id
stringlengths 6
15
| question_type
stringclasses 1
value | question
stringlengths 15
683
| choices
listlengths 4
4
| answer
stringclasses 5
values | explanation
stringclasses 481
values | prompt
stringlengths 1.75k
10.9k
|
|---|---|---|---|---|---|---|
sciq-2521
|
multiple_choice
|
The two ovaries are small, oval organs on either side of what part of the body?
|
[
"pancreas",
"lungs",
"heart",
"uterus"
] |
D
|
Relavent Documents:
Document 0:::
In anatomy, a lobe is a clear anatomical division or extension of an organ (as seen for example in the brain, lung, liver, or kidney) that can be determined without the use of a microscope at the gross anatomy level. This is in contrast to the much smaller lobule, which is a clear division only visible under the microscope.
Interlobar ducts connect lobes and interlobular ducts connect lobules.
Examples of lobes
The four main lobes of the brain
the frontal lobe
the parietal lobe
the occipital lobe
the temporal lobe
The three lobes of the human cerebellum
the flocculonodular lobe
the anterior lobe
the posterior lobe
The two lobes of the thymus
The two and three lobes of the lungs
Left lung: superior and inferior
Right lung: superior, middle, and inferior
The four lobes of the liver
Left lobe of liver
Right lobe of liver
Quadrate lobe of liver
Caudate lobe of liver
The renal lobes of the kidney
Earlobes
Examples of lobules
the cortical lobules of the kidney
the testicular lobules of the testis
the lobules of the mammary gland
the pulmonary lobules of the lung
the lobules of the thymus
Document 1:::
A dorsiventral (Lat. dorsum, "the back", venter, "the belly") organ is one that has two surfaces differing from each other in appearance and structure, as an ordinary leaf. This term has also been used as a synonym for dorsoventral organs, those that extend from a dorsal to a ventral surface.
This word is also used to define body structure of an organism, e.g. flatworm have dorsiventrally flattened bodies.
Document 2:::
Instruments used in Anatomy dissections are as follows:
Instrument list
Image gallery
Document 3:::
The Terminologia Embryologica (TE) is a standardized list of words used in the description of human embryologic and fetal structures. It was produced by the Federative International Committee on Anatomical Terminology on behalf of the International Federation of Associations of Anatomists and posted on the Internet since 2010. It has been approved by the General Assembly of the IFAA during the seventeenth International Congress of Anatomy in Cape Town (August 2009).
It is analogous to the Terminologia Anatomica (TA), which standardizes terminology for adult human anatomy and which deals primarily with naked-eye adult anatomy. It succeeds the Nomina Embryologica, which was included as a component of the Nomina Anatomica.
It was not included in the original version of the TA.
Codes
e1.0: General terms
e2.0: Ontogeny
e3.0: Embryogeny
e4.0: General histology
e5.0: Bones; Skeletal system
e5.1: Joints; Articular system
e5.2: Muscles; Muscular system
e5.3: Face
e5.4: Alimentary system
e5.5: Respiratory system
e5.6: Urinary system
e5.7: Genital systems
e5.8: Coelom and septa
e5.9: Mesenchymal mesenteric masses
e5.10: Endocrine glands
e5.11: Cardiovascular system
e5.12: Lymphoid system
e5.13: Nervous system
e5.14: Central nervous system
e5.15: Peripheral nervous system
e5.16: Sense organs
e5.17: The integument
e6.0: Extraembryonic and fetal membranes
e7.0: Embryogenesis (-> 13 st)
e7.0: Embryogenesis (14 st ->)
e7.1: Fetogenesis
e7.2: Features of mature neonate
e8.0: Dysmorphia terms
See also
Terminologia Anatomica
Terminologia Histologica
International Morphological Terminology
Federative International Committee on Anatomical Terminology
Document 4:::
The following outline is provided as an overview of and topical guide to human anatomy:
Human anatomy – scientific study of the morphology of the adult human. It is subdivided into gross anatomy and microscopic anatomy. Gross anatomy (also called topographical anatomy, regional anatomy, or anthropotomy) is the study of anatomical structures that can be seen by unaided vision. Microscopic anatomy is the study of minute anatomical structures assisted with microscopes, and includes histology (the study of the organization of tissues), and cytology (the study of cells).
Essence of human anatomy
Human body
Anatomy
Branches of human anatomy
Gross anatomy- systemic or region-wise study of human body parts and organs. Gross anatomy encompasses cadaveric anatomy and osteology
Microscopic anatomy/histology
Cell biology (Cytology) & cytogenetics
Surface anatomy
Radiological anatomy
Developmental anatomy/embryology
Anatomy of the human body
The following list of human anatomical structures is based on the Terminologia Anatomica, the international standard for anatomical nomenclature. While the order is standardized, the hierarchical relationships in the TA are somewhat vague, and thus are open to interpretation.
General anatomy
Parts of human body
Head
Ear
Face
Forehead
Cheek
Chin
Eye
Nose
Nostril
Mouth
Lip
Tongue
Tooth
Neck
Torso
Thorax
Abdomen
Pelvis
Back
Pectoral girdle
Shoulder
Arm
Axilla
Elbow
Forearm
Wrist
Hand
Finger
Thumb
Palm
Lower limb
Pelvic girdle
Leg
Buttocks
Hip
Thigh
Knee
Calf
Foot
Ankle
Heel
Toe
Big toe
Sole
Cavities
Cranial cavity
Spinal cavity
Thoracic cavity
Abdominopelvic cavity
Abdominal cavity
Pelvic cavity
Planes, lines, and regions
Regions of head
Regions of neck
Anterior and lateral thoracic regions
Abdominal regions
Regions of back
Perineal regions
Regions of upper limb
Regions of lower limb
Bones
General terms
Bony part
Cortical bone
Compact bone
Spongy bone
Cartilaginous part
Membranous part
Periosteum
Perichondrium
Axial skele
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The two ovaries are small, oval organs on either side of what part of the body?
A. pancreas
B. lungs
C. heart
D. uterus
Answer:
|
|
sciq-3419
|
multiple_choice
|
What is created when energy turns a turbine?
|
[
"light",
"force",
"torque",
"electricity"
] |
D
|
Relavent Documents:
Document 0:::
Turbomachinery, in mechanical engineering, describes machines that transfer energy between a rotor and a fluid, including both turbines and compressors. While a turbine transfers energy from a fluid to a rotor, a compressor transfers energy from a rotor to a fluid.
These two types of machines are governed by the same basic relationships including Newton's second Law of Motion and Euler's pump and turbine equation for compressible fluids. Centrifugal pumps are also turbomachines that transfer energy from a rotor to a fluid, usually a liquid, while turbines and compressors usually work with a gas.
History
The first turbomachines could be identified as water wheels, which appeared between the 3rd and 1st centuries BCE in the Mediterranean region. These were used throughout the medieval period and began the first Industrial Revolution. When steam power started to be used, as the first power source driven by the combustion of a fuel rather than renewable natural power sources, this was as reciprocating engines. Primitive turbines and conceptual designs for them, such as the smoke jack, appeared intermittently but the temperatures and pressures required for a practically efficient turbine exceeded the manufacturing technology of the time. The first patent for gas turbines were filed in 1791 by John Barber. Practical hydroelectric water turbines and steam turbines did not appear until the 1880s. Gas turbines appeared in the 1930s.
The first impulse type turbine was created by Carl Gustaf de Laval in 1883. This was closely followed by the first practical reaction type turbine in 1884, built by Charles Parsons. Parsons’ first design was a multi-stage axial-flow unit, which George Westinghouse acquired and began manufacturing in 1895, while General Electric acquired de Laval's designs in 1897. Since then, development has skyrocketed from Parsons’ early design, producing 0.746 kW, to modern nuclear steam turbines producing upwards of 1500 MW. Furthermore, steam turbines ac
Document 1:::
A wind turbine is a device that converts the kinetic energy of wind into electrical energy. , hundreds of thousands of large turbines, in installations known as wind farms, were generating over 650 gigawatts of power, with 60 GW added each year. Wind turbines are an increasingly important source of intermittent renewable energy, and are used in many countries to lower energy costs and reduce reliance on fossil fuels. One study claimed that, wind had the "lowest relative greenhouse gas emissions, the least water consumption demands and the most favorable social impacts" compared to photovoltaic, hydro, geothermal, coal and gas energy sources.
Smaller wind turbines are used for applications such as battery charging and remote devices such as traffic warning signs. Larger turbines can contribute to a domestic power supply while selling unused power back to the utility supplier via the electrical grid.
Wind turbines are manufactured in a wide range of sizes, with either horizontal or vertical axes, though horizontal is most common.
History
The windwheel of Hero of Alexandria (10–70 CE) marks one of the first recorded instances of wind powering a machine. However, the first known practical wind power plants were built in Sistan, an Eastern province of Persia (now Iran), from the 7th century. These "Panemone" were vertical axle windmills, which had long vertical drive shafts with rectangular blades. Made of six to twelve sails covered in reed matting or cloth material, these windmills were used to grind grain or draw up water, and were used in the gristmilling and sugarcane industries.
Wind power first appeared in Europe during the Middle Ages. The first historical records of their use in England date to the 11th and 12th centuries; there are reports of German crusaders taking their windmill-making skills to Syria around 1190. By the 14th century, Dutch windmills were in use to drain areas of the Rhine delta. Advanced wind turbines were described by Croatian invent
Document 2:::
In electrical engineering, electric machine is a general term for machines using electromagnetic forces, such as electric motors, electric generators, and others. They are electromechanical energy converters: an electric motor converts electricity to mechanical power while an electric generator converts mechanical power to electricity. The moving parts in a machine can be rotating (rotating machines) or linear (linear machines). Besides motors and generators, a third category often included is transformers, which although they do not have any moving parts are also energy converters, changing the voltage level of an alternating current.
Electric machines, in the form of synchronous and induction generators, produce about 95% of all electric power on Earth (as of early 2020s), and in the form of electric motors consume approximately 60% of all electric power produced. Electric machines were developed beginning in the mid 19th century and since that time have been a ubiquitous component of the infrastructure. Developing more efficient electric machine technology is crucial to any global conservation, green energy, or alternative energy strategy.
Generator
An electric generator is a device that converts mechanical energy to electrical energy. A generator forces electrons to flow through an external electrical circuit. It is somewhat analogous to a water pump, which creates a flow of water but does not create the water inside. The source of mechanical energy, the prime mover, may be a reciprocating or turbine steam engine, water falling through a turbine or waterwheel, an internal combustion engine, a wind turbine, a hand crank, compressed air or any other source of mechanical energy.
The two main parts of an electrical machine can be described in either mechanical or electrical terms. In mechanical terms, the rotor is the rotating part, and the stator is the stationary part of an electrical machine. In electrical terms, the armature is the power-producing compo
Document 3:::
The tip-speed ratio, λ, or TSR for wind turbines is the ratio between the tangential speed of the tip of a blade and the actual speed of the wind, . The tip-speed ratio is related to efficiency, with the optimum varying with blade design. Higher tip speeds result in higher noise levels and require stronger blades due to larger centrifugal forces.
The tip speed of the blade can be calculated as times R, where is the rotational speed of the rotor in radians/second, and R is the rotor radius in metres. Therefore, we can also write:
where is the wind speed in metres/second at the height of the blade hub.
Cp–λ curves
The power coefficient, is a quantity that expresses what fraction of the power in the wind is being extracted by the wind turbine. It is generally assumed to be a function of both tip-speed ratio and pitch angle. Below is a plot of the variation of the power coefficient with variations in the tip-speed ratio when the pitch is held constant:
The case for variable speed wind turbines
Originally, wind turbines were fixed speed. This has the benefit that the rotor speed in the generator is constant, thus the frequency of the AC voltage is fixed. This allows the wind turbine to be directly connected to a transmission system. However, from the figure above, we can see that the power coefficient is a function of the tip-speed ratio. By extension, the efficiency of the wind turbine is a function of the tip-speed ratio.
Ideally, one would like to have a turbine operating at the maximum value of at all wind speeds. This means that as the wind speed changes, the rotor speed must change to such that . A wind turbine with a variable rotor speed is called a variable speed wind turbine. Whilst this does mean that the wind turbine operates at or close to for a range of wind speeds, the frequency of the AC voltage generator will not be constant. This can be seen in the following equation:
where is the rotor angular speed, is the frequency of the AC volta
Document 4:::
Micropower describes the use of very small electric generators and prime movers or devices to convert heat or motion to electricity, for use close to the generator. The generator is typically integrated with microelectronic devices and produces "several watts of power or less." These devices offer the promise of a power source for portable electronic devices which is lighter weight and has a longer operating time than batteries.
Microturbine technology
The components of any turbine engine — the gas compressor, the combustion chamber, and the turbine rotor — are fabricated from etched silicon, much like integrated circuits. The technology holds the promise of ten times the operating time of a battery of the same weight as the micropower unit, and similar efficiency to large utility gas turbines. Researchers at Massachusetts Institute of Technology have thus far succeeded in fabricating the parts for such a micro turbine out of six etched and stacked silicon wafers, and are working toward combining them into a functioning engine about the size of a U.S. quarter coin.
Researchers at Georgia Tech have built a micro generator 10 mm wide, which spins a magnet above an array of coils fabricated on a silicon chip. The device spins at 100,000 revolutions per minute, and produces 1.1 watts of electrical power, sufficient to operate a cell phone. Their goal is to produce 20 to 50 watts, sufficient to power a laptop computer.
Scientists at Lehigh University are developing a hydrogen generator on a silicon chip that can convert methanol, diesel, or gasoline into fuel for a microengine or a miniature fuel cell.
Professor Sanjeev Mukerjee of Northeastern University's chemistry department is developing fuel cells for the military that will burn hydrogen to power portable electronic equipment, such as night vision goggles, computers, and communication equipment. In his system, a cartridge of methanol would be used to produce hydrogen to run a small fuel cell for up to 5,000 ho
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is created when energy turns a turbine?
A. light
B. force
C. torque
D. electricity
Answer:
|
|
scienceQA-6151
|
multiple_choice
|
Select the bird.
|
[
"sugar glider",
"whale shark",
"peafowl",
"porcupinefish"
] |
C
|
A sugar glider is a mammal. It has fur and feeds its young milk.
Sugar gliders can jump long distances from tree to tree. They have flaps of loose skin on their sides. These flaps help them stay in the air.
A whale shark is a fish. It lives underwater. It has fins, not limbs.
Whale sharks are the largest fish in the world! Adult whale sharks can weigh over 21 tons—as much as seven elephants!
A peafowl is a bird. It has feathers, two wings, and a beak.
The image shows a male peafowl. Male peafowl are called peacocks. Female peafowl are called peahens. Young peafowl are called peachicks!
A porcupinefish is a fish. It lives underwater. It has fins, not limbs.
Porcupinefish can puff up their bodies with air or water to scare off predators.
|
Relavent Documents:
Document 0:::
The difficulty of defining or measuring intelligence in non-human animals makes the subject difficult to study scientifically in birds. In general, birds have relatively large brains compared to their head size. The visual and auditory senses are well developed in most species, though the tactile and olfactory senses are well realized only in a few groups. Birds communicate using visual signals as well as through the use of calls and song. The testing of intelligence in birds is therefore usually based on studying responses to sensory stimuli.
The corvids (ravens, crows, jays, magpies, etc.) and psittacines (parrots, macaws, and cockatoos) are often considered the most intelligent birds, and are among the most intelligent animals in general. Pigeons, finches, domestic fowl, and birds of prey have also been common subjects of intelligence studies.
Studies
Bird intelligence has been studied through several attributes and abilities. Many of these studies have been on birds such as quail, domestic fowl, and pigeons kept under captive conditions. It has, however, been noted that field studies have been limited, unlike those of the apes. Birds in the crow family (corvids) as well as parrots (psittacines) have been shown to live socially, have long developmental periods, and possess large forebrains, all of which have been hypothesized to allow for greater cognitive abilities.
Counting has traditionally been considered an ability that shows intelligence. Anecdotal evidence from the 1960s has suggested that crows can count up to 3. Researchers need to be cautious, however, and ensure that birds are not merely demonstrating the ability to subitize, or count a small number of items quickly. Some studies have suggested that crows may indeed have a true numerical ability. It has been shown that parrots can count up to 6.
Cormorants used by Chinese fishermen were given every eighth fish as a reward, and found to be able to keep count up to 7. E.H. Hoh wrote in Natural Histo
Document 1:::
This is a list of the fastest flying birds in the world. A bird's velocity is necessarily variable; a hunting bird will reach much greater speeds while diving to catch prey than when flying horizontally. The bird that can achieve the greatest airspeed is the peregrine falcon, able to exceed in its dives. A close relative of the common swift, the white-throated needletail (Hirundapus caudacutus), is commonly reported as the fastest bird in level flight with a reported top speed of . This record remains unconfirmed as the measurement methods have never been published or verified. The record for the fastest confirmed level flight by a bird is held by the common swift.
Birds by flying speed
See also
List of birds by flight heights
Note
Document 2:::
The Witherby Memorial Lecture is an academic lectureship awarded by the British Trust for Ornithology (BTO) annually since 1968. The memorial lecture is in memorandum of Harry Forbes Witherby, a former owner of Witherby, who previously published ornithological books.
Lectures
Document 3:::
Austin Hobart Clark (December 17, 1880 – October 28, 1954) was an American zoologist. He was born in Wellesley, Massachusetts and died in Washington, D.C. His research covered a wide range of topics including oceanography, marine biology, ornithology, and entomology.
Biography
The son of Theodore Minot Clark and Jeannette French Clark, Clark obtained his Bachelor of Arts at Harvard University in 1903. He had five children with his first wife Mary Wendell Upham, whom he married on March 6, 1906. Mary died in December 1931 and Clark was remarried in 1933 to Leila Gay Forbes.
In 1901, Clark organized a scientific expedition to Isla Margarita in Venezuela. From 1903 to 1905, he conducted research in the Antilles. From 1906 to 1907, he led a scientific team aboard the 1882 USS Albatross. In 1908, he took a post at the National Museum of Natural History, which he held until his retirement in 1950.
Clark had important and various roles in a number of learned societies: he was president of the Entomological Society of Washington, vice president of the American Geophysical Union, and directed the press service of the American Association for the Advancement of Science.
Clark was author to more than 600 publications written in English, French, Italian, German, and Russian. Some of the most well-known include Animals of Land and Sea (1925), Nature Narratives (two volumes, 1929 and 1931), The New Evolution (1930), and Animals Alive (1948).
Several animal species and genera were first scientifically described by Clark, including the Lesser Antillean macaw (1905), the Martinique parrot (1905), the Dominican green-and-yellow macaw (1908), the mulga parrot (1910), the crustacean genus Laomenes (1919) or the starfish species Copidaster lymani (1948).
Zoogenesis
Clark is best known for his evolutionary theory called zoogenesis, which he introduced in his book The New Evolution: Zoogenesis (1930). His theory challenged the single tree view of evolution, according to Clark the
Document 4:::
This is a list of birds by flight height.
Birds by flight height
See also
Organisms at high altitude
List of birds by flight speed
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Select the bird.
A. sugar glider
B. whale shark
C. peafowl
D. porcupinefish
Answer:
|
sciq-10618
|
multiple_choice
|
The yellowstone hot spot is a famous example of a what?
|
[
"deeper hot spot",
"form hot spot",
"oceanic hot spot",
"continental hot spot"
] |
D
|
Relavent Documents:
Document 0:::
The Greater Yellowstone Ecosystem (GYE) is one of the last remaining large, nearly intact ecosystems in the northern temperate zone of the Earth. It is located within the northern Rocky Mountains, in areas of northwestern Wyoming, southwestern Montana, and eastern Idaho, and is about . Yellowstone National Park and the Yellowstone Caldera 'hotspot' are within it.
The area is a flagship site among conservation groups that promote ecosystem management. The Greater Yellowstone Ecosystem (GYE) is one of the world's foremost natural laboratories in landscape ecology and Holocene geology, and is a world-renowned recreational destination. It is also home to the diverse native plants and animals of Yellowstone.
History
Yellowstone National Park boundaries were drawn in 1872 with the intent to include all the known geothermal basins in the region. As landscape ecology considerations were not incorporated into original boundary, revisions were suggested to conform more closely to natural topographic features, such as the ridgeline of the Absaroka Range along the east boundary. In 1929, President Hoover signed the first bill changing the park's boundaries: The northwest corner now included a significant area of petrified trees; the northeast corner was defined by the watershed of Pebble Creek; the eastern boundary included the headwaters of the Lamar River and part of the watershed of the Yellowstone River. In 1932, President Hoover issued an executive order that added more than between the north boundary and the Yellowstone River, west of Gardiner. These lands provided winter range for elk and other ungulates. By the 1970s, the grizzly bear's (Ursus arctos) range in and near the park became the first informal minimum boundary of a theoretical "Greater Yellowstone Ecosystem" that included at least . Since then, definitions of the greater ecosystem's size have steadily grown larger. A 1994 study listed the size as , while a 1994 speech by a Greater Yellowstone Coalition lea
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:::
University of Notre Dame Environmental Research Center (UNDERC) has two locations in North America serving as natural laboratories for scientists studying ecology and environmental biology. These locations serve as "natural" laboratories for the study of environmental systems that have experienced little or no degradation from humans and as a baseline for comparison with human disturbed systems.
UNDERC-EAST
UNDERC-East encompasses (land = and lakes/bogs/streams = ) lying at along the state line of Wisconsin (Vilas County) and Michigan (Gogebic County). UNDERC-East is the National Ecological Observatory Network (NEON) site for increasing the understanding of how forest management impacts ecological processes in the Great Lakes Region (Domain #5).
UNDERC-WEST
UNDERC-West lies at and is located in the Mission Valley of Montana (Lake County). UNDERC-West encompasses more than administered by the Confederated Salish and Kootenai Tribes with whom the University of Notre Dame partners in the UNDERC-West project.
Notable Researchers
Arthur Hasler
Edward Birge
Chancey Juday
David Lodge
James Elser
James Kitchell
Stephen Carpenter
Kathryn L. Cottingham
Document 3:::
The Arid Land Ecology Reserve (ALE) is the largest tract of shrub-steppe ecosystem remaining in the U.S. state of Washington. It is managed for the U.S. Department of Energy by the Pacific Northwest National Laboratory (which is operated for the U.S. Department of Energy by Battelle Memorial Institute). The 320 km² area is a portion of the 1500 km² National Environmental Research Park located on the Hanford Site on the northwest boundary of Richland, Washington.
On June 27, 2000, a range fire destroyed most of the native sagebrush and bunchgrass as well as damaged the microbiotic crust. Though the US Fish and Wildlife Service has attempted to re-introduce native flora, the Arid Lands Ecology Reserve is currently dominated by non-native species such as cheatgrass, knapweeds, and Russian thistle (tumbleweed) which flourished after the 2000 fire. Other species such as spiny hop sage and Wyoming big sagebrush were decimated by the fire and in its aftermath.
Vegetation
Shrub-steppe
This vegetation type describes plant communities found in and around arid mountains, ridges and slopes. In the ALE this includes shrubs (sagebrush and rabbit brush), perennial bunchgrasses (Sandberg's blue grass and bluebunch wheat grass) as well as both annual and perennial forbs (balsamroot, phlox and fleabane).
Riparian
This vegetation type refers to plant communities located around springs and streamflow. In the ALE these areas are dominated by willow, black cottonwood, chokecherry, and mock Orange.
Point of Interest
North facing slope of Rattlesnake Mountain is the highest “treeless” mountain in the United States.
Rare plant species such as Mountain Milk Vetch and Piper's daisy can be found in this area.
History and Significant Dates
From the early 1800s to around the 1940s this area was used as animal pasture, human homesteading, oil drilling and development of infrastructure such as roads. In 1943 the United States Department of Energy (DOE) gained ownership of the land. T
Document 4:::
FSU Young Scholars Program (YSP) is a six-week residential science and mathematics summer program for 40 high school students from Florida, USA, with significant potential for careers in the fields of science, technology, engineering and mathematics. The program was developed in 1983 and is currently administered by the Office of Science Teaching Activities in the College of Arts and Sciences at Florida State University (FSU).
Academic program
Each young scholar attends three courses in the fields of mathematics, science and computer programming. The courses are designed specifically for this program — they are neither high school nor college courses.
Research
Each student who attends YSP is assigned an independent research project (IRP) based on his or her interests. Students join the research teams of FSU professors, participating in scientific research for two days each week. The fields of study available include robotics, molecular biology, chemistry, geology, physics and zoology. At the conclusion of the program, students present their projects in an academic conference, documenting their findings and explaining their projects to both students and faculty.
Selection process
YSP admits students who have completed the eleventh grade in a Florida public or private high school. A few exceptionally qualified and mature tenth graders have been selected in past years, though this is quite rare.
All applicants must have completed pre-calculus and maintain at least a 3.0 unweighted GPA to be considered for acceptance. Additionally, students must have scored at the 90th percentile or better in science or mathematics on a nationally standardized exam, such as the SAT, PSAT, ACT or PLAN. Students are required to submit an application package, including high school transcripts and a letter of recommendation.
Selection is extremely competitive, as there are typically over 200 highly qualified applicants competing for only 40 positions. The majority of past participant
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The yellowstone hot spot is a famous example of a what?
A. deeper hot spot
B. form hot spot
C. oceanic hot spot
D. continental hot spot
Answer:
|
|
sciq-938
|
multiple_choice
|
Timber, medicines, dyes, oils, and rubber are just some of the useful products humans derive from what?
|
[
"roots",
"fossils",
"flowers",
"plants"
] |
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:::
Biodiversity plays a vital role in maintaining human and animal health. Numerous plants, animals, and fungi are used in medicine, as well as to produce vital vitamins, painkillers, and other things. Natural products have been recognized and used as medicines by ancient cultures all around the world. Many animals are also known to self-medicate using plants and other materials available to them. More than 60% of the world's population relies almost entirely on plant medicine for primary health care.
About 119 pure chemicals are extracted from less than 90 species of higher plants and used as medicines throughout the world, for example, caffeine, methyl salicylate, and quinine.
Antibiotics
Streptomycin, neomycin, and erythromycin are derived from tropical soil fungi.
Plant drugs
A lot of plant species are used in today's studies and have been studied thoroughly for their potential value as a source of drugs. It is possible that some plant species may be a source of drugs against high blood pressure, AIDS, or heart troubles.
In China, Japan, India, and Germany, there is a great deal of interest in and support for the search for new drugs from higher plants.
Sweet wormwood
Each species carries unique genetic material in its DNA and in its chemical factory responding to these genetic instructions. For example, in the valleys of central China, a fernlike endangered weed called sweet wormwood grows, which is the only source of artemisinin, a drug that is nearly 100 percent effective against malaria. If this plant were lost to extinction, then the ability to control malaria, even today a potent killer, would diminish.
Zoopharmacognosy
Zoopharmacognosy is the study of how animals use plants, insects, and other inorganic materials in self-medication. For example, apes have been observed selecting a particular part of a medicinal plant by taking off leaves and breaking the stem to suck out the juice. In an interview with the late Neil Campbell, Eloy Rodriguez descri
Document 2:::
Phytotechnology (; ) implements solutions to scientific and engineering problems in the form of plants. It is distinct from ecotechnology and biotechnology as these fields encompass the use and study of ecosystems and living beings, respectively. Current study of this field has mostly been directed into contaminate removal (phytoremediation), storage (phytosequestration) and accumulation (see hyperaccumulators). Plant-based technologies have become alternatives to traditional cleanup procedures because of their low capital costs, high success rates, low maintenance requirements, end-use value, and aesthetic nature.
Overview
Phytotechnology is the application of plants to engineering and science problems. Phytotechnology uses ecosystem services to provide for a specifically engineered solution to a problem. Ecosystem services, broadly defined fall into four broad categories: provisioning (i.e. production of food and water), regulating (i.e. the control of climate and disease) supporting (i.e. nutrient cycles and crop pollination), and cultural (i.e. spiritual and recreational benefits). Many times only one of these ecosystem services is maximized in the design of the space. For instance a constructed wetland may attempt to maximize the cooling properties of the system to treat water from a wastewater treatment facility before introduction to a river. The designed benefit is a reduction of water temperature for the river system while the constructed wetland itself provides habitat and food for wildlife as well as walking trails for recreation. Most phytotechnology has been focused on the abilities of plants to remove pollutants from the environment. Other technologies such as green roofs, green walls and bioswales are generally considered phytotechnology. Taking a broad view: even parks and landscaping could be viewed as phytotechnology.
However, there is very little consensus over a definition of phytotechnology even within the field. The Phytotechnology Technical
Document 3:::
The Science, Technology, Engineering and Mathematics Network or STEMNET is an educational charity in the United Kingdom that seeks to encourage participation at school and college in science and engineering-related subjects (science, technology, engineering, and mathematics) and (eventually) work.
History
It is based at Woolgate Exchange near Moorgate tube station in London and was established in 1996. The chief executive is Kirsten Bodley. The STEMNET offices are housed within the Engineering Council.
Function
Its chief aim is to interest children in science, technology, engineering and mathematics. Primary school children can start to have an interest in these subjects, leading secondary school pupils to choose science A levels, which will lead to a science career. It supports the After School Science and Engineering Clubs at schools. There are also nine regional Science Learning Centres.
STEM ambassadors
To promote STEM subjects and encourage young people to take up jobs in these areas, STEMNET have around 30,000 ambassadors across the UK. these come from a wide selection of the STEM industries and include TV personalities like Rob Bell.
Funding
STEMNET used to receive funding from the Department for Education and Skills. Since June 2007, it receives funding from the Department for Children, Schools and Families and Department for Innovation, Universities and Skills, since STEMNET sits on the chronological dividing point (age 16) of both of the new departments.
See also
The WISE Campaign
Engineering and Physical Sciences Research Council
National Centre for Excellence in Teaching Mathematics
Association for Science Education
Glossary of areas of mathematics
Glossary of astronomy
Glossary of biology
Glossary of chemistry
Glossary of engineering
Glossary of physics
Document 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Timber, medicines, dyes, oils, and rubber are just some of the useful products humans derive from what?
A. roots
B. fossils
C. flowers
D. plants
Answer:
|
|
ai2_arc-19
|
multiple_choice
|
What do cells break down to produce energy?
|
[
"food",
"water",
"chlorophyll",
"carbon dioxide"
] |
A
|
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:::
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 2:::
The cell is the basic structural and functional unit of all forms of life. Every cell consists of cytoplasm enclosed within a membrane, and contains many macromolecules such as proteins, DNA and RNA, as well as many small molecules of nutrients and metabolites. The term comes from the Latin word meaning 'small room'.
Cells can acquire specified function and carry out various tasks within the cell such as replication, DNA repair, protein synthesis, and motility. Cells are capable of specialization and mobility within the cell.
Most plant and animal cells are only visible under a light microscope, with dimensions between 1 and 100 micrometres. Electron microscopy gives a much higher resolution showing greatly detailed cell structure. Organisms can be classified as unicellular (consisting of a single cell such as bacteria) or multicellular (including plants and animals). Most unicellular organisms are classed as microorganisms.
The study of cells and how they work has led to many other studies in related areas of biology, including: discovery of DNA, cancer systems biology, aging and developmental biology.
Cell biology is the study of cells, which were discovered by Robert Hooke in 1665, who named them for their resemblance to cells inhabited by Christian monks in a monastery. Cell theory, first developed in 1839 by Matthias Jakob Schleiden and Theodor Schwann, states that all organisms are composed of one or more cells, that cells are the fundamental unit of structure and function in all living organisms, and that all cells come from pre-existing cells. Cells emerged on Earth about 4 billion years ago.
Discovery
With continual improvements made to microscopes over time, magnification technology became advanced enough to discover cells. This discovery is largely attributed to Robert Hooke, and began the scientific study of cells, known as cell biology. When observing a piece of cork under the scope, he was able to see pores. This was shocking at the time as i
Document 3:::
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 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What do cells break down to produce energy?
A. food
B. water
C. chlorophyll
D. carbon dioxide
Answer:
|
|
sciq-4604
|
multiple_choice
|
Green plants known as producers provide basic food supply for what besides themselves?
|
[
"minerals",
"animals",
"water",
"air"
] |
B
|
Relavent Documents:
Document 0:::
Agroecology and Sustainable Food Systems is a peer-reviewed scientific journal covering sustainable agriculture. It was established in 1990 as the Journal of Sustainable Agriculture, obtaining its current title in 2013. It is published by Taylor & Francis and the editor-in-chief is Stephen R. Gliessman (University of California, Santa Cruz).
Abstracting and indexing
The journal is abstracted and indexed in the Science Citation Index Expanded and Scopus.
Document 1:::
Plants are the eukaryotes that form the kingdom Plantae; they are predominantly photosynthetic. This means that they obtain their energy from sunlight, using chloroplasts derived from endosymbiosis with cyanobacteria to produce sugars from carbon dioxide and water, using the green pigment chlorophyll. Exceptions are parasitic plants that have lost the genes for chlorophyll and photosynthesis, and obtain their energy from other plants or fungi.
Historically, as in Aristotle's biology, the plant kingdom encompassed all living things that were not animals, and included algae and fungi. Definitions have narrowed since then; current definitions exclude the fungi and some of the algae. By the definition used in this article, plants form the clade Viridiplantae (green plants), which consists of the green algae and the embryophytes or land plants (hornworts, liverworts, mosses, lycophytes, ferns, conifers and other gymnosperms, and flowering plants). A definition based on genomes includes the Viridiplantae, along with the red algae and the glaucophytes, in the clade Archaeplastida.
There are about 380,000 known species of plants, of which the majority, some 260,000, produce seeds. They range in size from single cells to the tallest trees. Green plants provide a substantial proportion of the world's molecular oxygen; the sugars they create supply the energy for most of Earth's ecosystems; other organisms, including animals, either consume plants directly or rely on organisms which do so.
