynamics (shifts in a population over time).
There are three major mechanisms of competition: interference, exploitation, and apparent competition (in order from most direct to least direct). Interference and exploitation competition can be classed as "real" forms of competition, while apparent competition is not, as organisms do not share a resource, but instead share a predator. Competition among members of the same species is known as intraspecific competition, while competition between individuals of different species is known as interspecific competition.
According to the competitive exclusion principle, species less suited to compete for resources must either adapt or die out, although competitive exclusion is rarely found in natural ecosystems. According to evolutionary theory, competition within and between species for resources is important in natural selection. More recently, however, researchers have suggested that evolutionary biodiversity for vertebrates has been driven not by competition between organisms, but by these animals adapting to colonize empty livable space; this is termed the 'Room to Roam' hypothesis.
Interference competition
During interference competition, also called contest competition, organisms interact directly by fighting for scarce resources. For example, large aphids defend feeding sites on cottonwood leaves by ejecting smaller aphids from better sites.
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Interspecific competition, in ecology, is a form of competition in which individuals of different species compete for the same resources in an ecosystem (e.g. food or living space). This can be contrasted with mutualism, a type of symbiosis. Competition between members of the same species is called intraspecific competition.
If a tree species in a dense forest grows taller than surrounding tree species, it is able to absorb more of the incoming sunlight. However, less sunlight is then available for the trees that are shaded by the taller tree, thus interspecific competition. Leopards and lions can also be in interspecific competition, since both species feed on the same prey, and can be negatively impacted by the presence of the other because they will have less food.
Competition is only one of many interacting biotic and abiotic factors that affect community structure. Moreover, competition is not always a straightforward, direct, interaction. Interspecific competition may occur when individuals of two separate species share a limiting resource in the same area. If the resource cannot support both populations, then lowered fecundity, growth, or survival may result in at least one species. Interspecific competition has the potential to alter populations, communities and the evolution of interacting species. On an individual organism level, competition can occur as interference or exploitative competition.
Types
All of the types described here can also apply to intraspecific competition, that is, competition among individuals within a species. Also, any specific example of interspecific competition can be described in terms of both a mechanism (e.g., resource or interference) and an outcome (symmetric or asymmetric).
Based on mechanism
Exploitative competition, also referred to as resource competition, is a form of competition in which one species consumes and either reduces or more efficiently uses a shared limiting resource and therefore depletes the availab
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Any action or influence that species have on each other is considered a biological interaction. These interactions between species can be considered in several ways. One such way is to depict interactions in the form of a network, which identifies the members and the patterns that connect them. Species interactions are considered primarily in terms of trophic interactions, which depict which species feed on others.
Currently, ecological networks that integrate non-trophic interactions are being built. The type of interactions they can contain can be classified into six categories: mutualism, commensalism, neutralism, amensalism, antagonism, and competition.
Observing and estimating the fitness costs and benefits of species interactions can be very problematic. The way interactions are interpreted can profoundly affect the ensuing conclusions.
Interaction characteristics
Characterization of interactions can be made according to various measures, or any combination of them.
Prevalence
Prevalence identifies the proportion of the population affected by a given interaction, and thus quantifies whether it is relatively rare or common. Generally, only common interactions are considered.
Negative/ Positive
Whether the interaction is beneficial or harmful to the species involved determines the sign of the interaction, and what type of interaction it is classified as. To establish whether they are harmful or beneficial, careful observational and/or experimental studies can be conducted, in an attempt to establish the cost/benefit balance experienced by the members.
Strength
The sign of an interaction does not capture the impact on fitness of that interaction. One example of this is of antagonism, in which predators may have a much stronger impact on their prey species (death), than parasites (reduction in fitness). Similarly, positive interactions can produce anything from a negligible change in fitness to a life or death impact.
Relationship in space and time
The rel
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Ecology: From Individuals to Ecosystems is a 2006 higher education textbook on general ecology written by Michael Begon, Colin R. Townsend and John L. Harper. Published by Blackwell Publishing, it is now in its fourth edition. The first three editions were published by Blackwell Science under the title Ecology: Individuals, Populations and Communities. Since it first became available it has had a positive reception, and has long been one of the leading textbooks on ecology.
Background and history
The book is written by Michael Begon of the University of Liverpool's School of Biosciences, Colin Townsend, from the Department of Zoology of New Zealand's University of Otago, and the University of Exeter's John L. Harper. The first edition was published in 1986. This was followed in 1990 with a second edition. The third edition became available in 1996. The most recent edition appeared in 2006 under the new subtitle From Individuals to Ecosystems.
One of the book's authors, John L. Harper, is now deceased. The fourth edition cover is an image of a mural on a Wellington street created by Christopher Meech and a group of urban artists to generate thought about the topic of environmental degradation. It reads "we did not inherit the earth from our ancestors, we borrowed it from our children."
Contents
Part 1. ORGANISMS
1. Organisms in their environments: the evolutionary backdrop
2. Conditions
3. Resources
4. Life, death and life histories
5. Intraspecific competition
6. Dispersal, dormancy and metapopulations
7. Ecological applications at the level of organisms and single-species populations
Part 2. SPECIES INTERACTIONS
8. Interspecific competition
9. The nature of predation
10. The population dynamics of predation
11. Decomposers and detritivores
12. Parasitism and disease
13. Symbiosis and mutualism
14. Abundance
15. Ecological applications at the level of population interactions
Part 3. COMMUNITIES AND ECOSYSTEMS
16. The nature of the community
17.
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Conservation is the maintenance of biological diversity. Conservation can focus on preserving diversity at genetic, species, community or whole ecosystem levels. This article will examine conservation at the species level, because mutualisms involve interactions between species. The ultimate goal of conservation at this level is to prevent the extinction of species. However, species conservation has the broader aim of maintaining the abundance and distribution of all species, not only those threatened with extinction (van Dyke 2008). Determining the value of conserving particular species can be done through the use of evolutionary significant units, which essentially attempt to prioritise the conservation of the species which are rarest, fastest declining, and most distinct genotypically and phenotypically (Moritz 1994, Fraser and Bernatchez 2001).
Mutualisms can be defined as "interspecific interactions in which each of two partner species receives a net benefit" (Bronstein et al. 2004). Here net benefit is defined as, a short-term increase in inclusive fitness (IF). Incorporating the concept of genetic relatedness (through IF) is essential because many mutualisms involve the eusocial insects, where the majority of individuals are not reproductively active. The short-term component is chosen because it is operationally useful, even though the role of long-term adaptation is not considered (de Mazancourt et al. 2005). This definition of mutualism should be suffice for this article, although it neglects discussion of the many subtitles of IF theory applied to mutualisms, and the difficulties of examining short-term compared to long-term benefits, which are discussed in Foster and Wenselneers (2006) and de Mazancourt et al. (2005) respectively. Mutualisms can be broadly divided into two categories. Firstly, obligate mutualism, where two mutualistic partners are completely interdependent for survival and reproduction. Secondly, facultative mutualism, where two mutuali
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
A potential cause of extinction, competition between different species is called what?
A. parasitism
B. mutualism
C. intraspecific competition
D. interspecific competition
Answer:
|
|
sciq-3832
|
multiple_choice
|
What is a decrease in the magnitude of the membrane potential?
|
[
"ionization",
"inflammation",
"digestion",
"depolarization"
] |
D
|
Relavent Documents:
Document 0:::
In physiology, electrotonus refers to the passive spread of charge inside a neuron and between cardiac muscle cells or smooth muscle cells. Passive means that voltage-dependent changes in membrane conductance do not contribute. Neurons and other excitable cells produce two types of electrical potential:
Electrotonic potential (or graded potential), a non-propagated local potential, resulting from a local change in ionic conductance (e.g. synaptic or sensory that engenders a local current). When it spreads along a stretch of membrane, it becomes exponentially smaller (decrement).
Action potential, a propagated impulse.
Electrotonic potentials represent changes to the neuron's membrane potential that do not lead to the generation of new current by action potentials. However, all action potentials are begun by electrotonic potentials depolarizing the membrane above the threshold potential which converts the electrotonic potential into an action potential. Neurons which are small in relation to their length, such as some neurons in the brain, have only electrotonic potentials (starburst amacrine cells in the retina are believed to have these properties); longer neurons utilize electrotonic potentials to trigger the action potential.
Electrotonic potentials have an amplitude that is usually 5-20 mV and they can last from 1 ms up to several seconds long. In order to quantify the behavior of electrotonic potentials there are two constants that are commonly used: the membrane time constant τ, and the membrane length constant λ. The membrane time constant measures the amount of time for an electrotonic potential to passively fall to 1/e or 37% of its maximum. A typical value for neurons can be from 1 to 20 ms. The membrane length constant measures how far it takes for an electrotonic potential to fall to 1/e or 37% of its amplitude at the place where it began. Common values for the length constant of dendrites are from .1 to 1 mm. Electrotonic potentials are conducted fa
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In electrophysiology, the threshold potential is the critical level to which a membrane potential must be depolarized to initiate an action potential. In neuroscience, threshold potentials are necessary to regulate and propagate signaling in both the central nervous system (CNS) and the peripheral nervous system (PNS).
Most often, the threshold potential is a membrane potential value between –50 and –55 mV, but can vary based upon several factors. A neuron's resting membrane potential (–70 mV) can be altered to either increase or decrease likelihood of reaching threshold via sodium and potassium ions. An influx of sodium into the cell through open, voltage-gated sodium channels can depolarize the membrane past threshold and thus excite it while an efflux of potassium or influx of chloride can hyperpolarize the cell and thus inhibit threshold from being reached.
Discovery
Initial experiments revolved around the concept that any electrical change that is brought about in neurons must occur through the action of ions. The German physical chemist Walther Nernst applied this concept in experiments to discover nervous excitability, and concluded that the local excitatory process through a semi-permeable membrane depends upon the ionic concentration. Also, ion concentration was shown to be the limiting factor in excitation. If the proper concentration of ions was attained, excitation would certainly occur. This was the basis for discovering the threshold value.
Along with reconstructing the action potential in the 1950s, Alan Lloyd Hodgkin and Andrew Huxley were also able to experimentally determine the mechanism behind the threshold for excitation. It is known as the Hodgkin–Huxley model. Through use of voltage clamp techniques on a squid giant axon, they discovered that excitable tissues generally exhibit the phenomenon that a certain membrane potential must be reached in order to fire an action potential. Since the experiment yielded results through the observation o
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In neurobiology, the length constant (λ) is a mathematical constant used to quantify the distance that a graded electric potential will travel along a neurite via passive electrical conduction. The greater the value of the length constant, the farther the potential will travel. A large length constant can contribute to spatial summation—the electrical addition of one potential with potentials from adjacent areas of the cell.
The length constant can be defined as:
where rm is the membrane resistance (the force that impedes the flow of electric current from the outside of the membrane to the inside, and vice versa), ri is the axial resistance (the force that impedes current flow through the axoplasm, parallel to the membrane), and ro is the extracellular resistance (the force that impedes current flow through the extracellular fluid, parallel to the membrane). In calculation, the effects of ro are negligible, so the equation is typically expressed as:
The membrane resistance is a function of the number of open ion channels, and the axial resistance is generally a function of the diameter of the axon. The greater the number of open channels, the lower the rm. The greater the diameter of the axon, the lower the ri.
The length constant is used to describe the rise of potential difference across the membrane
The fall of voltage can be expressed as:
Where voltage, V, is measured in millivolts, x is distance from the start of the potential (in millimeters), and λ is the length constant (in millimeters).
Vmax is defined as the maximum voltage attained in the action potential, where:
where rm is the resistance across the membrane and I is the current flow.
Setting for x = λ for the rise of voltage sets V(x) equal to .63 Vmax. This means that the length constant is the distance at which 63% of Vmax has been reached during the rise of voltage.
Setting for x = λ for the fall of voltage sets V(x) equal to .37 Vmax, meaning that the length constant is the
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The patch clamp technique is a laboratory technique in electrophysiology used to study ionic currents in individual isolated living cells, tissue sections, or patches of cell membrane. The technique is especially useful in the study of excitable cells such as neurons, cardiomyocytes, muscle fibers, and pancreatic beta cells, and can also be applied to the study of bacterial ion channels in specially prepared giant spheroplasts.
Patch clamping can be performed using the voltage clamp technique. In this case, the voltage across the cell membrane is controlled by the experimenter and the resulting currents are recorded. Alternatively, the current clamp technique can be used. In this case, the current passing across the membrane is controlled by the experimenter and the resulting changes in voltage are recorded, generally in the form of action potentials.
Erwin Neher and Bert Sakmann developed the patch clamp in the late 1970s and early 1980s. This discovery made it possible to record the currents of single ion channel molecules for the first time, which improved understanding of the involvement of channels in fundamental cell processes such as action potentials and nerve activity. Neher and Sakmann received the Nobel Prize in Physiology or Medicine in 1991 for this work.
Basic technique
Set-up
During a patch clamp recording, a hollow glass tube known as a micropipette or patch pipette filled with an electrolyte solution and a recording electrode connected to an amplifier is brought into contact with the membrane of an isolated cell. Another electrode is placed in a bath surrounding the cell or tissue as a reference ground electrode. An electrical circuit can be formed between the recording and reference electrode with the cell of interest in between.
The solution filling the patch pipette might match the ionic composition of the bath solution, as in the case of cell-attached recording, or match the cytoplasm, for whole-cell recording. The solution in the ba
Document 4:::
Graded potentials are changes in membrane potential that vary in size, as opposed to being all-or-none. They include diverse potentials such as receptor potentials, electrotonic potentials, subthreshold membrane potential oscillations, slow-wave potential, pacemaker potentials, and synaptic potentials, which scale with the magnitude of the stimulus. They arise from the summation of the individual actions of ligand-gated ion channel proteins, and decrease over time and space. They do not typically involve voltage-gated sodium and potassium channels. These impulses are incremental and may be excitatory or inhibitory. They occur at the postsynaptic dendrite in response to presynaptic neuron firing and release of neurotransmitter, or may occur in skeletal, smooth, or cardiac muscle in response to nerve input. The magnitude of a graded potential is determined by the strength of the stimulus.
EPSPs
Graded potentials that make the membrane potential less negative or more positive, thus making the postsynaptic cell more likely to have an action potential, are called excitatory postsynaptic potentials (EPSPs). Depolarizing local potentials sum together, and if the voltage reaches the threshold potential, an action potential occurs in that cell.
EPSPs are caused by the influx of Na+ or Ca2+ from the extracellular space into the neuron or muscle cell. When the presynaptic neuron has an action potential, Ca2+ enters the axon terminal via voltage-dependent calcium channels and causes exocytosis of synaptic vesicles, causing neurotransmitter to be released. The transmitter diffuses across the synaptic cleft and activates ligand-gated ion channels that mediate the EPSP. The amplitude of the EPSP is directly proportional to the number of synaptic vesicles that were released.
If the EPSP is not large enough to trigger an action potential, the membrane subsequently repolarizes to its resting membrane potential. This shows the temporary and reversible nature of graded potentials.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is a decrease in the magnitude of the membrane potential?
A. ionization
B. inflammation
C. digestion
D. depolarization
Answer:
|
|
sciq-2988
|
multiple_choice
|
What process enables all living things to maintain a constant internal environment?
|
[
"ketosis",
"peristalsis",
"homeostasis",
"consciousness"
] |
C
|
Relavent Documents:
Document 0:::
Biological processes are those processes that are vital for an organism to live, and that shape its capacities for interacting with its environment. Biological processes are made of many chemical reactions or other events that are involved in the persistence and transformation of life forms. Metabolism and homeostasis are examples.
Biological processes within an organism can also work as bioindicators. Scientists are able to look at an individual's biological processes to monitor the effects of environmental changes.
Regulation of biological processes occurs when any process is modulated in its frequency, rate or extent. Biological processes are regulated by many means; examples include the control of gene expression, protein modification or interaction with a protein or substrate molecule.
Homeostasis: regulation of the internal environment to maintain a constant state; for example, sweating to reduce temperature
Organization: being structurally composed of one or more cells – the basic units of life
Metabolism: transformation of energy by converting chemicals and energy into cellular components (anabolism) and decomposing organic matter (catabolism). Living things require energy to maintain internal organization (homeostasis) and to produce the other phenomena associated with life.
Growth: maintenance of a higher rate of anabolism than catabolism. A growing organism increases in size in all of its parts, rather than simply accumulating matter.
Response to stimuli: a response can take many forms, from the contraction of a unicellular organism to external chemicals, to complex reactions involving all the senses of multicellular organisms. A response is often expressed by motion; for example, the leaves of a plant turning toward the sun (phototropism), and chemotaxis.
Reproduction: the ability to produce new individual organisms, either asexually from a single parent organism or sexually from two parent organisms.
Interaction between organisms. the processes
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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
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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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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 process enables all living things to maintain a constant internal environment?
A. ketosis
B. peristalsis
C. homeostasis
D. consciousness
Answer:
|
|
ai2_arc-492
|
multiple_choice
|
Which is considered a nonrenewable resource?
|
[
"oil",
"soil",
"food",
"water"
] |
A
|
Relavent Documents:
Document 0:::
A non-renewable resource (also called a finite resource) is a natural resource that cannot be readily replaced by natural means at a pace quick enough to keep up with consumption. An example is carbon-based fossil fuels. The original organic matter, with the aid of heat and pressure, becomes a fuel such as oil or gas. Earth minerals and metal ores, fossil fuels (coal, petroleum, natural gas) and groundwater in certain aquifers are all considered non-renewable resources, though individual elements are always conserved (except in nuclear reactions, nuclear decay or atmospheric escape).
Conversely, resources such as timber (when harvested sustainably) and wind (used to power energy conversion systems) are considered renewable resources, largely because their localized replenishment can occur within time frames meaningful to humans as well.
Earth minerals and metal ores
Earth minerals and metal ores are examples of non-renewable resources. The metals themselves are present in vast amounts in Earth's crust, and their extraction by humans only occurs where they are concentrated by natural geological processes (such as heat, pressure, organic activity, weathering and other processes) enough to become economically viable to extract. These processes generally take from tens of thousands to millions of years, through plate tectonics, tectonic subsidence and crustal recycling.
The localized deposits of metal ores near the surface which can be extracted economically by humans are non-renewable in human time-frames. There are certain rare earth minerals and elements that are more scarce and exhaustible than others. These are in high demand in manufacturing, particularly for the electronics industry.
Fossil fuels
Natural resources such as coal, petroleum(crude oil) and natural gas take thousands of years to form naturally and cannot be replaced as fast as they are being consumed. Eventually it is considered that fossil-based resources will become too costly to harvest and
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The Ultimate Resource is a 1981 book written by Julian Lincoln Simon challenging the notion that humanity was running out of natural resources. It was revised in 1996 as The Ultimate Resource 2.
Overview
The overarching thesis on why there is no resource crisis is that as a particular resource becomes more scarce, its price rises. This price rise creates an incentive for people to discover more of the resource, ration and recycle it, and eventually, develop substitutes. The "ultimate resource" is not any particular physical object but the capacity for humans to invent and adapt.
Scarcity
The work opens with an explanation of scarcity, noting its relation to price; high prices denote relative scarcity and low prices indicate abundance. Simon usually measures prices in wage-adjusted terms, since this is a measure of how much labor is required to purchase a fixed amount of a particular resource. Since prices for most raw materials (e.g., copper) have fallen between 1800 and 1990 (adjusting for wages and adjusting for inflation), Simon argues that this indicates that those materials have become less scarce.
Forecasting
Simon makes a distinction between "engineering” and "economic" forecasting. Engineering forecasting consists of estimating the amount of known physical amount of resources, extrapolates the rate of use from current use and subtracts one from the other. Simon argues that these simple analyses are often wrong. While focusing only on proven resources is helpful in a business context, it is not appropriate for economy-wide forecasting. There exist undiscovered sources, sources not yet economically feasible to extract, sources not yet technologically feasible to extract, and ignored resources that could prove useful but are not yet worth trying to discover.
To counter the problems of engineering forecasting, Simon proposes economic forecasting, which proceeds in three steps in order to capture, in part, the unknowns the engineering method leaves out (p 27)
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Biobased economy, bioeconomy or biotechonomy is economic activity involving the use of biotechnology and biomass in the production of goods, services, or energy. The terms are widely used by regional development agencies, national and international organizations, and biotechnology companies. They are closely linked to the evolution of the biotechnology industry and the capacity to study, understand, and manipulate genetic material that has been possible due to scientific research and technological development. This includes the application of scientific and technological developments to agriculture, health, chemical, and energy industries. The terms bioeconomy (BE) and bio-based economy (BBE) are sometimes used interchangeably. However, it is worth to distinguish them: the biobased economy takes into consideration the production of non-food goods, whilst bioeconomy covers both bio-based economy and the production and use of food and feed. More than 60 countries and regions have bioeconomy or bioscience-related strategies, of which 20 have published dedicated bioeconomy strategies in Africa, Asia, Europe, Oceania, and the Americas.
Definitions
Bioeconomy has large variety of definitions. The bioeconomy comprises those parts of the economy that use renewable biological resources from land and sea – such as crops, forests, fish, animals and micro-organisms – to produce food, health, materials, products, textiles and energy. The definitions and usage does however vary between different areas of the world.
An important aspect of the bioeconomy is understanding mechanisms and processes at the genetic, molecular, and genomic levels, and applying this understanding to creating or improving industrial processes, developing new products and services, and producing new energy. Bioeconomy aims to reduce our dependence on fossil natural resources, to prevent biodiversity loss and to create new economic growth and jobs that are in line with the principles of sustainable develo
Document 3:::
Energy quality is a measure of the ease with which a form of energy can be converted to useful work or to another form of energy: i.e. its content of thermodynamic free energy. A high quality form of energy has a high content of thermodynamic free energy, and therefore a high proportion of it can be converted to work; whereas with low quality forms of energy, only a small proportion can be converted to work, and the remainder is dissipated as heat. The concept of energy quality is also used in ecology, where it is used to track the flow of energy between different trophic levels in a food chain and in thermoeconomics, where it is used as a measure of economic output per unit of energy. Methods of evaluating energy quality often involve developing a ranking of energy qualities in hierarchical order.
Examples: Industrialization, Biology
The consideration of energy quality was a fundamental driver of industrialization from the 18th through 20th centuries. Consider for example the industrialization of New England in the 18th century. This refers to the construction of textile mills containing power looms for weaving cloth. The simplest, most economical and straightforward source of energy was provided by water wheels, extracting energy from a millpond behind a dam on a local creek. If another nearby landowner also decided to build a mill on the same creek, the construction of their dam would lower the overall hydraulic head to power the existing waterwheel, thus hurting power generation and efficiency. This eventually became an issue endemic to the entire region, reducing the overall profitability of older mills as newer ones were built. The search for higher quality energy was a major impetus throughout the 19th and 20th centuries. For example, burning coal to make steam to generate mechanical energy would not have been imaginable in the 18th century; by the end of the 19th century, the use of water wheels was long outmoded. Similarly, the quality of energy from elec
Document 4:::
Primary energy (PE) is the energy found in nature that has not been subjected to any human engineered conversion process. It encompasses energy contained in raw fuels and other forms of energy, including waste, received as input to a system. Primary energy can be non-renewable or renewable.
Total primary energy supply (TPES) is the sum of production and imports, plus or minus stock changes, minus exports and international bunker storage.
The International Recommendations for Energy Statistics (IRES) prefers total energy supply (TES) to refer to this indicator. These expressions are often used to describe the total energy supply of a national territory.
Secondary energy is a carrier of energy, such as electricity. These are produced by conversion from a primary energy source.
Primary energy is used as a measure in energy statistics in the compilation of energy balances, as well as in the field of energetics. In energetics, a primary energy source (PES) refers to the energy forms required by the energy sector to generate the supply of energy carriers used by human society. Primary energy only counts raw energy and not usable energy and fails to account well for energy losses, particularly the large losses in thermal sources. It therefore generally grossly undercounts non thermal renewable energy sources .
Examples of sources
Primary energy sources should not be confused with the energy system components (or conversion processes) through which they are converted into energy carriers.
Usable energy
Primary energy sources are transformed in energy conversion processes to more convenient forms of energy that can directly be used by society, such as electrical energy, refined fuels, or synthetic fuels such as hydrogen fuel. In the field of energetics, these forms are called energy carriers and correspond to the concept of "secondary energy" in energy statistics.
Conversion to energy carriers (or secondary energy)
Energy carriers are energy forms which have been tra
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which is considered a nonrenewable resource?
A. oil
B. soil
C. food
D. water
Answer:
|
|
sciq-6133
|
multiple_choice
|
The body cells cannot use insulin properly in which type of diabetes?
|
[
"type 1 diabetes",
"type 4 diabetes",
"type 3 diabates",
"type 2 diabetes"
] |
D
|
Relavent Documents:
Document 0:::
The following outline is provided as an overview of and topical guide to biochemistry:
Biochemistry – study of chemical processes in living organisms, including living matter. Biochemistry governs all living organisms and living processes.
Applications of biochemistry
Testing
Ames test – salmonella bacteria is exposed to a chemical under question (a food additive, for example), and changes in the way the bacteria grows are measured. This test is useful for screening chemicals to see if they mutate the structure of DNA and by extension identifying their potential to cause cancer in humans.
Pregnancy test – one uses a urine sample and the other a blood sample. Both detect the presence of the hormone human chorionic gonadotropin (hCG). This hormone is produced by the placenta shortly after implantation of the embryo into the uterine walls and accumulates.
Breast cancer screening – identification of risk by testing for mutations in two genes—Breast Cancer-1 gene (BRCA1) and the Breast Cancer-2 gene (BRCA2)—allow a woman to schedule increased screening tests at a more frequent rate than the general population.
Prenatal genetic testing – testing the fetus for potential genetic defects, to detect chromosomal abnormalities such as Down syndrome or birth defects such as spina bifida.
PKU test – Phenylketonuria (PKU) is a metabolic disorder in which the individual is missing an enzyme called phenylalanine hydroxylase. Absence of this enzyme allows the buildup of phenylalanine, which can lead to mental retardation.
Genetic engineering – taking a gene from one organism and placing it into another. Biochemists inserted the gene for human insulin into bacteria. The bacteria, through the process of translation, create human insulin.
Cloning – Dolly the sheep was the first mammal ever cloned from adult animal cells. The cloned sheep was, of course, genetically identical to the original adult sheep. This clone was created by taking cells from the udder of a six-year-old
Document 1:::
Cellular differentiation is the process in which a stem cell changes from one type to a differentiated one. Usually, the cell changes to a more specialized type. Differentiation happens multiple times during the development of a multicellular organism as it changes from a simple zygote to a complex system of tissues and cell types. Differentiation continues in adulthood as adult stem cells divide and create fully differentiated daughter cells during tissue repair and during normal cell turnover. Some differentiation occurs in response to antigen exposure. Differentiation dramatically changes a cell's size, shape, membrane potential, metabolic activity, and responsiveness to signals. These changes are largely due to highly controlled modifications in gene expression and are the study of epigenetics. With a few exceptions, cellular differentiation almost never involves a change in the DNA sequence itself. However, metabolic composition does get altered quite dramatically where stem cells are characterized by abundant metabolites with highly unsaturated structures whose levels decrease upon differentiation. Thus, different cells can have very different physical characteristics despite having the same genome.
A specialized type of differentiation, known as terminal differentiation, is of importance in some tissues, including vertebrate nervous system, striated muscle, epidermis and gut. During terminal differentiation, a precursor cell formerly capable of cell division permanently leaves the cell cycle, dismantles the cell cycle machinery and often expresses a range of genes characteristic of the cell's final function (e.g. myosin and actin for a muscle cell). Differentiation may continue to occur after terminal differentiation if the capacity and functions of the cell undergo further changes.
Among dividing cells, there are multiple levels of cell potency, which is the cell's ability to differentiate into other cell types. A greater potency indicates a larger n
Document 2:::
Disease Models & Mechanisms (DMM) is a monthly peer-reviewed Open Access biomedical journal published by The Company of Biologists that launched in 2008. DMM is partnered with Publons, is part of the Review Commons initiative and has two-way integration with bioRxiv.
Scope and content
DMM publishes original research, resources and reviews that focus on the use of model systems to better understand, diagnose and treat human disease.
Model systems of interest include:
Vertebrates such as mice, zebrafish, frogs, rats and other mammals
Invertebrates such as Drosophila melanogaster and Caenorhabditis elegans
Unique in vitro or ex vivo models, such as stem-cell-based models, organoids and systems based on patient material
Microorganisms such as yeast and Dictyostelium
Other biological systems with relevance to human disease research
Disease areas of interest include:
Cancer
Neurodegenerative and neurological diseases
Psychiatric disorders
Metabolic disorders, including diabetes and obesity
Cardiovascular diseases, stroke and hypertension
Gastrointestinal diseases
Infectious diseases
Autoimmunity and inflammation
Developmental diseases
Musculoskeletal disorders
Renal or liver disease
Eye disorders
Drug and biomarker discovery/screening
Stem cell therapies in regenerative medicine
The journal operates on a continuous publication model. The final version of record is immediately released online as soon as it is ready.
All papers are published as Open Access articles under the CC-BY licence.
Abstracting and indexing
The journal is abstracted and/or indexed by:
BIOBASE
CAB abstracts
Cambridge Scientific Abstracts
Clarivate Analytics Web of Science
EMBASE
Medline
Scopus
It is a member of OASPA (Open Access Scholarly Publishers Association) and is indexed in the DOAJ (Directory of Open Access Journals).
Disease Models & Mechanisms is a signatory of the San Francisco Declaration on Research Assessment (DORA).
Management
The founding editor
Document 3:::
The insulin transduction pathway is a biochemical pathway by which insulin increases the uptake of glucose into fat and muscle cells and reduces the synthesis of glucose in the liver and hence is involved in maintaining glucose homeostasis. This pathway is also influenced by fed versus fasting states, stress levels, and a variety of other hormones.
When carbohydrates are consumed, digested, and absorbed the pancreas senses the subsequent rise in blood glucose concentration and releases insulin to promote uptake of glucose from the bloodstream. When insulin binds to the insulin receptor, it leads to a cascade of cellular processes that promote the usage or, in some cases, the storage of glucose in the cell. The effects of insulin vary depending on the tissue involved, e.g., insulin is most important in the uptake of glucose by muscle and adipose tissue.
This insulin signal transduction pathway is composed of trigger mechanisms (e.g., autophosphorylation mechanisms) that serve as signals throughout the cell. There is also a counter mechanism in the body to stop the secretion of insulin beyond a certain limit. Namely, those counter-regulatory mechanisms are glucagon and epinephrine. The process of the regulation of blood glucose (also known as glucose homeostasis) also exhibits oscillatory behavior.
On a pathological basis, this topic is crucial to understanding certain disorders in the body such as diabetes, hyperglycemia and hypoglycemia.
Transduction pathway
The functioning of a signal transduction pathway is based on extra-cellular signaling that in turn creates a response that causes other subsequent responses, hence creating a chain reaction, or cascade. During the course of signaling, the cell uses each response for accomplishing some kind of a purpose along the way. Insulin secretion mechanism is a common example of signal transduction pathway mechanism.
Insulin is produced by the pancreas in a region called Islets of Langerhans. In the islets of Langerha
Document 4:::
The insulin concentration in blood increases after meals and gradually returns to basal levels during the next 1–2 hours. However, the basal insulin level is not stable. It oscillates with a regular period of 3-6 min. After a meal the amplitude of these oscillations increases but the periodicity remains constant. The oscillations are believed to be important for insulin sensitivity by preventing downregulation of insulin receptors in target cells. Such downregulation underlies insulin resistance, which is common in type 2 diabetes. It would therefore be advantageous to administer insulin to diabetic patients in a manner mimicking the natural oscillations. The insulin oscillations are generated by pulsatile release of the hormone from the pancreas. Insulin originates from beta cells located in the islets of Langerhans. Since each islet contains up to 2000 beta cells and there are one million islets in the pancreas it is apparent that pulsatile secretion requires sophisticated synchronization both within and among the islets of Langerhans.
Mechanism
Pulsatile insulin secretion from individual beta cells is driven by oscillation of the calcium concentration in the cells. In beta cells lacking contact, the periodicity of these oscillations is rather variable (2-10 min). However, within an islet of Langerhans the oscillations become synchronized by electrical coupling between closely located beta cells that are connected by gap junctions, and the periodicity is more uniform (3-6 min).
Pulsatile insulin release from the entire pancreas requires that secretion is synchronized between 1 million islets within a 25 cm long organ. Much like the cardiac pacemaker, the pancreas is connected to cranial nerve 10, and others, but the oscillations are accomplished by intrapancreatic neurons and do not require neural input from the brain. It is not entirely clear which neural factors account for this synchronization but ATP as well as the gasses NO and CO may be involved. The effe
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The body cells cannot use insulin properly in which type of diabetes?
A. type 1 diabetes
B. type 4 diabetes
C. type 3 diabates
D. type 2 diabetes
Answer:
|
|
sciq-231
|
multiple_choice
|
What term is not the same as energy, but means the energy per unit charge?
|
[
"frequency",
"speed",
"voltage",
"mass"
] |
C
|
Relavent Documents:
Document 0:::
Electric potential energy is a potential energy (measured in joules) that results from conservative Coulomb forces and is associated with the configuration of a particular set of point charges within a defined system. An object may be said to have electric potential energy by virtue of either its own electric charge or its relative position to other electrically charged objects.
The term "electric potential energy" is used to describe the potential energy in systems with time-variant electric fields, while the term "electrostatic potential energy" is used to describe the potential energy in systems with time-invariant electric fields.
Definition
The electric potential energy of a system of point charges is defined as the work required to assemble this system of charges by bringing them close together, as in the system from an infinite distance. Alternatively, the electric potential energy of any given charge or system of charges is termed as the total work done by an external agent in bringing the charge or the system of charges from infinity to the present configuration without undergoing any acceleration.
The electrostatic potential energy can also be defined from the electric potential as follows:
Units
The SI unit of electric potential energy is joule (named after the English physicist James Prescott Joule). In the CGS system the erg is the unit of energy, being equal to 10−7 Joules. Also electronvolts may be used, 1 eV = 1.602×10−19 Joules.
Electrostatic potential energy of one point charge
One point charge q in the presence of another point charge Q
The electrostatic potential energy, UE, of one point charge q at position r in the presence of a point charge Q, taking an infinite separation between the charges as the reference position, is:
where is the Coulomb constant, r is the distance between the point charges q and Q, and q and Q are the charges (not the absolute values of the charges—i.e., an electron would have a negative value of charge when
Document 1:::
There are several formal analogies that can be made between electricity, which is invisible to the eye, and more familiar physical behaviors, such as the flowing of water or the motion of mechanical devices.
In the case of capacitance, one analogy to a capacitor in mechanical rectilineal terms is a spring where the compliance of the spring is analogous to the capacitance. Thus in electrical engineering, a capacitor may be defined as an ideal electrical component which satisfies the equation
where = voltage measured at the terminals of the capacitor, = the capacitance of the capacitor, = current flowing between the terminals of the capacitor, and = time.
The equation quoted above has the same form as that describing an ideal massless spring:
, where:
is the force applied between the two ends of the spring,
is the stiffness, or spring constant (inverse of compliance) defined as force/displacement, and
is the speed (or velocity) of one end of the spring, the other end being fixed.
Note that in the electrical case, current (I) is defined as the rate of change of charge (Q) with respect to time:
While in the mechanical case, velocity (v) is defined as the rate of change of displacement (x) with respect to time:
Thus, in this analogy:
Charge is represented by linear displacement,
current is represented by linear velocity,
voltage by force.
time by time
Also, these analogous relationships apply:
energy. Energy stored in a spring is , while energy stored in a capacitor is .
Electric power. Here there is an analogy between the mechanical concept of power as the scalar product of velocity and displacement, and the electrical concept that in an AC circuit with sinusoidal excitation, power is the product where is the phase angle between and , measured in RMS terms.
Electrical resistance (R) is analogous to mechanical viscous drag coefficient (force being proportional to velocity is analogous to Ohm's law - voltage being proportional to current
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 elementary charge, usually denoted by , is a fundamental physical constant, defined as the electric charge carried by a single proton or, equivalently, the magnitude of the negative electric charge carried by a single electron, which has charge −1 .
In the SI system of units, the value of the elementary charge is exactly defined as = coulombs, or 160.2176634 zeptocoulombs (zC). Since the 2019 redefinition of SI base units, the seven SI base units are defined by seven fundamental physical constants, of which the elementary charge is one.
In the centimetre–gram–second system of units (CGS), the corresponding quantity is .
Robert A. Millikan and Harvey Fletcher's oil drop experiment first directly measured the magnitude of the elementary charge in 1909, differing from the modern accepted value by just 0.6%. Under assumptions of the then-disputed atomic theory, the elementary charge had also been indirectly inferred to ~3% accuracy from blackbody spectra by Max Planck in 1901 and (through the Faraday constant) at order-of-magnitude accuracy by Johann Loschmidt's measurement of the Avogadro number in 1865.
As a unit
In some natural unit systems, such as the system of atomic units, e functions as the unit of electric charge. The use of elementary charge as a unit was promoted by George Johnstone Stoney in 1874 for the first system of natural units, called Stoney units. Later, he proposed the name electron for this unit. At the time, the particle we now call the electron was not yet discovered and the difference between the particle electron and the unit of charge electron was still blurred. Later, the name electron was assigned to the particle and the unit of charge e lost its name. However, the unit of energy electronvolt (eV) is a remnant of the fact that the elementary charge was once called electron.
In other natural unit systems, the unit of charge is defined as with the result that
where is the fine-structure constant, is the speed of light, is
Document 4:::
This article summarizes equations in the theory of electromagnetism.
Definitions
Here subscripts e and m are used to differ between electric and magnetic charges. The definitions for monopoles are of theoretical interest, although real magnetic dipoles can be described using pole strengths. There are two possible units for monopole strength, Wb (Weber) and A m (Ampere metre). Dimensional analysis shows that magnetic charges relate by qm(Wb) = μ0 qm(Am).
Initial quantities
Electric quantities
Contrary to the strong analogy between (classical) gravitation and electrostatics, there are no "centre of charge" or "centre of electrostatic attraction" analogues.
Electric transport
Electric fields
Magnetic quantities
Magnetic transport
Magnetic fields
Electric circuits
DC circuits, general definitions
AC circuits
Magnetic circuits
Electromagnetism
Electric fields
General Classical Equations
Magnetic fields and moments
General classical equations
Electric circuits and electronics
Below N = number of conductors or circuit components. Subcript net refers to the equivalent and resultant property value.
See also
Defining equation (physical chemistry)
Fresnel equations
List of equations in classical mechanics
List of equations in fluid mechanics
List of equations in gravitation
List of equations in nuclear and particle physics
List of equations in quantum mechanics
List of equations in wave theory
List of photonics equations
List of relativistic equations
SI electromagnetism units
Table of thermodynamic equations
Footnotes
Sources
Further reading
Physical quantities
SI units
Equations of physics
Electromagnetism
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What term is not the same as energy, but means the energy per unit charge?
A. frequency
B. speed
C. voltage
D. mass
Answer:
|
|
scienceQA-3063
|
multiple_choice
|
How long is an apple seed?
|
[
"7 centimeters",
"7 kilometers",
"7 meters",
"7 millimeters"
] |
D
|
The best estimate for the length of an apple seed is 7 millimeters.
7 centimeters, 7 meters, and 7 kilometers are all too long.
|
Relavent Documents:
Document 0:::
Advanced Placement (AP) Calculus (also known as AP Calc, Calc AB / Calc BC or simply AB / BC) is a set of two distinct Advanced Placement calculus courses and exams offered by the American nonprofit organization College Board. AP Calculus AB covers basic introductions to limits, derivatives, and integrals. AP Calculus BC covers all AP Calculus AB topics plus additional topics (including integration by parts, Taylor series, parametric equations, vector calculus, and polar coordinate functions).
AP Calculus AB
AP Calculus AB is an Advanced Placement calculus course. It is traditionally taken after precalculus and is the first calculus course offered at most schools except for possibly a regular calculus class. The Pre-Advanced Placement pathway for math helps prepare students for further Advanced Placement classes and exams.
Purpose
According to the College Board:
Topic outline
The material includes the study and application of differentiation and integration, and graphical analysis including limits, asymptotes, and continuity. An AP Calculus AB course is typically equivalent to one semester of college calculus.
Analysis of graphs (predicting and explaining behavior)
Limits of functions (one and two sided)
Asymptotic and unbounded behavior
Continuity
Derivatives
Concept
At a point
As a function
Applications
Higher order derivatives
Techniques
Integrals
Interpretations
Properties
Applications
Techniques
Numerical approximations
Fundamental theorem of calculus
Antidifferentiation
L'Hôpital's rule
Separable differential equations
AP Calculus BC
AP Calculus BC is equivalent to a full year regular college course, covering both Calculus I and II. After passing the exam, students may move on to Calculus III (Multivariable Calculus).
Purpose
According to the College Board,
Topic outline
AP Calculus BC includes all of the topics covered in AP Calculus AB, as well as the following:
Convergence tests for series
Taylor series
Parametric equations
Polar functions (inclu
Document 1:::
Advanced Placement (AP) Biology (also known as AP Bio) is an Advanced Placement biology course and exam offered by the College Board in the United States. For the 2012–2013 school year, the College Board unveiled a new curriculum with a greater focus on "scientific practices".
This course is designed for students who wish to pursue an interest in the life sciences. The College Board recommends successful completion of high school biology and high school chemistry before commencing AP Biology, although the actual prerequisites vary from school to school and from state to state. This course, nevertheless, is considered very challenging and one of the most difficult AP classes, as shown with AP Finals grade distributions.
Topic outline
The exam covers the following 8 units. The percentage indicates the portion of the multiple-choice section of the exam focused on each content area:
The course is based on and tests six skills, called scientific practices which include:
In addition to the topics above, students are required to be familiar with general lab procedure. Students should know how to collect data, analyze data to form conclusions, and apply those conclusions.
Exam
Students are allowed to use a four-function, scientific, or graphing calculator.
The exam has two sections: a 90 minute multiple choice section and a 90 minute free response section. There are 60 multiple choice questions and six free responses, two long and four short. Both sections are worth 50% of the score.
Score distribution
Commonly used textbooks
Biology, AP Edition by Sylvia Mader (2012, hardcover )
Life: The Science of Biology (Sadava, Heller, Orians, Purves, and Hillis, )
Campbell Biology AP Ninth Edition (Reece, Urry, Cain, Wasserman, Minorsky, and Andrew Jackson )
See also
Glossary of biology
A.P Bio (TV Show)
Document 2:::
The SAT Subject Test in Biology was the name of a one-hour multiple choice test given on biology by the College Board. A student chose whether to take the test depending upon college entrance requirements for the schools in which the student is planning to apply. Until 1994, the SAT Subject Tests were known as Achievement Tests; and from 1995 until January 2005, they were known as SAT IIs. Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800. The average for Molecular is 630 while Ecological is 591.
On January 19 2021, the College Board discontinued all SAT Subject tests, including the SAT Subject Test in Biology E/M. This was effective immediately in the United States, and the tests were to be phased out by the following summer for international students. This was done as a response to changes in college admissions due to the impact of the COVID-19 pandemic on education.
Format
This test had 80 multiple-choice questions that were to be answered in one hour. All questions had five answer choices. Students received one point for each correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The student's score was based entirely on his or her performance in answering the multiple-choice questions.
The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Preparation
The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, a
Document 3:::
The Brussels sprout is a member of the Gemmifera cultivar group of cabbages (Brassica oleracea), grown for its edible buds. The leaf vegetables are typically 1.5–4.0 cm (0.6–1.6 in) in diameter and resemble miniature cabbages. The Brussels sprout has long been popular in Brussels, Belgium, from which it gained its name.
Etymology
Although native to the Mediterranean region with other cabbage species, Brussels sprouts first appeared in northern Europe during the 5th century; they were later cultivated in the 13th century near Brussels, Belgium, from which they derived their name. Its group name Gemmifera (or lowercase and italicized gemmifera as a variety name) means (bud-producing).
Cultivation
Forerunners to modern Brussels sprouts were probably cultivated in Ancient Rome. Brussels sprouts as they are now known were grown possibly as early as the 13th century in what is now Belgium. The first written reference dates to 1587. During the 16th century, they enjoyed a popularity in the southern Netherlands that eventually spread throughout the cooler parts of Northern Europe.
Brussels sprouts grow in temperature ranges of 7–24 °C (45–75 °F), with highest yields at 15–18 °C (59–64 °F). Fields are ready for harvest 90 to 180 days after planting. The edible sprouts grow like buds in helical patterns along the side of long, thick stalks of about in height, maturing over several weeks from the lower to the upper part of the stalk. Sprouts may be picked by hand into baskets, in which case several harvests are made of five to 15 sprouts at a time, or by cutting the entire stalk at once for processing, or by mechanical harvester, depending on variety. Each stalk can produce , although the commercial yield is about per stalk. Harvest season in temperate zones of the northern latitudes is September to March, making Brussels sprouts a traditional winter-stock vegetable. In the home garden, harvest can be delayed as quality does not suffer from freezing. Sprouts are consid
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.
How long is an apple seed?
A. 7 centimeters
B. 7 kilometers
C. 7 meters
D. 7 millimeters
Answer:
|
sciq-8243
|
multiple_choice
|
Equilibriums are affected by changes in concentration, total pressure or volume, and this?
|
[
"temperature",
"rate",
"oxygen",
"time"
] |
A
|
Relavent Documents:
Document 0:::
Equilibrium chemistry is concerned with systems in chemical equilibrium. The unifying principle is that the free energy of a system at equilibrium is the minimum possible, so that the slope of the free energy with respect to the reaction coordinate is zero. This principle, applied to mixtures at equilibrium provides a definition of an equilibrium constant. Applications include acid–base, host–guest, metal–complex, solubility, partition, chromatography and redox equilibria.
Thermodynamic equilibrium
A chemical system is said to be in equilibrium when the quantities of the chemical entities involved do not and cannot change in time without the application of an external influence. In this sense a system in chemical equilibrium is in a stable state. The system at chemical equilibrium will be at a constant temperature, pressure or volume and a composition. It will be insulated from exchange of heat with the surroundings, that is, it is a closed system. A change of temperature, pressure (or volume) constitutes an external influence and the equilibrium quantities will change as a result of such a change. If there is a possibility that the composition might change, but the rate of change is negligibly slow, the system is said to be in a metastable state. The equation of chemical equilibrium can be expressed symbolically as
reactant(s) product(s)
The sign means "are in equilibrium with". This definition refers to macroscopic properties. Changes do occur at the microscopic level of atoms and molecules, but to such a minute extent that they are not measurable and in a balanced way so that the macroscopic quantities do not change. Chemical equilibrium is a dynamic state in which forward and backward reactions proceed at such rates that the macroscopic composition of the mixture is constant. Thus, equilibrium sign symbolizes the fact that reactions occur in both forward and backward directions.
A steady state, on the other hand, is not necessarily an equilibrium state
Document 1:::
In a chemical reaction, chemical equilibrium is the state in which both the reactants and products are present in concentrations which have no further tendency to change with time, so that there is no observable change in the properties of the system. This state results when the forward reaction proceeds at the same rate as the reverse reaction. The reaction rates of the forward and backward reactions are generally not zero, but they are equal. Thus, there are no net changes in the concentrations of the reactants and products. Such a state is known as dynamic equilibrium.
Historical introduction
The concept of chemical equilibrium was developed in 1803, after Berthollet found that some chemical reactions are reversible. For any reaction mixture to exist at equilibrium, the rates of the forward and backward (reverse) reactions must be equal. In the following chemical equation, arrows point both ways to indicate equilibrium. A and B are reactant chemical species, S and T are product species, and α, β, σ, and τ are the stoichiometric coefficients of the respective reactants and products:
α A + β B σ S + τ T
The equilibrium concentration position of a reaction is said to lie "far to the right" if, at equilibrium, nearly all the reactants are consumed. Conversely the equilibrium position is said to be "far to the left" if hardly any product is formed from the reactants.
Guldberg and Waage (1865), building on Berthollet's ideas, proposed the law of mass action:
where A, B, S and T are active masses and k+ and k− are rate constants. Since at equilibrium forward and backward rates are equal:
and the ratio of the rate constants is also a constant, now known as an equilibrium constant.
By convention, the products form the numerator.
However, the law of mass action is valid only for concerted one-step reactions that proceed through a single transition state and is not valid in general because rate equations do not, in general, follow the stoichiometry of the reaction
Document 2:::
Equilibrium Thermodynamics is the systematic study of transformations of matter and energy in systems in terms of a concept called thermodynamic equilibrium. The word equilibrium implies a state of balance. Equilibrium thermodynamics, in origins, derives from analysis of the Carnot cycle. Here, typically a system, as cylinder of gas, initially in its own state of internal thermodynamic equilibrium, is set out of balance via heat input from a combustion reaction. Then, through a series of steps, as the system settles into its final equilibrium state, work is extracted.
In an equilibrium state the potentials, or driving forces, within the system, are in exact balance. A central aim in equilibrium thermodynamics is: given a system in a well-defined initial state of thermodynamic equilibrium, subject to accurately specified constraints, to calculate, when the constraints are changed by an externally imposed intervention, what the state of the system will be once it has reached a new equilibrium. An equilibrium state is mathematically ascertained by seeking the extrema of a thermodynamic potential function, whose nature depends on the constraints imposed on the system. For example, a chemical reaction at constant temperature and pressure will reach equilibrium at a minimum of its components' Gibbs free energy and a maximum of their entropy.
Equilibrium thermodynamics differs from non-equilibrium thermodynamics, in that, with the latter, the state of the system under investigation will typically not be uniform but will vary locally in those as energy, entropy, and temperature distributions as gradients are imposed by dissipative thermodynamic fluxes. In equilibrium thermodynamics, by contrast, the state of the system will be considered uniform throughout, defined macroscopically by such quantities as temperature, pressure, or volume. Systems are studied in terms of change from one equilibrium state to another; such a change is called a thermodynamic process.
Document 3:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 4:::
Analysis (: analyses) is the process of breaking a complex topic or substance into smaller parts in order to gain a better understanding of it. The technique has been applied in the study of mathematics and logic since before Aristotle (384–322 B.C.), though analysis as a formal concept is a relatively recent development.
The word comes from the Ancient Greek (analysis, "a breaking-up" or "an untying;" from ana- "up, throughout" and lysis "a loosening"). From it also comes the word's plural, analyses.
As a formal concept, the method has variously been ascribed to Alhazen, René Descartes (Discourse on the Method), and Galileo Galilei. It has also been ascribed to Isaac Newton, in the form of a practical method of physical discovery (which he did not name).
The converse of analysis is synthesis: putting the pieces back together again in a new or different whole.
Applications
Science
The field of chemistry uses analysis in three ways: to identify the components of a particular chemical compound (qualitative analysis), to identify the proportions of components in a mixture (quantitative analysis), and to break down chemical processes and examine chemical reactions between elements of matter. For an example of its use, analysis of the concentration of elements is important in managing a nuclear reactor, so nuclear scientists will analyze neutron activation to develop discrete measurements within vast samples. A matrix can have a considerable effect on the way a chemical analysis is conducted and the quality of its results. Analysis can be done manually or with a device.
Types of Analysis:
A) Qualitative Analysis: It is concerned with which components are in a given sample or compound.
Example: Precipitation reaction
B) Quantitative Analysis: It is to determine the quantity of individual component present in a given sample or compound.
Example: To find concentration by uv-spectrophotometer.
Isotopes
Chemists can use isotope analysis to assist analysts with i
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Equilibriums are affected by changes in concentration, total pressure or volume, and this?
A. temperature
B. rate
C. oxygen
D. time
Answer:
|
|
sciq-11286
|
multiple_choice
|
Fertilization occurs when an egg and sperm come together to form a what?
|
[
"zygote",
"cell",
"eukaryote",
"infant"
] |
A
|
Relavent Documents:
Document 0:::
Fertilisation or fertilization (see spelling differences), also known as generative fertilisation, syngamy and impregnation, is the fusion of gametes to give rise to a new individual organism or offspring and initiate its development. While processes such as insemination or pollination which happen before the fusion of gametes are also sometimes informally referred to as fertilisation, these are technically separate processes. The cycle of fertilisation and development of new individuals is called sexual reproduction. During double fertilisation in angiosperms the haploid male gamete combines with two haploid polar nuclei to form a triploid primary endosperm nucleus by the process of vegetative fertilisation.
History
In Antiquity, Aristotle conceived the formation of new individuals through fusion of male and female fluids, with form and function emerging gradually, in a mode called by him as epigenetic.
In 1784, Spallanzani established the need of interaction between the female's ovum and male's sperm to form a zygote in frogs. In 1827, von Baer observed a therian mammalian egg for the first time. Oscar Hertwig (1876), in Germany, described the fusion of nuclei of spermatozoa and of ova from sea urchin.
Evolution
The evolution of fertilisation is related to the origin of meiosis, as both are part of sexual reproduction, originated in eukaryotes. One theory states that meiosis originated from mitosis.
Fertilisation in plants
The gametes that participate in fertilisation of plants are the sperm (male) and the egg (female) cell. Various families of plants have differing methods by which the gametes produced by the male and female gametophytes come together and are fertilised. In Bryophyte land plants, fertilisation of the sperm and egg takes place within the archegonium. In seed plants, the male gametophyte is called a pollen grain. After pollination, the pollen grain germinates, and a pollen tube grows and penetrates the ovule through a tiny pore called a mic
Document 1:::
Spermatogenesis is the process by which haploid spermatozoa develop from germ cells in the seminiferous tubules of the testis. This process starts with the mitotic division of the stem cells located close to the basement membrane of the tubules. These cells are called spermatogonial stem cells. The mitotic division of these produces two types of cells. Type A cells replenish the stem cells, and type B cells differentiate into primary spermatocytes. The primary spermatocyte divides meiotically (Meiosis I) into two secondary spermatocytes; each secondary spermatocyte divides into two equal haploid spermatids by Meiosis II. The spermatids are transformed into spermatozoa (sperm) by the process of spermiogenesis. These develop into mature spermatozoa, also known as sperm cells. Thus, the primary spermatocyte gives rise to two cells, the secondary spermatocytes, and the two secondary spermatocytes by their subdivision produce four spermatozoa and four haploid cells.
Spermatozoa are the mature male gametes in many sexually reproducing organisms. Thus, spermatogenesis is the male version of gametogenesis, of which the female equivalent is oogenesis. In mammals it occurs in the seminiferous tubules of the male testes in a stepwise fashion. Spermatogenesis is highly dependent upon optimal conditions for the process to occur correctly, and is essential for sexual reproduction. DNA methylation and histone modification have been implicated in the regulation of this process. It starts during puberty and usually continues uninterrupted until death, although a slight decrease can be discerned in the quantity of produced sperm with increase in age (see Male infertility).
Spermatogenesis starts in the bottom part of seminiferous tubes and, progressively, cells go deeper into tubes and moving along it until mature spermatozoa reaches the lumen, where mature spermatozoa are deposited. The division happens asynchronically; if the tube is cut transversally one could observe different
Document 2:::
Gametogenesis is a biological process by which diploid or haploid precursor cells undergo cell division and differentiation to form mature haploid gametes. Depending on the biological life cycle of the organism, gametogenesis occurs by meiotic division of diploid gametocytes into various gametes, or by mitosis. For example, plants produce gametes through mitosis in gametophytes. The gametophytes grow from haploid spores after sporic meiosis. The existence of a multicellular, haploid phase in the life cycle between meiosis and gametogenesis is also referred to as alternation of generations.
It is the biological process of gametogenesis; cells that are haploid or diploid divide to create other cells. matured haploid gametes. It can take place either through mitosis or meiotic division of diploid gametocytes into different depending on an organism's biological life cycle, gametes. For instance, gametophytes in plants undergo mitosis to produce gametes. Both male and female have different forms.