Grain, fruit, and vegetables are basic human foods and have been domesticated for millennia. People use plants for many purposes, such as building materials, ornaments, writing materials, and, in great variety, for medicines. The scientific study of plants is known as botany, a branch of biology.
Definition
Taxonomic history
All living things were traditionally placed into one of two groups, plants and animals. This classification dates from Aristotle (384–322 BC), who distinguished d
Document 2:::
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 3:::
Foodscaping is a modern term for the practice of integrating edible plants into ornamental landscapes. It is also referred to as edible landscaping and has been described as a crossbreed between landscaping and farming. As an ideology, foodscaping aims to show that edible plants are not only consumable but can also be appreciated for their aesthetic qualities. Foodscaping spaces are seen as multi-functional landscapes which are visually attractive and also provide edible returns. Foodscaping is a great way to provide fresh food in an affordable way.
Differing from conventional vegetable gardening, where fruits and vegetables are typically grown in separate, enclosed areas, foodscaping incorporates edible plants as a major element of a pre-existing landscaping space. This may involve adding edible plantations to an existing ornamental garden or entirely replacing the traditional, non-edible plants with food-yielding species. The designs can incorporate various kinds of vegetables, fruit trees, berry bushes, edible flowers, and herbs, along with purely ornamental species. The design strategy of foodscaping has many benefits, including increasing food security, improving the growth of nutritious food and promoting sustainable living. Edible landscaping practices may be implemented on both public and private premises. Foodscaping can be practiced by individuals, community groups, businesses, or educational institutions.
The practice of foodscaping is believed to have gained popularity in the 21st century for several reasons. Some accounts claim that the rise of foodscaping is due to the volatility of global food prices and the financial crisis of 2007–2008. However, other accounts suggest that the spike in foodscaping popularity is linked to urbanization and increasing concerns for environmental sustainability.
Origins
Overview
It is unknown who first coined the expression foodscaping. The term and ideology of foodscaping have been around since the late 20th centu
Document 4:::
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.
Green plants known as producers provide basic food supply for what besides themselves?
A. minerals
B. animals
C. water
D. air
Answer:
|
|
sciq-9370
|
multiple_choice
|
What is the term for the loss of one or more electrons by an atom?
|
[
"evaporation",
"decomposition",
"half-life",
"oxidation"
] |
D
|
Relavent Documents:
Document 0:::
Secondary electrons are electrons generated as ionization products. They are called 'secondary' because they are generated by other radiation (the primary radiation). This radiation can be in the form of ions, electrons, or photons with sufficiently high energy, i.e. exceeding the ionization potential. Photoelectrons can be considered an example of secondary electrons where the primary radiation are photons; in some discussions photoelectrons with higher energy (>50 eV) are still considered "primary" while the electrons freed by the photoelectrons are "secondary".
Applications
Secondary electrons are also the main means of viewing images in the scanning electron microscope (SEM). The range of secondary electrons depends on the energy. Plotting the inelastic mean free path as a function of energy often shows characteristics of the "universal curve" familiar to electron spectroscopists and surface analysts. This distance is on the order of a few nanometers in metals and tens of nanometers in insulators. This small distance allows such fine resolution to be achieved in the SEM.
For SiO2, for a primary electron energy of 100 eV, the secondary electron range is up to 20 nm from the point of incidence.
See also
Delta ray
Everhart-Thornley detector
Document 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:::
Ionization (or ionisation) is the process by which an atom or a molecule acquires a negative or positive charge by gaining or losing electrons, often in conjunction with other chemical changes. The resulting electrically charged atom or molecule is called an ion. Ionization can result from the loss of an electron after collisions with subatomic particles, collisions with other atoms, molecules and ions, or through the interaction with electromagnetic radiation. Heterolytic bond cleavage and heterolytic substitution reactions can result in the formation of ion pairs. Ionization can occur through radioactive decay by the internal conversion process, in which an excited nucleus transfers its energy to one of the inner-shell electrons causing it to be ejected.
Uses
Everyday examples of gas ionization are such as within a fluorescent lamp or other electrical discharge lamps. It is also used in radiation detectors such as the Geiger-Müller counter or the ionization chamber. The ionization process is widely used in a variety of equipment in fundamental science (e.g., mass spectrometry) and in industry (e.g., radiation therapy). It is also widely used for air purification, though studies have shown harmful effects of this application.
Production of ions
Negatively charged ions are produced when a free electron collides with an atom and is subsequently trapped inside the electric potential barrier, releasing any excess energy. The process is known as electron capture ionization.
Positively charged ions are produced by transferring an amount of energy to a bound electron in a collision with charged particles (e.g. ions, electrons or positrons) or with photons. The threshold amount of the required energy is known as ionization potential. The study of such collisions is of fundamental importance with regard to the few-body problem, which is one of the major unsolved problems in physics. Kinematically complete experiments, i.e. experiments in which the complete momentum vect
Document 3:::
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 4:::
In physics and chemistry, ionization energy (IE) (American English spelling), ionisation energy (British English spelling) is the minimum energy required to remove the most loosely bound electron of an isolated gaseous atom, positive ion, or molecule. The first ionization energy is quantitatively expressed as
X(g) + energy ⟶ X+(g) + e−
where X is any atom or molecule, X+ is the resultant ion when the original atom was stripped of a single electron, and e− is the removed electron. Ionization energy is positive for neutral atoms, meaning that the ionization is an endothermic process. Roughly speaking, the closer the outermost electrons are to the nucleus of the atom, the higher the atom's ionization energy.
In physics, ionization energy is usually expressed in electronvolts (eV) or joules (J). In chemistry, it is expressed as the energy to ionize a mole of atoms or molecules, usually as kilojoules per mole (kJ/mol) or kilocalories per mole (kcal/mol).
Comparison of ionization energies of atoms in the periodic table reveals two periodic trends which follow the rules of Coulombic attraction:
Ionization energy generally increases from left to right within a given period (that is, row).
Ionization energy generally decreases from top to bottom in a given group (that is, column).
The latter trend results from the outer electron shell being progressively farther from the nucleus, with the addition of one inner shell per row as one moves down the column.
The nth ionization energy refers to the amount of energy required to remove the most loosely bound electron from the species having a positive charge of (n − 1). For example, the first three ionization energies are defined as follows:
1st ionization energy is the energy that enables the reaction X ⟶ X+ + e−
2nd ionization energy is the energy that enables the reaction X+ ⟶ X2+ + e−
3rd ionization energy is the energy that enables the reaction X2+ ⟶ X3+ + e−
The most notable influences that determine ionization ener
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the term for the loss of one or more electrons by an atom?
A. evaporation
B. decomposition
C. half-life
D. oxidation
Answer:
|
|
sciq-11415
|
multiple_choice
|
What does interstellar medium consist of?
|
[
"the strong force",
"dark matter",
"gravitational waves",
"thinly spread gas and dust"
] |
D
|
Relavent Documents:
Document 0:::
The interplanetary medium (IPM) or interplanetary space consists of the mass and energy which fills the Solar System, and through which all the larger Solar System bodies, such as planets, dwarf planets, asteroids, and comets, move. The IPM stops at the heliopause, outside of which the interstellar medium begins. Before 1950, interplanetary space was widely considered to either be an empty vacuum, or consisting of "aether".
Composition and physical characteristics
The interplanetary medium includes interplanetary dust, cosmic rays, and hot plasma from the solar wind. The density of the interplanetary medium is very low, decreasing in inverse proportion to the square of the distance from the Sun. It is variable, and may be affected by magnetic fields and events such as coronal mass ejections. Typical particle densities in the interplanetary medium are about 5-40 particles/cm, but exhibit substantial variation. In the vicinity of the Earth, it contains about 5 particles/cm, but values as high as 100 particles/cm have been observed.
The temperature of the interplanetary medium varies through the solar system. Joseph Fourier estimated that interplanetary medium must have temperatures comparable to those observed at Earth's poles, but on faulty grounds: lacking modern estimates of atmospheric heat transport, he saw no other means to explain the relative consistency of earth's climate. A very hot interplanetary medium remained a minor position among geophysicists as late as 1959, when Chapman proposed a temperature on the order of 10000 K, but observation in Low Earth orbit of the exosphere soon contradicted his position. In fact, both Fourier and Chapman's final predictions were correct: because the interplanetary medium is so rarefied, it does not exhibit thermodynamic equilibrium. Instead, different components have different temperatures. The solar wind exhibits temperatures consistent with Chapman's estimate in cislunar space, and dust particles near Earth's
Document 1:::
In astronomy, the interstellar medium (ISM) is the matter and radiation that exist in the space between the star systems in a galaxy. This matter includes gas in ionic, atomic, and molecular form, as well as dust and cosmic rays. It fills interstellar space and blends smoothly into the surrounding intergalactic space. The energy that occupies the same volume, in the form of electromagnetic radiation, is the interstellar radiation field. Although the density of atoms in the ISM is usually far below that in the best laboratory vacuums, the mean free path between collisions is short compared to typical interstellar lengths, so on these scales the ISM behaves as a gas (more precisely, as a plasma: it is everywhere at least slightly ionized), responding to pressure forces, and not as a collection of non-interacting particles.
The interstellar medium is composed of multiple phases distinguished by whether matter is ionic, atomic, or molecular, and the temperature and density of the matter. The interstellar medium is composed primarily of hydrogen, followed by helium with trace amounts of carbon, oxygen, and nitrogen. The thermal pressures of these phases are in rough equilibrium with one another. Magnetic fields and turbulent motions also provide pressure in the ISM, and are typically more important, dynamically, than the thermal pressure. In the interstellar medium, matter is primarily in molecular form and reaches number densities of 1012 molecules per m3 (1 trillion molecules per m3). In hot, diffuse regions, gas is highly ionized, and the density may be as low as 100 ions per m3. Compare this with a number density of roughly 1025 molecules per m3 for air at sea level, and 1016 molecules per m3 (10 quadrillion molecules per m3) for a laboratory high-vacuum chamber. By mass, 99% of the ISM is gas in any form, and 1% is dust. Of the gas in the ISM, by number 91% of atoms are hydrogen and 8.9% are helium, with 0.1% being atoms of elements heavier than hydrogen or helium,
Document 2:::
Astrophysics is a science that employs the methods and principles of physics and chemistry in the study of astronomical objects and phenomena. As one of the founders of the discipline, James Keeler, said, Astrophysics "seeks to ascertain the nature of the heavenly bodies, rather than their positions or motions in space–what they are, rather than where they are." Among the subjects studied are the Sun (solar physics), other stars, galaxies, extrasolar planets, the interstellar medium and the cosmic microwave background. Emissions from these objects are examined across all parts of the electromagnetic spectrum, and the properties examined include luminosity, density, temperature, and chemical composition. Because astrophysics is a very broad subject, astrophysicists apply concepts and methods from many disciplines of physics, including classical mechanics, electromagnetism, statistical mechanics, thermodynamics, quantum mechanics, relativity, nuclear and particle physics, and atomic and molecular physics.
In practice, modern astronomical research often involves a substantial amount of work in the realms of theoretical and observational physics. Some areas of study for astrophysicists include their attempts to determine the properties of dark matter, dark energy, black holes, and other celestial bodies; and the origin and ultimate fate of the universe. Topics also studied by theoretical astrophysicists include Solar System formation and evolution; stellar dynamics and evolution; galaxy formation and evolution; magnetohydrodynamics; large-scale structure of matter in the universe; origin of cosmic rays; general relativity, special relativity, quantum and physical cosmology, including string cosmology and astroparticle physics.
History
Astronomy is an ancient science, long separated from the study of terrestrial physics. In the Aristotelian worldview, bodies in the sky appeared to be unchanging spheres whose only motion was uniform motion in a circle, while the earthl
Document 3:::
Star formation is the process by which dense regions within molecular clouds in interstellar space, sometimes referred to as "stellar nurseries" or "star-forming regions", collapse and form stars. As a branch of astronomy, star formation includes the study of the interstellar medium (ISM) and giant molecular clouds (GMC) as precursors to the star formation process, and the study of protostars and young stellar objects as its immediate products. It is closely related to planet formation, another branch of astronomy. Star formation theory, as well as accounting for the formation of a single star, must also account for the statistics of binary stars and the initial mass function. Most stars do not form in isolation but as part of a group of stars referred as star clusters or stellar associations.
Stellar nurseries
Interstellar clouds
Spiral galaxies like the Milky Way contain stars, stellar remnants, and a diffuse interstellar medium (ISM) of gas and dust. The interstellar medium consists of 104 to 106 particles per cm3, and is typically composed of roughly 70% hydrogen, 28% helium, and 1.5% heavier elements by mass. The trace amounts of heavier elements were and are produced within stars via stellar nucleosynthesis and ejected as the stars pass beyond the end of their main sequence lifetime. Higher density regions of the interstellar medium form clouds, or diffuse nebulae, where star formation takes place. In contrast to spiral galaxies, elliptical galaxies lose the cold component of its interstellar medium within roughly a billion years, which hinders the galaxy from forming diffuse nebulae except through mergers with other galaxies.
In the dense nebulae where stars are produced, much of the hydrogen is in the molecular (H2) form, so these nebulae are called molecular clouds. The Herschel Space Observatory has revealed that filaments, or elongated dense gas structures, are truly ubiquitous in molecular clouds and central to the star formation process. They fr
Document 4:::
The Local Leo Cold Cloud is a relatively nearby cloud of interstellar gas. It ranges from 11.3 to 24.3 parsecs in distance. The cloud's neutral gas temperature is around 20K, which is cold compared to the 1,000,000K temperature of the Local Bubble in which it is embedded. The hydrogen atom density in this cloud is 3,000 atoms per cubic centimeter, which is dense for interstellar medium. Thermal infrared radiation from dust in the cloud can be detected at 0.1 mm.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What does interstellar medium consist of?
A. the strong force
B. dark matter
C. gravitational waves
D. thinly spread gas and dust
Answer:
|
|
sciq-4735
|
multiple_choice
|
What is name for a piece of collagen-rich skin formed after the process of wound healing that differs from normal skin?
|
[
"tissue",
"size",
"scar",
"Sore"
] |
C
|
Relavent Documents:
Document 0:::
Scar free healing is the process by which significant injuries can heal without permanent damage to the tissue the injury has affected. In most healing, scars form due to the fibrosis and wound contraction, however in scar free healing, tissue is completely regenerated. During the 1990s, published research on the subject increased; it is a relatively recent term in the literature. Scar free healing occurs in foetal life but the ability progressively diminishes into adulthood. In other animals such as amphibians, however, tissue regeneration occurs, for example as skin regeneration in the adult axolotl.
Scarring versus scar free healing
Scarring takes place in response to damaged or missing tissue following injury due to biological processes or wounding: it is a process that occurs in order to replace the lost tissue. The process of scarring is complex, it involves the inflammatory response and remodelling amongst other cell activities. Many growth factors and cytokines are also involved in the process, as well as extracellular matrix interactions.
Scarring during healing can create both physical and psychological problems, and is a significant clinical burden. Collagen, for instance, is abnormally organised in scar tissue; collagen in scars is arranged in parallel bundles of collagen fibers, whilst healthy scar free tissue has a "basket weave" structure (Figure 1). The difference in collagen arrangement along with a lack of difference in the dermal tissue when healing has taken place with or without scarring is indicative of regenerative failure of normal skin. Severe scarring resulting from these collagen deposits is known as hypertrophic scarring and is of great concern worldwide with an incidence ranging from 32–72%.
Scar free healing in nature
Unlike the limited regeneration seen in adult humans, many animal groups possess an ability to completely regenerate damaged tissue. Full limb regeneration is seen both in invertebrates (e.g. starfish and flatworms
Document 1:::
Granulation tissue is new connective tissue and microscopic blood vessels that form on the surfaces of a wound during the healing process. Granulation tissue typically grows from the base of a wound and is able to fill wounds of almost any size. Examples of granulation tissue can be seen in pyogenic granulomas and pulp polyps. Its histological appearance is characterized by proliferation of fibroblasts and thin-walled, delicate capillaries (angiogenesis), and infiltrated inflammatory cells in a loose extracellular matrix.
Appearance
During the migratory phase of wound healing, granulation tissue is:
light red or dark pink, being perfused with new capillary loops or "buds";
soft to the touch;
moist;
bumpy (granular) in appearance, due to punctate hemorrhages;
pulsatile on palpation;
painless when healthy;
Structure
Granulation tissue is composed of tissue matrix supporting a variety of cell types, most of which can be associated with one of the following functions:
formation of extracellular matrix;
operation of the immune system;
vascularisation;
An excess of granulation tissue (caro luxurians) is informally referred to as "proud flesh".
Extracellular matrix
The extracellular matrix of granulation tissue is created and modified by fibroblasts. Initially, it consists of a network of type-III collagen, a weaker form of the structural protein that can be produced rapidly. This is later replaced by the stronger, long-stranded type-I collagen, as evidenced in scar tissue.
Immunity
The main immune cells active in the tissue are macrophages and neutrophils, although other leukocytes are also present. These work to phagocytize old or damaged tissue, and protect the healing tissue from pathogenic infection. This is necessary both to aid the healing process and to protect against invading pathogens, as the wound often does not have an effective skin barrier to act as a first line of defense.
Vascularization
It is necessary for a network of blood vessels
Document 2:::
A scar (or scar tissue) is an area of fibrous tissue that replaces normal skin after an injury. Scars result from the biological process of wound repair in the skin, as well as in other organs, and tissues of the body. Thus, scarring is a natural part of the healing process. With the exception of very minor lesions, every wound (e.g., after accident, disease, or surgery) results in some degree of scarring. An exception to this are animals with complete regeneration, which regrow tissue without scar formation.
Scar tissue is composed of the same protein (collagen) as the tissue that it replaces, but the fiber composition of the protein is different; instead of a random basketweave formation of the collagen fibers found in normal tissue, in fibrosis the collagen cross-links and forms a pronounced alignment in a single direction. This collagen scar tissue alignment is usually of inferior functional quality to the normal collagen randomised alignment. For example, scars in the skin are less resistant to ultraviolet radiation, and sweat glands and hair follicles do not grow back within scar tissues. A myocardial infarction, commonly known as a heart attack, causes scar formation in the heart muscle, which leads to loss of muscular power and possibly heart failure. However, there are some tissues (e.g. bone) that can heal without any structural or functional deterioration.
Types
All scarring is composed of the same collagen as the tissue it has replaced, but the composition of the scar tissue, compared to the normal tissue, is different. Scar tissue also lacks elasticity unlike normal tissue which distributes fiber elasticity. Scars differ in the amounts of collagen overexpressed. Labels have been applied to the differences in overexpression. Two of the most common types are hypertrophic and keloid scarring, both of which experience excessive stiff collagen bundled growth overextending the tissue, blocking off regeneration of tissues. Another form is atrophic scarrin
Document 3:::
The dermal equivalent, also known as dermal replacement or neodermis, is an in vitro model of the dermal layer of skin. There is no specific way of forming a dermal equivalent, however the first dermal equivalent was constructed by seeding dermal fibroblasts into a collagen gel. This gel may then be allowed to contract as a model of wound contraction. This collagen gel contraction assay may be used to screen for treatments which promote or inhibit contraction and thus affect the development of a scar. Other cell types may be incorporated into the dermal equivalent to increase the complexity of the model. For example, keratinocytes may be seeded on the surface to create a skin equivalent, or macrophages may be incorporated to model the inflammatory phase of wound healing.
A number of commercial dermal equivalents with different compositions and development methods are available. These include Integra, AlloDerm, and Dermagraft, among others.
Purpose
Autotransplantation has been common practice for treating individuals who have a need for skin transplants. However, there is the issue of needing repeated grafts or transplants for patients with serious injuries such as burn victims, leading to numerous problems including lack of supply of the skin, preservation, and the possibility if disease transmission. Thus, this prompted for the development of various techniques to create artificial skin, including dermal equivalents.
Now, the use of dermal equivalents has expanded from burn wounds to other areas such as various reconstructive surgeries and treatment of chronic wounds.
Risks
There are potential risks when it comes to the application of any dermal equivalent, as there is with any skin grafting or skin substitution technique. These concerns include but are not limited to a negative immune response, possible infection, slow healing, pain, and scarring.
History
The development of artificial skin and dermis began in the 20th century. It was prompted by the discov
Document 4:::
The human skin is the outer covering of the body and is the largest organ of the integumentary system. The skin has up to seven layers of ectodermal tissue guarding muscles, bones, ligaments and internal organs. Human skin is similar to most of the other mammals' skin, and it is very similar to pig skin. Though nearly all human skin is covered with hair follicles, it can appear hairless. There are two general types of skin, hairy and glabrous skin (hairless). The adjective cutaneous literally means "of the skin" (from Latin cutis, skin).
Skin plays an important immunity role in protecting the body against pathogens and excessive water loss. Its other functions are insulation, temperature regulation, sensation, synthesis of vitamin D, and the protection of vitamin B folates. Severely damaged skin will try to heal by forming scar tissue. This is often discoloured and depigmented.
In humans, skin pigmentation (affected by melanin) varies among populations, and skin type can range from dry to non-dry and from oily to non-oily. Such skin variety provides a rich and diverse habitat for bacteria that number roughly 1000 species from 19 phyla, present on the human skin.
Structure
Human skin shares anatomical, physiological, biochemical and immunological properties with other mammalian lines, especially pig skin. Pig skin shares similar epidermal and dermal thickness ratios to human skin; pig and human skin share similar hair follicle and blood vessel patterns; biochemically the dermal collagen and elastin content is similar in pig and human skin; and pig skin and human skin have similar physical responses to various growth factors.
Skin has mesodermal cells, pigmentation, such as melanin provided by melanocytes, which absorb some of the potentially dangerous ultraviolet radiation (UV) in sunlight. It also contains DNA repair enzymes that help reverse UV damage, such that people lacking the genes for these enzymes have high rates of skin cancer. One form predominantly
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is name for a piece of collagen-rich skin formed after the process of wound healing that differs from normal skin?
A. tissue
B. size
C. scar
D. Sore
Answer:
|
|
sciq-10750
|
multiple_choice
|
What is the male gamete called in humans?
|
[
"egg",
"sperm",
"dna",
"testes"
] |
B
|
Relavent Documents:
Document 0:::
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 1:::
Reproductive biology includes both sexual and asexual reproduction.
Reproductive biology includes a wide number of fields:
Reproductive systems
Endocrinology
Sexual development (Puberty)
Sexual maturity
Reproduction
Fertility
Human reproductive biology
Endocrinology
Human reproductive biology is primarily controlled through hormones, which send signals to the human reproductive structures to influence growth and maturation. These hormones are secreted by endocrine glands, and spread to different tissues in the human body. In humans, the pituitary gland synthesizes hormones used to control the activity of endocrine glands.
Reproductive systems
Internal and external organs are included in the reproductive system. There are two reproductive systems including the male and female, which contain different organs from one another. These systems work together in order to produce offspring.
Female reproductive system
The female reproductive system includes the structures involved in ovulation, fertilization, development of an embryo, and birth.
These structures include:
Ovaries
Oviducts
Uterus
Vagina
Mammary Glands
Estrogen is one of the sexual reproductive hormones that aid in the sexual reproductive system of the female.
Male reproductive system
The male reproductive system includes testes, rete testis, efferent ductules, epididymis, sex accessory glands, sex accessory ducts and external genitalia.
Testosterone, an androgen, although present in both males and females, is relatively more abundant in males. Testosterone serves as one of the major sexual reproductive hormones in the male reproductive system However, the enzyme aromatase is present in testes and capable of synthesizing estrogens from androgens. Estrogens are present in high concentrations in luminal fluids of the male reproductive tract. Androgen and estrogen receptors are abundant in epithelial cells of the male reproductive tract.
Animal Reproductive Biology
Animal reproduction oc
Document 2:::
The reproductive system of an organism, also known as the genital system, is the biological system made up of all the anatomical organs involved in sexual reproduction. Many non-living substances such as fluids, hormones, and pheromones are also important accessories to the reproductive system. Unlike most organ systems, the sexes of differentiated species often have significant differences. These differences allow for a combination of genetic material between two individuals, which allows for the possibility of greater genetic fitness of the offspring.
Animals
In mammals, the major organs of the reproductive system include the external genitalia (penis and vulva) as well as a number of internal organs, including the gamete-producing gonads (testicles and ovaries). Diseases of the human reproductive system are very common and widespread, particularly communicable sexually transmitted diseases.
Most other vertebrates have similar reproductive systems consisting of gonads, ducts, and openings. However, there is a great diversity of physical adaptations as well as reproductive strategies in every group of vertebrates.
Vertebrates
Vertebrates share key elements of their reproductive systems. They all have gamete-producing organs known as gonads. In females, these gonads are then connected by oviducts to an opening to the outside of the body, typically the cloaca, but sometimes to a unique pore such as a vagina or intromittent organ.
Humans
The human reproductive system usually involves internal fertilization by sexual intercourse. During this process, the male inserts their erect penis into the female's vagina and ejaculates semen, which contains sperm. The sperm then travels through the vagina and cervix into the uterus or fallopian tubes for fertilization of the ovum. Upon successful fertilization and implantation, gestation of the fetus then occurs within the female's uterus for approximately nine months, this process is known as pregnancy in humans. Gestati
Document 3:::
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 4:::
The spermatid is the haploid male gametid that results from division of secondary spermatocytes. As a result of meiosis, each spermatid contains only half of the genetic material present in the original primary spermatocyte.
Spermatids are connected by cytoplasmic material and have superfluous cytoplasmic material around their nuclei.
When formed, early round spermatids must undergo further maturational events to develop into spermatozoa, a process termed spermiogenesis (also termed spermeteliosis).
The spermatids begin to grow a living thread, develop a thickened mid-piece where the mitochondria become localised, and form an acrosome. Spermatid DNA also undergoes packaging, becoming highly condensed. The DNA is packaged firstly with specific nuclear basic proteins, which are subsequently replaced with protamines during spermatid elongation. The resultant tightly packed chromatin is transcriptionally inactive.
In 2016 scientists at Nanjing Medical University claimed they had produced cells resembling mouse spermatids artificially from stem cells. They injected these spermatids into mouse eggs and produced pups.
DNA repair
As postmeiotic germ cells develop to mature sperm they progressively lose the ability to repair DNA damage that may then accumulate and be transmitted to the zygote and ultimately the embryo. In particular, the repair of DNA double-strand breaks by the non-homologous end joining pathway, although present in round spermatids, appears to be lost as they develop into elongated spermatids.
Additional images
See also
List of distinct cell types in the adult human body
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the male gamete called in humans?
A. egg
B. sperm
C. dna
D. testes
Answer:
|
|
sciq-3202
|
multiple_choice
|
What happens when development of nervous system is disturbed?
|
[
"muscular disorders",
"neurochemical disorders",
"vascular disorders",
"neurodevelopmental disorders"
] |
D
|
Relavent Documents:
Document 0:::
The following outline is provided as an overview of and topical guide to neuroscience:
Neuroscience is the scientific study of the structure and function of the nervous system. It encompasses the branch of biology that deals with the anatomy, biochemistry, molecular biology, and physiology of neurons and neural circuits. It also encompasses cognition, and human behavior. Neuroscience has multiple concepts that each relate to learning abilities and memory functions. Additionally, the brain is able to transmit signals that cause conscious/unconscious behaviors that are responses verbal or non-verbal. This allows people to communicate with one another.
Branches of neuroscience
Neurophysiology
Neurophysiology is the study of the function (as opposed to structure) of the nervous system.
Brain mapping
Electrophysiology
Extracellular recording
Intracellular recording
Brain stimulation
Electroencephalography
Intermittent rhythmic delta activity
:Category: Neurophysiology
:Category: Neuroendocrinology
:Neuroendocrinology
Neuroanatomy
Neuroanatomy is the study of the anatomy of nervous tissue and neural structures of the nervous system.
Immunostaining
:Category: Neuroanatomy
Neuropharmacology
Neuropharmacology is the study of how drugs affect cellular function in the nervous system.
Drug
Psychoactive drug
Anaesthetic
Narcotic
Behavioral neuroscience
Behavioral neuroscience, also known as biological psychology, biopsychology, or psychobiology, is the application of the principles of biology to the study of mental processes and behavior in human and non-human animals.
Neuroethology
Developmental neuroscience
Developmental neuroscience aims to describe the cellular basis of brain development and to address the underlying mechanisms. The field draws on both neuroscience and developmental biology to provide insight into the cellular and molecular mechanisms by which complex nervous systems develop.
Aging and memory
Cognitive neuroscience
Cognitive ne
Document 1:::
Neuroecology studies ways in which the structure and function of the brain results from adaptations to a specific habitat and niche.
It integrates the multiple disciplines of neuroscience, which examines the biological basis of cognitive and emotional processes, such as perception, memory, and decision-making, with the field of ecology, which studies the relationship between living organisms and their physical environment.
In biology, the term 'adaptation' signifies the way evolutionary processes enhance an organism's fitness to survive within a specific ecological context. This fitness includes the development of physical, cognitive, and emotional adaptations specifically suited to the environmental conditions in which the organism or phenotype lives, and in which its species or genotype evolves.
Neuroecology concentrates specifically on neurological adaptations, particularly those of the brain. The purview of this study encompasses two areas. Firstly, neuroecology studies how the physical structure and functional activity of neural networks in a phenotype is influenced by characteristics of the environmental context. This includes the way social stressors, interpersonal relationships, and physical conditions precipitate persistent alterations in the individual brain, providing the neural correlates of cognitive and emotional responses. Secondly, neuroecology studies how neural structure and activity common to a genotype is determined by natural selection of traits that benefit survival and reproduction in a specific environment.
See also
Evolutionary ecology
Evolutionary psychology
Document 2:::
The Journal of Comparative Physiology A: Neuroethology, Sensory, Neural, and Behavioral Physiology is a monthly peer-reviewed scientific journal covering the intersection of ethology, neuroscience, and physiology. It was established in 1984, when it was split off from the Journal of Comparative Physiology. It was originally subtitled the Journal of Comparative Physiology A: Sensory, Neural, and Behavioral Physiology, obtaining its current name in 2001. The editor-in-chief is Friedrich G. Barth (University of Vienna). The journal become electronic only in 2017.
Abstracting and indexing
The journal is indexed and abstracted in the following bibliographic databases:
According to the Journal Citation Reports, the journal has a 2017 impact factor of 1.970.
Document 3:::
The British Society for Neuroendocrinology (BSN) was formally established in 2001 to promote learning and research into neuroendocrinology. Publications of the Society include the Journal of Neuroendocrinology and Neuroendorcrine Briefings. Since 1989 the society has awarded annually the Mortyn Jones Lectureship to a researcher who has made a major contribution to neuroendocrine research. The BSN is a registered charity in the UK; however, participation is welcomed from around the world.
History
This society was founded as the British Neuroendocrine Group in 1985, formally constituting as the British Society for Neuroendocrinology (BSN) in 2001.
Major activities
The society is a registered charity in the United Kingdom (no 1002014) whose aims are to promote learning and research into neuroendocrinology: the interplay between the endocrine and nervous systems that control important body functions and behaviour. The ultimate aim of this research is to provide therapies for the many neuroendocrine diseases and disorders that may develop throughout life, and to develop methods to beneficially regulate normal neuroendocrine function in humans and animals. The society offers educational resources and networking opportunities to support members at all stages of their career.
Publications
The society established the Journal of Neuroendocrinology in 1989 under the editorship of Prof Stafford Lightman. It is now published by Wiley, Prof Julian Mercer (University of Aberdeen) is the Editor-in-Chief. The society also publishes Neuroendorcrine Briefings, a resource for teaching and communication, on an occasional basis.
Membership
Ordinary membership is open to researchers, clinicians and students in the field of neuroendocrinology, endocrinology and related disciplines. Although based in the UK, the BSN welcomes participation from around the world. Honorary membership is awarded by the executive committee of the society to persons of special distinction in neuroendocrinolo
Document 4:::
The development of the nervous system in humans, or neural development or neurodevelopment involves the studies of embryology, developmental biology, and neuroscience to describe the cellular and molecular mechanisms by which the complex nervous system forms in humans, develops during prenatal development, and continues to develop postnatally.
Some landmarks of neural development in the embryo include the formation and differentiation of neurons from stem cell precursors (neurogenesis); the migration of immature neurons from their birthplaces in the embryo to their final positions; the outgrowth of axons from neurons and guidance of the motile growth cone through the embryo towards postsynaptic partners, the generation of synapses between these axons and their postsynaptic partners, the synaptic pruning that occurs in adolescence, and finally the lifelong changes in synapses which are thought to underlie learning and memory.
Typically, these neurodevelopmental processes can be broadly divided into two classes: activity-independent mechanisms and activity-dependent mechanisms. Activity-independent mechanisms are generally believed to occur as hardwired processes determined by genetic programs played out within individual neurons. These include differentiation, migration and axon guidance to their initial target areas. These processes are thought of as being independent of neural activity and sensory experience. Once axons reach their target areas, activity-dependent mechanisms come into play. Neural activity and sensory experience will mediate formation of new synapses, as well as synaptic plasticity, which will be responsible for refinement of the nascent neural circuits.
Development of the human brain
Overview
The central nervous system (CNS) is derived from the ectoderm—the outermost tissue layer of the embryo. In the third week of human embryonic development the neuroectoderm appears and forms the neural plate along the dorsal side of the embryo. The neural
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What happens when development of nervous system is disturbed?
A. muscular disorders
B. neurochemical disorders
C. vascular disorders
D. neurodevelopmental disorders
Answer:
|
|
scienceQA-11146
|
multiple_choice
|
What do these two changes have in common?
pouring milk on oatmeal
cracking open a peanut
|
[
"Both are only physical changes.",
"Both are caused by cooling.",
"Both are caused by heating.",
"Both are chemical changes."