In animals
Animals produce gametes directly through meiosis from diploid mother cells in organs called gonads (testis in males and ovaries in females). In mammalian germ cell development, sexually dimorphic gametes differentiates into primordial germ cells from pluripotent cells during initial mammalian development. Males and females of a species that reproduce sexually have different forms of gametogenesis:
spermatogenesis (male): Immature germ cells are produced in a man's testes. To mature into sperms, males' immature germ cells, or spermatogonia, go through spermatogenesis during adolescence. Spermatogonia are diploid cells that become larger as they divide through mitosis. These primary spermatocytes. These diploid cells undergo meiotic division to create secondary spermatocytes. These secondary spermatocytes undergo a second meiotic division to produce immature sperms or spermatids. These spermatids undergo spermiogenesis in order to develop into sperm. LH, FSH, GnRH
Document 3:::
In biology, a blastomere is a type of cell produced by cell division (cleavage) of the zygote after fertilization; blastomeres are an essential part of blastula formation, and blastocyst formation in mammals.
Human blastomere characteristics
In humans, blastomere formation begins immediately following fertilization and continues through the first week of embryonic development. About 90 minutes after fertilization, the zygote divides into two cells. The two-cell blastomere state, present after the zygote first divides, is considered the earliest mitotic product of the fertilized oocyte. These mitotic divisions continue and result in a grouping of cells called blastomeres. During this process, the total size of the embryo does not increase, so each division results in smaller and smaller cells. When the zygote contains 16 to 32 blastomeres it is referred to as a morula. These are the preliminary stages in the embryo beginning to form. Once this begins, microtubules within the morula's cytosolic material in the blastomere cells can develop into important membrane functions, such as sodium pumps. These pumps allow the inside of the embryo to fill with blastocoelic fluid, which supports the further growth of life.
The blastomere is considered totipotent; that is, blastomeres are capable of developing from a single cell into a fully fertile adult organism. This has been demonstrated through studies and conjectures made with mouse blastomeres, which have been accepted as true for most mammalian blastomeres as well. Studies have analyzed monozygotic twin mouse blastomeres in their two-cell state, and have found that when one of the twin blastomeres is destroyed, a fully fertile adult mouse can still develop. Thus, it can be assumed that since one of the twin cells was totipotent, the destroyed one originally was as well.
Relative blastomere size within the embryo is dependent not only on the stage of the cleavage, but also on the regularity of the cleavage amongst t
Document 4:::
Reproductive biology includes both sexual and asexual reproduction.
Reproductive biology includes a wide number of fields:
Reproductive systems
Endocrinology
Sexual development (Puberty)
Sexual maturity
Reproduction
Fertility
Human reproductive biology
Endocrinology
Human reproductive biology is primarily controlled through hormones, which send signals to the human reproductive structures to influence growth and maturation. These hormones are secreted by endocrine glands, and spread to different tissues in the human body. In humans, the pituitary gland synthesizes hormones used to control the activity of endocrine glands.
Reproductive systems
Internal and external organs are included in the reproductive system. There are two reproductive systems including the male and female, which contain different organs from one another. These systems work together in order to produce offspring.
Female reproductive system
The female reproductive system includes the structures involved in ovulation, fertilization, development of an embryo, and birth.
These structures include:
Ovaries
Oviducts
Uterus
Vagina
Mammary Glands
Estrogen is one of the sexual reproductive hormones that aid in the sexual reproductive system of the female.
Male reproductive system
The male reproductive system includes testes, rete testis, efferent ductules, epididymis, sex accessory glands, sex accessory ducts and external genitalia.
Testosterone, an androgen, although present in both males and females, is relatively more abundant in males. Testosterone serves as one of the major sexual reproductive hormones in the male reproductive system However, the enzyme aromatase is present in testes and capable of synthesizing estrogens from androgens. Estrogens are present in high concentrations in luminal fluids of the male reproductive tract. Androgen and estrogen receptors are abundant in epithelial cells of the male reproductive tract.
Animal Reproductive Biology
Animal reproduction oc
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Fertilization occurs when an egg and sperm come together to form a what?
A. zygote
B. cell
C. eukaryote
D. infant
Answer:
|
|
sciq-2306
|
multiple_choice
|
What do you call a small whole number placed in front of a formula in an equation in order to balance it?
|
[
"correlation",
"function",
"divisible",
"coefficient"
] |
D
|
Relavent Documents:
Document 0:::
In science, a formula is a concise way of expressing information symbolically, as in a mathematical formula or a chemical formula. The informal use of the term formula in science refers to the general construct of a relationship between given quantities.
The plural of formula can be either formulas (from the most common English plural noun form) or, under the influence of scientific Latin, formulae (from the original Latin).
In mathematics
In mathematics, a formula generally refers to an equation relating one mathematical expression to another, with the most important ones being mathematical theorems. For example, determining the volume of a sphere requires a significant amount of integral calculus or its geometrical analogue, the method of exhaustion. However, having done this once in terms of some parameter (the radius for example), mathematicians have produced a formula to describe the volume of a sphere in terms of its radius:
Having obtained this result, the volume of any sphere can be computed as long as its radius is known. Here, notice that the volume V and the radius r are expressed as single letters instead of words or phrases. This convention, while less important in a relatively simple formula, means that mathematicians can more quickly manipulate formulas which are larger and more complex. Mathematical formulas are often algebraic, analytical or in closed form.
In a general context, formulas are often a manifestation of mathematical model to real world phenomena, and as such can be used to provide solution (or approximated solution) to real world problems, with some being more general than others. For example, the formula
is an expression of Newton's second law, and is applicable to a wide range of physical situations. Other formulas, such as the use of the equation of a sine curve to model the movement of the tides in a bay, may be created to solve a particular problem. In all cases, however, formulas form the basis for calculations.
Expr
Document 1:::
MAOL tables (, ) is a reference handbook published by MAOL, the Finnish association for teachers of mathematical subjects, and distributed by Otava in both printed and digital forms. It is a book of numeric tables to aid in studying mathematics, chemistry and physics at the gymnasium level. The book includes a list of mathematical notation and symbols, scientific units and constants, a diverse collection of formulae, and several numeric tables. The Finnish Matriculation Examination Board has accepted the book and allowed it to be used in the Finnish matriculation examinations. From 2020 onwards, only the digital version has been allowed, and it is included for free in the digital examination environment, Abitti.
The colour of the cover of the book is changed with each edition of the book.
See also
Mathematical table
Handbook of Mathematical Functions with Formulas, Graphs, and Mathematical Tables
Reference book
Handbook
Rubber book (for chemistry & physics)
BINAS, a Dutch science handbook
Literature
Seppänen, Raimo et al.: MAOL-taulukot. Matemaattisten aineiden opettajien liitto, Otava, 1991. .
Finnish non-fiction books
Mathematics textbooks
Otava (publisher) books
Document 2:::
Consumer math comprises practical mathematical techniques used in commerce and everyday life. In the United States, consumer math is typically offered in high schools, some elementary schools, or in some colleges which grant associate's degrees.
A U.S. consumer math course might include a review of elementary arithmetic, including fractions, decimals, and percentages. Elementary algebra is often included as well, in the context of solving practical business problems. The practical applications typically include: changing money, checking accounts, budgeting, price discounts, markups and markdowns, payroll calculations, investing (simple and compound interest), taxes, consumer and business credit, and mortgages.
The emphasis in these courses is on computational skills and their practical application, with practical application being predominant. For instance, while computational formulas are covered in the material on interest and mortgages, the use of prepared tables based on those formulas is also presented and emphasized.
See also
Business mathematics
Financial literacy
Document 3:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 4:::
Elementary mathematics, also known as primary or secondary school mathematics, is the study of mathematics topics that are commonly taught at the primary or secondary school levels around the world. It includes a wide range of mathematical concepts and skills, including number sense, algebra, geometry, measurement, and data analysis. These concepts and skills form the foundation for more advanced mathematical study and are essential for success in many fields and everyday life. The study of elementary mathematics is a crucial part of a student's education and lays the foundation for future academic and career success.
Strands of elementary mathematics
Number sense and numeration
Number Sense is an understanding of numbers and operations. In the 'Number Sense and Numeration' strand students develop an understanding of numbers by being taught various ways of representing numbers, as well as the relationships among numbers.
Properties of the natural numbers such as divisibility and the distribution of prime numbers, are studied in basic number theory, another part of elementary mathematics.
Elementary Focus
Abacus
LCM and GCD
Fractions and Decimals
Place Value & Face Value
Addition and subtraction
Multiplication and Division
Counting
Counting Money
Algebra
Representing and ordering numbers
Estimating
Approximating
Problem Solving
To have a strong foundation in mathematics and to be able to succeed in the other strands students need to have a fundamental understanding of number sense and numeration.
Spatial sense
'Measurement skills and concepts' or 'Spatial Sense' are directly related to the world in which students live. Many of the concepts that students are taught in this strand are also used in other subjects such as science, social studies, and physical education In the measurement strand students learn about the measurable attributes of objects, in addition to the basic metric system.
Elementary Focus
Standard and non-standard units of measurement
te
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What do you call a small whole number placed in front of a formula in an equation in order to balance it?
A. correlation
B. function
C. divisible
D. coefficient
Answer:
|
|
sciq-10026
|
multiple_choice
|
Multiple sclerosis, huntington’s disease, parkinson’s disease, and alzheimer’s disease are example of diseases of which body system?
|
[
"circulatory system",
"lymphatic system",
"muscular system",
"nervous system"
] |
D
|
Relavent Documents:
Document 0:::
Multiple sclerosis (MS) can be pathologically defined as the presence of distributed glial scars (scleroses) in the central nervous system that must show dissemination in time (DIT) and in space (DIS) to be considered MS lesions.
The scars that give the name to the condition are produced by the astrocyte cells attempting to heal old lesions. These glial scars are the remnants of previous demyelinating inflammatory lesions (encephalomyelitis disseminata) which are produced by the one or more unknown underlying processes that are characteristic of MS.
Apart from the disseminated lesions that define the condition, the CNS white matter normally shows other kinds of damage. At least five characteristics are present in CNS tissues of MS patients: Inflammation beyond classical white matter lesions (NAWM, NAGM), intrathecal Ig production with oligoclonal bands, an environment fostering immune cell persistence, Follicle-like aggregates in the meninges (B-cells mostly infected with EBV) and a disruption of the blood–brain barrier even outside of active lesions.
Confluent subpial cortical lesions are the most specific finding for MS, being exclusively present in MS patients. Though this feature can only be detected during an autopsy there are some subrogate markers under study Damage in MS consists also in areas with hidden damage (normal appearing white and gray matters) and two kinds of cortical lesions: Neuronal loss and cortical demyelinating lesions. The neural loss is the result of neural degeneration from lesions located in the white matter areas and the cortical demyelinating lesions are related to meningeal inflammation.
The scars in the white matter are known to appear from confluence of smaller ones
Currently the term "multiple sclerosis" is ambiguous and refers not only to the presence of the scars, but also to the unknown underlying condition that produces these scars. Besides clinical diagnosis uses also the term "multiple sclerosis" for speaking about the
Document 1:::
Degenerative disease is the result of a continuous process based on degenerative cell changes, affecting tissues or organs, which will increasingly deteriorate over time.
In neurodegenerative diseases, cells of the central nervous system stop working or die via neurodegeneration. An example of this is Alzheimer's disease. The other two common groups of degenerative diseases are those that affect circulatory system (e.g. coronary artery disease) and neoplastic diseases (e.g. cancers).
Many degenerative diseases exist and some are related to aging. Normal bodily wear or lifestyle choices (such as exercise or eating habits) may worsen degenerative diseases, but this depends on the disease. Sometimes the main or partial cause behind such diseases is genetic. Thus some are clearly hereditary like Huntington's disease. Sometimes the cause is viruses, poisons or other chemicals. The cause may also be unknown.
Some degenerative diseases can be cured. In those that can not, it may be possible to alleviate the symptoms.
Examples
Alzheimer's disease (AD)
Amyotrophic lateral sclerosis (ALS, Lou Gehrig's disease)
Cancers
Charcot–Marie–Tooth disease (CMT)
Chronic traumatic encephalopathy
Cystic fibrosis
Some cytochrome c oxidase deficiencies (often the cause of degenerative Leigh syndrome)
Ehlers–Danlos syndrome
Fibrodysplasia ossificans progressiva
Friedreich's ataxia
Frontotemporal dementia (FTD)
Some cardiovascular diseases (e.g. atherosclerotic ones like coronary artery disease, aortic stenosis, congenital defects etc.)
Huntington's disease
Infantile neuroaxonal dystrophy
Keratoconus (KC)
Keratoglobus
Leukodystrophies
Macular degeneration (AMD)
Marfan's syndrome (MFS)
Some mitochondrial myopathies
Mitochondrial DNA depletion syndrome
Mueller–Weiss syndrome
Multiple sclerosis (MS)
Multiple system atrophy
Muscular dystrophies (MD)
Neuronal ceroid lipofuscinosis
Niemann–Pick diseases
Osteoarthritis
Osteoporosis
Parkinson's disease
Pulmonary ar
Document 2:::
Multiple sclerosis (MS) is a degenerative disease in which the insulating covers called myelin sheaths, of nerve cells in the brain and spinal cord are damaged. This damage disrupts the ability of parts of the nervous system to transmit signals, resulting in a range of signs and symptoms, including physical, mental, and sometimes psychiatric problems. Specific symptoms can include double vision, visual loss, muscle weakness, and trouble with sensation or coordination. MS takes several forms, with new symptoms either occurring in isolated attacks (relapsing forms) or building up over time (progressive forms). In the relapsing forms of MS, between attacks, symptoms may disappear completely, although some permanent neurological problems often remain, especially as the disease advances.
While the cause is unclear, the underlying mechanism is thought to be either destruction by the immune system or failure of the myelin-producing cells. Proposed causes for this include genetics and environmental factors, such as viral infections. MS is usually diagnosed based on the presenting signs and symptoms and the results of supporting medical tests.
No cure for multiple sclerosis is known. Treatments attempt to improve function after an attack and prevent new attacks. Physical therapy and occupational therapy can help with people's ability to function. Many people pursue alternative treatments, despite a lack of evidence of benefit. The long-term outcome is difficult to predict; better outcomes are more often seen in women, those who develop the disease early in life, those with a relapsing course, and those who initially experienced few attacks.
Multiple sclerosis is the most common immune-mediated disorder affecting the central nervous system. Nearly one million people have MS in the United States in 2022, and in 2020, about 2.8 million people were affected globally, with rates varying widely in different regions and among different populations. The disease usually begins bet
Document 3:::
Neuropathology is the study of disease of nervous system tissue, usually in the form of either small surgical biopsies or whole-body autopsies. Neuropathologists usually work in a department of anatomic pathology, but work closely with the clinical disciplines of neurology, and neurosurgery, which often depend on neuropathology for a diagnosis. Neuropathology also relates to forensic pathology because brain disease or brain injury can be related to cause of death. Neuropathology should not be confused with neuropathy, which refers to disorders of the nerves themselves (usually in the peripheral nervous system) rather than the tissues. In neuropathology, the branches of the specializations of nervous system as well as the tissues come together into one field of study.
Methodology
The work of the neuropathologist consists largely of examining autopsy or biopsy tissue from the brain and spinal cord to aid in diagnosis of disease. Tissues are also observed through the eyes, muscles, surfaces of organs, and tumors. The biopsy is usually requested after a mass is detected by radiologic imaging, the imaging in turn driven by presenting signs and symptoms of a patient. CT scans are also used to discover issues in the patient. As for autopsies, the principal work of the neuropathologist is to help in the post-mortem diagnosis of various forms of dementia and other conditions that affect the central nervous system. Tissue samples are researched within the lab for diagnosis as well as forensic investigations.
Biopsies can also consist of the skin. Epidermal nerve fiber density testing (ENFD) is a more recently developed neuropathology test in which a punch skin biopsy is taken to identify small fiber neuropathies by analyzing the nerve fibers of the skin. This pathology test is becoming available in select labs as well as many universities; it replaces the traditional sural nerve biopsy test as less invasive. It is used to identify painful small fiber neuropathies.
Neuropa
Document 4:::
Multiple sclerosis is an inflammatory demyelinating disease of the CNS in which activated immune cells invade the central nervous system and cause inflammation, neurodegeneration, and tissue damage. The underlying cause is currently unknown. Current research in neuropathology, neuroimmunology, neurobiology, and neuroimaging, together with clinical neurology, provide support for the notion that MS is not a single disease but rather a spectrum.
There are three clinical phenotypes: relapsing-remitting MS (RRMS), characterized by periods of neurological worsening following by remissions; secondary-progressive MS (SPMS), in which there is gradual progression of neurological dysfunction with fewer or no relapses; and primary-progressive MS (MS), in which neurological deterioration is observed from onset.
Pathophysiology is a convergence of pathology with physiology. Pathology is the medical discipline that describes conditions typically observed during a disease state; whereas physiology is the biological discipline that describes processes or mechanisms operating within an organism. Referring to MS, the physiology refers to the different processes that lead to the development of the lesions and the pathology refers to the condition associated with the lesions.
Pathology
Multiple sclerosis can be pathologically defined as the presence of distributed glial scars (or sclerosis) in the central nervous system disseminated in time (DIT) and space (DIS). The gold standard for MS diagnosis is pathological correlation, though given its limited availability, other diagnosis methods are normally used. The scleroses that define the disease are the remainders of previous demyelinating lesions in the CNS white matter of a patient (encephalomyelitis) showing special characteristics, such as confluent instead of perivenous demyelination.
There are three phases for how an unknown underlying condition may cause damage in MS:
An unknown soluble factor (produced by CD8+ T-cells or CD2
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Multiple sclerosis, huntington’s disease, parkinson’s disease, and alzheimer’s disease are example of diseases of which body system?
A. circulatory system
B. lymphatic system
C. muscular system
D. nervous system
Answer:
|
|
sciq-5245
|
multiple_choice
|
Like mammals and birds, and unlike other reptiles, crocodiles have how many chambers in their heart?
|
[
"four",
"one",
"six",
"two"
] |
A
|
Relavent Documents:
Document 0:::
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 1:::
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 2:::
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
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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
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The School of Biological Sciences is one of the academic units of the University of California, Irvine (UCI). The school is divided into four departments: developmental and cell biology, ecology and evolutionary biology, molecular biology and biochemistry, and neurobiology and behavior. With over 3,700 students it is in the top four largest schools in the university.<ref></http://grad-schools.usnews.rankingsandreviews.com/best-graduate-schools/top-medical-schools/research-rankings/page+2> In 2013, the Francisco J. Ayala School of Biological Sciences contained 19.4 percent of the student population
</ref>
It is consistently ranked in the top one hundred in U.S. News & World Report’s yearly list of best graduate schools.
History
The School of Biological Sciences first opened in 1965 at the University of California, Irvine and was one of the first schools founded when the university campus opened. The school's founding Dean, Edward A. Steinhaus, had four founding department chairs and started out with 17 professors.
On March 12, 2014, the School was officially renamed after UCI professor and donor Francisco J. Ayala by then-Chancellor Michael V. Drake. Ayala had previously pledged to donate $10 million to the School of Biological Sciences in 2011. The school reverted to its previous name in June 2018, after a university investigation confirmed that Ayala had sexually harassed at least four women colleagues and graduate students.
Notes
External links
University of California, Irvine
Biology education
Science education in the United States
Science and technology in Greater Los Angeles
University subdivisions in California
Educational institutions established in 1965
1965 establishments in California
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Like mammals and birds, and unlike other reptiles, crocodiles have how many chambers in their heart?
A. four
B. one
C. six
D. two
Answer:
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sciq-4877
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multiple_choice
|
What layer, made of hot, solid rock, is beneath the earth's crust?
|
[
"mantle",
"marble",
"core",
"magma"
] |
A
|
Relavent Documents:
Document 0:::
A lithosphere () is the rigid, outermost rocky shell of a terrestrial planet or natural satellite. On Earth, it is composed of the crust and the lithospheric mantle, the topmost portion of the upper mantle that behaves elastically on time scales of up to thousands of years or more. The crust and upper mantle are distinguished on the basis of chemistry and mineralogy.
Earth's lithosphere
Earth's lithosphere, which constitutes the hard and rigid outer vertical layer of the Earth, includes the crust and the lithospheric mantle (or mantle lithosphere), the uppermost part of the mantle that is not convecting. The lithosphere is underlain by the asthenosphere which is the weaker, hotter, and deeper part of the upper mantle that is able to convect. The lithosphere–asthenosphere boundary is defined by a difference in response to stress. The lithosphere remains rigid for very long periods of geologic time in which it deforms elastically and through brittle failure, while the asthenosphere deforms viscously and accommodates strain through plastic deformation.
The thickness of the lithosphere is thus considered to be the depth to the isotherm associated with the transition between brittle and viscous behavior. The temperature at which olivine becomes ductile (~) is often used to set this isotherm because olivine is generally the weakest mineral in the upper mantle.
The lithosphere is subdivided horizontally into tectonic plates, which often include terranes accreted from other plates.
History of the concept
The concept of the lithosphere as Earth's strong outer layer was described by the English mathematician A. E. H. Love in his 1911 monograph "Some problems of Geodynamics" and further developed by the American geologist Joseph Barrell, who wrote a series of papers about the concept and introduced the term "lithosphere". The concept was based on the presence of significant gravity anomalies over continental crust, from which he inferred that there must exist a strong, s
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The core–mantle boundary (CMB) of Earth lies between the planet's silicate mantle and its liquid iron–nickel outer core, at a depth of below Earth's surface. The boundary is observed via the discontinuity in seismic wave velocities at that depth due to the differences between the acoustic impedances of the solid mantle and the molten outer core. P-wave velocities are much slower in the outer core than in the deep mantle while S-waves do not exist at all in the liquid portion of the core. Recent evidence suggests a distinct boundary layer directly above the CMB possibly made of a novel phase of the basic perovskite mineralogy of the deep mantle named post-perovskite. Seismic tomography studies have shown significant irregularities within the boundary zone and appear to be dominated by the African and Pacific Large Low-Shear-Velocity Provinces (LLSVP).
The uppermost section of the outer core is thought to be about 500–1,800 K hotter than the overlying mantle, creating a thermal boundary layer. The boundary is thought to harbor topography, much like Earth's surface, that is supported by solid-state convection within the overlying mantle. Variations in the thermal properties of the core-mantle boundary may affect how the outer core's iron-rich fluids flow, which are ultimately responsible for Earth's magnetic field.
The D″ region
The approx. 200 km thick layer of the lower mantle directly above the boundary is referred to as the D″ region ("D double-prime" or "D prime prime") and is sometimes included in discussions regarding the core–mantle boundary zone. The D″ name originates from geophysicist Keith Bullen's designations for the Earth's layers. His system was to label each layer alphabetically, A through G, with the crust as 'A' and the inner core as 'G'. In his 1942 publication of his model, the entire lower mantle was the D layer. In 1949, Bullen found his 'D' layer to actually be two different layers. The upper part of the D layer, about 1800 km thick, was r
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Earth's crustal evolution involves the formation, destruction and renewal of the rocky outer shell at that planet's surface.
The variation in composition within the Earth's crust is much greater than that of other terrestrial planets. Mars, Venus, Mercury and other planetary bodies have relatively quasi-uniform crusts unlike that of the Earth which contains both oceanic and continental plates. This unique property reflects the complex series of crustal processes that have taken place throughout the planet's history, including the ongoing process of plate tectonics.
The proposed mechanisms regarding Earth's crustal evolution take a theory-orientated approach. Fragmentary geologic evidence and observations provide the basis for hypothetical solutions to problems relating to the early Earth system. Therefore, a combination of these theories creates both a framework of current understanding and also a platform for future study.
Early crust
Mechanisms of early crust formation
The early Earth was entirely molten. This was due to high temperatures created and maintained by the following processes:
Compression of the early atmosphere
Rapid axial rotation
Regular impacts with neighbouring planetesimals.
The mantle remained hotter than modern day temperatures throughout the Archean. Over time the Earth began to cool as planetary accretion slowed and heat stored within the magma ocean was lost to space through radiation.
A theory for the initiation of magma solidification states that once cool enough, the cooler base of the magma ocean would begin to crystallise first. This is because pressure of 25 GPa at the surface cause the solidus to lower. The formation of a thin 'chill-crust' at the extreme surface would provide thermal insulation to the shallow sub surface, keeping it warm enough to maintain the mechanism of crystallisation from the deep magma ocean.
The composition of the crystals produced during the crystallisation of the magma ocean varied with depth. Ex
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The geologic record in stratigraphy, paleontology and other natural sciences refers to the entirety of the layers of rock strata. That is, deposits laid down by volcanism or by deposition of sediment derived from weathering detritus (clays, sands etc.). This includes all its fossil content and the information it yields about the history of the Earth: its past climate, geography, geology and the evolution of life on its surface. According to the law of superposition, sedimentary and volcanic rock layers are deposited on top of each other. They harden over time to become a solidified (competent) rock column, that may be intruded by igneous rocks and disrupted by tectonic events.
Correlating the rock record
At a certain locality on the Earth's surface, the rock column provides a cross section of the natural history in the area during the time covered by the age of the rocks. This is sometimes called the rock history and gives a window into the natural history of the location that spans many geological time units such as ages, epochs, or in some cases even multiple major geologic periods—for the particular geographic region or regions. The geologic record is in no one place entirely complete for where geologic forces one age provide a low-lying region accumulating deposits much like a layer cake, in the next may have uplifted the region, and the same area is instead one that is weathering and being torn down by chemistry, wind, temperature, and water. This is to say that in a given location, the geologic record can be and is quite often interrupted as the ancient local environment was converted by geological forces into new landforms and features. Sediment core data at the mouths of large riverine drainage basins, some of which go deep thoroughly support the law of superposition.
However using broadly occurring deposited layers trapped within differently located rock columns, geologists have pieced together a system of units covering most of the geologic time scale
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The internal structure of Earth is the layers of the Earth, excluding its atmosphere and hydrosphere. The structure consists of an outer silicate solid crust, a highly viscous asthenosphere and solid mantle, a liquid outer core whose flow generates the Earth's magnetic field, and a solid inner core.
Scientific understanding of the internal structure of Earth is based on observations of topography and bathymetry, observations of rock in outcrop, samples brought to the surface from greater depths by volcanoes or volcanic activity, analysis of the seismic waves that pass through Earth, measurements of the gravitational and magnetic fields of Earth, and experiments with crystalline solids at pressures and temperatures characteristic of Earth's deep interior.
Global properties
"Note: In chondrite model (1), the light element in the core is assumed to be Si. Chondrite model (2) is a model of chemical composition of the mantle corresponding to the model of core shown in chondrite model (1)."Measurements of the force exerted by Earth's gravity can be used to calculate its mass. Astronomers can also calculate Earth's mass by observing the motion of orbiting satellites. Earth's average density can be determined through gravimetric experiments, which have historically involved pendulums. The mass of Earth is about . The average density of Earth is .
Layers
The structure of Earth can be defined in two ways: by mechanical properties such as rheology, or chemically. Mechanically, it can be divided into lithosphere, asthenosphere, mesospheric mantle, outer core, and the inner core. Chemically, Earth can be divided into the crust, upper mantle, lower mantle, outer core, and inner core. The geologic component layers of Earth are at increasing depths below the surface:
Crust and lithosphere
Earth's crust ranges from in depth and is the outermost layer. The thin parts are the oceanic crust, which underlie the ocean basins (5–10 km) and is mafic-rich (dense iron-magnesium silic
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What layer, made of hot, solid rock, is beneath the earth's crust?
A. mantle
B. marble
C. core
D. magma
Answer:
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|
sciq-6542
|
multiple_choice
|
What is a collection of fibrin, platelets, and erythrocytes that has accumulated along the lining of a blood vessel called?
|
[
"thrombus",
"clots",
"embolus",
"atherosclerosis"
] |
A
|
Relavent Documents:
Document 0:::
Platelets or thrombocytes (from Greek θρόμβος, "clot" and κύτος, "cell") are a component of blood whose function (along with the coagulation factors) is to react to bleeding from blood vessel injury by clumping, thereby initiating a blood clot. Platelets have no cell nucleus; they are fragments of cytoplasm derived from the megakaryocytes of the bone marrow or lung, which then enter the circulation. Platelets are found only in mammals, whereas in other vertebrates (e.g. birds, amphibians), thrombocytes circulate as intact mononuclear cells.
One major function of platelets is to contribute to hemostasis: the process of stopping bleeding at the site of interrupted endothelium. They gather at the site and, unless the interruption is physically too large, they plug the hole. First, platelets attach to substances outside the interrupted endothelium: adhesion. Second, they change shape, turn on receptors and secrete chemical messengers: activation. Third, they connect to each other through receptor bridges: aggregation. Formation of this platelet plug (primary hemostasis) is associated with activation of the coagulation cascade, with resultant fibrin deposition and linking (secondary hemostasis). These processes may overlap: the spectrum is from a predominantly platelet plug, or "white clot" to a predominantly fibrin, or "red clot" or the more typical mixture. Some would add the subsequent retraction and platelet inhibition as fourth and fifth steps to the completion of the process and still others would add a sixth step, wound repair. Platelets also participate in both innate and adaptive intravascular immune responses.
Structure
Structure
Structurally the platelet can be divided into four zones, from peripheral to innermost:
Peripheral zone – is rich in glycoproteins required for platelet adhesion, activation and aggregation. For example, GPIb/IX/V; GPVI; GPIIb/IIIa.
Sol-gel zone – is rich in microtubules and microfilaments, allowing the platelets to maintain their
Document 1:::
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
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Hemangioblasts are the multipotent precursor cells that can differentiate into both hematopoietic and endothelial cells. In the mouse embryo, the emergence of blood islands in the yolk sac at embryonic day 7 marks the onset of hematopoiesis. From these blood islands, the hematopoietic cells and vasculature are formed shortly after. Hemangioblasts are the progenitors that form the blood islands. To date, the hemangioblast has been identified in human, mouse and zebrafish embryos.
Hemangioblasts have been first extracted from embryonic cultures and manipulated by cytokines to differentiate along either hematopoietic or endothelial route. It has been shown that these pre-endothelial/pre-hematopoietic cells in the embryo arise out of a phenotype CD34 population. It was then found that hemangioblasts are also present in the tissue of post-natal individuals, such as in newborn infants and adults.
Adult hemangioblast
There is now emerging evidence of hemangioblasts that continue to exist in the adult as circulating stem cells in the peripheral blood that can give rise to both endothelial cells and hematopoietic cells. These cells are thought to express both CD34 and CD133 These cells are likely derived from the bone marrow, and may even be derived from hematopoietic stem cells.
History
The hemangioblast was first hypothesized in 1900 by Wilhelm His. Existence of the hemangioblast was first proposed in 1917 by Florence Sabin, who observed the close spatial and temporal proximity of the emergence of blood vessels and red blood cells within the yolk sac in chick embryos. In 1932, making the same observation as Sabin, Murray coined the term “hemangioblast”.
The hypothesis of a bipotential precursor was further supported by the fact that endothelial cells and hematopoietic cells share many of the same markers, including Flk1, Vegf, CD34, Scl, Gata2, Runx1, and Pecam-1. Furthermore, it was shown that depletion of Flk1 in the developing embryo results in disappearance of
Document 3:::
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 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is a collection of fibrin, platelets, and erythrocytes that has accumulated along the lining of a blood vessel called?
A. thrombus
B. clots
C. embolus
D. atherosclerosis
Answer:
|
|
sciq-1733
|
multiple_choice
|
How many types of simple machines are there?
|
[
"ten types",
"six types",
"three types",
"two types"
] |
B
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
Machine element or hardware refers to an elementary component of a machine. These elements consist of three basic types:
structural components such as frame members, bearings, axles, splines, fasteners, seals, and lubricants,
mechanisms that control movement in various ways such as gear trains, belt or chain drives, linkages, cam and follower systems, including brakes and clutches, and
control components such as buttons, switches, indicators, sensors, actuators and computer controllers.
While generally not considered to be a machine element, the shape, texture and color of covers are an important part of a machine that provide a styling and operational interface between the mechanical components of a machine and its users.
Machine elements are basic mechanical parts and features used as the building blocks of most machines. Most are standardized to common sizes, but customs are also common for specialized applications.
Machine elements may be features of a part (such as screw threads or integral plain bearings) or they may be discrete parts in and of themselves such as wheels, axles, pulleys, rolling-element bearings, or gears. All of the simple machines may be described as machine elements, and many machine elements incorporate concepts of one or more simple machines. For example, a leadscrew incorporates a screw thread, which is an inclined plane wrapped around a cylinder.
Many mechanical design, invention, and engineering tasks involve a knowledge of various machine elements and an intelligent and creative combining of these elements into a component or assembly that fills a need (serves an application).
Structural elements
Beams,
Struts,
Bearings,
Fasteners
Keys,
Splines,
Cotter pin,
Seals
Machine guardings
Mechanical elements
Engine,
Electric motor,
Actuator,
Shafts,
Couplings
Belt,
Chain,
Cable drives,
Gear train,
Clutch,
Brake,
Flywheel,
Cam,
follower systems,
Linkage,
Simple machine
Types
Shafts
Document 2:::
The Gunderson Do-All Machine is a colorful, interconnected network of dozens of machines that have been cross-sectioned to reveal their internal operating mechanisms. It was designed by Mark Gunderson to illustrate mechanical concepts.
History and design
The Gunderson Do-All Machine includes more than 30 individual machines that are linked together by an array of belts, gears, pulleys, and transmissions. Collectively, they operate in a continuous chain reaction on the power of one Whitte gas oil well engine, forming a kinetic sculpture. The entire network is mounted on a flat bed trailer platform, so that it can be transported to engine shows, educational venues, and county fairs. The combined weight of the trailer and all components is about 6000 pounds.
The Do-All's layout and design allows one to follow the chain reaction from machine to machine while observing the internal cogs, gears, and other components that make them work. The variety of machines include an automatically reversing worm gear, a water pump impellar, a governor/gas valve from a 20-horsepower (HP) JC engine, a blacksmith blower/bubble maker, the main line shaft and pulley from an antique corn grinder, a floating gear, a DC 110-volt generator and lights, a 38-to-1 gear reducer, a bicycle light generator, and a fan blower painted to look like a clown. Recent additions include a penny press that creates a commemorative Do-All Machine coin and a rotating satellite dish with sun and moon images painted on opposite sides.
Major engine components
The Gunderson Do-All includes the following major engines that have been cut away to reveal their inner workings in action:
Wright Twin Cyclone R-2600 1,700 horsepower radial engine from a B-25 Bomber
Wankel Rotary Engine from a Mazda RX-7
301 Cu in Pontiac V8 engine from a TransAm
Jeep CJ5 Transmission
Gallery
See also
Pontiac TransAm
Document 3:::
This is a list of the world's largest machines, both static and movable in history.
Building structure
Large Hadron Collider – The world's largest single machine
Ground vehicles
Mining vehicles
Engineering and transport vehicles
Military vehicles
Air vehicles
Lighter-than-air vehicles
Heavier-than-air vehicles
Sea vehicles
Industrial and cargo vessels
Passenger vessels
Military vessels
Space vehicles
Space stations
Launch vehicles
See also
List of largest passenger vehicles
List of large aircraft
Document 4:::
The machine industry or machinery industry is a subsector of the industry, that produces and maintains machines for consumers, the industry, and most other companies in the economy.
This machine industry traditionally belongs to the heavy industry. Nowadays, many smaller companies in this branch are considered part of the light industry. Most manufacturers in the machinery industry are called machine factories.
Overview
The machine industry is a subsector of the industry that produces a range of products from power tools, different types of machines, and domestic technology to factory equipment etc. On the one hand the machine industry provides:
The means of production for businesses in the agriculture, mining, industry and construction.
The means of production for public utility, such as equipment for the production and distribution of gas, electricity and water.
A range of supporting equipment for all sectors of the economy, such as equipment for heating, ventilation, and air conditioning of buildings.
These means of production are called capital goods, because a certain amount of capital is invested. Much of those production machines require regular maintenance, which becomes supplied specialized companies in the machine industry.
On the other end the machinery industry supplies consumer goods, including kitchen appliances, refrigerators, washers, dryers and a like. Production of radio and television, however, is generally considered belonging to the electrical equipment industry. The machinery industry itself is a major customer of the steel industry.
The production of the machinery industry varies widely from single-unit production and series production to mass production. Single-unit production is about constructing unique products, which are specified in specific customer requirements. Due to modular design such devices and machines can often be manufactured in small series, which significantly reduces the costs. From a certain stage in the production
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
How many types of simple machines are there?
A. ten types
B. six types
C. three types
D. two types
Answer:
|
|
sciq-3472
|
multiple_choice
|
Surface tension and viscosity are generally associated with what form or state of matter?
|
[
"solids",
"liquids",
"electrons",
"gases"
] |
B
|
Relavent Documents:
Document 0:::
The Szyszkowski Equation has been used by Meissner and Michaels to describe the decrease in surface tension of aqueous solutions of carboxylic acids, alcohols and esters at varying mole fractions. It describes the exponential decrease of the surface tension at low concentrations reasonably but should be used only at concentrations below 1 mole%.
Equation
with:
σm is surface tension of the mixture
σw is surface tension of pure water
a is component specific constant (see table below)
x is mole fraction of the solvated component
The equation can be rearranged to be explicit in a:
This allows the direct calculation of that component specific parameter a from experimental data.
The equation can also be written as:
with:
γ is surface tension of the mixture
γ0 is surface tension of pure water
R is ideal gas constant 8.31 J/(mol*K)
T is temperature in K
ω is cross-sectional area of the surfactant molecules at the surface
The surface tension of pure water is dependent on temperature. At room temperature (298 K), it is equal to 71.97 mN/m
Parameters
Meissner and Michaels published the following a constants:
Example
The following table and diagram show experimentally determined surface tensions in the mixture of water and propionic acid.
This example shows a good agreement between the published value a=2.6*10−3 and the calculated value a=2.59*10−3 at the smallest given mole fraction of 0.00861 but at higher concentrations of propionic acid the value of an increases considerably, showing deviations from the predicted value.
See also
Bohdan Szyszkowski
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, ultradivided matter is a family of states of matter characterised by a heterogeneous mixture of two or more different materials, where the interaction energy between the suspended phase is larger than kT. The term 'ultradivided matter' encapsulates several types of substance including: soap micelles, emulsions, and suspensions of solids such as colloids.).
An ultradivided state differs from a solution. In a steady-state solution, all interactions between a solution's constituent molecules are on the order of the thermal energy kT. Thus any otherwise aggregative force between similar molecules in a solution is subordinate to thermal fluctuations, and the solution does allow flocculation of one of the constituent components. Ultradivided matter, however, is characterised by large interfacial energies where the intermolecular interactions of one or more constituents of the substance are stronger than kT. This leads to different behaviour. An intuitive example of this can be seen in the tendency of a biphasic mixture of water (a polar liquid) and oil (a non-polar liquid) to spontaneously separate into two phases. This may seem to imply a change from a state with higher disorder or higher entropy (a suspension of oil droplets in water) to a lower-entropy arrangement (a neat separation into two regions of different material). Such a transition would seem to violate the second law of thermodynamics, which is impossible. The resolution to this apparent paradox is that the interface between oil and water necessitates an ordered alignment of oil and water molecules at the interface. Minimisation of the surface area between the two phases thus correlates with an increase of the entropy of the system. The highest entropy state thus has a minimum interfacial surface area between the two phases and thus a neat separation is created, into two regions of different material.
See also
Colloid
Document 3:::
Surface tension is the tendency of liquid surfaces at rest to shrink into the minimum surface area possible. Surface tension is what allows objects with a higher density than water such as razor blades and insects (e.g. water striders) to float on a water surface without becoming even partly submerged.
At liquid–air interfaces, surface tension results from the greater attraction of liquid molecules to each other (due to cohesion) than to the molecules in the air (due to adhesion).
There are two primary mechanisms in play. One is an inward force on the surface molecules causing the liquid to contract. Second is a tangential force parallel to the surface of the liquid. This tangential force is generally referred to as the surface tension. The net effect is the liquid behaves as if its surface were covered with a stretched elastic membrane. But this analogy must not be taken too far as the tension in an elastic membrane is dependent on the amount of deformation of the membrane while surface tension is an inherent property of the liquid–air or liquid–vapour interface.
Because of the relatively high attraction of water molecules to each other through a web of hydrogen bonds, water has a higher surface tension (72.8 millinewtons (mN) per meter at 20 °C) than most other liquids. Surface tension is an important factor in the phenomenon of capillarity.
Surface tension has the dimension of force per unit length, or of energy per unit area. The two are equivalent, but when referring to energy per unit of area, it is common to use the term surface energy, which is a more general term in the sense that it applies also to solids.
In materials science, surface tension is used for either surface stress or surface energy.
Causes
Due to the cohesive forces, a molecule located away from the surface is pulled equally in every direction by neighboring liquid molecules, resulting in a net force of zero. The molecules at the surface do not have the same molecules on all sides of th
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.
Surface tension and viscosity are generally associated with what form or state of matter?
A. solids
B. liquids
C. electrons
D. gases
Answer:
|
|
sciq-3065
|
multiple_choice
|
The stems of all vascular plants get longer through primary growth. this occurs in primary meristem at the tips and ______ of the stems.
|
[
"bottoms",
"edges",
"nodes",
"layers"
] |
C
|
Relavent Documents:
Document 0:::
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 1:::
In botany, secondary growth is the growth that results from cell division in the cambia or lateral meristems and that causes the stems and roots to thicken, while primary growth is growth that occurs as a result of cell division at the tips of stems and roots, causing them to elongate, and gives rise to primary tissue. Secondary growth occurs in most seed plants, but monocots usually lack secondary growth. If they do have secondary growth, it differs from the typical pattern of other seed plants.
The formation of secondary vascular tissues from the cambium is a characteristic feature of dicotyledons and gymnosperms. In certain monocots, the vascular tissues are also increased after the primary growth is completed but the cambium of these plants is of a different nature. In the living pteridophytes this feature is extremely rare, only occurring in Isoetes.
Lateral meristems
In many vascular plants, secondary growth is the result of the activity of the two lateral meristems, the cork cambium and vascular cambium. Arising from lateral meristems, secondary growth increases the width of the plant root or stem, rather than its length. As long as the lateral meristems continue to produce new cells, the stem or root will continue to grow in diameter. In woody plants, this process produces wood, and shapes the plant into a tree with a thickened trunk.
Because this growth usually ruptures the epidermis of the stem or roots, plants with secondary growth usually also develop a cork cambium. The cork cambium gives rise to thickened cork cells to protect the surface of the plant and reduce water loss. If this is kept up over many years, this process may produce a layer of cork. In the case of the cork oak it will yield harvestable cork.
In nonwoody plants
Secondary growth also occurs in many nonwoody plants, e.g. tomato, potato tuber, carrot taproot and sweet potato tuberous root. A few long-lived leaves also have secondary growth.
Abnormal secondary growth
Abnormal seco
Document 2:::
The quiescent centre is a group of cells, up to 1,000 in number, in the form of a hemisphere, with the flat face toward the root tip of vascular plants. It is a region in the apical meristem of a root where cell division proceeds very slowly or not at all, but the cells are capable of resuming meristematic activity when the tissue surrounding them is damaged.
Cells of root apical meristems do not all divide at the same rate. Determinations of relative rates of DNA synthesis show that primary roots of Zea, Vicia and Allium have quiescent centres to the meristems, in which the cells divide rarely or never in the course of normal root growth (Clowes, 1958). Such a quiescent centre includes the cells at the apices of the histogens of both stele and cortex. Its presence can be deduced from the anatomy of the apex in Zea (Clowes, 1958), but not in the other species which lack discrete histogens.
History
In 1953, during the course of analysing the organization and function of the root apices, Frederick Albert Lionel Clowes (born 10 September 1921), at the School of Botany (now Department of Plant Sciences), University of Oxford, proposed the term ‘cytogenerative centre’ to denote ‘the region of an apical meristem from which all future cells are derived’. This term had been suggested to him by Mr Harold K. Pusey, a lecturer in embryology at the Department of Zoology and Comparative Anatomy at the same university. The 1953 paper of Clowes reported results of his experiments on Fagus sylvatica and Vicia faba, in which small oblique and wedge-shaped excisions were made at the tip of the primary root, at the most distal level of the root body, near the boundary with the root cap. The results of these experiments were striking and showed that: the root which grew on following the excision was normal at the undamaged meristem side; the nonexcised meristem portion contributed to the regeneration of the excised portion; the regenerated part of the root had abnormal patterning and
Document 3:::
In botany, a plant shoot consists of any plant stem together with its appendages like, leaves and lateral buds, flowering stems, and flower buds. The new growth from seed germination that grows upward is a shoot where leaves will develop. In the spring, perennial plant shoots are the new growth that grows from the ground in herbaceous plants or the new stem or flower growth that grows on woody plants.
In everyday speech, shoots are often synonymous with stems. Stems, which are an integral component of shoots, provide an axis for buds, fruits, and leaves.
Young shoots are often eaten by animals because the fibers in the new growth have not yet completed secondary cell wall development, making the young shoots softer and easier to chew and digest.
As shoots grow and age, the cells develop secondary cell walls that have a hard and tough structure.
Some plants (e.g. bracken) produce toxins that make their shoots inedible or less palatable.
Shoot types of woody plants
Many woody plants have distinct short shoots and long shoots. In some angiosperms, the short shoots, also called spur shoots or fruit spurs, produce the majority of flowers and fruit. A similar pattern occurs in some conifers and in Ginkgo, although the "short shoots" of some genera such as Picea are so small that they can be mistaken for part of the leaf that they have produced.
A related phenomenon is seasonal heterophylly, which involves visibly different leaves from spring growth and later lammas growth. Whereas spring growth mostly comes from buds formed the previous season, and often includes flowers, lammas growth often involves long shoots.
See also
Bud
Crown (botany)
Heteroblasty (botany), an abrupt change in the growth pattern of some plants as they mature
Lateral shoot
Phyllotaxis, the arrangement of leaves along a plant stem
Seedling
Sterigma, the "woody peg" below the leaf of some conifers
Thorn (botany), true thorns, as distinct from spines or prickles, are short shoots
Document 4:::
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.
The stems of all vascular plants get longer through primary growth. this occurs in primary meristem at the tips and ______ of the stems.
A. bottoms
B. edges
C. nodes
D. layers
Answer:
|
|
sciq-9996
|
multiple_choice
|
What are animal fats and oils such as olive and vegetable oil classified as?
|
[
"lipids",
"inorganic compounds",
"proteins",
"amino acids"
] |
A
|
Relavent Documents:
Document 0:::
A simple lipid is a fatty acid ester of different alcohols and carries no other substance. These lipids belong to a heterogeneous class of predominantly nonpolar compounds, mostly insoluble in water, but soluble in nonpolar organic solvents such as chloroform and benzene.
Simple lipids: esters of fatty acids with various alcohols.
a. Fats: esters of fatty acids with glycerol. Oils are fats in the liquid state. Fats are also called triglycerides because all the three hydroxyl groups of glycerol are esterified.
b. Waxes: Solid esters of long-chain fatty acids such as palmitic acid with aliphatic or alicyclic higher molecular weight monohydric alcohols. Waxes are water-insoluble due to the weakly polar nature of the ester group.
See also
Lipid
Lipids
Document 1:::
Animal nutrition focuses on the dietary nutrients needs of animals, primarily those in agriculture and food production, but also in zoos, aquariums, and wildlife management.
Constituents of diet
Macronutrients (excluding fiber and water) provide structural material (amino acids from which proteins are built, and lipids from which cell membranes and some signaling molecules are built) and energy. Some of the structural material can be used to generate energy internally, though the net energy depends on such factors as absorption and digestive effort, which vary substantially from instance to instance. Vitamins, minerals, fiber, and water do not provide energy, but are required for other reasons. A third class dietary material, fiber (i.e., non-digestible material such as cellulose), seems also to be required, for both mechanical and biochemical reasons, though the exact reasons remain unclear.
Molecules of carbohydrates and fats consist of carbon, hydrogen, and oxygen atoms. Carbohydrates range from simple monosaccharides (glucose, fructose, galactose) to complex polysaccharides (starch). Fats are triglycerides, made of assorted fatty acid monomers bound to glycerol backbone. Some fatty acids, but not all, are essential in the diet: they cannot be synthesized in the body. Protein molecules contain nitrogen atoms in addition to carbon, oxygen, and hydrogen. The fundamental components of protein are nitrogen-containing amino acids. Essential amino acids cannot be made by the animal. Some of the amino acids are convertible (with the expenditure of energy) to glucose and can be used for energy production just as ordinary glucose. By breaking down existing protein, some glucose can be produced internally; the remaining amino acids are discarded, primarily as urea in urine. This occurs normally only during prolonged starvation.
Other dietary substances found in plant foods (phytochemicals, polyphenols) are not identified as essential nutrients but appear to impact healt
Document 2:::
An unsaturated fat is a fat or fatty acid in which there is at least one double bond within the fatty acid chain. A fatty acid chain is monounsaturated if it contains one double bond, and polyunsaturated if it contains more than one double bond.
A saturated fat has no carbon to carbon double bonds, so the maximum possible number of hydrogens bonded to the carbons, and is "saturated" with hydrogen atoms. To form carbon to carbon double bonds, hydrogen atoms are removed from the carbon chain. In cellular metabolism, unsaturated fat molecules contain less energy (i.e., fewer calories) than an equivalent amount of saturated fat. The greater the degree of unsaturation in a fatty acid (i.e., the more double bonds in the fatty acid) the more vulnerable it is to lipid peroxidation (rancidity). Antioxidants can protect unsaturated fat from lipid peroxidation.
Composition of common fats
In chemical analysis, fats are broken down to their constituent fatty acids, which can be analyzed in various ways. In one approach, fats undergo transesterification to give fatty acid methyl esters (FAMEs), which are amenable to separation and quantitation using by gas chromatography. Classically, unsaturated isomers were separated and identified by argentation thin-layer chromatography.
The saturated fatty acid components are almost exclusively stearic (C18) and palmitic acids (C16). Monounsaturated fats are almost exclusively oleic acid. Linolenic acid comprises most of the triunsaturated fatty acid component.
Chemistry and nutrition
Although polyunsaturated fats are protective against cardiac arrhythmias, a study of post-menopausal women with a relatively low fat intake showed that polyunsaturated fat is positively associated with progression of coronary atherosclerosis, whereas monounsaturated fat is not. This probably is an indication of the greater vulnerability of polyunsaturated fats to lipid peroxidation, against which vitamin E has been shown to be protective.
Examples
Document 3:::
Tomato seed oil is a vegetable oil extracted from the seeds of tomatoes.
The possibility of extracting oil from tomato seeds was studied in the United States in 1914. Seeds were obtained from a variety of locations and pressed to produce oil. This was refined using an alkali and then clarified with fuller's earth. The resulting oil was pale yellow and considered suitable for dressing salads.
The seeds have been given renewed attention as there is pressure to utilise the waste products of tomato processing, in which seeds are the largest component. In Greece, over a million tons of tomatoes are processed each year and the resulting quantity of seeds might be used to produce up to 2000 tons of oil. The oil from Greek seeds has been extracted by using ether as a solvent. When analysed, it was found to contain a high proportion of unsaturated fatty acids, especially linoleic acid.
Botanical name
Tomato belongs to the family Solanaceae.
species: Solanum lycopersicum.
Tomato cultivation in India
Soil: sandy to heavy clay, pH 6.0-7.0. well drained, light.
Plant: an unarmed spreading, pubescent herb with characteristic odour.
Cultivation: It is cultivated all over India. Major states are Maharashtra, Bihar, Karnataka, U.P, Orissa, Andhra Pradesh, Madhya Pradesh, and Assam.
Climate: Climate should be warm with plenty of moisture and sunshine.
Tomato seeds
Contains: 8.95% moisture, 27.62% protein, 24.40% fat, 0.56% lecithin, 13.60% fiber, and 40.20% of ash. N-free extracts are present up to 21%. Seeds form only 0.5% of tomato. Seeds are waste products in food industries manufacturing tomato juice, sauce, ketchup and food colours such as lycopene and beta carotene. Seeds are recovered from discarded waste product by flotation. In India the potential availability of seeds will be 7500 tonnes per annum.
Contents of tomato seed
Tomato seed oil
Tomato seed contains 24-25% of oil, but 15-17% oil can be recovered by crushing in expellers. Tomato oil is brown in colo
Document 4:::
Per 100 g, soybean oil has 16 g of saturated fat, 23 g of monounsaturated fat, and 58 g of polyunsaturated fat. The major unsaturated fatty acids in soybean oil triglycerides are the polyunsaturates alpha-linolenic acid (C-18:3), 7-10%, and linoleic acid (C-18:2), 51%; and the monounsatu
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What are animal fats and oils such as olive and vegetable oil classified as?
A. lipids
B. inorganic compounds
C. proteins
D. amino acids
Answer:
|
|
ai2_arc-361
|
multiple_choice
|
Which is NOT a fossil fuel?
|
[
"Coal",
"Oil",
"Wood",
"Natural gas"
] |
C
|
Relavent Documents:
Document 0:::
Phyllocladane is a tricyclic diterpane which is generally found in gymnosperm resins. It has a formula of C20H34 and a molecular weight of 274.4840. As a biomarker, it can be used to learn about the gymnosperm input into a hydrocarbon deposit, and about the age of the deposit in general. It indicates a terrogenous origin of the source rock. Diterpanes, such as Phyllocladane are found in source rocks as early as the middle and late Devonian periods, which indicates any rock containing them must be no more than approximately 360 Ma. Phyllocladane is commonly found in lignite, and like other resinites derived from gymnosperms, is naturally enriched in 13C. This enrichment is a result of the enzymatic pathways used to synthesize the compound.
The compound can be identified by GC-MS. A peak of m/z 123 is indicative of tricyclic diterpenoids in general, and phyllocladane in particular is further characterized by strong peaks at m/z 231 and m/z 189. Presence of phyllocladane and its relative abundance to other tricyclic diterpanes can be used to differentiate between various oil fields.
Document 1:::
Cellulosic ethanol is ethanol (ethyl alcohol) produced from cellulose (the stringy fiber of a plant) rather than from the plant's seeds or fruit. It can be produced from grasses, wood, algae, or other plants. It is generally discussed for use as a biofuel. The carbon dioxide that plants absorb as they grow offsets some of the carbon dioxide emitted when ethanol made from them is burned, so cellulosic ethanol fuel has the potential to have a lower carbon footprint than fossil fuels.
Interest in cellulosic ethanol is driven by its potential to replace ethanol made from corn or sugarcane. Since these plants are also used for food products, diverting them for ethanol production can cause food prices to rise; cellulose-based sources, on the other hand, generally do not compete with food, since the fibrous parts of plants are mostly inedible to humans. Another potential advantage is the high diversity and abundance of cellulose sources; grasses, trees and algae are found in almost every environment on Earth. Even municipal solid waste components like paper could conceivably be made into ethanol. The main current disadvantage of cellulosic ethanol is its high cost of production, which is more complex and requires more steps than corn-based or sugarcane-based ethanol.
Cellulosic ethanol received significant attention in the 2000s and early 2010s. The United States government in particular funded research into its commercialization and set targets for the proportion of cellulosic ethanol added to vehicle fuel. A large number of new companies specializing in cellulosic ethanol, in addition to many existing companies, invested in pilot-scale production plants. However, the much cheaper manufacturing of grain-based ethanol, along with the low price of oil in the 2010s, meant that cellulosic ethanol was not competitive with these established fuels. As a result, most of the new refineries were closed by the mid-2010s and many of the newly founded companies became insolvent. A f
Document 2:::
Biotic material or biological derived material is any material that originates from living organisms. Most such materials contain carbon and are capable of decay.
The earliest life on Earth arose at least 3.5 billion years ago. Earlier physical evidences of life include graphite, a biogenic substance, in 3.7 billion-year-old metasedimentary rocks discovered in southwestern Greenland, as well as, "remains of biotic life" found in 4.1 billion-year-old rocks in Western Australia. Earth's biodiversity has expanded continually except when interrupted by mass extinctions. Although scholars estimate that over 99 percent of all species of life (over five billion) that ever lived on Earth are extinct, there are still an estimated 10–14 million extant species, of which about 1.2 million have been documented and over 86% have not yet been described.