] |
A
|
Step 1: Think about each change.
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.
Cracking open a peanut is a physical change. The peanut shell breaks and the peanut falls out. Both are still made of the same type of matter.
Step 2: Look at each answer choice.
Both are only physical changes.
Both changes are physical changes. No new matter is created.
Both are chemical changes.
Both changes are physical changes. They are not chemical changes.
Both are caused by heating.
Neither change is caused by heating.
Both are caused by cooling.
Neither change is caused by cooling.
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
Physical changes are changes affecting the form of a chemical substance, but not its chemical composition. Physical changes are used to separate mixtures into their component compounds, but can not usually be used to separate compounds into chemical elements or simpler compounds.
Physical changes occur when objects or substances undergo a change that does not change their chemical composition. This contrasts with the concept of chemical change in which the composition of a substance changes or one or more substances combine or break up to form new substances. In general a physical change is reversible using physical means. For example, salt dissolved in water can be recovered by allowing the water to evaporate.
A physical change involves a change in physical properties. Examples of physical properties include melting, transition to a gas, change of strength, change of durability, changes to crystal form, textural change, shape, size, color, volume and density.
An example of a physical change is the process of tempering steel to form a knife blade. A steel blank is repeatedly heated and hammered which changes the hardness of the steel, its flexibility and its ability to maintain a sharp edge.
Many physical changes also involve the rearrangement of atoms most noticeably in the formation of crystals. Many chemical changes are irreversible, and many physical changes are reversible, but reversibility is not a certain criterion for classification. Although chemical changes may be recognized by an indication such as odor, color change, or production of a gas, every one of these indicators can result from physical change.
Examples
Heating and cooling
Many elements and some compounds change from solids to liquids and from liquids to gases when heated and the reverse when cooled. Some substances such as iodine and carbon dioxide go directly from solid to gas in a process called sublimation.
Magnetism
Ferro-magnetic materials can become magnetic. The process is reve
Document 2:::
In physics, a dynamical system is said to be mixing if the phase space of the system becomes strongly intertwined, according to at least one of several mathematical definitions. For example, a measure-preserving transformation T is said to be strong mixing if
whenever A and B are any measurable sets and μ is the associated measure. Other definitions are possible, including weak mixing and topological mixing.
The mathematical definition of mixing is meant to capture the notion of physical mixing. A canonical example is the Cuba libre: suppose one is adding rum (the set A) to a glass of cola. After stirring the glass, the bottom half of the glass (the set B) will contain rum, and it will be in equal proportion as it is elsewhere in the glass. The mixing is uniform: no matter which region B one looks at, some of A will be in that region. A far more detailed, but still informal description of mixing can be found in the article on mixing (mathematics).
Every mixing transformation is ergodic, but there are ergodic transformations which are not mixing.
Physical mixing
The mixing of gases or liquids is a complex physical process, governed by a convective diffusion equation that may involve non-Fickian diffusion as in spinodal decomposition. The convective portion of the governing equation contains fluid motion terms that are governed by the Navier–Stokes equations. When fluid properties such as viscosity depend on composition, the governing equations may be coupled. There may also be temperature effects. It is not clear that fluid mixing processes are mixing in the mathematical sense.
Small rigid objects (such as rocks) are sometimes mixed in a rotating drum or tumbler. The 1969 Selective Service draft lottery was carried out by mixing plastic capsules which contained a slip of paper (marked with a day of the year).
See also
Miscibility
Document 3:::
There are four Advanced Placement (AP) Physics courses administered by the College Board as part of its Advanced Placement program: the algebra-based Physics 1 and Physics 2 and the calculus-based Physics C: Mechanics and Physics C: Electricity and Magnetism. All are intended to be at the college level. Each AP Physics course has an exam for which high-performing students may receive credit toward their college coursework.
AP Physics 1 and 2
AP Physics 1 and AP Physics 2 were introduced in 2015, replacing AP Physics B. The courses were designed to emphasize critical thinking and reasoning as well as learning through inquiry. They are algebra-based and do not require any calculus knowledge.
AP Physics 1
AP Physics 1 covers Newtonian mechanics, including:
Unit 1: Kinematics
Unit 2: Dynamics
Unit 3: Circular Motion and Gravitation
Unit 4: Energy
Unit 5: Momentum
Unit 6: Simple Harmonic Motion
Unit 7: Torque and Rotational Motion
Until 2020, the course also covered topics in electricity (including Coulomb's Law and resistive DC circuits), mechanical waves, and sound. These units were removed because they are included in AP Physics 2.
AP Physics 2
AP Physics 2 covers the following topics:
Unit 1: Fluids
Unit 2: Thermodynamics
Unit 3: Electric Force, Field, and Potential
Unit 4: Electric Circuits
Unit 5: Magnetism and Electromagnetic Induction
Unit 6: Geometric and Physical Optics
Unit 7: Quantum, Atomic, and Nuclear Physics
AP Physics C
From 1969 to 1972, AP Physics C was a single course with a single exam that covered all standard introductory university physics topics, including mechanics, fluids, electricity and magnetism, optics, and modern physics. In 1973, the College Board split the course into AP Physics C: Mechanics and AP Physics C: Electricity and Magnetism. The exam was also split into two separate 90-minute tests, each equivalent to a semester-length calculus-based college course. Until 2006, both exams could be taken for a single
Document 4:::
In mathematical psychology and education theory, a knowledge space is a combinatorial structure used to formulate mathematical models describing the progression of a human learner. Knowledge spaces were introduced in 1985 by Jean-Paul Doignon and Jean-Claude Falmagne, and remain in extensive use in the education theory. Modern applications include two computerized tutoring systems, ALEKS and the defunct RATH.
Formally, a knowledge space assumes that a domain of knowledge is a collection of concepts or skills, each of which must be eventually mastered. Not all concepts are interchangeable; some require other concepts as prerequisites. Conversely, competency at one skill may ease the acquisition of another through similarity. A knowledge space marks out which collections of skills are feasible: they can be learned without mastering any other skills. Under reasonable assumptions, the collection of feasible competencies forms the mathematical structure known as an antimatroid.
Researchers and educators usually explore the structure of a discipline's knowledge space as a latent class model.
Motivation
Knowledge Space Theory attempts to address shortcomings of standardized testing when used in educational psychometry. Common tests, such as the SAT and ACT, compress a student's knowledge into a very small range of ordinal ranks, in the process effacing the conceptual dependencies between questions. Consequently, the tests cannot distinguish between true understanding and guesses, nor can they identify a student's particular weaknesses, only the general proportion of skills mastered. The goal of knowledge space theory is to provide a language by which exams can communicate
What the student can do and
What the student is ready to learn.
Model structure
Knowledge Space Theory-based models presume that an educational subject can be modeled as a finite set of concepts, skills, or topics. Each feasible state of knowledge about is then a subset of ; the set of
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What do these two changes have in common?
pouring milk on oatmeal
cracking open a peanut
A. Both are only physical changes.
B. Both are caused by cooling.
C. Both are caused by heating.
D. Both are chemical changes.
Answer:
|
sciq-11350
|
multiple_choice
|
What important and unusual physical property (for birds) do ostriches and penguins share?
|
[
"waterproofness",
"webbed feet",
"flightlessness",
"bonelessness"
] |
C
|
Relavent Documents:
Document 0:::
Around 350 BCE, Aristotle and other philosophers of the time attempted to explain the aerodynamics of avian flight. Even after the discovery of the ancestral bird Archaeopteryx which lived over 150 million years ago, debates still persist regarding the evolution of flight. There are three leading hypotheses pertaining to avian flight: Pouncing Proavis model, Cursorial model, and Arboreal model.
In March 2018, scientists reported that Archaeopteryx was likely capable of flight, but in a manner substantially different from that of modern birds.
Flight characteristics
For flight to occur, four physical forces (thrust and drag, lift and weight) must be favorably combined. In order for birds to balance these forces, certain physical characteristics are required. Asymmetrical wing feathers, found on all flying birds with the exception of hummingbirds, help in the production of thrust and lift. Anything that moves through the air produces drag due to friction. The aerodynamic body of a bird can reduce drag, but when stopping or slowing down a bird will use its tail and feet to increase drag. Weight is the largest obstacle birds must overcome in order to fly. An animal can more easily attain flight by reducing its absolute weight. Birds evolved from other theropod dinosaurs that had already gone through a phase of size reduction during the Middle Jurassic, combined with rapid evolutionary changes. Flying birds during their evolution further reduced relative weight through several characteristics such as the loss of teeth, shrinkage of the gonads out of mating season, and fusion of bones. Teeth were replaced by a lightweight bill made of keratin, the food being processed by the bird's gizzard. Other advanced physical characteristics evolved for flight are a keel for the attachment of flight muscles and an enlarged cerebellum for fine motor coordination. These were gradual changes, though, and not strict conditions for flight: the first birds had teeth, at best a small keel
Document 1:::
The following is a glossary of common English language terms used in the description of birds—warm-blooded vertebrates of the class Aves and the only living dinosaurs, characterized by , the ability to in all but the approximately 60 extant species of flightless birds, toothless, , the laying of hard-shelled eggs, a high metabolic rate, a four-chambered heart and a strong yet lightweight skeleton.
Among other details such as size, proportions and shape, terms defining bird features developed and are used to describe features unique to the class—especially evolutionary adaptations that developed to aid flight. There are, for example, numerous terms describing the complex structural makeup of feathers (e.g., , and ); types of feathers (e.g., , and feathers); and their growth and loss (e.g., , and ).
There are thousands of terms that are unique to the study of birds. This glossary makes no attempt to cover them all, concentrating on terms that might be found across descriptions of multiple bird species by bird enthusiasts and ornithologists. Though words that are not unique to birds are also covered, such as or , they are defined in relation to other unique features of external bird anatomy, sometimes called . As a rule, this glossary does not contain individual entries on any of the approximately 9,700 recognized living individual bird species of the world.
A
B
C
D
{| border="1"
|-
|carnivores (sometimes called faunivores): birds that predominantly forage for the meat of vertebrates—generally hunters as in certain birds of prey—including eagles, owls and shrikes, though piscivores, insectivores and crustacivores may be called specialized types of carnivores.
|-
|crustacivores: birds that forage for and eat crustaceans, such as crab-plovers and some rails.
|-
|detritivores: birds that forage for and eat decomposing material, such as vultures. It is usually used as a more general term than "saprovore" (defined below), which often connotes the eating of de
Document 2:::
The difficulty of defining or measuring intelligence in non-human animals makes the subject difficult to study scientifically in birds. In general, birds have relatively large brains compared to their head size. The visual and auditory senses are well developed in most species, though the tactile and olfactory senses are well realized only in a few groups. Birds communicate using visual signals as well as through the use of calls and song. The testing of intelligence in birds is therefore usually based on studying responses to sensory stimuli.
The corvids (ravens, crows, jays, magpies, etc.) and psittacines (parrots, macaws, and cockatoos) are often considered the most intelligent birds, and are among the most intelligent animals in general. Pigeons, finches, domestic fowl, and birds of prey have also been common subjects of intelligence studies.
Studies
Bird intelligence has been studied through several attributes and abilities. Many of these studies have been on birds such as quail, domestic fowl, and pigeons kept under captive conditions. It has, however, been noted that field studies have been limited, unlike those of the apes. Birds in the crow family (corvids) as well as parrots (psittacines) have been shown to live socially, have long developmental periods, and possess large forebrains, all of which have been hypothesized to allow for greater cognitive abilities.
Counting has traditionally been considered an ability that shows intelligence. Anecdotal evidence from the 1960s has suggested that crows can count up to 3. Researchers need to be cautious, however, and ensure that birds are not merely demonstrating the ability to subitize, or count a small number of items quickly. Some studies have suggested that crows may indeed have a true numerical ability. It has been shown that parrots can count up to 6.
Cormorants used by Chinese fishermen were given every eighth fish as a reward, and found to be able to keep count up to 7. E.H. Hoh wrote in Natural Histo
Document 3:::
Allen's rule is an ecogeographical rule formulated by Joel Asaph Allen in 1877, broadly stating that animals adapted to cold climates have shorter and thicker limbs and bodily appendages than animals adapted to warm climates. More specifically, it states that the body surface-area-to-volume ratio for homeothermic animals varies with the average temperature of the habitat to which they are adapted (i.e. the ratio is low in cold climates and high in hot climates).
Explanation
Allen's rule predicts that endothermic animals with the same body volume should have different surface areas that will either aid or impede their heat dissipation.
Because animals living in cold climates need to conserve as much heat as possible, Allen's rule predicts that they should have evolved comparatively low surface area-to-volume ratios to minimize the surface area by which they dissipate heat, allowing them to retain more heat. For animals living in warm climates, Allen's rule predicts the opposite: that they should have comparatively high ratios of surface area to volume. Because animals with low surface area-to-volume ratios would overheat quickly, animals in warm climates should, according to the rule, have high surface area-to-volume ratios to maximize the surface area through which they dissipate heat.
In animals
Though there are numerous exceptions, many animal populations appear to conform to the predictions of Allen's rule. The polar bear has stocky limbs and very short ears that are in accordance with the predictions of Allen's rule. In 2007, R.L. Nudds and S.A. Oswald studied the exposed lengths of seabirds' legs and found that the exposed leg lengths were negatively correlated with Tmaxdiff (body temperature minus minimum ambient temperature), supporting the predictions of Allen's rule. J.S. Alho and colleagues argued that tibia and femur lengths are highest in populations of the common frog that are indigenous to the middle latitudes, consistent with the predictions of A
Document 4:::
Significant work has gone into analyzing the effects of climate change on birds. Like other animal groups, birds are affected by anthropogenic (human-caused) climate change. The research includes tracking the changes in species' life cycles over decades in response to the changing world, evaluating the role of differing evolutionary pressures and even comparing museum specimens with modern birds to track changes in appearance and body structure. Predictions of range shifts caused by the direct and indirect impacts of climate change on bird species are amongst the most important, as they are crucial for informing animal conservation work, required to minimize extinction risk from climate change.
Climate change mitigation options can also have varying impacts on birds. However, even the environmental impact of wind power is estimated to be much less threatening to birds than the continuing effects of climate change.
Causes
Climate change has raised the temperature of the Earth by about since the Industrial Revolution. As the extent of future greenhouse gas emissions and mitigation actions determines the climate change scenario taken, warming may increase from present levels by less than with rapid and comprehensive mitigation (the Paris Agreement goal) to around ( from the preindustrial) by the end of the century with very high and continually increasing greenhouse gas emissions.
Effects
Physical changes
Birds are a group of warm-blooded vertebrates constituting the class Aves, characterized by feathers, toothless beaked jaws, the laying of hard-shelled eggs, a high metabolic rate, a four-chambered heart, and a strong yet lightweight skeleton.
Climate change has already altered the appearance of some birds by facilitating changes to their feathers. A comparison of museum specimens of juvenile passerines from 1800s with juveniles of the same species today had shown that these birds now complete the switch from their nesting feathers to adult feathers ea
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What important and unusual physical property (for birds) do ostriches and penguins share?
A. waterproofness
B. webbed feet
C. flightlessness
D. bonelessness
Answer:
|
|
sciq-10231
|
multiple_choice
|
How do plants support themselves above the ground to get light and oxygen?
|
[
"flaccid stems",
"symbiosis",
"momentum",
"stiff stems"
] |
D
|
Relavent Documents:
Document 0:::
A stem is one of two main structural axes of a vascular plant, the other being the root. It supports leaves, flowers and fruits, transports water and dissolved substances between the roots and the shoots in the xylem and phloem, photosynthesis takes place here, stores nutrients, and produces new living tissue. The stem can also be called halm or haulm or culms.
The stem is normally divided into nodes and internodes:
The nodes are the points of attachment for leaves and can hold one or more leaves. There are sometimes axillary buds between the stem and leaf which can grow into branches (with leaves, conifer cones, or flowers). Adventitious roots may also be produced from the nodes. Vines may produce tendrils from nodes.
The internodes distance one node from another.
The term "shoots" is often confused with "stems"; "shoots" generally refers to new fresh plant growth, including both stems and other structures like leaves or flowers.
In most plants, stems are located above the soil surface, but some plants have underground stems.
Stems have several main functions:
Support for and the elevation of leaves, flowers, and fruits. The stems keep the leaves in the light and provide a place for the plant to keep its flowers and fruits.
Transport of fluids between the roots and the shoots in the xylem and phloem.
Storage of nutrients.
Production of new living tissue. The normal lifespan of plant cells is one to three years. Stems have cells called meristems that annually generate new living tissue.
Photosynthesis.
Stems have two pipe-like tissues called xylem and phloem. The xylem tissue arises from the cell facing inside and transports water by the action of transpiration pull, capillary action, and root pressure. The phloem tissue arises from the cell facing outside and consists of sieve tubes and their companion cells. The function of phloem tissue is to distribute food from photosynthetic tissue to other tissues. The two tissues are separated by cambium, a tis
Document 1:::
Underground stems are modified plant parts that derive from stem tissue but exist under the soil surface. They function as storage tissues for food and nutrients, facilitate the propagation of new clones, and aid in perennation (survival from one growing season to the next). Types of underground stems include bulbs, corms, rhizomes, stolons, and tubers.
Plants have two structures or axes of growth, which can be best seen from seed germination and growth. Seedlings develop two axes of growth: stems, which develop upward out of the soil, and roots, which develop downward. The roots are modified to have root hairs and branch indiscriminately with cells that take in water and nutrients, while the stems are modified to move water and nutrients to and from the leaves and flowers. Stems have nodes with buds where leaves and flowers arise at specific locations, while roots do not. Plants use underground stems to multiply by asexual reproduction and to survive from one year to the next, usually through dormancy. Some plants produce stems modified to store energy and preserve a location of potential growth to survive a cold or dry period which normally is a period of inactive growth, and when that period is over the plants resume new growth from the underground stems.
Being underground protects the stems from the elements during the dormancy period, such as freezing and thawing in winter, extreme heat and drought in summer, or other potentially harmful elements such as fire. They can also protect plants from heavy grazing pressure from animals, the plant might be eaten to the ground but new growth can occur from below ground stem that can not be reached by the herbivores. Several plants, including weedy species, use underground stems to spread and colonize large areas, since the stems do not have to be supported or strong, less energy and resources are needed to produce these stems and often these plants have more mass underground than above ground.
Types of underground s
Document 2:::
Edible plant stems are one part of plants that are eaten by humans. Most plants are made up of stems, roots, leaves, flowers, and produce fruits containing seeds. Humans most commonly eat the seeds (e.g. maize, wheat), fruit (e.g. tomato, avocado, banana), flowers (e.g. broccoli), leaves (e.g. lettuce, spinach, and cabbage), roots (e.g. carrots, beets), and stems (e.g. asparagus of many plants. There are also a few edible petioles (also known as leaf stems) such as celery or rhubarb.
Plant stems have a variety of functions. Stems support the entire plant and have buds, leaves, flowers, and fruits. Stems are also a vital connection between leaves and roots. They conduct water and mineral nutrients through xylem tissue from roots upward, and organic compounds and some mineral nutrients through phloem tissue in any direction within the plant. Apical meristems, located at the shoot tip and axillary buds on the stem, allow plants to increase in length, surface, and mass. In some plants, such as cactus, stems are specialized for photosynthesis and water storage.
Modified stems
Typical stems are located above ground, but there are modified stems that can be found either above or below ground. Modified stems located above ground are phylloids, stolons, runners, or spurs. Modified stems located below ground are corms, rhizomes, and tubers.
Detailed description of edible plant stems
Asparagus The edible portion is the rapidly emerging stems that arise from the crowns in the
Bamboo The edible portion is the young shoot (culm).
Birch Trunk sap is drunk as a tonic or rendered into birch syrup, vinegar, beer, soft drinks, and other foods.
Broccoli The edible portion is the peduncle stem tissue, flower buds, and some small leaves.
Cauliflower The edible portion is proliferated peduncle and flower tissue.
Cinnamon Many favor the unique sweet flavor of the inner bark of cinnamon, and it is commonly used as a spice.
Fig The edible portion is stem tissue. The
Document 3:::
A plantoid is a robot or synthetic organism designed to look, act and grow like a plant. The concept was first scientifically published in 2010 (although models of comparable systems controlled by neural networks date back to 2003) and has so far remained largely theoretical. Plantoids imitate plants through appearances and mimicking behaviors and internal processes (which function to keep the plant alive or to ensure its survival). A prototype for the European Commission is now in development by сonsortium of the following scientists: Dario Floreano, Barbara Mazzolai, Josep Samitier, Stefano Mancuso.
A plantoid incorporates an inherently distributed architecture consisting of autonomous and specialized modules. Modules can be modeled on plant parts such as the root cap and communicate to form a simple swarm intelligence. This kind of system may display great robustness and resilience. It is conjectured to be capable of energy harvesting and management, collective environmental awareness and many other functions.
In science fiction, while human-like robots (androids) are fairly frequent and animal-like biomorphic robots turn up occasionally, plantoids are quite rare. Exceptions occur in the novel Hearts, Hands and Voices (1992, US: The Broken Land) by Ian McDonald and the TV series Jikuu Senshi Spielban.
Systems and Processes
Like plants, plantoids position its roots and appendages (projecting parts of the plantoid) towards beneficial conditions that stimulate growth (i.e sunlight, ideal temperatures, areas with larger water concentration) and away from factors that bar growth. This occurs through a combination of information from its sensors and the plantoid reacting accordingly.
Sensors
The use of soft tactical sensors (devices that gather information based on the surrounding physical environment) allows the plantoid to navigate its way through its environment. These sensors relay information to the plantoid and produce signals, similar to how a computer ca
Document 4:::
Gravitational biology is the study of the effects gravity has on living organisms. Throughout the history of the Earth life has evolved to survive changing conditions, such as changes in the climate and habitat. However, one constant factor in evolution since life first began on Earth is the force of gravity. As a consequence, all biological processes are accustomed to the ever-present force of gravity and even small variations in this force can have significant impact on the health and function and the system of organisms.
Gravity and life on Earth
The force of gravity on the surface of the Earth, normally denoted g, has remained constant in both direction and magnitude since the formation of the planet. As a result, both plant and animal life have evolved to rely upon and cope with it in various ways. For example, humans employ internal models in motor planning that account for the effects of gravity on gross and fine motor skills.
Plant use of gravity
Plant tropisms are directional movements of a plant with respect to a directional stimulus. One such tropism is gravitropism, or the growth or movement of a plant with respect to gravity. Plant roots grow towards the pull of gravity and away from sunlight, and shoots and stems grow against the pull of gravity and towards sunlight.
Animal struggles with gravity
Gravity has had an effect on the development of animal life since the first single-celled organism.
The size of single biological cells is inversely proportional to the strength of the gravitational field exerted on the cell. That is, in stronger gravitational fields the size of cells decreases, and in weaker gravitational fields the size of cells increases. Gravity is thus a limiting factor in the growth of individual cells.
Cells which were naturally larger than the size that gravity alone would allow for had to develop means to protect against internal sedimentation. Several of these methods are based upon protoplasmic motion, thin and elongated sha
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
How do plants support themselves above the ground to get light and oxygen?
A. flaccid stems
B. symbiosis
C. momentum
D. stiff stems
Answer:
|
|
sciq-9144
|
multiple_choice
|
Primary alcohols are oxidized to form what?
|
[
"oxides",
"alloys",
"enzymes",
"aldehydes"
] |
D
|
Relavent Documents:
Document 0:::
Classification
Oxidoreductases are classified as EC 1 in the EC number classification of enzymes. Oxidoreductases can be further classified into 21 subclasses:
EC 1.1 includes oxidoreductases that act on the CH-OH group of donors (alcohol oxidoreductases such as methanol dehydrogenase)
EC 1.2 includes oxidoreductases that act on the aldehyde or oxo group of donors
EC 1.3 includes oxidoreductases that act on the CH-CH group of donors (CH-CH oxidore
Document 1:::
Types
As indicated in the following Biochemistry section, there are 4 types of chemically distinct eoxins that are made serially from the 15-lipoxygenase metabolite of arachidonic
Document 2:::
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
Document 3:::
Reduction
Reduction of ethyl acetoacetate gives ethyl 3-hydroxybutyrate.
Transesterification
Ethyl acetoacetate transesterifies to give benzyl acetoacetate via a mechanism involving acetylketene. Ethyl (and other) acetoacetates nitrosate readily with equimolar
Document 4:::
In the alcoholic beverages industry, congeners are substances, other than the desired type of alcohol, ethanol, produced during fermentation. These substances include small amounts of chemicals such as methanol and other alcohols (known as fusel alcohols), acetone, acetaldehyde, esters, tannins, and aldehydes (e.g. furfural). Congeners are responsible for most of the taste and aroma of distilled alcoholic beverages, and contribute to the taste of non-distilled drinks. Brandy, rum and red wine have the highest amount of congeners, while vodka and beer have the least.
Congeners are the basis of alcohol congener analysis, a sub-discipline of forensic toxicology which determines what a person drank.
There is some evidence that high-congener drinks induce more severe hangovers, but the effect is not well studied and is still secondary to the total amount of ethanol consumed.
See also
Alcohol (drug)
Alcohol congener analysis
Wine chemistry
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Primary alcohols are oxidized to form what?
A. oxides
B. alloys
C. enzymes
D. aldehydes
Answer:
|
|
sciq-7778
|
multiple_choice
|
In science, coefficients are used to balance what kind of equations?
|
[
"chemical",
"mineral",
"liquid",
"isolated"
] |
A
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
In mathematical psychology and education theory, a knowledge space is a combinatorial structure used to formulate mathematical models describing the progression of a human learner. Knowledge spaces were introduced in 1985 by Jean-Paul Doignon and Jean-Claude Falmagne, and remain in extensive use in the education theory. Modern applications include two computerized tutoring systems, ALEKS and the defunct RATH.
Formally, a knowledge space assumes that a domain of knowledge is a collection of concepts or skills, each of which must be eventually mastered. Not all concepts are interchangeable; some require other concepts as prerequisites. Conversely, competency at one skill may ease the acquisition of another through similarity. A knowledge space marks out which collections of skills are feasible: they can be learned without mastering any other skills. Under reasonable assumptions, the collection of feasible competencies forms the mathematical structure known as an antimatroid.
Researchers and educators usually explore the structure of a discipline's knowledge space as a latent class model.
Motivation
Knowledge Space Theory attempts to address shortcomings of standardized testing when used in educational psychometry. Common tests, such as the SAT and ACT, compress a student's knowledge into a very small range of ordinal ranks, in the process effacing the conceptual dependencies between questions. Consequently, the tests cannot distinguish between true understanding and guesses, nor can they identify a student's particular weaknesses, only the general proportion of skills mastered. The goal of knowledge space theory is to provide a language by which exams can communicate
What the student can do and
What the student is ready to learn.
Model structure
Knowledge Space Theory-based models presume that an educational subject can be modeled as a finite set of concepts, skills, or topics. Each feasible state of knowledge about is then a subset of ; the set of
Document 2:::
Computer science and engineering (CSE) is an academic program at many universities which comprises computer science classes (e.g. data structures and algorithms) and computer engineering classes (e.g computer architecture). There is no clear division in computing between science and engineering, just like in the field of materials science and engineering. CSE is also a term often used in Europe to translate the name of engineering informatics academic programs. It is offered in both undergraduate as well postgraduate with specializations.
Academic courses
Academic programs vary between colleges, but typically include a combination of topics in computer science, computer engineering, and electrical engineering. Undergraduate courses usually include programming, algorithms and data structures, computer architecture, operating systems, computer networks, parallel computing, embedded systems, algorithms design, circuit analysis and electronics, digital logic and processor design, computer graphics, scientific computing, software engineering, database systems, digital signal processing, virtualization, computer simulations and games programming. CSE programs also include core subjects of theoretical computer science such as theory of computation, numerical methods, machine learning, programming theory and paradigms. Modern academic programs also cover emerging computing fields like image processing, data science, robotics, bio-inspired computing, computational biology, autonomic computing and artificial intelligence. Most CSE programs require introductory mathematical knowledge, hence the first year of study is dominated by mathematical courses, primarily discrete mathematics, mathematical analysis, linear algebra, probability, and statistics, as well as the basics of electrical and electronic engineering, physics, and electromagnetism.
Example universities with CSE majors and departments
APJ Abdul Kalam Technological University
American International University-B
Document 3:::
A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field.
Overview
The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion.
With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies.
Example programs
The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University.
A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes
Document 4:::
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.
In science, coefficients are used to balance what kind of equations?
A. chemical
B. mineral
C. liquid
D. isolated
Answer:
|
|
sciq-9256
|
multiple_choice
|
Gymnosperms and angiosperms are types of _________ seed plants.
|
[
"extinct",
"genetic",
"modern",
"heritage"
] |
C
|
Relavent Documents:
Document 0:::
In botany, a virtual herbarium is a herbarium in a digitized form. That is, it concerns a collection of digital images of preserved plants or plant parts. Virtual herbaria often are established to improve availability of specimens to a wider audience. However, there are digital herbaria that are not suitable for internet access because of the high resolution of scans and resulting large file sizes (several hundred megabytes per file). Additional information about each specimen, such as the location, the collector, and the botanical name are attached to every specimen. Frequently, further details such as related species and growth requirements are mentioned.
Specimen imaging
The standard hardware used for herbarium specimen imaging is the "HerbScan" scanner. It is an inverted flat-bed scanner which raises the specimen up to the scanning surface. This technology was developed because it is standard practice to never turn a herbarium specimen upside-down. Alternatively, some herbaria employ a flat-bed book scanner or a copy stand to achieve the same effect.
A small color chart and a ruler must be included on a herbarium sheet when it is imaged. The JSTOR Plant Science requires that the ruler bears the herbarium name and logo, and that a ColorChecker chart is used for any specimens to be contributed to the Global Plants Initiative (GPI).
Uses
Virtual herbaria are established in part to increase the longevity of specimens. Major herbaria participate in international loan programs, where a researcher can request specimens to be shipped in for study. This shipping contributes to the wear and tear of specimens. If, however, digital images are available, images of the specimens can be sent electronically. These images may be a sufficient substitute for the specimens themselves, or alternatively, the researcher can use the images to "preview" the specimens, to which ones should be sent out for further study. This process cuts down on the shipping, and thus the wear and
Document 1:::
The Angiosperm Phylogeny Group (APG) is an informal international group of systematic botanists who collaborate to establish a consensus on the taxonomy of flowering plants (angiosperms) that reflects new knowledge about plant relationships discovered through phylogenetic studies.
, four incremental versions of a classification system have resulted from this collaboration, published in 1998, 2003, 2009 and 2016. An important motivation for the group was what they considered deficiencies in prior angiosperm classifications since they were not based on monophyletic groups (i.e., groups that include all the descendants of a common ancestor).
APG publications are increasingly influential, with a number of major herbaria changing the arrangement of their collections to match the latest APG system.
Angiosperm classification and the APG
In the past, classification systems were typically produced by an individual botanist or by a small group. The result was a large number of systems (see List of systems of plant taxonomy). Different systems and their updates were generally favoured in different countries. Examples are the Engler system in continental Europe, the Bentham & Hooker system in Britain (particularly influential because it was used by Kew), the Takhtajan system in the former Soviet Union and countries within its sphere of influence and the Cronquist system in the United States.
Before the availability of genetic evidence, the classification of angiosperms (also known as flowering plants, Angiospermae, Anthophyta or Magnoliophyta) was based on their morphology (particularly of their flower) and biochemistry (the kinds of chemical compounds in the plant).
After the 1980s, detailed genetic evidence analysed by phylogenetic methods became available and while confirming or clarifying some relationships in existing classification systems, it radically changed others. This genetic evidence created a rapid increase in knowledge that led to many proposed changes; sta
Document 2:::
Plant life-form schemes constitute a way of classifying plants alternatively to the ordinary species-genus-family scientific classification. In colloquial speech, plants may be classified as trees, shrubs, herbs (forbs and graminoids), etc. The scientific use of life-form schemes emphasizes plant function in the ecosystem and that the same function or "adaptedness" to the environment may be achieved in a number of ways, i.e. plant species that are closely related phylogenetically may have widely different life-form, for example Adoxa moschatellina and Sambucus nigra are from the same family, but the former is a small herbaceous plant and the latter is a shrub or tree. Conversely, unrelated species may share a life-form through convergent evolution.
While taxonomic classification is concerned with the production of natural classifications (being natural understood either in philosophical basis for pre-evolutionary thinking, or phylogenetically as non-polyphyletic), plant life form classifications uses other criteria than naturalness, like morphology, physiology and ecology.
Life-form and growth-form are essentially synonymous concepts, despite attempts to restrict the meaning of growth-form to types differing in shoot architecture. Most life form schemes are concerned with vascular plants only. Plant construction types may be used in a broader sense to encompass planktophytes, benthophytes (mainly algae) and terrestrial plants.
A popular life-form scheme is the Raunkiær system.
History
One of the earliest attempts to classify the life-forms of plants and animals was made by Aristotle, whose writings are lost. His pupil, Theophrastus, in Historia Plantarum (c. 350 BC), was the first who formally recognized plant habits: trees, shrubs and herbs.
Some earlier authors (e.g., Humboldt, 1806) did classify species according to physiognomy, but were explicit about the entities being merely practical classes without any relation to plant function. A marked exception was
Document 3:::
A cultigen () or cultivated plant is a plant that has been deliberately altered or selected by humans. Cultigens result from artificial selection. These plants have commercial value in horticulture, agriculture or forestry. Because cultigens are defined by their mode of origin and not by where they grow, plants meeting this definition remain cultigens whether they are naturalised, deliberately planted in the wild, or grown in cultivation.
Cultigens arise in the following ways:
through the selection of variants from the wild or cultivation, including vegetative sports (aberrant growth that can be reproduced reliably in cultivation);
from plants that are the result of plant breeding and selection programs;
from genetically modified plants (plants modified by the deliberate implantation of genetic material);
or from graft-chimaeras (plants grafted to produce mixed tissue with graft material from wild plants, special selections, or hybrids).
Naming
Cultigens may be named in any of a number of ways. The traditional method of scientific naming is under the International Code of Nomenclature for algae, fungi, and plants, and many of the most important cultigens, like maize (Zea mays) and banana (Musa acuminata), are so named. Although it is perfectly in order to give a cultigen a botanical name, in any rank desired, now or at any other time, these days it is more common for cultigens to be given names in accordance with the principles, rules and recommendations laid down in the International Code of Nomenclature for Cultivated Plants (ICNCP) which provides for the names of cultigens in three classification categories, the cultivar, the Group (formerly cultivar-group), and the grex. With this, one could say that there is a separate discipline of cultivated plant taxonomy, which forms one of the ways to look at cultigens. The ICNCP does not recognize the use of trade designations and other marketing devices as scientifically acceptable names, but does provide advice o
Document 4:::
Plant taxonomy is the science that finds, identifies, describes, classifies, and names plants. It is one of the main branches of taxonomy (the science that finds, describes, classifies, and names living things).
Plant taxonomy is closely allied to plant systematics, and there is no sharp boundary between the two. In practice, "plant systematics" involves relationships between plants and their evolution, especially at the higher levels, whereas "plant taxonomy" deals with the actual handling of plant specimens. The precise relationship between taxonomy and systematics, however, has changed along with the goals and methods employed.
Plant taxonomy is well known for being turbulent, and traditionally not having any close agreement on circumscription and placement of taxa. See the list of systems of plant taxonomy.
Background
Classification systems serve the purpose of grouping organisms by characteristics common to each group. Plants are distinguished from animals by various traits: they have cell walls made of cellulose, polyploidy, and they exhibit sedentary growth. Where animals have to eat organic molecules, plants are able to change energy from light into organic energy by the process of photosynthesis. The basic unit of classification is species, a group able to breed amongst themselves and bearing mutual resemblance, a broader classification is the genus. Several genera make up a family, and several families an order.
History of classification
The botanical term "angiosperm", from Greek words ( 'bottle, vessel') and ( 'seed'), was coined in the form "Angiospermae" by Paul Hermann in 1690 but he used this term to refer to a group of plants which form only a subset of what today are known as angiosperms. Hermannn's Angiospermae including only flowering plants possessing seeds enclosed in capsules, distinguished from his Gymnospermae, which were flowering plants with achenial or schizo-carpic fruits, the whole fruit or each of its pieces being here regarded
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Gymnosperms and angiosperms are types of _________ seed plants.
A. extinct
B. genetic
C. modern
D. heritage
Answer:
|
|
sciq-4701
|
multiple_choice
|
Fertilizer runoff can create what type of zones in the ocean?
|
[
"barren zones",
"fresh zones",
"dead zones",
"hot zones"
] |
C
|
Relavent Documents:
Document 0:::
The Bachelor of Science in Aquatic Resources and Technology (B.Sc. in AQT) (or Bachelor of Aquatic Resource) is an undergraduate degree that prepares students to pursue careers in the public, private, or non-profit sector in areas such as marine science, fisheries science, aquaculture, aquatic resource technology, food science, management, biotechnology and hydrography. Post-baccalaureate training is available in aquatic resource management and related areas.
The Department of Animal Science and Export Agriculture, at the Uva Wellassa University of Badulla, Sri Lanka, has the largest enrollment of undergraduate majors in Aquatic Resources and Technology, with about 200 students as of 2014.
The Council on Education for Aquatic Resources and Technology includes undergraduate AQT degrees in the accreditation review of Aquatic Resources and Technology programs and schools.
See also
Marine Science
Ministry of Fisheries and Aquatic Resources Development
Document 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:::
Nutrient cycling in the Columbia River Basin involves the transport of nutrients through the system, as well as transformations from among dissolved, solid, and gaseous phases, depending on the element. The elements that constitute important nutrient cycles include macronutrients such as nitrogen (as ammonium, nitrite, and nitrate), silicate, phosphorus, and micronutrients, which are found in trace amounts, such as iron. Their cycling within a system is controlled by many biological, chemical, and physical processes.
The Columbia River Basin is the largest freshwater system of the Pacific Northwest, and due to its complexity, size, and modification by humans, nutrient cycling within the system is affected by many different components. Both natural and anthropogenic processes are involved in the cycling of nutrients. Natural processes in the system include estuarine mixing of fresh and ocean waters, and climate variability patterns such as the Pacific Decadal Oscillation and the El Nino Southern Oscillation (both climatic cycles that affect the amount of regional snowpack and river discharge). Natural sources of nutrients in the Columbia River include weathering, leaf litter, salmon carcasses, runoff from its tributaries, and ocean estuary exchange. Major anthropogenic impacts to nutrients in the basin are due to fertilizers from agriculture, sewage systems, logging, and the construction of dams.
Nutrients dynamics vary in the river basin from the headwaters to the main river and dams, to finally reaching the Columbia River estuary and ocean. Upstream in the headwaters, salmon runs are the main source of nutrients. Dams along the river impact nutrient cycling by increasing residence time of nutrients, and reducing the transport of silicate to the estuary, which directly impacts diatoms, a type of phytoplankton. The dams are also a barrier to salmon migration, and can increase the amount of methane locally produced. The Columbia River estuary exports high rates of n
Document 3:::
Marine ecosystems are the largest of Earth's aquatic ecosystems and exist in waters that have a high salt content. These systems contrast with freshwater ecosystems, which have a lower salt content. Marine waters cover more than 70% of the surface of the Earth and account for more than 97% of Earth's water supply and 90% of habitable space on Earth. Seawater has an average salinity of 35 parts per thousand of water. Actual salinity varies among different marine ecosystems. Marine ecosystems can be divided into many zones depending upon water depth and shoreline features. The oceanic zone is the vast open part of the ocean where animals such as whales, sharks, and tuna live. The benthic zone consists of substrates below water where many invertebrates live. The intertidal zone is the area between high and low tides. Other near-shore (neritic) zones can include mudflats, seagrass meadows, mangroves, rocky intertidal systems, salt marshes, coral reefs, lagoons. In the deep water, hydrothermal vents may occur where chemosynthetic sulfur bacteria form the base of the food web. Marine ecosystems are characterized by the biological community of organisms that they are associated with and their physical environment. Classes of organisms found in marine ecosystems include brown algae, dinoflagellates, corals, cephalopods, echinoderms, and sharks.
Marine ecosystems are important sources of ecosystem services and food and jobs for significant portions of the global population. Human uses of marine ecosystems and pollution in marine ecosystems are significantly threats to the stability of these ecosystems. Environmental problems concerning marine ecosystems include unsustainable exploitation of marine resources (for example overfishing of certain species), marine pollution, climate change, and building on coastal areas. Moreover, much of the carbon dioxide causing global warming and heat captured by global warming are absorbed by the ocean, ocean chemistry is changing through
Document 4:::
An abyssal plain is an underwater plain on the deep ocean floor, usually found at depths between . Lying generally between the foot of a continental rise and a mid-ocean ridge, abyssal plains cover more than 50% of the Earth's surface. They are among the flattest, smoothest, and least explored regions on Earth. Abyssal plains are key geologic elements of oceanic basins (the other elements being an elevated mid-ocean ridge and flanking abyssal hills).
The creation of the abyssal plain is the result of the spreading of the seafloor (plate tectonics) and the melting of the lower oceanic crust. Magma rises from above the asthenosphere (a layer of the upper mantle), and as this basaltic material reaches the surface at mid-ocean ridges, it forms new oceanic crust, which is constantly pulled sideways by spreading of the seafloor. Abyssal plains result from the blanketing of an originally uneven surface of oceanic crust by fine-grained sediments, mainly clay and silt. Much of this sediment is deposited by turbidity currents that have been channelled from the continental margins along submarine canyons into deeper water. The rest is composed chiefly of pelagic sediments. Metallic nodules are common in some areas of the plains, with varying concentrations of metals, including manganese, iron, nickel, cobalt, and copper. There are also amounts of carbon, nitrogen, phosphorus and silicon, due to material that comes down and decomposes.
Owing in part to their vast size, abyssal plains are believed to be major reservoirs of biodiversity. They also exert significant influence upon ocean carbon cycling, dissolution of calcium carbonate, and atmospheric CO2 concentrations over time scales of a hundred to a thousand years. The structure of abyssal ecosystems is strongly influenced by the rate of flux of food to the seafloor and the composition of the material that settles. Factors such as climate change, fishing practices, and ocean fertilization have a substantial effect on patter
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Fertilizer runoff can create what type of zones in the ocean?
A. barren zones
B. fresh zones
C. dead zones
D. hot zones
Answer:
|
|
sciq-2812
|
multiple_choice
|
What is the main type of organism that gets its energy directly from the sun?
|
[
"animals",
"carnivores",
"consumers",
"plants"
] |
D
|
Relavent Documents:
Document 0:::
Consumer–resource interactions are the core motif of ecological food chains or food webs, and are an umbrella term for a variety of more specialized types of biological species interactions including prey-predator (see predation), host-parasite (see parasitism), plant-herbivore and victim-exploiter systems. These kinds of interactions have been studied and modeled by population ecologists for nearly a century. Species at the bottom of the food chain, such as algae and other autotrophs, consume non-biological resources, such as minerals and nutrients of various kinds, and they derive their energy from light (photons) or chemical sources. Species higher up in the food chain survive by consuming other species and can be classified by what they eat and how they obtain or find their food.
Classification of consumer types
The standard categorization
Various terms have arisen to define consumers by what they eat, such as meat-eating carnivores, fish-eating piscivores, insect-eating insectivores, plant-eating herbivores, seed-eating granivores, and fruit-eating frugivores and omnivores are meat eaters and plant eaters. An extensive classification of consumer categories based on a list of feeding behaviors exists.
The Getz categorization
Another way of categorizing consumers, proposed by South African American ecologist Wayne Getz, is based on a biomass transformation web (BTW) formulation that organizes resources into five components: live and dead animal, live and dead plant, and particulate (i.e. broken down plant and animal) matter. It also distinguishes between consumers that gather their resources by moving across landscapes from those that mine their resources by becoming sessile once they have located a stock of resources large enough for them to feed on during completion of a full life history stage.
In Getz's scheme, words for miners are of Greek etymology and words for gatherers are of Latin etymology. Thus a bestivore, such as a cat, preys on live animal
Document 1:::
The soil food web is the community of organisms living all or part of their lives in the soil. It describes a complex living system in the soil and how it interacts with the environment, plants, and animals.
Food webs describe the transfer of energy between species in an ecosystem. While a food chain examines one, linear, energy pathway through an ecosystem, a food web is more complex and illustrates all of the potential pathways. Much of this transferred energy comes from the sun. Plants use the sun’s energy to convert inorganic compounds into energy-rich, organic compounds, turning carbon dioxide and minerals into plant material by photosynthesis. Plant flowers exude energy-rich nectar above ground and plant roots exude acids, sugars, and ectoenzymes into the rhizosphere, adjusting the pH and feeding the food web underground.
Plants are called autotrophs because they make their own energy; they are also called producers because they produce energy available for other organisms to eat. Heterotrophs are consumers that cannot make their own food. In order to obtain energy they eat plants or other heterotrophs.
Above ground food webs
In above ground food webs, energy moves from producers (plants) to primary consumers (herbivores) and then to secondary consumers (predators). The phrase, trophic level, refers to the different levels or steps in the energy pathway. In other words, the producers, consumers, and decomposers are the main trophic levels. This chain of energy transferring from one species to another can continue several more times, but eventually ends. At the end of the food chain, decomposers such as bacteria and fungi break down dead plant and animal material into simple nutrients.
Methodology
The nature of soil makes direct observation of food webs difficult. Since soil organisms range in size from less than 0.1 mm (nematodes) to greater than 2 mm (earthworms) there are many different ways to extract them. Soil samples are often taken using a metal
Document 2:::
The trophic level of an organism is the position it occupies in a food web. A food chain is a succession of organisms that eat other organisms and may, in turn, be eaten themselves. The trophic level of an organism is the number of steps it is from the start of the chain. A food web starts at trophic level 1 with primary producers such as plants, can move to herbivores at level 2, carnivores at level 3 or higher, and typically finish with apex predators at level 4 or 5. The path along the chain can form either a one-way flow or a food "web". Ecological communities with higher biodiversity form more complex trophic paths.
The word trophic derives from the Greek τροφή (trophē) referring to food or nourishment.
History
The concept of trophic level was developed by Raymond Lindeman (1942), based on the terminology of August Thienemann (1926): "producers", "consumers", and "reducers" (modified to "decomposers" by Lindeman).
Overview
The three basic ways in which organisms get food are as producers, consumers, and decomposers.
Producers (autotrophs) are typically plants or algae. Plants and algae do not usually eat other organisms, but pull nutrients from the soil or the ocean and manufacture their own food using photosynthesis. For this reason, they are called primary producers. In this way, it is energy from the sun that usually powers the base of the food chain. An exception occurs in deep-sea hydrothermal ecosystems, where there is no sunlight. Here primary producers manufacture food through a process called chemosynthesis.
Consumers (heterotrophs) are species that cannot manufacture their own food and need to consume other organisms. Animals that eat primary producers (like plants) are called herbivores. Animals that eat other animals are called carnivores, and animals that eat both plants and other animals are called omnivores.
Decomposers (detritivores) break down dead plant and animal material and wastes and release it again as energy and nutrients into
Document 3:::
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 4:::
The European Algae Biomass Association (EABA), established on 2 June 2009, is the European association representing both research and industry in the field of algae technologies.
EABA was founded during its inaugural conference on 1–2 June 2009 at Villa La Pietra in Florence. The association is headquartered in Florence, Italy.
History
The first EABA's President, Prof. Dr. Mario Tredici, served a 2-year term since his election on 2 June 2009. The EABA Vice-presidents were Mr. Claudio Rochietta, (Oxem, Italy), Prof. Patrick Sorgeloos (University of Ghent, Belgium) and Mr. Marc Van Aken (SBAE Industries, Belgium). The EABA Executive Director was Mr. Raffaello Garofalo.
EABA had 58 founding members and the EABA reached 79 members in 2011.
The last election occurred on 3 December 2018 in Amsterdam. The EABA's President is Mr. Jean-Paul Cadoret (Algama / France). The EABA Vice-presidents are Prof. Dr. Sammy Boussiba (Ben-Gurion University of the Negev / Israel), Prof. Dr. Gabriel Acien (University of Almeria / Spain) and Dr. Alexandra Mosch (Germany). The EABA General Manager is Dr. Vítor Verdelho (A4F AlgaFuel, S.A. / Portugal) and Prof. Dr. Mario Tredici (University of Florence / Italy) is elected as Honorary President.
Cooperation with other organisations
ART Fuels Forum
European Society of Biochemical Engineering Sciences
Algae Biomass Organization
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the main type of organism that gets its energy directly from the sun?
A. animals
B. carnivores
C. consumers
D. plants
Answer:
|
|
sciq-4186
|
multiple_choice
|
After the film is developed, any unexposed silver bromide must be removed by a process called what?
|
[
"watering",
"fixing",
"washing",
"sweeping"
] |
B
|
Relavent Documents:
Document 0:::
The medical uses of silver include its use in wound dressings, creams, and as an antibiotic coating on medical devices. Wound dressings containing silver sulfadiazine or silver nanomaterials may be used to treat external infections. The limited evidence available shows that silver coatings on endotracheal breathing tubes may reduce the incidence of ventilator-associated pneumonia. There is tentative evidence that using silver-alloy indwelling catheters for short-term catheterizing will reduce the risk of catheter-acquired urinary tract infections.
Silver generally has low toxicity, and minimal risk is expected when silver is used in approved medical applications. Alternative medicine products such as colloidal silver are not safe or effective.
Mechanism of action
Silver and most silver compounds have an oligodynamic effect and are toxic for bacteria, algae, and fungi in vitro. The antibacterial action of silver is dependent on the silver ion. The effectiveness of silver compounds as an antiseptic is based on the ability of the biologically active silver ion () to irreversibly damage key enzyme systems in the cell membranes of pathogens. The antibacterial action of silver has long been known to be enhanced by the presence of an electric field. Applying an electric current across silver electrodes enhances antibiotic action at the anode, likely due to the release of silver into the bacterial culture. The antibacterial action of electrodes coated with silver nanostructures is greatly improved in the presence of an electric field.
Silver, used as a topical antiseptic, is incorporated by bacteria it kills. Thus dead bacteria may be the source of silver that may kill additional bacteria.
Medical uses
Antibacterial cream
Silver sulfadiazine (SSD) is a topical antibiotic used in partial thickness and full thickness burns to prevent infection. It was discovered in the 1960s, and was the standard topical antimicrobial for burn wounds for decades.
However systemic revie
Document 1:::
Chemical Bath Deposition, also called Chemical Solution Deposition and CBD, is a method of thin-film deposition (solids forming from a solution or gas), using an aqueous precursor solution. Chemical Bath Deposition typically forms films using heterogeneous nucleation (deposition or adsorption of aqueous ions onto a solid substrate), to form homogeneous thin films of metal chalcogenides (mostly oxides, sulfides, and selenides) and many less common ionic compounds. Chemical Bath Deposition produces films reliably, using a simple process with little infrastructure, at low temperature (<100˚C), and at low cost. Furthermore, Chemical Bath Deposition can be employed for large-area batch processing or continuous deposition. Films produced by CBD are often used in semiconductors, photovoltaic cells, and supercapacitors, and there is increasing interest in using Chemical Bath Deposition to create nanomaterials.
Uses
Chemical Bath Deposition is useful in industrial applications because it is extremely cheap, simple, and reliable compared to other methods of thin-film deposition, requiring only aqueous solution at (relatively) low temperatures and minimal infrastructure. The Chemical Bath Deposition process can easily be scaled up to large-area batch processing or continuous deposition.
Chemical Bath Deposition forms small crystals, which are less useful for semiconductors than the larger crystals created by other methods of thin-film deposition but are more useful for nano materials. However, films formed by Chemical Bath Deposition often have better photovoltaic properties (band electron gap) than films of the same substance formed by other methods.
Historical Uses
Chemical Bath Deposition has a long history but until recently was an uncommon method of thin-film deposition.
In 1865, Justus Liebig published an article describing the use of Chemical Bath Deposition to silver mirrors (to affix a reflective layer of silver to the back of glass to form a mirror), though i
Document 2:::
Finings are substances that are usually added at or near the completion of the processing of making wine, beer, and various nonalcoholic juice beverages. They are used to remove organic compounds, either to improve clarity or adjust flavor or aroma. The removed compounds may be sulfides, proteins, polyphenols, benzenoids, or copper ions. Unless they form a stable sediment in the final container, the spent finings are usually discarded from the beverage along with the target compounds that they capture.
Substances used as finings include egg whites, blood, milk, isinglass, and Irish moss. These are still used by some producers, but more modern substances have also been introduced and are more widely used, including bentonite, gelatin, casein, carrageenan, alginate, diatomaceous earth, pectinase, pectolyase, PVPP, kieselsol (colloidal silica), copper sulfate, dried albumen (egg whites), hydrated yeast, and activated carbon.
Actions
Finings’ actions may be broadly categorized as either electrostatic, adsorbent, ionic, or enzymatic.
The electrostatic types comprise the vast majority; including all but activated carbon, fining yeast, PVPP, copper sulfate, pectinase and pectolase. Their purpose is to selectively remove proteins, tannins (polyphenolics) and coloring particles (melanoidins). They must be used as a batch technique, as opposed to flow-through processing methods such as filters. Their particles each have an electric charge which is attracted to the oppositely charged particles of the colloidal dispersion that they are breaking. The result is that the two substances become bound as a stable complex; their net charge becoming neutral. Thus the agglomeration of a semi-solid follows, which may be separated from the beverage either as a floating or settled mass.
The only adsorbent types of finings in use are activated carbon and specialized fining yeasts. Although activated carbon may be implemented as a flow-through filter, it is also commonly utilized as a ba
Document 3:::
The RCA clean is a standard set of wafer cleaning steps which need to be performed before high-temperature processing steps (oxidation, diffusion, CVD) of silicon wafers in semiconductor manufacturing.
Werner Kern developed the basic procedure in 1965 while working for RCA, the Radio Corporation of America. It involves the following chemical processes performed in sequence:
Removal of the organic contaminants (organic clean + particle clean)
Removal of thin oxide layer (oxide strip, optional)
Removal of ionic contamination (ionic clean)
Standard recipe
The wafers are prepared by soaking them in deionized water. If they are grossly contaminated (visible residues), they may require a preliminary cleanup in piranha solution. The wafers are thoroughly rinsed with deionized water between each step.
Ideally, the steps below are carried out by immersing the wafers in solutions prepared in fused silica or fused quartz vessels (borosilicate glassware must not be used, as its impurities leach out and cause contamination). Likewise it is recommended that the chemicals used are electronic grade (or "CMOS grade") to avoid impurities that will recontaminate the wafer.
First step (SC-1): organic clean + particle clean
The first step (called SC-1, where SC stands for Standard Clean) is performed with a solution of (ratios may vary)
5 parts of deionized water
1 part of ammonia water, (29% by weight of NH3)
1 part of aqueous H2O2 (hydrogen peroxide, 30%)
at 75 or 80 °C typically for 10 minutes. This base-peroxide mixture removes organic residues. Particles are also very effectively removed, even insoluble particles, since SC-1 modifies the surface and particle zeta potentials and causes them to repel. This treatment results in the formation of a thin silicon dioxide layer (about 10 Angstrom) on the silicon surface, along with a certain degree of metallic contamination (notably iron) that will be removed in subsequent steps.
Second step (optional): oxide strip
The optiona
Document 4:::
Biofilm formation occurs when free floating microorganisms attach themselves to a surface. Although there are some beneficial uses of biofilms, they are generally considered undesirable, and means of biofilm prevention have been developed. Biofilms secrete extracellular polymeric substance that provides a structural matrix and facilitates adhesion for the microorganisms; the means of prevention have thus concentrated largely on two areas: killing the microbes that form the film, or preventing the adhesion of the microbes to a surface. Because biofilms protect the bacteria, they are often more resistant to traditional antimicrobial treatments, making them a serious health risk. For example, there are more than one million cases of catheter-associated urinary tract infections (CAUTI) reported each year, many of which can be attributed to bacterial biofilms. There is much research into the prevention of biofilms.
Methods
Biofilm prevention methods fall into two categories:
prevention of microbe growth; and
prevention of microbe surface attachment.
Prevention of microbe growth
Antimicrobial coatings
Chemical modifications are the main strategy for biofilm prevention on indwelling medical devices. Antibiotics, biocides, and ion coatings are commonly used chemical methods of biofilm prevention. They prevent biofilm formation by interfering with the attachment and expansion of immature biofilms. Typically, these coatings are effective only for a short time period (about 1 week), after which leaching of the antimicrobial agent reduces the effectiveness of the coating.
The medical uses of silver and silver ions have been known for some time; its use can be traced to the Phoenicians, who would store their water, wine, and vinegar in silver bottles to keep them from spoiling. There has been renewed interest in silver coatings for antimicrobial purposes. The antimicrobial property of silver is known as an oligodynamic effect, a process in which metal ions interfere with
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
After the film is developed, any unexposed silver bromide must be removed by a process called what?
A. watering
B. fixing
C. washing
D. sweeping
Answer:
|
|
sciq-3504
|
multiple_choice
|
What is the primary gas produced from burning of wood?
|
[
"Hydrogen Dioxide",
"carbon dioxide",
"toxic dioxide",
"liquid dioxide"
] |
B
|
Relavent Documents:
Document 0:::
Endothermic gas is a gas that inhibits or reverses oxidation on the surfaces it is in contact with. This gas is the product of incomplete combustion in a controlled environment. An example mixture is hydrogen gas (H2), nitrogen gas (N2), and carbon monoxide (CO). The hydrogen and carbon monoxide are reducing agents, so they work together to shield surfaces from oxidation.
Endothermic gas is often used as a carrier gas for gas carburizing and carbonitriding. An endothermic gas generator could be used to supply heat to form an endothermic reaction.
Synthesised in the catalytic retort(s) of endothermic generators, the gas in the endothermic atmosphere is combined with an additive gas including natural gas, propane (C3H8) or air and is then used to improve the surface chemistry work positioned in the furnace.
Purposes
There are two common purposes of the atmospheres in the heat treating industry:
Protect the processed material from surface reactions (chemically inert)
Allow surface of processed material to change (chemically reactive)
Principal components of a endothermic gas generator
Principal components of endothermic gas generators:
Heating chamber for supplying heat by electric heating elements of combustion,
Vertical cylindrical retorts,
Tiny, porous ceramic pieces that are saturated with nickel, which acts as a catalyst for the reaction,
Cooling heat exchanger in order to cool the products of the reaction as quickly as possible so that it reaches a particular temperature which stops any further reaction,
Control system which will help maintain the consistency of the temperature of the reaction which will help adjust the gas ratio, providing the wanted dew point.
Chemical composition
Chemistry of endothermic gas generators:
N2 (nitrogen) → 45.1% (volume)
CO (carbon monoxide) → 19.6% (volume)
CO2 (carbon dioxide) → 0.4% (volume)
H2 (hydrogen) → 34.6% (volume)
CH4 (methane) → 0.3% (volume)
Dew point → +20/+50
Gas ratio → 2.6:1
Applications
Document 1:::
Activated carbon, also called activated charcoal, is a form of carbon commonly used to filter contaminants from water and air, among many other uses. It is processed (activated) to have small, low-volume pores that increase the surface area available for adsorption (which is not the same as absorption) or chemical reactions. Activation is analogous to making popcorn from dried corn kernels: popcorn is light, fluffy, and its kernels have a high surface-area-to-volume ratio. Activated is sometimes replaced by active.
Due to its high degree of microporosity, one gram of activated carbon has a surface area in excess of as determined by gas adsorption. Charcoal, before activation, has a specific surface area in the range of . An activation level sufficient for useful application may be obtained solely from high surface area. Further chemical treatment often enhances adsorption properties.
Activated carbon is usually derived from waste products such as coconut husks; waste from paper mills has been studied as a source. These bulk sources are converted into charcoal before being 'activated'. When derived from coal it is referred to as activated coal. Activated coke is derived from coke.
Uses
Activated carbon is used in methane and hydrogen storage, air purification, capacitive deionization, supercapacitive swing adsorption, solvent recovery, decaffeination, gold purification, metal extraction, water purification, medicine, sewage treatment, air filters in respirators, filters in compressed air, teeth whitening, production of hydrogen chloride, edible electronics, and many other applications.
Industrial
One major industrial application involves use of activated carbon in metal finishing for purification of electroplating solutions. For example, it is the main purification technique for removing organic impurities from bright nickel plating solutions. A variety of organic chemicals are added to plating solutions for improving their deposit qualities and for enhancing
Document 2:::
Butane () or n-butane is an alkane with the formula C4H10. Butane is a highly flammable, colorless, easily liquefied gas that quickly vaporizes at room temperature and pressure. The name butane comes from the root but- (from butyric acid, named after the Greek word for butter) and the suffix -ane. It was discovered in crude petroleum in 1864 by Edmund Ronalds, who was the first to describe its properties, and commercialized by Walter O. Snelling in early 1910s.
Butane is one of a group of liquefied petroleum gases (LP gases). The others include propane, propylene, butadiene, butylene, isobutylene, and mixtures thereof. Butane burns more cleanly than both gasoline and coal.
History
The first synthesis of butane was accidentally achieved by British chemist Edward Frankland in 1849 from ethyl iodide and zinc, but he had not realized that the ethyl radical dimerized and misidentified the substance.
The proper discoverer of the butane called it "hydride of butyl", but already in the 1860s more names were used: "butyl hydride", "hydride of tetryl" and "tetryl hydride", "diethyl" or "ethyl ethylide" and others. August Wilhelm von Hofmann in his 1866 systemic nomenclature proposed the name "quartane", and the modern name was introduced to English from German around 1874.
Butane did not have much practical use until the 1910s, when W. Snelling identified butane and propane as components in gasoline and found that, if they were cooled, they could be stored in a volume-reduced liquified state in pressurized containers.
Density
The density of butane is highly dependent on temperature and pressure in the reservoir. For example, the density of liquid propane is 571.8±1 kg/m3 (for pressures up to 2MPa and temperature 27±0.2 °C), while the density of liquid butane is 625.5±0.7 kg/m3 (for pressures up to 2MPa and temperature -13±0.2 °C).
Isomers
Rotation about the central C−C bond produces two different conformations (trans and gauche) for n-butane.
Reactions
When oxyg
Document 3:::
The Fischer–Tropsch process (FT) is a collection of chemical reactions that converts a mixture of carbon monoxide and hydrogen, known as syngas, into liquid hydrocarbons. These reactions occur in the presence of metal catalysts, typically at temperatures of and pressures of one to several tens of atmospheres. The Fischer–Tropsch process is an important reaction in both coal liquefaction and gas to liquids technology for producing liquid hydrocarbons.
In the usual implementation, carbon monoxide and hydrogen, the feedstocks for FT, are produced from coal, natural gas, or biomass in a process known as gasification. The process then converts these gases into synthetic lubrication oil and synthetic fuel. This process has received intermittent attention as a source of low-sulfur diesel fuel and to address the supply or cost of petroleum-derived hydrocarbons. Fischer-Tropsch process is discussed as a step of producing carbon-neutral liquid hydrocarbon fuels from CO2 and hydrogen.
The process was first developed by Franz Fischer and Hans Tropsch at the Kaiser Wilhelm Institute for Coal Research in Mülheim an der Ruhr, Germany, in 1925.
Reaction mechanism
The Fischer–Tropsch process involves a series of chemical reactions that produce a variety of hydrocarbons, ideally having the formula (CnH2n+2). The more useful reactions produce alkanes as follows:
(2n + 1) H2 + n CO → CnH2n+2 + n H2O
where n is typically 10–20. The formation of methane (n = 1) is unwanted. Most of the alkanes produced tend to be straight-chain, suitable as diesel fuel. In addition to alkane formation, competing reactions give small amounts of alkenes, as well as alcohols and other oxygenated hydrocarbons.
The reaction is a highly exothermic reaction due to a standard reaction enthalpy (ΔH) of −165 kJ/mol CO combined.
Fischer–Tropsch intermediates and elemental reactions
Converting a mixture of H2 and CO into aliphatic products is a multi-step reaction with several intermediate compounds. The
Document 4:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the primary gas produced from burning of wood?
A. Hydrogen Dioxide
B. carbon dioxide
C. toxic dioxide
D. liquid dioxide
Answer:
|
|
sciq-9074
|
multiple_choice
|
Terrestrial biomes are determined mainly by what?
|
[
"climate",
"element",
"population",
"landscape"
] |
A
|
Relavent Documents:
Document 0:::
Ecological classification or ecological typology is the classification of land or water into geographical units that represent variation in one or more ecological features. Traditional approaches focus on geology, topography, biogeography, soils, vegetation, climate conditions, living species, habitats, water resources, and sometimes also anthropic factors. Most approaches pursue the cartographical delineation or regionalisation of distinct areas for mapping and planning.
Approaches to classifications
Different approaches to ecological classifications have been developed in terrestrial, freshwater and marine disciplines. Traditionally these approaches have focused on biotic components (vegetation classification), abiotic components (environmental approaches) or implied ecological and evolutionary processes (biogeographical approaches). Ecosystem classifications are specific kinds of ecological classifications that consider all four elements of the definition of ecosystems: a biotic component, an abiotic complex, the interactions between and within them, and the physical space they occupy (ecotope).
Vegetation classification
Vegetation is often used to classify terrestrial ecological units. Vegetation classification can be based on vegetation structure and floristic composition. Classifications based entirely on vegetation structure overlap with land cover mapping categories.
Many schemes of vegetation classification are in use by the land, resource and environmental management agencies of different national and state jurisdictions. The International Vegetation Classification (IVC or EcoVeg) has been recently proposed but has not been yet widely adopted.
Vegetation classifications have limited use in aquatic systems, since only a handful of freshwater or marine habitats are dominated by plants (e.g. kelp forests or seagrass meadows). Also, some extreme terrestrial environments, like subterranean or cryogenic ecosystems, are not properly described in vegetation c
Document 1:::
Earth system science (ESS) is the application of systems science to the Earth. In particular, it considers interactions and 'feedbacks', through material and energy fluxes, between the Earth's sub-systems' cycles, processes and "spheres"—atmosphere, hydrosphere, cryosphere, geosphere, pedosphere, lithosphere, biosphere, and even the magnetosphere—as well as the impact of human societies on these components. At its broadest scale, Earth system science brings together researchers across both the natural and social sciences, from fields including ecology, economics, geography, geology, glaciology, meteorology, oceanography, climatology, paleontology, sociology, and space science. Like the broader subject of systems science, Earth system science assumes a holistic view of the dynamic interaction between the Earth's spheres and their many constituent subsystems fluxes and processes, the resulting spatial organization and time evolution of these systems, and their variability, stability and instability. Subsets of Earth System science include systems geology and systems ecology, and many aspects of Earth System science are fundamental to the subjects of physical geography and climate science.