Examples of biotic materials are wood, straw, humus, manure, bark, crude oil, cotton, spider silk, chitin, fibrin, and bone.
The use of biotic materials, and processed biotic materials (bio-based material) as alternative natural materials, over synthetics is popular with those who are environmentally conscious because such materials are usually biodegradable, renewable, and the processing is commonly understood and has minimal environmental impact. However, not all biotic materials are used in an environmentally friendly way, such as those that require high levels of processing, are harvested unsustainably, or are used to produce carbon emissions.
When the source of the recently living material has little importance to the product produced, such as in the production of biofuels, biotic material is simply called biomass. Many fuel sources may have biological sources, and may be divided roughly into fossil fuels, and biofuel.
In soil science, biotic material is often referred to as organic matter. Biotic materials in soil include glomalin, Dopplerite and humic acid. Some biotic material may not be considered to be organic matte
Document 3:::
Biodesulfurization is the process of removing sulfur from crude oil through the use of microorganisms or their enzymes.
Background
Crude oil contains sulfur in its composition, with the latter being the most abundant element after carbon and hydrogen. Depending on its source, the amount of sulfur present in crude oil can range from 0.05 to 10%. Accordingly, the oil can be classified as sweet or sour if the sulfur concentration is below or above 0.5%, respectively.
The combustion of crude oil releases sulfur oxides (SOx) to the atmosphere, which are harmful to public health and contribute to serious environmental effects such as air pollution and acid rains. In addition, the sulfur content in crude oil is a major problem for refineries, as it promotes the corrosion of the equipment and the poisoning of the noble metal catalysts. The levels of sulfur in any oil field are too high for the fossil fuels derived from it (such as gasoline, diesel, or jet fuel ) to be used in combustion engines without pre-treatment to remove organosulfur compounds.
The reduction of the concentration of sulfur in crude oil becomes necessary to mitigate one of the leading sources of the harmful health and environmental effects caused by its combustion. In this sense, the European union has taken steps to decrease the sulfur content in diesel below 10 ppm, while the US has made efforts to restrict the sulfur content in diesel and gasoline to a maximum of 15 ppm. The reduction of sulfur compounds in oil fuels can be achieved by a process named desulfurization. Methods used for desulfurization include, among others, hydrodesulfurization, oxidative desulfurization, extractive desulfurization, and extraction by ionic liquids.
Despite their efficiency at reducing sulfur content, the conventional desulfurization methods are still accountable for a significant amount of the CO2 emissions associated with the crude oil refining process, releasing up to 9000 metric tons per year. Furthermore, the
Document 4:::
Use areasMiscanthus × giganteus is mainly used as raw material for solid biofuels. It can be burned direct
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which is NOT a fossil fuel?
A. Coal
B. Oil
C. Wood
D. Natural gas
Answer:
|
|
sciq-326
|
multiple_choice
|
What is the temperature at which condensation of water vapor occurs called?
|
[
"the tipping point",
"the dew point",
"the cooling point",
"the boiling point"
] |
B
|
Relavent Documents:
Document 0:::
The dew point of a given body of air is the temperature to which it must be cooled to become saturated with water vapor. This temperature depends on the pressure and water content of the air. When the air is cooled below the dew point, its moisture capacity is reduced and airborne water vapor will condense to form liquid water known as dew. When this occurs through the air's contact with a colder surface, dew will form on that surface.
The dew point is affected by the air's humidity. The more moisture the air contains, the higher its dew point.
When the temperature is below the freezing point of water, the dew point is called the frost point, as frost is formed via deposition rather than condensation.
In liquids, the analog to the dew point is the cloud point.
Humidity
If all the other factors influencing humidity remain constant, at ground level the relative humidity rises as the temperature falls; this is because less vapor is needed to saturate the air. In normal conditions, the dew point temperature will not be greater than the air temperature, since relative humidity typically does not exceed 100%.
In technical terms, the dew point is the temperature at which the water vapor in a sample of air at constant barometric pressure condenses into liquid water at the same rate at which it evaporates. At temperatures below the dew point, the rate of condensation will be greater than that of evaporation, forming more liquid water. The condensed water is called dew when it forms on a solid surface, or frost if it freezes. In the air, the condensed water is called either fog or a cloud, depending on its altitude when it forms. If the temperature is below the dew point, and no dew or fog forms, the vapor is called supersaturated. This can happen if there are not enough particles in the air to act as condensation nuclei.
The dew point depends on how much water vapor the air contains. If the air is very dry and has few water molecules, the dew point is low and surface
Document 1:::
Boiling is the rapid phase transition from liquid to gas or vapor; the reverse of boiling is condensation. Boiling occurs when a liquid is heated to its boiling point, so that the vapour pressure of the liquid is equal to the pressure exerted on the liquid by the surrounding atmosphere. Boiling and evaporation are the two main forms of liquid vapourization.
There are two main types of boiling: nucleate boiling where small bubbles of vapour form at discrete points, and critical heat flux boiling where the boiling surface is heated above a certain critical temperature and a film of vapour forms on the surface. Transition boiling is an intermediate, unstable form of boiling with elements of both types. The boiling point of water is 100 °C or 212 °F but is lower with the decreased atmospheric pressure found at higher altitudes.
Boiling water is used as a method of making it potable by killing microbes and viruses that may be present. The sensitivity of different micro-organisms to heat varies, but if water is held at for one minute, most micro-organisms and viruses are inactivated. Ten minutes at a temperature of 70 °C (158 °F) is also sufficient to inactivate most bacteria.
Boiling water is also used in several cooking methods including boiling, steaming, and poaching.
Types
Free convection
The lowest heat flux seen in boiling is only sufficient to cause [natural convection], where the warmer fluid rises due to its slightly lower density. This condition occurs only when the superheat is very low, meaning that the hot surface near the fluid is nearly the same temperature as the boiling point.
Nucleate
Nucleate boiling is characterised by the growth of bubbles or pops on a heated surface (heterogeneous nucleation), which rises from discrete points on a surface, whose temperature is only slightly above the temperature of the liquid. In general, the number of nucleation sites is increased by an increasing surface temperature.
An irregular surface of the boiling
Document 2:::
The dew point depression (T-Td) is the difference between the temperature and dew point temperature at a certain height in the atmosphere.
For a constant temperature, the smaller the difference, the more moisture there is, and the higher the relative humidity. In the lower troposphere, more moisture (small dew point depression) results in lower cloud bases and lifted condensation levels (LCL). LCL height is an important factor modulating severe thunderstorms. One example concerns tornadogenesis, with tornadoes most likely if the dew point depression is 20 °F (11 °C) or less, and the likelihood of large, intense tornadoes increasing as dew point depression decreases. LCL height also factors in downburst and microburst activity. Conversely, instability is increased when there is a mid-level dry layer (large dew point depression) known as a "dry punch", which is favorable for convection if the lower layer is buoyant.
As it measures moisture content in the atmosphere, the dew point depression is also an important indicator in agricultural and forest meteorology, particularly in predicting wildfires.
See also
Wet-bulb depression
Atmospheric thermodynamics
Atmospheric thermodynamics
Severe weather and convection
Meteorological data and networks
de:Taupunkt#Taupunktdifferenz
fr:Point de rosée#Dépression du point de rosée
Document 3:::
Critical point
Document 4:::
A degree of frost is a non-standard unit of measure for air temperature meaning degrees below melting point (also known as "freezing point") of water (0 degrees Celsius or 32 degrees Fahrenheit). "Degree" in this case can refer to degree Celsius or degree Fahrenheit.
When based on Celsius, 0 degrees of frost is the same as 0 °C, and any other value is simply the negative of the Celsius temperature. When based on Fahrenheit, 0 degrees of frost is equal to 32 °F. Conversion formulas:
T [degrees of frost] = 32 °F − T [°F]
T [°F] = 32 °F − T [degrees of frost]
The term "degrees of frost" was widely used in accounts of the Heroic Age of Antarctic Exploration in the early 20th century. The term appears frequently in Ernest Shackleton's books South and Heart of the Antarctic, Apsley Cherry-Garrard's account of his Antarctic adventures in The Worst Journey in the World (wherein he recorded 109.5 degrees [Fahrenheit] of frost, –77.5 °F or –60.8 °C), in Jack London's "To Build A Fire", as well as Admiral Richard E. Byrd's book Alone.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the temperature at which condensation of water vapor occurs called?
A. the tipping point
B. the dew point
C. the cooling point
D. the boiling point
Answer:
|
|
sciq-6353
|
multiple_choice
|
What reaction means, literally, “splitting with water"?
|
[
"hydroxis",
"hydrolysis",
"fission",
"aqueous"
] |
B
|
Relavent Documents:
Document 0:::
An elementary reaction is a chemical reaction in which one or more chemical species react directly to form products in a single reaction step and with a single transition state. In practice, a reaction is assumed to be elementary if no reaction intermediates have been detected or need to be postulated to describe the reaction on a molecular scale. An apparently elementary reaction may be in fact a stepwise reaction, i.e. a complicated sequence of chemical reactions, with reaction intermediates of variable lifetimes.
In a unimolecular elementary reaction, a molecule dissociates or isomerises to form the products(s)
At constant temperature, the rate of such a reaction is proportional to the concentration of the species
In a bimolecular elementary reaction, two atoms, molecules, ions or radicals, and , react together to form the product(s)
The rate of such a reaction, at constant temperature, is proportional to the product of the concentrations of the species and
The rate expression for an elementary bimolecular reaction is sometimes referred to as the Law of Mass Action as it was first proposed by Guldberg and Waage in 1864. An example of this type of reaction is a cycloaddition reaction.
This rate expression can be derived from first principles by using collision theory for ideal gases. For the case of dilute fluids equivalent results have been obtained from simple probabilistic arguments.
According to collision theory the probability of three chemical species reacting simultaneously with each other in a termolecular elementary reaction is negligible. Hence such termolecular reactions are commonly referred as non-elementary reactions and can be broken down into a more fundamental set of bimolecular reactions, in agreement with the law of mass action. It is not always possible to derive overall reaction schemes, but solutions based on rate equations are often possible in terms of steady-state or Michaelis-Menten approximations.
Notes
Chemical kinetics
Phy
Document 1:::
Binary liquid is a type of chemical combination, which creates a special reaction or feature as a result of mixing two liquid chemicals, that are normally inert or have no function by themselves. A number of chemical products are produced as a result of mixing two chemicals as a binary liquid, such as plastic foams and some explosives.
See also
Binary chemical weapon
Thermophoresis
Percus-Yevick equation
Document 2:::
A rainout is the process of precipitation causing the removal of radioactive particles from the atmosphere onto the ground, creating nuclear fallout by rain. The rainclouds of the rainout are often formed by the particles of a nuclear explosion itself and because of this, the decontamination of rainout is more difficult than a "dry" fallout.
In atmospheric science, rainout also refers to the removal of soluble species—not necessarily radioactive—from the atmosphere by precipitation.
Factors affecting rainout
A rainout could occur in the vicinity of ground zero or the contamination could be carried aloft before deposition depending on the current atmospheric conditions and how the explosion occurred. The explosion, or burst, can be air, surface, subsurface, or seawater. An air burst will produce less fallout than a comparable explosion near the ground due to less particulate being contaminated. Detonations at the surface will tend to produce more fallout material. In case of water surface bursts, the particles tend to be rather lighter and smaller, producing less local fallout but extending over a greater area. The particles contain mostly sea salts with some water; these can have a cloud seeding effect causing local rainout and areas of high local fallout. Fallout from a seawater burst is difficult to remove once it has soaked into porous surfaces because the fission products are present as metallic ions which become chemically bonded to many surfaces. For subsurface bursts, there is an additional phenomenon present called "base surge". The base surge is a cloud that rolls outward from the bottom of the subsiding column, which is caused by an excessive density of dust or water droplets in the air. This surge is made up of small solid particles, but it still behaves like a fluid. A soil earth medium favors base surge formation in an underground burst. Although the base surge typically contains only about 10% of the total bomb debris in a subsurface burst, it can cr
Document 3:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 4:::
The 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 reaction means, literally, “splitting with water"?
A. hydroxis
B. hydrolysis
C. fission
D. aqueous
Answer:
|
|
sciq-9168
|
multiple_choice
|
What is the color of mercury(ii) oxide?
|
[
"copper",
"blue",
"green",
"red"
] |
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:::
The STEM (Science, Technology, Engineering, and Mathematics) pipeline is a critical infrastructure for fostering the development of future scientists, engineers, and problem solvers. It's the educational and career pathway that guides individuals from early childhood through to advanced research and innovation in STEM-related fields.
Description
The "pipeline" metaphor is based on the idea that having sufficient graduates requires both having sufficient input of students at the beginning of their studies, and retaining these students through completion of their academic program. The STEM pipeline is a key component of workplace diversity and of workforce development that ensures sufficient qualified candidates are available to fill scientific and technical positions.
The STEM pipeline was promoted in the United States from the 1970s onwards, as “the push for STEM (science, technology, engineering, and mathematics) education appears to have grown from a concern for the low number of future professionals to fill STEM jobs and careers and economic and educational competitiveness.”
Today, this metaphor is commonly used to describe retention problems in STEM fields, called “leaks” in the pipeline. For example, the White House reported in 2012 that 80% of minority groups and women who enroll in a STEM field switch to a non-STEM field or drop out during their undergraduate education. These leaks often vary by field, gender, ethnic and racial identity, socioeconomic background, and other factors, drawing attention to structural inequities involved in STEM education and careers.
Current efforts
The STEM pipeline concept is a useful tool for programs aiming at increasing the total number of graduates, and is especially important in efforts to increase the number of underrepresented minorities and women in STEM fields. Using STEM methodology, educational policymakers can examine the quantity and retention of students at all stages of the K–12 educational process and beyo
Document 2:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 3:::
Female education in STEM refers to child and adult female representation in the educational fields of science, technology, engineering, and mathematics (STEM). In 2017, 33% of students in STEM fields were women.
The organization UNESCO has stated that this gender disparity is due to discrimination, biases, social norms and expectations that influence the quality of education women receive and the subjects they study. UNESCO also believes that having more women in STEM fields is desirable because it would help bring about sustainable development.
Current status of girls and women in STEM education
Overall trends in STEM education
Gender differences in STEM education participation are already visible in early childhood care and education in science- and math-related play, and become more pronounced at higher levels of education. Girls appear to lose interest in STEM subjects with age, particularly between early and late adolescence. This decreased interest affects participation in advanced studies at the secondary level and in higher education. Female students represent 35% of all students enrolled in STEM-related fields of study at this level globally. Differences are also observed by disciplines, with female enrollment lowest in engineering, manufacturing and construction, natural science, mathematics and statistics and ICT fields. Significant regional and country differences in female representation in STEM studies can be observed, though, suggesting the presence of contextual factors affecting girls’ and women's engagement in these fields. Women leave STEM disciplines in disproportionate numbers during their higher education studies, in their transition to the world of work and even in their career cycle.
Learning achievement in STEM education
Data on gender differences in learning achievement present a complex picture, depending on what is measured (subject, knowledge acquisition against knowledge application), the level of education/age of students, and
Document 4:::
Mercury(II) iodide is a chemical compound with the molecular formula HgI2. It is typically produced synthetically but can also be found in nature as the extremely rare mineral coccinite. Unlike the related mercury(II) chloride it is hardly soluble in water (<100 ppm).
Production
Mercury(II) iodide is produced by adding an aqueous solution of potassium iodide to an aqueous solution of mercury(II) chloride with stirring; the precipitate is filtered off, washed and dried at 70 °C.
HgCl2 + 2 KI → HgI2 + 2 KCl
Properties
Mercury(II) iodide displays thermochromism; when heated above 126 °C (400 K) it undergoes a phase transition, from the red alpha crystalline form to a pale yellow beta form. As the sample cools, it gradually reacquires its original colour. It has often been used for thermochromism demonstrations. A third form, which is orange, is also known; this can be formed by recrystallisation and is also metastable, eventually converting back to the red alpha form. The various forms can exist in a diverse range of crystal structures and as a result mercury(II) iodide possesses a surprisingly complex phase diagram.
Uses
Mercury(II) iodide is used for preparation of Nessler's reagent, used for detection of presence of ammonia.
Mercury(II) iodide is a semiconductor material, used in some x-ray and gamma ray detection and imaging devices operating at room temperatures.
In veterinary medicine, mercury(II) iodide is used in blister ointments in exostoses, bursal enlargement, etc.
It can appear as a precipitate in many reactions.
See also
Mercury(I) iodide, Hg2I2
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the color of mercury(ii) oxide?
A. copper
B. blue
C. green
D. red
Answer:
|
|
sciq-6693
|
multiple_choice
|
What is the force that causes objects to fall down to the ground?
|
[
"pull",
"velocity",
"motion",
"gravity"
] |
D
|
Relavent Documents:
Document 0:::
As described by the third of Newton's laws of motion of classical mechanics, all forces occur in pairs such that if one object exerts a force on another object, then the second object exerts an equal and opposite reaction force on the first. The third law is also more generally stated as: "To every action there is always opposed an equal reaction: or the mutual actions of two bodies upon each other are always equal, and directed to contrary parts." The attribution of which of the two forces is the action and which is the reaction is arbitrary. Either of the two can be considered the action, while the other is its associated reaction.
Examples
Interaction with ground
When something is exerting force on the ground, the ground will push back with equal force in the opposite direction. In certain fields of applied physics, such as biomechanics, this force by the ground is called 'ground reaction force'; the force by the object on the ground is viewed as the 'action'.
When someone wants to jump, he or she exerts additional downward force on the ground ('action'). Simultaneously, the ground exerts upward force on the person ('reaction'). If this upward force is greater than the person's weight, this will result in upward acceleration. When these forces are perpendicular to the ground, they are also called a normal force.
Likewise, the spinning wheels of a vehicle attempt to slide backward across the ground. If the ground is not too slippery, this results in a pair of friction forces: the 'action' by the wheel on the ground in backward direction, and the 'reaction' by the ground on the wheel in forward direction. This forward force propels the vehicle.
Gravitational forces
The Earth, among other planets, orbits the Sun because the Sun exerts a gravitational pull that acts as a centripetal force, holding the Earth to it, which would otherwise go shooting off into space. If the Sun's pull is considered an action, then Earth simultaneously exerts a reaction as a gravi
Document 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 gravity of Earth, denoted by , is the net acceleration that is imparted to objects due to the combined effect of gravitation (from mass distribution within Earth) and the centrifugal force (from the Earth's rotation).
It is a vector quantity, whose direction coincides with a plumb bob and strength or magnitude is given by the norm .
In SI units this acceleration is expressed in metres per second squared (in symbols, m/s2 or m·s−2) or equivalently in newtons per kilogram (N/kg or N·kg−1). Near Earth's surface, the acceleration due to gravity, accurate to 2 significant figures, is . This means that, ignoring the effects of air resistance, the speed of an object falling freely will increase by about per second every second. This quantity is sometimes referred to informally as little (in contrast, the gravitational constant is referred to as big ).
The precise strength of Earth's gravity varies with location. The agreed upon value for is by definition. This quantity is denoted variously as , (though this sometimes means the normal gravity at the equator, ), , or simply (which is also used for the variable local value).
The weight of an object on Earth's surface is the downwards force on that object, given by Newton's second law of motion, or (). Gravitational acceleration contributes to the total gravity acceleration, but other factors, such as the rotation of Earth, also contribute, and, therefore, affect the weight of the object. Gravity does not normally include the gravitational pull of the Moon and Sun, which are accounted for in terms of tidal effects.
Variation in magnitude
A non-rotating perfect sphere of uniform mass density, or whose density varies solely with distance from the centre (spherical symmetry), would produce a gravitational field of uniform magnitude at all points on its surface. The Earth is rotating and is also not spherically symmetric; rather, it is slightly flatter at the poles while bulging at the Equator: an oblate spheroid.
Document 3:::
In physics, and in particular in biomechanics, the ground reaction force (GRF) is the force exerted by the ground on a body in contact with it.
For example, a person standing motionless on the ground exerts a contact force on it (equal to the person's weight) and at the same time an equal and opposite ground reaction force is exerted by the ground on the person.
In the above example, the ground reaction force coincides with the notion of a normal force. However, in a more general case, the GRF will also have a component parallel to the ground, for example when the person is walking – a motion that requires the exchange of horizontal (frictional) forces with the ground.
The use of the word reaction derives from Newton's third law, which essentially states that if a force, called action, acts upon a body, then an equal and opposite force, called reaction, must act upon another body. The force exerted by the ground is conventionally referred to as the reaction, although, since the distinction between action and reaction is completely arbitrary, the expression ground action would be, in principle, equally acceptable.
The component of the GRF parallel to the surface is the frictional force. When slippage occurs the ratio of the magnitude of the frictional force to the normal force yields the coefficient of static friction.
GRF is often observed to evaluate force production in various groups within the community. One of these groups studied often are athletes to help evaluate a subject's ability to exert force and power. This can help create baseline parameters when creating strength and conditioning regimens from a rehabilitation and coaching standpoint. Plyometric jumps such as a drop-jump is an activity often used to build greater power and force which can lead to overall better ability on the playing field. When landing from a safe height in a bilateral comparisons on GRF in relation to landing with the dominant foot first followed by the non-dominant limb, litera
Document 4:::
In mechanics, the normal force is the component of a contact force that is perpendicular to the surface that an object contacts, as in Figure 1. In this instance normal is used in the geometric sense and means perpendicular, as opposed to the common language use of normal meaning "ordinary" or "expected". A person standing still on a platform is acted upon by gravity, which would pull them down towards the Earth's core unless there were a countervailing force from the resistance of the platform's molecules, a force which is named the "normal force".
The normal force is one type of ground reaction force. If the person stands on a slope and does not sink into the ground or slide downhill, the total ground reaction force can be divided into two components: a normal force perpendicular to the ground and a frictional force parallel to the ground. In another common situation, if an object hits a surface with some speed, and the surface can withstand the impact, the normal force provides for a rapid deceleration, which will depend on the flexibility of the surface and the object.
Equations
In the case of an object resting upon a flat table (unlike on an incline as in Figures 1 and 2), the normal force on the object is equal but in opposite direction to the gravitational force applied on the object (or the weight of the object), that is, , where m is mass, and g is the gravitational field strength (about 9.81 m/s2 on Earth). The normal force here represents the force applied by the table against the object that prevents it from sinking through the table and requires that the table be sturdy enough to deliver this normal force without breaking. However, it is easy to assume that the normal force and weight are action-reaction force pairs (a common mistake). In this case, the normal force and weight need to be equal in magnitude to explain why there is no upward acceleration of the object. For example, a ball that bounces upwards accelerates upwards because the norma
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the force that causes objects to fall down to the ground?
A. pull
B. velocity
C. motion
D. gravity
Answer:
|
|
sciq-4415
|
multiple_choice
|
Blood is made up of red blood cells, white blood cells, platelets, and what else?
|
[
"hemoglobin",
"potassium",
"plasma",
"pathogens"
] |
C
|
Relavent Documents:
Document 0:::
White blood cells, also called leukocytes or immune cells also called immunocytes, are cells of the immune system that are involved in protecting the body against both infectious disease and foreign invaders. White blood cells include three main subtypes; granulocytes, lymphocytes and monocytes.
All white blood cells are produced and derived from multipotent cells in the bone marrow known as hematopoietic stem cells. Leukocytes are found throughout the body, including the blood and lymphatic system. All white blood cells have nuclei, which distinguishes them from the other blood cells, the anucleated red blood cells (RBCs) and platelets. The different white blood cells are usually classified by cell lineage (myeloid cells or lymphoid cells). White blood cells are part of the body's immune system. They help the body fight infection and other diseases. Types of white blood cells are granulocytes (neutrophils, eosinophils, and basophils), and agranulocytes (monocytes, and lymphocytes (T cells and B cells)). Myeloid cells (myelocytes) include neutrophils, eosinophils, mast cells, basophils, and monocytes. Monocytes are further subdivided into dendritic cells and macrophages. Monocytes, macrophages, and neutrophils are phagocytic. Lymphoid cells (lymphocytes) include T cells (subdivided into helper T cells, memory T cells, cytotoxic T cells), B cells (subdivided into plasma cells and memory B cells), and natural killer cells. Historically, white blood cells were classified by their physical characteristics (granulocytes and agranulocytes), but this classification system is less frequently used now. Produced in the bone marrow, white blood cells defend the body against infections and disease. An excess of white blood cells is usually due to infection or inflammation. Less commonly, a high white blood cell count could indicate certain blood cancers or bone marrow disorders.
The number of leukocytes in the blood is often an indicator of disease, and thus the white blood
Document 1:::
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 2:::
Blood is a body fluid in the circulatory system of humans and other vertebrates that delivers necessary substances such as nutrients and oxygen to the cells, and transports metabolic waste products away from those same cells. Blood in the circulatory system is also known as peripheral blood, and the blood cells it carries, peripheral blood cells.
Blood is composed of blood cells suspended in blood plasma. Plasma, which constitutes 55% of blood fluid, is mostly water (92% by volume), and contains proteins, glucose, mineral ions, hormones, carbon dioxide (plasma being the main medium for excretory product transportation), and blood cells themselves. Albumin is the main protein in plasma, and it functions to regulate the colloidal osmotic pressure of blood. The blood cells are mainly red blood cells (also called RBCs or erythrocytes), white blood cells (also called WBCs or leukocytes), and in mammals platelets (also called thrombocytes). The most abundant cells in vertebrate blood are red blood cells. These contain hemoglobin, an iron-containing protein, which facilitates oxygen transport by reversibly binding to this respiratory gas thereby increasing its solubility in blood. In contrast, carbon dioxide is mostly transported extracellularly as bicarbonate ion transported in plasma.
Vertebrate blood is bright red when its hemoglobin is oxygenated and dark red when it is deoxygenated.
Some animals, such as crustaceans and mollusks, use hemocyanin to carry oxygen, instead of hemoglobin. Insects and some mollusks use a fluid called hemolymph instead of blood, the difference being that hemolymph is not contained in a closed circulatory system. In most insects, this "blood" does not contain oxygen-carrying molecules such as hemoglobin because their bodies are small enough for their tracheal system to suffice for supplying oxygen.
Jawed vertebrates have an adaptive immune system, based largely on white blood cells. White blood cells help to resist infections and parasite
Document 3:::
A splenocyte can be any one of the different white blood cell types as long as it is situated in the spleen or purified from splenic tissue.
Splenocytes consist of a variety of cell populations such as T and B lymphocytes, dendritic cells and macrophages, which have different immune functions.
Document 4:::
Platelets or thrombocytes (from Greek θρόμβος, "clot" and κύτος, "cell") are a component of blood whose function (along with the coagulation factors) is to react to bleeding from blood vessel injury by clumping, thereby initiating a blood clot. Platelets have no cell nucleus; they are fragments of cytoplasm derived from the megakaryocytes of the bone marrow or lung, which then enter the circulation. Platelets are found only in mammals, whereas in other vertebrates (e.g. birds, amphibians), thrombocytes circulate as intact mononuclear cells.
One major function of platelets is to contribute to hemostasis: the process of stopping bleeding at the site of interrupted endothelium. They gather at the site and, unless the interruption is physically too large, they plug the hole. First, platelets attach to substances outside the interrupted endothelium: adhesion. Second, they change shape, turn on receptors and secrete chemical messengers: activation. Third, they connect to each other through receptor bridges: aggregation. Formation of this platelet plug (primary hemostasis) is associated with activation of the coagulation cascade, with resultant fibrin deposition and linking (secondary hemostasis). These processes may overlap: the spectrum is from a predominantly platelet plug, or "white clot" to a predominantly fibrin, or "red clot" or the more typical mixture. Some would add the subsequent retraction and platelet inhibition as fourth and fifth steps to the completion of the process and still others would add a sixth step, wound repair. Platelets also participate in both innate and adaptive intravascular immune responses.
Structure
Structure
Structurally the platelet can be divided into four zones, from peripheral to innermost:
Peripheral zone – is rich in glycoproteins required for platelet adhesion, activation and aggregation. For example, GPIb/IX/V; GPVI; GPIIb/IIIa.
Sol-gel zone – is rich in microtubules and microfilaments, allowing the platelets to maintain their
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Blood is made up of red blood cells, white blood cells, platelets, and what else?
A. hemoglobin
B. potassium
C. plasma
D. pathogens
Answer:
|
|
sciq-9345
|
multiple_choice
|
What process do all species use to make the next generation?
|
[
"separation",
"reproduction",
"variation",
"differentiation"
] |
B
|
Relavent Documents:
Document 0:::
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 1:::
This glossary of developmental biology is a list of definitions of terms and concepts commonly used in the study of developmental biology and related disciplines in biology, including embryology and reproductive biology, primarily as they pertain to vertebrate animals and particularly to humans and other mammals. The developmental biology of invertebrates, plants, fungi, and other organisms is treated in other articles; e.g. terms relating to the reproduction and development of insects are listed in Glossary of entomology, and those relating to plants are listed in Glossary of botany.
This glossary is intended as introductory material for novices; for more specific and technical detail, see the article corresponding to each term. Additional terms relevant to vertebrate reproduction and development may also be found in Glossary of biology, Glossary of cell biology, Glossary of genetics, and Glossary of evolutionary biology.
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
See also
Introduction to developmental biology
Outline of developmental biology
Outline of cell biology
Glossary of biology
Glossary of cell biology
Glossary of genetics
Glossary of evolutionary biology
Document 2:::
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 3:::
In evolutionary biology, megatrajectories are the major evolutionary milestones and directions in the evolution of life.
Posited by A. H. Knoll and Richard K. Bambach in their 2000 collaboration, "Directionality in the History of Life," Knoll and Bamback argue that, in consideration of the problem of progress in evolutionary history, a middle road that encompasses both contingent and convergent features of biological evolution may be attainable through the idea of the megatrajectory:
We believe that six broad megatrajectories capture the essence of vectoral change in the history of life. The megatrajectories for a logical sequence dictated by the necessity for complexity level N to exist before N+1 can evolve...In the view offered here, each megatrajectory adds new and qualitatively distinct dimensions to the way life utilizes ecospace.
According to Knoll and Bambach, the six megatrajectories outlined by biological evolution thus far are:
the origin of life to the "Last Common Ancestor"
prokaryote diversification
unicellular eukaryote diversification
multicellular organisms
land organisms
appearance of intelligence and technology
Milan M. Ćirković and Robert Bradbury, have taken the megatrajectory concept one step further by theorizing that a seventh megatrajectory exists: postbiological evolution triggered by the emergence of artificial intelligence at least equivalent to the biologically-evolved one, as well as the invention of several key technologies of the similar level of complexity and environmental impact, such as molecular nanoassembling or stellar uplifting.
See also
Intelligence principle
Document 4:::
Evolution is a collection of short stories that work together to form an episodic science fiction novel by author Stephen Baxter. It follows 565 million years of human evolution, from shrewlike mammals 65 million years in the past to the ultimate fate of humanity (and its descendants, both biological and non-biological) 500 million years in the future.
Plot summary
The book follows the evolution of mankind as it shapes surviving Purgatorius into tree dwellers, remoulds a group that drifts from Africa to a (then much closer) New World on a raft formed out of debris, and confronting others with a terrible dead end as ice clamps down on Antarctica.
The stream of DNA runs on elsewhere, where ape-like creatures in North Africa are forced out of their diminishing forests to come across grasslands where their distant descendants will later run joyously. At one point, hominids become sapient, and go on to develop technology, including an evolving universal constructor machine that goes to Mars and multiplies, and in an act of global ecophagy consumes Mars by converting the planet into a mass of machinery that leaves the Solar system in search of new planets to assimilate. Human extinction (or the extinction of human culture) also occurs in the book, as well as the end of planet Earth and the rebirth of life on another planet. (The extinction-level event that causes the human extinction is, indirectly, an eruption of the Rabaul caldera, coupled with various actions of humans themselves, some of which are only vaguely referred to, but implied to be a form of genetic engineering which removed the ability to reproduce with non-engineered humans.) Also to be found in Evolution are ponderous Romans, sapient dinosaurs, the last of the wild Neanderthals, a primate who witnesses the extinction of the dinosaurs, symbiotic primate-tree relationships, mole people, and primates who live on a Mars-like Earth. The final chapter witnesses the final fate of the last primate and the des
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What process do all species use to make the next generation?
A. separation
B. reproduction
C. variation
D. differentiation
Answer:
|
|
sciq-5770
|
multiple_choice
|
The part of the shadow in which light is completely blocked is called what?
|
[
"eclipse",
"umbra",
"corona",
"penumbra"
] |
B
|
Relavent Documents:
Document 0:::
The umbra, penumbra and antumbra are three distinct parts of a shadow, created by any light source after impinging on an opaque object. Assuming no diffraction, for a collimated beam (such as a point source) of light, only the umbra is cast.
These names are most often used for the shadows cast by celestial bodies, though they are sometimes used to describe levels, such as in sunspots.
Umbra
The umbra (Latin for "shadow") is the innermost and darkest part of a shadow, where the light source is completely blocked by the occluding body. An observer within the umbra experiences a total occultation. The umbra of a round body occluding a round light source forms a right circular cone. When viewed from the cone's apex, the two bodies appear the same size.
The distance from the Moon to the apex of its umbra is roughly equal to that between the Moon and Earth: . Since Earth's diameter is 3.7 times the Moon's, its umbra extends correspondingly farther: roughly .
Penumbra
The penumbra (from the Latin paene "almost, nearly") is the region in which only a portion of the light source is obscured by the occluding body. An observer in the penumbra experiences a partial eclipse.
An alternative definition is that the penumbra is the region where some or all of the light source is obscured (i.e., the umbra is a subset of the penumbra). For example, NASA's Navigation and Ancillary Information Facility defines that a body in the umbra is also within the penumbra.
Antumbra
The antumbra (from Latin ante, "before") is the region from which the occluding body appears entirely within the disc of the light source. An observer in this region experiences an annular eclipse, in which a bright ring is visible around the eclipsing body. If the observer moves closer to the light source, the apparent size of the occluding body increases until it causes a full umbra.
See also
Antisolar point
Earth's shadow
Document 1:::
A shadow is a dark area where light from a light source is blocked by an object. It occupies all of the three-dimensional volume behind an object with light in front of it. The cross section of a shadow is a two-dimensional silhouette, or a reverse projection of the object blocking the light.
Point and non-point light sources
A point source of light casts only a simple shadow, called an "umbra". For a non-point or "extended" source of light, the shadow is divided into the umbra, penumbra, and antumbra. The wider the light source, the more blurred the shadow becomes. If two penumbras overlap, the shadows appear to attract and merge. This is known as the shadow blister effect.
The outlines of the shadow zones can be found by tracing the rays of light emitted by the outermost regions of the extended light source. The umbra region does not receive any direct light from any part of the light source and is the darkest. A viewer located in the umbra region cannot directly see any part of the light source.
By contrast, the penumbra is illuminated by some parts of the light source, giving it an intermediate level of light intensity. A viewer located in the penumbra region will see the light source, but it is partially blocked by the object casting the shadow.
If there is more than one light source, there will be several shadows, with the overlapping parts darker, and various combinations of brightnesses or even colors. The more diffuse the lighting is, the softer and more indistinct the shadow outlines become until they disappear. The lighting of an overcast sky produces few visible shadows.
The absence of diffusing atmospheric effects in the vacuum of outer space produces shadows that are stark and sharply delineated by high-contrast boundaries between light and dark.
For a person or object touching the surface where the shadow is projected (e.g. a person standing on the ground, or a pole in the ground) the shadows converge at the point of contact.
A shadow shows,
Document 2:::
The opposition surge (sometimes known as the opposition effect, opposition spike or Seeliger effect) is the brightening of a rough surface, or an object with many particles, when illuminated from directly behind the observer. The term is most widely used in astronomy, where generally it refers to the sudden noticeable increase in the brightness of a celestial body such as a planet, moon, or comet as its phase angle of observation approaches zero. It is so named because the reflected light from the Moon and Mars appear significantly brighter than predicted by simple Lambertian reflectance when at astronomical opposition. Two physical mechanisms have been proposed for this observational phenomenon: shadow hiding and coherent backscatter.
Overview
The phase angle is defined as the angle between the observer, the observed object and the source of light. In the case of the Solar System, the light source is the Sun, and the observer is generally on Earth. At zero phase angle, the Sun is directly behind the observer and the object is directly ahead, fully illuminated.
As the phase angle of an object lit by the Sun decreases, the object's brightness rapidly increases. This is mainly due to the increased area lit, but is also partly due to the intrinsic brightness of the part that is sunlit. This is affected by such factors as the angle at which light reflected from the object is observed. For this reason, a full moon is more than twice as bright as the moon at first or third quarter, even though the visible area illuminated appears to be exactly twice as large.
Physical mechanisms
Shadow hiding
When the angle of reflection is close to the angle at which the light's rays hit the surface (that is, when the Sun and the object are close to opposition from the viewpoint of the observer), this intrinsic brightness is usually close to its maximum. At a phase angle of zero degrees, all shadows disappear and the object is fully illuminated. When phase angles approach zero, th
Document 3:::
A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field.
Overview
The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion.
With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies.
Example programs
The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University.
A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes
Document 4:::
Daylight is the combination of all direct and indirect sunlight during the daytime. This includes direct sunlight, diffuse sky radiation, and (often) both of these reflected by Earth and terrestrial objects, like landforms and buildings. Sunlight scattered or reflected by astronomical objects is generally not considered daylight. Therefore, daylight excludes moonlight, despite it being reflected indirect sunlight.
Definition
Daylight is present at a particular location, to some degree, whenever the Sun is above the local horizon. (This is true for slightly more than 50% of the Earth at any given time. For an explanation of why it is not exactly half, see here). However, the outdoor illuminance can vary from 120,000 lux for direct sunlight at noon, which may cause eye pain, to less than 5 lux for thick storm clouds with the Sun at the horizon (even <1 lux for the most extreme case), which may make shadows from distant street lights visible. It may be darker under unusual circumstances like a solar eclipse or very high levels of atmospheric particulates, which include smoke (see New England's Dark Day), dust, and volcanic ash.
Intensity in different conditions
For comparison, nighttime illuminance levels are:
For a table of approximate daylight intensity in the Solar System, see sunlight.
See also
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The part of the shadow in which light is completely blocked is called what?
A. eclipse
B. umbra
C. corona
D. penumbra
Answer:
|
|
sciq-5685
|
multiple_choice
|
Which blood leaves the placenta through veins leading back to the fetus?
|
[
"pelvic",
"immunity",
"molecular",
"fetal"
] |
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:::
In the placenta, the intervillous space is the space between chorionic villi, and contains maternal blood.
The trophoblast, which is a collection of cells that invades the maternal endometrium to gain access to nutrition for the fetus, proliferates rapidly and forms a network of branching processes which cover the entire embryo and invade and destroy the maternal tissues. With this physiologic destructive process, the maternal blood vessels of the endometrium are opened, with the result that the spaces in the trophoblastic network are filled with maternal blood; these spaces communicate freely with one another and become greatly distended and form the intervillous space from which the fetus gains nutrition.
Maternal arteries and veins directly enter the intervillous space after 8 weeks gestation, and the intervillous space will contain about a unit of blood (400–500 mL). Much of this blood is returned to the mother with normal uterine contractions; thus, when a woman has a cesarean section, she is liable to lose more blood than a woman who has a vaginal delivery, as the blood from the intervillous space is not pushed back toward her body during such a delivery.
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:::
Foetal cerebral redistribution or 'brain-sparing' is a diagnosis in foetal medicine. It is characterised by preferential flow of blood towards the brain at the expense of the other vital organs, and it occurs as a haemodynamic adaptation in foetuses which have placental insufficiency. The underlying mechanism is thought to be vasodilation of the cerebral arteries. Cerebral redistribution is defined by the presence of a low middle cerebral artery pulsatility index (MCA-PI). Ultrasound of the middle cerebral artery to examine the Doppler waveform is used to establish this. Although cerebral redistribution represents an effort to preserve brain development in the face of hypoxic stress, it is nonetheless associated with adverse neurodevelopmental outcome. The presence of cerebral redistribution will be one factor taken into consideration when deciding whether to artificially deliver a baby with placental insufficiency via induction of labour or caesarian section.
Additional images
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which blood leaves the placenta through veins leading back to the fetus?
A. pelvic
B. immunity
C. molecular
D. fetal
Answer:
|
|
sciq-10347
|
multiple_choice
|
What role do proteins play in a biological reaction?
|
[
"antioxidants",
"reverse hormones",
"amino acid chains",
"act as catalysts"
] |
D
|
Relavent Documents:
Document 0:::
This is a list of topics in molecular biology. See also index of biochemistry articles.
Document 1:::
Biochemistry is the study of the chemical processes in living organisms. It deals with the structure and function of cellular components such as proteins, carbohydrates, lipids, nucleic acids and other biomolecules.
Articles related to biochemistry include:
0–9
2-amino-5-phosphonovalerate - 3' end - 5' end
Document 2:::
This is a list of articles that describe particular biomolecules or types of biomolecules.
A
For substances with an A- or α- prefix such as
α-amylase, please see the parent page (in this case Amylase).
A23187 (Calcimycin, Calcium Ionophore)
Abamectine
Abietic acid
Acetic acid
Acetylcholine
Actin
Actinomycin D
Adenine
Adenosmeme
Adenosine diphosphate (ADP)
Adenosine monophosphate (AMP)
Adenosine triphosphate (ATP)
Adenylate cyclase
Adiponectin
Adonitol
Adrenaline, epinephrine
Adrenocorticotropic hormone (ACTH)
Aequorin
Aflatoxin
Agar
Alamethicin
Alanine
Albumins
Aldosterone
Aleurone
Alpha-amanitin
Alpha-MSH (Melaninocyte stimulating hormone)
Allantoin
Allethrin
α-Amanatin, see Alpha-amanitin
Amino acid
Amylase (also see α-amylase)
Anabolic steroid
Anandamide (ANA)
Androgen
Anethole
Angiotensinogen
Anisomycin
Antidiuretic hormone (ADH)
Anti-Müllerian hormone (AMH)
Arabinose
Arginine
Argonaute
Ascomycin
Ascorbic acid (vitamin C)
Asparagine
Aspartic acid
Asymmetric dimethylarginine
ATP synthase
Atrial-natriuretic peptide (ANP)
Auxin
Avidin
Azadirachtin A – C35H44O16
B
Bacteriocin
Beauvericin
beta-Hydroxy beta-methylbutyric acid
beta-Hydroxybutyric acid
Bicuculline
Bilirubin
Biopolymer
Biotin (Vitamin H)
Brefeldin A
Brassinolide
Brucine
Butyric acid
C
Document 3:::
Biochemistry or biological chemistry is the study of chemical processes within and relating to living organisms. A sub-discipline of both chemistry and biology, biochemistry may be divided into three fields: structural biology, enzymology, and metabolism. Over the last decades of the 20th century, biochemistry has become successful at explaining living processes through these three disciplines. Almost all areas of the life sciences are being uncovered and developed through biochemical methodology and research. Biochemistry focuses on understanding the chemical basis which allows biological molecules to give rise to the processes that occur within living cells and between cells, in turn relating greatly to the understanding of tissues and organs, as well as organism structure and function. Biochemistry is closely related to molecular biology, which is the study of the molecular mechanisms of biological phenomena.
Much of biochemistry deals with the structures, bonding, functions, and interactions of biological macromolecules, such as proteins, nucleic acids, carbohydrates, and lipids. They provide the structure of cells and perform many of the functions associated with life. The chemistry of the cell also depends upon the reactions of small molecules and ions. These can be inorganic (for example, water and metal ions) or organic (for example, the amino acids, which are used to synthesize proteins). The mechanisms used by cells to harness energy from their environment via chemical reactions are known as metabolism. The findings of biochemistry are applied primarily in medicine, nutrition and agriculture. In medicine, biochemists investigate the causes and cures of diseases. Nutrition studies how to maintain health and wellness and also the effects of nutritional deficiencies. In agriculture, biochemists investigate soil and fertilizers, with the goal of improving crop cultivation, crop storage, and pest control. In recent decades, biochemical principles a
Document 4:::
In molecular biology, biosynthesis is a multi-step, enzyme-catalyzed process where substrates are converted into more complex products in living organisms. In biosynthesis, simple compounds are modified, converted into other compounds, or joined to form macromolecules. This process often consists of metabolic pathways. Some of these biosynthetic pathways are located within a single cellular organelle, while others involve enzymes that are located within multiple cellular organelles. Examples of these biosynthetic pathways include the production of lipid membrane components and nucleotides. Biosynthesis is usually synonymous with anabolism.
The prerequisite elements for biosynthesis include: precursor compounds, chemical energy (e.g. ATP), and catalytic enzymes which may need coenzymes (e.g. NADH, NADPH). These elements create monomers, the building blocks for macromolecules. Some important biological macromolecules include: proteins, which are composed of amino acid monomers joined via peptide bonds, and DNA molecules, which are composed of nucleotides joined via phosphodiester bonds.
Properties of chemical reactions
Biosynthesis occurs due to a series of chemical reactions. For these reactions to take place, the following elements are necessary:
Precursor compounds: these compounds are the starting molecules or substrates in a reaction. These may also be viewed as the reactants in a given chemical process.
Chemical energy: chemical energy can be found in the form of high energy molecules. These molecules are required for energetically unfavorable reactions. Furthermore, the hydrolysis of these compounds drives a reaction forward. High energy molecules, such as ATP, have three phosphates. Often, the terminal phosphate is split off during hydrolysis and transferred to another molecule.
Catalysts: these may be for example metal ions or coenzymes and they catalyze a reaction by increasing the rate of the reaction and lowering the activation energy.
In the sim
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What role do proteins play in a biological reaction?
A. antioxidants
B. reverse hormones
C. amino acid chains
D. act as catalysts
Answer:
|
|
sciq-9197
|
multiple_choice
|
What is the release of energy in the form of high energy electromagnetic waves?
|
[
"transient emission",
"gamma emission",
"normal emission",
"x-ray emission"
] |
B
|
Relavent Documents:
Document 0:::
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 1:::
Ionizing radiation (or ionising radiation), including nuclear radiation, consists of subatomic particles or electromagnetic waves that have sufficient energy to ionize atoms or molecules by detaching electrons from them. Some particles can travel up to 99% of the speed of light, and the electromagnetic waves are on the high-energy portion of the electromagnetic spectrum.
Gamma rays, X-rays, and the higher energy ultraviolet part of the electromagnetic spectrum are ionizing radiation, whereas the lower energy ultraviolet, visible light, nearly all types of laser light, infrared, microwaves, and radio waves are non-ionizing radiation. The boundary between ionizing and non-ionizing radiation in the ultraviolet area cannot be sharply defined, as different molecules and atoms ionize at different energies. The energy of ionizing radiation starts between 10 electronvolts (eV) and 33 eV.
Typical ionizing subatomic particles include alpha particles, beta particles, and neutrons. These are typically created by radioactive decay, and almost all are energetic enough to ionize. There are also secondary cosmic particles produced after cosmic rays interact with Earth's atmosphere, including muons, mesons, and positrons. Cosmic rays may also produce radioisotopes on Earth (for example, carbon-14), which in turn decay and emit ionizing radiation. Cosmic rays and the decay of radioactive isotopes are the primary sources of natural ionizing radiation on Earth, contributing to background radiation. Ionizing radiation is also generated artificially by X-ray tubes, particle accelerators, and nuclear fission.
Ionizing radiation is not immediately detectable by human senses, so instruments such as Geiger counters are used to detect and measure it. However, very high energy particles can produce visible effects on both organic and inorganic matter (e.g. water lighting in Cherenkov radiation) or humans (e.g. acute radiation syndrome).
Ionizing radiation is used in a wide variety of field
Document 2:::
In particle physics, (; ) is electromagnetic radiation produced by the deceleration of a charged particle when deflected by another charged particle, typically an electron by an atomic nucleus. The moving particle loses kinetic energy, which is converted into radiation (i.e., photons), thus satisfying the law of conservation of energy. The term is also used to refer to the process of producing the radiation. has a continuous spectrum, which becomes more intense and whose peak intensity shifts toward higher frequencies as the change of the energy of the decelerated particles increases.
Broadly speaking, or braking radiation is any radiation produced due to the acceleration (positive or negative) of a charged particle, which includes synchrotron radiation (i.e., photon emission by a relativistic particle), cyclotron radiation (i.e. photon emission by a non-relativistic particle), and the emission of electrons and positrons during beta decay. However, the term is frequently used in the more narrow sense of radiation from electrons (from whatever source) slowing in matter.
Bremsstrahlung emitted from plasma is sometimes referred to as free–free radiation. This refers to the fact that the radiation in this case is created by electrons that are free (i.e., not in an atomic or molecular bound state) before, and remain free after, the emission of a photon. In the same parlance, bound–bound radiation refers to discrete spectral lines (an electron "jumps" between two bound states), while free–bound radiation refers to the radiative combination process, in which a free electron recombines with an ion.
Classical description
If quantum effects are negligible, an accelerating charged particle radiates power as described by the Larmor formula and its relativistic generalization.
Total radiated power
The total radiated power is
where (the velocity of the particle divided by the speed of light), is the Lorentz factor, is the vacuum permittivity, signifies a time deriv
Document 3:::
In astroparticle physics, an ultra-high-energy cosmic ray (UHECR) is a cosmic ray with an energy greater than 1 EeV (1018 electronvolts, approximately 0.16 joules), far beyond both the rest mass and energies typical of other cosmic ray particles.
These particles are extremely rare; between 2004 and 2007, the initial runs of the Pierre Auger Observatory (PAO) detected 27 events with estimated arrival energies above , that is, about one such event every four weeks in the 3000 km2 area surveyed by the observatory.
An extreme-energy cosmic ray (EECR) is an UHECR with energy exceeding (about 8 joule, or the energy of a proton traveling at ≈ % the speed of light), the so-called Greisen–Zatsepin–Kuzmin limit (GZK limit). This limit should be the maximum energy of cosmic ray protons that have traveled long distances (about 160 million light years), since higher-energy protons would have lost energy over that distance due to scattering from photons in the cosmic microwave background (CMB). It follows that EECR could not be survivors from the early universe, but are cosmologically "young", emitted somewhere in the Local Supercluster by some unknown physical process.
If an EECR is not a proton, but a nucleus with A nucleons, then the GZK limit applies to its nucleons, which carry only a fraction of the total energy of the nucleus. There is evidence that these highest-energy cosmic rays might be iron nuclei, rather than the protons that make up most cosmic rays.
For an iron nucleus, the corresponding limit would be . However, nuclear physics processes lead to limits for iron nuclei similar to that of protons. Other abundant nuclei should have even lower limits.
The hypothetical sources of EECR are known as Zevatrons, named in analogy to Lawrence Berkeley National Laboratory's Bevatron and Fermilab's Tevatron, and therefore capable of accelerating particles to 1 ZeV (1021 eV, zetta-electronvolt). In 2004 there was a consideration of the possibility of galactic jets act
Document 4:::
In particle physics, the available energy is the energy in a particle collision available to produce new particles from the energy of the colliding particles.
In early accelerators both colliding particles usually survived after the collision, so the available energy was the total kinetic energy of the colliding particles in the center-of-momentum frame before the collision. In modern accelerators particles collide with their anti-particles and can annihilate, so the available energy includes both the kinetic energy and the rest energy of the colliding particles in the center-of-momentum frame before the collision.
See also
Threshold energy
Matter creation
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the release of energy in the form of high energy electromagnetic waves?
A. transient emission
B. gamma emission
C. normal emission
D. x-ray emission
Answer:
|
|
sciq-6341
|
multiple_choice
|
What organisms use cilia, pseudopods, or flagella to move?
|
[
"bacteria",
"prokaryotes",
"protists",
"arthropods"
] |
C
|
Relavent Documents:
Document 0:::
A flagellum (; : flagella) (Latin for 'whip' or 'scourge') is a hairlike appendage that protrudes from certain plant and animal sperm cells, and from a wide range of microorganisms to provide motility. Many protists with flagella are known as flagellates.
A microorganism may have from one to many flagella. A gram-negative bacterium Helicobacter pylori for example uses its multiple flagella to propel itself through the mucus lining to reach the stomach epithelium, where it may cause a gastric ulcer to develop. In some bacteria the flagellum can also function as a sensory organelle, being sensitive to wetness outside the cell.
Across the three domains of Bacteria, Archaea, and Eukaryota the flagellum has a different structure, protein composition, and mechanism of propulsion but shares the same function of providing motility. The Latin word means "whip" to describe its lash-like swimming motion. The flagellum in archaea is called the archaellum to note its difference from the bacterial flagellum.
Eukaryotic flagella and cilia are identical in structure but have different lengths and functions. Prokaryotic fimbriae and pili are smaller, and thinner appendages, with different functions.
Types
The three types of flagella are bacterial, archaeal, and eukaryotic.
The flagella in eukaryotes have dynein and microtubules that move with a bending mechanism. Bacteria and archaea do not have dynein or microtubules in their flagella, and they move using a rotary mechanism.
Other differences among these three types are:
Bacterial flagella are helical filaments, each with a rotary motor at its base which can turn clockwise or counterclockwise. They provide two of several kinds of bacterial motility.
Archaeal flagella (archaella) are superficially similar to bacterial flagella in that it also has a rotary motor, but are different in many details and considered non-homologous.
Eukaryotic flagella—those of animal, plant, and protist cells—are complex cellular projections tha
Document 1:::
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 2:::
Protists are the eukaryotes that cannot be classified as plants, fungi or animals. They are mostly unicellular and microscopic. Many unicellular protists, particularly protozoans, are motile and can generate movement using flagella, cilia or pseudopods. Cells which use flagella for movement are usually referred to as flagellates, cells which use cilia are usually referred to as ciliates, and cells which use pseudopods are usually referred to as amoeba or amoeboids. Other protists are not motile, and consequently have no built-in movement mechanism.
Overview
Unicellular protists comprise a vast, diverse group of organisms that covers virtually all environments and habitats, displaying a menagerie of shapes and forms. Hundreds of species of the ciliate genus Paramecium or flagellated Euglena are found in marine, brackish, and freshwater reservoirs; the green algae Chlamydomonas is distributed in soil and fresh water world-wide; parasites from the genus Giardia colonize intestines of several vertebrate species. One of the shared features of these organisms is their motility, crucial for nutrient acquisition and avoidance of danger. In the process of evolution, single-celled organisms have developed in a variety of directions, and thus their rich morphology results in a large spectrum of swimming modes.
Many swimming protists actuate tail-like appendages called flagella or cilia in order to generate the required thrust. This is achieved by actively generating deformations along the flagellum, giving rise to a complex waveform. The flagellar axoneme itself is a bundle of nine pairs of microtubule doublets surrounding two central microtubules, termed the 9+2 axoneme, and cross-linking dynein motors, powered by ATP hydrolysis, perform mechanical work by promoting the relative sliding of filaments, resulting in bending deformations.
Although protist flagella have a diversity of forms and functions, two large families, flagellates and ciliates, can be distinguished by th
Document 3:::
Ministeria vibrans is a bacterivorous amoeba with filopodia that was originally described to be suspended by a flagellum-like stalk attached to the substrate. Molecular and experimental work later on demonstrated the stalk is indeed a flagellar apparatus.
The amoeboid protist Ministeria vibrans occupies a key position to understand animal origins. It is a member of the Filasterea, that is the sister-group to Choanoflagellatea and Metazoa. Two Ministeria amoebae species have been reported so far, both of them from coastal marine water samples: M. vibrans and M. marisola. However, there is currently only one culture available, that of Ministeria vibrans.
The life cycle of Ministeria remains unknown.
Microvilli in Ministeria suggest their presence in the common ancestor of Filasterea and Choanoflagellata. The kinetid structure of Ministeria is similar to that of the choanocytes of the most deep-branching sponges, differing essentially from the kinetid of choanoflagellates. Thus, kinetid and microvilli of Ministeria illustrate features of the common ancestor of three holozoan groups: Filasterea, Metazoa and Choanoflagellata.