Definition
The Science Education Resource Center, Carleton College, offers the following description: "Earth System science embraces chemistry, physics, biology, mathematics and applied sciences in transcending disciplinary boundaries to treat the Earth as an integrated system. It seeks a deeper understanding of the physical, chemical, biological and human interactions that determine the past, current and future states of the Earth. Earth System science provides a physical basis for understanding the world in which we live and upon which humankind seeks to achieve sustainability".
Earth System science has articulated four overarching, definitive and critically important features of the Earth System, which include:
Variability: Many of the Earth System's natural 'modes' and variab
Document 2:::
A biome () is a biogeographical unit consisting of a biological community that has formed in response to the physical environment in which they are found and a shared regional climate. Biomes may span more than one continent. Biome is a broader term than habitat and can comprise a variety of habitats.
While a biome can cover small areas, a microbiome is a mix of organisms that coexist in a defined space on a much smaller scale. For example, the human microbiome is the collection of bacteria, viruses, and other microorganisms that are present on or in a human body.
A biota is the total collection of organisms of a geographic region or a time period, from local geographic scales and instantaneous temporal scales all the way up to whole-planet and whole-timescale spatiotemporal scales. The biotas of the Earth make up the biosphere.
Etymology
The term was suggested in 1916 by Clements, originally as a synonym for biotic community of Möbius (1877). Later, it gained its current definition, based on earlier concepts of phytophysiognomy, formation and vegetation (used in opposition to flora), with the inclusion of the animal element and the exclusion of the taxonomic element of species composition. In 1935, Tansley added the climatic and soil aspects to the idea, calling it ecosystem. The International Biological Program (1964–74) projects popularized the concept of biome.
However, in some contexts, the term biome is used in a different manner. In German literature, particularly in the Walter terminology, the term is used similarly as biotope (a concrete geographical unit), while the biome definition used in this article is used as an international, non-regional, terminology—irrespectively of the continent in which an area is present, it takes the same biome name—and corresponds to his "zonobiome", "orobiome" and "pedobiome" (biomes determined by climate zone, altitude or soil).
In Brazilian literature, the term "biome" is sometimes used as synonym of biogeographic pr
Document 3:::
Bioclimatology is the interdisciplinary field of science that studies the interactions between the biosphere and the Earth's atmosphere on time scales of the order of seasons or longer (in contrast to biometeorology).
Examples of relevant processes
Climate processes largely control the distribution, size, shape and properties of living organisms on Earth. For instance, the general circulation of the atmosphere on a planetary scale broadly determines the location of large deserts or the regions subject to frequent precipitation, which, in turn, greatly determine which organisms can naturally survive in these environments. Furthermore, changes in climates, whether due to natural processes or to human interferences, may progressively modify these habitats and cause overpopulation or extinction of indigenous species.
The biosphere, for its part, and in particular continental vegetation, which constitutes over 99% of the total biomass, has played a critical role in establishing and maintaining the chemical composition of the Earth's atmosphere, especially during the early evolution of the planet (See History of Earth for more details on this topic). Currently, the terrestrial vegetation exchanges some 60 billion tons of carbon with the atmosphere on an annual basis (through processes of carbon fixation and carbon respiration), thereby playing a critical role in the carbon cycle. On a global and annual basis, small imbalances between these two major fluxes, as do occur through changes in land cover and land use, contribute to the current increase in atmospheric carbon dioxide.
Document 4:::
Ecosystem diversity deals with the variations in ecosystems within a geographical location and its overall impact on human existence and the environment.
Ecosystem diversity addresses the combined characteristics of biotic properties (biodiversity) and abiotic properties (geodiversity). It is a variation in the ecosystems found in a region or the variation in ecosystems over the whole planet. Ecological diversity includes the variation in both terrestrial and aquatic ecosystems. Ecological diversity can also take into account the variation in the complexity of a biological community, including the number of different niches, the number of and other ecological processes. An example of ecological diversity on a global scale would be the variation in ecosystems, such as deserts, forests, grasslands, wetlands and oceans. Ecological diversity is the largest scale of biodiversity, and within each ecosystem, there is a great deal of both species and genetic diversity.
Impact
Diversity in the ecosystem is significant to human existence for a variety of reasons. Ecosystem diversity boosts the availability of oxygen via the process of photosynthesis amongst plant organisms domiciled in the habitat. Diversity in an aquatic environment helps in the purification of water by plant varieties for use by humans. Diversity increases plant varieties which serves as a good source for medicines and herbs for human use. A lack of diversity in the ecosystem produces an opposite result.
Examples
Some examples of ecosystems that are rich in diversity are:
Deserts
Forests
Large marine ecosystems
Marine ecosystems
Old-growth forests
Rainforests
Tundra
Coral reefs
Marine
Ecosystem diversity as a result of evolutionary pressure
Ecological diversity around the world can be directly linked to the evolutionary and selective pressures that constrain the diversity outcome of the ecosystems within different niches. Tundras, Rainforests, coral reefs and deciduous forests all are form
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Terrestrial biomes are determined mainly by what?
A. climate
B. element
C. population
D. landscape
Answer:
|
|
sciq-6506
|
multiple_choice
|
With codominance, both alleles are expressed equally in what?
|
[
"gametes",
"homozygotes",
"heterozygotes",
"prokaryotes"
] |
C
|
Relavent Documents:
Document 0:::
Alleles
Document 1:::
Cytotaxonomy is the classification of organisms using comparative studies of chromosomes during mitosis.
Description
Cytotaxonomy is a branch of taxonomy that uses the characteristics of cellular structures to classify organisms. In cytotaxonomy, the chromosomal configuration of an organism is the most widely used parameter to infer the relationship between two organisms. The inference of species relationships is based on the assumption that closely related species share similar characteristics in their chromosomal setup (referred to as karyotype). By analysing the similarities and differences in the chromosomes, karyotype evolution and species evolution can be reconstructed.
The number, structure, and behaviour of chromosomes is of great value in taxonomy, with chromosome number being the most widely used and quoted character. Chromosome numbers are usually determined at the metaphase stage during mitosis. Usually, the diploid chromosome number (2n) is referenced, unless dealing with a polyploid series in which case the base number or number of chromosomes in the genome of the original haploid is quoted. Another useful taxonomic character is the position of the centromere. Meiotic behaviour may show the heterozygosity of inversions. This may be constant for a taxon, offering further taxonomic evidence.
Often, cytological evidence is accompanied and strengthened by other analyses, including genomics and DNA-based phylogenies.
Cytology has contributed to tracking the evolutionary history of many organisms, especially primates and flowering plants. As example, karyotype comparisons have largely clarified the evolution of Arabidopsis thaliana and of saffron crocus, though there are many more studies that deserve highlighting.
Document 2:::
In genetics, dominance is the phenomenon of one variant (allele) of a gene on a chromosome masking or overriding the effect of a different variant of the same gene on the other copy of the chromosome. The first variant is termed dominant and the second is called recessive. This state of having two different variants of the same gene on each chromosome is originally caused by a mutation in one of the genes, either new (de novo) or inherited. The terms autosomal dominant or autosomal recessive are used to describe gene variants on non-sex chromosomes (autosomes) and their associated traits, while those on sex chromosomes (allosomes) are termed X-linked dominant, X-linked recessive or Y-linked; these have an inheritance and presentation pattern that depends on the sex of both the parent and the child (see Sex linkage). Since there is only one copy of the Y chromosome, Y-linked traits cannot be dominant or recessive. Additionally, there are other forms of dominance, such as incomplete dominance, in which a gene variant has a partial effect compared to when it is present on both chromosomes, and co-dominance, in which different variants on each chromosome both show their associated traits.
Dominance is a key concept in Mendelian inheritance and classical genetics. Letters and Punnett squares are used to demonstrate the principles of dominance in teaching, and the use of upper-case letters for dominant alleles and lower-case letters for recessive alleles is a widely followed convention. A classic example of dominance is the inheritance of seed shape in peas. Peas may be round, associated with allele R, or wrinkled, associated with allele r. In this case, three combinations of alleles (genotypes) are possible: RR, Rr, and rr. The RR (homozygous) individuals have round peas, and the rr (homozygous) individuals have wrinkled peas. In Rr (heterozygous) individuals, the R allele masks the presence of the r allele, so these individuals also have round peas. Thus, allele R is d
Document 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:::
46,XX/46,XY is a chimeric genetic condition characterized by the presence of some cells that express a 46,XX karyotype and some cells that express a 46,XY karyotype in a single human being. The cause of the condition lies in utero with the aggregation of two distinct blastocysts or zygotes (one of which expresses 46,XX and the other of which expresses 46,XY) into a single embryo, which subsequently leads to the development of a single individual with two distinct cell lines, instead of a pair of fraternal twins. 46,XX/46,XY chimeras are the result of the merging of two non-identical twins. This is not to be confused with mosaicism or hybridism, neither of which are chimeric conditions. Since individuals with the condition have two cell lines of the opposite sex, it can also be considered an intersex condition.
In humans, sexual dimorphism is a consequence of the XY sex-determination system. In normal prenatal sex differentiation, the male and female embryo is anatomically identical until week 7 of the pregnancy, when the presence or the absence of the SRY gene on the Y chromosome causes the undetermined gonadal tissue to undergo differentiation and eventually become a pair of testes or ovaries respectively. The cells of the developing testes produce anti-müllerian hormone (AMH) and androgens, causing the reproductive tract and the genitals of the fetus to differentiate. As individuals with 46,XX/46,XY partially express the SRY gene, the normal process by which an embryo normally develops into a phenotypic male or phenotypic female may be significantly affected causing variation in the gonads, the reproductive tract and the genitals. Despite this, there have been cases of completely normal sex differentiation occurring in 46,XX/46,XY individuals reported in the medical literature. 46,XX/46,XY chimerism can be identified during pregnancy by prenatal screening or in early childhood through genetic testing and direct observation.
The rate of incidence is difficult to
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
With codominance, both alleles are expressed equally in what?
A. gametes
B. homozygotes
C. heterozygotes
D. prokaryotes
Answer:
|
|
sciq-2598
|
multiple_choice
|
How many bones does the mammalian middle ear have?
|
[
"two",
"twelve",
"three",
"four"
] |
C
|
Relavent Documents:
Document 0:::
The evolution of mammalian auditory ossicles was an evolutionary process that resulted in the formation of the bones of the mammalian middle ear. These bones, or ossicles, are a defining characteristic of all mammals. The event is well-documented and important as a demonstration of transitional forms and exaptation, the re-purposing of existing structures during evolution.
The ossicles evolved from skull bones present in most tetrapods, including the reptilian lineage. The reptilian quadrate bone, articular bone, and columella evolved into the mammalian incus, malleus, and stapes (anvil, hammer, and stirrup), respectively.
In reptiles, the eardrum is connected to the inner ear via a single bone, the columella, while the upper and lower jaws contain several bones not found in mammals. Over the course of the evolution of mammals, one bone from the lower and one from the upper jaw (the articular and quadrate bones) lost their function in the jaw joint and migrated to the middle ear. The shortened columella connected to these bones within the middle ear to form a chain of three bones, the ossicles, which serve to effectively transmit air-based vibrations and facilitate more acute hearing.
History
Following on the ideas of Étienne Geoffroy Saint-Hilaire (1818), and studies by Johann Friedrich Meckel the Younger (1820), Carl Gustav Carus (1818), Martin Rathke (1825), and Karl Ernst von Baer (1828), the relationship between the reptilian jaw bones and mammalian middle-ear bones was first established on the basis of embryology and comparative anatomy by Karl Bogislaus Reichert (in 1837, before the publication of On the Origin of Species in 1859). These ideas were advanced by Ernst Gaupp, and are now known as the Reichert–Gaupp theory.
The discovery of the link in homology between the reptilian jaw joint and mammalian malleus and incus is considered an important milestone in the history of comparative anatomy. Work on extinct theromorphs by Owen (1845), and continued
Document 1:::
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 2:::
The middle ear is the portion of the ear medial to the eardrum, and distal to the oval window of the cochlea (of the inner ear).
The mammalian middle ear contains three ossicles (malleus, incus, and stapes), which transfer the vibrations of the eardrum into waves in the fluid and membranes of the inner ear. The hollow space of the middle ear is also known as the tympanic cavity and is surrounded by the tympanic part of the temporal bone. The auditory tube (also known as the Eustachian tube or the pharyngotympanic tube) joins the tympanic cavity with the nasal cavity (nasopharynx), allowing pressure to equalize between the middle ear and throat.
The primary function of the middle ear is to efficiently transfer acoustic energy from compression waves in air to fluid–membrane waves within the cochlea.
Structure
Ossicles
The middle ear contains three tiny bones known as the ossicles: malleus, incus, and stapes. The ossicles were given their Latin names for their distinctive shapes; they are also referred to as the hammer, anvil, and stirrup, respectively. The ossicles directly couple sound energy from the eardrum to the oval window of the cochlea. While the stapes is present in all tetrapods, the malleus and incus evolved from lower and upper jaw bones present in reptiles.
The ossicles are classically supposed to mechanically convert the vibrations of the eardrum into amplified pressure waves in the fluid of the cochlea (or inner ear), with a lever arm factor of 1.3. Since the effective vibratory area of the eardrum is about 14 fold larger than that of the oval window, the sound pressure is concentrated, leading to a pressure gain of at least 18.1. The eardrum is merged to the malleus, which connects to the incus, which in turn connects to the stapes. Vibrations of the stapes footplate introduce pressure waves in the inner ear. There is a steadily increasing body of evidence that shows that the lever arm ratio is actually variable, depending on frequency. Betwe
Document 3:::
The lateral half of the great wing of the sphenoid bone articulates, by means of a synchondrosis, with the petrous part of the temporal bone. Between these two bones on the under surface of the skull, is a furrow, the 'sulcus of auditory tubule, for the lodgement of the cartilaginous part of the auditory tube.
Document 4:::
Several universities have designed interdisciplinary courses with a focus on human biology at the undergraduate level. There is a wide variation in emphasis ranging from business, social studies, public policy, healthcare and pharmaceutical research.
Americas
Human Biology major at Stanford University, Palo Alto (since 1970)
Stanford's Human Biology Program is an undergraduate major; it integrates the natural and social sciences in the study of human beings. It is interdisciplinary and policy-oriented and was founded in 1970 by a group of Stanford faculty (Professors Dornbusch, Ehrlich, Hamburg, Hastorf, Kennedy, Kretchmer, Lederberg, and Pittendrigh). It is a very popular major and alumni have gone to post-graduate education, medical school, law, business and government.
Human and Social Biology (Caribbean)
Human and Social Biology is a Level 4 & 5 subject in the secondary and post-secondary schools in the Caribbean and is optional for the Caribbean Secondary Education Certification (CSEC) which is equivalent to Ordinary Level (O-Level) under the British school system. The syllabus centers on structure and functioning (anatomy, physiology, biochemistry) of human body and the relevance to human health with Caribbean-specific experience. The syllabus is organized under five main sections: Living organisms and the environment, life processes, heredity and variation, disease and its impact on humans, the impact of human activities on the environment.
Human Biology Program at University of Toronto
The University of Toronto offers an undergraduate program in Human Biology that is jointly offered by the Faculty of Arts & Science and the Faculty of Medicine. The program offers several major and specialist options in: human biology, neuroscience, health & disease, global health, and fundamental genetics and its applications.
Asia
BSc (Honours) Human Biology at All India Institute of Medical Sciences, New Delhi (1980–2002)
BSc (honours) Human Biology at AIIMS (New
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
How many bones does the mammalian middle ear have?
A. two
B. twelve
C. three
D. four
Answer:
|
|
sciq-10082
|
multiple_choice
|
Solutions can also become supersaturated , where the amount of solute dissolved exceeds what?
|
[
"its dissolution",
"part solubility",
"its solubility",
"its concentration"
] |
C
|
Relavent Documents:
Document 0:::
In physical chemistry, supersaturation occurs with a solution when the concentration of a solute exceeds the concentration specified by the value of solubility at equilibrium. Most commonly the term is applied to a solution of a solid in a liquid, but it can also be applied to liquids and gases dissolved in a liquid. A supersaturated solution is in a metastable state; it may return to equilibrium by separation of the excess of solute from the solution, by dilution of the solution by adding solvent, or by increasing the solubility of the solute in the solvent.
History
Early studies of the phenomenon were conducted with sodium sulfate, also known as Glauber's Salt because, unusually, the solubility of this salt in water may decrease with increasing temperature. Early studies have been summarised by Tomlinson. It was shown that the crystallization of a supersaturated solution does not simply come from its agitation, (the previous belief) but from solid matter entering and acting as a "starting" site for crystals to form, now called "seeds". Expanding upon this, Gay-Lussac brought attention to the kinematics of salt ions and the characteristics of the container having an impact on the supersaturation state. He was also able to expand upon the number of salts with which a supersaturated solution can be obtained. Later Henri Löwel came to the conclusion that both nuclei of the solution and the walls of the container have a catalyzing effect on the solution that cause crystallization. Explaining and providing a model for this phenomenon has been a task taken on by more recent research. Désiré Gernez contributed to this research by discovering that nuclei must be of the same salt that is being crystallized in order to promote crystallization.
Occurrence and examples
Solid precipitate, liquid solvent
A solution of a chemical compound in a liquid will become supersaturated when the temperature of the saturated solution is changed. In most cases solubility decreases wit
Document 1:::
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 2:::
Single Best Answer (SBA or One Best Answer) is a written examination form of multiple choice questions used extensively in medical education.
Structure
A single question is posed with typically five alternate answers, from which the candidate must choose the best answer. This method avoids the problems of past examinations of a similar form described as Single Correct Answer. The older form can produce confusion where more than one of the possible answers has some validity. The newer form makes it explicit that more than one answer may have elements that are correct, but that one answer will be superior.
Prior to the widespread introduction of SBAs into medical education, the typical form of examination was true-false multiple choice questions. But during the 2000s, educators found that SBAs would be superior.
Document 3:::
GRE Subject Biochemistry, Cell and Molecular Biology was a standardized exam provided by ETS (Educational Testing Service) that was discontinued in December 2016. It is a paper-based exam and there are no computer-based versions of it. ETS places this exam three times per year: once in April, once in October and once in November. Some graduate programs in the United States recommend taking this exam, while others require this exam score as a part of the application to their graduate programs. ETS sends a bulletin with a sample practice test to each candidate after registration for the exam. There are 180 questions within the biochemistry subject test.
Scores are scaled and then reported as a number between 200 and 990; however, in recent versions of the test, the maximum and minimum reported scores have been 760 (corresponding to the 99 percentile) and 320 (1 percentile) respectively. The mean score for all test takers from July, 2009, to July, 2012, was 526 with a standard deviation of 95.
After learning that test content from editions of the GRE® Biochemistry, Cell and Molecular Biology (BCM) Test has been compromised in Israel, ETS made the decision not to administer this test worldwide in 2016–17.
Content specification
Since many students who apply to graduate programs in biochemistry do so during the first half of their fourth year, the scope of most questions is largely that of the first three years of a standard American undergraduate biochemistry curriculum. A sampling of test item content is given below:
Biochemistry (36%)
A Chemical and Physical Foundations
Thermodynamics and kinetics
Redox states
Water, pH, acid-base reactions and buffers
Solutions and equilibria
Solute-solvent interactions
Chemical interactions and bonding
Chemical reaction mechanisms
B Structural Biology: Structure, Assembly, Organization and Dynamics
Small molecules
Macromolecules (e.g., nucleic acids, polysaccharides, proteins and complex lipids)
Supramolecular complexes (e.g.
Document 4:::
A breakthrough curve in adsorption is the course of the effluent adsorptive concentration at the outlet of a fixed bed adsorber. Breakthrough curves are important for adsorptive separation technologies and for the characterization of porous materials.
Importance
Since almost all adsorptive separation processes are dynamic -meaning, that they are running under flow - testing porous materials for those applications for their separation performance has to be tested under flow as well. Since separation processes run with mixtures of different components, measuring several breakthrough curves results in thermodynamic mixture equilibria - mixture sorption isotherms, that are hardly accessible with static manometric sorption characterization. This enables the determination of sorption selectivities in gaseous and liquid phase.
The determination of breakthrough curves is the foundation of many other processes, like the pressure swing adsorption. Within this process, the loading of one adsorber is equivalent to a breakthrough experiment.
Measurement
A fixed bed of porous materials (e.g. activated carbons and zeolites) is pressurized and purged with a carrier gas. After becoming stationary one or more adsorptives are added to the carrier gas, resulting in a step-wise change of the inlet concentration. This is in contrast to chromatographic separation processes, where pulse-wise changes of the inlet concentrations are used. The course of the adsorptive concentrations at the outlet of the fixed bed are monitored.
Results
Integration of the area above the entire breakthrough curve gives the maximum loading of the adsorptive material. Additionally, the duration of the breakthrough experiment until a certain threshold of the adsorptive concentration at the outlet can be measured, which enables the calculation of a technically usable sorption capacity. Up to this time, the quality of the product stream can be maintained. The shape of the breakthrough curves contains informat
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Solutions can also become supersaturated , where the amount of solute dissolved exceeds what?
A. its dissolution
B. part solubility
C. its solubility
D. its concentration
Answer:
|
|
sciq-10909
|
multiple_choice
|
All dinosaurs (except those which led to birds) went extinct at the end of which period?
|
[
"Jurassic",
"Paleogene",
"Tertiary",
"cretaceous"
] |
D
|
Relavent Documents:
Document 0:::
The New Dinosaurs: An Alternative Evolution is a 1988 speculative evolution book written by Scottish geologist and palaeontologist Dougal Dixon and illustrated by several illustrators including Amanda Barlow, Peter Barrett, John Butler, Jeane Colville, Anthony Duke, Andy Farmer, Lee Gibbons, Steve Holden, Philip Hood, Martin Knowelden, Sean Milne, Denys Ovenden and Joyce Tuhill. The book also features a foreword by Desmond Morris. The New Dinosaurs explores a hypothetical alternate Earth, complete with animals and ecosystems, where the Cretaceous-Paleogene extinction event never occurred, leaving non-avian dinosaurs and other Mesozoic animals an additional 65 million years to evolve and adapt over the course of the Cenozoic to the present day.
The New Dinosaurs is Dixon's second work on speculative evolution, following After Man (1981). Like After Man, The New Dinosaurs uses its own fictional setting and hypothetical wildlife to explain natural processes with fictitious examples, in this case the concept of zoogeography and biogeographic realms. It was followed by another speculative evolution work by Dixon in 1990, Man After Man.
Although criticised by some palaeontologists upon its release, several of Dixon's hypothetical dinosaurs bear a coincidental resemblance in both appearance and behaviour to dinosaurs that were discovered after the book's publication. As a general example, many of the fictional dinosaurs are depicted with feathers, something that was not yet widely accepted when the book was written.
Summary
The New Dinosaurs explores an imagined alternate version of the present-day Earth as Dixon imagines it would have been if the Cretaceous-Paleogene extinction event had never occurred. As in Dixon's previous work, After Man, ecology and evolutionary theory are applied to create believable creatures, all of which have their own binomial names and text describing their behaviour and interactions with other contemporary animals. Most of these animals r
Document 1:::
The Quintaglio Ascension Trilogy is a series of novels written by Canadian science fiction author Robert J. Sawyer. The books depict an Earth-like world on a moon which orbits a gas giant, inhabited by a species of highly evolved, sentient Tyrannosaurs, among various other creatures from the late Cretaceous period, imported to this moon by aliens 65 million years prior to the story. The series consists of three books: Far-Seer, Fossil Hunter, and Foreigner.
The trilogy
{| class="wikitable" width=100%
! width=75 | Cover
! Title
! Year
! ISBN
|-
| rowspan=2 |
| height=20 | Far-Seer
| 1992
|
|-
| colspan=3 | <blockquote>Far-Seer is the first book in the Quintaglio Ascension.
Sixty-five million years ago, aliens transplanted Earth's dinosaurs to another world. Now, intelligent saurians -- the Quintaglio -- have emerged. Afsan, the Quintaglio counterpart of Galileo, must convince his people of the truth about their place in the universe before astronomical forces rip the dinosaurs' new home apart.
</blockquote>
|-
|colspan="4" bgcolor="#CCCCCC"|
|-
| rowspan=2 |
| height=20 | Fossil Hunter| 1993
|
|-
| colspan=3 | Fossil Hunter is the second book in the series.
Toroca, a Quintaglio geologist (and son of Afsan, from the previous book), is under attack for his controversial theory of evolution. But the origins of his people turn out to be more complex than he ever imagined, for he soon discovers the wreckage of an ancient starship -- a relic of the aliens who transplanted Earth's dinosaurs to this solar system. Now Toroca must convince Emperor Dybo that evolution is true; otherwise, the territorial violence inherited from their Tyrannosaur ancestors will destroy the last survivors of Earth's prehistoric past.
Meanwhile, Emperor Dybo's rule is challenged by his brother Dy-Rodlox, lord of Edz-Toolar.
|-
|colspan="4" bgcolor="#CCCCCC"|
|-
| rowspan=2 |
| height=20 | Foreigner| 1994
|
|-
| colspan=3 | Foreigner is the final book in the series.
Document 2:::
The biogeography of Paravian dinosaurs is the study of the global distribution of Paraves through geological history. Paraves is a clade that includes all of the Theropoda that are more closely related to birds than to oviraptorosaurs. These include Dromaeosauridae and Troodontidae (historically grouped under Deinonychosauria) and Avialae (including crown group birds, i.e. modern birds). The distribution of paraves is closely related to the evolution of the clade. Understanding the changes in their distributions may shed light on problems like how and why paraves evolve, eventually gaining the ability to fly.
Paraves first appeared in the fossil record in early Late Jurassic (163–145 million years ago), then rapidly diversified and dispersed during Cretaceous (145–66 million years ago). They emerged during the breakup of Pangea (since Early-Middle Jurassic), which influenced the biogeographic processes such as speciation, geodispersal and extinction. By the Late Cretaceous, Paraves reached global distribution with fossils found in modern Asia, Europe, Australia, Antarctica etc. Almost all Paravian dinosaurs died out before or during the end-Cretaceous mass extinction (~66 million years ago), also called the Cretaceous-Paleogene (K-Pg) mass extinction.
As a result of this extinction event, only a small group of avialans – neornithines – were able to survive. This group of Avialae continued to flourish in Cenozoic and later evolved into all modern birds.
There are limitations to be considered when studying the paleobiogeography of Paraves. Firstly, the fossil record may not represent the actual distribution of the three clades mainly due to taphonomic bias. Also, the fossil record may be incomplete, which may lead to misinterpretations.
Vicariance and geodispersal
Vicariance is a biogeographic process that occurs when a population is forced to separate into two or more groups due to geographic constraints. It is a key process in the biogeographic history of Para
Document 3:::
The Kristianstad Basin is a Cretaceous-age structural basin and geological formation in northeastern Skåne, the southernmost province of Sweden. The sediments in the basin preserves a wide assortment of taxa represented in its fossil record, including the only non-avian dinosaur fossils in Sweden and one of the world's most diverse mosasaur faunas.
Though a majority of the taxa listed below lived during the latest early Campanian ( 80.5 million years ago; fossils from the site Ivö Klack alone from this time compromise about 40 vertebrate species and more than 200 invertebrate species), the Kristianstad Basin preserves fossils ranging in age from the early Santonian ( 86.3 million years ago) to the early Maastrichtian ( 72.1 million years ago); some of the animals in the list were not contemporaries, but separated from each other in time by several million years. The time spans from which fossils have been recovered is included for each species in the list.
Bony fish
Ray-finned fish
Cartilaginous fish
Sharks
Holocephali
Rays
Crocodylomorphs
In addition to the remains referred to Aigialosuchus, detached and unidentified crocodylomorph scutes have also been discovered in Campanian-age deposits at Ivö Klack.
Dinosaurs
Non-avian dinosaurs
Birds
In addition to the fossils described below, indeterminate hesperornithiform remains have also been recovered from Åsen.
Mosasaurs
Plesiosaurs
The last comprehensive review of the plesiosaur fauna in the Kristianstad Basin was done by paleontologist Per-Ove Persson in the 1960s and his taxonomy is still used with caution, pending a much-needed new review.
Pterosaurs
Possible pterosaur bone fragments have been recovered from earliest Campanian-age deposits at Ullstorp, though they remain unpublished.
Scincomorpha
Fossils of terrestrial scincomorph lizards have been recovered in the Kristianstad Basin, but are as of yet unpublished.
Turtles
In addition to the fossils described below, indeterminate turtle remains
Document 4:::
National Fossil Day was established in the United States by the National Park Service during 2010 as a celebration and partnership to promote the scientific and educational values of fossils. The first annual National Fossil Day was hosted on October 13, 2010, as a fossil-focused day during Earth Science Week. The National Park Service, the American Geosciences Institute, and more than 385 partners, including museums, institutions, science and teacher organizations, agencies, fossil sites, amateur fossil groups and other entities, joined in a partnership to educate the public about fossils, the science of paleontology and America's Paleontological Heritage. There are National Fossil Day partners in all 50 states providing opportunities for educational outreach and hosting hundreds of fossil-themed activities at the local level.
National Park Service senior paleontologist Vincent L. Santucci is considered the "Father of National Fossil Day" and first proposed the concept of National Fossil Day in 2009 as a nationwide celebration for fossils in the United States. Santucci reached out to Geoff Camphire and Ann Benbow at the American Geosciences Institute (AGI) seeking support to establish National Fossil Day as a dedicated day during Earth Science Week. Once the idea of National Fossil Day was approved, dozens of organizations and museums joined this partnership including the Geological Society of America, Paleontological Society, Society of Vertebrate Paleontology, Smithsonian, and American Museum of Natural History. The National Fossil Day Celebration on the National Mall in Washington, D.C., was the kickoff event hosted on October 13, 2010. The event captured widespread media and public attention throughout the U.S.
The second National Fossil Day 2011 was observed on October 12, 2011, with events at museums, parks, universities, and non-profit organizations. National Fossil Day 2012 was celebrated on October 17, 2012, with an opening event held on the National Mal
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
All dinosaurs (except those which led to birds) went extinct at the end of which period?
A. Jurassic
B. Paleogene
C. Tertiary
D. cretaceous
Answer:
|
|
sciq-4025
|
multiple_choice
|
Tropical, temperate, continental, and polar are all examples of what?
|
[
"lakes",
"climates",
"deserts",
"land formations"
] |
B
|
Relavent Documents:
Document 0:::
A climograph is a graphical representation of a location's basic climate. Climographs display data for two variables: (a) monthly average temperature and (b) monthly average precipitation. These are useful tools to quickly describe a location's climate.
Representation
While temperature is typically visualized using a line, some climographs opt to visualize the data using a bar. This method's advantage allows the climograph to display the average range in temperature (average minimum and average maximum temperatures) rather than a simple monthly average.
Use
The patterns in a climograph describe not just a location's climate but also provide evidence for that climate's relative geographical location. For example, a climograph with a narrow range in temperature over the year might represent a location close to the equator, or alternatively a location adjacent to a large body of water exerting a moderating effect on the temperature range. Meanwhile, a wide range in annual temperature might suggest the opposite. We could also derive information about a site's ecological conditions through a climograph. For example, if precipitation is consistently low year-round, we might suggest the location reflects a desert; if there is a noticeable seasonal pattern to the precipitation, we might suggest the location experiences a monsoon season. When combining the temperature and precipitation patterns together, we have even better clues as to the local conditions. Despite this, a number of local factors contribute to the patterns observed in a particular place; therefore, a climograph is not a foolproof tool that captures all the geographic variation that might exist.
Document 1:::
Ecological classification or ecological typology is the classification of land or water into geographical units that represent variation in one or more ecological features. Traditional approaches focus on geology, topography, biogeography, soils, vegetation, climate conditions, living species, habitats, water resources, and sometimes also anthropic factors. Most approaches pursue the cartographical delineation or regionalisation of distinct areas for mapping and planning.
Approaches to classifications
Different approaches to ecological classifications have been developed in terrestrial, freshwater and marine disciplines. Traditionally these approaches have focused on biotic components (vegetation classification), abiotic components (environmental approaches) or implied ecological and evolutionary processes (biogeographical approaches). Ecosystem classifications are specific kinds of ecological classifications that consider all four elements of the definition of ecosystems: a biotic component, an abiotic complex, the interactions between and within them, and the physical space they occupy (ecotope).
Vegetation classification
Vegetation is often used to classify terrestrial ecological units. Vegetation classification can be based on vegetation structure and floristic composition. Classifications based entirely on vegetation structure overlap with land cover mapping categories.
Many schemes of vegetation classification are in use by the land, resource and environmental management agencies of different national and state jurisdictions. The International Vegetation Classification (IVC or EcoVeg) has been recently proposed but has not been yet widely adopted.
Vegetation classifications have limited use in aquatic systems, since only a handful of freshwater or marine habitats are dominated by plants (e.g. kelp forests or seagrass meadows). Also, some extreme terrestrial environments, like subterranean or cryogenic ecosystems, are not properly described in vegetation c
Document 2:::
There are 62 named Ecological Systems found in Montana These systems are described in the Montana Field Guides-Ecological Systems of Montana.
About
An ecosystem is a biological environment consisting of all the organisms living in a particular area, as well as all the nonliving, physical components of the environment with which the organisms interact, such as air, soil, water and sunlight. It is all the organisms in a given area, along with the nonliving (abiotic) factors with which they interact; a biological community and its physical environment. As stated in an article from Montana State University in their Institute on Ecosystems; "An ecosystem can be small, such as the area under a pine tree or a single hot spring in Yellowstone National Park, or it can be large, such as the Rocky Mountains, the rainforest or the Antarctic Ocean." The Montana Fish, Wildlife and Parks (FWP) have shared their views on Montana's Main Ecosystems as montane forest, intermountain grasslands, plains grasslands and shrub grasslands. The Montana Agricultural Experiment Station (MAES) categorized Montana's ecosystems based on the different rangelands. They have recognized 22 different ecosystems whereas the Montana Natural Heritage Program named 62 ecosystems for the entire state.