Document 4:::
Rigifilida is a clade of non-ciliate phagotrophic eukaryotes. It consists of two genera: Micronuclearia and Rigifila.
Characteristics
Cells of rigifilids are covered with either a single or a double-layered submembrane pellicular lamina that makes them rigid in consistence. Slender branching filopodia emanate from a ventral aperture of the cell and are employed to collect bacteria upon which they feed and to attach the organism to the substratum. Around this aperture, the pellicle is reflexed around forming a peristomial collar.
Other notable features are flat and irregular shaped mitocondrial cristae, a single dorsal nucleus and the lack of centrioles and cilia.
Phylogeny
Taxonomy
Rigifilida is currently placed in CRuMs.
Order Rigifilida Cavalier-Smith 2012 [Micronucleariida Cavalier-Smith 2008]
Family Rigifilidae Yabuki & Cavalier-Smith 2012
Genus Rigifila Yabuki & Cavalier-Smith 2012
Species Rigifila ramosa Yabuki & Cavalier-Smith 2012
Family Micronucleariidae Cavalier-Smith 2008
Genus Micronuclearia Mikrjukov & Mylnikov 2001
Species Micronuclearia podoventralis Mikrjukov & Mylnikov 2001
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What organisms use cilia, pseudopods, or flagella to move?
A. bacteria
B. prokaryotes
C. protists
D. arthropods
Answer:
|
|
sciq-9265
|
multiple_choice
|
What do you call a predator species that affects other species' populations when its own population size changes?
|
[
"keystone species",
"complement species",
"symbiotic species",
"paradox species"
] |
A
|
Relavent Documents:
Document 0:::
Interspecific competition, in ecology, is a form of competition in which individuals of different species compete for the same resources in an ecosystem (e.g. food or living space). This can be contrasted with mutualism, a type of symbiosis. Competition between members of the same species is called intraspecific competition.
If a tree species in a dense forest grows taller than surrounding tree species, it is able to absorb more of the incoming sunlight. However, less sunlight is then available for the trees that are shaded by the taller tree, thus interspecific competition. Leopards and lions can also be in interspecific competition, since both species feed on the same prey, and can be negatively impacted by the presence of the other because they will have less food.
Competition is only one of many interacting biotic and abiotic factors that affect community structure. Moreover, competition is not always a straightforward, direct, interaction. Interspecific competition may occur when individuals of two separate species share a limiting resource in the same area. If the resource cannot support both populations, then lowered fecundity, growth, or survival may result in at least one species. Interspecific competition has the potential to alter populations, communities and the evolution of interacting species. On an individual organism level, competition can occur as interference or exploitative competition.
Types
All of the types described here can also apply to intraspecific competition, that is, competition among individuals within a species. Also, any specific example of interspecific competition can be described in terms of both a mechanism (e.g., resource or interference) and an outcome (symmetric or asymmetric).
Based on mechanism
Exploitative competition, also referred to as resource competition, is a form of competition in which one species consumes and either reduces or more efficiently uses a shared limiting resource and therefore depletes the availab
Document 1:::
A keystone species is a species that has a disproportionately large effect on its natural environment relative to its abundance, a concept introduced in 1969 by the zoologist Robert T. Paine. Keystone species play a critical role in maintaining the structure of an ecological community, affecting many other organisms in an ecosystem and helping to determine the types and numbers of various other species in the community. Without keystone species, the ecosystem would be dramatically different or cease to exist altogether. Some keystone species, such as the wolf, are also apex predators.
The role that a keystone species plays in its ecosystem is analogous to the role of a keystone in an arch. While the keystone is under the least pressure of any of the stones in an arch, the arch still collapses without it. Similarly, an ecosystem may experience a dramatic shift if a keystone species is removed, even though that species was a small part of the ecosystem by measures of biomass or productivity.
It became a popular concept in conservation biology, alongside flagship and umbrella species. Although the concept is valued as a descriptor for particularly strong inter-species interactions, and has allowed easier communication between ecologists and conservation policy-makers, it has been criticized for oversimplifying complex ecological systems.
History
The concept of the keystone species was introduced in 1969 by zoologist Robert T. Paine. Paine developed the concept to explain his observations and experiments on the relationships between marine invertebrates of the intertidal zone (between the high and low tide lines), including starfish and mussels. He removed the starfish from an area, and documented the effects on the ecosystem. In his 1966 paper, Food Web Complexity and Species Diversity, Paine had described such a system in Makah Bay in Washington.
In his 1969 paper, Paine proposed the keystone species concept, using Pisaster ochraceus, a species of starfish generall
Document 2:::
Any action or influence that species have on each other is considered a biological interaction. These interactions between species can be considered in several ways. One such way is to depict interactions in the form of a network, which identifies the members and the patterns that connect them. Species interactions are considered primarily in terms of trophic interactions, which depict which species feed on others.
Currently, ecological networks that integrate non-trophic interactions are being built. The type of interactions they can contain can be classified into six categories: mutualism, commensalism, neutralism, amensalism, antagonism, and competition.
Observing and estimating the fitness costs and benefits of species interactions can be very problematic. The way interactions are interpreted can profoundly affect the ensuing conclusions.
Interaction characteristics
Characterization of interactions can be made according to various measures, or any combination of them.
Prevalence
Prevalence identifies the proportion of the population affected by a given interaction, and thus quantifies whether it is relatively rare or common. Generally, only common interactions are considered.
Negative/ Positive
Whether the interaction is beneficial or harmful to the species involved determines the sign of the interaction, and what type of interaction it is classified as. To establish whether they are harmful or beneficial, careful observational and/or experimental studies can be conducted, in an attempt to establish the cost/benefit balance experienced by the members.
Strength
The sign of an interaction does not capture the impact on fitness of that interaction. One example of this is of antagonism, in which predators may have a much stronger impact on their prey species (death), than parasites (reduction in fitness). Similarly, positive interactions can produce anything from a negligible change in fitness to a life or death impact.
Relationship in space and time
The rel
Document 3:::
The issue of what exactly defines a vacant niche, also known as empty niche, and whether they exist in ecosystems is controversial. The subject is intimately tied into a much broader debate on whether ecosystems can reach equilibrium, where they could theoretically become maximally saturated with species. Given that saturation is a measure of the number of species per resource axis per ecosystem, the question becomes: is it useful to define unused resource clusters as niche 'vacancies'?
History of the concept
Whether vacant niches are permissible has been both confirmed and denied as the definition of a niche has changed over time. Within the pre-Hutchinsonian niche frameworks of Grinnell (1917) and Elton (1927) vacant niches were allowable. In the framework of Grinnell, the species niche was largely equivalent to its habitat, such that a niche vacancy could be looked upon as a habitat vacancy. The Eltonian framework considered the niche to be equivalent to a species position in a trophic web, or food chain, and in this respect there is always going to be a vacant niche at the top predator level. Whether this position gets filled depends upon the ecological efficiency of the species filling it however.
The Hutchinsonian niche framework, on the other hand, directly precludes the possibility of there being vacant niches. Hutchinson defined the niche as an n-dimensional hyper-volume whose dimensions correspond to resource gradients over which species are distributed in a unimodal fashion. In this we see that the operational definition of his niche rests on the fact that a species is needed in order to rationally define a niche in the first place. This fact didn't stop Hutchinson from making statements inconsistent with this such as: “The question raised by cases like this is whether the three Nilghiri Corixinae fill all the available niches...or whether there are really empty niches.. . .The rapid spread of introduced species often gives evidence of empty niches,
Document 4:::
In ecology, habitat refers to the array of resources, physical and biotic factors that are present in an area, such as to support the survival and reproduction of a particular species. A species habitat can be seen as the physical manifestation of its ecological niche. Thus "habitat" is a species-specific term, fundamentally different from concepts such as environment or vegetation assemblages, for which the term "habitat-type" is more appropriate.
The physical factors may include (for example): soil, moisture, range of temperature, and light intensity. Biotic factors include the availability of food and the presence or absence of predators. Every species has particular habitat requirements, with habitat generalist species able to thrive in a wide array of environmental conditions while habitat specialist species requiring a very limited set of factors to survive. The habitat of a species is not necessarily found in a geographical area, it can be the interior of a stem, a rotten log, a rock or a clump of moss; a parasitic organism has as its habitat the body of its host, part of the host's body (such as the digestive tract), or a single cell within the host's body.
Habitat types are environmental categorizations of different environments based on the characteristics of a given geographical area, particularly vegetation and climate. Thus habitat types do not refer to a single species but to multiple species living in the same area. For example, terrestrial habitat types include forest, steppe, grassland, semi-arid or desert. Fresh-water habitat types include marshes, streams, rivers, lakes, and ponds; marine habitat types include salt marshes, the coast, the intertidal zone, estuaries, reefs, bays, the open sea, the sea bed, deep water and submarine vents.
Habitat types may change over time. Causes of change may include a violent event (such as the eruption of a volcano, an earthquake, a tsunami, a wildfire or a change in oceanic currents); or change may occur mo
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What do you call a predator species that affects other species' populations when its own population size changes?
A. keystone species
B. complement species
C. symbiotic species
D. paradox species
Answer:
|
|
sciq-7923
|
multiple_choice
|
What blood component serves both structural and molecular functions in blood clotting?
|
[
"plasma",
"platelets",
"molecules",
"proteins"
] |
B
|
Relavent Documents:
Document 0:::
– platelet factor 3
– platelet factor 4
– prothrombin
– thrombin
– thromboplastin
– von willebrand factor
– fibrin
– fibrin fibrinogen degradation products
– fibrin foam
– fibrin tissue adhesive
– fibrinopeptide a
– fibrinopeptide b
– glycophorin
– hemocyanin
– hemoglobins
– carboxyhemoglobin
– erythrocruorins
– fetal hemoglobi
Document 1:::
Platelets or thrombocytes (from Greek θρόμβος, "clot" and κύτος, "cell") are a component of blood whose function (along with the coagulation factors) is to react to bleeding from blood vessel injury by clumping, thereby initiating a blood clot. Platelets have no cell nucleus; they are fragments of cytoplasm derived from the megakaryocytes of the bone marrow or lung, which then enter the circulation. Platelets are found only in mammals, whereas in other vertebrates (e.g. birds, amphibians), thrombocytes circulate as intact mononuclear cells.
One major function of platelets is to contribute to hemostasis: the process of stopping bleeding at the site of interrupted endothelium. They gather at the site and, unless the interruption is physically too large, they plug the hole. First, platelets attach to substances outside the interrupted endothelium: adhesion. Second, they change shape, turn on receptors and secrete chemical messengers: activation. Third, they connect to each other through receptor bridges: aggregation. Formation of this platelet plug (primary hemostasis) is associated with activation of the coagulation cascade, with resultant fibrin deposition and linking (secondary hemostasis). These processes may overlap: the spectrum is from a predominantly platelet plug, or "white clot" to a predominantly fibrin, or "red clot" or the more typical mixture. Some would add the subsequent retraction and platelet inhibition as fourth and fifth steps to the completion of the process and still others would add a sixth step, wound repair. Platelets also participate in both innate and adaptive intravascular immune responses.
Structure
Structure
Structurally the platelet can be divided into four zones, from peripheral to innermost:
Peripheral zone – is rich in glycoproteins required for platelet adhesion, activation and aggregation. For example, GPIb/IX/V; GPVI; GPIIb/IIIa.
Sol-gel zone – is rich in microtubules and microfilaments, allowing the platelets to maintain their
Document 2:::
In biology, hemostasis or haemostasis is a process to prevent and stop bleeding, meaning to keep blood within a damaged blood vessel (the opposite of hemostasis is hemorrhage). It is the first stage of wound healing. This involves coagulation, which changes blood from a liquid to a gel. Intact blood vessels are central to moderating blood's tendency to form clots. The endothelial cells of intact vessels prevent blood clotting with a heparin-like molecule and thrombomodulin, and prevent platelet aggregation with nitric oxide and prostacyclin. When endothelium of a blood vessel is damaged, the endothelial cells stop secretion of coagulation and aggregation inhibitors and instead secrete von Willebrand factor, which initiate the maintenance of hemostasis after injury. Hemostasis involves three major steps:
vasoconstriction
temporary blockage of a hole in a damaged blood vessel by a platelet plug
blood coagulation (formation of fibrin clots)
These processes seal the injury or hole until tissues are healed.
Etymology and pronunciation
The word hemostasis (, sometimes ) uses the combining forms and , Neo-Latin from Ancient Greek (similar to ), meaning "blood", and , meaning "stasis", yielding "motionlessness or stopping of blood".
Steps of mechanism
Hemostasis occurs when blood is present outside of the body or blood vessels. It is the innate response for the body to stop bleeding and loss of blood. During hemostasis three steps occur in a rapid sequence. Vascular spasm is the first response as the blood vessels constrict to allow less blood to be lost. In the second step, platelet plug formation, platelets stick together to form a temporary seal to cover the break in the vessel wall. The third and last step is called coagulation or blood clotting. Coagulation reinforces the platelet plug with fibrin threads that act as a "molecular glue". Platelets are a large factor in the hemostatic process. They allow for the creation of the "platelet plug" that forms almos
Document 3:::
Blood is a body fluid in the circulatory system of humans and other vertebrates that delivers necessary substances such as nutrients and oxygen to the cells, and transports metabolic waste products away from those same cells. Blood in the circulatory system is also known as peripheral blood, and the blood cells it carries, peripheral blood cells.
Blood is composed of blood cells suspended in blood plasma. Plasma, which constitutes 55% of blood fluid, is mostly water (92% by volume), and contains proteins, glucose, mineral ions, hormones, carbon dioxide (plasma being the main medium for excretory product transportation), and blood cells themselves. Albumin is the main protein in plasma, and it functions to regulate the colloidal osmotic pressure of blood. The blood cells are mainly red blood cells (also called RBCs or erythrocytes), white blood cells (also called WBCs or leukocytes), and in mammals platelets (also called thrombocytes). The most abundant cells in vertebrate blood are red blood cells. These contain hemoglobin, an iron-containing protein, which facilitates oxygen transport by reversibly binding to this respiratory gas thereby increasing its solubility in blood. In contrast, carbon dioxide is mostly transported extracellularly as bicarbonate ion transported in plasma.
Vertebrate blood is bright red when its hemoglobin is oxygenated and dark red when it is deoxygenated.
Some animals, such as crustaceans and mollusks, use hemocyanin to carry oxygen, instead of hemoglobin. Insects and some mollusks use a fluid called hemolymph instead of blood, the difference being that hemolymph is not contained in a closed circulatory system. In most insects, this "blood" does not contain oxygen-carrying molecules such as hemoglobin because their bodies are small enough for their tracheal system to suffice for supplying oxygen.
Jawed vertebrates have an adaptive immune system, based largely on white blood cells. White blood cells help to resist infections and parasite
Document 4:::
Thrombodynamics test is a method for blood coagulation monitoring and anticoagulant control. This test is based on imitation of coagulation processes occurring in vivo, is sensitive both to pro- and anticoagulant changes in the hemostatic balance. Highly sensitive to thrombosis.
The method was developed in the Physical Biochemistry Laboratory under the direction of Prof. Fazly Ataullakhanov.
Technology description
Thrombodynamics designed to investigate the in vitro spatial-temporal dynamics of blood coagulation initiated by localized coagulation activator under conditions similar to the conditions of the blood clotting in vivo. Thrombodynamics takes into account the spatial heterogeneity trombodinamiki processes in blood coagulation. The test is performed without mixing in a thin layer of plasma.
The measurement cuvette with the blood plasma sample is placed inside the water thermostat. Clotting starts when activator with immobilized TF is immersed into the cuvette. The clot then propagates from the activating surface into the bulk of plasma. Image of growing clot is registered via the CCD camera using a time-lapse microscopy mode in scattered light and then parameters of coagulation are calculated on the computer. Thrombodynamics analyser T-2 device also supports measurement of spatial dynamics of thrombin propagation during the process of clot growth via usage of the fluorogenic substrate for thrombin. Blood plasma sample is periodically irradiated with the excitation light and the emission of the fluorophore is registered by CCD camera.
Mathematical methods are used to restore spatio-temporal distribution of the thrombin from the fluorophore signal. This experimental model worked well in research and has demonstrated good sensitivity to various disorders of the coagulation system.
Features
Observing spatial growth of fibrin clots in vitro
Measuring thrombin generation as a function of space and time during thrombus formation
Time- and space- resolved im
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What blood component serves both structural and molecular functions in blood clotting?
A. plasma
B. platelets
C. molecules
D. proteins
Answer:
|
|
sciq-6601
|
multiple_choice
|
What kind of diseases can be difficult to treat because they live inside the host's cells, making it hard to destroy them without killing host cells?
|
[
"nucleus diseases",
"viral diseases",
"cancerous diseases",
"superfluous diseases"
] |
B
|
Relavent Documents:
Document 0:::
Infectious diseases or ID, also known as infectiology, is a medical specialty dealing with the diagnosis and treatment of infections. An infectious diseases specialist's practice consists of managing nosocomial (healthcare-acquired) infections or community-acquired infections. An ID specialist investigates the cause of a disease to determine what kind of Bacteria, viruses, parasites, or fungi the disease is caused by. Once the pathogen is known, an ID specialist can then run various tests to determine the best antimicrobial drug to kill the pathogen and treat the disease. While infectious diseases have always been around, the infectious disease specialty did not exist until the late 1900s after scientists and physicians in the 19th century paved the way with research on the sources of infectious disease and the development of vaccines.
Scope
Infectious diseases specialists typically serve as consultants to other physicians in cases of complex infections, and often manage patients with HIV/AIDS and other forms of immunodeficiency. Although many common infections are treated by physicians without formal expertise in infectious diseases, specialists may be consulted for cases where an infection is difficult to diagnose or manage. They may also be asked to help determine the cause of a fever of unknown origin.
Specialists in infectious diseases can practice both in hospitals (inpatient) and clinics (outpatient). In hospitals, specialists in infectious diseases help ensure the timely diagnosis and treatment of acute infections by recommending the appropriate diagnostic tests to identify the source of the infection and by recommending appropriate management such as prescribing antibiotics to treat bacterial infections. For certain types of infections, involvement of specialists in infectious diseases may improve patient outcomes. In clinics, specialists in infectious diseases can provide long-term care to patients with chronic infections such as HIV/AIDS.
History
Inf
Document 1:::
Alternative medicine degrees include academic degrees, first professional degrees, qualifications or diplomas issued by accredited and legally recognised academic institutions in alternative medicine or related areas, either human or animal.
Examples
Examples of alternative medicine degrees include:
Ayurveda - BSc, MSc, BAMC, MD(Ayurveda), M.S.(Ayurveda), Ph.D(Ayurveda)
Siddha medicine - BSMS, MD(Siddha), Ph.D(Siddha)
Acupuncture - BSc, LAc, DAc, AP, DiplAc, MAc
Herbalism - Acs, BSc, Msc.
Homeopathy - BSc, MSc, DHMs, BHMS, M.D. (HOM), PhD in homoeopathy
Naprapathy - DN
Naturopathic medicine - BSc, MSc, BNYS, MD (Naturopathy), ND, NMD
Oriental Medicine - BSc, MSOM, MSTOM, KMD (Korea), BCM (Hong Kong), MCM (Hong Kong), BChinMed (Hong Kong), MChinMed (Hong Kong), MD (Taiwan), MB (China), TCM-Traditional Chinese medicine master (China)
Osteopathy - BOst, BOstMed, BSc (Osteo), DipOsteo
Document 2:::
Stem-cell therapy is the use of stem cells to treat or prevent a disease or condition. , the only established therapy using stem cells is hematopoietic stem cell transplantation. This usually takes the form of a bone-marrow transplantation, but the cells can also be derived from umbilical cord blood. Research is underway to develop various sources for stem cells as well as to apply stem-cell treatments for neurodegenerative diseases and conditions such as diabetes and heart disease.
Stem-cell therapy has become controversial following developments such as the ability of scientists to isolate and culture embryonic stem cells, to create stem cells using somatic cell nuclear transfer and their use of techniques to create induced pluripotent stem cells. This controversy is often related to abortion politics and to human cloning. Additionally, efforts to market treatments based on transplant of stored umbilical cord blood have been controversial.
Medical uses
For over 90 years, hematopoietic stem cell transplantation (HSCT) has been used to treat people with conditions such as leukaemia and lymphoma; this is the only widely practiced form of stem-cell therapy. During chemotherapy, most growing cells are killed by the cytotoxic agents. These agents, however, cannot discriminate between the leukaemia or neoplastic cells, and the hematopoietic stem cells within the bone marrow. This is the side effect of conventional chemotherapy strategies that the stem-cell transplant attempts to reverse; a donor's healthy bone marrow reintroduces functional stem cells to replace the cells lost in the host's body during treatment. The transplanted cells also generate an immune response that helps to kill off the cancer cells; this process can go too far, however, leading to graft vs host disease, the most serious side effect of this treatment.
Another stem-cell therapy, called Prococvhymal, was conditionally approved in Canada in 2012 for the management of acute graft-vs-host disease
Document 3:::
Biomedicine (also referred to as Western medicine, mainstream medicine or conventional medicine) is a branch of medical science that applies biological and physiological principles to clinical practice. Biomedicine stresses standardized, evidence-based treatment validated through biological research, with treatment administered via formally trained doctors, nurses, and other such licensed practitioners.
Biomedicine also can relate to many other categories in health and biological related fields. It has been the dominant system of medicine in the Western world for more than a century.
It includes many biomedical disciplines and areas of specialty that typically contain the "bio-" prefix such as molecular biology, biochemistry, biotechnology, cell biology, embryology, nanobiotechnology, biological engineering, laboratory medical biology, cytogenetics, genetics, gene therapy, bioinformatics, biostatistics, systems biology, neuroscience, microbiology, virology, immunology, parasitology, physiology, pathology, anatomy, toxicology, and many others that generally concern life sciences as applied to medicine.
Overview
Biomedicine is the cornerstone of modern health care and laboratory diagnostics. It concerns a wide range of scientific and technological approaches: from in vitro diagnostics to in vitro fertilisation, from the molecular mechanisms of cystic fibrosis to the population dynamics of the HIV virus, from the understanding of molecular interactions to the study of carcinogenesis, from a single-nucleotide polymorphism (SNP) to gene therapy.
Biomedicine is based on molecular biology and combines all issues of developing molecular medicine into large-scale structural and functional relationships of the human genome, transcriptome, proteome, physiome and metabolome with the particular point of view of devising new technologies for prediction, diagnosis and therapy.
Biomedicine involves the study of (patho-) physiological processes with methods from biology and
Document 4:::
Medical biology is a field of biology that has practical applications in medicine, health care and laboratory diagnostics. It includes many biomedical disciplines and areas of specialty that typically contains the "bio-" prefix such as:
molecular biology, biochemistry, biophysics, biotechnology, cell biology, embryology,
nanobiotechnology, biological engineering, laboratory medical biology,
cytogenetics, genetics, gene therapy,
bioinformatics, biostatistics, systems biology,
microbiology, virology, parasitology,
physiology, pathology,
toxicology, and many others that generally concern life sciences as applied to medicine.
Medical biology is the cornerstone of modern health care and laboratory diagnostics. It concerned a wide range of scientific and technological approaches: from an in vitro diagnostics to the in vitro fertilisation, from the molecular mechanisms of a cystic fibrosis to the population dynamics of the HIV, from the understanding molecular interactions to the study of the carcinogenesis, from a single-nucleotide polymorphism (SNP) to the gene therapy.
Medical biology based on molecular biology combines all issues of developing molecular medicine into large-scale structural and functional relationships of the human genome, transcriptome, proteome and metabolome with the particular point of view of devising new technologies for prediction, diagnosis and therapy.
See also
External links
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What kind of diseases can be difficult to treat because they live inside the host's cells, making it hard to destroy them without killing host cells?
A. nucleus diseases
B. viral diseases
C. cancerous diseases
D. superfluous diseases
Answer:
|
|
sciq-5219
|
multiple_choice
|
What kind of reaction, in general, keeps stars shining?
|
[
"fusion",
"fission",
"evolution",
"magnetism"
] |
A
|
Relavent Documents:
Document 0:::
Nucleosynthesis is the process that creates new atomic nuclei from pre-existing nucleons (protons and neutrons) and nuclei. According to current theories, the first nuclei were formed a few minutes after the Big Bang, through nuclear reactions in a process called Big Bang nucleosynthesis. After about 20 minutes, the universe had expanded and cooled to a point at which these high-energy collisions among nucleons ended, so only the fastest and simplest reactions occurred, leaving our universe containing hydrogen and helium. The rest is traces of other elements such as lithium and the hydrogen isotope deuterium. Nucleosynthesis in stars and their explosions later produced the variety of elements and isotopes that we have today, in a process called cosmic chemical evolution. The amounts of total mass in elements heavier than hydrogen and helium (called 'metals' by astrophysicists) remains small (few percent), so that the universe still has approximately the same composition.
Stars fuse light elements to heavier ones in their cores, giving off energy in the process known as stellar nucleosynthesis. Nuclear fusion reactions create many of the lighter elements, up to and including iron and nickel in the most massive stars. Products of stellar nucleosynthesis remain trapped in stellar cores and remnants except if ejected through stellar winds and explosions. The neutron capture reactions of the r-process and s-process create heavier elements, from iron upwards.
Supernova nucleosynthesis within exploding stars is largely responsible for the elements between oxygen and rubidium: from the ejection of elements produced during stellar nucleosynthesis; through explosive nucleosynthesis during the supernova explosion; and from the r-process (absorption of multiple neutrons) during the explosion.
Neutron star mergers are a recently discovered major source of elements produced in the r-process. When two neutron stars collide, a significant amount of neutron-rich matter may be ej
Document 1:::
Stellar chemistry is the study of the chemical composition of astronomical objects; stars in particular, hence the name stellar chemistry. The significance of stellar chemical composition is an open ended question at this point. Some research asserts that a greater abundance of certain elements (such as carbon, sodium, silicon, and magnesium) in the stellar mass are necessary for a star's inner solar system to be habitable over long periods of time. The hypothesis being that the "abundance of these elements make the star cooler and cause it to evolve more slowly, thereby giving planets in its habitable zone more time to develop life as we know it." Stellar abundance of oxygen also appears to be critical to the length of time newly developed planets exist in a habitable zone around their host star. Researchers postulate that if our own sun had a lower abundance of oxygen, the Earth would have ceased to "live" in a habitable zone a billion years ago, long before complex organisms had the opportunity to evolve.
Other research
Other research is being or has been done in numerous areas relating to the chemical nature of stars. The formation of stars is of particular interest. Research published in 2009 presents spectroscopic observations of so-called "young stellar objects" viewed in the Large Magellanic Cloud with the Spitzer Space Telescope. This research suggests that water, or, more specifically, ice, plays a large role in the formation of these eventual stars
Others are researching much more tangible ideas relating to stars and chemistry. Research published in 2010 studied the effects of a strong stellar flare on the atmospheric chemistry of an Earth-like planet orbiting an M dwarf star, specifically, the M dwarf AD Leonis. This research simulated the effects an observed flare produced by AD Leonis on April 12, 1985 would have on a hypothetical Earth-like planet. After simulating the effects of both UV radiation and protons on the hypothetical planet's a
Document 2:::
In astrophysics, silicon burning is a very brief sequence of nuclear fusion reactions that occur in massive stars with a minimum of about 8–11 solar masses. Silicon burning is the final stage of fusion for massive stars that have run out of the fuels that power them for their long lives in the main sequence on the Hertzsprung–Russell diagram. It follows the previous stages of hydrogen, helium, carbon, neon and oxygen burning processes.
Silicon burning begins when gravitational contraction raises the star's core temperature to 2.7–3.5 billion kelvins (GK). The exact temperature depends on mass. When a star has completed the silicon-burning phase, no further fusion is possible. The star catastrophically collapses and may explode in what is known as a Type II supernova.
Nuclear fusion sequence and silicon photodisintegration
After a star completes the oxygen-burning process, its core is composed primarily of silicon and sulfur. If it has sufficiently high mass, it further contracts until its core reaches temperatures in the range of 2.7–3.5 GK (230–300 keV). At these temperatures, silicon and other elements can photodisintegrate, emitting a proton or an alpha particle. Silicon burning proceeds by photodisintegration rearrangement, which creates new elements by the alpha process, adding one of these freed alpha particles (the equivalent of a helium nucleus) per capture step in the following sequence (photoejection of alphas not shown):
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| ||+ || ||→ ||
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Although the chain could theoretically continue, steps after nickel-56 are much less exothermic and the temperature is so high that photodisintegration prevents further progress.
Document 3:::
The theorized habitability of red dwarf systems is determined by a large number of factors. Modern evidence indicates that planets in red dwarf systems are unlikely to be habitable, due to their low stellar flux, high probability of tidal locking and thus likely lack of magnetospheres and atmospheres, small circumstellar habitable zones and the high stellar variation experienced by planets of red dwarf stars, impeding their planetary habitability. However, the ubiquity and longevity of red dwarfs could provide ample opportunity to realize any small possibility of habitability.
A major impediment to life developing in these systems is the intense tidal heating caused by the proximity of planets to their host red dwarfs. Other tidal effects reduce the probability of life around red dwarfs, such as the extreme temperature differences created by one side of habitable-zone planets permanently facing the star, and the other perpetually turned away and lack of planetary axial tilts. Still, a planetary atmosphere may redistribute the heat, making temperatures more uniform. Non-tidal factors further reduce the prospects for life in red-dwarf systems, such as extreme stellar variation, spectral energy distributions shifted to the infrared relative to the Sun, (though a planetary magnetic field could protect from these flares) and small circumstellar habitable zones due to low light output.
There are, however, a few factors that could increase the likelihood of life on red dwarf planets. Intense cloud formation on the star-facing side of a tidally locked planet may reduce overall thermal flux and drastically reduce equilibrium temperature differences between the two sides of the planet. In addition, the sheer number of red dwarfs statistically increases the probability that there might exist habitable planets orbiting some of them. Red dwarfs account for about 85% of stars in the Milky Way and the vast majority of stars in spiral and elliptical galaxies. There are expected t
Document 4:::
Nuclear astrophysics is an interdisciplinary part of both nuclear physics and astrophysics, involving close collaboration among researchers in various subfields of each of these fields. This includes, notably, nuclear reactions and their rates as they occur in cosmic environments, and modeling of astrophysical objects where these nuclear reactions may occur, but also considerations of cosmic evolution of isotopic and elemental composition (often called chemical evolution). Constraints from observations involve multiple messengers, all across the electromagnetic spectrum (nuclear gamma-rays, X-rays, optical, and radio/sub-mm astronomy), as well as isotopic measurements of solar-system materials such as meteorites and their stardust inclusions, cosmic rays, material deposits on Earth and Moon). Nuclear physics experiments address stability (i.e., lifetimes and masses) for atomic nuclei well beyond the regime of stable nuclides into the realm of radioactive/unstable nuclei, almost to the limits of bound nuclei (the drip lines), and under high density (up to neutron star matter) and high temperature (plasma temperatures up to ). Theories and simulations are essential parts herein, as cosmic nuclear reaction environments cannot be realized, but at best partially approximated by experiments. In general terms, nuclear astrophysics aims to understand the origin of the chemical elements and isotopes, and the role of nuclear energy generation, in cosmic sources such as stars, supernovae, novae, and violent binary-star interactions.
History
In the 1940s, geologist Hans Suess speculated that the regularity that was observed in the abundances of elements may be related to structural properties of the atomic nucleus. These considerations were seeded by the discovery of radioactivity by Becquerel in 1896 as an aside of advances in chemistry which aimed at production of gold. This remarkable possibility for transformation of matter created much excitement among physicists for t
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What kind of reaction, in general, keeps stars shining?
A. fusion
B. fission
C. evolution
D. magnetism
Answer:
|
|
sciq-8812
|
multiple_choice
|
What can accept a wide range of carbohydrates for catabolism?
|
[
"cellular respiration",
"photosynthesis",
"glycolysis",
"enzymes"
] |
C
|
Relavent Documents:
Document 0:::
Catabolism () is the set of metabolic pathways that breaks down molecules into smaller units that are either oxidized to release energy or used in other anabolic reactions. Catabolism breaks down large molecules (such as polysaccharides, lipids, nucleic acids, and proteins) into smaller units (such as monosaccharides, fatty acids, nucleotides, and amino acids, respectively). Catabolism is the breaking-down aspect of metabolism, whereas anabolism is the building-up aspect.
Cells use the monomers released from breaking down polymers to either construct new polymer molecules or degrade the monomers further to simple waste products, releasing energy. Cellular wastes include lactic acid, acetic acid, carbon dioxide, ammonia, and urea. The formation of these wastes is usually an oxidation process involving a release of chemical free energy, some of which is lost as heat, but the rest of which is used to drive the synthesis of adenosine triphosphate (ATP). This molecule acts as a way for the cell to transfer the energy released by catabolism to the energy-requiring reactions that make up anabolism.
Catabolism is a destructive metabolism and anabolism is a constructive metabolism. Catabolism, therefore, provides the chemical energy necessary for the maintenance and growth of cells. Examples of catabolic processes include glycolysis, the citric acid cycle, the breakdown of muscle protein in order to use amino acids as substrates for gluconeogenesis, the breakdown of fat in adipose tissue to fatty acids, and oxidative deamination of neurotransmitters by monoamine oxidase.
Catabolic hormones
There are many signals that control catabolism. Most of the known signals are hormones and the molecules involved in metabolism itself. Endocrinologists have traditionally classified many of the hormones as anabolic or catabolic, depending on which part of metabolism they stimulate. The so-called classic catabolic hormones known since the early 20th century are cortisol, glucagon, and
Document 1:::
Primary nutritional groups are groups of organisms, divided in relation to the nutrition mode according to the sources of energy and carbon, needed for living, growth and reproduction. The sources of energy can be light or chemical compounds; the sources of carbon can be of organic or inorganic origin.
The terms aerobic respiration, anaerobic respiration and fermentation (substrate-level phosphorylation) do not refer to primary nutritional groups, but simply reflect the different use of possible electron acceptors in particular organisms, such as O2 in aerobic respiration, or nitrate (), sulfate () or fumarate in anaerobic respiration, or various metabolic intermediates in fermentation.
Primary sources of energy
Phototrophs absorb light in photoreceptors and transform it into chemical energy.
Chemotrophs release chemical energy.
The freed energy is stored as potential energy in ATP, carbohydrates, or proteins. Eventually, the energy is used for life processes such as moving, growth and reproduction.
Plants and some bacteria can alternate between phototrophy and chemotrophy, depending on the availability of light.
Primary sources of reducing equivalents
Organotrophs use organic compounds as electron/hydrogen donors.
Lithotrophs use inorganic compounds as electron/hydrogen donors.
The electrons or hydrogen atoms from reducing equivalents (electron donors) are needed by both phototrophs and chemotrophs in reduction-oxidation reactions that transfer energy in the anabolic processes of ATP synthesis (in heterotrophs) or biosynthesis (in autotrophs). The electron or hydrogen donors are taken up from the environment.
Organotrophic organisms are often also heterotrophic, using organic compounds as sources of both electrons and carbon. Similarly, lithotrophic organisms are often also autotrophic, using inorganic sources of electrons and CO2 as their inorganic carbon source.
Some lithotrophic bacteria can utilize diverse sources of electrons, depending on the avail
Document 2:::
Bioenergetics is a field in biochemistry and cell biology that concerns energy flow through living systems. This is an active area of biological research that includes the study of the transformation of energy in living organisms and the study of thousands of different cellular processes such as cellular respiration and the many other metabolic and enzymatic processes that lead to production and utilization of energy in forms such as adenosine triphosphate (ATP) molecules. That is, the goal of bioenergetics is to describe how living organisms acquire and transform energy in order to perform biological work. The study of metabolic pathways is thus essential to bioenergetics.
Overview
Bioenergetics is the part of biochemistry concerned with the energy involved in making and breaking of chemical bonds in the molecules found in biological organisms. It can also be defined as the study of energy relationships and energy transformations and transductions in living organisms. The ability to harness energy from a variety of metabolic pathways is a property of all living organisms. Growth, development, anabolism and catabolism are some of the central processes in the study of biological organisms, because the role of energy is fundamental to such biological processes. Life is dependent on energy transformations; living organisms survive because of exchange of energy between living tissues/ cells and the outside environment. Some organisms, such as autotrophs, can acquire energy from sunlight (through photosynthesis) without needing to consume nutrients and break them down. Other organisms, like heterotrophs, must intake nutrients from food to be able to sustain energy by breaking down chemical bonds in nutrients during metabolic processes such as glycolysis and the citric acid cycle. Importantly, as a direct consequence of the First Law of Thermodynamics, autotrophs and heterotrophs participate in a universal metabolic network—by eating autotrophs (plants), heterotrophs ha
Document 3:::
This is a list of articles that describe particular biomolecules or types of biomolecules.
A
For substances with an A- or α- prefix such as
α-amylase, please see the parent page (in this case Amylase).
A23187 (Calcimycin, Calcium Ionophore)
Abamectine
Abietic acid
Acetic acid
Acetylcholine
Actin
Actinomycin D
Adenine
Adenosmeme
Adenosine diphosphate (ADP)
Adenosine monophosphate (AMP)
Adenosine triphosphate (ATP)
Adenylate cyclase
Adiponectin
Adonitol
Adrenaline, epinephrine
Adrenocorticotropic hormone (ACTH)
Aequorin
Aflatoxin
Agar
Alamethicin
Alanine
Albumins
Aldosterone
Aleurone
Alpha-amanitin
Alpha-MSH (Melaninocyte stimulating hormone)
Allantoin
Allethrin
α-Amanatin, see Alpha-amanitin
Amino acid
Amylase (also see α-amylase)
Anabolic steroid
Anandamide (ANA)
Androgen
Anethole
Angiotensinogen
Anisomycin
Antidiuretic hormone (ADH)
Anti-Müllerian hormone (AMH)
Arabinose
Arginine
Argonaute
Ascomycin
Ascorbic acid (vitamin C)
Asparagine
Aspartic acid
Asymmetric dimethylarginine
ATP synthase
Atrial-natriuretic peptide (ANP)
Auxin
Avidin
Azadirachtin A – C35H44O16
B
Bacteriocin
Beauvericin
beta-Hydroxy beta-methylbutyric acid
beta-Hydroxybutyric acid
Bicuculline
Bilirubin
Biopolymer
Biotin (Vitamin H)
Brefeldin A
Brassinolide
Brucine
Butyric acid
C
Document 4:::
The metabolome refers to the complete set of small-molecule chemicals found within a biological sample. The biological sample can be a cell, a cellular organelle, an organ, a tissue, a tissue extract, a biofluid or an entire organism. The small molecule chemicals found in a given metabolome may include both endogenous metabolites that are naturally produced by an organism (such as amino acids, organic acids, nucleic acids, fatty acids, amines, sugars, vitamins, co-factors, pigments, antibiotics, etc.) as well as exogenous chemicals (such as drugs, environmental contaminants, food additives, toxins and other xenobiotics) that are not naturally produced by an organism.
In other words, there is both an endogenous metabolome and an exogenous metabolome. The endogenous metabolome can be further subdivided to include a "primary" and a "secondary" metabolome (particularly when referring to plant or microbial metabolomes). A primary metabolite is directly involved in the normal growth, development, and reproduction. A secondary metabolite is not directly involved in those processes, but usually has important ecological function. Secondary metabolites may include pigments, antibiotics or waste products derived from partially metabolized xenobiotics. The study of the metabolome is called metabolomics.
Origins
The word metabolome appears to be a blending of the words "metabolite" and "chromosome". It was constructed to imply that metabolites are indirectly encoded by genes or act on genes and gene products. The term "metabolome" was first used in 1998 and was likely coined to match with existing biological terms referring to the complete set of genes (the genome), the complete set of proteins (the proteome) and the complete set of transcripts (the transcriptome). The first book on metabolomics was published in 2003. The first journal dedicated to metabolomics (titled simply "Metabolomics") was launched in 2005 and is currently edited by Prof. Roy Goodacre. Some of the m
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What can accept a wide range of carbohydrates for catabolism?
A. cellular respiration
B. photosynthesis
C. glycolysis
D. enzymes
Answer:
|
|
ai2_arc-672
|
multiple_choice
|
Apple trees can live for many years, but bean plants usually live for only a few months. This statement suggests that
|
[
"different plants have different life spans",
"plants depend on other plants",
"plants produce many offspring",
"seasonal changes help plants grow"
] |
A
|
Relavent Documents:
Document 0:::
Human uses of plants include both practical uses, such as for food, clothing, and medicine, and symbolic uses, such as in art, mythology and literature. The reliable provision of food through agriculture is the basis of civilization. The study of plant uses by native peoples is ethnobotany, while economic botany focuses on modern cultivated plants. Plants are used in medicine, providing many drugs from the earliest times to the present, and as the feedstock for many industrial products including timber and paper as well as a wide range of chemicals. Plants give millions of people pleasure through gardening.
In art, mythology, religion, literature and film, plants play important roles, symbolising themes such as fertility, growth, purity, and rebirth. In architecture and the decorative arts, plants provide many themes, such as Islamic arabesques and the acanthus forms carved on to classical Corinthian order column capitals.
Context
Culture consists of the social behaviour and norms found in human societies and transmitted through social learning. Cultural universals in all human societies include expressive forms like art, music, dance, ritual, religion, and technologies like tool usage, cooking, shelter, and clothing. The concept of material culture covers physical expressions such as technology, architecture and art, whereas immaterial culture includes principles of social organization, mythology, philosophy, literature, and science. This article describes the many roles played by plants in human culture.
Practical uses
As food
Humans depend on plants for food, either directly or as feed for domestic animals. Agriculture deals with the production of food crops, and has played a key role in the history of world civilizations. Agriculture includes agronomy for arable crops, horticulture for vegetables and fruit, and forestry for timber. About 7,000 species of plant have been used for food, though most of today's food is derived from only 30 species. The major s
Document 1:::
Plants are the eukaryotes that form the kingdom Plantae; they are predominantly photosynthetic. This means that they obtain their energy from sunlight, using chloroplasts derived from endosymbiosis with cyanobacteria to produce sugars from carbon dioxide and water, using the green pigment chlorophyll. Exceptions are parasitic plants that have lost the genes for chlorophyll and photosynthesis, and obtain their energy from other plants or fungi.
Historically, as in Aristotle's biology, the plant kingdom encompassed all living things that were not animals, and included algae and fungi. Definitions have narrowed since then; current definitions exclude the fungi and some of the algae. By the definition used in this article, plants form the clade Viridiplantae (green plants), which consists of the green algae and the embryophytes or land plants (hornworts, liverworts, mosses, lycophytes, ferns, conifers and other gymnosperms, and flowering plants). A definition based on genomes includes the Viridiplantae, along with the red algae and the glaucophytes, in the clade Archaeplastida.
There are about 380,000 known species of plants, of which the majority, some 260,000, produce seeds. They range in size from single cells to the tallest trees. Green plants provide a substantial proportion of the world's molecular oxygen; the sugars they create supply the energy for most of Earth's ecosystems; other organisms, including animals, either consume plants directly or rely on organisms which do so.
Grain, fruit, and vegetables are basic human foods and have been domesticated for millennia. People use plants for many purposes, such as building materials, ornaments, writing materials, and, in great variety, for medicines. The scientific study of plants is known as botany, a branch of biology.
Definition
Taxonomic history
All living things were traditionally placed into one of two groups, plants and animals. This classification dates from Aristotle (384–322 BC), who distinguished d
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Tolerance is the ability of plants to mitigate the negative fitness effects caused by herbivory. It is one of the general plant defense strategies against herbivores, the other being resistance, which is the ability of plants to prevent damage (Strauss and Agrawal 1999). Plant defense strategies play important roles in the survival of plants as they are fed upon by many different types of herbivores, especially insects, which may impose negative fitness effects (Strauss and Zangerl 2002). Damage can occur in almost any part of the plants, including the roots, stems, leaves, flowers and seeds (Strauss and Zergerl 2002). In response to herbivory, plants have evolved a wide variety of defense mechanisms and although relatively less studied than resistance strategies, tolerance traits play a major role in plant defense (Strauss and Zergerl 2002, Rosenthal and Kotanen 1995).
Traits that confer tolerance are controlled genetically and therefore are heritable traits under selection (Strauss and Agrawal 1999). Many factors intrinsic to the plants, such as growth rate, storage capacity, photosynthetic rates and nutrient allocation and uptake, can affect the extent to which plants can tolerate damage (Rosenthal and Kotanen 1994). Extrinsic factors such as soil nutrition, carbon dioxide levels, light levels, water availability and competition also have an effect on tolerance (Rosenthal and Kotanen 1994).
History of the study of plant tolerance
Studies of tolerance to herbivory has historically been the focus of agricultural scientists (Painter 1958; Bardner and Fletcher 1974). Tolerance was actually initially classified as a form of resistance (Painter 1958). Agricultural studies on tolerance, however, are mainly concerned with the compensatory effect on the plants' yield and not its fitness, since it is of economical interest to reduce crop losses due to herbivory by pests (Trumble 1993; Bardner and Fletcher 1974). One surprising discovery made about plant tolerance was th
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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.
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Plants For A Future (PFAF) is an online not for profit resource for those interested in edible and useful plants, with a focus on temperate regions. Named after the phrase "plans for a future" as wordplay, the organization's emphasis is on perennial plants.
PFAF is a registered educational charity with the following objectives:
The website contains an online database of over 8000 plants: 7000 that can be grown in temperate regions including in the UK, and 1000 plants for tropical situations.
The database was originally set up by Ken Fern to include 1,500 plants which he had grown on his 28 acre research site in the South West of England.
Since 2008, the database has been maintained by the database administrator employed by the Plants For A Future Charity.
The organization participates in public discussion by publishing books. Members have participated in various conferences and are also participants in the International Permaculture Research Project.
Publications
Fern, Ken. Plants for a Future: Edible and Useful Plants for a Healthier World. Hampshire: Permanent Publications, 1997. .
Edible Plants: An inspirational guide to choosing and growing unusual edible plants. 2012
Woodland Gardening: Designing a low-maintenance, sustainable edible woodland garden. 2013.
Edible Trees: A practical and inspirational guide from Plants For A Future on how to grow and harvest trees with edible and other useful produce. 2013.
Plantes Comestibles: Le guide pour vous inspirer à choisir et cultiver des plantes comestibles hors du commun. 2014.
Edible Perennials: 50 Top perennial plants from Plants For A Future. 2015.
Edible Shrubs: 70+ Top Shrubs from Plants For A Future
Plants for Your Food Forest: 500 Plants for Temperate Food Forests and Permaculture Gardens. 2021.
See also
Forest gardening
Postcode Plants Database
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Apple trees can live for many years, but bean plants usually live for only a few months. This statement suggests that
A. different plants have different life spans
B. plants depend on other plants
C. plants produce many offspring
D. seasonal changes help plants grow
Answer:
|
|
sciq-6967
|
multiple_choice
|
What can be described in terms of size, density, and distribution?
|
[
"biomes",
"dimensions",
"populations",
"habitats"
] |
C
|
Relavent Documents:
Document 0:::
In spatial ecology and macroecology, scaling pattern of occupancy (SPO), also known as the area-of-occupancy (AOO) is the way in which species distribution changes across spatial scales. In physical geography and image analysis, it is similar to the modifiable areal unit problem. Simon A. Levin (1992) states that the problem of relating phenomena across scales is the central problem in biology and in all of science. Understanding the SPO is thus one central theme in ecology.
Pattern description
This pattern is often plotted as log-transformed grain (cell size) versus log-transformed occupancy. Kunin (1998) presented a log-log linear SPO and suggested a fractal nature for species distributions. It has since been shown to follow a logistic shape, reflecting a percolation process. Furthermore, the SPO is closely related to the intraspecific occupancy-abundance relationship. For instance, if individuals are randomly distributed in space, the number of individuals in an α-size cell follows a Poisson distribution, with the occupancy being Pα = 1 − exp(−μα), where μ is the density. Clearly, Pα in this Poisson model for randomly distributed individuals is also the SPO. Other probability distributions, such as the negative binomial distribution, can also be applied for describing the SPO and the occupancy-abundance relationship for non-randomly distributed individuals.
Other occupancy-abundance models that can be used to describe the SPO includes Nachman's exponential model, Hanski and Gyllenberg's metapopulation model, He and Gaston's improved negative binomial model by applying Taylor's power law between the mean and variance of species distribution, and Hui and McGeoch's droopy-tail percolation model. One important application of the SPO in ecology is to estimate species abundance based on presence-absence data, or occupancy alone. This is appealing because obtaining presence-absence data is often cost-efficient. Using a dipswitch test consisting of 5 subtests and 15
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The species–area relationship or species–area curve describes the relationship between the area of a habitat, or of part of a habitat, and the number of species found within that area. Larger areas tend to contain larger numbers of species, and empirically, the relative numbers seem to follow systematic mathematical relationships. The species–area relationship is usually constructed for a single type of organism, such as all vascular plants or all species of a specific trophic level within a particular site. It is rarely if ever, constructed for all types of organisms if simply because of the prodigious data requirements. It is related but not identical to the species discovery curve.
Ecologists have proposed a wide range of factors determining the slope and elevation of the species–area relationship. These factors include the relative balance between immigration and extinction, rate and magnitude of disturbance on small vs. large areas, predator-prey dynamics, and clustering of individuals of the same species as a result of dispersal limitation or habitat heterogeneity. The species–area relationship has been reputed to follow from the 2nd law of thermodynamics. In contrast to these "mechanistic" explanations, others assert the need to test whether the pattern is simply the result of a random sampling process. Species–area relationships are often evaluated in conservation science in order to predict extinction rates in the case of habitat loss and habitat fragmentation.
Authors have classified the species–area relationship according to the type of habitats being sampled and the census design used. Frank W. Preston, an early investigator of the theory of the species–area relationship, divided it into two types: samples (a census of a contiguous habitat that grows in the census area, also called "mainland" species–area relationships), and isolates (a census of discontiguous habitats, such as islands, also called "island" species–area relationships). Michael Rosenzwe
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Biogeography is the study of the distribution of species and ecosystems in geographic space and through geological time. Organisms and biological communities often vary in a regular fashion along geographic gradients of latitude, elevation, isolation and habitat area. Phytogeography is the branch of biogeography that studies the distribution of plants. Zoogeography is the branch that studies distribution of animals. Mycogeography is the branch that studies distribution of fungi, such as mushrooms.
Knowledge of spatial variation in the numbers and types of organisms is as vital to us today as it was to our early human ancestors, as we adapt to heterogeneous but geographically predictable environments. Biogeography is an integrative field of inquiry that unites concepts and information from ecology, evolutionary biology, taxonomy, geology, physical geography, palaeontology, and climatology.
Modern biogeographic research combines information and ideas from many fields, from the physiological and ecological constraints on organismal dispersal to geological and climatological phenomena operating at global spatial scales and evolutionary time frames.
The short-term interactions within a habitat and species of organisms describe the ecological application of biogeography. Historical biogeography describes the long-term, evolutionary periods of time for broader classifications of organisms. Early scientists, beginning with Carl Linnaeus, contributed to the development of biogeography as a science.
The scientific theory of biogeography grows out of the work of Alexander von Humboldt (1769–1859), Francisco Jose de Caldas (1768–1816), Hewett Cottrell Watson (1804–1881), Alphonse de Candolle (1806–1893), Alfred Russel Wallace (1823–1913), Philip Lutley Sclater (1829–1913) and other biologists and explorers.
Introduction
The patterns of species distribution across geographical areas can usually be explained through a combination of historical factors such as: speciation, e
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Spatial ecology studies the ultimate distributional or spatial unit occupied by a species. In a particular habitat shared by several species, each of the species is usually confined to its own microhabitat or spatial niche because two species in the same general territory cannot usually occupy the same ecological niche for any significant length of time.
Overview
In nature, organisms are neither distributed uniformly nor at random, forming instead some sort of spatial pattern. This is due to various energy inputs, disturbances, and species interactions that result in spatially patchy structures or gradients. This spatial variance in the environment creates diversity in communities of organisms, as well as in the variety of the observed biological and ecological events. The type of spatial arrangement present may suggest certain interactions within and between species, such as competition, predation, and reproduction. On the other hand, certain spatial patterns may also rule out specific ecological theories previously thought to be true.
Although spatial ecology deals with spatial patterns, it is usually based on observational data rather than on an existing model. This is because nature rarely follows set expected order. To properly research a spatial pattern or population, the spatial extent to which it occurs must be detected. Ideally, this would be accomplished beforehand via a benchmark spatial survey, which would determine whether the pattern or process is on a local, regional, or global scale. This is rare in actual field research, however, due to the lack of time and funding, as well as the ever-changing nature of such widely-studied organisms such as insects and wildlife. With detailed information about a species' life-stages, dynamics, demography, movement, behavior, etc., models of spatial pattern may be developed to estimate and predict events in unsampled locations.
History
Most mathematical studies in ecology in the nineteenth century assumed a un
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Spatial heterogeneity is a property generally ascribed to a landscape or to a population. It refers to the uneven distribution of various concentrations of each species within an area. A landscape with spatial heterogeneity has a mix of concentrations of multiple species of plants or animals (biological), or of terrain formations (geological), or environmental characteristics (e.g. rainfall, temperature, wind) filling its area. A population showing spatial heterogeneity is one where various concentrations of individuals of this species are unevenly distributed across an area; nearly synonymous with "patchily distributed."
Terminology
Spatial heterogeneity can be re-phrased as scaling hierarchy of far more small things than large ones. It has been formulated as a scaling law.
Spatial heterogeneity or scaling hierarchy can be measured or quantified by ht-index: a head/tail breaks induced number.
Examples
Environments with a wide variety of habitats such as different topographies, soil types, and climates are able to accommodate a greater amount of species. The leading scientific explanation for this is that when organisms can finely subdivide a landscape into unique suitable habitats, more species can coexist in a landscape without competition, a phenomenon termed "niche partitioning." Spatial heterogeneity is a concept parallel to ecosystem productivity, the species richness of animals is directly related to the species richness of plants in a certain habitat. Vegetation serves as food sources, habitats, and so on. Therefore, if vegetation is scarce, the animal populations will be as well. The more plant species there are in an ecosystem, the greater variety of microhabitats there are. Plant species richness directly reflects spatial heterogeneity in an ecosystem.
Types
There exist two main types of spatial heterogeneity. The spatial local heterogeneity categorises the geographic phenomena whose its attributes' values are significantly similar within a directly l
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What can be described in terms of size, density, and distribution?
A. biomes
B. dimensions
C. populations
D. habitats
Answer:
|
|
ai2_arc-821
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multiple_choice
|
Which layers of Earth are mostly made of solid material?
|
[
"inner core and outer core",
"crust and inner core",
"crust and mantle",
"mantle and outer core"
] |
B
|
Relavent Documents:
Document 0:::
The internal structure of Earth is the layers of the Earth, excluding its atmosphere and hydrosphere. The structure consists of an outer silicate solid crust, a highly viscous asthenosphere and solid mantle, a liquid outer core whose flow generates the Earth's magnetic field, and a solid inner core.
Scientific understanding of the internal structure of Earth is based on observations of topography and bathymetry, observations of rock in outcrop, samples brought to the surface from greater depths by volcanoes or volcanic activity, analysis of the seismic waves that pass through Earth, measurements of the gravitational and magnetic fields of Earth, and experiments with crystalline solids at pressures and temperatures characteristic of Earth's deep interior.
Global properties
"Note: In chondrite model (1), the light element in the core is assumed to be Si. Chondrite model (2) is a model of chemical composition of the mantle corresponding to the model of core shown in chondrite model (1)."Measurements of the force exerted by Earth's gravity can be used to calculate its mass. Astronomers can also calculate Earth's mass by observing the motion of orbiting satellites. Earth's average density can be determined through gravimetric experiments, which have historically involved pendulums. The mass of Earth is about . The average density of Earth is .
Layers
The structure of Earth can be defined in two ways: by mechanical properties such as rheology, or chemically. Mechanically, it can be divided into lithosphere, asthenosphere, mesospheric mantle, outer core, and the inner core. Chemically, Earth can be divided into the crust, upper mantle, lower mantle, outer core, and inner core. The geologic component layers of Earth are at increasing depths below the surface:
Crust and lithosphere
Earth's crust ranges from in depth and is the outermost layer. The thin parts are the oceanic crust, which underlie the ocean basins (5–10 km) and is mafic-rich (dense iron-magnesium silic
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Earth's crustal evolution involves the formation, destruction and renewal of the rocky outer shell at that planet's surface.
The variation in composition within the Earth's crust is much greater than that of other terrestrial planets. Mars, Venus, Mercury and other planetary bodies have relatively quasi-uniform crusts unlike that of the Earth which contains both oceanic and continental plates. This unique property reflects the complex series of crustal processes that have taken place throughout the planet's history, including the ongoing process of plate tectonics.
The proposed mechanisms regarding Earth's crustal evolution take a theory-orientated approach. Fragmentary geologic evidence and observations provide the basis for hypothetical solutions to problems relating to the early Earth system. Therefore, a combination of these theories creates both a framework of current understanding and also a platform for future study.
Early crust
Mechanisms of early crust formation
The early Earth was entirely molten. This was due to high temperatures created and maintained by the following processes:
Compression of the early atmosphere
Rapid axial rotation
Regular impacts with neighbouring planetesimals.
The mantle remained hotter than modern day temperatures throughout the Archean. Over time the Earth began to cool as planetary accretion slowed and heat stored within the magma ocean was lost to space through radiation.
A theory for the initiation of magma solidification states that once cool enough, the cooler base of the magma ocean would begin to crystallise first. This is because pressure of 25 GPa at the surface cause the solidus to lower. The formation of a thin 'chill-crust' at the extreme surface would provide thermal insulation to the shallow sub surface, keeping it warm enough to maintain the mechanism of crystallisation from the deep magma ocean.
The composition of the crystals produced during the crystallisation of the magma ocean varied with depth. Ex
Document 2:::
A lithosphere () is the rigid, outermost rocky shell of a terrestrial planet or natural satellite. On Earth, it is composed of the crust and the lithospheric mantle, the topmost portion of the upper mantle that behaves elastically on time scales of up to thousands of years or more. The crust and upper mantle are distinguished on the basis of chemistry and mineralogy.
Earth's lithosphere
Earth's lithosphere, which constitutes the hard and rigid outer vertical layer of the Earth, includes the crust and the lithospheric mantle (or mantle lithosphere), the uppermost part of the mantle that is not convecting. The lithosphere is underlain by the asthenosphere which is the weaker, hotter, and deeper part of the upper mantle that is able to convect. The lithosphere–asthenosphere boundary is defined by a difference in response to stress. The lithosphere remains rigid for very long periods of geologic time in which it deforms elastically and through brittle failure, while the asthenosphere deforms viscously and accommodates strain through plastic deformation.
The thickness of the lithosphere is thus considered to be the depth to the isotherm associated with the transition between brittle and viscous behavior. The temperature at which olivine becomes ductile (~) is often used to set this isotherm because olivine is generally the weakest mineral in the upper mantle.
The lithosphere is subdivided horizontally into tectonic plates, which often include terranes accreted from other plates.
History of the concept
The concept of the lithosphere as Earth's strong outer layer was described by the English mathematician A. E. H. Love in his 1911 monograph "Some problems of Geodynamics" and further developed by the American geologist Joseph Barrell, who wrote a series of papers about the concept and introduced the term "lithosphere". The concept was based on the presence of significant gravity anomalies over continental crust, from which he inferred that there must exist a strong, s
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The core–mantle boundary (CMB) of Earth lies between the planet's silicate mantle and its liquid iron–nickel outer core, at a depth of below Earth's surface. The boundary is observed via the discontinuity in seismic wave velocities at that depth due to the differences between the acoustic impedances of the solid mantle and the molten outer core. P-wave velocities are much slower in the outer core than in the deep mantle while S-waves do not exist at all in the liquid portion of the core. Recent evidence suggests a distinct boundary layer directly above the CMB possibly made of a novel phase of the basic perovskite mineralogy of the deep mantle named post-perovskite. Seismic tomography studies have shown significant irregularities within the boundary zone and appear to be dominated by the African and Pacific Large Low-Shear-Velocity Provinces (LLSVP).
The uppermost section of the outer core is thought to be about 500–1,800 K hotter than the overlying mantle, creating a thermal boundary layer. The boundary is thought to harbor topography, much like Earth's surface, that is supported by solid-state convection within the overlying mantle. Variations in the thermal properties of the core-mantle boundary may affect how the outer core's iron-rich fluids flow, which are ultimately responsible for Earth's magnetic field.
The D″ region
The approx. 200 km thick layer of the lower mantle directly above the boundary is referred to as the D″ region ("D double-prime" or "D prime prime") and is sometimes included in discussions regarding the core–mantle boundary zone. The D″ name originates from geophysicist Keith Bullen's designations for the Earth's layers. His system was to label each layer alphabetically, A through G, with the crust as 'A' and the inner core as 'G'. In his 1942 publication of his model, the entire lower mantle was the D layer. In 1949, Bullen found his 'D' layer to actually be two different layers. The upper part of the D layer, about 1800 km thick, was r
Document 4:::
The thermal history of Earth involves the study of the cooling history of Earth's interior. It is a sub-field of geophysics. (Thermal histories are also computed for the internal cooling of other planetary and stellar bodies.) The study of the thermal evolution of Earth's interior is uncertain and controversial in all aspects, from the interpretation of petrologic observations used to infer the temperature of the interior, to the fluid dynamics responsible for heat loss, to material properties that determine the efficiency of heat transport.
Overview
Observations that can be used to infer the temperature of Earth's interior range from the oldest rocks on Earth to modern seismic images of the inner core size. Ancient volcanic rocks can be associated with a depth and temperature of melting through their geochemical composition. Using this technique and some geological inferences about the conditions under which the rock is preserved, the temperature of the mantle can be inferred. The mantle itself is fully convective, so that the temperature in the mantle is basically constant with depth outside the top and bottom thermal boundary layers. This is not quite true because the temperature in any convective body under pressure must increase along an adiabat, but the adiabatic temperature gradient is usually much smaller than the temperature jumps at the boundaries. Therefore, the mantle is usually associated with a single or potential temperature that refers to the mid-mantle temperature extrapolated along the adiabat to the surface. The potential temperature of the mantle is estimated to be about 1350 C today. There is an analogous potential temperature of the core but since there are no samples from the core its present-day temperature relies on extrapolating the temperature along an adiabat from the inner core boundary, where the iron solidus is somewhat constrained.
Thermodynamics
The simplest mathematical formulation of the thermal history of Earth's interior i
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which layers of Earth are mostly made of solid material?
A. inner core and outer core
B. crust and inner core
C. crust and mantle
D. mantle and outer core
Answer:
|
|
sciq-4
|
multiple_choice
|
Kilauea in hawaii is the world’s most continuously active volcano. very active volcanoes characteristically eject red-hot rocks and lava rather than this?
|
[
"carbon and smog",
"magma",
"smoke and ash",
"greenhouse gases"
] |
C
|
Relavent Documents:
Document 0:::
Maui Nui is a modern geologists' name given to a prehistoric Hawaiian island and the corresponding modern biogeographic region. Maui Nui is composed of four modern islands: Maui, Molokaʻi, Lānaʻi, and Kahoʻolawe. Administratively, the four modern islands comprise Maui County (and a tiny part of Molokaʻi called Kalawao County). Long after the breakup of Maui Nui, the four modern islands retained plant and animal life similar to each other. Thus, Maui Nui is not only a prehistoric island but also a modern biogeographic region.
Geology
Maui Nui formed and broke up during the Pleistocene Epoch, which lasted from about 2.58 million to 11,700 years ago.
Maui Nui is built from seven shield volcanoes. The three oldest are Penguin Bank, West Molokaʻi, and East Molokaʻi, which probably range from slightly over to slightly less than 2 million years old. The four younger volcanoes are Lāna‘i, West Maui, Kaho‘olawe, and Haleakalā, which probably formed between 1.5 and 2 million years ago.
At its prime 1.2 million years ago, Maui Nui was , 50% larger than today's Hawaiʻi Island. The island of Maui Nui included four modern islands (Maui, Molokaʻi, Lānaʻi, and Kahoʻolawe) and landmass west of Molokaʻi called Penguin Bank, which is now completely submerged.
Maui Nui broke up as rising sea levels flooded the connections between the volcanoes. The breakup was complex because global sea levels rose and fell intermittently during the Quaternary glaciation. About 600,000 years ago, the connection between Molokaʻi and the island of Lāna‘i/Maui/Kahoʻolawe became intermittent. About 400,000 years ago, the connection between Lāna‘i and Maui/Kahoʻolawe also became intermittent. The connection between Maui and Kahoʻolawe was permanently broken between 200,000 and 150,000 years ago. Maui, Lāna‘i, and Molokaʻi were connected intermittently thereafter, most recently about 18,000 years ago during the Last Glacial Maximum.
Today, the sea floor between these four islands is relatively shallow
Document 1:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 2:::
A kīpuka is an area of land surrounded by one or more younger lava flows. A kīpuka forms when lava flows on either side of a hill, ridge, or older lava dome as it moves downslope or spreads from its source. Older and more weathered than their surroundings, kīpukas often appear to be like islands within a sea of lava flows. They are often covered with soil and late ecological successional vegetation that provide visual contrast as well as habitat for animals in an otherwise inhospitable environment. In volcanic landscapes, kīpukas play an important role as biological reservoirs or refugia for plants and animals, from which the covered land can be recolonized.
Etymology
Kīpuka, along with aā and pāhoehoe, are Hawaiian words related to volcanology that have entered the lexicon of geology. Descriptive proverbs and poetical sayings in Hawaiian oral tradition also use the word, in an allusive sense, to mean a place where life or culture endures, regardless of any encroachment or interference. By extension, from the appearance of island "patches" within a highly contrasted background, any similarly noticeable variation or change of form, such as an opening in a forest, or a clear place in a congested setting, may be colloquially called kīpuka.
Significance to research
Kīpuka provides useful study sites for ecological research because they facilitate replication; multiple kīpuka in a system (isolated by the same lava flow) will tend to have uniform substrate age and successional characteristics, but are often isolated-enough from their neighbors to provide meaningful, comparable differences in size, invasion, etc. They are also receptive to experimental treatments. Kīpuka along Saddle Road on Hawaii have served as the natural laboratory for a variety of studies, examining ecological principles like island biogeography, food web control, and biotic resistance to invasiveness. In addition, Drosophila silvestris populations inhabit kīpukas, making kīpukas useful for unders
Document 3:::
Explosive volcanic eruptions affect the global climate in several ways.
Lowering sea surface temperature
One main impact of volcanoes is the injection of sulfur-bearing gases into the stratosphere, which oxidize to form sulfate aerosols. Stratospheric sulfur aerosols spread around the globe by the atmospheric circulation, producing surface cooling by scattering solar radiation back to space. This cooling effect on the ocean surface usually lasts for several years as the lifetime of sulfate aerosols is about 2–3 years. However, in the subsurface ocean the cooling signal may persist for a longer time and may have impacts on some decadal variabilities, such as the Atlantic meridional overturning circulation (AMOC).
Volcanic aerosols from huge volcanoes (VEI>=5) directly reduce global mean sea surface temperature (SST) by approximately 0.2-0.3 °C, milder than global total surface temperature drop, which is ~0.3 to 0.5 °C, according to both global temperature records and model simulations. It usually takes several years to be back to normal.
Decreasing ocean heat content
The volcanic cooling signals in ocean heat content can persist for much longer time (decadal or mutil-decadal time scale), far beyond the duration of volcanic forcing.
Several studies have revealed that Krakatau’s effect in the heat content can be as long as one-century. Relaxation time of the effects of recent volcanoes is generally shorter than those before the 1950s. For example, the recovery time of ocean heat content of Pinatubo, which caused comparable radiative forcing to Krakatau, seems to be much shorter. This is because Pinatubo happened under a warm and non-stationary background with increasing greenhouse gas forcing. However, its signal still could penetrate down to ~1000 m deep.
A 2022 study on environmental impacts of volcanic eruptions showed that in the eastern equatorial of the pacific, after the volcano erupts, some low-latitude volcano trends to warmer. But some highlatitude vol
Document 4:::
In mathematical psychology and education theory, a knowledge space is a combinatorial structure used to formulate mathematical models describing the progression of a human learner. Knowledge spaces were introduced in 1985 by Jean-Paul Doignon and Jean-Claude Falmagne, and remain in extensive use in the education theory. Modern applications include two computerized tutoring systems, ALEKS and the defunct RATH.
Formally, a knowledge space assumes that a domain of knowledge is a collection of concepts or skills, each of which must be eventually mastered. Not all concepts are interchangeable; some require other concepts as prerequisites. Conversely, competency at one skill may ease the acquisition of another through similarity. A knowledge space marks out which collections of skills are feasible: they can be learned without mastering any other skills. Under reasonable assumptions, the collection of feasible competencies forms the mathematical structure known as an antimatroid.
Researchers and educators usually explore the structure of a discipline's knowledge space as a latent class model.
Motivation
Knowledge Space Theory attempts to address shortcomings of standardized testing when used in educational psychometry. Common tests, such as the SAT and ACT, compress a student's knowledge into a very small range of ordinal ranks, in the process effacing the conceptual dependencies between questions. Consequently, the tests cannot distinguish between true understanding and guesses, nor can they identify a student's particular weaknesses, only the general proportion of skills mastered. The goal of knowledge space theory is to provide a language by which exams can communicate
What the student can do and
What the student is ready to learn.
Model structure
Knowledge Space Theory-based models presume that an educational subject can be modeled as a finite set of concepts, skills, or topics. Each feasible state of knowledge about is then a subset of ; the set of
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Kilauea in hawaii is the world’s most continuously active volcano. very active volcanoes characteristically eject red-hot rocks and lava rather than this?
A. carbon and smog
B. magma
C. smoke and ash
D. greenhouse gases
Answer:
|
|
sciq-6722
|
multiple_choice
|
What are surrounded by a cell wall consisting of peptidoglycan?
|
[
"bacteria",
"amoeba",
"viruses",
"protozoa"
] |
A
|
Relavent Documents:
Document 0:::
The cell envelope comprises the inner cell membrane and the cell wall of a bacterium. In gram-negative bacteria an outer membrane is also included. This envelope is not present in the Mollicutes where the cell wall is absent.
Bacterial cell envelopes fall into two major categories: a gram-positive type which stains purple during gram staining and a gram-negative type which stains pink during gram staining. Either type may have an enclosing capsule of polysaccharides for extra protection. As a group these are known as polysaccharide encapsulated bacteria.
Function
As in other organisms, the bacterial cell wall provides structural integrity to the cell. In prokaryotes, the primary function of the cell wall is to protect the cell from internal turgor pressure caused by the much higher concentrations of proteins and other molecules inside the cell compared to its external environment. The bacterial cell wall differs from that of all other organisms by the presence of peptidoglycan (poly-N-acetylglucosamine and N-acetylmuramic acid), which is located immediately outside of the cytoplasmic membrane. Peptidoglycan is responsible for the rigidity of the bacterial cell wall and for the determination of cell shape. It is relatively porous and is not considered to be a permeability barrier for small substrates. While all bacterial cell walls (with a few exceptions e.g. intracellular parasites such as Mycoplasma) contain peptidoglycan, not all cell walls have the same overall structures. This is notably expressed through the classification into gram positive and gram negative bacteria.
Types of bacterial cell envelopes
The gram-positive cell wall
The gram-positive cell wall is characterized by the presence of a very thick peptidoglycan layer, which is responsible for the retention of the crystal violet dyes during the Gram staining procedure. It is found exclusively in organisms belonging to the Actinomycetota (or high %G+C gram-positive organisms) and the Bacillota (or l
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Function
Only a few methanogenic archaea have cell walls composed of pseudopeptidoglycan. This component functions much like peptidoglycan in a bacterial cell. Pseu
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In biology, the extracellular matrix (ECM), is a network consisting of extracellular macromolecules and minerals, such as collagen, enzymes, glycoproteins and hydroxyapatite that provide structural and biochemical support to surrounding cells. Because multicellularity evolved independently in different multicellular lineages, the composition of ECM varies between multicellular structures; however, cell adhesion, cell-to-cell communication and differentiation are common functions of the ECM.
The animal extracellular matrix includes the interstitial matrix and the basement membrane. Interstitial matrix is present between various animal cells (i.e., in the intercellular spaces). Gels of polysaccharides and fibrous proteins fill the interstitial space and act as a compression buffer against the stress placed on the ECM. Basement membranes are sheet-like depositions of ECM on which various epithelial cells rest. Each type of connective tissue in animals has a type of ECM: collagen fibers and bone mineral comprise the ECM of bone tissue; reticular fibers and ground substance comprise the ECM of loose connective tissue; and blood plasma is the ECM of blood.
The plant ECM includes cell wall components, like cellulose, in addition to more complex signaling molecules. Some single-celled organisms adopt multicellular biofilms in which the cells are embedded in an ECM composed primarily of extracellular polymeric substances (EPS).
Structure
Components of the ECM are produced intracellularly by resident cells and secreted into the ECM via exocytosis. Once secreted, they then aggregate with the existing matrix. The ECM is composed of an interlocking mesh of fibrous proteins and glycosaminoglycans (GAGs).
Proteoglycans
Glycosaminoglycans (GAGs) are carbohydrate polymers and mostly attached to extracellular matrix proteins to form proteoglycans (hyaluronic acid is a notable exception; see below). Proteoglycans have a net negative charge that attracts positively charged sod
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Virulence-related outer membrane proteins, or outer surface proteins (Osp) in some contexts, are expressed in the outer membrane of gram-negative bacteria and are essential to bacterial survival within macrophages and for eukaryotic cell invasion.
This family consists of several bacterial and phage Ail/Lom-like proteins. The Yersinia enterocolitica Ail protein is a known virulence factor. Proteins in this family are predicted to consist of eight transmembrane beta-sheets and four cell surface-exposed loops. It is thought that Ail directly promotes invasion and loop 2 contains an active site, perhaps a receptor-binding domain. The phage protein Lom is expressed during lysogeny, and encode host-cell envelope proteins. Lom is found in the bacterial outer membrane, and is homologous to virulence proteins of two other enterobacterial genera. It has been suggested that lysogeny may generally have a role in bacterial survival in animal hosts, and perhaps in pathogenesis.
Borrelia burgdorferi (responsible for Lyme disease) outer surface proteins play a role in persistence within ticks (OspA, OspB, OspD), mammalian host transmission (OspC, BBA64), host cell adhesion (OspF, BBK32, DbpA, DbpB), and in evasion of the host immune system (VlsE). OspC trigger innate immune system via signaling through TLR1, TLR2 and TLR6 receptors.
Examples
Members of this group include:
PagC, required by Salmonella typhimurium for survival in macrophages and for virulence in mice
Rck outer membrane protein of the S. typhimurium and S. enteritidis virulence plasmid
Ail, a product of the Yersinia enterocolitica chromosome capable of mediating bacterial adherence to and invasion of epithelial cell lines
OmpX from Escherichia coli that promotes adhesion to and entry into mammalian cells. It also has a role in the resistance against attack by the human complement system
a Bacteriophage lambda outer membrane protein, Lom
OspA/B are lipoproteins from Borrelia burgdorferi. OspA and OspB share
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A spheroplast (or sphaeroplast in British usage) is a microbial cell from which the cell wall has been almost completely removed, as by the action of penicillin or lysozyme. According to some definitions, the term is used to describe Gram-negative bacteria. According to other definitions, the term also encompasses yeasts. The name spheroplast stems from the fact that after the microbe's cell wall is digested, membrane tension causes the cell to acquire a characteristic spherical shape. Spheroplasts are osmotically fragile, and will lyse if transferred to a hypotonic solution.
When used to describe Gram-negative bacteria, the term spheroplast refers to cells from which the peptidoglycan component but not the outer membrane component of the cell wall has been removed.
Spheroplast formation
Antibiotic-induced spheroplasts
Various antibiotics convert Gram-negative bacteria into spheroplasts. These include peptidoglycan synthesis inhibitors such as fosfomycin, vancomycin, moenomycin, lactivicin and the β-lactam antibiotics. Antibiotics that inhibit biochemical pathways directly upstream of peptidoglycan synthesis induce spheroplasts too (e.g. fosmidomycin, phosphoenolpyruvate).
In addition to the above antibiotics, inhibitors of protein synthesis (e.g. chloramphenicol, oxytetracycline, several aminoglycosides) and inhibitors of folic acid synthesis (e.g. trimethoprim, sulfamethoxazole) also cause Gram-negative bacteria to form spheroplasts.
Enzyme-induced spheroplasts
The enzyme lysozyme causes Gram-negative bacteria to form spheroplasts, but only if a membrane permeabilizer such as lactoferrin or ethylenediaminetetraacetate (EDTA) is used to ease the enzyme's passage through the outer membrane. EDTA acts as a permeabilizer by binding to divalent ions such as Ca2+ and removing them from the outer membrane.
The yeast Candida albicans can be converted to spheroplasts using the enzymes lyticase, chitinase and β-glucuronidase.
Uses and applications
Antibiotic discov
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What are surrounded by a cell wall consisting of peptidoglycan?
A. bacteria
B. amoeba
C. viruses
D. protozoa
Answer:
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|
ai2_arc-518
|
multiple_choice
|
In which layer of the Sun does nuclear fusion occur?
|
[
"core",
"radiative zone",
"convection zone",
"chromosphere"
] |
A
|
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
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In astrophysics, silicon burning is a very brief sequence of nuclear fusion reactions that occur in massive stars with a minimum of about 8–11 solar masses. Silicon burning is the final stage of fusion for massive stars that have run out of the fuels that power them for their long lives in the main sequence on the Hertzsprung–Russell diagram. It follows the previous stages of hydrogen, helium, carbon, neon and oxygen burning processes.
Silicon burning begins when gravitational contraction raises the star's core temperature to 2.7–3.5 billion kelvins (GK). The exact temperature depends on mass. When a star has completed the silicon-burning phase, no further fusion is possible. The star catastrophically collapses and may explode in what is known as a Type II supernova.
Nuclear fusion sequence and silicon photodisintegration
After a star completes the oxygen-burning process, its core is composed primarily of silicon and sulfur. If it has sufficiently high mass, it further contracts until its core reaches temperatures in the range of 2.7–3.5 GK (230–300 keV). At these temperatures, silicon and other elements can photodisintegrate, emitting a proton or an alpha particle. Silicon burning proceeds by photodisintegration rearrangement, which creates new elements by the alpha process, adding one of these freed alpha particles (the equivalent of a helium nucleus) per capture step in the following sequence (photoejection of alphas not shown):
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Although the chain could theoretically continue, steps after nickel-56 are much less exothermic and the temperature is so high that photodisintegration prevents further progress.
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Deuterium fusion, also called deuterium burning, is a nuclear fusion reaction that occurs in stars and some substellar objects, in which a deuterium nucleus and a proton combine to form a helium-3 nucleus. It occurs as the second stage of the proton–proton chain reaction, in which a deuterium nucleus formed from two protons fuses with another proton, but can also proceed from primordial deuterium.
In protostars
Deuterium is the most easily fused nucleus available to accreting protostars, and such fusion in the center of protostars can proceed when temperatures exceed 106 K. The reaction rate is so sensitive to temperature that the temperature does not rise very much above this. The energy generated by fusion drives convection, which carries the heat generated to the surface.
If there were no deuterium available to fuse, then stars would gain significantly less mass in the pre-main-sequence phase, as the object would collapse faster, and more intense hydrogen fusion would occur and prevent the object from accreting matter. Deuterium fusion allows further accretion of mass by acting as a thermostat that temporarily stops the central temperature from rising above about one million degrees, a temperature not high enough for hydrogen fusion, but allowing time for the accumulation of more mass. When the energy transport mechanism switches from convective to radiative, energy transport slows, allowing the temperature to rise and hydrogen fusion to take over in a stable and sustained way. Hydrogen fusion will begin at .
The rate of energy generation is proportional to (deuterium concentration)×(density)×(temperature)11.8. If the core is in a stable state, the energy generation will be constant. If one variable in the equation increases, the other two must decrease to keep energy generation constant. As the temperature is raised to the power of 11.8, it would require very large changes in either the deuterium concentration or its density to result in even a small change i
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The interplanetary medium (IPM) or interplanetary space consists of the mass and energy which fills the Solar System, and through which all the larger Solar System bodies, such as planets, dwarf planets, asteroids, and comets, move. The IPM stops at the heliopause, outside of which the interstellar medium begins. Before 1950, interplanetary space was widely considered to either be an empty vacuum, or consisting of "aether".
Composition and physical characteristics
The interplanetary medium includes interplanetary dust, cosmic rays, and hot plasma from the solar wind. The density of the interplanetary medium is very low, decreasing in inverse proportion to the square of the distance from the Sun. It is variable, and may be affected by magnetic fields and events such as coronal mass ejections. Typical particle densities in the interplanetary medium are about 5-40 particles/cm, but exhibit substantial variation. In the vicinity of the Earth, it contains about 5 particles/cm, but values as high as 100 particles/cm have been observed.
The temperature of the interplanetary medium varies through the solar system. Joseph Fourier estimated that interplanetary medium must have temperatures comparable to those observed at Earth's poles, but on faulty grounds: lacking modern estimates of atmospheric heat transport, he saw no other means to explain the relative consistency of earth's climate. A very hot interplanetary medium remained a minor position among geophysicists as late as 1959, when Chapman proposed a temperature on the order of 10000 K, but observation in Low Earth orbit of the exosphere soon contradicted his position. In fact, both Fourier and Chapman's final predictions were correct: because the interplanetary medium is so rarefied, it does not exhibit thermodynamic equilibrium. Instead, different components have different temperatures. The solar wind exhibits temperatures consistent with Chapman's estimate in cislunar space, and dust particles near Earth's
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The solar transition region is a region of the Sun's atmosphere between the upper chromosphere and corona. It is important because it is the site of several unrelated but important transitions in the physics of the solar atmosphere:
Below, gravity tends to dominate the shape of most features, so that the Sun may often be described in terms of layers and horizontal features (like sunspots); above, dynamic forces dominate the shape of most features, so that the transition region itself is not a well-defined layer at a particular altitude.
Below, most of the helium is not fully ionized, so that it radiates energy very effectively; above, it becomes fully ionized. This has a profound effect on the equilibrium temperature (see below).
Below, the material is opaque to the particular colors associated with spectral lines, so that most spectral lines formed below the transition region are absorption lines in infrared, visible light, and near ultraviolet, while most lines formed at or above the transition region are emission lines in the far ultraviolet (FUV) and X-rays. This makes radiative transfer of energy within the transition region very complicated.
Below, gas pressure and fluid dynamics usually dominate the motion and shape of structures; above, magnetic forces dominate the motion and shape of structures, giving rise to different simplifications of magnetohydrodynamics. The transition region itself is not well studied in part because of the computational cost, uniqueness, and complexity of Navier–Stokes combined with electrodynamics.
Helium ionization is important because it is a critical part of the formation of the corona: when solar material is cool enough that the helium within it is only partially ionized (i.e. retains one of its two electrons), the material cools by radiation very effectively via both black-body radiation and direct coupling to the helium Lyman continuum. This condition holds at the top of the chromosphere, where the equilibrium tempe
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
In which layer of the Sun does nuclear fusion occur?
A. core
B. radiative zone
C. convection zone
D. chromosphere
Answer:
|
|
sciq-5118
|
multiple_choice
|
Covalent solids are formed by networks or chains of atoms or molecules held together by what?
|
[
"bail bonds",
"covalent bonds",
"ionic bonds",
"gravitational bonds"
] |
B
|
Relavent Documents:
Document 0:::
Solids can be classified according to the nature of the bonding between their atomic or molecular components. The traditional classification distinguishes four kinds of bonding:
Covalent bonding, which forms network covalent solids (sometimes called simply "covalent solids")
Ionic bonding, which forms ionic solids
Metallic bonding, which forms metallic solids
Weak inter molecular bonding, which forms molecular solids (sometimes anomalously called "covalent solids")
Typical members of these classes have distinctive electron distributions,
thermodynamic, electronic, and mechanical properties. In particular, the binding energies of these interactions vary widely. Bonding in solids can be of mixed or intermediate kinds, however, hence not all solids have the typical properties of a particular class, and some can be described as intermediate forms.
Paper
Basic classes of solids
Network covalent solids
A network covalent solid consists of atoms held together by a network of covalent bonds (pairs of electrons shared between atoms of similar electronegativity), and hence can be regarded as a single, large molecule. The classic example is diamond; other examples include silicon, quartz and graphite.
Properties
High strength (with the exception of graphite)
High elastic modulus
High melting point
Brittle
Their strength, stiffness, and high melting points are consequences of the strength and stiffness of the covalent bonds that hold them together. They are also characteristically brittle because the directional nature of covalent bonds strongly resists the shearing motions associated with plastic flow, and are, in effect, broken when shear occurs. This property results in brittleness for reasons studied in the field of fracture mechanics. Network covalent solids vary from insulating to semiconducting in their behavior, depending on the band gap of the material.
Ionic solids
A standard ionic solid consists of atoms held together by ionic bonds, that is by
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A network solid or covalent network solid (also called atomic crystalline solids or giant covalent structures) is a chemical compound (or element) in which the atoms are bonded by covalent bonds in a continuous network extending throughout the material. In a network solid there are no individual molecules, and the entire crystal or amorphous solid may be considered a macromolecule. Formulas for network solids, like those for ionic compounds, are simple ratios of the component atoms represented by a formula unit.
Examples of network solids include diamond with a continuous network of carbon atoms and silicon dioxide or quartz with a continuous three-dimensional network of SiO2 units. Graphite and the mica group of silicate minerals structurally consist of continuous two-dimensional sheets covalently bonded within the layer, with other bond types holding the layers together. Disordered network solids are termed glasses. These are typically formed on rapid cooling of melts so that little time is left for atomic ordering to occur.
Properties
Hardness: Very hard, due to the strong covalent bonds throughout the lattice (deformation can be easier, however, in directions that do not require the breaking of any covalent bonds, as with flexing or sliding of sheets in graphite or mica).
Melting point: High, since melting means breaking covalent bonds (rather than merely overcoming weaker intermolecular forces).
Solid-phase electrical conductivity: Variable, depending on the nature of the bonding: network solids in which all electrons are used for sigma bonds (e.g. diamond, quartz) are poor conductors, as there are no delocalized electrons. However, network solids with delocalized pi bonds (e.g. graphite) or dopants can exhibit metal-like conductivity.
Liquid-phase electrical conductivity: Low, as the macromolecule consists of neutral atoms, meaning that melting does not free up any new charge carriers (as it would for an ionic compound).
Solubility: Generally insolu
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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
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Steudel R 2020, Chemistry of the Non-metals: Syntheses - Structures - Bonding - Applications, in collaboration with D Scheschkewitz, Berlin, Walter de Gruyter, . ▲
An updated translation of the 5th German edition of 2013, incorporating the literature up to Spring 2019. Twenty-three nonmetals, including B, Si, Ge, As, Se, Te, and At but not Sb (nor Po). The nonmetals are identified on the basis of their electrical conductivity at absolute zero putatively being close to zero, rather than finite as in the case of metals. That does not work for As however, which has the electronic structure of a semimetal (like Sb).
Halka M & Nordstrom B 2010, "Nonmetals", Facts on File, New York,
A reading level 9+ book covering H, C, N, O, P, S, Se. Complementary books by the same authors examine (a) the post-transition metals (Al, Ga, In, Tl, Sn, Pb and Bi) and metalloids (B, Si, Ge, As, Sb, Te and Po); and (b) the halogens and noble gases.
Woolins JD 1988, Non-Metal Rings, Cages and Clusters, John Wiley & Sons, Chichester, .
A more advanced text that covers H; B; C, Si, Ge; N, P, As, Sb; O, S, Se and Te.
Steudel R 1977, Chemistry of the Non-metals: With an Introduction to Atomic Structure and Chemical Bonding, English edition by FC Nachod & JJ Zuckerman, Berlin, Walter de Gruyter, . ▲
Twenty-four nonmetals, including B, Si, Ge, As, Se, Te, Po and At.
Powell P & Timms PL 1974, The Chemistry of the Non-metals, Chapman & Hall, London, . ▲
Twenty-two nonmetals including B, Si, Ge, As and Te. Tin and antimony are shown as being intermediate between metals and nonmetals; they are later shown as either metals or nonmetals. Astatine is counted as a metal.
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A chemical bonding model is a theoretical model used to explain atomic bonding structure, molecular geometry, properties, and reactivity of physical matter. This can refer to:
VSEPR theory, a model of molecular geometry.
Valence bond theory, which describes molecular electronic structure with localized bonds and lone pairs.
Molecular orbital theory, which describes molecular electronic structure with delocalized molecular orbitals.
Crystal field theory, an electrostatic model for transition metal complexes.
Ligand field theory, the application of molecular orbital theory to transition metal complexes.
Chemical bonding
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Covalent solids are formed by networks or chains of atoms or molecules held together by what?
A. bail bonds
B. covalent bonds
C. ionic bonds
D. gravitational bonds
Answer:
|
|
sciq-8278
|
multiple_choice
|
How does the solubility of gases in liquids change with increasing temperature?
|
[
"it decreases",
"it increases",
"it stabilizes",
"no change"
] |
A
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
Boiling-point elevation describes the phenomenon that the boiling point of a liquid (a solvent) will be higher when another compound is added, meaning that a solution has a higher boiling point than a pure solvent. This happens whenever a non-volatile solute, such as a salt, is added to a pure solvent, such as water. The boiling point can be measured accurately using an ebullioscope.
Explanation
The boiling point elevation is a colligative property, which means that it is dependent on the presence of dissolved particles and their number, but not their identity. It is an effect of the dilution of the solvent in the presence of a solute. It is a phenomenon that happens for all solutes in all solutions, even in ideal solutions, and does not depend on any specific solute–solvent interactions. The boiling point elevation happens both when the solute is an electrolyte, such as various salts, and a nonelectrolyte. In thermodynamic terms, the origin of the boiling point elevation is entropic and can be explained in terms of the vapor pressure or chemical potential of the solvent. In both cases, the explanation depends on the fact that many solutes are only present in the liquid phase and do not enter into the gas phase (except at extremely high temperatures).
Put in vapor pressure terms, a liquid boils at the temperature when its vapor pressure equals the surrounding pressure. For the solvent, the presence of the solute decreases its vapor pressure by dilution. A nonvolatile solute has a vapor pressure of zero, so the vapor pressure of the solution is less than the vapor pressure of the solvent. Thus, a higher temperature is needed for the vapor pressure to reach the surrounding pressure, and the boiling point is elevated.
Put in chemical potential terms, at the boiling point, the liquid phase and the gas (or vapor) phase have the same chemical potential (or vapor pressure) meaning that they are energetically equivalent. The chemical potential is dependent on the temper
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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 3:::
Superheated water is liquid water under pressure at temperatures between the usual boiling point, and the critical temperature, . It is also known as "subcritical water" or "pressurized hot water". Superheated water is stable because of overpressure that raises the boiling point, or by heating it in a sealed vessel with a headspace, where the liquid water is in equilibrium with vapour at the saturated vapor pressure. This is distinct from the use of the term superheating to refer to water at atmospheric pressure above its normal boiling point, which has not boiled due to a lack of nucleation sites (sometimes experienced by heating liquids in a microwave).
Many of water's anomalous properties are due to very strong hydrogen bonding. Over the superheated temperature range the hydrogen bonds break, changing the properties more than usually expected by increasing temperature alone. Water becomes less polar and behaves more like an organic solvent such as methanol or ethanol. Solubility of organic materials and gases increases by several orders of magnitude and the water itself can act as a solvent, reagent, and catalyst in industrial and analytical applications, including extraction, chemical reactions and cleaning.
Change of properties with temperature
All materials change with temperature, but superheated water exhibits greater changes than would be expected from temperature considerations alone. Viscosity and surface tension of water drop and diffusivity increases with increasing temperature.
Self-ionization of water increases with temperature, and the pKw of water at 250 °C is closer to 11 than the more familiar 14 at 25 °C. This means the concentration of hydronium ion () and the concentration of hydroxide () are increased while the pH remains neutral. Specific heat capacity at constant pressure also increases with temperature, from 4.187 kJ/kg at 25 °C to 8.138 kJ/kg at 350 °C. A significant effect on the behaviour of water at high temperatures is decreased di
Document 4:::
A characteristic property is a chemical or physical property that helps identify and classify substances. The characteristic properties of a substance are always the same whether the sample being observed is large or small. Thus, conversely, if the property of a substance changes as the sample size changes, that property is not a characteristic property. Examples of physical properties that are not characteristic properties are mass and volume. Examples of characteristic properties include melting points, boiling points, density, viscosity, solubility, crystal shape, and color. Substances with characteristic properties can be separated. For example, in fractional distillation, liquids are separated using the boiling point. The water Boiling point is 212 degrees Fahrenheit.
Identifying a substance
Every characteristic property is unique to one given substance. Scientists use characteristic properties to identify unknown substances. However, characteristic properties are most useful for distinguishing between two or more substances, not identifying a single substance. For example, isopropanol and water can be distinguished by the characteristic property of odor. Characteristic properties are used because the sample size and the shape of the substance does not matter. For example, 1 gram of lead is the same color as 100 tons of lead.
See also
Intensive and extensive properties
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
How does the solubility of gases in liquids change with increasing temperature?
A. it decreases
B. it increases
C. it stabilizes
D. no change
Answer:
|
|
sciq-5871
|
multiple_choice
|
What does temperature measure?
|
[
"average kinetic energy of molecules",
"highest potential energy of molecules",
"lowest kinetic energy of molecules",
"average potential energy of molecules"
] |
A
|
Relavent Documents:
Document 0:::
Temperature is a physical quantity that expresses quantitatively the attribute of hotness or coldness. Temperature is measured with a thermometer. It reflects the kinetic energy of the vibrating and colliding atoms making up a substance.
Thermometers are calibrated in various temperature scales that historically have relied on various reference points and thermometric substances for definition. The most common scales are the Celsius scale with the unit symbol °C (formerly called centigrade), the Fahrenheit scale (°F), and the Kelvin scale (K), the latter being used predominantly for scientific purposes. The kelvin is one of the seven base units in the International System of Units (SI).
Absolute zero, i.e., zero kelvin or −273.15 °C, is the lowest point in the thermodynamic temperature scale. Experimentally, it can be approached very closely but not actually reached, as recognized in the third law of thermodynamics. It would be impossible to extract energy as heat from a body at that temperature.
Temperature is important in all fields of natural science, including physics, chemistry, Earth science, astronomy, medicine, biology, ecology, material science, metallurgy, mechanical engineering and geography as well as most aspects of daily life.
Effects
Many physical processes are related to temperature; some of them are given below:
the physical properties of materials including the phase (solid, liquid, gaseous or plasma), density, solubility, vapor pressure, electrical conductivity, hardness, wear resistance, thermal conductivity, corrosion resistance, strength
the rate and extent to which chemical reactions occur
the amount and properties of thermal radiation emitted from the surface of an object
air temperature affects all living organisms
the speed of sound, which in a gas is proportional to the square root of the absolute temperature
Scales
Temperature scales need two values for definition: the point chosen as zero degrees and the magnitudes of the incr
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:::
Thermodynamic temperature is a quantity defined in thermodynamics as distinct from kinetic theory or statistical mechanics.
Historically, thermodynamic temperature was defined by Lord Kelvin in terms of a macroscopic relation between thermodynamic work and heat transfer as defined in thermodynamics, but the kelvin was redefined by international agreement in 2019 in terms of phenomena that are now understood as manifestations of the kinetic energy of free motion of microscopic particles such as atoms, molecules, and electrons. From the thermodynamic viewpoint, for historical reasons, because of how it is defined and measured, this microscopic kinetic definition is regarded as an "empirical" temperature. It was adopted because in practice it can generally be measured more precisely than can Kelvin's thermodynamic temperature.
A thermodynamic temperature reading of zero is of particular importance for the third law of thermodynamics. By convention, it is reported on the Kelvin scale of temperature in which the unit of measurement is the kelvin (unit symbol: K). For comparison, a temperature of 295 K is equal to 21.85 °C and 71.33 °F.
Overview
Thermodynamic temperature, as distinct from SI temperature, is defined in terms of a macroscopic Carnot cycle. Thermodynamic temperature is of importance in thermodynamics because it is defined in purely thermodynamic terms. SI temperature is conceptually far different from thermodynamic temperature. Thermodynamic temperature was rigorously defined historically long before there was a fair knowledge of microscopic particles such as atoms, molecules, and electrons.
The International System of Units (SI) specifies the international absolute scale for measuring temperature, and the unit of measure kelvin (unit symbol: K) for specific values along the scale. The kelvin is also used for denoting temperature intervals (a span or difference between two temperatures) as per the following example usage: "A 60/40 tin/lead solder is no
Document 3:::
Mean kinetic temperature (MKT) is a simplified way of expressing the overall effect of temperature fluctuations during storage or transit of perishable goods. The MKT is widely used in the pharmaceutical industry.
The mean kinetic temperature can be expressed as:
Where:
is the mean kinetic temperature in kelvins
is the activation energy (in kJ mol−1)
is the gas constant (in J mol−1 K−1)
to are the temperatures at each of the sample points in kelvins
to are time intervals at each of the sample points
When the temperature readings are taken at the same interval (i.e., = = = ), the above equation is reduced to:
Where:
is the number of temperature sample points
Temperature
Pharmaceutical industry
Document 4:::
The kelvin, symbol K, is a unit of measurement for temperature. The Kelvin scale is an absolute scale, which is defined such that 0 K is absolute zero and a change of thermodynamic temperature by 1 kelvin corresponds to a change of thermal energy by . The Boltzmann constant was exactly defined in the 2019 redefinition of the SI base units such that the triple point of water is . The kelvin is the base unit of temperature in the International System of Units (SI), used alongside its prefixed forms. It is named after the Belfast-born and University of Glasgow-based engineer and physicist William Thomson, 1st Baron Kelvin (1824–1907).
Historically, the Kelvin scale was developed from the Celsius scale, such that 273.15 K was 0 °C (the approximate melting point of ice) and a change of one kelvin was exactly equal to a change of one degree Celsius. This relationship remains accurate, but the Celsius, Fahrenheit, and Rankine scales are now defined in terms of the Kelvin scale. The kelvin is the primary unit of temperature for engineering and the physical sciences, while in most countries the Celsius scale remains the dominant scale outside of these fields. In the United States, outside of the physical sciences, the Fahrenheit scale predominates, with the kelvin or Rankine scale employed for absolute temperature.
History
Precursors
During the 18th century, multiple temperature scales were developed, notably Fahrenheit and centigrade (later Celsius). These scales predated much of the modern science of thermodynamics, including atomic theory and the kinetic theory of gases which underpin the concept of absolute zero. Instead, they chose defining points within the range of human experience that could be reproduced easily and with reasonable accuracy, but lacked any deep significance in thermal physics. In the case of the Celsius scale (and the long since defunct Newton scale and Réaumur scale) the melting point of water served as such a starting point, with Celsius be
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What does temperature measure?
A. average kinetic energy of molecules
B. highest potential energy of molecules
C. lowest kinetic energy of molecules
D. average potential energy of molecules
Answer:
|
|
sciq-934
|
multiple_choice
|
What is an organism that spreads bacteria or other pathogens?
|
[
"vector",
"section",
"plane",
"arc"
] |
A
|
Relavent Documents:
Document 0:::
Horizontal transmission is the transmission of organisms between biotic and/or abiotic members of an ecosystem that are not in a parent-progeny relationship. This concept has been generalized to include transmissions of infectious agents, symbionts, and cultural traits between humans.
Because the evolutionary fate of the agent is not tied to reproductive success of the host, horizontal transmission tends to evolve virulence. It is therefore a critical concept for evolutionary medicine.
Biological
Pathogen transmission
In biological, but not cultural, transmissions the carriers (also known as vectors) may include other species. The two main biological modes of transmission are anterior station and posterior station. In anterior station, transmission occurs via the bite of an infected organism (the vector), like in malaria, dengue fever, and bubonic plague. Posterior station is transmission via contact with infected feces. Examples are rickettsiae driven diseases (like typhus), which are contracted by a body louse's fecal material being scratched into the bloodstream. The vector is not necessarily another species, however. For example, a dog infected with Rabies may infect another dog via anterior station transmission. Moreover, there are other modes of biological transmission, such as generalized bleeding in ebola.
Symbiont transmission
Symbiosis describes a relationship in which at least two organisms are in an intimately integrated state, such that one organism acts a host and the other as the symbiont. There are obligate, those that require the host for survival, and facultative symbionts, those that can survive independently of the host. Symbionts can follow vertical, horizontal, or a mixed mode of transmission to their host. Horizontal, or lateral, transmission describes the acquisition of a facultative symbiont from the environment or from a nearby host.
The life cycle of the host includes both symbiotic and aposymbiotic phases. The aposymbiotic p
Document 1:::
In biology, a pathogen (, "suffering", "passion" and , "producer of"), in the oldest and broadest sense, is any organism or agent that can produce disease. A pathogen may also be referred to as an infectious agent, or simply a germ.
The term pathogen came into use in the 1880s. Typically, the term pathogen is used to describe an infectious microorganism or agent, such as a virus, bacterium, protozoan, prion, viroid, or fungus. Small animals, such as helminths and insects, can also cause or transmit disease. However, these animals are usually referred to as parasites rather than pathogens. The scientific study of microscopic organisms, including microscopic pathogenic organisms, is called microbiology, while parasitology refers to the scientific study of parasites and the organisms that host them.
There are several pathways through which pathogens can invade a host. The principal pathways have different episodic time frames, but soil has the longest or most persistent potential for harboring a pathogen.
Diseases in humans that are caused by infectious agents are known as pathogenic diseases. Not all diseases are caused by pathogens, such as black lung from exposure to the pollutant coal dust, genetic disorders like sickle cell disease, and autoimmune diseases like lupus.
Pathogenicity
Pathogenicity is the potential disease-causing capacity of pathogens, involving a combination of infectivity (pathogen's ability to infect hosts) and virulence (severity of host disease). Koch's postulates are used to establish causal relationships between microbial pathogens and diseases. Whereas meningitis can be caused by a variety of bacterial, viral, fungal, and parasitic pathogens, cholera is only caused by some strains of Vibrio cholerae. Additionally, some pathogens may only cause disease in hosts with an immunodeficiency. These opportunistic infections often involve hospital-acquired infections among patients already combating another condition.
Infectivity involves path
Document 2:::
MicrobeLibrary is a permanent collection of over 1400 original peer-reviewed resources for teaching undergraduate microbiology. It is provided by the American Society for Microbiology, Washington DC, United States.
Contents include curriculum activities; images and animations; reviews of books, websites and other resources; and articles from Focus on Microbiology Education, Microbiology Education and Microbe. Around 40% of the materials are free to educators and students, the remainder require a subscription. the service is suspended with the message to:
"Please check back with us in 2017".
External links
MicrobeLibrary
Microbiology
Document 3:::
Globalization, the flow of information, goods, capital, and people across political and geographic boundaries, allows infectious diseases to rapidly spread around the world, while also allowing the alleviation of factors such as hunger and poverty, which are key determinants of global health. The spread of diseases across wide geographic scales has increased through history. Early diseases that spread from Asia to Europe were bubonic plague, influenza of various types, and similar infectious diseases.
In the current era of globalization, the world is more interdependent than at any other time. Efficient and inexpensive transportation has left few places inaccessible, and increased global trade in agricultural products has brought more and more people into contact with animal diseases that have subsequently jumped species barriers (see zoonosis).
Globalization intensified during the Age of Exploration, but trading routes had long been established between Asia and Europe, along which diseases were also transmitted. An increase in travel has helped spread diseases to natives of lands who had not previously been exposed. When a native population is infected with a new disease, where they have not developed antibodies through generations of previous exposure, the new disease tends to run rampant within the population.
Etiology, the modern branch of science that deals with the causes of infectious disease, recognizes five major modes of disease transmission: airborne, waterborne, bloodborne, by direct contact, and through vector (insects or other creatures that carry germs from one species to another). As humans began traveling over seas and across lands which were previously isolated, research suggests that diseases have been spread by all five transmission modes.
Travel patterns and globalization
The Age of Exploration generally refers to the period between the 15th and 17th centuries. During this time, technological advances in shipbuilding and navigation made it e
Document 4:::
Host factor (sometimes known as risk factor) is a medical term referring to the traits of an individual person or animal that affect susceptibility to disease, especially in comparison to other individuals. The term arose in the context of infectious disease research, in contrast to "organism factors", such as the virulence and infectivity of a microbe. Host factors that may vary in a population and affect disease susceptibility can be innate or acquired.
Some examples:
general health
psychological characteristics and attitude
nutritional state
social ties
previous exposure to the organism or related antigens
haplotype or other specific genetic differences of immune function
substance abuse
race
The term is now used in oncology and many other medical contexts related to individual differences of disease vulnerability.
See also
Vulnerability index
Epidemiology
Immunology
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is an organism that spreads bacteria or other pathogens?
A. vector
B. section
C. plane
D. arc
Answer:
|
|
sciq-8697
|
multiple_choice
|
How many membranes form the mitochondrion structure of a cell?
|
[
"two",
"five",
"one",
"three"
] |
A
|
Relavent Documents:
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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:::
Cell physiology is the biological study of the activities that take place in a cell to keep it alive. The term physiology refers to normal functions in a living organism. Animal cells, plant cells and microorganism cells show similarities in their functions even though they vary in structure.
General characteristics
There are two types of cells: prokaryotes and eukaryotes.
Prokaryotes were the first of the two to develop and do not have a self-contained nucleus. Their mechanisms are simpler than later-evolved eukaryotes, which contain a nucleus that envelops the cell's DNA and some organelles.
Prokaryotes
Prokaryotes have DNA located in an area called the nucleoid, which is not separated from other parts of the cell by a membrane. There are two domains of prokaryotes: bacteria and archaea. Prokaryotes have fewer organelles than eukaryotes. Both have plasma membranes and ribosomes (structures that synthesize proteins and float free in cytoplasm). Two unique characteristics of prokaryotes are fimbriae (finger-like projections on the surface of a cell) and flagella (threadlike structures that aid movement).
Eukaryotes
Eukaryotes have a nucleus where DNA is contained. They are usually larger than prokaryotes and contain many more organelles. The nucleus, the feature of a eukaryote that distinguishes it from a prokaryote, contains a nuclear envelope, nucleolus and chromatin. In cytoplasm, endoplasmic reticulum (ER) synthesizes membranes and performs other metabolic activities. There are two types, rough ER (containing ribosomes) and smooth ER (lacking ribosomes). The Golgi apparatus consists of multiple membranous sacs, responsible for manufacturing and shipping out materials such as proteins. Lysosomes are structures that use enzymes to break down substances through phagocytosis, a process that comprises endocytosis and exocytosis. In the mitochondria, metabolic processes such as cellular respiration occur. The cytoskeleton is made of fibers that support the str
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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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Chloroplasts contain several important membranes, vital for their function. Like mitochondria, chloroplasts have a double-membrane envelope, called the chloroplast envelope, but unlike mitochondria, chloroplasts also have internal membrane structures called thylakoids. Furthermore, one or two additional membranes may enclose chloroplasts in organisms that underwent secondary endosymbiosis, such as the euglenids and chlorarachniophytes.
The chloroplasts come via endosymbiosis by engulfment of a photosynthetic cyanobacterium by the eukaryotic, already mitochondriate cell. Over millions of years the endosymbiotic cyanobacterium evolved structurally and functionally, retaining its own DNA and the ability to divide by binary fission (not mitotically) but giving up its autonomy by the transfer of some of its genes to the nuclear genome.
Envelope membranes
Each of the envelope membranes is a lipid bilayer that is between 6 and 8 nm thick. The lipid composition of the outer membrane has been found to be 48% phospholipids, 46% galactolipids and 7% sulfolipids, while the inner membrane has been found to contain 16% phospholipids, 79% galactolipids and 5% sulfolipids in spinach chloroplasts.
The outer membrane is permeable to most ions and metabolites, but the inner membrane of the chloroplast is highly specialised with transport proteins. For example, carbohydrates are transported across the inner envelope membrane by a triose phosphate translocator. The two envelope membranes are separated by a gap of 10–20 nm, called the intermembrane space.
Thylakoid membrane
Within the envelope membranes, in the region called the stroma, there is a system of interconnecting flattened membrane compartments, called the thylakoids. The thylakoid membrane is quite similar in lipid composition to the inner envelope membrane, containing 78% galactolipids, 15.5% phospholipids and 6.5% sulfolipids in spinach chloroplasts. The thylakoid membrane encloses a single, continuous aqueous compartme
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A laminar organization describes the way certain tissues, such as bone membrane, skin, or brain tissues, are arranged in layers.
Types
Embryo
The earliest forms of laminar organization are shown in the diploblastic and triploblastic formation of the germ layers in the embryo. In the first week of human embryogenesis two layers of cells have formed, an external epiblast layer (the primitive ectoderm), and an internal hypoblast layer (primitive endoderm). This gives the early bilaminar disc. In the third week in the stage of gastrulation epiblast cells invaginate to form endoderm, and a third layer of cells known as mesoderm. Cells that remain in the epiblast become ectoderm. This is the trilaminar disc and the epiblast cells have given rise to the three germ layers.
Brain
In the brain a laminar organization is evident in the arrangement of the three meninges, the membranes that cover the brain and spinal cord. These membranes are the dura mater, arachnoid mater, and pia mater. The dura mater has two layers a periosteal layer near to the bone of the skull, and a meningeal layer next to the other meninges.
The cerebral cortex, the outer neural sheet covering the cerebral hemispheres can be described by its laminar organization, due to the arrangement of cortical neurons into six distinct layers.
Eye
The eye in mammals has an extensive laminar organization. There are three main layers – the outer fibrous tunic, the middle uvea, and the inner retina. These layers have sublayers with the retina having ten ranging from the outer choroid to the inner vitreous humor and including the retinal nerve fiber layer.
Skin
The human skin has a dense laminar organization. The outer epidermis has four or five layers.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
How many membranes form the mitochondrion structure of a cell?
A. two
B. five
C. one
D. three
Answer:
|
|
sciq-772
|
multiple_choice
|
What is the time since the beginning of the ice ages?
|
[
"Paleolithic era",
"quaternary period",
"Mesozoic epocH",
"Jurassic period"
] |
B
|
Relavent Documents:
Document 0:::
A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field.
Overview
The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion.
With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies.
Example programs
The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University.
A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes
Document 1:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 2:::
Timeline
Paleontology
Paleontology timelines
Document 3:::
The Institut de technologie agroalimentaire (ITA) is a collegial institute specialized in agricultural technology and food production in Quebec, Canada. The institution is composed of two campuses, one in Saint-Hyacinthe and the other in La Pocatière. The institution is managed by the Ministère de l'Agriculture, des Pêcheries et de l'Alimentation du Québec (MAPAQ).
History
The origins of the ITA date back to the 19th century. The first francophone school of agriculture was founded in 1859 in Sainte-Anne-de-la-Pocatière, while the dairy school in Saint-Hyacinthe was created in 1892, the first such institution in North America.
In 1962, the Ministry of Agriculture, Fisheries and Food of Quebec (known today in French as the Ministère de l'Agriculture, des Pêcheries et de l'Alimentation, and in 1962 as the Ministère de l'Agriculture et de la Colonisation) formed the Instituts de technologie agroalimentaire. While the La Pocatière campus was an extension of the Faculty of Agronomy of Université Laval, the Saint-Hyacinthe campus was originally a dairy school founded in 1892.