Forest and Woodland Systems
Northern Rocky Mountain Mesic Montane Mixed Conifer Forest
Rocky Mountain Subalpine Mesic Spruce-Fir Forest and Woodland
Northwestern Great Plains - Black Hills Ponderosa Pine Woodland and Savanna
Northern Rocky Mountain Dry-Mesic Montane Mixed Conifer Forest
Rocky Mountain Foothill Limber Pine - Juniper Woodland
Northern Rocky Mountain Foothill Conifer Wooded Steppe
Rocky Mountain Lodgepole Pine Forest
Middle Rocky Mountain Montane Douglas-Fir Forest and Woodland
Northern Rocky Mountain Ponderosa Pine Woodland and Savanna
Rocky Mountain Poor Site Lodgepole Pine Forest
Rocky Mountain Subalpine Dry-Mesic Spruce-Fir Forest and Woodland
Northern Rocky Mountain Subalpin
Document 3:::
The Mediterranean Biogeographic Region is the biogeographic region around and including the Mediterranean Sea.
The term is defined by the European Environment Agency as applying to the land areas of Europe that border on the Mediterranean Sea, and the corresponding territorial waters.
The region is rich in biodiversity and has many endemic species.
The term may also be used in the broader sense of all the lands of the Mediterranean Basin, or in the narrow sense of just the Mediterranean Sea.
Extent
The European Commission defines the Mediterranean Biogeographic Region as consisting of the Mediterranean Sea, Greece, Malta, Cyprus, large parts of Portugal, Spain and Italy, and a smaller part of France.
The region includes 20.6% of European Union territory.
Climate
The region has cool humid winters and hot dry summers.
Wladimir Köppen divided his "Cs" mediterranean climate classification into "Csa" with a highest mean monthly temperature over and "Csb" where the mean monthly temperature was always lower than .
The region may also be subdivided into dry zones such as Alicante in Spain, and humid zones such as Cinque Terre in Italy.
Terrain
The region has generally hilly terrain and includes islands, high mountains, semi-arid steppes and thick Mediterranean forests, woodlands, and scrub with many aromatic plants.
There are rocky shorelines and sandy beaches.
The region has been greatly affected by human activity such as livestock grazing, cultivation, forest clearance and forest fires.
In recent years tourism has put greater pressure on the shoreline environment.
Biodiversity
The Mediterranean Biogeographic Region is rich in biodiversity and has many endemic species.
The region has more plants species than all the other biogeographical regions of Europe combined.
The wildlife and vegetation are adapted to the unpredictable weather, with sudden downpours or strong winds.
Coastal wetlands are home to endemic species of insects, amphibians and fish, which provide
Document 4:::
Bioclimatology is the interdisciplinary field of science that studies the interactions between the biosphere and the Earth's atmosphere on time scales of the order of seasons or longer (in contrast to biometeorology).
Examples of relevant processes
Climate processes largely control the distribution, size, shape and properties of living organisms on Earth. For instance, the general circulation of the atmosphere on a planetary scale broadly determines the location of large deserts or the regions subject to frequent precipitation, which, in turn, greatly determine which organisms can naturally survive in these environments. Furthermore, changes in climates, whether due to natural processes or to human interferences, may progressively modify these habitats and cause overpopulation or extinction of indigenous species.
The biosphere, for its part, and in particular continental vegetation, which constitutes over 99% of the total biomass, has played a critical role in establishing and maintaining the chemical composition of the Earth's atmosphere, especially during the early evolution of the planet (See History of Earth for more details on this topic). Currently, the terrestrial vegetation exchanges some 60 billion tons of carbon with the atmosphere on an annual basis (through processes of carbon fixation and carbon respiration), thereby playing a critical role in the carbon cycle. On a global and annual basis, small imbalances between these two major fluxes, as do occur through changes in land cover and land use, contribute to the current increase in atmospheric carbon dioxide.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Tropical, temperate, continental, and polar are all examples of what?
A. lakes
B. climates
C. deserts
D. land formations
Answer:
|
|
sciq-306
|
multiple_choice
|
What group of animals are the largest arthropods?
|
[
"spiders",
"fish",
"birds",
"insects"
] |
D
|
Relavent Documents:
Document 0:::
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 1:::
Animals are multicellular eukaryotic organisms in the biological kingdom Animalia. With few exceptions, animals consume organic material, breathe oxygen, are able to move, reproduce sexually, and grow from a hollow sphere of cells, the blastula, during embryonic development. Over 1.5 million living animal species have been described—of which around 1 million are insects—but it has been estimated there are over 7 million in total. Animals range in size from 8.5 millionths of a metre to long and have complex interactions with each other and their environments, forming intricate food webs. The study of animals is called zoology.
Animals may be listed or indexed by many criteria, including taxonomy, status as endangered species, their geographical location, and their portrayal and/or naming in human culture.
By common name
List of animal names (male, female, young, and group)
By aspect
List of common household pests
List of animal sounds
List of animals by number of neurons
By domestication
List of domesticated animals
By eating behaviour
List of herbivorous animals
List of omnivores
List of carnivores
By endangered status
IUCN Red List endangered species (Animalia)
United States Fish and Wildlife Service list of endangered species
By extinction
List of extinct animals
List of extinct birds
List of extinct mammals
List of extinct cetaceans
List of extinct butterflies
By region
Lists of amphibians by region
Lists of birds by region
Lists of mammals by region
Lists of reptiles by region
By individual (real or fictional)
Real
Lists of snakes
List of individual cats
List of oldest cats
List of giant squids
List of individual elephants
List of historical horses
List of leading Thoroughbred racehorses
List of individual apes
List of individual bears
List of giant pandas
List of individual birds
List of individual bovines
List of individual cetaceans
List of individual dogs
List of oldest dogs
List of individual monkeys
List of individual pigs
List of w
Document 2:::
Arachnology is the scientific study of arachnids, which comprise spiders and related invertebrates such as scorpions, pseudoscorpions, and harvestmen. Those who study spiders and other arachnids are arachnologists. More narrowly, the study of spiders alone (order Araneae) is known as araneology.
The word "arachnology" derives from Greek , arachnē, "spider"; and , -logia, "the study of a particular subject".
Arachnology as a science
Arachnologists are primarily responsible for classifying arachnids and studying aspects of their biology. In the popular imagination, they are sometimes referred to as spider experts. Disciplines within arachnology include naming species and determining their evolutionary relationships to one another (taxonomy and systematics), studying how they interact with other members of their species and/or their environment (behavioural ecology), or how they are distributed in different regions and habitats (faunistics). Other arachnologists perform research on the anatomy or physiology of arachnids, including the venom of spiders and scorpions. Others study the impact of spiders in agricultural ecosystems and whether they can be used as biological control agents.
Subdisciplines
Arachnology can be broken down into several specialties, including:
acarology – the study of ticks and mites
araneology – the study of spiders
scorpiology – the study of scorpions
Arachnological societies
Arachnologists are served by a number of scientific societies, both national and international in scope. Their main roles are to encourage the exchange of ideas between researchers, to organise meetings and congresses, and in a number of cases, to publish academic journals. Some are also involved in science outreach programs, such as the European spider of the year, which raise awareness of these animals among the general public.
International
International Society of Arachnology (ISA) website
Africa
African Arachnological Society (AFRAS) website
Asia
Arach
Document 3:::
AmphibiaWeb is an American non-profit website that provides information about amphibians. It is run by a group of universities working with the California Academy of Sciences: San Francisco State University, the University of California at Berkeley, University of Florida at Gainesville, and University of Texas at Austin.
AmphibiaWeb's goal is to provide a single page for every species of amphibian in the world so research scientists, citizen scientists and conservationists can collaborate. It added its 7000th animal in 2012, a glass frog from Peru. As of 2022, it hosted more than 8,400 species located worldwide.
Beginning
Scientist David Wake founded AmphibiaWeb in 2000. Wake had been inspired by the decline of amphibian populations across the world. He founded it at the Digital Library Project at the University of California at Berkeley in 2000. Wake came to consider AmphibiaWeb part of his legacy.
Uses
AmphibiaWeb provides information to the IUCN, CalPhotos, Encyclopedia of Life and iNaturalist, and the database is cited in scientific publications.
Document 4:::
Cephalopods, which include squids and octopuses, vary enormously in size. The smallest are only about long and weigh less than at maturity, while the giant squid can exceed in length and the colossal squid weighs close to half a tonne (), making them the largest living invertebrates. Living species range in mass more than three-billion-fold, or across nine orders of magnitude, from the lightest hatchlings to the heaviest adults. Certain cephalopod species are also noted for having individual body parts of exceptional size.
Cephalopods were at one time the largest of all organisms on Earth, and numerous species of comparable size to the largest present day squids are known from the fossil record, including enormous examples of ammonoids, belemnoids, nautiloids, orthoceratoids, teuthids, and vampyromorphids. In terms of mass, the largest of all known cephalopods were likely the giant shelled ammonoids and endocerid nautiloids, though perhaps still second to the largest living cephalopods when considering tissue mass alone.
Cephalopods vastly larger than either giant or colossal squids have been postulated at various times. One of these was the St. Augustine Monster, a large carcass weighing several tonnes that washed ashore on the United States coast near St. Augustine, Florida, in 1896. Reanalyses in 1995 and 2004 of the original tissue samples—together with those of other similar carcasses—showed conclusively that they were all masses of the collagenous matrix of whale blubber.
Giant cephalopods have fascinated humankind for ages. The earliest surviving records are perhaps those of Aristotle and Pliny the Elder, both of whom described squids of very large size. Tales of giant squid have been common among mariners since ancient times, and may have inspired the monstrous kraken of Nordic legend, said to be as large as an island and capable of engulfing and sinking any ship. Similar tentacled sea monsters are known from other parts of the globe, including the Akk
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What group of animals are the largest arthropods?
A. spiders
B. fish
C. birds
D. insects
Answer:
|
|
sciq-11632
|
multiple_choice
|
What is the term for a change in the inherited traits of organisms over time?
|
[
"generation",
"evolution",
"emergence",
"mutation"
] |
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:::
An acquired characteristic is a non-heritable change in a function or structure of a living organism caused after birth by disease, injury, accident, deliberate modification, variation, repeated use, disuse, misuse, or other environmental influence. Acquired traits are synonymous with acquired characteristics. They are not passed on to offspring through reproduction.
The changes that constitute acquired characteristics can have many manifestations and degrees of visibility, but they all have one thing in common. They change a facet of a living organism's function or structure after birth.
For example:
The muscles acquired by a bodybuilder through physical training and diet.
The loss of a limb due to an injury.
The miniaturization of bonsai plants through careful cultivation techniques.
Acquired characteristics can be minor and temporary like bruises, blisters, or shaving body hair. Permanent but inconspicuous or invisible ones are corrective eye surgery and organ transplant or removal.
Semi-permanent but inconspicuous or invisible traits are vaccination and laser hair removal. Perms, tattoos, scars, and amputations are semi-permanent and highly visible.
Applying makeup, nail polish, dying one's hair, applying henna to the skin, and tooth whitening are not examples of acquired traits. They change the appearance of a facet of an organism, but do not change the structure or functionality.
Inheritance of acquired characteristics was historically proposed by renowned theorists such as Hippocrates, Aristotle, and French naturalist Jean-Baptiste Lamarck. Conversely, this hypothesis was denounced by other renowned theorists such as Charles Darwin.
Today, although Lamarckism is generally discredited, there is still debate on whether some acquired characteristics in organisms are actually inheritable.
Disputes
Acquired characteristics, by definition, are characteristics that are gained by an organism after birth as a result of external influences or the organism's ow
Document 2:::
Ecological inheritance occurs when organisms inhabit a modified environment that a previous generation created; it was first described in Odling-Smee (1988) and Odling-Smee et al. (1996) as a consequence of niche construction. Standard evolutionary theory focuses on the influence that natural selection and genetic inheritance has on biological evolution, when individuals that survive and reproduce also transmit genes to their offspring. If offspring do not live in a modified environment created by their parents, then niche construction activities of parents do not affect the selective pressures of their offspring (see orb-web spiders in Genetic inheritance vs. ecological inheritance below). However, when niche construction affects multiple generations (i.e., parents and offspring), ecological inheritance acts a inheritance system different than genetic inheritance.
Since ecological inheritance is a result of ecosystem engineering and niche construction, the fitness of several species and their subsequent generations experience a selective pressure dependent on the modified environment they inherit. Organisms in subsequent generations will encounter ecological inheritance because they are affected by a new selective environment created by prior niche construction. On a macroevolutionary scale, ecological inheritance has been defined as, "the persistence of environmental modifications by a species over multiple generations to influence the evolution of that or other species." Ecological inheritance has also been defined as, "... the accumulation of environmental changes, such as altered soil, atmosphere or ocean states that previous generations have brought about through their niche-constructing activity, and that influence the development of descendant organisms."
Related to niche construction and ecological inheritance are factors and features of an organism and environment, respectively, where the feature of an organism is synonymous with adaptation if natural se
Document 3:::
In biology, evolution is the process of change in all forms of life over generations, and evolutionary biology is the study of how evolution occurs. Biological populations evolve through genetic changes that correspond to changes in the organisms' observable traits. Genetic changes include mutations, which are caused by damage or replication errors in organisms' DNA. As the genetic variation of a population drifts randomly over generations, natural selection gradually leads traits to become more or less common based on the relative reproductive success of organisms with those traits.
The age of the Earth is about 4.5 billion years. The earliest undisputed evidence of life on Earth dates from at least 3.5 billion years ago. Evolution does not attempt to explain the origin of life (covered instead by abiogenesis), but it does explain how early lifeforms evolved into the complex ecosystem that we see today. Based on the similarities between all present-day organisms, all life on Earth is assumed to have originated through common descent from a last universal ancestor from which all known species have diverged through the process of evolution.
All individuals have hereditary material in the form of genes received from their parents, which they pass on to any offspring. Among offspring there are variations of genes due to the introduction of new genes via random changes called mutations or via reshuffling of existing genes during sexual reproduction. The offspring differs from the parent in minor random ways. If those differences are helpful, the offspring is more likely to survive and reproduce. This means that more offspring in the next generation will have that helpful difference and individuals will not have equal chances of reproductive success. In this way, traits that result in organisms being better adapted to their living conditions become more common in descendant populations. These differences accumulate resulting in changes within the population. This proce
Document 4:::
Recurrent evolution is the repeated evolution of a particular trait, character, or mutation. Most evolution is the result of drift, often interpreted as the random chance of some alleles being passed down to the next generation and others not. Recurrent evolution is said to occur when patterns emerge from this stochastic process when looking across multiple distinct populations. These patterns are of particular interest to evolutionary biologists, as they can demonstrate the underlying forces governing evolution.
Recurrent evolution is a broad term, but it is usually used to describe recurring regimes of selection within or across lineages. While most commonly used to describe recurring patterns of selection, it can also be used to describe recurring patterns of mutation; for example, transitions are more common than transversions. The concept encompasses both convergent evolution and parallel evolution; it can be used to describe the observation of similar repeating changes through directional selection as well as the observation of highly conserved phenotypes or genotypes across lineages through continuous purifying selection over large periods of evolutionary time.
Phenotypic vs. genotypic levels
Recurrent changes may be observed at the phenotype level or the genotype level. At the phenotype level, recurrent evolution can be observed across a continuum of levels, which for simplicity can be broken down into molecular phenotype, cellular phenotype, and organismal phenotype. At the genotype level, recurrent evolution can only be detected using DNA sequencing data. The same or similar sequences appearing in the genomes of different lineages indicates recurrent genomic evolution may have taken place. Recurrent genomic evolution can also occur within a lineage; an example of this would include some types of phase variation that involve highly directed changes at the DNA sequence level. The evolution of different forms of phase variation in separate lineages represen
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the term for a change in the inherited traits of organisms over time?
A. generation
B. evolution
C. emergence
D. mutation
Answer:
|
|
sciq-616
|
multiple_choice
|
Cells in blood include red blood cells, white blood cells, and what?
|
[
"droplets",
"plasmids",
"protons",
"platelets"
] |
D
|
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:::
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 2:::
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 3:::
The red pulp of the spleen is composed of connective tissue known also as the cords of Billroth and many splenic sinusoids that are engorged with blood, giving it a red color. Its primary function is to filter the blood of antigens, microorganisms, and defective or worn-out red blood cells.
The spleen is made of red pulp and white pulp, separated by the marginal zone; 76-79% of a normal spleen is red pulp. Unlike white pulp, which mainly contains lymphocytes such as T cells, red pulp is made up of several different types of blood cells, including platelets, granulocytes, red blood cells, and plasma.
The red pulp also acts as a large reservoir for monocytes. These monocytes are found in clusters in the Billroth's cords (red pulp cords). The population of monocytes in this reservoir is greater than the total number of monocytes present in circulation. They can be rapidly mobilised to leave the spleen and assist in tackling ongoing infections.
Sinusoids
The splenic sinusoids, are wide vessels that drain into pulp veins which themselves drain into trabecular veins. Gaps in the endothelium lining the sinusoids mechanically filter blood cells as they enter the spleen. Worn-out or abnormal red cells attempting to squeeze through the narrow intercellular spaces become badly damaged, and are subsequently devoured by macrophages in the red pulp. In addition to clearing aged red blood cells, the sinusoids also filter out cellular debris, particles that could clutter up the bloodstream.
Cells found in red pulp
Red pulp consists of a dense network of fine reticular fiber, continuous with those of the splenic trabeculae, to which are applied flat, branching cells. The meshes of the reticulum are filled with blood:
White blood cells are found to be in larger proportion than they are in ordinary blood.
Large rounded cells, termed splenic cells, are also seen; these are capable of ameboid movement, and often contain pigment and red-blood corpuscles in their interior.
The cell
Document 4:::
Megakaryocyte–erythroid progenitor cells, among other blood cells, are generated as a result of hematopoiesis, which occurs in the bone marrow. Hematopoietic stem cells can differentiate into one of two progenitor cells: the common lymphoid progenitor and the common myeloid progenitor. MEPs derive from the common myeloid progenitor lineage. Megakaryocyte/erythrocyte progenitor cells must commit to becoming either platelet-producing megakaryocytes via megakaryopoiesis or erythrocyte-producing erythroblasts via erythropoiesis. Most of the blood cells produced in the bone marrow during hematopoiesis come from megakaryocyte/erythrocyte progenitor cells.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Cells in blood include red blood cells, white blood cells, and what?
A. droplets
B. plasmids
C. protons
D. platelets
Answer:
|
|
sciq-4753
|
multiple_choice
|
What is the average number of individuals per unit of area or volume called?
|
[
"population structure",
"crowdedness",
"population density",
"population count"
] |
C
|
Relavent Documents:
Document 0:::
Demography (), also known as Demographics, is the statistical study of populations, especially human beings.
Demographic analysis examines and measures the dimensions and dynamics of populations; it can cover whole societies or groups defined by criteria such as education, nationality, religion, and ethnicity. Educational institutions usually treat demography as a field of sociology, though there are a number of independent demography departments. These methods have primarily been developed to study human populations, but are extended to a variety of areas where researchers want to know how populations of social actors can change across time through processes of birth, death, and migration. In the context of human biological populations, demographic analysis uses administrative records to develop an independent estimate of the population. Demographic analysis estimates are often considered a reliable standard for judging the accuracy of the census information gathered at any time. In the labor force, demographic analysis is used to estimate sizes and flows of populations of workers; in population ecology the focus is on the birth, death, migration and immigration of individuals in a population of living organisms, alternatively, in social human sciences could involve movement of firms and institutional forms. Demographic analysis is used in a wide variety of contexts. For example, it is often used in business plans, to describe the population connected to the geographic location of the business. Demographic analysis is usually abbreviated as DA. For the 2010 U.S. Census, The U.S. Census Bureau has expanded its DA categories. Also as part of the 2010 U.S. Census, DA now also includes comparative analysis between independent housing estimates, and census address lists at different key time points.
Patient demographics form the core of the data for any medical institution, such as patient and emergency contact information and patient medical record data. They allo
Document 1:::
Outline of demography contains human demography and population related important concepts and high-level aggregated lists compiled in the useful categories.
The subheadings have been grouped by the following 4 categories:
Meta (lit. "highest" level) units, such as the universal important concepts related to demographics and places.
Macro (lit. "high" level) units where the "whole world" is the smallest unit of measurement, such as the aggregated summary demographics at global level. For example, United Nations.
Meso (lit. "middle" or "intermediate" level) units where the smallest unit of measurement cover more than one nation and more than one continent but not all the nations or continents. For example, summary list at continental level, e.g. Eurasia and Latin America or Middle East which cover two or more continents. Other examples include the intercontinental organisations e.g. the Commonwealth of Nations or the organisation of Arab states.
Micro (lit. "lower" or "smaller") level units where country is the smallest unit of measurement, such as the "globally aggregated lists" by the "individual countries" .
Please do not add sections on the items that are the nano (lit. "minor" or "tiny") level units as per the context described above, e.g. list of things within a city must be kept out.
Meta or important concepts
Global human population
World population
Demographics of the world
Fertility and intelligence
Human geography
Geographic mobility
Globalization
Human migration
List of lists on linguistics
Impact of human population
Human impact on the environment
Biological dispersal
Carrying capacity
Doomsday argument
Environmental migrant
Human overpopulation
Malthusian catastrophe
List of countries by carbon dioxide emissions
List of countries by carbon dioxide emissions per capita
List of countries by greenhouse gas emissions
List of countries by greenhouse gas emissions per capita
Overconsumption
Overexploitation
Population eco
Document 2:::
Population density (in agriculture: standing stock or plant density) is a measurement of population per unit land area. It is mostly applied to humans, but sometimes to other living organisms too. It is a key geographical term.
Biological population densities
Population density is population divided by total land area, sometimes including seas and oceans, as appropriate.
Low densities may cause an extinction vortex and further reduce fertility. This is called the Allee effect after the scientist who identified it. Examples of the causes of reduced fertility in low population densities are:
Increased problems with locating sexual mates
Increased inbreeding
===Human densities===
Population density is the number of people per unit of area, usually transcribed as "per square kilometer" or square mile, and which may include or exclude, for example, areas of water or glaciers. Commonly this is calculated for a county, city, country, another territory or the entire world.
The world's population is around 8,000,000,000 and the Earth's total area (including land and water) is . Therefore, from this very crude type of calculation, the worldwide human population density is approximately 8,000,000,000 ÷ 510,000,000 = . However, if only the Earth's land area of is taken into account, then human population density is . This includes all continental and island land area, including Antarctica. However, if Antarctica is excluded, then population density rises to over .
The European Commission's Joint Research Centre (JRC) has developed a suite of (open and free) data and tools named the Global Human Settlement Layer (GHSL) to improve the science for policy support to the European Commission Directorate Generals and Services and as support to the United Nations system.
Several of the most densely populated territories in the world are city-states, microstates and urban dependencies. In fact, 95% of the world's population is concentrated on just 10% of the world's land.
Document 3:::
A population pyramid (age structure diagram) or "age-sex pyramid" is a graphical illustration of the distribution of a population (typically that of a country or region of the world) by age groups and sex; it typically takes the shape of a pyramid when the population is growing. Males are usually shown on the left and females on the right, and they may be measured in absolute numbers or as a percentage of the total population. The pyramid can be used to visualize the age of a particular population. It is also used in ecology to determine the overall age distribution of a population; an indication of the reproductive capabilities and likelihood of the continuation of a species. Number of people per unit area of land is called population density.
Structure
A population pyramid often contains continuous stacked-histogram bars, making it a horizontal bar diagram. The population size is shown on the x-axis (horizontal) while the age-groups are represented on the y-axis (vertical). The size of each bar can be displayed either as a percentage of the total population or as a raw number. Males are conventionally shown on the left and females on the right. Population pyramids are often viewed as the most effective way to graphically depict the age and distribution of a population, partly because of the very clear image these pyramids provide. A great deal of information about the population broken down by age and sex can be read from a population pyramid, and this can shed light on the extent of development and other aspects of the population.
The measures of central tendency (mean, median, and mode) should be considered when assessing a population pyramid. For example, the average age could be used to determine the type of population in a particular region. A population with an average age of 15 would be very young compared to one with an average age of 55. Population statistics are often mid-year numbers.
A series of population pyramids could give a clear picture of how
Document 4:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the average number of individuals per unit of area or volume called?
A. population structure
B. crowdedness
C. population density
D. population count
Answer:
|
|
sciq-4153
|
multiple_choice
|
What are four children born at one birth called?
|
[
"twins",
"kittens",
"triplets",
"quadruplets"
] |
D
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field.
Overview
The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion.
With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies.
Example programs
The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University.
A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes
Document 2:::
The Science, Technology, Engineering and Mathematics Network or STEMNET is an educational charity in the United Kingdom that seeks to encourage participation at school and college in science and engineering-related subjects (science, technology, engineering, and mathematics) and (eventually) work.
History
It is based at Woolgate Exchange near Moorgate tube station in London and was established in 1996. The chief executive is Kirsten Bodley. The STEMNET offices are housed within the Engineering Council.
Function
Its chief aim is to interest children in science, technology, engineering and mathematics. Primary school children can start to have an interest in these subjects, leading secondary school pupils to choose science A levels, which will lead to a science career. It supports the After School Science and Engineering Clubs at schools. There are also nine regional Science Learning Centres.
STEM ambassadors
To promote STEM subjects and encourage young people to take up jobs in these areas, STEMNET have around 30,000 ambassadors across the UK. these come from a wide selection of the STEM industries and include TV personalities like Rob Bell.
Funding
STEMNET used to receive funding from the Department for Education and Skills. Since June 2007, it receives funding from the Department for Children, Schools and Families and Department for Innovation, Universities and Skills, since STEMNET sits on the chronological dividing point (age 16) of both of the new departments.
See also
The WISE Campaign
Engineering and Physical Sciences Research Council
National Centre for Excellence in Teaching Mathematics
Association for Science Education
Glossary of areas of mathematics
Glossary of astronomy
Glossary of biology
Glossary of chemistry
Glossary of engineering
Glossary of physics
Document 3:::
Female education in STEM refers to child and adult female representation in the educational fields of science, technology, engineering, and mathematics (STEM). In 2017, 33% of students in STEM fields were women.
The organization UNESCO has stated that this gender disparity is due to discrimination, biases, social norms and expectations that influence the quality of education women receive and the subjects they study. UNESCO also believes that having more women in STEM fields is desirable because it would help bring about sustainable development.
Current status of girls and women in STEM education
Overall trends in STEM education
Gender differences in STEM education participation are already visible in early childhood care and education in science- and math-related play, and become more pronounced at higher levels of education. Girls appear to lose interest in STEM subjects with age, particularly between early and late adolescence. This decreased interest affects participation in advanced studies at the secondary level and in higher education. Female students represent 35% of all students enrolled in STEM-related fields of study at this level globally. Differences are also observed by disciplines, with female enrollment lowest in engineering, manufacturing and construction, natural science, mathematics and statistics and ICT fields. Significant regional and country differences in female representation in STEM studies can be observed, though, suggesting the presence of contextual factors affecting girls’ and women's engagement in these fields. Women leave STEM disciplines in disproportionate numbers during their higher education studies, in their transition to the world of work and even in their career cycle.
Learning achievement in STEM education
Data on gender differences in learning achievement present a complex picture, depending on what is measured (subject, knowledge acquisition against knowledge application), the level of education/age of students, and
Document 4:::
The Human Fertilisation and Embryology Act 2008 (c 22) is an Act of the Parliament of the United Kingdom. The Act constitutes a major review and update of the Human Fertilisation and Embryology Act 1990.
According to the Department of Health, the Act's key provisions are:
The Bill's discussion in Parliament did not permit time to debate whether it should extend abortion rights under the Abortion Act 1967 to also cover Northern Ireland. The 2008 Act does not alter the status quo.
The Act also repealed and replaced the Human Reproductive Cloning Act 2001.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What are four children born at one birth called?
A. twins
B. kittens
C. triplets
D. quadruplets
Answer:
|
|
sciq-5399
|
multiple_choice
|
In amniotes that lay eggs, the shell of the egg provides protection for the developing embryo while being permeable enough to allow for the exchange of carbon dioxide and this?
|
[
"tissue",
"oxygen",
"gas",
"Protein"
] |
B
|
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:::
The Chorioallantoic Membrane (CAM), also known as the chorioallantois, is a highly vascularized membrane found in the eggs of certain amniotes like birds and reptiles. It is formed by the fusion of the mesodermal layers of two extra-embryonic membranes – the chorion and the allantois. It is the avian homologue of the mammalian placenta. It is the outermost extra-embryonic membrane which lines the non-vascular egg shell membrane.
Structure
The chorioallantoic membrane is composed of three layers. The first is the chorionic epithelium that is the external layer present immediately below the shell membrane. It consist of epithelial cells that arise from chorionic ectoderm. The second is the intermediate mesodermal layer that consists of mesenchymal tissue formed by the fusion of the mesodermal layer of the chorion and the mesodermal layer of the allantois. This layer is highly vascularized and rich in stromal components. The third is the allantoic epithelium that consists of epithelial cells arising from the allantoic ectoderm. It forms a part of the wall of the allantoic sac.
Both the epithelial layers are separated from the mesodermal layer by basement membranes.
Function
The Chorioallantoic membrane performs the following functions:
The CAM functions as the site of gaseous exchange for oxygen and carbon dioxide between the growing embryo and the environment. Blood capillaries and sinuses are found in the intermediate mesodermal layer allows close contact (within 0.2 μm) with air found in pores of the shell membrane of the egg.
The chorionic epithelial layer contains the calcium transporting region of the CAM, and thus is responsible for the transport of calcium ions from the egg shell into the embryo for the purpose of ossification of the bones of the developing embryo. The CAM also helps in maintaining the acid-base homeostasis in the embryo. Finally the allantoic epithelium serves a barrier to the allantoic cavity, and acts in a selectively permeable
Document 2:::
The extraembryonic membranes are four membranes which assist in the development of an animal's embryo. Such membranes occur in a range of animals from humans to insects. They originate from the embryo, but are not considered part of it. They typically perform roles in nutrition, gas exchange, and waste removal.
There are four standard extraembryonic membranes in birds, reptiles, and mammals: the yolk sac which surrounds the yolk, the amnion which surrounds and cushions the embryo, the allantois which among avians stores embryonic waste and assists with the exchange of carbon dioxide with oxygen as well as the resorption of calcium from the shell, and the chorion which surrounds all of these and in avians successively merges with the allantois in the later stages of egg development to form a combined respiratory and excretory organ called the chorioallantois.
The extraembryonic membranes in insects include a serous membrane originating from blastoderm cells, an amnion or amniotic cavity whose expression is controlled by the Zerknüllt gene, and a yolk sac.
In humans and other mammals they are more usually called fetal membranes.
Document 3:::
The amniotic sac, also called the bag of waters or the membranes, is the sac in which the embryo and later fetus develops in amniotes. It is a thin but tough transparent pair of membranes that hold a developing embryo (and later fetus) until shortly before birth. The inner of these membranes, the amnion, encloses the amniotic cavity, containing the amniotic fluid and the embryo. The outer membrane, the chorion, contains the amnion and is part of the placenta. On the outer side, the amniotic sac is connected to the yolk sac, the allantois, and via the umbilical cord, the placenta.
The yolk sac, amnion, chorion, and allantois are the four extraembryonic membranes that lie outside of the embryo and are involved in providing nutrients and protection to the developing embryo. They form from the inner cell mass; the first to form is the yolk sac followed by the amnion which grows over the developing embryo. The amnion remains an important extraembryonic membrane throughout prenatal development. The third membrane is the allantois, and the fourth is the chorion which surrounds the embryo after about a month and eventually fuses with the amnion.
Amniocentesis is a medical procedure where fluid from the sac is sampled during fetal development, between 15 and 20 weeks of pregnancy, to be used in prenatal diagnosis of chromosomal abnormalities and fetal infections.
Structure
The amniotic cavity is the closed sac between the embryo and the amnion, containing the amniotic fluid. The amniotic cavity is formed by the fusion of the parts of the amniotic fold, which first makes its appearance at the cephalic extremity and subsequently at the caudal end and sides of the embryo. As the amniotic fold rises and fuses over the dorsal aspect of the embryo, the amniotic cavity is formed.
Development
At the beginning of the second week, a cavity appears within the inner cell mass, and when it enlarges, it becomes the amniotic cavity. The floor of the amniotic cavity is formed by the e
Document 4:::
The amnion (: amnions or amnia) is a membrane that closely covers the human and various other embryos when first formed. It fills with amniotic fluid, which causes the amnion to expand and become the amniotic sac that provides a protective environment for the developing embryo. The amnion, along with the chorion, the yolk sac and the allantois protect the embryo. In birds, reptiles and monotremes, the protective sac is enclosed in a shell. In marsupials and placental mammals, it is enclosed in a uterus.
The amnion is a feature of the vertebrate clade Amniota, which includes reptiles, birds, and mammals. Amphibians and fish lack the amnion and thus are not amniotes. The amnion stems from the extra-embryonic somatic mesoderm on the outer side and the extra-embryonic ectoderm or trophoblast on the inner side.
Etymology
Traditionally, the term amnion has been assumed to derive from Ancient Greek ἀμνίον : amníon, 'little lamb', diminutive of ἀμνός : amnós, 'lamb'. It is cognate with the English verb 'yean', bring forth young (usually lambs). However, this etymology is perhaps incorrect as the term may actually refer to an ancient Greek goddess of childbirth worshipped in Amnisos on the island of Crete
In humans
In the human embryo, the earliest stages of the formation of the amnion have not been observed; in the youngest embryo that has been studied the amnion was already present as a closed sac, and appears in the inner cell-mass as a cavity. This cavity is roofed in by a single stratum of flattened, ectodermal cells, the amniotic ectoderm, and its floor consists of the prismatic ectoderm of the embryonic disk. Outside the amniotic ectoderm is a thin layer of mesoderm, which is continuous with that of the somatopleure and is connected by the body-stalk with the mesodermal lining of the chorion.
When first formed, the amnion is in contact with the body of the embryo, but about the fourth or fifth week amniotic fluid (also called liquor amnii) begins to accumulate w
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
In amniotes that lay eggs, the shell of the egg provides protection for the developing embryo while being permeable enough to allow for the exchange of carbon dioxide and this?
A. tissue
B. oxygen
C. gas
D. Protein
Answer:
|
|
ai2_arc-85
|
multiple_choice
|
Stars are organized into patterns called constellations. One constellation is named Leo. Which statement best explains why Leo appears in different areas of the sky throughout the year?
|
[
"Earth revolves around the sun.",
"The sun revolves around Earth.",
"The constellations revolve around Earth.",
"Earth revolves around the constellations."
] |
A
|
Relavent Documents:
Document 0:::
In astronomy, a planisphere () is a star chart analog computing instrument in the form of two adjustable disks that rotate on a common pivot. It can be adjusted to display the visible stars for any time and date. It is an instrument to assist in learning how to recognize stars and constellations. The astrolabe, an instrument that has its origins in Hellenistic astronomy, is a predecessor of the modern planisphere.
The term planisphere contrasts with armillary sphere, where the celestial sphere is represented by a three-dimensional framework of rings.
Description
A planisphere consists of a circular star chart attached at its center to an opaque circular overlay that has a clear elliptical window or hole so that only a portion of the sky map will be visible in the window or hole area at any given time. The chart and overlay are mounted so that they are free to rotate about a common axis. The star chart contains the brightest stars, constellations and (possibly) deep-sky objects visible from a particular latitude on Earth. The night sky that one sees from the Earth depends on whether the observer is in the northern or southern hemispheres and the latitude. A planisphere window is designed for a particular latitude and will be accurate enough for a certain band either side of that. Planisphere makers will usually offer them in a number of versions for different latitudes. Planispheres only show the stars visible from the observer's latitude; stars below the horizon are not included.
A complete twenty-four-hour time cycle is marked on the rim of the overlay. A full twelve months of calendar dates are marked on the rim of the starchart. The window is marked to show the direction of the eastern and western horizons. The disk and overlay are adjusted so that the observer's local time of day on the overlay corresponds to that day's date on the star chart disc. The portion of the star chart visible in the window then represents (with a distortion because it is a flat surf
Document 1:::
In Western astrology, astrological signs are the twelve 30-degree sectors that make up Earth's 360-degree orbit around the Sun. The signs enumerate from the first day of spring, known as the First Point of Aries, which is the vernal equinox. The astrological signs are Aries, Taurus, Gemini, Cancer, Leo, Virgo, Libra, Scorpio, Sagittarius, Capricorn, Aquarius, and Pisces. The Western zodiac originated in Babylonian astrology, and was later influenced by the Hellenistic culture. Each sign was named after a constellation the sun annually moved through while crossing the sky. This observation is emphasized in the simplified and popular sun sign astrology. Over the centuries, Western astrology's zodiacal divisions have shifted out of alignment with the constellations they were named after by axial precession of the Earth while Hindu astrology measurements correct for this shifting. Astrology (i.e. a system of omina based on celestial appearances) was developed in Chinese and Tibetan cultures as well but these astrologies are not based upon the zodiac but deal with the whole sky.
Astrology is a pseudoscience. Scientific investigations of the theoretical basis and experimental verification of claims have shown it to have no scientific validity or explanatory power. More plausible explanations for the apparent correlation between personality traits and birth months exist, such as the influence of seasonal birth in humans.
According to astrology, celestial phenomena relate to human activity on the principle of "as above, so below", so that the signs are held to represent characteristic modes of expression. Scientific astronomy used the same sectors of the ecliptic as Western astrology until the 19th century.
Various approaches to measuring and dividing the sky are currently used by differing systems of astrology, although the tradition of the Zodiac's names and symbols remain mostly consistent. Western astrology measures from Equinox and Solstice points (points relating
Document 2:::
The apparent place of an object is its position in space as seen by an observer. Because of physical and geometrical effects it may differ from the "true" or "geometric" position.
Astronomy
In astronomy, a distinction is made between the mean position, apparent position and topocentric position of an object.
Position of a star
The mean position of a star (relative to the observer's adopted coordinate system) can be calculated from its value at an arbitrary epoch, together with its actual motion over time (known as proper motion). The apparent position is its position as seen by a theoretical observer at the centre of the moving Earth. Several effects cause the apparent position to differ from the mean position:
Annual aberration – a deflection caused by the velocity of the Earth's motion around the Sun, relative to an inertial frame of reference. This is independent of the distance of the star from the Earth.
Annual parallax – the apparent change in position due to the star being viewed from different places as the Earth orbits the Sun in the course of a year. Unlike aberration, this effect depends on the distance of the star, being larger for nearby stars.
Precession – a long-term (ca. 26,000 years) variation in the direction of the Earth's axis of rotation.
Nutation – shorter-term variations in the direction of the Earth's axis of rotation.
The Apparent Places of Fundamental Stars is an astronomical yearbook, which is published one year in advance by the Astronomical Calculation Institute (Heidelberg University) in Heidelberg, Germany. It lists the apparent place of about 1000 fundamental stars for every 10 days and is published as a book and in a more extensive version on the Internet.
Solar System objects
The apparent position of a planet or other object in the Solar System is also affected by light-time correction, which is caused by the finite time it takes light from a moving body to reach the observer. Simply put, the observer sees the object
Document 3:::
Axial parallelism (also called gyroscopic stiffness, inertia or rigidity, or "rigidity in space") is the characteristic of a rotating body in which the direction of the axis of rotation remains fixed as the object moves through space. In astronomy, this characteristic is found in astronomical bodies in orbit. It is the same effect that causes a gyroscope's axis of rotation to remain constant as Earth rotates, allowing the devices to measure Earth's rotation.
Examples
Earth's axial parallelism
The Earth's orbit, with its axis tilted at 23.5 degrees, exhibits approximate axial parallelism, maintaining its direction towards Polaris (the "North Star") year-round. Together with the Earth's axial tilt, this is one of the primary reasons for the Earth's seasons, as illustrated by the diagram to the right. It is also the reason that the stars appear fixed in the night sky, such as a "fixed" pole star, throughout Earth's orbit around the Sun.
Minor variation in the direction of the axis, known as axial precession, takes place over the course of 26,000 years. As a result, over the next 11,000 years the Earth's axis will move to point towards Vega instead of Polaris.
Other astronomical examples
Axial parallelism is widely observed in astronomy. For example, the axial parallelism of the moon's orbital plane is a key factor in the phenomenon of eclipses. The moon's orbital axis precesses a full circle during the 18 year, 10 day saros cycle. When the moon's orbital tilt is aligned with the ecliptic tilt, it is 29 degrees from the ecliptic, while when they are anti-aligned (9 years later), the orbital inclination is only 18 degrees.
In addition, the rings of Saturn remain in a fixed direction as that planet rotates around the sun.
Explanation
Early gyroscopes were used to demonstrate the principle, most notably the Foucault's gyroscope experiment. Prior to the invention of the gyroscope, it had been explained by scientists in various ways. Early modern astronomer David Gre
Document 4:::
An orbital node is either of the two points where an orbit intersects a plane of reference to which it is inclined. A non-inclined orbit, which is contained in the reference plane, has no nodes.
Planes of reference
Common planes of reference include the following:
For a geocentric orbit, Earth's equatorial plane. In this case, non-inclined orbits are called equatorial.
For a heliocentric orbit, the ecliptic or invariable plane. In this case, non-inclined orbits are called ecliptic.
For an orbit outside the Solar System, the plane through the primary perpendicular to a line through the observer and the primary (called the plane of the sky).
Node distinction
If a reference direction from one side of the plane of reference to the other is defined, the two nodes can be distinguished. For geocentric and heliocentric orbits, the ascending node (or north node) is where the orbiting object moves north through the plane of reference, and the descending node (or south node) is where it moves south through the plane. In the case of objects outside the Solar System, the ascending node is the node where the orbiting secondary passes away from the observer, and the descending node is the node where it moves towards the observer., p. 137.
The position of the node may be used as one of a set of parameters, called orbital elements, which describe the orbit. This is done by specifying the longitude of the ascending node (or, sometimes, the longitude of the node.)
The line of nodes is the straight line resulting from the intersection of the object's orbital plane with the plane of reference; it passes through the two nodes.
Symbols and nomenclature
The symbol of the ascending node is (Unicode: U+260A, ☊), and the symbol of the descending node is (Unicode: U+260B, ☋).
In medieval and early modern times, the ascending and descending nodes of the Moon were called the "dragon's head" (, ) and "dragon's tail" (), respectively. These terms originally referred to the times wh
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Stars are organized into patterns called constellations. One constellation is named Leo. Which statement best explains why Leo appears in different areas of the sky throughout the year?
A. Earth revolves around the sun.
B. The sun revolves around Earth.
C. The constellations revolve around Earth.
D. Earth revolves around the constellations.
Answer:
|
|
sciq-9882
|
multiple_choice
|
What theory of evolution is charles darwin most known for?
|
[
"immoral selection",
"natural selection",
"natural variety",
"natural change"
] |
B
|
Relavent Documents:
Document 0:::
What Darwin Didn't Know is a documentary show on BBC Four presented by Armand Marie Leroi which charts the progress in the field of Evolutionary Theory since the original publication of Charles Darwin's On the Origin of Species in 1859.
The theory of evolution by natural selection is now orthodoxy, but when it was unveiled it caused a storm of controversy, from fellow scientists as well as religious people. They criticised it for being short on evidence and long on assertion and Darwin, being the honest scientist that he was, agreed with them. He knew that his theory was riddled with 'difficulties', but he entrusted future generations to complete his work and prove the essential truth of his vision, which is what scientists have been doing for the past 150 years.
Evolutionary biologist Professor Armand Marie Leroi charts the scientific endeavour that brought about the triumphant renaissance of Darwin's theory. He argues that, with the new science of evolutionary developmental biology (evo devo), it may be possible to take that theory to a new level - to do more than explain what has evolved in the past, and start to predict what might evolve in the future.
Notes
External links
2009 British television series debuts
2010 British television series endings
BBC television documentaries
2000s British documentary television series
2010s British documentary television series
Documentary television series about science
Documentary television shows about evolution
English-language television shows
Document 1:::
Charles Darwin's education gave him a foundation in the doctrine of Creation prevalent throughout the West at the time, as well as knowledge of medicine and theology. More significantly, it led to his interest in natural history, which culminated in his taking part in the second voyage of HMS Beagle and the eventual inception of his theory of natural selection. Although Darwin changed his field of interest several times in these formative years, many of his later discoveries and beliefs were foreshadowed by the influences he had as a youth.
Background and influences
A child of the early 19th century, Charles Robert Darwin grew up in a conservative era when repression of revolutionary Radicalism had displaced the 18th century Enlightenment. The Church of England dominated the English scientific establishment. The Church saw natural history as revealing God's underlying plan and as supporting the existing social hierarchy. It rejected Enlightenment philosophers such as David Hume who had argued for naturalism and against belief in God.
The discovery of fossils of extinct species was explained by theories such as catastrophism. Catastrophism claimed that animals and plants were periodically annihilated as a result of natural catastrophes and then replaced by new species created ex nihilo (out of nothing). The extinct organisms could then be observed in the fossil record, and their replacements were considered to be immutable.
Darwin's extended family of Darwins and Wedgwoods was strongly Unitarian. One of Darwin's grandfathers, Erasmus Darwin, was a successful physician, and was followed in this by his sons Charles Darwin, who died in 1778 while still a promising medical student at the University of Edinburgh, and Doctor Robert Waring Darwin, Darwin's father, who named his son Charles Robert Darwin, honouring his deceased brother.
Erasmus was a freethinker who hypothesized that all warm-blooded animals sprang from a single living "filament" long, long ago. He furt
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:::
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:::
Facts and Arguments for Darwin is an 1864 book on evolutionary biology by the German biologist Fritz Müller, originally published in German under the title ("For Darwin"), and translated into English by William Sweetland Dallas in 1869. Müller argued that Charles Darwin's theory of evolution by natural selection that he had advanced in his book The Origin of Species only five years earlier was correct, citing evidence that he had come across in Brazil.
Müller states in the 'Author's Preface':
It is not the purpose of the following pages to discuss once more the arguments deduced for and against Darwin's theory of the origin of species, or to weigh them one against the other. Their object is simply to indicate a few facts favourable to this theory, collected upon the same South American ground, on which, as Darwin tells us, the idea first occurred to him of devoting his attention to ‘the origin of species, — that mystery of mysteries.
It is only by the accumulation of new and valuable material that the controversy will gradually be brought into a state fit for final decision, and this appears to be for the present of more importance than a repeated analysis of what is already before us. Moreover, it is but fair to leave it to Darwin himself at first to beat off the attacks of his opponents from the splendid structure which he has raised with such a master-hand.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What theory of evolution is charles darwin most known for?
A. immoral selection
B. natural selection
C. natural variety
D. natural change
Answer:
|
|
sciq-9023
|
multiple_choice
|
In order to conduct what, electrons must move from the filled valence band to the empty conduction band where they can move throughout the solid?
|
[
"matter",
"electricity",
"light",
"heat"
] |
B
|
Relavent Documents:
Document 0:::
In solid-state physics, the valence band and conduction band are the bands closest to the Fermi level, and thus determine the electrical conductivity of the solid. In nonmetals, the valence band is the highest range of electron energies in which electrons are normally present at absolute zero temperature, while the conduction band is the lowest range of vacant electronic states. On a graph of the electronic band structure of a semiconducting material, the valence band is located below the Fermi level, while the conduction band is located above it.
The distinction between the valence and conduction bands is meaningless in metals, because conduction occurs in one or more partially filled bands that take on the properties of both the valence and conduction bands.
Band gap
In semiconductors and insulators the two bands are separated by a band gap, while in conductors the bands overlap. A band gap is an energy range in a solid where no electron states can exist due to the quantization of energy. Within the concept of bands, the energy gap between the valence band and the conduction band is the band gap. Electrical conductivity of non-metals is determined by the susceptibility of electrons to be excited from the valence band to the conduction band.
Electrical conductivity
Semiconductor band structureSee electrical conduction and semiconductor for a more detailed description of band structure.
In solids, the ability of electrons to act as charge carriers depends on the availability of vacant electronic states. This allows the electrons to increase their energy (i.e., accelerate) when an electric field is applied. Similarly, holes (empty states) in the almost filled valence band also allow for conductivity.
As such, the electrical conductivity of a solid depends on its capability to flow electrons from the valence to the conduction band. Hence, in the case of a semimetal with an overlap region, the electrical conductivity is high. If there is a small band gap (Eg),
Document 1:::
In physics, the Wiedemann–Franz law states that the ratio of the electronic contribution of the thermal conductivity (κ) to the electrical conductivity (σ) of a metal is proportional to the temperature (T).
Theoretically, the proportionality constant L, known as the Lorenz number, is equal to
where kB is Boltzmann's constant and e is the elementary charge.
This empirical law is named after Gustav Wiedemann and Rudolph Franz, who in 1853 reported that κ/σ has approximately the same value for different metals at the same temperature. The proportionality of κ/σ with temperature was discovered by Ludvig Lorenz in 1872.
Derivation
Qualitatively, this relationship is based upon the fact that the heat and electrical transport both involve the free electrons in the metal.
The mathematical expression of the law can be derived as following. Electrical conduction of metals is a well-known phenomenon and is attributed to the free conduction electrons, which can be measured as sketched in the figure. The current density j is observed to be proportional to the applied electric field and follows Ohm's law where the prefactor is the specific electrical conductivity. Since the electric field and the current density are vectors Ohm's law is expressed here in bold face. The conductivity can in general be expressed as a tensor of the second rank (3×3 matrix). Here we restrict the discussion to isotropic, i.e. scalar conductivity. The specific resistivity is the inverse of the conductivity. Both parameters will be used in the following.
Drude model derivation
Paul Drude (c. 1900) realized that the phenomenological description of conductivity can be formulated quite generally (electron-, ion-, heat- etc. conductivity). Although the phenomenological description is incorrect for conduction electrons, it can serve as a preliminary treatment.
The assumption is that the electrons move freely in the solid like in an ideal gas. The force applied to the electron by the electric fie
Document 2:::
The conductance quantum, denoted by the symbol , is the quantized unit of electrical conductance. It is defined by the elementary charge e and Planck constant h as:
=
It appears when measuring the conductance of a quantum point contact, and, more generally, is a key component of the Landauer formula, which relates the electrical conductance of a quantum conductor to its quantum properties. It is twice the reciprocal of the von Klitzing constant (2/RK).
Note that the conductance quantum does not mean that the conductance of any system must be an integer multiple of G0. Instead, it describes the conductance of two quantum channels (one channel for spin up and one channel for spin down) if the probability for transmitting an electron that enters the channel is unity, i.e. if transport through the channel is ballistic. If the transmission probability is less than unity, then the conductance of the channel is less than G0. The total conductance of a system is equal to the sum of the conductances of all the parallel quantum channels that make up the system.
Derivation
In a 1D wire, connecting two reservoirs of potential and adiabatically:
The density of states is
where the factor 2 comes from electron spin degeneracy, is the Planck constant, and is the electron velocity.
The voltage is:
where is the electron charge.
The 1D current going across is the current density:
This results in a quantized conductance:
Occurrence
Quantized conductance occurs in wires that are ballistic conductors, when the elastic mean free path is much larger than the length of the wire: . B. J. van Wees et al. first observed the effect in a point contact in 1988. Carbon nanotubes have quantized conductance independent of diameter. The quantum hall effect can be used to precisely measure the conductance quantum value. It also occurs in electrochemistry reactions and in association with the quantum capacitance defines the rate with which electrons are transferred between quant
Document 3:::
The Center for Advancing Electronics Dresden (cfaed) of the Technische Universität Dresden is part of the Excellence Initiative of German universities. The cluster of excellence for microelectronics is funded from 2012 to 2017 by the German Research Community (DFG) and unites about 60 Investigators and their teams from 11 institutions to act jointly towards reaching the Cluster's ambitious aims. The coordinator is Prof. Dr.-Ing. Gerhard Fettweis, Chair of Mobile Communication Systems. The cluster brings together the teams from two universities and several research institutes in Saxony: Technische Universität Dresden, Technische Universität Chemnitz, Helmholtz-Zentrum Dresden-Rossendorf (HZDR), Leibniz Institute for Polymer Research Dresden e.V. (IPF), Leibniz Institute for Solid State and Materials Research Dresden (IFW), Max Planck Institute of Molecular Cell Biology and Genetics (MPI-CBG), Max Planck Institute for the Physics of Complex Systems (MPI-PKS), Nanoelectronics Materials Laboratory gGmbH (NaMLab), Fraunhofer Institute for Electronic Nano Systems (Fraunhofer ENAS), Fraunhofer Institute of Ceramic Technologies and Systems (Fraunhofer IKTS) and Kurt Schwabe Institute for Measuring and Sensor Technology Meinsberg e.V. (KSI). About 300 scientists from more than 20 different countries are working in nine research paths to investigate completely new technologies for electronic information processing which overcome the limits of today's predominant CMOS technology.
Position and institutional building
One of the scientific buildings, as well as the organizational headquarters, of the cfaed is situated in Dresden-Plauen, Würzburger Straße 46. In May 2015, construction works for the new cfaed building commenced at the campus of TU Dresden. The building is due for completion in late 2017 and it will host new laboratories, seminar rooms, and offices.
History
The initial proposal for cfaed as a Cluster of Excellence was submitted to the DFG in August 2011. On July
Document 4:::
The Fermi level of a solid-state body is the thermodynamic work required to add one electron to the body. It is a thermodynamic quantity usually denoted by µ or EF
for brevity. The Fermi level does not include the work required to remove the electron from wherever it came from.
A precise understanding of the Fermi level—how it relates to electronic band structure in determining electronic properties; how it relates to the voltage and flow of charge in an electronic circuit—is essential to an understanding of solid-state physics.
In band structure theory, used in solid state physics to analyze the energy levels in a solid, the Fermi level can be considered to be a hypothetical energy level of an electron, such that at thermodynamic equilibrium this energy level would have a 50% probability of being occupied at any given time.
The position of the Fermi level in relation to the band energy levels is a crucial factor in determining electrical properties.
The Fermi level does not necessarily correspond to an actual energy level (in an insulator the Fermi level lies in the band gap), nor does it require the existence of a band structure.
Nonetheless, the Fermi level is a precisely defined thermodynamic quantity, and differences in Fermi level can be measured simply with a voltmeter.
Voltage measurement
Sometimes it is said that electric currents are driven by differences in electrostatic potential (Galvani potential), but this is not exactly true.
As a counterexample, multi-material devices such as p–n junctions contain internal electrostatic potential differences at equilibrium, yet without any accompanying net current; if a voltmeter is attached to the junction, one simply measures zero volts.
Clearly, the electrostatic potential is not the only factor influencing the flow of charge in a material—Pauli repulsion, carrier concentration gradients, electromagnetic induction, and thermal effects also play an important role.
In fact, the quantity called voltage as measur
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
In order to conduct what, electrons must move from the filled valence band to the empty conduction band where they can move throughout the solid?
A. matter
B. electricity
C. light
D. heat
Answer:
|
|
sciq-2813
|
multiple_choice
|
What are the two factors that affect the pressure of fluids?
|
[
"depth and density",
"viscosity and gravity",
"depth and decrease",
"momentum and density"
] |
A
|
Relavent Documents:
Document 0:::
Transport Phenomena is the first textbook about transport phenomena. It is specifically designed for chemical engineering students. The first edition was published in 1960, two years after having been preliminarily published under the title Notes on Transport Phenomena based on mimeographed notes prepared for a chemical engineering course taught at the University of Wisconsin–Madison during the academic year 1957-1958. The second edition was published in August 2001. A revised second edition was published in 2007. This text is often known simply as BSL after its authors' initials.
History
As the chemical engineering profession developed in the first half of the 20th century, the concept of "unit operations" arose as being needed in the education of undergraduate chemical engineers. The theories of mass, momentum and energy transfer were being taught at that time only to the extent necessary for a narrow range of applications. As chemical engineers began moving into a number of new areas, problem definitions and solutions required a deeper knowledge of the fundamentals of transport phenomena than those provided in the textbooks then available on unit operations.
In the 1950s, R. Byron Bird, Warren E. Stewart and Edwin N. Lightfoot stepped forward to develop an undergraduate course at the University of Wisconsin–Madison to integrate the teaching of fluid flow, heat transfer, and diffusion. From this beginning, they prepared their landmark textbook Transport Phenomena.
Subjects covered in the book
The book is divided into three basic sections, named Momentum Transport, Energy Transport and Mass Transport:
Momentum Transport
Viscosity and the Mechanisms of Momentum Transport
Momentum Balances and Velocity Distributions in Laminar Flow
The Equations of Change for Isothermal Systems
Velocity Distributions in Turbulent Flow
Interphase Transport in Isothermal Systems
Macroscopic Balances for Isothermal Flow Systems
Energy Transport
Thermal Conductivity and the Me
Document 1:::
In fluid mechanics, the force density is the negative gradient of pressure. It has the physical dimensions of force per unit volume. Force density is a vector field representing the flux density of the hydrostatic force within the bulk of a fluid. Force density is represented by the symbol f, and given by the following equation, where p is the pressure:
.
The net force on a differential volume element dV of the fluid is:
Force density acts in different ways which is caused by the boundary conditions. There are stick-slip boundary conditions and stick boundary conditions which affect force density.
In a sphere placed in an arbitrary non-stationary flow field of viscous incompressible fluid for stick boundary conditions where the force density's calculations leads to show the generalisation of Faxen's theorem to force multipole moments of arbitrary order.
In a sphere moving in an incompressible fluid in a non-stationary flow with mixed stick-slip boundary condition where the force of density shows an expression of the Faxén type for the total force, but the total torque and the symmetric force-dipole moment.
The force density at a point in a fluid, divided by the density, is the acceleration of the fluid at that point.
The force density f is defined as the force per unit volume, so that the net force can be calculated by:
.
The force density in an electromagnetic field is given in CGS by:
,
where is the charge density, E is the electric field, J is the current density, c is the speed of light, and B is the magnetic field.
See also
Pressure gradient
Gradient
Document 2:::
Rheometry () generically refers to the experimental techniques used to determine the rheological properties of materials, that is the qualitative and quantitative relationships between stresses and strains and their derivatives. The techniques used are experimental. Rheometry investigates materials in relatively simple flows like steady shear flow, small amplitude oscillatory shear, and extensional flow.
The choice of the adequate experimental technique depends on the rheological property which has to be determined. This can be the steady shear viscosity, the linear viscoelastic properties (complex viscosity respectively elastic modulus), the elongational properties, etc.
For all real materials, the measured property will be a function of the flow conditions during which it is being measured (shear rate, frequency, etc.) even if for some materials this dependence is vanishingly low under given conditions (see Newtonian fluids).
Rheometry is a specific concern for smart fluids such as electrorheological fluids and magnetorheological fluids, as it is the primary method to quantify the useful properties of these materials.
Rheometry is considered useful in the fields of quality control, process control, and industrial process modelling, among others. For some, the techniques, particularly the qualitative rheological trends, can yield the classification of materials based on the main interactions between different possible elementary components and how they qualitatively affect the rheological behavior of the materials. Novel applications of these concepts include measuring cell mechanics in thin layers, especially in drug screening contexts.
Of non-Newtonian fluids
The viscosity of a non-Newtonian fluid is defined by a power law:
where η is the viscosity after shear is applied, η0 is the initial viscosity, γ is the shear rate, and if
, the fluid is shear thinning,
, the fluid is shear thickening,
, the fluid is Newtonian.
In rheometry, shear forces are applied t
Document 3:::
Bernoulli's principle is a key concept in fluid dynamics that relates pressure, speed and height. Bernoulli's principle states that an increase in the speed of a fluid occurs simultaneously with a decrease in static pressure or the fluid's potential energy. The principle is named after the Swiss mathematician and physicist Daniel Bernoulli, who published it in his book Hydrodynamica in 1738. Although Bernoulli deduced that pressure decreases when the flow speed increases, it was Leonhard Euler in 1752 who derived Bernoulli's equation in its usual form.
Bernoulli's principle can be derived from the principle of conservation of energy. This states that, in a steady flow, the sum of all forms of energy in a fluid is the same at all points that are free of viscous forces. This requires that the sum of kinetic energy, potential energy and internal energy remains constant. Thus an increase in the speed of the fluid—implying an increase in its kinetic energy—occurs with a simultaneous decrease in (the sum of) its potential energy (including the static pressure) and internal energy. If the fluid is flowing out of a reservoir, the sum of all forms of energy is the same because in a reservoir the energy per unit volume (the sum of pressure and gravitational potential ) is the same everywhere.
Bernoulli's principle can also be derived directly from Isaac Newton's second Law of Motion. If a small volume of fluid is flowing horizontally from a region of high pressure to a region of low pressure, then there is more pressure behind than in front. This gives a net force on the volume, accelerating it along the streamline.
Fluid particles are subject only to pressure and their own weight. If a fluid is flowing horizontally and along a section of a streamline, where the speed increases it can only be because the fluid on that section has moved from a region of higher pressure to a region of lower pressure; and if its speed decreases, it can only be because it has moved from a reg
Document 4:::
The Knudsen paradox has been observed in experiments of channel flow with varying channel width or equivalently different pressures. If the normalized mass flux through the channel is plotted over the Knudsen number based on the channel width a distinct minimum is observed around . This is a paradoxical behaviour because, based on the Navier–Stokes equations, one would expect the mass flux to decrease with increasing the Knudsen number. The minimum can be understood intuitively by considering the two extreme cases of very small and very large Knudsen number. For very small Kn the viscosity vanishes and a fully developed steady state channel flow shows infinite flux. On the other hand, the particles stop interacting for large Knudsen numbers. Because of the constant acceleration due to the external force, the steady state again will show infinite flux.
See also
Vlasov equation
Fokker–Planck equation
Navier–Stokes equations
Vlasov–Poisson equation
Lattice Boltzmann methods
List of paradoxes
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What are the two factors that affect the pressure of fluids?
A. depth and density
B. viscosity and gravity
C. depth and decrease
D. momentum and density
Answer:
|
|
sciq-8385
|
multiple_choice
|
What are most metal objects made of?
|
[
"bronze",
"aluminum",
"metal alloys",
"tin"
] |
C
|
Relavent Documents:
Document 0:::
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
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:::
can be broadly divided into metals, metalloids, and nonmetals according to their shared physical and chemical properties. All metals have a shiny appearance (at least when freshly polished); are good conductors of heat and electricity; form alloys with other metals; and have at least one basic oxide. Metalloids are metallic-looking brittle solids that are either semiconductors or exist in semiconducting forms, and have amphoteric or weakly acidic oxides. Typical nonmetals have a dull, coloured or colourless appearance; are brittle when solid; are poor conductors of heat and electricity; and have acidic oxides. Most or some elements in each category share a range of other properties; a few elements have properties that are either anomalous given their category, or otherwise extraordinary.
Properties
Metals
Metals appear lustrous (beneath any patina); form mixtures (alloys) when combined with other metals; tend to lose or share electrons when they react with other substances; and each forms at least one predominantly basic oxide.
Most metals are silvery looking, high density, relatively soft and easily deformed solids with good electrical and thermal conductivity, closely packed structures, low ionisation energies and electronegativities, and are found naturally in combined states.
Some metals appear coloured (Cu, Cs, Au), have low densities (e.g. Be, Al) or very high melting points (e.g. W, Nb), are liquids at or near room temperature (e.g. Hg, Ga), are brittle (e.g. Os, Bi), not easily machined (e.g. Ti, Re), or are noble (hard to oxidise, e.g. Au, Pt), or have nonmetallic structures (Mn and Ga are structurally analogous to, respectively, white P and I).
Metals comprise the large majority of the elements, and can be subdivided into several different categories. From left to right in the periodic table, these categories include the highly reactive alkali metals; the less-reactive alkaline earth metals, lanthanides, and radioactive actinides; the archetypal tran
Document 3:::
Major innovations in materials technology
BC
28,000 BC – People wear beads, bracelets, and pendants
14,500 BC – First pottery, made by the Jōmon people of Japan.
6th millennium BC – Copper metallurgy is invented and copper is used for ornamentation (see Pločnik article)
2nd millennium BC – Bronze is used for weapons and armor
16th century BC – The Hittites develop crude iron metallurgy
13th century BC – Invention of steel when iron and charcoal are combined properly
10th century BC – Glass production begins in ancient Near East
1st millennium BC – Pewter beginning to be used in China and Egypt
1000 BC – The Phoenicians introduce dyes made from the purple murex.
3rd century BC – Wootz steel, the first crucible steel, is invented in ancient India
50s BC – Glassblowing techniques flourish in Phoenicia
20s BC – Roman architect Vitruvius describes low-water-content method for mixing concrete
1st millennium
3rd century – Cast iron widely used in Han Dynasty China
300 – Greek alchemist Zomius, summarizing the work of Egyptian alchemists, describes arsenic and lead acetate
4th century – Iron pillar of Delhi is the oldest surviving example of corrosion-resistant steel
8th century – Porcelain is invented in Tang Dynasty China
8th century – Tin-glazing of ceramics invented by Muslim chemists and potters in Basra, Iraq
9th century – Stonepaste ceramics invented in Iraq
900 – First systematic classification of chemical substances appears in the works attributed to Jābir ibn Ḥayyān (Latin: Geber) and in those of the Persian alchemist and physician Abū Bakr al-Rāzī ( 865–925, Latin: Rhazes)
900 – Synthesis of ammonium chloride from organic substances described in the works attributed to Jābir ibn Ḥayyān (Latin: Geber)
900 – Abū Bakr al-Rāzī describes the preparation of plaster of Paris and metallic antimony
9th century – Lustreware appears in Mesopotamia
2nd millennium
1000 – Gunpowder is developed in China
1340 – In Liège, Belgium, the first blast furnaces for the production
Document 4:::
A metalloid is a type of chemical element which has a preponderance of properties in between, or that are a mixture of, those of metals and nonmetals. There is no standard definition of a metalloid and no complete agreement on which elements are metalloids. Despite the lack of specificity, the term remains in use in the literature of chemistry.
The six commonly recognised metalloids are boron, silicon, germanium, arsenic, antimony and tellurium. Five elements are less frequently so classified: carbon, aluminium, selenium, polonium and astatine. On a standard periodic table, all eleven elements are in a diagonal region of the p-block extending from boron at the upper left to astatine at lower right. Some periodic tables include a dividing line between metals and nonmetals, and the metalloids may be found close to this line.
Typical metalloids have a metallic appearance, but they are brittle and only fair conductors of electricity. Chemically, they behave mostly as nonmetals. They can form alloys with metals. Most of their other physical properties and chemical properties are intermediate in nature. Metalloids are usually too brittle to have any structural uses. They and their compounds are used in alloys, biological agents, catalysts, flame retardants, glasses, optical storage and optoelectronics, pyrotechnics, semiconductors, and electronics.
The electrical properties of silicon and germanium enabled the establishment of the semiconductor industry in the 1950s and the development of solid-state electronics from the early 1960s.