Training programs
The ITA offers a total of eight CEGEP-level training programs, which lead to a Quebec Diploma of College Studies. Most programs are offered at both campuses. They include:
Gestion et technologies d'entreprise agricole
Gestion et technologies d'entreprise agricole : Profils en production animale biologique
Technologie des productions animales
Paysage et commercialisation en horticulture ornementale
Technologie de la production horticole agroenvironnementale
Technologie du génie agromécanique
Technologie des procédés et de la qualité des aliments
Techniques équines
The ITA's programs listed above allow graduates to pursue university-level studies in related fields such as agronomy, agricultural economics, agricultural engineering, food engineering, biology, food science, and landscape architecture, amongst others.
The ITA also offers one training program in equine massage therapy,
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 is the time since the beginning of the ice ages?
A. Paleolithic era
B. quaternary period
C. Mesozoic epocH
D. Jurassic period
Answer:
|
|
sciq-9758
|
multiple_choice
|
What is the unit used to measure voltage?
|
[
"volts",
"ohm",
"watt",
"ampere"
] |
A
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
Electrical measurements are the methods, devices and calculations used to measure electrical quantities. Measurement of electrical quantities may be done to measure electrical parameters of a system. Using transducers, physical properties such as temperature, pressure, flow, force, and many others can be converted into electrical signals, which can then be conveniently measured and recorded. High-precision laboratory measurements of electrical quantities are used in experiments to determine fundamental physical properties such as the charge of the electron or the speed of light, and in the definition of the units for electrical measurements, with precision in some cases on the order of a few parts per million. Less precise measurements are required every day in industrial practice. Electrical measurements are a branch of the science of metrology.
Measurable independent and semi-independent electrical quantities comprise:
Voltage
Electric current
Electrical resistance and electrical conductance
Electrical reactance and susceptance
Magnetic flux
Electrical charge by the means of electrometer
Partial discharge measurement
Magnetic field by the means of Hall sensor
Electric field
Electrical power by the means of electricity meter
S-matrix by the means of network analyzer (electrical)
Electrical power spectrum by the means of spectrum analyzer
Measurable dependent electrical quantities comprise:
Inductance
Capacitance
Electrical impedance defined as vector sum of electrical resistance and electrical reactance
Electrical admittance, the reciprocal of electrical impedance
Phase between current and voltage and related power factor
Electrical spectral density
Electrical phase noise
Electrical amplitude noise
Transconductance
Transimpedance
Electrical power gain
Voltage gain
Current gain
Frequency
Propagation delay
Document 2:::
To help compare different orders of magnitude, the following list describes various voltage levels.
SI multiple
Notes
External links
Voltage
Voltage
Document 3:::
Advanced Placement (AP) Physics C: Electricity and Magnetism (also known as AP Physics C: E&M or AP E&M) is an introductory physics course administered by the College Board as part of its Advanced Placement program. It is intended to proxy a second-semester calculus-based university course in electricity and magnetism. The content of Physics C: E&M overlaps with that of AP Physics 2, but Physics 2 is algebra-based and covers other topics outside of electromagnetism, while Physics C is calculus-based and only covers electromagnetism. Physics C: E&M may be combined with its mechanics counterpart to form a year-long course that prepares for both exams.
Course content
E&M is equivalent to an introductory college course in electricity and magnetism for physics or engineering majors. The course modules are:
Electrostatics
Conductors, capacitors, and dielectrics
Electric circuits
Magnetic fields
Electromagnetism.
Methods of calculus are used wherever appropriate in formulating physical principles and in applying them to physical problems. Therefore, students should have completed or be concurrently enrolled in a calculus class.
AP test
The course culminates in an optional exam for which high-performing students may receive some credit towards their college coursework, depending on the institution.
Registration
The AP examination for AP Physics C: Electricity and Magnetism is separate from the AP examination for AP Physics C: Mechanics. Before 2006, test-takers paid only once and were given the choice of taking either one or two parts of the Physics C test.
Format
The exam is typically administered on a Monday afternoon in May. The exam is configured in two categories: a 35-question multiple choice section and a 3-question free response section. Test takers are allowed to use an approved calculator during the entire exam. The test is weighted such that each section is worth half of the final score. This and AP Physics C: Mechanics are the shortest AP exams, with
Document 4:::
The Mathematics Subject Classification (MSC) is an alphanumerical classification scheme that has collaboratively been produced by staff of, and based on the coverage of, the two major mathematical reviewing databases, Mathematical Reviews and Zentralblatt MATH. The MSC is used by many mathematics journals, which ask authors of research papers and expository articles to list subject codes from the Mathematics Subject Classification in their papers. The current version is MSC2020.
Structure
The MSC is a hierarchical scheme, with three levels of structure. A classification can be two, three or five digits long, depending on how many levels of the classification scheme are used.
The first level is represented by a two-digit number, the second by a letter, and the third by another two-digit number. For example:
53 is the classification for differential geometry
53A is the classification for classical differential geometry
53A45 is the classification for vector and tensor analysis
First level
At the top level, 64 mathematical disciplines are labeled with a unique two-digit number. In addition to the typical areas of mathematical research, there are top-level categories for "History and Biography", "Mathematics Education", and for the overlap with different sciences. Physics (i.e. mathematical physics) is particularly well represented in the classification scheme with a number of different categories including:
Fluid mechanics
Quantum mechanics
Geophysics
Optics and electromagnetic theory
All valid MSC classification codes must have at least the first-level identifier.
Second level
The second-level codes are a single letter from the Latin alphabet. These represent specific areas covered by the first-level discipline. The second-level codes vary from discipline to discipline.
For example, for differential geometry, the top-level code is 53, and the second-level codes are:
A for classical differential geometry
B for local differential geometry
C for glo
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the unit used to measure voltage?
A. volts
B. ohm
C. watt
D. ampere
Answer:
|
|
sciq-1129
|
multiple_choice
|
What are the closest relatives to modern angiosperms?
|
[
"mitochondria",
"gnetophytes",
"sporozoans",
"staurikosaurus"
] |
B
|
Relavent Documents:
Document 0:::
The basal angiosperms are the flowering plants which diverged from the lineage leading to most flowering plants. In particular, the most basal angiosperms were called the ANITA grade, which is made up of Amborella (a single species of shrub from New Caledonia), Nymphaeales (water lilies, together with some other aquatic plants) and Austrobaileyales (woody aromatic plants including star anise).
ANITA stands for Amborella, Nymphaeales, I lliciales, Trimeniaceae, and Austrobaileya. Some authors have shortened this to ANA-grade for the three orders, Amborellales, Nymphaeales, and Austrobaileyales, since the order Iliciales was reduced to the family Illiciaceae and placed, along with the family Trimeniaceae, within the Austrobaileyales.
The basal angiosperms are only a few hundred species, compared with hundreds of thousands of species of eudicots, monocots, and magnoliids. They diverged from the ancestral angiosperm lineage before the five groups comprising the mesangiosperms diverged from each other.
Phylogeny
Amborella, Nymphaeales and Austrobaileyales, in that order, are basal to all other angiosperms.
Older terms
Paleodicots (sometimes spelled "palaeodicots") is an informal name used by botanists (Spichiger & Savolainen 1997, Leitch et al. 1998) to refer to angiosperms which are not monocots or eudicots.
The paleodicots correspond to Magnoliidae sensu Cronquist 1981 (minus Ranunculales and Papaverales) and to Magnoliidae sensu Takhtajan 1980 (Spichiger & Savolainen 1997). Some of the paleodicots share apparently plesiomorphic characters with monocots, e.g., scattered vascular bundles, trimerous flowers, and non-tricolpate pollen.
Document 1:::
The Angiosperm Phylogeny Website (or APweb) is a website dedicated to research on angiosperm phylogeny and taxonomy.
The site is hosted by the Missouri Botanical Garden website and maintained by researchers, Peter F. Stevens and Hilary M. Davis. Peter F. Stevens is a member of the Angiosperm Phylogeny Group (APG). The taxonomy presented is broadly based on the work of the APG, with modifications to incorporate new results.
Document 2:::
The euphyllophytes are a clade of plants within the tracheophytes (the vascular plants). The group may be treated as an unranked clade, a division under the name Euphyllophyta or a subdivision under the name Euphyllophytina. The euphyllophytes are characterized by the possession of true leaves ("megaphylls"), and comprise one of two major lineages of extant vascular plants. As shown in the cladogram below, the euphyllophytes have a sister relationship to the lycopodiophytes or lycopsids. Unlike the lycopodiophytes, which consist of relatively few presently living or extant taxa, the euphyllophytes comprise the vast majority of vascular plant lineages that have evolved since both groups shared a common ancestor more than 400 million years ago. The euphyllophytes consist of two lineages, the spermatophytes or seed plants such as flowering plants (angiosperms) and gymnosperms (conifers and related groups), and the Polypodiophytes or ferns, as well as a number of extinct fossil groups.
The division of the extant tracheophytes into three monophyletic lineages is supported in multiple molecular studies. Other researchers argue that phylogenies based solely on molecular data without the inclusion of carefully evaluated fossil data based on whole plant reconstructions, do not necessarily completely and accurately resolve the evolutionary history of groups like the euphyllophytes.
The following cladogram shows a 2004 view of the evolutionary relationships among the taxa described above.
An updated phylogeny of both living and extinct Euphyllophytes with plant taxon authors from Anderson, Anderson & Cleal 2007.
Document 3:::
The glossophytes are a clade of seed plants comprising the glossopterids and their descendants. This includes the Gnetales and angiosperms, as well as Bennettitales.
Their monophyly is rather well supported by molecular methods, although their internal relationships are somewhat more shaky.
The clade had diverged by the Permian, when glossopterids appear in the fossil record.
Document 4:::
The evolution of plants has resulted in a wide range of complexity, from the earliest algal mats of unicellular archaeplastids evolved through endosymbiosis, through multicellular marine and freshwater green algae, to spore-bearing terrestrial bryophytes, lycopods and ferns, and eventually to the complex seed-bearing gymnosperms and angiosperms (flowering plants) of today. While many of the earliest groups continue to thrive, as exemplified by red and green algae in marine environments, more recently derived groups have displaced previously ecologically dominant ones; for example, the ascendance of flowering plants over gymnosperms in terrestrial environments.
There is evidence that cyanobacteria and multicellular photosynthetic eukaryotes lived in freshwater communities on land as early as 1 billion years ago, and that communities of complex, multicellular photosynthesizing organisms existed on land in the late Precambrian, around .
Evidence of the emergence of embryophyte land plants first occurs in the mid-Ordovician (~), and by the middle of the Devonian (~), many of the features recognised in land plants today were present, including roots and leaves. By the late Devonian (~) some free-sporing plants such as Archaeopteris had secondary vascular tissue that produced wood and had formed forests of tall trees. Also by the late Devonian, Elkinsia, an early seed fern, had evolved seeds.
Evolutionary innovation continued throughout the rest of the Phanerozoic eon and still continues today. Most plant groups were relatively unscathed by the Permo-Triassic extinction event, although the structures of communities changed. This may have set the scene for the appearance of the flowering plants in the Triassic (~), and their later diversification in the Cretaceous and Paleogene. The latest major group of plants to evolve were the grasses, which became important in the mid-Paleogene, from around . The grasses, as well as many other groups, evolved new mechanisms of metab
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What are the closest relatives to modern angiosperms?
A. mitochondria
B. gnetophytes
C. sporozoans
D. staurikosaurus
Answer:
|
|
sciq-2998
|
multiple_choice
|
Blood vessels blood pumped by the heart flows through a series of vessels known as arteries, arterioles, capillaries, venules, and veins before returning to this?
|
[
"heart",
"brain",
"lungs",
"feet"
] |
A
|
Relavent Documents:
Document 0:::
Veins () are blood vessels in the circulatory system of humans and most other animals that carry blood toward the heart. Most veins carry deoxygenated blood from the tissues back to the heart; exceptions are those of the pulmonary and fetal circulations which carry oxygenated blood to the heart. In the systemic circulation arteries carry oxygenated blood away from the heart, and veins return deoxygenated blood to the heart, in the deep veins.
There are three sizes of veins, large, medium, and small. Smaller veins are called venules, and the smallest the post-capillary venules are microscopic that make up the veins of the microcirculation. Veins are often closer to the skin than arteries.
Veins have less smooth muscle and connective tissue and wider internal diameters than arteries. Because of their thinner walls and wider lumens they are able to expand and hold more blood. This greater capacity gives them the term of capacitance vessels. At any time, nearly 70% of the total volume of blood in the human body is in the veins. In medium and large sized veins the flow of blood is maintained by one-way (unidirectional) venous valves to prevent backflow. In the lower limbs this is also aided by muscle pumps, also known as venous pumps that exert pressure on intramuscular veins when they contract and drive blood back to the heart.
Structure
There are three sizes of vein, large, medium, and small. Smaller veins are called venules. The smallest veins are the post-capillary venules. Veins have a similar three-layered structure to arteries. The layers known as tunicae have a concentric arrangement that forms the wall of the vessel. The outer layer, is a thick layer of connective tissue called the tunica externa or adventitia; this layer is absent in the post-capillary venules. The middle layer, consists of bands of smooth muscle and is known as the tunica media. The inner layer, is a thin lining of endothelium known as the tunica intima. The tunica media in the veins is mu
Document 1:::
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 2:::
Great vessels are the large vessels that bring blood to and from the heart. These are:
Superior vena cava
Inferior vena cava
Pulmonary arteries
Pulmonary veins
Aorta
Transposition of the great vessels is a group of congenital heart defects involving an abnormal spatial arrangement of any of the great vessels.
Document 3:::
In haemodynamics, the body must respond to physical activities, external temperature, and other factors by homeostatically adjusting its blood flow to deliver nutrients such as oxygen and glucose to stressed tissues and allow them to function. Haemodynamic response (HR) allows the rapid delivery of blood to active neuronal tissues. The brain consumes large amounts of energy but does not have a reservoir of stored energy substrates. Since higher processes in the brain occur almost constantly, cerebral blood flow is essential for the maintenance of neurons, astrocytes, and other cells of the brain. This coupling between neuronal activity and blood flow is also referred to as neurovascular coupling.
Vascular anatomy overview
In order to understand how blood is delivered to cranial tissues, it is important to understand the vascular anatomy of the space itself. Large cerebral arteries in the brain split into smaller arterioles, also known as pial arteries. These consist of endothelial cells and smooth muscle cells, and as these pial arteries further branch and run deeper into the brain, they associate with glial cells, namely astrocytes. The intracerebral arterioles and capillaries are unlike systemic arterioles and capillaries in that they do not readily allow substances to diffuse through them; they are connected by tight junctions in order to form the blood brain barrier (BBB). Endothelial cells, smooth muscle, neurons, astrocytes, and pericytes work together in the brain order to maintain the BBB while still delivering nutrients to tissues and adjusting blood flow in the intracranial space to maintain homeostasis. As they work as a functional neurovascular unit, alterations in their interactions at the cellular level can impair HR in the brain and lead to deviations in normal nervous function.
Mechanisms
Various cell types play a role in HR, including astrocytes, smooth muscle cells, endothelial cells of blood vessels, and pericytes. These cells control whether th
Document 4:::
The deep palmar arch, an arterial network is accompanied by a pair of venae comitantes which constitute the deep venous palmar arch. It receives the veins corresponding to the branches of the arterial arch: the palmar metacarpal veins.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Blood vessels blood pumped by the heart flows through a series of vessels known as arteries, arterioles, capillaries, venules, and veins before returning to this?
A. heart
B. brain
C. lungs
D. feet
Answer:
|
|
ai2_arc-769
|
multiple_choice
|
A statue and a table are both made of the same type of marble. Which of the following properties will most likely be the same for both of these objects?
|
[
"size",
"shape",
"weight",
"hardness"
] |
D
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
Mathematical Models: From the Collections of Universities and Museums – Photograph Volume and Commentary is a book on the physical models of concepts in mathematics that were constructed in the 19th century and early 20th century and kept as instructional aids at universities. It credits Gerd Fischer as editor, but its photographs of models are also by Fischer. It was originally published by Vieweg+Teubner Verlag for their bicentennial in 1986, both in German (titled Mathematische Modelle. Aus den Sammlungen von Universitäten und Museen. Mit 132 Fotografien. Bildband und Kommentarband) and (separately) in English translation, in each case as a two-volume set with one volume of photographs and a second volume of mathematical commentary. Springer Spektrum reprinted it in a second edition in 2017, as a single dual-language volume.
Topics
The work consists of 132 full-page photographs of mathematical models, divided into seven categories, and seven chapters of mathematical commentary written by experts in the topic area of each category.
These categories are:
Wire and thread models, of hypercubes of various dimensions, and of hyperboloids, cylinders, and related ruled surfaces, described as "elementary analytic geometry" and explained by Fischer himself.
Plaster and wood models of cubic and quartic algebraic surfaces, including Cayley's ruled cubic surface, the Clebsch surface, Fresnel's wave surface, the Kummer surface, and the Roman surface, with commentary by W. Barth and H. Knörrer.
Wire and plaster models illustrating the differential geometry and curvature of curves and surfaces, including surfaces of revolution, Dupin cyclides, helicoids, and minimal surfaces including the Enneper surface, with commentary by M. P. do Carmo, G. Fischer, U. Pinkall, H. and Reckziegel.
Surfaces of constant width including the surface of rotation of the Reuleaux triangle and the Meissner bodies, described by J. Böhm.
Uniform star polyhedra, described by E. Quaisser.
Models of the
Document 2:::
Keyboard Monument () is an outdoor sculpture featuring the QWERTY/ЙЦУКЕН keyboard. It is located in the Russian city of Yekaterinburg and is popular among tourists.
History
It was created by Anatoly Vyatkin and installed on October 5, 2005 on the embankment of the Iset River in the city centre.
The landmark depicts an IBM PC compatible Cyrillic computer keyboard at 30:1 scale (the area covered by the monument is 16 m × 4 m), with 104 concrete keys. Each regular key weighs 180 pounds, while the space bar alone weighs 1,000 pounds.
The keyboard attracts many visitors to the city and is today considered one of its top sights. It is also referred to as "one of the miracles of Russia" by some researchers. Niklaus Wirth, Pascal programming language designer, evaluated the object while it was being constructed and found it to be fascinating.
Keys F1, F2, F3, and Y were once stolen and in 2011 were rebuilt.
In 2018, in the course of Russia FIFA World Cup New York Times newspaper published a long article about the object.
In 2019 a survey by national search engine Yandex found that the Keyboard Monument was the second most searched monument among all of Russia's numerous famous monuments, the first being the Bronze Horseman and the third the Monument to Minin and Pozharsky.
In May 2019 it became known that the monument is facing threat of demolition. The nearby stairway was destroyed.
Events
Regular celebrations are held near the object. Among them the annual internationally recognised Sysadmin Day on the last Friday in July. Before 2010 Yekaterinburg technicians were gathering at separate places, and since 2010 Yekaterinburg authorities granted official permission for the event to be held near the Keyboard Monument with support from IT companies. There are "sysadmin competitions" between participants: they throw defunct PC mice to reach maximum distance and also throw such mice (with their "tails" cut out) within an empty distant computer case used as basket. Ad
Document 3:::
Richard Rhodes (born 1961) is an American sculptor, stonemason, entrepreneur, and scholar of stonework worldwide.
Life and career
Born in California, Rhodes studied acting at the London Academy of Music and Dramatic Art in 1981. Through his study of medieval ritual and research, Rhodes apprenticed as a stonemason in Siena, Italy, after graduate school. Working with the operative branch of the Freemason's guild in Siena, Rhodes studied the Sacred Geometries and the Sacred Rules of Bondwork as passed down through the medieval guild of the Freemasons. He was the first non-Italian in over 700 years to work as an apprentice under the Freemasons. Rhodes credits his guild training as a major influence in his sculptural practice.
Rhodes is the founder of several Seattle-based businesses including Rhodesworks Design Studio, Rhodes Masonry and Rhodes Architectural Stone.
Sculpture practice
In sculpture, Rhodes' work explores the line between art and architecture, using traditional stone construction with contemporary building techniques. His earlier, expressive and site specific work is self-described as "architectonic." His more current sculptural work is abstract and figurative, visible in his Sentinel Series (various) and Resolute Arch. His work is textural and often draws on the expressive hand finishes Rhodes' learned during his training and apprenticeship in Italy.
Several of his commissions incorporate antique stone objects such as salvaged and worn pavements or stair blocks. Rhodes' largest public sculpture, the two thousand square-foot Untitled – Stone Wave (2004) at the center of Antoine Predock's Tacoma Art Museum, is made of antique granite salvaged from road pave stones in the Fujian region of China. The museum invites other artists to contribute to the space created by Untitled – Stone Wave, using it as a base or canvas. Participating artists include Dale Chihuly who provided the first artwork to be created in this series entitled Niijima Floats (2003) an
Document 4:::
Richard Old (1856–1932), was an English woodworker and prolific model maker, specialising in fretwork. He was born in Staithes, though for most of his life he lived at 6 Ruby Street in Middlesbrough and it was in that small terraced house that he made all the models - over 750 of them - for which he is celebrated.
A cabinet maker by day, Old would work obsessively through the night on his hobby. Many of the models were scaled down versions of real buildings and other structures famous for their architecture. His miniatures were astonishingly faithful to the originals, right down to the smallest detail.
Old's work has been displayed at various exhibitions since the 1930s. Many of his models formed the 'Richold collection', which of its type was generally regarded as unrivalled. The collection has since been broken up and sold off. Its star piece was a 1:100 scale model of Milan Cathedral, which was painstakingly recreated over a period of 5 years (1/100 the time the real Milan Cathedral took to build).
Until the 1980s Preston Hall in Stockton-on-Tees housed a number of models from the Richold collection.
Late in life, Old made a living from building and restoring church organs. For several years, he was the organist at St John’s Church in Middlesbrough.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
A statue and a table are both made of the same type of marble. Which of the following properties will most likely be the same for both of these objects?
A. size
B. shape
C. weight
D. hardness
Answer:
|
|
sciq-2365
|
multiple_choice
|
The number of waves that pass a fixed point in a given amount of time is referred to as what?
|
[
"wave harmonics",
"wave frequency",
"tendency frequency",
"wave speed"
] |
B
|
Relavent Documents:
Document 0:::
A wavenumber–frequency diagram is a plot displaying the relationship between the wavenumber (spatial frequency) and the frequency (temporal frequency) of certain phenomena. Usually frequencies are placed on the vertical axis, while wavenumbers are placed on the horizontal axis.
In the atmospheric sciences, these plots are a common way to visualize atmospheric waves.
In the geosciences, especially seismic data analysis, these plots also called f–k plot, in which energy density within a given time interval is contoured on a frequency-versus-wavenumber basis. They are used to examine the direction and apparent velocity of seismic waves and in velocity filter design.
Origins
In general, the relationship between wavelength , frequency , and the phase velocity of a sinusoidal wave is:
Using the wavenumber () and angular frequency () notation, the previous equation can be rewritten as
On the other hand, the group velocity is equal to the slope of the wavenumber–frequency diagram:
Analyzing such relationships in detail often yields information on the physical properties of the medium, such as density, composition, etc.
See also
Dispersion relation
Document 1:::
In fluid dynamics, the wave height of a surface wave is the difference between the elevations of a crest and a neighboring trough. Wave height is a term used by mariners, as well as in coastal, ocean and naval engineering.
At sea, the term significant wave height is used as a means to introduce a well-defined and standardized statistic to denote the characteristic height of the random waves in a sea state, including wind sea and swell. It is defined in such a way that it more or less corresponds to what a mariner observes when estimating visually the average wave height.
Definitions
Depending on context, wave height may be defined in different ways:
For a sine wave, the wave height H is twice the amplitude (i.e., the peak-to-peak amplitude):
For a periodic wave, it is simply the difference between the maximum and minimum of the surface elevation : with cp the phase speed (or propagation speed) of the wave. The sine wave is a specific case of a periodic wave.
In random waves at sea, when the surface elevations are measured with a wave buoy, the individual wave height Hm of each individual wave—with an integer label m, running from 1 to N, to denote its position in a sequence of N waves—is the difference in elevation between a wave crest and trough in that wave. For this to be possible, it is necessary to first split the measured time series of the surface elevation into individual waves. Commonly, an individual wave is denoted as the time interval between two successive downward-crossings through the average surface elevation (upward crossings might also be used). Then the individual wave height of each wave is again the difference between maximum and minimum elevation in the time interval of the wave under consideration.
Significant wave height
RMS wave height
Another wave-height statistic in common usage is the root-mean-square (or RMS) wave height Hrms, defined as: with Hm again denoting the individual wave heights in a certain time series.
See also
Se
Document 2:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 3:::
A hundred-year wave is a statistically projected water wave, the height of which, on average, is met or exceeded once in a hundred years for a given location. The likelihood of this wave height being attained at least once in the hundred-year period is 63%. As a projection of the most extreme wave which can be expected to occur in a given body of water, the hundred-year wave is a factor commonly taken into consideration by designers of oil platforms and other offshore structures. Periods of time other than a hundred years may also be taken into account, resulting in, for instance, a fifty-year wave.
Various methods are employed to predict the possible steepness and period of these waves, in addition to their height.
See also
Index of wave articles
Significant wave height
Shallow water equations
Rogue wave
Document 4:::
A crest point on a wave is the maximum value of upward displacement within a cycle. A crest is a point on a surface wave where the displacement of the medium is at a maximum. A trough is the opposite of a crest, so the minimum or lowest point in a cycle.
When the crests and troughs of two sine waves of equal amplitude and frequency intersect or collide, while being in phase with each other, the result is called constructive interference and the magnitudes double (above and below the line). When in antiphase – 180° out of phase – the result is destructive interference: the resulting wave is the undisturbed line having zero amplitude.
See also
Crest factor
Superposition principle
Wave
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The number of waves that pass a fixed point in a given amount of time is referred to as what?
A. wave harmonics
B. wave frequency
C. tendency frequency
D. wave speed
Answer:
|
|
sciq-9353
|
multiple_choice
|
What is a mixture of metal with one or more other elements?
|
[
"an alkali metal",
"an alloy",
"a metalloid",
"a halloid"
] |
B
|
Relavent Documents:
Document 0:::
A metalloid is a type of chemical element which has a preponderance of properties in between, or that are a mixture of, those of metals and nonmetals. There is no standard definition of a metalloid and no complete agreement on which elements are metalloids. Despite the lack of specificity, the term remains in use in the literature of chemistry.
The six commonly recognised metalloids are boron, silicon, germanium, arsenic, antimony and tellurium. Five elements are less frequently so classified: carbon, aluminium, selenium, polonium and astatine. On a standard periodic table, all eleven elements are in a diagonal region of the p-block extending from boron at the upper left to astatine at lower right. Some periodic tables include a dividing line between metals and nonmetals, and the metalloids may be found close to this line.
Typical metalloids have a metallic appearance, but they are brittle and only fair conductors of electricity. Chemically, they behave mostly as nonmetals. They can form alloys with metals. Most of their other physical properties and chemical properties are intermediate in nature. Metalloids are usually too brittle to have any structural uses. They and their compounds are used in alloys, biological agents, catalysts, flame retardants, glasses, optical storage and optoelectronics, pyrotechnics, semiconductors, and electronics.
The electrical properties of silicon and germanium enabled the establishment of the semiconductor industry in the 1950s and the development of solid-state electronics from the early 1960s.
The term metalloid originally referred to nonmetals. Its more recent meaning, as a category of elements with intermediate or hybrid properties, became widespread in 1940–1960. Metalloids are sometimes called semimetals, a practice that has been discouraged, as the term semimetal has a different meaning in physics than in chemistry. In physics, it refers to a specific kind of electronic band structure of a substance. In this context, only
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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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Nonmetals show more variability in their properties than do metals. Metalloids are included here since they behave predominately as chemically weak nonmetals.
Physically, they nearly all exist as diatomic or monatomic gases, or polyatomic solids having more substantial (open-packed) forms and relatively small atomic radii, unlike metals, which are nearly all solid and close-packed, and mostly have larger atomic radii. If solid, they have a submetallic appearance (with the exception of sulfur) and are brittle, as opposed to metals, which are lustrous, and generally ductile or malleable; they usually have lower densities than metals; are mostly poorer conductors of heat and electricity; and tend to have significantly lower melting points and boiling points than those of most metals.
Chemically, the nonmetals mostly have higher ionisation energies, higher electron affinities (nitrogen and the noble gases have negative electron affinities) and higher electronegativity values than metals noting that, in general, the higher an element's ionisation energy, electron affinity, and electronegativity, the more nonmetallic that element is. Nonmetals, including (to a limited extent) xenon and probably radon, usually exist as anions or oxyanions in aqueous solution; they generally form ionic or covalent compounds when combined with metals (unlike metals, which mostly form alloys with other metals); and have acidic oxides whereas the common oxides of nearly all metals are basic.
Properties
Abbreviations used in this section are: AR Allred-Rochow; CN coordination number; and MH Moh's hardness
Group 1
Hydrogen is a colourless, odourless, and comparatively unreactive diatomic gas with a density of 8.988 × 10−5 g/cm3 and is about 14 times lighter than air. It condenses to a colourless liquid −252.879 °C and freezes into an ice- or snow-like solid at −259.16 °C. The solid form has a hexagonal crystalline structure and is soft and easily crushed. Hydrogen is an insulator in all of
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A nonmetal is a chemical element that mostly lacks metallic properties. Seventeen elements are generally considered nonmetals, though some authors recognize more or fewer depending on the properties considered most representative of metallic or nonmetallic character. Some borderline elements further complicate the situation.
Nonmetals tend to have low density and high electronegativity (the ability of an atom in a molecule to attract electrons to itself). They range from colorless gases like hydrogen to shiny solids like the graphite form of carbon. Nonmetals are often poor conductors of heat and electricity, and when solid tend to be brittle or crumbly. In contrast, metals are good conductors and most are pliable. While compounds of metals tend to be basic, those of nonmetals tend to be acidic.
The two lightest nonmetals, hydrogen and helium, together make up about 98% of the observable ordinary matter in the universe by mass. Five nonmetallic elements—hydrogen, carbon, nitrogen, oxygen, and silicon—make up the overwhelming majority of the Earth's crust, atmosphere, oceans and biosphere.
The distinct properties of nonmetallic elements allow for specific uses that metals often cannot achieve. Elements like hydrogen, oxygen, carbon, and nitrogen are essential building blocks for life itself. Moreover, nonmetallic elements are integral to industries such as electronics, energy storage, agriculture, and chemical production.
Most nonmetallic elements were not identified until the 18th and 19th centuries. While a distinction between metals and other minerals had existed since antiquity, a basic classification of chemical elements as metallic or nonmetallic emerged only in the late 18th century. Since then nigh on two dozen properties have been suggested as single criteria for distinguishing nonmetals from metals.
Definition and applicable elements
Properties mentioned hereafter refer to the elements in their most stable forms in ambient conditions unless otherwise
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Material is a substance or mixture of substances that constitutes an object. Materials can be pure or impure, living or non-living matter. Materials can be classified on the basis of their physical and chemical properties, or on their geological origin or biological function. Materials science is the study of materials, their properties and their applications.
Raw materials can be processed in different ways to influence their properties, by purification, shaping or the introduction of other materials. New materials can be produced from raw materials by synthesis.
In industry, materials are inputs to manufacturing processes to produce products or more complex materials.
Historical elements
Materials chart the history of humanity. The system of the three prehistoric ages (Stone Age, Bronze Age, Iron Age) were succeeded by historical ages: steel age in the 19th century, polymer age in the middle of the following century (plastic age) and silicon age in the second half of the 20th century.
Classification by use
Materials can be broadly categorized in terms of their use, for example:
Building materials are used for construction
Building insulation materials are used to retain heat within buildings
Refractory materials are used for high-temperature applications
Nuclear materials are used for nuclear power and weapons
Aerospace materials are used in aircraft and other aerospace applications
Biomaterials are used for applications interacting with living systems
Material selection is a process to determine which material should be used for a given application.
Classification by structure
The relevant structure of materials has a different length scale depending on the material. The structure and composition of a material can be determined by microscopy or spectroscopy.
Microstructure
In engineering, materials can be categorised according to their microscopic structure:
Plastics: a wide range of synthetic or semi-synthetic materials that use polymers as a main ingred
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is a mixture of metal with one or more other elements?
A. an alkali metal
B. an alloy
C. a metalloid
D. a halloid
Answer:
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sciq-491
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multiple_choice
|
Gases such as co2 and methane can trap what energy in earth's atmosphere, before radiating it into space?
|
[
"sunlight energy",
"thermal energy",
"mechanical energy",
"potential energy"
] |
B
|
Relavent Documents:
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Energy transformation, also known as energy conversion, is the process of changing energy from one form to another. In physics, energy is a quantity that provides the capacity to perform work or moving (e.g. lifting an object) or provides heat. In addition to being converted, according to the law of conservation of energy, energy is transferable to a different location or object, but it cannot be created or destroyed.
The energy in many of its forms may be used in natural processes, or to provide some service to society such as heating, refrigeration, lighting or performing mechanical work to operate machines. For example, to heat a home, the furnace burns fuel, whose chemical potential energy is converted into thermal energy, which is then transferred to the home's air to raise its temperature.
Limitations in the conversion of thermal energy
Conversions to thermal energy from other forms of energy may occur with 100% efficiency. Conversion among non-thermal forms of energy may occur with fairly high efficiency, though there is always some energy dissipated thermally due to friction and similar processes. Sometimes the efficiency is close to 100%, such as when potential energy is converted to kinetic energy as an object falls in a vacuum. This also applies to the opposite case; for example, an object in an elliptical orbit around another body converts its kinetic energy (speed) into gravitational potential energy (distance from the other object) as it moves away from its parent body. When it reaches the furthest point, it will reverse the process, accelerating and converting potential energy into kinetic. Since space is a near-vacuum, this process has close to 100% efficiency.
Thermal energy is unique because it in most cases (willow) cannot be converted to other forms of energy. Only a difference in the density of thermal/heat energy (temperature) can be used to perform work, and the efficiency of this conversion will be (much) less than 100%. This is because t
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Atmospheric escape is the loss of planetary atmospheric gases to outer space. A number of different mechanisms can be responsible for atmospheric escape; these processes can be divided into thermal escape, non-thermal (or suprathermal) escape, and impact erosion. The relative importance of each loss process depends on the planet's escape velocity, its atmosphere composition, and its distance from its star. Escape occurs when molecular kinetic energy overcomes gravitational energy; in other words, a molecule can escape when it is moving faster than the escape velocity of its planet. Categorizing the rate of atmospheric escape in exoplanets is necessary to determining whether an atmosphere persists, and so the exoplanet's habitability and likelihood of life.
Thermal escape mechanisms
Thermal escape occurs if the molecular velocity due to thermal energy is sufficiently high. Thermal escape happens at all scales, from the molecular level (Jeans escape) to bulk atmospheric outflow (hydrodynamic escape).
Jeans escape
One classical thermal escape mechanism is Jeans escape, named after British astronomer Sir James Jeans, who first described this process of atmospheric loss. In a quantity of gas, the average velocity of any one molecule is measured by the gas's temperature, but the velocities of individual molecules change as they collide with one another, gaining and losing kinetic energy. The variation in kinetic energy among the molecules is described by the Maxwell distribution. The kinetic energy (), mass (), and velocity () of a molecule are related by . Individual molecules in the high tail of the distribution (where a few particles have much higher speeds than the average) may reach escape velocity and leave the atmosphere, provided they can escape before undergoing another collision; this happens predominantly in the exosphere, where the mean free path is comparable in length to the pressure scale height. The number of particles able to escape depends on the mol
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The interplanetary medium (IPM) or interplanetary space consists of the mass and energy which fills the Solar System, and through which all the larger Solar System bodies, such as planets, dwarf planets, asteroids, and comets, move. The IPM stops at the heliopause, outside of which the interstellar medium begins. Before 1950, interplanetary space was widely considered to either be an empty vacuum, or consisting of "aether".
Composition and physical characteristics
The interplanetary medium includes interplanetary dust, cosmic rays, and hot plasma from the solar wind. The density of the interplanetary medium is very low, decreasing in inverse proportion to the square of the distance from the Sun. It is variable, and may be affected by magnetic fields and events such as coronal mass ejections. Typical particle densities in the interplanetary medium are about 5-40 particles/cm, but exhibit substantial variation. In the vicinity of the Earth, it contains about 5 particles/cm, but values as high as 100 particles/cm have been observed.
The temperature of the interplanetary medium varies through the solar system. Joseph Fourier estimated that interplanetary medium must have temperatures comparable to those observed at Earth's poles, but on faulty grounds: lacking modern estimates of atmospheric heat transport, he saw no other means to explain the relative consistency of earth's climate. A very hot interplanetary medium remained a minor position among geophysicists as late as 1959, when Chapman proposed a temperature on the order of 10000 K, but observation in Low Earth orbit of the exosphere soon contradicted his position. In fact, both Fourier and Chapman's final predictions were correct: because the interplanetary medium is so rarefied, it does not exhibit thermodynamic equilibrium. Instead, different components have different temperatures. The solar wind exhibits temperatures consistent with Chapman's estimate in cislunar space, and dust particles near Earth's
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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
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Outer space, commonly referred to simply as space, is the expanse that exists beyond Earth and its atmosphere and between celestial bodies. Outer space is not completely empty; it is a near-perfect vacuum containing a low density of particles, predominantly a plasma of hydrogen and helium as well as electromagnetic radiation, magnetic fields, neutrinos, dust, and cosmic rays. The baseline temperature of outer space, as set by the background radiation from the Big Bang, is .
The plasma between galaxies is thought to account for about half of the baryonic (ordinary) matter in the universe, having a number density of less than one hydrogen atom per cubic metre and a kinetic temperature of millions of kelvins. Local concentrations of matter have condensed into stars and galaxies. Intergalactic space takes up most of the volume of the universe, but even galaxies and star systems consist almost entirely of empty space. Most of the remaining mass-energy in the observable universe is made up of an unknown form, dubbed dark matter and dark energy.
Outer space does not begin at a definite altitude above Earth's surface. The Kármán line, an altitude of above sea level, is conventionally used as the start of outer space in space treaties and for aerospace records keeping. Certain portions of the upper stratosphere and the mesosphere are sometimes referred to as "near space". The framework for international space law was established by the Outer Space Treaty, which entered into force on 10 October 1967. This treaty precludes any claims of national sovereignty and permits all states to freely explore outer space. Despite the drafting of UN resolutions for the peaceful uses of outer space, anti-satellite weapons have been tested in Earth orbit.
Humans began the physical exploration of space during the 20th century with the advent of high-altitude balloon flights. This was followed by crewed rocket flights and, then, crewed Earth orbit, first achieved by Yuri Gagarin of the Sov
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Gases such as co2 and methane can trap what energy in earth's atmosphere, before radiating it into space?
A. sunlight energy
B. thermal energy
C. mechanical energy
D. potential energy
Answer:
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|
sciq-977
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multiple_choice
|
Bioluminescence is an example of what type of activity that is carried out by a cell and is precisely coordinated and controlled?
|
[
"metabolic",
"growth",
"reproduction",
"respiration"
] |
A
|
Relavent Documents:
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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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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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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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Biological processes are those processes that are vital for an organism to live, and that shape its capacities for interacting with its environment. Biological processes are made of many chemical reactions or other events that are involved in the persistence and transformation of life forms. Metabolism and homeostasis are examples.
Biological processes within an organism can also work as bioindicators. Scientists are able to look at an individual's biological processes to monitor the effects of environmental changes.
Regulation of biological processes occurs when any process is modulated in its frequency, rate or extent. Biological processes are regulated by many means; examples include the control of gene expression, protein modification or interaction with a protein or substrate molecule.
Homeostasis: regulation of the internal environment to maintain a constant state; for example, sweating to reduce temperature
Organization: being structurally composed of one or more cells – the basic units of life
Metabolism: transformation of energy by converting chemicals and energy into cellular components (anabolism) and decomposing organic matter (catabolism). Living things require energy to maintain internal organization (homeostasis) and to produce the other phenomena associated with life.
Growth: maintenance of a higher rate of anabolism than catabolism. A growing organism increases in size in all of its parts, rather than simply accumulating matter.
Response to stimuli: a response can take many forms, from the contraction of a unicellular organism to external chemicals, to complex reactions involving all the senses of multicellular organisms. A response is often expressed by motion; for example, the leaves of a plant turning toward the sun (phototropism), and chemotaxis.
Reproduction: the ability to produce new individual organisms, either asexually from a single parent organism or sexually from two parent organisms.
Interaction between organisms. the processes
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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.
Bioluminescence is an example of what type of activity that is carried out by a cell and is precisely coordinated and controlled?
A. metabolic
B. growth
C. reproduction
D. respiration
Answer:
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sciq-4458
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multiple_choice
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The process by which leaves collect sunlight and make food is called this?
|
[
"photosynthesis",
"budding",
"glycolysis",
"pollination"
] |
A
|
Relavent Documents:
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Ecophysiology (from Greek , oikos, "house(hold)"; , physis, "nature, origin"; and , -logia), environmental physiology or physiological ecology is a biological discipline that studies the response of an organism's physiology to environmental conditions. It is closely related to comparative physiology and evolutionary physiology. Ernst Haeckel's coinage bionomy is sometimes employed as a synonym.
Plants
Plant ecophysiology is concerned largely with two topics: mechanisms (how plants sense and respond to environmental change) and scaling or integration (how the responses to highly variable conditions—for example, gradients from full sunlight to 95% shade within tree canopies—are coordinated with one another), and how their collective effect on plant growth and gas exchange can be understood on this basis.
In many cases, animals are able to escape unfavourable and changing environmental factors such as heat, cold, drought or floods, while plants are unable to move away and therefore must endure the adverse conditions or perish (animals go places, plants grow places). Plants are therefore phenotypically plastic and have an impressive array of genes that aid in acclimating to changing conditions. It is hypothesized that this large number of genes can be partly explained by plant species' need to live in a wider range of conditions.
Light
Light is the food of plants, i.e. the form of energy that plants use to build themselves and reproduce. The organs harvesting light in plants are leaves and the process through which light is converted into biomass is photosynthesis. The response of photosynthesis to light is called light response curve of net photosynthesis (PI curve). The shape is typically described by a non-rectangular hyperbola. Three quantities of the light response curve are particularly useful in characterising a plant's response to light intensities. The inclined asymptote has a positive slope representing the efficiency of light use, and is called quantum
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Autumn leaf color is a phenomenon that affects the normally green leaves of many deciduous trees and shrubs by which they take on, during a few weeks in the autumn season, various shades of yellow, orange, red, purple, and brown. The phenomenon is commonly called autumn colours or autumn foliage in British English and fall colors, fall foliage, or simply foliage in American English.
In some areas of Canada and the United States, "leaf peeping" tourism is a major contribution to economic activity. This tourist activity occurs between the beginning of color changes and the onset of leaf fall, usually around September and October in the Northern Hemisphere and April to May in the Southern Hemisphere.
Chlorophyll and the green/yellow/orange colors
A green leaf is green because of the presence of a pigment known as chlorophyll, which is inside an organelle called a chloroplast. When abundant in the leaf's cells, as during the growing season, the chlorophyll's green color dominates and masks out the colors of any other pigments that may be present in the leaf. Thus, the leaves of summer are characteristically green.
Chlorophyll has a vital function: it captures solar rays and uses the resulting energy in the manufacture of the plant's food simple sugars which are produced from water and carbon dioxide. These sugars are the basis of the plant's nourishment the sole source of the carbohydrates needed for growth and development. In their food-manufacturing process, the chlorophylls break down, thus are continually "used up". During the growing season, however, the plant replenishes the chlorophyll so that the supply remains high and the leaves stay green.
In late summer, with daylight hours shortening and temperatures cooling, the veins that carry fluids into and out of the leaf are gradually closed off as a layer of special cork cells forms at the base of each leaf. As this cork layer develops, water and mineral intake into the leaf is reduced, slowly at first, and the
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Plants are the eukaryotes that form the kingdom Plantae; they are predominantly photosynthetic. This means that they obtain their energy from sunlight, using chloroplasts derived from endosymbiosis with cyanobacteria to produce sugars from carbon dioxide and water, using the green pigment chlorophyll. Exceptions are parasitic plants that have lost the genes for chlorophyll and photosynthesis, and obtain their energy from other plants or fungi.
Historically, as in Aristotle's biology, the plant kingdom encompassed all living things that were not animals, and included algae and fungi. Definitions have narrowed since then; current definitions exclude the fungi and some of the algae. By the definition used in this article, plants form the clade Viridiplantae (green plants), which consists of the green algae and the embryophytes or land plants (hornworts, liverworts, mosses, lycophytes, ferns, conifers and other gymnosperms, and flowering plants). A definition based on genomes includes the Viridiplantae, along with the red algae and the glaucophytes, in the clade Archaeplastida.
There are about 380,000 known species of plants, of which the majority, some 260,000, produce seeds. They range in size from single cells to the tallest trees. Green plants provide a substantial proportion of the world's molecular oxygen; the sugars they create supply the energy for most of Earth's ecosystems; other organisms, including animals, either consume plants directly or rely on organisms which do so.
Grain, fruit, and vegetables are basic human foods and have been domesticated for millennia. People use plants for many purposes, such as building materials, ornaments, writing materials, and, in great variety, for medicines. The scientific study of plants is known as botany, a branch of biology.
Definition
Taxonomic history
All living things were traditionally placed into one of two groups, plants and animals. This classification dates from Aristotle (384–322 BC), who distinguished d
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In developmental biology, photomorphogenesis is light-mediated development, where plant growth patterns respond to the light spectrum. This is a completely separate process from photosynthesis where light is used as a source of energy. Phytochromes, cryptochromes, and phototropins are photochromic sensory receptors that restrict the photomorphogenic effect of light to the UV-A, UV-B, blue, and red portions of the electromagnetic spectrum.
The photomorphogenesis of plants is often studied by using tightly frequency-controlled light sources to grow the plants. There are at least three stages of plant development where photomorphogenesis occurs: seed germination, seedling development, and the switch from the vegetative to the flowering stage (photoperiodism).
Most research on photomorphogenesis is derived from plants studies involving several kingdoms: Fungi, Monera, Protista, and Plantae.
History
Theophrastus of Eresus (371 to 287 BC) may have been the first to write about photomorphogenesis. He described the different wood qualities of fir trees grown in different levels of light, likely the result of the photomorphogenic "shade-avoidance" effect. In 1686, John Ray wrote "Historia Plantarum" which mentioned the effects of etiolation (grow in the absence of light). Charles Bonnet introduced the term "etiolement" to the scientific literature in 1754 when describing his experiments, commenting that the term was already in use by gardeners.
Developmental stages affected
Seed germination
Light has profound effects on the development of plants. The most striking effects of light are observed when a germinating seedling emerges from the soil and is exposed to light for the first time.
Normally the seedling radicle (root) emerges first from the seed, and the shoot appears as the root becomes established. Later, with growth of the shoot (particularly when it emerges into the light) there is increased secondary root formation and branching. In this coordinated progressi
Document 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The process by which leaves collect sunlight and make food is called this?
A. photosynthesis
B. budding
C. glycolysis
D. pollination
Answer:
|
|
sciq-1813
|
multiple_choice
|
Because they control many cell activities - as well as being controlled by feedback mechanisms - what substances are very important for homeostasis?
|
[
"acids",
"proteins",
"enzymes",
"hormones"
] |
D
|
Relavent Documents:
Document 0:::
The metabolome refers to the complete set of small-molecule chemicals found within a biological sample. The biological sample can be a cell, a cellular organelle, an organ, a tissue, a tissue extract, a biofluid or an entire organism. The small molecule chemicals found in a given metabolome may include both endogenous metabolites that are naturally produced by an organism (such as amino acids, organic acids, nucleic acids, fatty acids, amines, sugars, vitamins, co-factors, pigments, antibiotics, etc.) as well as exogenous chemicals (such as drugs, environmental contaminants, food additives, toxins and other xenobiotics) that are not naturally produced by an organism.
In other words, there is both an endogenous metabolome and an exogenous metabolome. The endogenous metabolome can be further subdivided to include a "primary" and a "secondary" metabolome (particularly when referring to plant or microbial metabolomes). A primary metabolite is directly involved in the normal growth, development, and reproduction. A secondary metabolite is not directly involved in those processes, but usually has important ecological function. Secondary metabolites may include pigments, antibiotics or waste products derived from partially metabolized xenobiotics. The study of the metabolome is called metabolomics.
Origins
The word metabolome appears to be a blending of the words "metabolite" and "chromosome". It was constructed to imply that metabolites are indirectly encoded by genes or act on genes and gene products. The term "metabolome" was first used in 1998 and was likely coined to match with existing biological terms referring to the complete set of genes (the genome), the complete set of proteins (the proteome) and the complete set of transcripts (the transcriptome). The first book on metabolomics was published in 2003. The first journal dedicated to metabolomics (titled simply "Metabolomics") was launched in 2005 and is currently edited by Prof. Roy Goodacre. Some of the m
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This is a list of articles that describe particular biomolecules or types of biomolecules.
A
For substances with an A- or α- prefix such as
α-amylase, please see the parent page (in this case Amylase).
A23187 (Calcimycin, Calcium Ionophore)
Abamectine
Abietic acid
Acetic acid
Acetylcholine
Actin
Actinomycin D
Adenine
Adenosmeme
Adenosine diphosphate (ADP)
Adenosine monophosphate (AMP)
Adenosine triphosphate (ATP)
Adenylate cyclase
Adiponectin
Adonitol
Adrenaline, epinephrine
Adrenocorticotropic hormone (ACTH)
Aequorin
Aflatoxin
Agar
Alamethicin
Alanine
Albumins
Aldosterone
Aleurone
Alpha-amanitin
Alpha-MSH (Melaninocyte stimulating hormone)
Allantoin
Allethrin
α-Amanatin, see Alpha-amanitin
Amino acid
Amylase (also see α-amylase)
Anabolic steroid
Anandamide (ANA)
Androgen
Anethole
Angiotensinogen
Anisomycin
Antidiuretic hormone (ADH)
Anti-Müllerian hormone (AMH)
Arabinose
Arginine
Argonaute
Ascomycin
Ascorbic acid (vitamin C)
Asparagine
Aspartic acid
Asymmetric dimethylarginine
ATP synthase
Atrial-natriuretic peptide (ANP)
Auxin
Avidin
Azadirachtin A – C35H44O16
B
Bacteriocin
Beauvericin
beta-Hydroxy beta-methylbutyric acid
beta-Hydroxybutyric acid
Bicuculline
Bilirubin
Biopolymer
Biotin (Vitamin H)
Brefeldin A
Brassinolide
Brucine
Butyric acid
C
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Biochemistry or biological chemistry is the study of chemical processes within and relating to living organisms. A sub-discipline of both chemistry and biology, biochemistry may be divided into three fields: structural biology, enzymology, and metabolism. Over the last decades of the 20th century, biochemistry has become successful at explaining living processes through these three disciplines. Almost all areas of the life sciences are being uncovered and developed through biochemical methodology and research. Biochemistry focuses on understanding the chemical basis which allows biological molecules to give rise to the processes that occur within living cells and between cells, in turn relating greatly to the understanding of tissues and organs, as well as organism structure and function. Biochemistry is closely related to molecular biology, which is the study of the molecular mechanisms of biological phenomena.
Much of biochemistry deals with the structures, bonding, functions, and interactions of biological macromolecules, such as proteins, nucleic acids, carbohydrates, and lipids. They provide the structure of cells and perform many of the functions associated with life. The chemistry of the cell also depends upon the reactions of small molecules and ions. These can be inorganic (for example, water and metal ions) or organic (for example, the amino acids, which are used to synthesize proteins). The mechanisms used by cells to harness energy from their environment via chemical reactions are known as metabolism. The findings of biochemistry are applied primarily in medicine, nutrition and agriculture. In medicine, biochemists investigate the causes and cures of diseases. Nutrition studies how to maintain health and wellness and also the effects of nutritional deficiencies. In agriculture, biochemists investigate soil and fertilizers, with the goal of improving crop cultivation, crop storage, and pest control. In recent decades, biochemical principles a
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This is a list of topics in molecular biology. See also index of biochemistry articles.
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Biochemistry is the study of the chemical processes in living organisms. It deals with the structure and function of cellular components such as proteins, carbohydrates, lipids, nucleic acids and other biomolecules.
Articles related to biochemistry include:
0–9
2-amino-5-phosphonovalerate - 3' end - 5' end
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Because they control many cell activities - as well as being controlled by feedback mechanisms - what substances are very important for homeostasis?
A. acids
B. proteins
C. enzymes
D. hormones
Answer:
|
|
sciq-123
|
multiple_choice
|
In a glass of sweet tea the sugar is known as the solute and the water is known as what?
|
[
"solid",
"solvent",
"pigment",
"calcium"
] |
B
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
In mathematical psychology and education theory, a knowledge space is a combinatorial structure used to formulate mathematical models describing the progression of a human learner. Knowledge spaces were introduced in 1985 by Jean-Paul Doignon and Jean-Claude Falmagne, and remain in extensive use in the education theory. Modern applications include two computerized tutoring systems, ALEKS and the defunct RATH.
Formally, a knowledge space assumes that a domain of knowledge is a collection of concepts or skills, each of which must be eventually mastered. Not all concepts are interchangeable; some require other concepts as prerequisites. Conversely, competency at one skill may ease the acquisition of another through similarity. A knowledge space marks out which collections of skills are feasible: they can be learned without mastering any other skills. Under reasonable assumptions, the collection of feasible competencies forms the mathematical structure known as an antimatroid.
Researchers and educators usually explore the structure of a discipline's knowledge space as a latent class model.
Motivation
Knowledge Space Theory attempts to address shortcomings of standardized testing when used in educational psychometry. Common tests, such as the SAT and ACT, compress a student's knowledge into a very small range of ordinal ranks, in the process effacing the conceptual dependencies between questions. Consequently, the tests cannot distinguish between true understanding and guesses, nor can they identify a student's particular weaknesses, only the general proportion of skills mastered. The goal of knowledge space theory is to provide a language by which exams can communicate
What the student can do and
What the student is ready to learn.
Model structure
Knowledge Space Theory-based models presume that an educational subject can be modeled as a finite set of concepts, skills, or topics. Each feasible state of knowledge about is then a subset of ; the set of
Document 2:::
In 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 3:::
Further Mathematics is the title given to a number of advanced secondary mathematics courses. The term "Higher and Further Mathematics", and the term "Advanced Level Mathematics", may also refer to any of several advanced mathematics courses at many institutions.
In the United Kingdom, Further Mathematics describes a course studied in addition to the standard mathematics AS-Level and A-Level courses. In the state of Victoria in Australia, it describes a course delivered as part of the Victorian Certificate of Education (see § Australia (Victoria) for a more detailed explanation). Globally, it describes a course studied in addition to GCE AS-Level and A-Level Mathematics, or one which is delivered as part of the International Baccalaureate Diploma.
In other words, more mathematics can also be referred to as part of advanced mathematics, or advanced level math.
United Kingdom
Background
A qualification in Further Mathematics involves studying both pure and applied modules. Whilst the pure modules (formerly known as Pure 4–6 or Core 4–6, now known as Further Pure 1–3, where 4 exists for the AQA board) build on knowledge from the core mathematics modules, the applied modules may start from first principles.
The structure of the qualification varies between exam boards.
With regard to Mathematics degrees, most universities do not require Further Mathematics, and may incorporate foundation math modules or offer "catch-up" classes covering any additional content. Exceptions are the University of Warwick, the University of Cambridge which requires Further Mathematics to at least AS level; University College London requires or recommends an A2 in Further Maths for its maths courses; Imperial College requires an A in A level Further Maths, while other universities may recommend it or may promise lower offers in return. Some schools and colleges may not offer Further mathematics, but online resources are available
Although the subject has about 60% of its cohort obtainin
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Advanced Placement (AP) Physics C: Electricity and Magnetism (also known as AP Physics C: E&M or AP E&M) is an introductory physics course administered by the College Board as part of its Advanced Placement program. It is intended to proxy a second-semester calculus-based university course in electricity and magnetism. The content of Physics C: E&M overlaps with that of AP Physics 2, but Physics 2 is algebra-based and covers other topics outside of electromagnetism, while Physics C is calculus-based and only covers electromagnetism. Physics C: E&M may be combined with its mechanics counterpart to form a year-long course that prepares for both exams.
Course content
E&M is equivalent to an introductory college course in electricity and magnetism for physics or engineering majors. The course modules are:
Electrostatics
Conductors, capacitors, and dielectrics
Electric circuits
Magnetic fields
Electromagnetism.
Methods of calculus are used wherever appropriate in formulating physical principles and in applying them to physical problems. Therefore, students should have completed or be concurrently enrolled in a calculus class.
AP test
The course culminates in an optional exam for which high-performing students may receive some credit towards their college coursework, depending on the institution.
Registration
The AP examination for AP Physics C: Electricity and Magnetism is separate from the AP examination for AP Physics C: Mechanics. Before 2006, test-takers paid only once and were given the choice of taking either one or two parts of the Physics C test.
Format
The exam is typically administered on a Monday afternoon in May. The exam is configured in two categories: a 35-question multiple choice section and a 3-question free response section. Test takers are allowed to use an approved calculator during the entire exam. The test is weighted such that each section is worth half of the final score. This and AP Physics C: Mechanics are the shortest AP exams, with
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
In a glass of sweet tea the sugar is known as the solute and the water is known as what?
A. solid
B. solvent
C. pigment
D. calcium
Answer:
|
|
ai2_arc-988
|
multiple_choice
|
Which mechanism is not an example of a negative feedback mechanism in the human body?
|
[
"contracting muscles",
"regulating blood pressure",
"regulating body temperature",
"maintaining blood sugar level"
] |
A
|
Relavent Documents:
Document 0:::
Negative feedback (or balancing feedback) occurs when some function of the output of a system, process, or mechanism is fed back in a manner that tends to reduce the fluctuations in the output, whether caused by changes in the input or by other disturbances. A classic example of negative feedback is a heating system thermostat — when the temperature gets high enough, the heater is turned OFF. When the temperature gets too cold, the heat is turned back ON. In each case the "feedback" generated by the thermostat "negates" the trend.
The opposite tendency — called positive feedback — is when a trend is positively reinforced, creating amplification, such as the squealing "feedback" loop that can occur when a mic is brought too close to a speaker which is amplifying the very sounds the mic is picking up, or the runaway heating and ultimate meltdown of a nuclear reactor.
Whereas positive feedback tends to lead to instability via exponential growth, oscillation or chaotic behavior, negative feedback generally promotes stability. Negative feedback tends to promote a settling to equilibrium, and reduces the effects of perturbations. Negative feedback loops in which just the right amount of correction is applied with optimum timing, can be very stable, accurate, and responsive.
Negative feedback is widely used in mechanical and electronic engineering, and also within living organisms, and can be seen in many other fields from chemistry and economics to physical systems such as the climate. General negative feedback systems are studied in control systems engineering.
Negative feedback loops also play an integral role in maintaining the atmospheric balance in various systems on Earth. One such feedback system is the interaction between solar radiation, cloud cover, and planet temperature.
General description
In many physical and biological systems, qualitatively different influences can oppose each other. For example, in biochemistry, one set of chemicals drives the syst
Document 1:::
Positive feedback (exacerbating feedback, self-reinforcing feedback) is a process that occurs in a feedback loop which exacerbates the effects of a small disturbance. That is, the effects of a perturbation on a system include an increase in the magnitude of the perturbation. That is, A produces more of B which in turn produces more of A. In contrast, a system in which the results of a change act to reduce or counteract it has negative feedback. Both concepts play an important role in science and engineering, including biology, chemistry, and cybernetics.
Mathematically, positive feedback is defined as a positive loop gain around a closed loop of cause and effect.
That is, positive feedback is in phase with the input, in the sense that it adds to make the input larger.
Positive feedback tends to cause system instability. When the loop gain is positive and above 1, there will typically be exponential growth, increasing oscillations, chaotic behavior or other divergences from equilibrium. System parameters will typically accelerate towards extreme values, which may damage or destroy the system, or may end with the system latched into a new stable state. Positive feedback may be controlled by signals in the system being filtered, damped, or limited, or it can be cancelled or reduced by adding negative feedback.
Positive feedback is used in digital electronics to force voltages away from intermediate voltages into '0' and '1' states. On the other hand, thermal runaway is a type of positive feedback that can destroy semiconductor junctions. Positive feedback in chemical reactions can increase the rate of reactions, and in some cases can lead to explosions. Positive feedback in mechanical design causes tipping-point, or 'over-centre', mechanisms to snap into position, for example in switches and locking pliers. Out of control, it can cause bridges to collapse. Positive feedback in economic systems can cause boom-then-bust cycles. A familiar example of positive feedback
Document 2:::
The terms closed system and open system have long been defined in the widely (and long before any sort of amplifier was invented) established subject of thermodynamics, in terms that have nothing to do with the concepts of feedback and feedforward. The terms 'feedforward' and 'feedback' arose first in the 1920s in the theory of amplifier design, more recently than the thermodynamic terms. Negative feedback was eventually patented by H.S Black in 1934. In thermodynamics, an open system is one that can take in and give out ponderable matter. In thermodynamics, a closed system is one that cannot take in or give out ponderable matter, but may be able to take in or give out radiation and heat and work or any form of energy. In thermodynamics, a closed system can be further restricted, by being 'isolated': an isolated system cannot take in nor give out either ponderable matter or any form of energy. It does not make sense to try to use these well established terms to try to distinguish the presence or absence of feedback in a control system.
The theory of control systems leaves room for systems with both feedforward pathways and feedback elements or pathways. The terms 'feedforward' and 'feedback' refer to elements or paths within a system, not to a system as a whole. THE input to the system comes from outside it, as energy from the signal source by way of some possibly leaky or noisy path. Part of the output of a system can be compounded, with the intermediacy of a feedback path, in some way such as addition or subtraction, with a signal derived from the system input, to form a 'return balance signal' that is input to a PART of the system to form a feedback loop within the system. (It is not correct to say that part of the output of a system can be used as THE input to the system.)
There can be feedforward paths within the system in parallel with one or more of the feedback loops of the system so that the system output is a compound of the outputs of the feedback loops
Document 3:::
In physiology, a stimulus is a detectable change in the physical or chemical structure of an organism's internal or external environment. The ability of an organism or organ to detect external stimuli, so that an appropriate reaction can be made, is called sensitivity (excitability). Sensory receptors can receive information from outside the body, as in touch receptors found in the skin or light receptors in the eye, as well as from inside the body, as in chemoreceptors and mechanoreceptors. When a stimulus is detected by a sensory receptor, it can elicit a reflex via stimulus transduction. An internal stimulus is often the first component of a homeostatic control system. External stimuli are capable of producing systemic responses throughout the body, as in the fight-or-flight response. In order for a stimulus to be detected with high probability, its level of strength must exceed the absolute threshold; if a signal does reach threshold, the information is transmitted to the central nervous system (CNS), where it is integrated and a decision on how to react is made. Although stimuli commonly cause the body to respond, it is the CNS that finally determines whether a signal causes a reaction or not.
Types
Internal
Homeostatic imbalances
Homeostatic outbalances are the main driving force for changes of the body. These stimuli are monitored closely by receptors and sensors in different parts of the body. These sensors are mechanoreceptors, chemoreceptors and thermoreceptors that, respectively, respond to pressure or stretching, chemical changes, or temperature changes. Examples of mechanoreceptors include baroreceptors which detect changes in blood pressure, Merkel's discs which can detect sustained touch and pressure, and hair cells which detect sound stimuli. Homeostatic imbalances that can serve as internal stimuli include nutrient and ion levels in the blood, oxygen levels, and water levels. Deviations from the homeostatic ideal may generate a homeostatic emotio
Document 4:::
The ischemic (ischaemic) cascade is a series of biochemical reactions that are initiated in the brain and other aerobic tissues after seconds to minutes of ischemia (inadequate blood supply). This is typically secondary to stroke, injury, or cardiac arrest due to heart attack. Most ischemic neurons that die do so due to the activation of chemicals produced during and after ischemia. The ischemic cascade usually goes on for two to three hours but can last for days, even after normal blood flow returns.
Mechanism
A cascade is a series of events in which one event triggers the next, in a linear fashion. Thus "ischemic cascade" is actually a misnomer, since the events are not always linear: in some cases they are circular, and sometimes one event can cause or be caused by multiple events. In addition, cells receiving different amounts of blood may go through different chemical processes. Despite these facts, the ischemic cascade can be generally characterized as follows:
Lack of oxygen causes the neuron's normal process for making ATP for energy to fail.
The cell switches to anaerobic metabolism, producing lactic acid.
ATP-reliant ion transport pumps fail, causing the cell to become depolarized, allowing ions, including calcium (Ca2+), to flow into the cell.
The ion pumps can no longer transport calcium out of the cell, and intracellular calcium levels get too high.
The presence of calcium triggers the release of the excitatory amino acid neurotransmitter glutamate.
Glutamate stimulates AMPA receptors and Ca2+-permeable NMDA receptors, which open to allow more calcium into cells.
Excess calcium entry overexcites cells and causes the generation of harmful chemicals like free radicals, reactive oxygen species and calcium-dependent enzymes such as calpain, endonucleases, ATPases, and phospholipases in a process called excitotoxicity. Calcium can also cause the release of more glutamate.
As the cell's membrane is broken down by phospholipases, it becomes more per
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which mechanism is not an example of a negative feedback mechanism in the human body?
A. contracting muscles
B. regulating blood pressure
C. regulating body temperature
D. maintaining blood sugar level
Answer:
|
|
sciq-7960
|
multiple_choice
|
What are professionals in technology are generally called ?
|
[
"engineers",
"scientists",
"biomechanics",
"doctors"
] |
A
|
Relavent Documents:
Document 0:::
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 1:::
A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field.
Overview
The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion.
With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies.
Example programs
The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University.
A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes
Document 2:::
The 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:::
Science, technology, engineering, and mathematics (STEM) is an umbrella term used to group together the distinct but related technical disciplines of science, technology, engineering, and mathematics. The term is typically used in the context of education policy or curriculum choices in schools. It has implications for workforce development, national security concerns (as a shortage of STEM-educated citizens can reduce effectiveness in this area), and immigration policy, with regard to admitting foreign students and tech workers.
There is no universal agreement on which disciplines are included in STEM; in particular, whether or not the science in STEM includes social sciences, such as psychology, sociology, economics, and political science. In the United States, these are typically included by organizations such as the National Science Foundation (NSF), the Department of Labor's O*Net online database for job seekers, and the Department of Homeland Security. In the United Kingdom, the social sciences are categorized separately and are instead grouped with humanities and arts to form another counterpart acronym HASS (Humanities, Arts, and Social Sciences), rebranded in 2020 as SHAPE (Social Sciences, Humanities and the Arts for People and the Economy). Some sources also use HEAL (health, education, administration, and literacy) as the counterpart of STEM.
Terminology
History
Previously referred to as SMET by the NSF, in the early 1990s the acronym STEM was used by a variety of educators, including Charles E. Vela, the founder and director of the Center for the Advancement of Hispanics in Science and Engineering Education (CAHSEE). Moreover, the CAHSEE started a summer program for talented under-represented students in the Washington, D.C., area called the STEM Institute. Based on the program's recognized success and his expertise in STEM education, Charles Vela was asked to serve on numerous NSF and Congressional panels in science, mathematics, and engineering edu
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Engineering mathematics is a branch of applied mathematics concerning mathematical methods and techniques that are typically used in engineering and industry. Along with fields like engineering physics and engineering geology, both of which may belong in the wider category engineering science, engineering mathematics is an interdisciplinary subject motivated by engineers' needs both for practical, theoretical and other considerations outside their specialization, and to deal with constraints to be effective in their work.
Description
Historically, engineering mathematics consisted mostly of applied analysis, most notably: differential equations; real and complex analysis (including vector and tensor analysis); approximation theory (broadly construed, to include asymptotic, variational, and perturbative methods, representations, numerical analysis); Fourier analysis; potential theory; as well as linear algebra and applied probability, outside of analysis. These areas of mathematics were intimately tied to the development of Newtonian physics, and the mathematical physics of that period. This history also left a legacy: until the early 20th century subjects such as classical mechanics were often taught in applied mathematics departments at American universities, and fluid mechanics may still be taught in (applied) mathematics as well as engineering departments.
The success of modern numerical computer methods and software has led to the emergence of computational mathematics, computational science, and computational engineering (the last two are sometimes lumped together and abbreviated as CS&E), which occasionally use high-performance computing for the simulation of phenomena and the solution of problems in the sciences and engineering. These are often considered interdisciplinary fields, but are also of interest to engineering mathematics.
Specialized branches include engineering optimization and engineering statistics.
Engineering mathematics in tertiary educ
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What are professionals in technology are generally called ?
A. engineers
B. scientists
C. biomechanics
D. doctors
Answer:
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sciq-1036
|
multiple_choice
|
What does it mean to be a diploid organism?
|
[
"taproot has two copies of each gene",
"micelles have two copies of each gene",
"organism has two copies of each gene",
"yolk has two copies of each gene"
] |
C
|
Relavent Documents:
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A merodiploid is a partially diploid bacterium, which has its own chromosome complement and a chromosome fragment introduced by conjugation, transformation or transduction. It can also be defined as an essentially haploid organism that carries a second copy of a part of its genome. The term is derived from the Greek, meros = part, and was originally used to describe both unstable partial diploidy, such as that which occurs briefly in recipients after mating with an Hfr strain (1), and the stable state, exemplified by F-prime strains (see Hfr'S And F-Primes). Over time the usage has tended to confine the term to descriptions of stable genetic states. Merodiploidy refers to the partial duplication of chromosomes in a haploid organism.
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A cell type is a classification used to identify cells that share morphological or phenotypical features. A multicellular organism may contain cells of a number of widely differing and specialized cell types, such as muscle cells and skin cells, that differ both in appearance and function yet have identical genomic sequences. Cells may have the same genotype, but belong to different cell types due to the differential regulation of the genes they contain. Classification of a specific cell type is often done through the use of microscopy (such as those from the cluster of differentiation family that are commonly used for this purpose in immunology). Recent developments in single cell RNA sequencing facilitated classification of cell types based on shared gene expression patterns. This has led to the discovery of many new cell types in e.g. mouse cortex, hippocampus, dorsal root ganglion and spinal cord.
Animals have evolved a greater diversity of cell types in a multicellular body (100–150 different cell types), compared
with 10–20 in plants, fungi, and protists. The exact number of cell types is, however, undefined, and the Cell Ontology, as of 2021, lists over 2,300 different cell types.
Multicellular organisms
All higher multicellular organisms contain cells specialised for different functions. Most distinct cell types arise from a single totipotent cell that differentiates into hundreds of different cell types during the course of development. Differentiation of cells is driven by different environmental cues (such as cell–cell interaction) and intrinsic differences (such as those caused by the uneven distribution of molecules during division). Multicellular organisms are composed of cells that fall into two fundamental types: germ cells and somatic cells. During development, somatic cells will become more specialized and form the three primary germ layers: ectoderm, mesoderm, and endoderm. After formation of the three germ layers, cells will continue to special
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Microgametogenesis is the process in plant reproduction where a microgametophyte develops in a pollen grain to the three-celled stage of its development. In flowering plants it occurs with a microspore mother cell inside the anther of the plant.
When the microgametophyte is first formed inside the pollen grain four sets of fertile cells called sporogenous cells are apparent. These cells are surrounded by a wall of sterile cells called the tapetum, which supplies food to the cell and eventually becomes the cell wall for the pollen grain. These sets of sporogenous cells eventually develop into diploid microspore mother cells. These microspore mother cells, also called microsporocytes, then undergo meiosis and become four microspore haploid cells. These new microspore cells then undergo mitosis and form a tube cell and a generative cell. The generative cell then undergoes mitosis one more time to form two male gametes, also called sperm.
See also
Gametogenesis
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In biology, offspring are the young creation of living organisms, produced either by a single organism or, in the case of sexual reproduction, two organisms. Collective offspring may be known as a brood or progeny in a more general way. This can refer to a set of simultaneous offspring, such as the chicks hatched from one clutch of eggs, or to all the offspring, as with the honeybee.
Human offspring (descendants) are referred to as children (without reference to age, thus one can refer to a parent's "minor children" or "adult children" or "infant children" or "teenage children" depending on their age); male children are sons and female children are daughters (see kinship). Offspring can occur after mating or after artificial insemination.
Overview
Offspring contains many parts and properties that are precise and accurate in what they consist of, and what they define. As the offspring of a new species, also known as a child or f1 generation, consist of genes of the father and the mother, which is also known as the parent generation. Each of these offspring contains numerous genes which have coding for specific tasks and properties. Males and females both contribute equally to the genotypes of their offspring, in which gametes fuse and form. An important aspect of the formation of the parent offspring is the chromosome, which is a structure of DNA which contains many genes.
To focus more on the offspring and how it results in the formation of the f1 generation, is an inheritance called sex linkage, which is a gene located on the sex chromosome, and patterns of this inheritance differ in both male and female. The explanation that proves the theory of the offspring having genes from both parent generations is proven through a process called crossing over, which consists of taking genes from the male chromosomes and genes from the female chromosome, resulting in a process of meiosis occurring, and leading to the splitting of the chromosomes evenly. Depending on which
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Sperm heteromorphism is the simultaneous production of two or more distinguishable types of sperm by a single male. The sperm types might differ in size, shape and/or chromosome complement. Sperm heteromorphism is also called sperm polymorphism or sperm dimorphism (for species with two sperm types). Typically, only one sperm type is capable of fertilizing eggs. Fertile types have been called "eusperm" or "eupyrene sperm" and infertile types "parasperm" or "apyrene sperm".
One interpretation of sperm polymorphism is the "kamikaze sperm" hypothesis (Baker and Bellis, 1988), which has been widely discredited in humans. The kamikaze sperm hypothesis states that the polymorphism of sperm is due to a subdivision of sperm into different functional groups. There are those that defend the egg from fertilization by other male sperm, and those that fertilize the egg. However, there is no evidence that the polymorphism of human sperm is for the purpose of antagonizing rival sperm.
Distribution
Sperm heteromorphism is known from several different groups of animals.
Insects
Lepidoptera (i.e. butterflies and moths): Almost all known species produce two sperm types. The fertilizing type has a longer tail and contains a nucleus. The other type is shorter and lacks a nucleus, meaning it contains no genetic information at all.
Drosophila (fruit-flies): the D. obscura group of species in the genus Drosophila is sperm heteromorphic. As with the Lepidoptera, there is a long, fertile type and a short, infertile type. However, the infertile type has a nucleus with a normal, haploid chromosome complement. It is not known why the shorter sperm are infertile, though it has been suggested that the slightly wider head of the infertile type might prevent it from entering the micropyle of the egg.
Diosidae (stalk-eyed flies): several species have a long, fertile type and a shorter infertile type.
Carabidae (ground beetles): some species produce large, infertile sperm that may contain up to 10
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What does it mean to be a diploid organism?
A. taproot has two copies of each gene
B. micelles have two copies of each gene
C. organism has two copies of each gene
D. yolk has two copies of each gene
Answer:
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ai2_arc-288
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multiple_choice
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Which of the following is a central role of carbon in the chemistry of living organisms?
|
[
"Carbon can only bond with other carbon atoms.",
"Carbon is a solvent that breaks chemical bonds.",
"Carbon readily forms ionic bonds that separate easily.",
"Carbon can form many types of molecules with covalent bonds."
] |
D
|
Relavent Documents:
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Carbon is a primary component of all known life on Earth, representing approximately 45–50% of all dry biomass. Carbon compounds occur naturally in great abundance on Earth. Complex biological molecules consist of carbon atoms bonded with other elements, especially oxygen and hydrogen and frequently also nitrogen, phosphorus, and sulfur (collectively known as CHNOPS).
Because it is lightweight and relatively small in size, carbon molecules are easy for enzymes to manipulate. It is frequently assumed in astrobiology that if life exists elsewhere in the Universe, it will also be carbon-based. Critics refer to this assumption as carbon chauvinism.
Characteristics
Carbon is capable of forming a vast number of compounds, more than any other element, with almost ten million compounds described to date, and yet that number is but a fraction of the number of theoretically possible compounds under standard conditions. The enormous diversity of carbon-containing compounds, known as organic compounds, has led to a distinction between them and compounds that do not contain carbon, known as inorganic compounds. The branch of chemistry that studies organic compounds is known as organic chemistry.
Carbon is the 15th most abundant element in the Earth's crust, and the fourth most abundant element in the universe by mass, after hydrogen, helium, and oxygen. Carbon's widespread abundance, its ability to form stable bonds with numerous other elements, and its unusual ability to form polymers at the temperatures commonly encountered on Earth enables it to serve as a common element of all known living organisms. In a 2018 study, carbon was found to compose approximately 550 billion tons of all life on Earth. It is the second most abundant element in the human body by mass (about 18.5%) after oxygen.
The most important characteristics of carbon as a basis for the chemistry of life are that each carbon atom is capable of forming up to four valence bonds with other atoms simultaneously
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A carbon–carbon bond is a covalent bond between two carbon atoms. The most common form is the single bond: a bond composed of two electrons, one from each of the two atoms. The carbon–carbon single bond is a sigma bond and is formed between one hybridized orbital from each of the carbon atoms. In ethane, the orbitals are sp3-hybridized orbitals, but single bonds formed between carbon atoms with other hybridizations do occur (e.g. sp2 to sp2). In fact, the carbon atoms in the single bond need not be of the same hybridization. Carbon atoms can also form double bonds in compounds called alkenes or triple bonds in compounds called alkynes. A double bond is formed with an sp2-hybridized orbital and a p-orbital that is not involved in the hybridization. A triple bond is formed with an sp-hybridized orbital and two p-orbitals from each atom. The use of the p-orbitals forms a pi bond.
Chains and branching
Carbon is one of the few elements that can form long chains of its own atoms, a property called catenation. This coupled with the strength of the carbon–carbon bond gives rise to an enormous number of molecular forms, many of which are important structural elements of life, so carbon compounds have their own field of study: organic chemistry.
Branching is also common in C−C skeletons. Carbon atoms in a molecule are categorized by the number of carbon neighbors they have:
A primary carbon has one carbon neighbor.
A secondary carbon has two carbon neighbors.
A tertiary carbon has three carbon neighbors.
A quaternary carbon has four carbon neighbors.
In "structurally complex organic molecules", it is the three-dimensional orientation of the carbon–carbon bonds at quaternary loci which dictates the shape of the molecule. Further, quaternary loci are found in many biologically active small molecules, such as cortisone and morphine.
Synthesis
Carbon–carbon bond-forming reactions are organic reactions in which a new carbon–carbon bond is formed. They are important in th
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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
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Carbon dioxide is a chemical compound with the chemical formula . It is made up of molecules that each have one carbon atom covalently double bonded to two oxygen atoms. It is found in the gas state at room temperature, and as the source of available carbon in the carbon cycle, atmospheric is the primary carbon source for life on Earth. In the air, carbon dioxide is transparent to visible light but absorbs infrared radiation, acting as a greenhouse gas. Carbon dioxide is soluble in water and is found in groundwater, lakes, ice caps, and seawater. When carbon dioxide dissolves in water, it forms carbonate and mainly bicarbonate (), which causes ocean acidification as atmospheric levels increase.
It is a trace gas in Earth's atmosphere at 421 parts per million (ppm), or about 0.04% (as of May 2022) having risen from pre-industrial levels of 280 ppm or about 0.025%. Burning fossil fuels is the primary cause of these increased concentrations and also the primary cause of climate change.
Its concentration in Earth's pre-industrial atmosphere since late in the Precambrian was regulated by organisms and geological phenomena. Plants, algae and cyanobacteria use energy from sunlight to synthesize carbohydrates from carbon dioxide and water in a process called photosynthesis, which produces oxygen as a waste product. In turn, oxygen is consumed and is released as waste by all aerobic organisms when they metabolize organic compounds to produce energy by respiration. is released from organic materials when they decay or combust, such as in forest fires. Since plants require for photosynthesis, and humans and animals depend on plants for food, is necessary for the survival of life on earth.
Carbon dioxide is 53% more dense than dry air, but is long lived and thoroughly mixes in the atmosphere. About half of excess emissions to the atmosphere are absorbed by land and ocean carbon sinks. These sinks can become saturated and are volatile, as decay and wildfires result i
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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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which of the following is a central role of carbon in the chemistry of living organisms?
A. Carbon can only bond with other carbon atoms.
B. Carbon is a solvent that breaks chemical bonds.
C. Carbon readily forms ionic bonds that separate easily.
D. Carbon can form many types of molecules with covalent bonds.
Answer:
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sciq-11160
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multiple_choice
|
The process where an atomic nucleus breaks apart into two less massive nuclei is known as ______.
|
[
"fission",
"fusion",
"collision",
"diffusion"
] |
A
|
Relavent Documents:
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Nuclear binding energy in experimental physics is the minimum energy that is required to disassemble the nucleus of an atom into its constituent protons and neutrons, known collectively as nucleons. The binding energy for stable nuclei is always a positive number, as the nucleus must gain energy for the nucleons to move apart from each other. Nucleons are attracted to each other by the strong nuclear force. In theoretical nuclear physics, the nuclear binding energy is considered a negative number. In this context it represents the energy of the nucleus relative to the energy of the constituent nucleons when they are infinitely far apart. Both the experimental and theoretical views are equivalent, with slightly different emphasis on what the binding energy means.
The mass of an atomic nucleus is less than the sum of the individual masses of the free constituent protons and neutrons. The difference in mass can be calculated by the Einstein equation, , where E is the nuclear binding energy, c is the speed of light, and m is the difference in mass. This 'missing mass' is known as the mass defect, and represents the energy that was released when the nucleus was formed.
The term "nuclear binding energy" may also refer to the energy balance in processes in which the nucleus splits into fragments composed of more than one nucleon. If new binding energy is available when light nuclei fuse (nuclear fusion), or when heavy nuclei split (nuclear fission), either process can result in release of this binding energy. This energy may be made available as nuclear energy and can be used to produce electricity, as in nuclear power, or in a nuclear weapon. When a large nucleus splits into pieces, excess energy is emitted as gamma rays and the kinetic energy of various ejected particles (nuclear fission products).
These nuclear binding energies and forces are on the order of one million times greater than the electron binding energies of light atoms like hydrogen.
Introduction
Nucl
Document 1:::
Atomic energy or energy of atoms is energy carried by atoms. The term originated in 1903 when Ernest Rutherford began to speak of the possibility of atomic energy. H. G. Wells popularized the phrase "splitting the atom", before discovery of the atomic nucleus.
Atomic energy includes:
Nuclear binding energy, the energy required to split a nucleus of an atom.
Nuclear potential energy, the potential energy of the particles inside an atomic nucleus.
Nuclear reaction, a process in which nuclei or nuclear particles interact, resulting in products different from the initial ones; see also nuclear fission and nuclear fusion.
Radioactive decay, the set of various processes by which unstable atomic nuclei (nuclides) emit subatomic particles.
The energy of inter-atomic or chemical bonds, which holds atoms together in compounds.
Atomic energy is the source of nuclear power, which uses sustained nuclear fission to generate heat and electricity. It is also the source of the explosive force of an atomic bomb.
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This article summarizes equations in the theory of nuclear physics and particle physics.
Definitions
Equations
Nuclear structure
{| class="wikitable"
|-
! scope="col" width="100" | Physical situation
! scope="col" width="250" | Nomenclature
! scope="col" width="10" | Equations
|-
!Mass number
|
A = (Relative) atomic mass = Mass number = Sum of protons and neutrons
N = Number of neutrons
Z = Atomic number = Number of protons = Number of electrons
|
|-
!Mass in nuclei
|
''Mnuc = Mass of nucleus, bound nucleons
MΣ = Sum of masses for isolated nucleons
mp = proton rest mass
mn = neutron rest mass
|
|-
!Nuclear radius
|r0 ≈ 1.2 fm
|
hence (approximately)
nuclear volume ∝ A
nuclear surface ∝ A2/3
|-
!Nuclear binding energy, empirical curve
|Dimensionless parameters to fit experiment:
EB = binding energy,
av = nuclear volume coefficient,
as = nuclear surface coefficient,
ac = electrostatic interaction coefficient,
aa = symmetry/asymmetry extent coefficient for the numbers of neutrons/protons,
|
where (due to pairing of nuclei)
δ(N, Z) = +1 even N, even Z,
δ(N, Z) = −1 odd N, odd Z,
δ(N, Z) = 0 odd A
|-
|}
Nuclear decay
Nuclear scattering theory
The following apply for the nuclear reaction:
a + b ↔ R → c
in the centre of mass frame, where a and b are the initial species about to collide, c is the final species, and R is the resonant state.
Fundamental forcesThese equations need to be refined such that the notation is defined as has been done for the previous sets of equations.'''
See also
Defining equation (physical chemistry)
List of electromagnetism equations
List of equations in classical mechanics
List of equations in quantum mechanics
List of equations in wave theory
List of photonics equations
List of relativistic equations
Relativistic wave equations
Footnotes
Sources
Further reading
Physical quantities
SI units
Equations of physics
Nuclear physics
Particle physics
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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
Document 4:::
In nuclear physics, separation energy is the energy needed to remove one nucleon (or other specified particle or particles) from an atomic nucleus.
The separation energy is different for each nuclide and particle to be removed. Values are stated as "neutron separation energy", "two-neutron separation energy", "proton separation energy", "deuteron separation energy", "alpha separation energy", and so on.
The lowest separation energy among stable nuclides is 1.67 MeV, to remove a neutron from beryllium-9.
The energy can be added to the nucleus by an incident high-energy gamma ray. If the energy of the incident photon exceeds the separation energy, a photodisintegration might occur. Energy in excess of the threshold value becomes kinetic energy of the ejected particle.
By contrast, nuclear binding energy is the energy needed to completely disassemble a nucleus, or the energy released when a nucleus is assembled from nucleons. It is the sum of multiple separation energies, which should add to the same total regardless of the order of assembly or disassembly.
Physics and chemistry
Electron separation energy or electron binding energy, the energy required to remove one electron from a neutral atom or molecule (or cation) is called ionization energy. The reaction leads to photoionization, photodissociation, the photoelectric effect, photovoltaics, etc.
Bond-dissociation energy is the energy required to break one bond of a molecule or ion, usually separating an atom or atoms.
See also
Binding energy
External links
Nucleon separation energies charts of nuclides showing separation energies
Binding energy
Nuclear physics
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The process where an atomic nucleus breaks apart into two less massive nuclei is known as ______.
A. fission
B. fusion
C. collision
D. diffusion
Answer:
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sciq-432
|
multiple_choice
|
How many major forces of elevation cause allele frequencies to change?
|
[
"three",
"one",
"five",
"four"
] |
D
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
The SAT Subject Test in Biology was the name of a one-hour multiple choice test given on biology by the College Board. A student chose whether to take the test depending upon college entrance requirements for the schools in which the student is planning to apply. Until 1994, the SAT Subject Tests were known as Achievement Tests; and from 1995 until January 2005, they were known as SAT IIs. Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800. The average for Molecular is 630 while Ecological is 591.
On January 19 2021, the College Board discontinued all SAT Subject tests, including the SAT Subject Test in Biology E/M. This was effective immediately in the United States, and the tests were to be phased out by the following summer for international students. This was done as a response to changes in college admissions due to the impact of the COVID-19 pandemic on education.
Format
This test had 80 multiple-choice questions that were to be answered in one hour. All questions had five answer choices. Students received one point for each correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The student's score was based entirely on his or her performance in answering the multiple-choice questions.
The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Preparation
The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, a
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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 3:::
The Bateson Lecture is an annual genetics lecture held as a part of the John Innes Symposium since 1972, in honour of the first Director of the John Innes Centre, William Bateson.
Past Lecturers
Source: John Innes Centre
1951 Sir Ronald Fisher - "Statistical methods in Genetics"
1953 Julian Huxley - "Polymorphic variation: a problem in genetical natural history"
1955 Sidney C. Harland - "Plant breeding: present position and future perspective"
1957 J.B.S. Haldane - "The theory of evolution before and after Bateson"
1959 Kenneth Mather - "Genetics Pure and Applied"
1972 William Hayes - "Molecular genetics in retrospect"
1974 Guido Pontecorvo - "Alternatives to sex: genetics by means of somatic cells"
1976 Max F. Perutz - "Mechanism of respiratory haemoglobin"
1979 J. Heslop-Harrison - "The forgotten generation: some thoughts on the genetics and physiology of Angiosperm Gametophytes "
1982 Sydney Brenner - "Molecular genetics in prospect"
1984 W.W. Franke - "The cytoskeleton - the insoluble architectural framework of the cell"
1986 Arthur Kornberg - "Enzyme systems initiating replication at the origin of the E. coli chromosome"
1988 Gottfried Schatz - "Interaction between mitochondria and the nucleus"
1990 Christiane Nusslein-Volhard - "Axis determination in the Drosophila embryo"
1992 Frank Stahl - "Genetic recombination: thinking about it in phage and fungi"
1994 Ira Herskowitz - "Violins and orchestras: what a unicellular organism can do"
1996 R.J.P. Williams - "An Introduction to Protein Machines"
1999 Eugene Nester - "DNA and Protein Transfer from Bacteria to Eukaryotes - the Agrobacterium story"
2001 David Botstein - "Extracting biological information from DNA Microarray Data"
2002 Elliot Meyerowitz
2003 Thomas Steitz - "The Macromolecular machines of gene expression"
2008 Sean Carroll - "Endless flies most beautiful: the role of cis-regulatory sequences in the evolution of animal form"
2009 Sir Paul Nurse - "Genetic transmission through
Document 4:::
Genetic variation in populations can be analyzed and quantified by the frequency of alleles. Two fundamental calculations are central to population genetics: allele frequencies and genotype frequencies. Genotype frequency in a population is the number of individuals with a given genotype divided by the total number of individuals in the population.
In population genetics, the genotype frequency is the frequency or proportion (i.e., 0 < f < 1) of genotypes in a population.
Although allele and genotype frequencies are related, it is important to clearly distinguish them.
Genotype frequency may also be used in the future (for "genomic profiling") to predict someone's having a disease or even a birth defect. It can also be used to determine ethnic diversity.
Genotype frequencies may be represented by a De Finetti diagram.
Numerical example
As an example, consider a population of 100 four-o-'clock plants (Mirabilis jalapa) with the following genotypes:
49 red-flowered plants with the genotype AA
42 pink-flowered plants with genotype Aa
9 white-flowered plants with genotype aa
When calculating an allele frequency for a diploid species, remember that homozygous individuals have two copies of an allele, whereas heterozygotes have only one. In our example, each of the 42 pink-flowered heterozygotes has one copy of the a allele, and each of the 9 white-flowered homozygotes has two copies. Therefore, the allele frequency for a (the white color allele) equals
This result tells us that the allele frequency of a is 0.3. In other words, 30% of the alleles for this gene in the population are the a allele.
Compare genotype frequency:
let's now calculate the genotype frequency of aa homozygotes (white-flowered plants).
Allele and genotype frequencies always sum to one (100%).
Equilibrium
The Hardy–Weinberg law describes the relationship between allele and genotype frequencies when a population is not evolving. Let's examine the Hardy–Weinberg equation usi
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
How many major forces of elevation cause allele frequencies to change?
A. three
B. one
C. five
D. four
Answer:
|
|
scienceQA-2778
|
multiple_choice
|
What do these two changes have in common?
compost rotting
burning a piece of wood
|
[
"Both are caused by heating.",
"Both are chemical changes.",
"Both are caused by cooling.",
"Both are only physical changes."
] |
B
|
Step 1: Think about each change.
Compost forms from the remains of plants and animals, such as vegetable scraps and egg shells. Compost rotting is a chemical change. As the compost rots, it breaks down and turns into a different type of matter.
Burning a piece of wood is a chemical change. When the wood burns, the type of matter in it changes. The wood turns black and gives off smoke.
Step 2: Look at each answer choice.
Both are only physical changes.
Both changes are chemical changes. They are not physical changes.
Both are chemical changes.
Both changes are chemical changes. The type of matter before and after each change is different.
Both are caused by heating.
Burning is caused by heating. But compost rotting is not.
Both are caused by cooling.
Neither change is caused by cooling.
|
Relavent Documents:
Document 0:::
Physical changes are changes affecting the form of a chemical substance, but not its chemical composition. Physical changes are used to separate mixtures into their component compounds, but can not usually be used to separate compounds into chemical elements or simpler compounds.
Physical changes occur when objects or substances undergo a change that does not change their chemical composition. This contrasts with the concept of chemical change in which the composition of a substance changes or one or more substances combine or break up to form new substances. In general a physical change is reversible using physical means. For example, salt dissolved in water can be recovered by allowing the water to evaporate.
A physical change involves a change in physical properties. Examples of physical properties include melting, transition to a gas, change of strength, change of durability, changes to crystal form, textural change, shape, size, color, volume and density.
An example of a physical change is the process of tempering steel to form a knife blade. A steel blank is repeatedly heated and hammered which changes the hardness of the steel, its flexibility and its ability to maintain a sharp edge.
Many physical changes also involve the rearrangement of atoms most noticeably in the formation of crystals. Many chemical changes are irreversible, and many physical changes are reversible, but reversibility is not a certain criterion for classification. Although chemical changes may be recognized by an indication such as odor, color change, or production of a gas, every one of these indicators can result from physical change.
Examples
Heating and cooling
Many elements and some compounds change from solids to liquids and from liquids to gases when heated and the reverse when cooled. Some substances such as iodine and carbon dioxide go directly from solid to gas in a process called sublimation.
Magnetism
Ferro-magnetic materials can become magnetic. The process is reve
Document 1:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 2:::
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 3:::
The energy systems language, also referred to as energese, or energy circuit language, or generic systems symbols, is a modelling language used for composing energy flow diagrams in the field of systems ecology. It was developed by Howard T. Odum and colleagues in the 1950s during studies of the tropical forests funded by the United States Atomic Energy Commission.
Design intent
The design intent of the energy systems language was to facilitate the generic depiction of energy flows through any scale system while encompassing the laws of physics, and in particular, the laws of thermodynamics (see energy transformation for an example).
In particular H.T. Odum aimed to produce a language which could facilitate the intellectual analysis, engineering synthesis and management of global systems such as the geobiosphere, and its many subsystems. Within this aim, H.T. Odum had a strong concern that many abstract mathematical models of such systems were not thermodynamically valid. Hence he used analog computers to make system models due to their intrinsic value; that is, the electronic circuits are of value for modelling natural systems which are assumed to obey the laws of energy flow, because, in themselves the circuits, like natural systems, also obey the known laws of energy flow, where the energy form is electrical. However Odum was interested not only in the electronic circuits themselves, but also in how they might be used as formal analogies for modeling other systems which also had energy flowing through them. As a result, Odum did not restrict his inquiry to the analysis and synthesis of any one system in isolation. The discipline that is most often associated with this kind of approach, together with the use of the energy systems language is known as systems ecology.
General characteristics
When applying the electronic circuits (and schematics) to modeling ecological and economic systems, Odum believed that generic categories, or characteristic modules, could
Document 4:::
A combustible material is a material that can burn (i.e., sustain a flame) in air under certain conditions. A material is flammable if it ignites easily at ambient temperatures. In other words, a combustible material ignites with some effort and a flammable material catches fire immediately on exposure to flame.
The degree of flammability in air depends largely upon the volatility of the material - this is related to its composition-specific vapour pressure, which is temperature dependent. The quantity of vapour produced can be enhanced by increasing the surface area of the material forming a mist or dust. Take wood as an example. Finely divided wood dust can undergo explosive flames and produce a blast wave. A piece of paper (made from wood) catches on fire quite easily. A heavy oak desk is much harder to ignite, even though the wood fibre is the same in all three materials.
Common sense (and indeed scientific consensus until the mid-1700s) would seem to suggest that material "disappears" when burned, as only the ash is left. In fact, there is an increase in weight because the flammable material reacts (or combines) chemically with oxygen, which also has mass. The original mass of flammable material and the mass of the oxygen required for flames equals the mass of the flame products (ash, water, carbon dioxide, and other gases). Antoine Lavoisier, one of the pioneers in these early insights, stated that Nothing is lost, nothing is created, everything is transformed, which would later be known as the law of conservation of mass. Lavoisier used the experimental fact that some metals gained mass when they burned to support his ideas.
Definitions
Historically, flammable, inflammable and combustible meant capable of burning. The word "inflammable" came through French from the Latin inflammāre = "to set fire to", where the Latin preposition "in-" means "in" as in "indoctrinate", rather than "not" as in "invisible" and "ineligible".
The word "inflammable" may be er
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?
compost rotting
burning a piece of wood
A. Both are caused by heating.
B. Both are chemical changes.
C. Both are caused by cooling.
D. Both are only physical changes.
Answer:
|
sciq-10320
|
multiple_choice
|
A pulley is a simple machine that consists of a grooved wheel and?
|
[
"a battery",
"a rope",
"a lever",
"a wedge"
] |
B
|
Relavent Documents:
Document 0:::
A conveyor pulley is a mechanical device used to change the direction of the belt in a conveyor system, to drive the belt, and to tension the belt. Modern pulleys are made of rolled shells with flexible end disks and locking assemblies. Early pulley engineering was developed by Josef Sitzwohl in Australia in 1948 and later by Helmuth Lange and Walter Schmoltzi in Germany.
Components
Pulleys are made up of several components including the shell, end disk, hub, shaft and locking assembly. The end disk and hub may be one piece. The locking assembly may also be replaced with a hub and bushing on lower tension pulleys. The shell is also referred to as the rim in some parts of the world.
The pulley shaft is typically sized following CEMA B105.1 in the Americas or AS 1403 in Australia.
Design programs
Pulley Maven, software for designing and analyzing conveyor pulleys
Conveyor Soft, pulley design program
Helix delta-d Conveyor Pulley to AS1403 Software
Historic manufacturers
Pulley manufacturers in East Germany (DDR) in 1962 included Zemag, Lauchhammer, and Köthen.
Document 1:::
Machine element or hardware refers to an elementary component of a machine. These elements consist of three basic types:
structural components such as frame members, bearings, axles, splines, fasteners, seals, and lubricants,
mechanisms that control movement in various ways such as gear trains, belt or chain drives, linkages, cam and follower systems, including brakes and clutches, and
control components such as buttons, switches, indicators, sensors, actuators and computer controllers.
While generally not considered to be a machine element, the shape, texture and color of covers are an important part of a machine that provide a styling and operational interface between the mechanical components of a machine and its users.
Machine elements are basic mechanical parts and features used as the building blocks of most machines. Most are standardized to common sizes, but customs are also common for specialized applications.
Machine elements may be features of a part (such as screw threads or integral plain bearings) or they may be discrete parts in and of themselves such as wheels, axles, pulleys, rolling-element bearings, or gears. All of the simple machines may be described as machine elements, and many machine elements incorporate concepts of one or more simple machines. For example, a leadscrew incorporates a screw thread, which is an inclined plane wrapped around a cylinder.
Many mechanical design, invention, and engineering tasks involve a knowledge of various machine elements and an intelligent and creative combining of these elements into a component or assembly that fills a need (serves an application).
Structural elements
Beams,
Struts,
Bearings,
Fasteners
Keys,
Splines,
Cotter pin,
Seals
Machine guardings
Mechanical elements
Engine,
Electric motor,
Actuator,
Shafts,
Couplings
Belt,
Chain,
Cable drives,
Gear train,
Clutch,
Brake,
Flywheel,
Cam,
follower systems,
Linkage,
Simple machine
Types
Shafts
Document 2:::
A hoist is a device used for lifting or lowering a load by means of a drum or lift-wheel around which rope or chain wraps. It may be manually operated, electrically or pneumatically driven and may use chain, fiber or wire rope as its lifting medium. The most familiar form is an elevator, the car of which is raised and lowered by a hoist mechanism. Most hoists couple to their loads using a lifting hook. Today, there are a few governing bodies for the North American overhead hoist industry which include the Hoist Manufactures Institute, ASME, and the Occupational Safety and Health Administration. HMI is a product counsel of the Material Handling Industry of America consisting of hoist manufacturers promoting safe use of their products.
Types
The word “hoist” is used to describe many different types of equipment that lift and lower loads. For example, many people use “hoist” to describe an elevator. The information contained here pertains specially to overhead, construction and mine hoist.
Overhead hoist
Overhead hoists are defined in the American Society of Mechanical Engineers (ASME) B30 standards as a machinery unit that is used for lifting or lowering a freely suspended (unguided) load. These units are typically used in an industrial setting and may be part of an overhead crane.
A specific overhead hoist configuration is usually defined by the lifting medium, operation and suspension. The lifting medium is the type of component used to transmit and cause the vertical motion and includes wire rope, chain or synthetic strap, or rope. The operation defines the type of power used to operate the hoisting motion and includes manual power, electric power, hydraulic power or air power. The suspension defines the type of mounting method used to suspend the hoist and includes hook, clevis, lug, trolley, deck, base, wall or ceiling.
The most commonly used overhead hoist is electrical powered with wire rope or chain as the lifting medium. Both wire rope and ch
Document 3:::
A simple machine that exhibits mechanical advantage is called a mechanical advantage device - e.g.:
Lever: The beam shown is in static equilibrium around the fulcrum. This is due to the moment created by vector force "A" counterclockwise (moment A*a) being in equilibrium with the moment created by vector force "B" clockwise (moment B*b). The relatively low vector force "B" is translated in a relatively high vector force "A". The force is thus increased in the ratio of the forces A : B, which is equal to the ratio of the distances to the fulcrum b : a. This ratio is called the mechanical advantage. This idealised situation does not take into account friction.
Wheel and axle motion (e.g. screwdrivers, doorknobs): A wheel is essentially a lever with one arm the distance between the axle and the outer point of the wheel, and the other the radius of the axle. Typically this is a fairly large difference, leading to a proportionately large mechanical advantage. This allows even simple wheels with wooden axles running in wooden blocks to still turn freely, because their friction is overwhelmed by the rotational force of the wheel multiplied by the mechanical advantage.
A block and tackle of multiple pulleys creates mechanical advantage, by having the flexible material looped over several pulleys in turn. Adding more loops and pulleys increases the mechanical advantage.
Screw: A screw is essentially an inclined plane wrapped around a cylinder. The run over the rise of this inclined plane is the mechanical advantage of a screw.
Pulleys
Consider lifting a weight with rope and pulleys. A rope looped through a pulley attached to a fixed spot, e.g. a barn roof rafter, and attached to the weight is called a single pulley. It has a mechanical advantage (MA) = 1 (assuming frictionless bearings in the pulley), moving no mechanical advantage (or disadvantage) however advantageous the change in direction may be.
A single movable pulley has an MA of 2 (assuming frictionless be
Document 4:::
Mechanical engineering is a discipline centered around the concept of using force multipliers, moving components, and machines. It utilizes knowledge of mathematics, physics, materials sciences, and engineering technologies. It is one of the oldest and broadest of the engineering disciplines.
Dawn of civilization to early middle ages
Engineering arose in early civilization as a general discipline for the creation of large scale structures such as irrigation, architecture, and military projects. Advances in food production through irrigation allowed a portion of the population to become specialists in Ancient Babylon.
All six of the classic simple machines were known in the ancient Near East. The wedge and the inclined plane (ramp) were known since prehistoric times. The wheel, along with the wheel and axle mechanism, was invented in Mesopotamia (modern Iraq) during the 5th millennium BC. The lever mechanism first appeared around 5,000 years ago in the Near East, where it was used in a simple balance scale, and to move large objects in ancient Egyptian technology. The lever was also used in the shadoof water-lifting device, the first crane machine, which appeared in Mesopotamia circa 3000 BC, and then in ancient Egyptian technology circa 2000 BC. The earliest evidence of pulleys date back to Mesopotamia in the early 2nd millennium BC, and ancient Egypt during the Twelfth Dynasty (1991-1802 BC). The screw, the last of the simple machines to be invented, first appeared in Mesopotamia during the Neo-Assyrian period (911-609) BC. The Egyptian pyramids were built using three of the six simple machines, the inclined plane, the wedge, and the lever, to create structures like the Great Pyramid of Giza.
The Assyrians were notable in their use of metallurgy and incorporation of iron weapons. Many of their advancements were in military equipment. They were not the first to develop them, but did make advancements on the wheel and the chariot. They made use of pivot-able axl
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
A pulley is a simple machine that consists of a grooved wheel and?
A. a battery
B. a rope
C. a lever
D. a wedge
Answer:
|
|
sciq-8720
|
multiple_choice
|
On top of the otolithic membrane is a layer of calcium carbonate crystals, called what?
|
[
"cones",
"calcites",
"gonads",
"otoliths"
] |
D
|
Relavent Documents:
Document 0:::
A laminar organization describes the way certain tissues, such as bone membrane, skin, or brain tissues, are arranged in layers.
Types
Embryo
The earliest forms of laminar organization are shown in the diploblastic and triploblastic formation of the germ layers in the embryo. In the first week of human embryogenesis two layers of cells have formed, an external epiblast layer (the primitive ectoderm), and an internal hypoblast layer (primitive endoderm). This gives the early bilaminar disc. In the third week in the stage of gastrulation epiblast cells invaginate to form endoderm, and a third layer of cells known as mesoderm. Cells that remain in the epiblast become ectoderm. This is the trilaminar disc and the epiblast cells have given rise to the three germ layers.
Brain
In the brain a laminar organization is evident in the arrangement of the three meninges, the membranes that cover the brain and spinal cord. These membranes are the dura mater, arachnoid mater, and pia mater. The dura mater has two layers a periosteal layer near to the bone of the skull, and a meningeal layer next to the other meninges.
The cerebral cortex, the outer neural sheet covering the cerebral hemispheres can be described by its laminar organization, due to the arrangement of cortical neurons into six distinct layers.
Eye
The eye in mammals has an extensive laminar organization. There are three main layers – the outer fibrous tunic, the middle uvea, and the inner retina. These layers have sublayers with the retina having ten ranging from the outer choroid to the inner vitreous humor and including the retinal nerve fiber layer.
Skin
The human skin has a dense laminar organization. The outer epidermis has four or five layers.
Document 1:::
The posterior surfaces of the ciliary processes are covered by a bilaminar layer of black pigment cells, which is continued forward from the retina, and is named the pars ciliaris retinae.
Document 2:::
The elements composing the layer of rods and cones (Jacob's membrane) in the retina of the eye are of two kinds, rod cells and cone cells, the former being much more numerous than the latter except in the macula lutea.
Jacob's membrane is named after Irish ophthalmologist Arthur Jacob, who was the first to describe this nervous layer of the retina.
Document 3:::
Solid cell nests, often abbreviated as SCN, also known as solid cell rests, are specific groups of cells found in the thyroid gland of babies. Typically they are a fraction of a millimeter in size but can rarely become larger. They are considered to be the remains of the ultimobranchial body that exists in early development.
Discovery
Solid cell nests were discovered in 1907 by pathologist Sophia Getzowa, as documented in her paper titled "Über die Glandula parathyreoidea, intrathyreoideale Zellhaufen derselben und Reste des postbranchialen Körpers".
Document 4:::
H2.00.04.4.01001: Lymphoid tissue
H2.00.05.0.00001: Muscle tissue
H2.00.05.1.00001: Smooth muscle tissue
H2.00.05.2.00001: Striated muscle tissue
H2.00.06.0.00001: Nerve tissue
H2.00.06.1.00001: Neuron
H2.00.06.2.00001: Synapse
H2.00.06.2.00001: Neuroglia
h3.01: Bones
h3.02: Joints
h3.03: Muscles
h3.04: Alimentary system
h3.05: Respiratory system
h3.06: Urinary system
h3.07: Genital system
h3.08:
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
On top of the otolithic membrane is a layer of calcium carbonate crystals, called what?
A. cones
B. calcites
C. gonads
D. otoliths
Answer:
|
|
sciq-10378
|
multiple_choice
|
What type of treatment is being researched that may cure or prevent genetic disorders?
|
[
"gene therapy",
"regulatory therapy",
"preventive therapy",
"variation therapy"
] |
A
|
Relavent Documents:
Document 0:::
Medical genetics is the branch of medicine that involves the diagnosis and management of hereditary disorders. Medical genetics differs from human genetics in that human genetics is a field of scientific research that may or may not apply to medicine, while medical genetics refers to the application of genetics to medical care. For example, research on the causes and inheritance of genetic disorders would be considered within both human genetics and medical genetics, while the diagnosis, management, and counselling people with genetic disorders would be considered part of medical genetics.
In contrast, the study of typically non-medical phenotypes such as the genetics of eye color would be considered part of human genetics, but not necessarily relevant to medical genetics (except in situations such as albinism). Genetic medicine is a newer term for medical genetics and incorporates areas such as gene therapy, personalized medicine, and the rapidly emerging new medical specialty, predictive medicine.
Scope
Medical genetics encompasses many different areas, including clinical practice of physicians, genetic counselors, and nutritionists, clinical diagnostic laboratory activities, and research into the causes and inheritance of genetic disorders. Examples of conditions that fall within the scope of medical genetics include birth defects and dysmorphology, intellectual disabilities, autism, mitochondrial disorders, skeletal dysplasia, connective tissue disorders, cancer genetics, and prenatal diagnosis. Medical genetics is increasingly becoming relevant to many common diseases. Overlaps with other medical specialties are beginning to emerge, as recent advances in genetics are revealing etiologies for morphologic, endocrine, cardiovascular, pulmonary, ophthalmologist, renal, psychiatric, and dermatologic conditions. The medical genetics community is increasingly involved with individuals who have undertaken elective genetic and genomic testing.
Subspecialties
In som
Document 1:::
European Society of Gene & Cell Therapy (ESGCT) formerly European Society of Gene Therapy (ESGT) is a legally registered professional body which emerged from a small working group in 1992 that focused on human gene therapy.
The objectives of the ESGT include the following:
promote basic and clinical research in gene therapy;
facilitate education (and the exchange of information and technologies) related to gene transfer and therapy;
serve as a professional adviser to the gene therapy community and various regulatory bodies in Europe.
The official journal of the ESGT is The Journal of Gene Medicine.
Collaborations
The ESGT works with other entities in the scientific communities in the event that an adverse effect to a specific gene therapy is discovered. Investigations the ESGT has been involved with include the adverse effects discovered during the French X-SCID gene therapy trial. The ESGT hosted a forum of 500 researchers from various facilities around the world, including representatives from the Stanford University and the Sloan Kettering Cancer Research Center.
External links
Official Site
Researchers from Israel, Southern California to Present Stem Cell Symposium
Researchers team up to tackle cystic fibrosis
Genetics societies
European medical and health organizations
Document 2:::
Genetic counseling is the process of investigating individuals and families affected by or at risk of genetic disorders to help them understand and adapt to the medical, psychological and familial implications of genetic contributions to disease. This field is considered necessary for the implementation of genomic medicine. The process integrates:
Interpretation of family and medical histories to assess the chance of disease occurrence or recurrence
Education about inheritance, testing, management, prevention, resources
Counseling to promote informed choices, adaptation to the risk or condition and support in reaching out to relatives that are also at risk
History
The practice of advising people about inherited traits began around the turn of the 20th century, shortly after William Bateson suggested that the new medical and biological study of heredity be called "genetics". Heredity became intertwined with social reforms when the field of modern eugenics took form. Although initially well-intentioned, ultimately the movement had disastrous consequences; many states in the United States had laws mandating the sterilization of certain individuals, others were not allowed to immigrate and by the 1930s these ideas were accepted by many other countries including in Germany where euthanasia for the "genetically defective" was legalized in 1939. This part of the history of genetics is at the heart of the now "non directive" approach to genetic counseling.
Sheldon Clark Reed coined the term genetic counseling in 1947 and published the book Counseling in Medical Genetics in 1955. Most of the early genetic counseling clinics were run by non-medical scientists or by those who were not experienced clinicians. With the growth in knowledge of genetic disorders and the appearance of medical genetics as a distinct specialty in the 1960s, genetic counseling progressively became medicalized, representing one of the key components of clinical genetics. It was not, though, unti
Document 3:::
American Society of Gene & Cell Therapy (ASGCT) is a professional non-profit medical and scientific organization based in Milwaukee, dedicated to understanding, development and application of gene, related cell and nucleic acid therapies, as well as promotion of professional and public education on gene therapy. With more than 4,800 members in the United States and worldwide, today ASGCT is the largest association of individuals involved in gene and cell therapy research.
Molecular Therapy is the official journal of the ASGCT.
Document 4:::
The European Genetics Foundation (EGF) is a non-profit organization, dedicated to the training of young geneticists active in medicine, to continuing education in genetics/genomics and to the promotion of public understanding of genetics. Its main office is located in Bologna, Italy.
Background
In 1988 Prof. Giovanni Romeo, President of the European Genetics Foundation (EGF) and professor of Medical Genetics at the University of Bologna and Prof. Victor A. McKusick founded together the European School of Genetic Medicine (ESGM).
Since that time ESGM has taught genetics to postgraduate students (young M.D. and PhD) from some 70 different countries. Most of the courses are presented at ESGM's Main Training Center (MTC) in Bertinoro di Romagna (Italy), and are also available via webcast at authorized Remote Training Centers (RTC) in various countries in Europe and the Mediterranean area (Hybrid Courses). In the Netherlands and Switzerland, medical geneticists must attend at least one ESGM course before admission to their Board examinations.
For these reasons, the School has been able to expand and to obtain funding from the European Commission and from other international organizations.
Presentation of the Ronzano Project
The European School of Genetic Medicine was founded in 1988 and saw rapid success, which necessitated that an administrative body be formed. To this end the European Genetics Foundation was born in Genoa on 20 November 1995, with the following aims:
to run the ESGM, promoting the advanced scientific and professional training of young European Geneticists, with particular attention to the applications in the field of preventive medicine;
to promote public education about genetics discoveries;
to organize conferences, courses, international prizes and initiatives aimed at bringing together the scientific and humanistic disciplines.
The ESGM began receiving funding from the European Union and from other international organizations including the Eu
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What type of treatment is being researched that may cure or prevent genetic disorders?
A. gene therapy
B. regulatory therapy
C. preventive therapy
D. variation therapy
Answer:
|
|
ai2_arc-867
|
multiple_choice
|
Which function makes a plant cell different from an animal cell?
|
[
"ability to use energy",
"ability to absorb nutrients",
"ability to divide into two cells",
"ability to convert sunlight into energy"
] |
D
|
Relavent Documents:
Document 0:::
Transfer cells are specialized parenchyma cells that have an increased surface area, due to infoldings of the plasma membrane. They facilitate the transport of sugars from a sugar source, mainly mature leaves, to a sugar sink, often developing leaves or fruits. They are found in nectaries of flowers and some carnivorous plants.
Transfer cells are specially found in plants in the region of absorption or secretion of nutrients.
The term transfer cell was coined by Brian Gunning and John Stewart Pate. Their presence is generally correlated with the existence of extensive solute influxes across the plasma membrane.
Document 1:::
A stem is one of two main structural axes of a vascular plant, the other being the root. It supports leaves, flowers and fruits, transports water and dissolved substances between the roots and the shoots in the xylem and phloem, photosynthesis takes place here, stores nutrients, and produces new living tissue. The stem can also be called halm or haulm or culms.
The stem is normally divided into nodes and internodes:
The nodes are the points of attachment for leaves and can hold one or more leaves. There are sometimes axillary buds between the stem and leaf which can grow into branches (with leaves, conifer cones, or flowers). Adventitious roots may also be produced from the nodes. Vines may produce tendrils from nodes.
The internodes distance one node from another.
The term "shoots" is often confused with "stems"; "shoots" generally refers to new fresh plant growth, including both stems and other structures like leaves or flowers.
In most plants, stems are located above the soil surface, but some plants have underground stems.
Stems have several main functions:
Support for and the elevation of leaves, flowers, and fruits. The stems keep the leaves in the light and provide a place for the plant to keep its flowers and fruits.
Transport of fluids between the roots and the shoots in the xylem and phloem.
Storage of nutrients.
Production of new living tissue. The normal lifespan of plant cells is one to three years. Stems have cells called meristems that annually generate new living tissue.
Photosynthesis.
Stems have two pipe-like tissues called xylem and phloem. The xylem tissue arises from the cell facing inside and transports water by the action of transpiration pull, capillary action, and root pressure. The phloem tissue arises from the cell facing outside and consists of sieve tubes and their companion cells. The function of phloem tissue is to distribute food from photosynthetic tissue to other tissues. The two tissues are separated by cambium, a tis
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Plant stem cells
Plant stem cells are innately undifferentiated cells located in the meristems of plants. Plant stem cells serve as the origin of plant vitality, as they maintain themselves while providing a steady supply of precursor cells to form differentiated tissues and organs in plants. Two distinct areas of stem cells are recognised: the apical meristem and the lateral meristem.
Plant stem cells are characterized by two distinctive properties, which are: the ability to create all differentiated cell types and the ability to self-renew such that the number of stem cells is maintained. Plant stem cells never undergo aging process but immortally give rise to new specialized and unspecialized cells, and they have the potential to grow into any organ, tissue, or cell in the body. Thus they are totipotent cells equipped with regenerative powers that facilitate plant growth and production of new organs throughout lifetime.
Unlike animals, plants are immobile. As plants cannot escape from danger by taking motion, they need a special mechanism to withstand various and sometimes unforeseen environmental stress. Here, what empowers them to withstand harsh external influence and preserve life is stem cells. In fact, plants comprise the oldest and the largest living organisms on earth, including Bristlecone Pines in California, U.S. (4,842 years old), and the Giant Sequoia in mountainous regions of California, U.S. (87 meters in height and 2,000 tons in weight). This is possible because they have a modular body plan that enables them to survive substantial damage by initiating continuous and repetitive formation of new structures and organs such as leaves and flowers.
Plant stem cells are also characterized by their location in specialized structures called meristematic tissues, which are located in root apical meristem (RAM), shoot apical meristem (SAM), and vascular system ((pro)cambium or vascular meristem.)
Research and development
Traditionally, plant stem ce
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A cell type is a classification used to identify cells that share morphological or phenotypical features. A multicellular organism may contain cells of a number of widely differing and specialized cell types, such as muscle cells and skin cells, that differ both in appearance and function yet have identical genomic sequences. Cells may have the same genotype, but belong to different cell types due to the differential regulation of the genes they contain. Classification of a specific cell type is often done through the use of microscopy (such as those from the cluster of differentiation family that are commonly used for this purpose in immunology). Recent developments in single cell RNA sequencing facilitated classification of cell types based on shared gene expression patterns. This has led to the discovery of many new cell types in e.g. mouse cortex, hippocampus, dorsal root ganglion and spinal cord.
Animals have evolved a greater diversity of cell types in a multicellular body (100–150 different cell types), compared
with 10–20 in plants, fungi, and protists. The exact number of cell types is, however, undefined, and the Cell Ontology, as of 2021, lists over 2,300 different cell types.
Multicellular organisms
All higher multicellular organisms contain cells specialised for different functions. Most distinct cell types arise from a single totipotent cell that differentiates into hundreds of different cell types during the course of development. Differentiation of cells is driven by different environmental cues (such as cell–cell interaction) and intrinsic differences (such as those caused by the uneven distribution of molecules during division). Multicellular organisms are composed of cells that fall into two fundamental types: germ cells and somatic cells. During development, somatic cells will become more specialized and form the three primary germ layers: ectoderm, mesoderm, and endoderm. After formation of the three germ layers, cells will continue to special
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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.
Which function makes a plant cell different from an animal cell?
A. ability to use energy
B. ability to absorb nutrients
C. ability to divide into two cells
D. ability to convert sunlight into energy
Answer:
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scienceQA-11050
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multiple_choice
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In this food web, which organism contains matter that eventually moves to the earthworm?
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[
"Arctic fox",
"mushroom",
"grizzly bear",
"lichen"
] |
A
|
Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the earthworm.There is one path matter can take from the Arctic fox to the earthworm: Arctic fox->earthworm. mushroom. No arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the mushroom to the earthworm.. grizzly bear. The only arrow pointing from the grizzly bear leads to the mushroom. No arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the grizzly bear to the earthworm.. lichen. The only arrow pointing from the lichen leads to the barren-ground caribou. There are two arrows pointing from the barren-ground caribou to other organisms. One arrow points to the grizzly bear. The only arrow pointing from the grizzly bear leads to the mushroom. The other arrow pointing from the barren-ground caribou leads to the mushroom. No arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the lichen to the earthworm.. There is one path matter can take from the rough-legged hawk to the earthworm: rough-legged hawk->earthworm.
|
Relavent Documents:
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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
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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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An earthworm is a soil-dwelling terrestrial invertebrate that belongs to the phylum Annelida. The term is the common name for the largest members of the class (or subclass, depending on the author) Oligochaeta. In classical systems, they were in the order of Opisthopora since the male pores opened posterior to the female pores, although the internal male segments are anterior to the female. Theoretical cladistic studies have placed them in the suborder Lumbricina of the order Haplotaxida, but this may change. Other slang names for earthworms include "dew-worm", "rainworm", "nightcrawler", and "angleworm" (from its use as angling hookbaits). Larger terrestrial earthworms are also called megadriles (which translates to "big worms") as opposed to the microdriles ("small worms") in the semiaquatic families Tubificidae, Lumbricidae and Enchytraeidae. The megadriles are characterized by a distinct clitellum (more extensive than that of microdriles) and a vascular system with true capillaries.
Earthworms are commonly found in moist, compost-rich soil, eating a wide variety of organic matters, which include detritus, living protozoa, rotifers, nematodes, bacteria, fungi and other microorganisms. An earthworm's digestive system runs the length of its body. They are one of nature's most important detritivores and coprophages, and also serve as food for many low-level consumers within the ecosystems.
Earthworms exhibit an externally segmented tube-within-a-tube body plan with corresponding internal segmentations, and usually have setae on all segments. They have a cosmopolitan distribution wherever soil, water and temperature conditions allow. They have a double transport system made of coelomic fluid that moves within the fluid-filled coelom and a simple, closed circulatory system, and respires (breathes) via cutaneous respiration. As soft-bodied invertebrates, they lack a true skeleton, but their structure is maintained by fluid-filled coelom chambers that function as a h
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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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Microfauna (Ancient Greek mikros "small" + Neo-Latin fauna "animal") refers to microscopic animals and organisms that exhibit animal-like qualities. Microfauna are represented in the animal kingdom (e.g. nematodes, small arthropods) and the protist kingdom (i.e. protozoans).
Habitat
Microfauna are present in every habitat on Earth. They fill essential roles as decomposers and food sources for lower trophic levels, and are necessary to drive processes within larger organisms.
Role
One particular example of the role of microfauna can be seen in soil, where they are important in the cycling of nutrients in ecosystems. Soil microfauna are capable of digesting just about any organic substance, and some inorganic substances. These organisms are often essential links in the food chain between primary producers and larger species. For example, zooplankton are widespread microscopic animals and protists which feed on algae and detritus in the ocean, such as foraminifera.
Microfauna also aid in digestion and other processes in larger organisms.
Cryptozoa
The microfauna are the least understood of soil life, due to their small size and great diversity. Many microfauna are members of the so-called cryptozoa, animals that remain undescribed by science. Out of the estimated 10-20 million animal species in the world, only 1.8 million have been given scientific names, and many of the remaining millions are likely microfauna, much of it from the tropics.
Phyla
Notable phyla include:
Microscopic arthropods, including dust mites, spider mites, and some crustaceans such as copepods and certain cladocera.
Tardigrades ("water bears")
Rotifers, which are filter feeders that are usually found in fresh water.
Some nematode species
Many loricifera, including the recently discovered anaerobic species, which spend their entire lives in an anoxic environment.
See also
Fauna
Megafauna
Mesofauna
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
In this food web, which organism contains matter that eventually moves to the earthworm?
A. Arctic fox
B. mushroom
C. grizzly bear
D. lichen
Answer:
|
sciq-7201
|
multiple_choice
|
Lampreys use their sucker to feed on what part of other fish species?
|
[
"heart",
"brain",
"liver",
"blood"
] |
D
|
Relavent Documents:
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Fish anatomy is the study of the form or morphology of fish. It can be contrasted with fish physiology, which is the study of how the component parts of fish function together in the living fish. In practice, fish anatomy and fish physiology complement each other, the former dealing with the structure of a fish, its organs or component parts and how they are put together, such as might be observed on the dissecting table or under the microscope, and the latter dealing with how those components function together in living fish.
The anatomy of fish is often shaped by the physical characteristics of water, the medium in which fish live. Water is much denser than air, holds a relatively small amount of dissolved oxygen, and absorbs more light than air does. The body of a fish is divided into a head, trunk and tail, although the divisions between the three are not always externally visible. The skeleton, which forms the support structure inside the fish, is either made of cartilage (cartilaginous fish) or bone (bony fish). The main skeletal element is the vertebral column, composed of articulating vertebrae which are lightweight yet strong. The ribs attach to the spine and there are no limbs or limb girdles. The main external features of the fish, the fins, are composed of either bony or soft spines called rays which, with the exception of the caudal fins, have no direct connection with the spine. They are supported by the muscles which compose the main part of the trunk.
The heart has two chambers and pumps the blood through the respiratory surfaces of the gills and then around the body in a single circulatory loop. The eyes are adapted for seeing underwater and have only local vision. There is an inner ear but no external or middle ear. Low-frequency vibrations are detected by the lateral line system of sense organs that run along the length of the sides of fish, which responds to nearby movements and to changes in water pressure.
Sharks and rays are basal fish with
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This glossary of ichthyology is a list of definitions of terms and concepts used in ichthyology, the study of fishes.
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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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Marine vertebrates are vertebrates that live in marine environments. These are the marine fish and the marine tetrapods (primarily seabirds, marine reptiles, and marine mammals). Vertebrates are a subphylum of chordates that have a vertebral column (backbone). The vertebral column provides the central support structure for an internal skeleton. The internal skeleton gives shape, support, and protection to the body and can provide a means of anchoring fins or limbs to the body. The vertebral column also serves to house and protect the spinal cord that lies within the column.
Marine vertebrates can be divided into two groups, marine fish and marine tetrapods.
Marine fish
Fish fall into two main groups: fish with bony internal skeletons and fish with cartilaginous internal skeletons. Fish anatomy and physiology generally includes a two-chambered heart, eyes adapted to seeing underwater, and a skin protected by scales and mucous. They typically breathe by extracting oxygen from water through gills. Fish use fins to propel and stabilise themselves in the water. Over 33,000 species of fish have been described as of 2017, of which about 20,000 are marine fish.
Jawless fish
Hagfish form a class of about 20 species of eel-shaped, slime-producing marine fish. They are the only known living animals that have a skull but no vertebral column. Lampreys form a superclass containing 38 known extant species of jawless fish. The adult lamprey is characterized by a toothed, funnel-like sucking mouth. Although they are well known for boring into the flesh of other fish to suck their blood, only 18 species of lampreys are actually parasitic. Together hagfish and lampreys are the sister group to vertebrates. Living hagfish remain similar to hagfish from around 300 million years ago. The lampreys are a very ancient lineage of vertebrates, though their exact relationship to hagfishes and jawed vertebrates is still a matter of dispute. Molecular analysis since 1992 has suggested that h
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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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Lampreys use their sucker to feed on what part of other fish species?
A. heart
B. brain
C. liver
D. blood
Answer:
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|
sciq-3489
|
multiple_choice
|
By how many weeks do all major organs start developing?
|
[
"9",
"8",
"12",
"4"
] |
B
|
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
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Progress tests are longitudinal, feedback oriented educational assessment tools for the evaluation of development and sustainability of cognitive knowledge during a learning process. A progress test is a written knowledge exam (usually involving multiple choice questions) that is usually administered to all students in the "A" program at the same time and at regular intervals (usually twice to four times yearly) throughout the entire academic program. The test samples the complete knowledge domain expected of new graduates upon completion of their courses, regardless of the year level of the student). The differences between students’ knowledge levels show in the test scores; the further a student has progressed in the curriculum the higher the scores. As a result, these resultant scores provide a longitudinal, repeated measures, curriculum-independent assessment of the objectives (in knowledge) of the entire programme.
History
Since its inception in the late 1970s at both Maastricht University and the University of Missouri–Kansas City independently, the progress test of applied knowledge has been increasingly used in medical and health sciences programs across the globe. They are well established and increasingly used in medical education in both undergraduate and postgraduate medical education. They are used formatively and summatively.
Use in academic programs
The progress test is currently used by national progress test consortia in the United Kingdom, Italy, The Netherlands, in Germany (including Austria), and in individual schools in Africa, Saudi Arabia, South East Asia, the Caribbean, Australia, New Zealand, Sweden, Finland, UK, and the USA. The National Board of Medical Examiners in the USA also provides progress testing in various countries The feasibility of an international approach to progress testing has been recently acknowledged and was first demonstrated by Albano et al. in 1996, who compared test scores across German, Dutch and Italian medi
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Sir Isaac Newton Sixth Form is a specialist maths and science sixth form with free school status located in Norwich, owned by the Inspiration Trust. It has the capacity for 480 students aged 16–19. It specialises in mathematics and science.
History
Prior to becoming a Sixth Form College the building functioned as a fire station serving the central Norwich area until August 2011 when it closed down. Two years later the Sixth Form was created within the empty building with various additions being made to the existing structure. The sixth form was ranked the 7th best state sixth form in England by the Times in 2022.
Curriculum
At Sir Isaac Newton Sixth Form, students can study a choice of either Maths, Further Maths, Core Maths, Biology, Chemistry, Physics, Computer Science, Environmental Science or Psychology. Additionally, students can also study any of the subjects on offer at the partner free school Jane Austen College, also located in Norwich and specialising in humanities, Arts and English.
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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.
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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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Dysgenesis is an abnormal organ development during embryonic growth and development. As opposed to agenesis, which refers to the complete failure of an organ to develop, dysgenesis usually implies disordered development or malformation and in some cases represents the milder end of a spectrum of abnormalities. Dysgenesis occurs during fetal development immediately after conception.
Classification
One of the first organs that is affected is the brain, this is known as cerebral dysgenesis. Dysplasia is a form of dysgenesis in adults that alters the size and shape of their cells that lead to abnormal development. One of the most common forms of dysgenesis is within the gonads.
Examples:
Gonadal dysgenesis
Adrenal dysgenesis
Thyroid dysgenesis
Anterior segment dysgenesis
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
By how many weeks do all major organs start developing?
A. 9
B. 8
C. 12
D. 4
Answer:
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scienceQA-6449
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multiple_choice
|
What do these two changes have in common?
ice melting in a cup
pouring milk on oatmeal
|
[
"Both are only physical changes.",
"Both are caused by cooling.",
"Both are chemical changes.",
"Both are caused by heating."
] |
A
|
Step 1: Think about each change.
Ice melting in a cup is a change of state. So, it is a physical change. The solid ice becomes liquid, but it is still made of water.
The links between atoms in the water molecules do not change. So, a different type of matter is not formed.
Pouring milk on oatmeal is a physical change. The oatmeal and milk form a creamy mixture. But making this mixture does not form a different type of matter.
Step 2: Look at each answer choice.
Both are only physical changes.
Both changes are physical changes. No new matter is created.
Both are chemical changes.
Both changes are physical changes. They are not chemical changes.
Both are caused by heating.
Ice melting is caused by heating. But pouring milk on oatmeal is not.
Both are caused by cooling.
Neither change is caused by cooling.
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Relavent Documents:
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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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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
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Thermofluids is a branch of science and engineering encompassing four intersecting fields:
Heat transfer
Thermodynamics
Fluid mechanics
Combustion
The term is a combination of "thermo", referring to heat, and "fluids", which refers to liquids, gases and vapors. Temperature, pressure, equations of state, and transport laws all play an important role in thermofluid problems. Phase transition and chemical reactions may also be important in a thermofluid context. The subject is sometimes also referred to as "thermal fluids".
Heat transfer
Heat transfer is a discipline of thermal engineering that concerns the transfer of thermal energy from one physical system to another. Heat transfer is classified into various mechanisms, such as heat conduction, convection, thermal radiation, and phase-change transfer. Engineers also consider the transfer of mass of differing chemical species, either cold or hot, to achieve heat transfer.
Sections include :
Energy transfer by heat, work and mass
Laws of thermodynamics
Entropy
Refrigeration Techniques
Properties and nature of pure substances
Applications
Engineering : Predicting and analysing the performance of machines
Thermodynamics
Thermodynamics is the science of energy conversion involving heat and other forms of energy, most notably mechanical work. It studies and interrelates the macroscopic variables, such as temperature, volume and pressure, which describe physical, thermodynamic systems.
Fluid mechanics
Fluid Mechanics the study of the physical forces at work during fluid flow. Fluid mechanics can be divided into fluid kinematics, the study of fluid motion, and fluid kinetics, the study of the effect of forces on fluid motion. Fluid mechanics can further be divided into fluid statics, the study of fluids at rest, and fluid dynamics, the study of fluids in motion. Some of its more interesting concepts include momentum and reactive forces in fluid flow and fluid machinery theory and performance.
Sections include:
Flu
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In physics, a dynamical system is said to be mixing if the phase space of the system becomes strongly intertwined, according to at least one of several mathematical definitions. For example, a measure-preserving transformation T is said to be strong mixing if
whenever A and B are any measurable sets and μ is the associated measure. Other definitions are possible, including weak mixing and topological mixing.
The mathematical definition of mixing is meant to capture the notion of physical mixing. A canonical example is the Cuba libre: suppose one is adding rum (the set A) to a glass of cola. After stirring the glass, the bottom half of the glass (the set B) will contain rum, and it will be in equal proportion as it is elsewhere in the glass. The mixing is uniform: no matter which region B one looks at, some of A will be in that region. A far more detailed, but still informal description of mixing can be found in the article on mixing (mathematics).
Every mixing transformation is ergodic, but there are ergodic transformations which are not mixing.
Physical mixing
The mixing of gases or liquids is a complex physical process, governed by a convective diffusion equation that may involve non-Fickian diffusion as in spinodal decomposition. The convective portion of the governing equation contains fluid motion terms that are governed by the Navier–Stokes equations. When fluid properties such as viscosity depend on composition, the governing equations may be coupled. There may also be temperature effects. It is not clear that fluid mixing processes are mixing in the mathematical sense.
Small rigid objects (such as rocks) are sometimes mixed in a rotating drum or tumbler. The 1969 Selective Service draft lottery was carried out by mixing plastic capsules which contained a slip of paper (marked with a day of the year).
See also
Miscibility
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Test equating traditionally refers to the statistical process of determining comparable scores on different forms of an exam. It can be accomplished using either classical test theory or item response theory.
In item response theory, equating is the process of placing scores from two or more parallel test forms onto a common score scale. The result is that scores from two different test forms can be compared directly, or treated as though they came from the same test form. When the tests are not parallel, the general process is called linking. It is the process of equating the units and origins of two scales on which the abilities of students have been estimated from results on different tests. The process is analogous to equating degrees Fahrenheit with degrees Celsius by converting measurements from one scale to the other. The determination of comparable scores is a by-product of equating that results from equating the scales obtained from test results.
Purpose
Suppose that Dick and Jane both take a test to become licensed in a certain profession. Because the high stakes (you get to practice the profession if you pass the test) may create a temptation to cheat, the organization that oversees the test creates two forms. If we know that Dick scored 60% on form A and Jane scored 70% on form B, do we know for sure which one has a better grasp of the material? What if form A is composed of very difficult items, while form B is relatively easy? Equating analyses are performed to address this very issue, so that scores are as fair as possible.
Equating in item response theory
In item response theory, person "locations" (measures of some quality being assessed by a test) are estimated on an interval scale; i.e., locations are estimated in relation to a unit and origin. It is common in educational assessment to employ tests in order to assess different groups of students with the intention of establishing a common scale by equating the origins, and when appropri
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?
ice melting in a cup
pouring milk on oatmeal
A. Both are only physical changes.
B. Both are caused by cooling.
C. Both are chemical changes.
D. Both are caused by heating.
Answer:
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sciq-8834
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multiple_choice
|
What type of oceans are hostile to algae and cytoplankton?
|
[
"warmer",
"colder",
"deeper",
"shallower"
] |
A
|
Relavent Documents:
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Aquatic science is the study of the various bodies of water that make up our planet including oceanic and freshwater environments. Aquatic scientists study the movement of water, the chemistry of water, aquatic organisms, aquatic ecosystems, the movement of materials in and out of aquatic ecosystems, and the use of water by humans, among other things. Aquatic scientists examine current processes as well as historic processes, and the water bodies that they study can range from tiny areas measured in millimeters to full oceans. Moreover, aquatic scientists work in Interdisciplinary groups. For example, a physical oceanographer might work with a biological oceanographer to understand how physical processes, such as tropical cyclones or rip currents, affect organisms in the Atlantic Ocean. Chemists and biologists, on the other hand, might work together to see how the chemical makeup of a certain body of water affects the plants and animals that reside there. Aquatic scientists can work to tackle global problems such as global oceanic change and local problems, such as trying to understand why a drinking water supply in a certain area is polluted.
There are two main fields of study that fall within the field of aquatic science. These fields of study include oceanography and limnology.
Oceanography
Oceanography refers to the study of the physical, chemical, and biological characteristics of oceanic environments. Oceanographers study the history, current condition, and future of the planet's oceans. They also study marine life and ecosystems, ocean circulation, plate tectonics, the geology of the seafloor, and the chemical and physical properties of the ocean.
Oceanography is interdisciplinary. For example, there are biological oceanographers and marine biologists. These scientists specialize in marine organisms. They study how these organisms develop, their relationship with one another, and how they interact and adapt to their environment. Biological oceanographers
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AquaMaps is a collaborative project with the aim of producing computer-generated (and ultimately, expert reviewed) predicted global distribution maps for marine species on a 0.5 x 0.5 degree grid of the oceans based on data available through online species databases such as FishBase and SeaLifeBase and species occurrence records from OBIS or GBIF and using an environmental envelope model (see niche modelling) in conjunction with expert input. The underlying model represents a modified version of the relative environmental suitability (RES) model developed by Kristin Kaschner to generate global predictions of marine mammal occurrences.
According to the AquaMaps website in August 2013, the project held standardized distribution maps for over 17,300 species of fishes, marine mammals and invertebrates.
The project is also expanding to incorporate freshwater species, with more than 600 biodiversity maps for freshwater fishes of the Americas available as at November 2009. AquaMaps predictions have been validated successfully for a number of species using independent data sets and the model was shown to perform equally well or better than other standard species distribution models, when faced with the currently existing suboptimal input data sets.
In addition to displaying individual maps per species, AquaMaps provides tools to generate species richness maps by higher taxon, plus a spatial search for all species overlapping a specified grid square. There is also the facility to create custom maps for any species via the web by modifying the input parameters and re-running the map generating algorithm in real time, and a variety of other tools including the investigation of effects of climate change on species distributions (see relevant section of the AquaMaps search page).
Coordination
The project is coordinated by Dr Rainer Froese of IFM-GEOMAR and involves contributions from other research institutes including the Evolutionary Biology and Ecology Lab, Albert-Ludwigs
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High-nutrient, low-chlorophyll (HNLC) regions are regions of the ocean where the abundance of phytoplankton is low and fairly constant despite the availability of macronutrients. Phytoplankton rely on a suite of nutrients for cellular function. Macronutrients (e.g., nitrate, phosphate, silicic acid) are generally available in higher quantities in surface ocean waters, and are the typical components of common garden fertilizers. Micronutrients (e.g., iron, zinc, cobalt) are generally available in lower quantities and include trace metals. Macronutrients are typically available in millimolar concentrations, while micronutrients are generally available in micro- to nanomolar concentrations. In general, nitrogen tends to be a limiting ocean nutrient, but in HNLC regions it is never significantly depleted. Instead, these regions tend to be limited by low concentrations of metabolizable iron. Iron is a critical phytoplankton micronutrient necessary for enzyme catalysis and electron transport.
Between the 1930s and '80s, it was hypothesized that iron is a limiting ocean micronutrient, but there were not sufficient methods reliably to detect iron in seawater to confirm this hypothesis. In 1989, high concentrations of iron-rich sediments in nearshore coastal waters off the Gulf of Alaska were detected. However, offshore waters had lower iron concentrations and lower productivity despite macronutrient availability for phytoplankton growth. This pattern was observed in other oceanic regions and led to the naming of three major HNLC zones: the North Pacific Ocean, the Equatorial Pacific Ocean, and the Southern Ocean.
The discovery of HNLC regions has fostered scientific debate about the ethics and efficacy of iron fertilization experiments which attempt to draw down atmospheric carbon dioxide by stimulating surface-level photosynthesis. It has also led to the development of hypotheses such as grazing control which poses that HNLC regions are formed, in part, from the grazing
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The Ramón Margalef Award for Excellence in Education was launched in 2008 by the Association for the Sciences of Limnology and Oceanography to recognize innovations and excellence in teaching and mentoring students in the fields of limnology and oceanography. Criteria for the award requires "adherence to the highest standards of excellence" in pedagogy as well as verification that the teaching techniques have furthered the field of aquatic science. The award is not affiliated with the Ramon Margalef Prize in Ecology, often referred to as the Ramon Margalef Award, given by the Generalitat de Catalunya in Barcelona. The award has been presented annually since 2009.
Winners
The winners have included:
The information in this table is from the Association for the Sciences of Limnology and Oceanography.
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The deep chlorophyll maximum (DCM), also called the subsurface chlorophyll maximum, is the region below the surface of water with the maximum concentration of chlorophyll. The DCM generally exists at the same depth as the nutricline, the region of the ocean where the greatest change in the nutrient concentration occurs with depth.
A DCM is not always present - sometimes there is more chlorophyll at the surface than at any greater depth - but it is a common feature of most aquatic ecosystems, especially in regions of strong thermal stratification. The depth, thickness, intensity, composition, and persistence of DCMs vary widely.
A common way of determining the DCM is through the use of a CTD rosette, an underwater instrument that measures various parameters of water at specific depths. The location and formation of the DCM depends on multiple factors, such as the resident organisms' nutritional needs and light availability. Some organisms have adapted to lower levels of light through increasing its cellular chlorophyll amounts, and others have adapted by migrating vertically with varying nutrient and light levels. The DCM species composition vary with water chemistry, location, seasonality, and depth. Not only is there a difference in DCM species composition between oceans and lakes, variation is also present within different oceans and lakes. Because the DCM holds much of the world's primary productivity, it plays a significant role in nutrient cycling, the flow of energy, and biogeochemical cycles.
Measurements
The DCM is often located tens of meters below the surface, and cannot be observed by using traditional satellite remote sensing methods. Estimates of primary productivity are often made via these remote sensing methods coupled with statistical models, though these statistical calculations may not have accurately included production in the DCM. The DCM of a study area can be determined in-situ through the use of an underwater instrument (CTD rosette wi
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What type of oceans are hostile to algae and cytoplankton?
A. warmer
B. colder
C. deeper
D. shallower
Answer:
|
|
sciq-10349
|
multiple_choice
|
Muscles are composed mostly of cells called what?
|
[
"muscle fibers",
"muscle filament",
"muscle polymers",
"muscle organelles"
] |
A
|
Relavent Documents:
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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
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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:
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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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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
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Stroma () is the part of a tissue or organ with a structural or connective role. It is made up of all the parts without specific functions of the organ - for example, connective tissue, blood vessels, ducts, etc. The other part, the parenchyma, consists of the cells that perform the function of the tissue or organ.
There are multiple ways of classifying tissues: one classification scheme is based on tissue functions and another analyzes their cellular components. Stromal tissue falls into the "functional" class that contributes to the body's support and movement. The cells which make up stroma tissues serve as a matrix in which the other cells are embedded. Stroma is made of various types of stromal cells.
Examples of stroma include:
stroma of iris
stroma of cornea
stroma of ovary
stroma of thyroid gland
stroma of thymus
stroma of bone marrow
lymph node stromal cell
multipotent stromal cell (mesenchymal stem cell)
Structure
Stromal connective tissues are found in the stroma; this tissue belongs to the group connective tissue proper. The function of connective tissue proper is to secure the parenchymal tissue, including blood vessels and nerves of the stroma, and to construct organs and spread mechanical tension to reduce localised stress. Stromal tissue is primarily made of extracellular matrix containing connective tissue cells. Extracellular matrix is primarily composed of ground substance - a porous, hydrated gel, made mainly from proteoglycan aggregates - and connective tissue fibers. There are three types of fibers commonly found within the stroma: collagen type I, elastic, and reticular (collagen type III) fibres.
Cells
Wandering cells - cells that migrate into the tissue from blood stream in response to a variety of stimuli; for example, immune system blood cells causing inflammatory response.
Fixed cells - cells that are permanent inhabitants of the tissue.
Fibroblast - produce and secrete the organic parts of the ground substance and extrace
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Muscles are composed mostly of cells called what?
A. muscle fibers
B. muscle filament
C. muscle polymers
D. muscle organelles
Answer:
|
|
sciq-9912
|
multiple_choice
|
What organelles are known as the energy "powerhouses" of the cells?
|
[
"mitochondria",
"carbohydrates",
"atoms",
"proteins"
] |
A
|
Relavent Documents:
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Cellular components are the complex biomolecules and structures of which cells, and thus living organisms, are composed. Cells are the structural and functional units of life. The smallest organisms are single cells, while the largest organisms are assemblages of trillions of cells. DNA, double stranded macromolecule that carries the hereditary information of the cell and found in all living cells; each cell carries chromosome(s) having a distinctive DNA sequence.
Examples include macromolecules such as proteins and nucleic acids, biomolecular complexes such as a ribosome, and structures such as membranes, and organelles. While the majority of cellular components are located within the cell itself, some may exist in extracellular areas of an organism.
Cellular components may also be called biological matter or biological material. Most biological matter has the characteristics of soft matter, being governed by relatively small energies. All known life is made of biological matter. To be differentiated from other theoretical or fictional life forms, such life may be called carbon-based, cellular, organic, biological, or even simply living – as some definitions of life exclude hypothetical types of biochemistry.
See also
Cell (biology)
Cell biology
Biomolecule
Organelle
Tissue (biology)
External links
https://web.archive.org/web/20130918033010/http://bioserv.fiu.edu/~walterm/FallSpring/review1_fall05_chap_cell3.htm
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Cell physiology is the biological study of the activities that take place in a cell to keep it alive. The term physiology refers to normal functions in a living organism. Animal cells, plant cells and microorganism cells show similarities in their functions even though they vary in structure.
General characteristics
There are two types of cells: prokaryotes and eukaryotes.
Prokaryotes were the first of the two to develop and do not have a self-contained nucleus. Their mechanisms are simpler than later-evolved eukaryotes, which contain a nucleus that envelops the cell's DNA and some organelles.
Prokaryotes
Prokaryotes have DNA located in an area called the nucleoid, which is not separated from other parts of the cell by a membrane. There are two domains of prokaryotes: bacteria and archaea. Prokaryotes have fewer organelles than eukaryotes. Both have plasma membranes and ribosomes (structures that synthesize proteins and float free in cytoplasm). Two unique characteristics of prokaryotes are fimbriae (finger-like projections on the surface of a cell) and flagella (threadlike structures that aid movement).
Eukaryotes
Eukaryotes have a nucleus where DNA is contained. They are usually larger than prokaryotes and contain many more organelles. The nucleus, the feature of a eukaryote that distinguishes it from a prokaryote, contains a nuclear envelope, nucleolus and chromatin. In cytoplasm, endoplasmic reticulum (ER) synthesizes membranes and performs other metabolic activities. There are two types, rough ER (containing ribosomes) and smooth ER (lacking ribosomes). The Golgi apparatus consists of multiple membranous sacs, responsible for manufacturing and shipping out materials such as proteins. Lysosomes are structures that use enzymes to break down substances through phagocytosis, a process that comprises endocytosis and exocytosis. In the mitochondria, metabolic processes such as cellular respiration occur. The cytoskeleton is made of fibers that support the str
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In cellular biology, inclusions are diverse intracellular non-living substances (ergastic substances) that are not bound by membranes. Inclusions are stored nutrients/deutoplasmic substances, secretory products, and pigment granules. Examples of inclusions are glycogen granules in the liver and muscle cells, lipid droplets in fat cells, pigment granules in certain cells of skin and hair, and crystals of various types. Cytoplasmic inclusions are an example of a biomolecular condensate arising by liquid-solid, liquid-gel or liquid-liquid phase separation.
These structures were first observed by O. F. Müller in 1786.
Examples
Glycogen: Glycogen is the most common form of glucose in animals and is especially abundant in cells of muscles, and liver. It appears in electron micrograph as clusters, or a rosette of beta particles that resemble ribosomes, located near the smooth endoplasmic reticulum. Glycogen is an important energy source of the cell; therefore, it will be available on demand. The enzymes responsible for glycogenolysis degrade glycogen into individual molecules of glucose and can be utilized by multiple organs of the body.
Lipids: Lipids are triglycerides in storage form is the common form of inclusions, not only are stored in specialized cells (adipocytes) but also are located as individuals droplets in various cell type especially hepatocytes. These are fluid at body temperature and appear in living cells as refractile spherical droplets. Lipid yields more than twice as many calories per gram as does carbohydrate. On demand, they serve as a local store of energy and a potential source of short carbon chains that are used by the cell in its synthesis of membranes and other lipid containing structural components or secretory products.
Crystals: Crystalline inclusions have long been recognized as normal constituents of certain cell types such as Sertoli cells and Leydig cells of the human testis, and occasionally in macrophages. It is believed that th
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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
Document 4:::
Organelle biogenesis is the biogenesis, or creation, of cellular organelles in cells. Organelle biogenesis includes the process by which cellular organelles are split between daughter cells during mitosis; this process is called organelle inheritance.
Discovery
Following the discovery of cellular organelles in the nineteenth century, little was known about their function and synthesis until the development of electron microscopy and subcellular fractionation in the twentieth century. This allowed experiments on the function, structure, and biogenesis of these organelles to commence.
Mechanisms of protein sorting and retrieval have been found to give organelles their characteristic composition. It is known that cellular organelles can come from preexisting organelles; however, it is a subject of controversy whether organelles can be created without a preexisting one.
Process
Several processes are known to have developed for organelle biogenesis. These can range from de novo synthesis to the copying of a template organelle; the formation of an organelle 'from scratch' and using a preexisting organelle as a template to manufacture an organelle, respectively. The distinct structures of each organelle are thought to be caused by the different mechanisms of the processes which create them and the proteins that they are made up of. Organelles may also be 'split' between two cells during the process of cellular division (known as organelle inheritance), where the organelle of the parent cell doubles in size and then splits with each half being delivered to their respective daughter cells.
The process of organelle biogenesis is known to be regulated by specialized transcription networks that modulate the expression of the genes that code for specific organellar proteins. In order for organelle biogenesis to be carried out properly, the specific genes coding for the organellar proteins must be transcribed properly and the translation of the resulting mRNA must be succes
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What organelles are known as the energy "powerhouses" of the cells?
A. mitochondria
B. carbohydrates
C. atoms
D. proteins
Answer:
|
|
sciq-11412
|
multiple_choice
|
Alleles that carry deadly diseases are usually which type?
|
[
"recessive",
"predominant",
"inherited",
"dominant"
] |
A
|
Relavent Documents:
Document 0:::
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 1:::
Ecogenetics is a branch of genetics that studies genetic traits related to the response to environmental substances. Or, a contraction of ecological genetics, the study of the relationship between a natural population and its genetic structure.
Ecogenetics principally deals with effects of preexisting genetically-determined variability on the response to environmental agents. The word environmental is defined broadly to include the physical, chemical, biological, atmospheric, and climate agents. Ecogenetics, therefore, is an all-embracing term, and concepts such as pharmacogenetics are seen as subcomponents of ecogenetics. This work grew logically from the book entitled Pollutants and High Risk Groups (1978), which presented an overview of the various host factors i.e. age, heredity, diet, preexisting diseases, and lifestyles which affect environmentally-induced disease.
The primary intention of ecogenetics is to provide an objective and critical evaluation of the scientific literature pertaining to genetic factors and differential susceptibility to environmental agents, with particular emphasis on those agents typically considered pollutants. It is important to realize though that ones genetic makeup, while important, is but one of an array of host factors contributing to overall adaptive capacity of the individual. In many instances, it is possible for such factors to interact in ways that may enhance or offset the effect of each other.
Red blood cell conditions
There is a broad group of genetic diseases that result in either producing or predisposing affected individuals to the development of hemolytic anemias. These diseases include abnormal hemoglobin, inability to manufacture one or the other of the peptide globin chains of the hemoglobin, and deficiencies of the Embden-Meyerhoff monophosphate.
Liver metabolism
Individuals lacking the ability to detoxify and excrete PCB's may have a high risk of total liver failure in conjunction with certain ecological co
Document 2:::
Alleles
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 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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Alleles that carry deadly diseases are usually which type?
A. recessive
B. predominant
C. inherited
D. dominant
Answer:
|
|
sciq-9660
|
multiple_choice
|
Electrons are organized into shells and subshells about the nucleus of this?
|
[
"compound",
"atom",
"element",
"molecule"
] |
B
|
Relavent Documents:
Document 0:::
In atomic physics and quantum chemistry, the electron configuration is the distribution of electrons of an atom or molecule (or other physical structure) in atomic or molecular orbitals. For example, the electron configuration of the neon atom is , meaning that the 1s, 2s and 2p subshells are occupied by 2, 2 and 6 electrons respectively.
Electronic configurations describe each electron as moving independently in an orbital, in an average field created by all other orbitals. Mathematically, configurations are described by Slater determinants or configuration state functions.
According to the laws of quantum mechanics, for systems with only one electron, a level of energy is associated with each electron configuration and in certain conditions, electrons are able to move from one configuration to another by the emission or absorption of a quantum of energy, in the form of a photon.
Knowledge of the electron configuration of different atoms is useful in understanding the structure of the periodic table of elements. This is also useful for describing the chemical bonds that hold atoms together, and for understanding the chemical formulas of compounds and the geometries of molecules. In bulk materials, this same idea helps explain the peculiar properties of lasers and semiconductors.
Shells and subshells
Electron configuration was first conceived under the Bohr model of the atom, and it is still common to speak of shells and subshells despite the advances in understanding of the quantum-mechanical nature of electrons.
An electron shell is the set of allowed states that share the same principal quantum number, n (the number before the letter in the orbital label), that electrons may occupy. An atom's nth electron shell can accommodate 2n2 electrons. For example, the first shell can accommodate 2 electrons, the second shell 8 electrons, the third shell 18 electrons and so on. The factor of two arises because the allowed states are doubled due to electron spin—each
Document 1:::
In chemistry and atomic physics, an electron shell may be thought of as an orbit that electrons follow around an atom's nucleus. The closest shell to the nucleus is called the "1 shell" (also called the "K shell"), followed by the "2 shell" (or "L shell"), then the "3 shell" (or "M shell"), and so on farther and farther from the nucleus. The shells correspond to the principal quantum numbers (n = 1, 2, 3, 4 ...) or are labeled alphabetically with the letters used in X-ray notation (K, L, M, ...). A useful guide when understanding electron shells in atoms is to note that each row on the conventional periodic table of elements represents an electron shell.
Each shell can contain only a fixed number of electrons: the first shell can hold up to two electrons, the second shell can hold up to eight (2 + 6) electrons, the third shell can hold up to 18 (2 + 6 + 10) and so on. The general formula is that the nth shell can in principle hold up to 2(n2) electrons. For an explanation of why electrons exist in these shells, see electron configuration.
Each shell consists of one or more subshells, and each subshell consists of one or more atomic orbitals.
History
In 1913 Bohr proposed a model of the atom, giving the arrangement of electrons in their sequential orbits. At that time, Bohr allowed the capacity of the inner orbit of the atom to increase to eight electrons as the atoms got larger, and "in the scheme given below the number of electrons in this [outer] ring is arbitrary put equal to the normal valency of the corresponding element." Using these and other constraints, he proposed configurations that are in accord with those now known only for the first six elements. "From the above we are led to the following possible scheme for the arrangement of the electrons in light atoms:"
The shell terminology comes from Arnold Sommerfeld's modification of the 1913 Bohr model. During this period Bohr was working with Walther Kossel, whose papers in 1914 and in 1916 called the or
Document 2:::
A quantum mechanical system or particle that is bound—that is, confined spatially—can only take on certain discrete values of energy, called energy levels. This contrasts with classical particles, which can have any amount of energy. The term is commonly used for the energy levels of the electrons in atoms, ions, or molecules, which are bound by the electric field of the nucleus, but can also refer to energy levels of nuclei or vibrational or rotational energy levels in molecules. The energy spectrum of a system with such discrete energy levels is said to be quantized.
In chemistry and atomic physics, an electron shell, or principal energy level, may be thought of as the orbit of one or more electrons around an atom's nucleus. The closest shell to the nucleus is called the " shell" (also called "K shell"), followed by the " shell" (or "L shell"), then the " shell" (or "M shell"), and so on farther and farther from the nucleus. The shells correspond with the principal quantum numbers (n = 1, 2, 3, 4 ...) or are labeled alphabetically with letters used in the X-ray notation (K, L, M, N...).
Each shell can contain only a fixed number of electrons: The first shell can hold up to two electrons, the second shell can hold up to eight (2 + 6) electrons, the third shell can hold up to 18 (2 + 6 + 10) and so on. The general formula is that the nth shell can in principle hold up to 2n2 electrons. Since electrons are electrically attracted to the nucleus, an atom's electrons will generally occupy outer shells only if the more inner shells have already been completely filled by other electrons. However, this is not a strict requirement: atoms may have two or even three incomplete outer shells. (See Madelung rule for more details.) For an explanation of why electrons exist in these shells see electron configuration.
If the potential energy is set to zero at infinite distance from the atomic nucleus or molecule, the usual convention, then bound electron states have negative pot
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:::
Electron scattering occurs when electrons are displaced from their original trajectory. This is due to the electrostatic forces within matter interaction or, if an external magnetic field is present, the electron may be deflected by the Lorentz force. This scattering typically happens with solids such as metals, semiconductors and insulators; and is a limiting factor in integrated circuits and transistors.
The application of electron scattering is such that it can be used as a high resolution microscope for hadronic systems, that allows the measurement of the distribution of charges for nucleons and nuclear structure. The scattering of electrons has allowed us to understand that protons and neutrons are made up of the smaller elementary subatomic particles called quarks.
Electrons may be scattered through a solid in several ways:
Not at all: no electron scattering occurs at all and the beam passes straight through.
Single scattering: when an electron is scattered just once.
Plural scattering: when electron(s) scatter several times.
Multiple scattering: when electron(s) scatter many times over.
The likelihood of an electron scattering and the degree of the scattering is a probability function of the specimen thickness to the mean free path.
History
The principle of the electron was first theorised in the period of 1838-1851 by a natural philosopher by the name of Richard Laming who speculated the existence of sub-atomic, unit charged particles; he also pictured the atom as being an 'electrosphere' of concentric shells of electrical particles surrounding a material core.
It is generally accepted that J. J. Thomson first discovered the electron in 1897, although other notable members in the development in charged particle theory are George Johnstone Stoney (who coined the term "electron"), Emil Wiechert (who was first to publish his independent discovery of the electron), Walter Kaufmann, Pieter Zeeman and Hendrik Lorentz.
Compton scattering was first observed at
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Electrons are organized into shells and subshells about the nucleus of this?
A. compound
B. atom
C. element
D. molecule
Answer:
|
|
sciq-8357
|
multiple_choice
|
What does ozone in the stratosphere protect us from?
|
[
"solar rays",
"solar traces",
"comets",
"acid rain"
] |
A
|
Relavent Documents:
Document 0:::
A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field.
Overview
The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion.
With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies.
Example programs
The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University.
A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes
Document 1:::
The Science, Technology, Engineering and Mathematics Network or STEMNET is an educational charity in the United Kingdom that seeks to encourage participation at school and college in science and engineering-related subjects (science, technology, engineering, and mathematics) and (eventually) work.
History
It is based at Woolgate Exchange near Moorgate tube station in London and was established in 1996. The chief executive is Kirsten Bodley. The STEMNET offices are housed within the Engineering Council.
Function
Its chief aim is to interest children in science, technology, engineering and mathematics. Primary school children can start to have an interest in these subjects, leading secondary school pupils to choose science A levels, which will lead to a science career. It supports the After School Science and Engineering Clubs at schools. There are also nine regional Science Learning Centres.
STEM ambassadors
To promote STEM subjects and encourage young people to take up jobs in these areas, STEMNET have around 30,000 ambassadors across the UK. these come from a wide selection of the STEM industries and include TV personalities like Rob Bell.
Funding
STEMNET used to receive funding from the Department for Education and Skills. Since June 2007, it receives funding from the Department for Children, Schools and Families and Department for Innovation, Universities and Skills, since STEMNET sits on the chronological dividing point (age 16) of both of the new departments.
See also
The WISE Campaign
Engineering and Physical Sciences Research Council
National Centre for Excellence in Teaching Mathematics
Association for Science Education
Glossary of areas of mathematics
Glossary of astronomy
Glossary of biology
Glossary of chemistry
Glossary of engineering
Glossary of physics
Document 2:::
The STEM (Science, Technology, Engineering, and Mathematics) pipeline is a critical infrastructure for fostering the development of future scientists, engineers, and problem solvers. It's the educational and career pathway that guides individuals from early childhood through to advanced research and innovation in STEM-related fields.
Description
The "pipeline" metaphor is based on the idea that having sufficient graduates requires both having sufficient input of students at the beginning of their studies, and retaining these students through completion of their academic program. The STEM pipeline is a key component of workplace diversity and of workforce development that ensures sufficient qualified candidates are available to fill scientific and technical positions.
The STEM pipeline was promoted in the United States from the 1970s onwards, as “the push for STEM (science, technology, engineering, and mathematics) education appears to have grown from a concern for the low number of future professionals to fill STEM jobs and careers and economic and educational competitiveness.”
Today, this metaphor is commonly used to describe retention problems in STEM fields, called “leaks” in the pipeline. For example, the White House reported in 2012 that 80% of minority groups and women who enroll in a STEM field switch to a non-STEM field or drop out during their undergraduate education. These leaks often vary by field, gender, ethnic and racial identity, socioeconomic background, and other factors, drawing attention to structural inequities involved in STEM education and careers.
Current efforts
The STEM pipeline concept is a useful tool for programs aiming at increasing the total number of graduates, and is especially important in efforts to increase the number of underrepresented minorities and women in STEM fields. Using STEM methodology, educational policymakers can examine the quantity and retention of students at all stages of the K–12 educational process and beyo
Document 3:::
The SAT Subject Test in Biology was the name of a one-hour multiple choice test given on biology by the College Board. A student chose whether to take the test depending upon college entrance requirements for the schools in which the student is planning to apply. Until 1994, the SAT Subject Tests were known as Achievement Tests; and from 1995 until January 2005, they were known as SAT IIs. Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800. The average for Molecular is 630 while Ecological is 591.
On January 19 2021, the College Board discontinued all SAT Subject tests, including the SAT Subject Test in Biology E/M. This was effective immediately in the United States, and the tests were to be phased out by the following summer for international students. This was done as a response to changes in college admissions due to the impact of the COVID-19 pandemic on education.
Format
This test had 80 multiple-choice questions that were to be answered in one hour. All questions had five answer choices. Students received one point for each correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The student's score was based entirely on his or her performance in answering the multiple-choice questions.
The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Preparation
The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, a
Document 4:::
Science, technology, engineering, and mathematics (STEM) is an umbrella term used to group together the distinct but related technical disciplines of science, technology, engineering, and mathematics. The term is typically used in the context of education policy or curriculum choices in schools. It has implications for workforce development, national security concerns (as a shortage of STEM-educated citizens can reduce effectiveness in this area), and immigration policy, with regard to admitting foreign students and tech workers.
There is no universal agreement on which disciplines are included in STEM; in particular, whether or not the science in STEM includes social sciences, such as psychology, sociology, economics, and political science. In the United States, these are typically included by organizations such as the National Science Foundation (NSF), the Department of Labor's O*Net online database for job seekers, and the Department of Homeland Security. In the United Kingdom, the social sciences are categorized separately and are instead grouped with humanities and arts to form another counterpart acronym HASS (Humanities, Arts, and Social Sciences), rebranded in 2020 as SHAPE (Social Sciences, Humanities and the Arts for People and the Economy). Some sources also use HEAL (health, education, administration, and literacy) as the counterpart of STEM.
Terminology
History
Previously referred to as SMET by the NSF, in the early 1990s the acronym STEM was used by a variety of educators, including Charles E. Vela, the founder and director of the Center for the Advancement of Hispanics in Science and Engineering Education (CAHSEE). Moreover, the CAHSEE started a summer program for talented under-represented students in the Washington, D.C., area called the STEM Institute. Based on the program's recognized success and his expertise in STEM education, Charles Vela was asked to serve on numerous NSF and Congressional panels in science, mathematics, and engineering edu
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What does ozone in the stratosphere protect us from?
A. solar rays
B. solar traces
C. comets
D. acid rain
Answer:
|
|
sciq-3404
|
multiple_choice
|
All chemical changes involve a transfer of what?
|
[
"oxygen",
"pressure",
"fuel",
"energy"
] |
D
|
Relavent Documents:
Document 0:::
Physical biochemistry is a branch of biochemistry that deals with the theory, techniques, and methodology used to study the physical chemistry of biomolecules.
It also deals with the mathematical approaches for the analysis of biochemical reaction and the modelling of biological systems. It provides insight into the structure of macromolecules, and how chemical structure influences the physical properties of a biological substance.
It involves the use of physics, physical chemistry principles, and methodology to study biological systems. It employs various physical chemistry techniques such as chromatography, spectroscopy, Electrophoresis, X-ray crystallography, electron microscopy, and hydrodynamics.
See also
Physical chemistry
Document 1:::
Multimedia fugacity model is a model in environmental chemistry that summarizes the processes controlling chemical behavior in environmental media by developing and applying of mathematical statements or "models" of chemical fate.
Most chemicals have the potential to migrate from the medium to medium. Multimedia fugacity models are utilized to study and predict the behavior of chemicals in different environmental compartments.
The models are formulated using the concept of fugacity, which was introduced by Gilbert N. Lewis in 1901 as a criterion of equilibrium and convenient method of calculating multimedia equilibrium partitioning.
The fugacity of chemicals is a mathematical expression that describes the rates at which chemicals diffuse, or are transported between phases. The transfer rate is proportional to the fugacity difference that exists between the source and destination phases.
For building the model, the initial step is to set up a mass balance equation for each phase in question that includes fugacities, concentrations, fluxes and amounts. The important values are the proportionality constant, called fugacity capacity expressed as Z-values (SI unit: mol/m3 Pa) for a variety of media, and transport parameters expressed as D-values (SI unit: mol/Pa h) for processes such as advection, reaction and intermedia transport. The Z-values are calculated using the equilibrium partitioning coefficients of the chemicals, Henry's law constant and other related physical-chemical properties.
Application of models
There are four levels of multimedia fugacity Models applied for prediction of fate and transport of organic chemicals in the multicompartmental environment:
Depending on the number of phases and complexity of processes different level models are applied. Many of the models apply to steady-state conditions and can be reformulated to describe time-varying conditions by using differential equations. The concept has been used to assess the relative propensity fo
Document 2:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 3:::
A generalized compound is a mixture of chemical compounds of constant composition, despite possible changes in the total amount. The concept is used in the Dynamic Energy Budget theory, where biomass is partitioned into a limited set of generalised compounds, which contain a high percentage of organic compounds. The amount of generalized compound can be quantified in terms of weight, but more conveniently in terms of C-moles. The concept of strong homeostasis has an intimate relationship with that of generalised compound.
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.
All chemical changes involve a transfer of what?
A. oxygen
B. pressure
C. fuel
D. energy
Answer:
|
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