The term metalloid originally referred to nonmetals. Its more recent meaning, as a category of elements with intermediate or hybrid properties, became widespread in 1940–1960. Metalloids are sometimes called semimetals, a practice that has been discouraged, as the term semimetal has a different meaning in physics than in chemistry. In physics, it refers to a specific kind of electronic band structure of a substance. In this context, only
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What are most metal objects made of?
A. bronze
B. aluminum
C. metal alloys
D. tin
Answer:
|
|
scienceQA-10319
|
multiple_choice
|
Which organ releases carbon dioxide from the body?
|
[
"heart",
"brain",
"muscles",
"lungs"
] |
D
|
Relavent Documents:
Document 0:::
The control of ventilation is the physiological mechanisms involved in the control of breathing, which is the movement of air into and out of the lungs. Ventilation facilitates respiration. Respiration refers to the utilization of oxygen and balancing of carbon dioxide by the body as a whole, or by individual cells in cellular respiration.
The most important function of breathing is the supplying of oxygen to the body and balancing of the carbon dioxide levels. Under most conditions, the partial pressure of carbon dioxide (PCO2), or concentration of carbon dioxide, controls the respiratory rate.
The peripheral chemoreceptors that detect changes in the levels of oxygen and carbon dioxide are located in the arterial aortic bodies and the carotid bodies. Central chemoreceptors are primarily sensitive to changes in the pH of the blood, (resulting from changes in the levels of carbon dioxide) and they are located on the medulla oblongata near to the medullar respiratory groups of the respiratory center.
Information from the peripheral chemoreceptors is conveyed along nerves to the respiratory groups of the respiratory center. There are four respiratory groups, two in the medulla and two in the pons. The two groups in the pons are known as the pontine respiratory group.
Dorsal respiratory group – in the medulla
Ventral respiratory group – in the medulla
Pneumotaxic center – various nuclei of the pons
Apneustic center – nucleus of the pons
From the respiratory center, the muscles of respiration, in particular the diaphragm, are activated to cause air to move in and out of the lungs.
Control of respiratory rhythm
Ventilatory pattern
Breathing is normally an unconscious, involuntary, automatic process. The pattern of motor stimuli during breathing can be divided into an inhalation stage and an exhalation stage. Inhalation shows a sudden, ramped increase in motor discharge to the respiratory muscles (and the pharyngeal constrictor muscles). Before the end of inh
Document 1:::
In acid base physiology, the Davenport diagram is a graphical tool, developed by Horace W. Davenport, that allows a clinician or investigator to describe blood bicarbonate concentrations and blood pH following a respiratory and/or metabolic acid-base disturbance. The diagram depicts a three-dimensional surface describing all possible states of chemical equilibria between gaseous carbon dioxide, aqueous bicarbonate and aqueous protons at the physiologically complex interface of the alveoli of the lungs and the alveolar capillaries. Although the surface represented in the diagram is experimentally determined, the Davenport diagram is rarely used in the clinical setting, but allows the investigator to envision the effects of physiological changes on blood acid-base chemistry. For clinical use there are two recent innovations: an Acid-Base Diagram which provides Text Descriptions for the abnormalities and a High Altitude Version that provides text descriptions appropriate for the altitude.
Derivation
When a sample of blood is exposed to air, either in the alveoli of the lung or in an in vitro laboratory experiment, carbon dioxide in the air rapidly enters into equilibrium with carbon dioxide derivatives and other species in the aqueous solution. Figure 1 illustrates the most important equilibrium reactions of carbon dioxide in blood relating to acid-base physiology:
Note that in this equation, the HB/B- buffer system represents all non-bicarbonate buffers present in the blood, such as hemoglobin in its various protonated and deprotonated states. Because many different non-bicarbonate buffers are present in human blood, the final equilibrium state reached at any given pCO2 is highly complex and cannot be readily predicted using theory alone. By depicting experimental results, the Davenport diagram provides a simple approach to describing the behavior of this complex system.
Figure 2 shows a Davenport diagram as commonly depicted in textbooks and the literature. To un
Document 2:::
Speech science refers to the study of production, transmission and perception of speech. Speech science involves anatomy, in particular the anatomy of the oro-facial region and neuroanatomy, physiology, and acoustics.
Speech production
The production of speech is a highly complex motor task that involves approximately 100 orofacial, laryngeal, pharyngeal, and respiratory muscles. Precise and expeditious timing of these muscles is essential for the production of temporally complex speech sounds, which are characterized by transitions as short as 10 ms between frequency bands and an average speaking rate of approximately 15 sounds per second. Speech production requires airflow from the lungs (respiration) to be phonated through the vocal folds of the larynx (phonation) and resonated in the vocal cavities shaped by the jaw, soft palate, lips, tongue and other articulators (articulation).
Respiration
Respiration is the physical process of gas exchange between an organism and its environment involving four steps (ventilation, distribution, perfusion and diffusion) and two processes (inspiration and expiration). Respiration can be described as the mechanical process of air flowing into and out of the lungs on the principle of Boyle's law, stating that, as the volume of a container increases, the air pressure will decrease. This relatively negative pressure will cause air to enter the container until the pressure is equalized. During inspiration of air, the diaphragm contracts and the lungs expand drawn by pleurae through surface tension and negative pressure. When the lungs expand, air pressure becomes negative compared to atmospheric pressure and air will flow from the area of higher pressure to fill the lungs. Forced inspiration for speech uses accessory muscles to elevate the rib cage and enlarge the thoracic cavity in the vertical and lateral dimensions. During forced expiration for speech, muscles of the trunk and abdomen reduce the size of the thoracic cavity by
Document 3:::
Exhalation (or expiration) is the flow of the breath out of an organism. In animals, it is the movement of air from the lungs out of the airways, to the external environment during breathing.
This happens due to elastic properties of the lungs, as well as the internal intercostal muscles which lower the rib cage and decrease thoracic volume. As the thoracic diaphragm relaxes during exhalation it causes the tissue it has depressed to rise superiorly and put pressure on the lungs to expel the air. During forced exhalation, as when blowing out a candle, expiratory muscles including the abdominal muscles and internal intercostal muscles generate abdominal and thoracic pressure, which forces air out of the lungs.
Exhaled air is 4% carbon dioxide, a waste product of cellular respiration during the production of energy, which is stored as ATP. Exhalation has a complementary relationship to inhalation which together make up the respiratory cycle of a breath.
Exhalation and gas exchange
The main reason for exhalation is to rid the body of carbon dioxide, which is the waste product of gas exchange in humans. Air is brought into the body through inhalation. During this process air is taken in by the lungs. Diffusion in the alveoli allows for the exchange of O2 into the pulmonary capillaries and the removal of CO2 and other gases from the pulmonary capillaries to be exhaled. In order for the lungs to expel air the diaphragm relaxes, which pushes up on the lungs. The air then flows through the trachea then through the larynx and pharynx to the nasal cavity and oral cavity where it is expelled out of the body. Exhalation takes longer than inhalation and it is believed to facilitate better exchange of gases. Parts of the nervous system help to regulate respiration in humans. The exhaled air is not just carbon dioxide; it contains a mixture of other gases. Human breath contains volatile organic compounds (VOCs). These compounds consist of methanol, isoprene, acetone,
Document 4:::
Several universities have designed interdisciplinary courses with a focus on human biology at the undergraduate level. There is a wide variation in emphasis ranging from business, social studies, public policy, healthcare and pharmaceutical research.
Americas
Human Biology major at Stanford University, Palo Alto (since 1970)
Stanford's Human Biology Program is an undergraduate major; it integrates the natural and social sciences in the study of human beings. It is interdisciplinary and policy-oriented and was founded in 1970 by a group of Stanford faculty (Professors Dornbusch, Ehrlich, Hamburg, Hastorf, Kennedy, Kretchmer, Lederberg, and Pittendrigh). It is a very popular major and alumni have gone to post-graduate education, medical school, law, business and government.
Human and Social Biology (Caribbean)
Human and Social Biology is a Level 4 & 5 subject in the secondary and post-secondary schools in the Caribbean and is optional for the Caribbean Secondary Education Certification (CSEC) which is equivalent to Ordinary Level (O-Level) under the British school system. The syllabus centers on structure and functioning (anatomy, physiology, biochemistry) of human body and the relevance to human health with Caribbean-specific experience. The syllabus is organized under five main sections: Living organisms and the environment, life processes, heredity and variation, disease and its impact on humans, the impact of human activities on the environment.
Human Biology Program at University of Toronto
The University of Toronto offers an undergraduate program in Human Biology that is jointly offered by the Faculty of Arts & Science and the Faculty of Medicine. The program offers several major and specialist options in: human biology, neuroscience, health & disease, global health, and fundamental genetics and its applications.
Asia
BSc (Honours) Human Biology at All India Institute of Medical Sciences, New Delhi (1980–2002)
BSc (honours) Human Biology at AIIMS (New
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which organ releases carbon dioxide from the body?
A. heart
B. brain
C. muscles
D. lungs
Answer:
|
|
ai2_arc-681
|
multiple_choice
|
Many products are made from trees. Which is the best way to manage the use of trees?
|
[
"cut down most of the trees from forests",
"build more lumber mills",
"reduce the amount of recycled paper",
"plant a tree each time one is cut down"
] |
D
|
Relavent Documents:
Document 0:::
Forestry is the science and craft of creating, managing, planting, using, conserving and repairing forests and woodlands for associated resources for human and environmental benefits. Forestry is practiced in plantations and natural stands. The science of forestry has elements that belong to the biological, physical, social, political and managerial sciences. Forest management plays an essential role in the creation and modification of habitats and affects ecosystem services provisioning.
Modern forestry generally embraces a broad range of concerns, in what is known as multiple-use management, including: the provision of timber, fuel wood, wildlife habitat, natural water quality management, recreation, landscape and community protection, employment, aesthetically appealing landscapes, biodiversity management, watershed management, erosion control, and preserving forests as "sinks" for atmospheric carbon dioxide.
Forest ecosystems have come to be seen as the most important component of the biosphere, and forestry has emerged as a vital applied science, craft, and technology. A practitioner of forestry is known as a forester. Another common term is silviculturist. Silviculture is narrower than forestry, being concerned only with forest plants, but is often used synonymously with forestry.
All people depend upon forests and their biodiversity, some more than others. Forestry is an important economic segment in various industrial countries, as forests provide more than 86 million green jobs and support the livelihoods of many more people. For example, in Germany, forests cover nearly a third of the land area, wood is the most important renewable resource, and forestry supports more than a million jobs and about €181 billion of value to the German economy each year.
Worldwide, an estimated 880 million people spend part of their time collecting fuelwood or producing charcoal, many of them women. Human populations tend to be low in areas of low-income countries with hi
Document 1:::
Arboriculture () is the cultivation, management, and study of individual trees, shrubs, vines, and other perennial woody plants. The science of arboriculture studies how these plants grow and respond to cultural practices and to their environment. The practice of arboriculture includes cultural techniques such as selection, planting, training, fertilization, pest and pathogen control, pruning, shaping, and removal.
Overview
A person who practices or studies arboriculture can be termed an arborist or an arboriculturist. A tree surgeon is more typically someone who is trained in the physical maintenance and manipulation of trees and therefore more a part of the arboriculture process rather than an arborist. Risk management, legal issues, and aesthetic considerations have come to play prominent roles in the practice of arboriculture. Businesses often need to hire arboriculturists to complete "tree hazard surveys" and generally manage the trees on-site to fulfill occupational safety and health obligations.
Arboriculture is primarily focused on individual woody plants and trees maintained for permanent landscape and amenity purposes, usually in gardens, parks or other populated settings, by arborists, for the enjoyment, protection, and benefit of people.
Arboricultural matters are also considered to be within the practice of urban forestry yet the clear and separate divisions are not distinct or discreet.
Tree Benefits
Tree benefits are the economic, ecological, social and aesthetic use, function purpose, or services of a tree (or group of trees), in its situational context in the landscape.
Environmental tree benefits
Erosion control and soil retention
Improved water infiltration and percolation
Protection from exposure: windbreak, shade, impact from hail/rainfall
Humidification of the air
Food for decomposers, consumers, and pollinators
Soil health: organic matter accumulation from leaf litter and root exudates (symbiotic microbes)
Ecological habitat
Mod
Document 2:::
In forestry, the optimal rotation age is the growth period required to derive maximum value from a stand of timber. The calculation of this period is specific to each stand and to the economic and sustainability goals of the harvester.
Economically optimum rotation age
In forestry rotation analysis, economically optimum rotation can be defined as “that age of rotation when the harvest of stumpage will generate the maximum revenue or economic yield”. In an economically optimum forest rotation analysis, the decision regarding optimum rotation age is undertake by calculating the maximum net present value. It can be shown as follows:
Revenue (R) = Volume × Price
Cost (C) = Cost of harvesting + handling.
Hence, Profit = Revenue − Cost.
Since the benefit is generated over multiple years, it is necessary to calculate that particular age of harvesting which will generate the maximum revenue. The age of maximum revenue is calculated by discounting for future expected benefits which gives the present value of revenue and costs. From this net present value (NPV) of profit is calculated.
This can be done as follows:
NPV = PVR – PVC
Where PVR is the present value of revenue and PVC is the present value of cost. Rotation will be undertaken where NPV is maximum.
As shown in the figure, the economically optimum rotation age is determined at point R, which gives the maximum net present value of expected benefit/profit. Rotation at any age before or after R will cause the expected benefit/profit to fall.
Biologically optimum rotation age
Biologists use the concept of maximum sustainable yield (MSY) or mean annual increment (MAI), to determine the optimal harvest age of timber. MSY can be defined as “the largest yield that can be harvested which does not deplete the resource (timber) irreparably and which leaves the resource in good shape for future uses”. MAI can be defined as “the average annual increase in volume of individual trees or stands up to the specified point in t
Document 3:::
Forest management is a branch of forestry concerned with overall administrative, legal, economic, and social aspects, as well as scientific and technical aspects, such as silviculture, protection, and forest regulation. This includes management for timber, aesthetics, recreation, urban values, water, wildlife, inland and nearshore fisheries, wood products, plant genetic resources, and other forest resource values. Management objectives can be for conservation, utilisation, or a mixture of the two. Techniques include timber extraction, planting and replanting of different species, building and maintenance of roads and pathways through forests, and preventing fire.
Definition
The forest is a natural system that can supply different products and services. Forests supply water, mitigate climate change, provide habitats for wildlife including many pollinators which are essential for sustainable food production, provide timber and fuelwood, serve as a source of non-wood forest products including food and medicine, and contribute to rural livelihoods.
The working of this system is influenced by the natural environment: climate, topography, soil, etc., and also by human activity. The actions of humans in forests constitute forest management. In developed societies, this management tends to be elaborated and planned in order to achieve the objectives that are considered desirable.
Some forests have been and are managed to obtain traditional forest products such as firewood, fiber for paper, and timber, with little thinking for other products and services. Nevertheless, as a result of the progression of environmental awareness, management of forests for multiple use is becoming more common.
Public input and awareness
There has been increased public awareness of natural resource policy, including forest management. Public concern regarding forest management may have shifted from the extraction of timber for economic development, to maintaining the flow of the range of ec
Document 4:::
Iran's One Billion Tree Planting Project is a government project to plant trees from 2021-2025.
In 2021, the government directed the Minister of Agriculture Jihad, the Natural Resources and Watershed Management Organization, and the Department of Environment to conduct the program.
Iran's water crisis fed doubts about the project's viability.
The program failed.
Goals
Three hundred million trees were to be planted by the government. 250 million saplings were to be produced annually. Project goals include to revitalize natural jungles, to farm trees, to increase urban green space, and to counter sandstorms.
Cultivar
The Northern provinces were to receive crataegus and oak trees . In the west Carpinus betulus (European hornbeams). Central provinces would receive robinia, fraxinus, and persian lilacs. Finally, the Southern provinces would plant eucalyptus and mangrove trees.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Many products are made from trees. Which is the best way to manage the use of trees?
A. cut down most of the trees from forests
B. build more lumber mills
C. reduce the amount of recycled paper
D. plant a tree each time one is cut down
Answer:
|
|
ai2_arc-201
|
multiple_choice
|
Which process in plants is most similar to sexual reproduction in vertebrates?
|
[
"cell division",
"self-pollination",
"cross-pollination",
"seed development"
] |
C
|
Relavent Documents:
Document 0:::
Plant reproduction is the production of new offspring in plants, which can be accomplished by sexual or asexual reproduction. Sexual reproduction produces offspring by the fusion of gametes, resulting in offspring genetically different from either parent. Asexual reproduction produces new individuals without the fusion of gametes, resulting in clonal plants that are genetically identical to the parent plant and each other, unless mutations occur.
Asexual reproduction
Asexual reproduction does not involve the production and fusion of male and female gametes. Asexual reproduction may occur through budding, fragmentation, spore formation, regeneration and vegetative propagation.
Asexual reproduction is a type of reproduction where the offspring comes from one parent only, thus inheriting the characteristics of the parent. Asexual reproduction in plants occurs in two fundamental forms, vegetative reproduction and agamospermy. Vegetative reproduction involves a vegetative piece of the original plant producing new individuals by budding, tillering, etc. and is distinguished from apomixis, which is a replacement of sexual reproduction, and in some cases involves seeds. Apomixis occurs in many plant species such as dandelions (Taraxacum species) and also in some non-plant organisms. For apomixis and similar processes in non-plant organisms, see parthenogenesis.
Natural vegetative reproduction is a process mostly found in perennial plants, and typically involves structural modifications of the stem or roots and in a few species leaves. Most plant species that employ vegetative reproduction do so as a means to perennialize the plants, allowing them to survive from one season to the next and often facilitating their expansion in size. A plant that persists in a location through vegetative reproduction of individuals gives rise to a clonal colony. A single ramet, or apparent individual, of a clonal colony is genetically identical to all others in the same colony. The dist
Document 1:::
Vegetative reproduction (also known as vegetative propagation, vegetative multiplication or cloning) is any form of asexual reproduction occurring in plants in which a new plant grows from a fragment or cutting of the parent plant or specialized reproductive structures, which are sometimes called vegetative propagules.
Many plants naturally reproduce this way, but it can also be induced artificially. Horticulturists have developed asexual propagation techniques that use vegetative propagules to replicate plants. Success rates and difficulty of propagation vary greatly. Monocotyledons typically lack a vascular cambium, making them more challenging to propagate.
Background
Plant propagation is the process of plant reproduction of a species or cultivar, and it can be sexual or asexual. It can happen through the use of vegetative parts of the plants, such as leaves, stems, and roots to produce new plants or through growth from specialized vegetative plant parts.
While many plants reproduce by vegetative reproduction, they rarely exclusively use that method to reproduce. Vegetative reproduction is not evolutionary advantageous; it does not allow for genetic diversity and could lead plants to accumulate deleterious mutations. Vegetative reproduction is favored when it allows plants to produce more offspring per unit of resource than reproduction through seed production. In general, juveniles of a plant are easier to propagate vegetatively.
Although most plants normally reproduce sexually, many can reproduce vegetatively, or can be induced to do so via hormonal treatments. This is because meristematic cells capable of cellular differentiation are present in many plant tissues.
Vegetative propagation is usually considered a cloning method. However, root cuttings of thornless blackberries (Rubus fruticosus) will revert to thorny type because the adventitious shoot develops from a cell that is genetically thorny. Thornless blackberry is a chimera, with the epidermal
Document 2:::
Plant reproductive morphology is the study of the physical form and structure (the morphology) of those parts of plants directly or indirectly concerned with sexual reproduction.
Among all living organisms, flowers, which are the reproductive structures of angiosperms, are the most varied physically and show a correspondingly great diversity in methods of reproduction. Plants that are not flowering plants (green algae, mosses, liverworts, hornworts, ferns and gymnosperms such as conifers) also have complex interplays between morphological adaptation and environmental factors in their sexual reproduction. The breeding system, or how the sperm from one plant fertilizes the ovum of another, depends on the reproductive morphology, and is the single most important determinant of the genetic structure of nonclonal plant populations. Christian Konrad Sprengel (1793) studied the reproduction of flowering plants and for the first time it was understood that the pollination process involved both biotic and abiotic interactions. Charles Darwin's theories of natural selection utilized this work to build his theory of evolution, which includes analysis of the coevolution of flowers and their insect pollinators.
Use of sexual terminology
Plants have complex lifecycles involving alternation of generations. One generation, the sporophyte, gives rise to the next generation, the gametophyte asexually via spores. Spores may be identical isospores or come in different sizes (microspores and megaspores), but strictly speaking, spores and sporophytes are neither male nor female because they do not produce gametes. The alternate generation, the gametophyte, produces gametes, eggs and/or sperm. A gametophyte can be monoicous (bisexual), producing both eggs and sperm, or dioicous (unisexual), either female (producing eggs) or male (producing sperm).
In the bryophytes (liverworts, mosses, and hornworts), the sexual gametophyte is the dominant generation. In ferns and seed plants (inc
Document 3:::
Homogamy is used in biology in four separate senses:
Inbreeding can be referred to as homogamy.
Homogamy refers to the maturation of male and female reproductive organs (of plants) at the same time, which is also known as simultaneous or synchronous hermaphrodism and is the antonym of dichogamy. Many flowers appear to be homogamous but some of these may not be strictly functionally homogamous, because for various reasons male and female reproduction do not completely overlap.
In the daisy family, the flower heads are made up of many small flowers called florets, and are either homogamous or heterogamous. Heterogamous heads are made up of two types of florets, ray florets near the edge and disk florets in the center. Homogamous heads are made up of just one type of floret, either all ray florets or all disk florets.
Homogamy can be used as a form of choosing a mate based on characteristics that are wanted in a sexual partner.
Inbreeding
As opposed to outcrossing or outbreeding, inbreeding is the process by which organisms with common descent come together to mate and eventually procreate. An archetype of inbreeding is self-pollination. When a plant has both anthers and a stigma, the process of inbreeding can occur. Another word for this self-fertilization is autogamy, which is when an anther releases pollen to attach to the stigma on the same plant. Self-pollination is promoted by homogamy. Homogamy is when the anthers and the stigma of a flower are being matured at the same time. The action of self-pollination guides the plant to homozygosity, causing a specific gene to be received from each of the parents leading to the possession of two exact formats of that gene.
Assortative mating
Assortative mating is the choosing of a mate to breed with based on their physical characteristics, phenotypical traits. There are social factors that enhance one's choosing, such as religion, physical traits, and culture. For instance, research has been conducted by sociologists
Document 4:::
In ecology, functional equivalence (or functional redundancy) is the ecological phenomenon that multiple species representing a variety of taxonomic groups can share similar, if not identical, roles in ecosystem functionality (e.g., nitrogen fixers, algae scrapers, scavengers). This phenomenon can apply to both plant and animal taxa. The idea was originally presented in 2005 by Stephen Hubbell, a plant ecologist at the University of Georgia. This idea has led to a new paradigm for species-level classification – organizing species into groups based on functional similarity rather than morphological or evolutionary history. In the natural world, several examples of functional equivalence among different taxa have emerged analogously.
Plant-pollinator relationships
One example of functional equivalence is demonstrated in plant-pollinator relationships, whereby a certain plant species may evolve flower morphology that selects for pollination by a host of taxonomically-unrelated species to provide the same function (fruit production following pollination). For example, the herbaceous plant spiny madwort (Hormathophylla spinosa) grows flowers that are shaped so that taxonomically unrelated pollinators behave almost identically during pollination. From the plant's perspective, each of these pollinators are functionally equivalent and thus are not subjected to specific selective pressures Variation in the shape and structure of both flower and seed morphology can be a source of selective pressure for animal species to evolve a variety of morphological features, yet also provide the same function to the plant.
Plant-animal seed dispersal mechanisms
Plant-animal interactions in terms of seed dispersal are another example of functional equivalence. Evidence has shown that, over the course of millions of years, most plants have maintained evolutionary trait stability in terms of the size and shape of their fruits. However, the animal species that consume and disperse the
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which process in plants is most similar to sexual reproduction in vertebrates?
A. cell division
B. self-pollination
C. cross-pollination
D. seed development
Answer:
|
|
sciq-8441
|
multiple_choice
|
Stomata are the main avenues of transpiration, the evaporative loss of water from what?
|
[
"fruits",
"leaves",
"roots",
"stalks"
] |
B
|
Relavent Documents:
Document 0:::
In botany, a stoma (from Greek στόμα, "mouth", : stomata), also called a stomate (: stomates), is a pore found in the epidermis of leaves, stems, and other organs, that controls the rate of gas exchange. The pore is bordered by a pair of specialized parenchyma cells known as guard cells that regulate the size of the stomatal opening.
The term is usually used collectively to refer to the entire stomatal complex, consisting of the paired guard cells and the pore itself, which is referred to as the stomatal aperture. Air, containing oxygen, which is used in respiration, and carbon dioxide, which is used in photosynthesis, passes through stomata by gaseous diffusion. Water vapour diffuses through the stomata into the atmosphere as part of a process called transpiration.
Stomata are present in the sporophyte generation of all land plant groups except liverworts. In vascular plants the number, size and distribution of stomata varies widely. Dicotyledons usually have more stomata on the lower surface of the leaves than the upper surface. Monocotyledons such as onion, oat and maize may have about the same number of stomata on both leaf surfaces. In plants with floating leaves, stomata may be found only on the upper epidermis and submerged leaves may lack stomata entirely. Most tree species have stomata only on the lower leaf surface. Leaves with stomata on both the upper and lower leaf surfaces are called amphistomatous leaves; leaves with stomata only on the lower surface are hypostomatous, and leaves with stomata only on the upper surface are epistomatous or hyperstomatous. Size varies across species, with end-to-end lengths ranging from 10 to 80 µm and width ranging from a few to 50 µm.
Function
CO2 gain and water loss
Carbon dioxide, a key reactant in photosynthesis, is present in the atmosphere at a concentration of about 400 ppm. Most plants require the stomata to be open during daytime. The air spaces in the leaf are saturated with water vapour, which exits the
Document 1:::
Transpiration is the process of water movement through a plant and its evaporation from aerial parts, such as leaves, stems and flowers. It is a passive process that requires no energy expense by the plant. Transpiration also cools plants, changes osmotic pressure of cells, and enables mass flow of mineral nutrients. When water uptake by the roots is less than the water lost to the atmosphere by evaporation plants close small pores called stomata to decrease water loss, which slows down nutrient uptake and decreases CO2 absorption from the atmosphere limiting metabolic processes, photosynthesis, and growth.
Water and nutrient uptake
Water is necessary for plants but only a small amount of water taken up by the roots is used for growth and metabolism. The remaining 97–99.5% is lost by transpiration and guttation. Water with any dissolved mineral nutrients is absorbed into the roots by osmosis, which travels through the xylem by way of water molecule adhesion and cohesion to the foliage and out small pores called stomata (singular "stoma"). The stomata are bordered by guard cells and their stomatal accessory cells (together known as stomatal complex) that open and close the pore. The cohesion-tension theory explains how leaves pull water through the xylem. Water molecules stick together or exhibit cohesion, as a water molecule evaporates from the surface of the leaf, it pulls on the adjacent water molecule, creating a continuous flow of water through the plant.
Two major factors influence the rate of water flow from the soil to the roots: the hydraulic conductivity of the soil and the magnitude of the pressure gradient through the soil. Both of these factors influence the rate of bulk flow of water moving from the roots to the stomatal pores in the leaves via the xylem. Mass flow of liquid water from the roots to the leaves is driven in part by capillary action, but primarily driven by water potential differences. If the water potential in the ambient air is lowe
Document 2:::
The soil-plant-atmosphere continuum (SPAC) is the pathway for water moving from soil through plants to the atmosphere. Continuum in the description highlights the continuous nature of water connection through the pathway. The low water potential of the atmosphere, and relatively higher (i.e. less negative) water potential inside leaves, leads to a diffusion gradient across the stomatal pores of leaves, drawing water out of the leaves as vapour. As water vapour transpires out of the leaf, further water molecules evaporate off the surface of mesophyll cells to replace the lost molecules since water in the air inside leaves is maintained at saturation vapour pressure. Water lost at the surface of cells is replaced by water from the xylem, which due to the cohesion-tension properties of water in the xylem of plants pulls additional water molecules through the xylem from the roots toward the leaf.
Components
The transport of water along this pathway occurs in components, variously defined among scientific disciplines:
Soil physics characterizes water in soil in terms of tension,
Physiology of plants and animals characterizes water in organisms in terms of diffusion pressure deficit, and
Meteorology uses vapour pressure or relative humidity to characterize atmospheric water.
SPAC integrates these components and is defined as a:
...concept recognising that the field with all its components (soil, plant, animals and the ambient atmosphere taken together) constitutes a physically integrated, dynamic system in which the various flow processes involving energy and matter occur simultaneously and independently like links in the chain.
This characterises the state of water in different components of the SPAC as expressions of the energy level or water potential of each. Modelling of water transport between components relies on SPAC, as do studies of water potential gradients between segments.
See also
Ecohydrology
Evapotranspiration
Hydraulic redistribution; a p
Document 3:::
Guttation is the exudation of drops of xylem sap on the tips or edges of leaves of some vascular plants, such as grasses, and a number of fungi, which are not plants but were previously categorized as such and studied as part of botany.
Process
At night, transpiration usually does not occur, because most plants have their stomata closed. When there is a high soil moisture level, water will enter plant roots, because the water potential of the roots is lower than in the soil solution. The water will accumulate in the plant, creating a slight root pressure. The root pressure forces some water to exude through special leaf tip or edge structures, hydathodes or water glands, forming drops. Root pressure provides the impetus for this flow, rather than transpirational pull. Guttation is most noticeable when transpiration is suppressed and the relative humidity is high, such as during the night.
Guttation formation in fungi is important for visual identification, but the process causing it is unknown. However, due to its association with stages of rapid growth in the life cycle of fungi, it has been hypothesised that during rapid metabolism excess water produced by respiration is exuded.
Chemical content
Guttation fluid may contain a variety of organic and inorganic compounds, mainly sugars, and potassium. On drying, a white crust remains on the leaf surface.
Girolami et al. (2009) found that guttation drops from corn plants germinated from neonicotinoid-coated seeds could contain amounts of insecticide consistently higher than 10 mg/L, and up to 200 mg/L for the neonicotinoid imidacloprid. Concentrations this high are near those of active ingredients applied in field sprays for pest control and sometimes even higher. It was found that when bees consume guttation drops collected from plants grown from neonicotinoid-coated seeds, they die within a few minutes. This phenomenon may be a factor in bee deaths and, consequently, colony collapse disorder.
Nitrogen levels
Document 4:::
In plants, the transpiration stream is the uninterrupted stream of water and solutes which is taken up by the roots and transported via the xylem to the leaves where it evaporates into the air/apoplast-interface of the substomatal cavity. It is driven by capillary action and in some plants by root pressure. The main driving factor is the difference in water potential between the soil and the substomatal cavity caused by transpiration.
Transpiration
Transpiration can be regulated through stomatal closure or opening. It allows for plants to efficiently transport water up to their highest body organs, regulate the temperature of stem and leaves and it allows for upstream signaling such as the dispersal of an apoplastic alkalinization during local oxidative stress.
Summary of water movement:
Soil
Roots and Root Hair
Xylem
Leaves
Stomata
Air
Osmosis
The water passes from the soil to the root by osmosis. The long and thin shape of root hairs maximizes surface area so that more water can enter. There is greater water potential in the soil than in the cytoplasm of the root hair cells. As the cell's surface membrane of the root hair cell is semi-permeable, osmosis can take place; and water passes from the soil to the root hairs.
The next stage in the transpiration stream is water passing into the xylem vessels. The water either goes through the cortex cells (between the root cells and the xylem vessels) or it bypasses them – going through their cell walls.
After this, the water moves up the xylem vessels to the leaves through diffusion: A pressure change between the top and bottom of the vessel. Diffusion takes place because there is a water potential gradient between water in the xylem vessel and the leaf (as water is transpiring out of the leaf). This means that water diffuses up the leaf. There is also a pressure change between the top and bottom of the xylem vessels, due to water loss from the leaves. This reduces the pressure of water at the top of the vessels. T
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Stomata are the main avenues of transpiration, the evaporative loss of water from what?
A. fruits
B. leaves
C. roots
D. stalks
Answer:
|
|
scienceQA-10921
|
multiple_choice
|
Select the vertebrate.
|
[
"redback spider",
"human",
"grasshopper",
"saturn butterfly"
] |
B
|
A saturn butterfly is an insect. Like other insects, a saturn butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton.
Like other spiders, a redback spider is an invertebrate. It does not have a backbone. It has an exoskeleton.
A grasshopper is an insect. Like other insects, a grasshopper is an invertebrate. It does not have a backbone. It has an exoskeleton.
A human is a mammal. Like other mammals, a human is a vertebrate. It has a backbone.
|
Relavent Documents:
Document 0:::
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 1:::
Vertebrate zoology is the biological discipline that consists of the study of Vertebrate animals, i.e., animals with a backbone, such as fish, amphibians, reptiles, birds and mammals. Many natural history museums have departments named Vertebrate Zoology. In some cases whole museums bear this name, e.g. the Museum of Vertebrate Zoology at the University of California, Berkeley.
Subdivisions
This subdivision of zoology has many further subdivisions, including:
Ichthyology - the study of fishes.
Mammalogy - the study of mammals.
Chiropterology - the study of bats.
Primatology - the study of primates.
Ornithology - the study of birds.
Herpetology - the study of reptiles.
Batrachology - the study of amphibians.
These divisions are sometimes further divided into more specific specialties.
Document 2:::
Roshd Biological Education is a quarterly science educational magazine covering recent developments in biology and biology education for a biology teacher Persian -speaking audience. Founded in 1985, it is published by The Teaching Aids Publication Bureau, Organization for Educational Planning and Research, Ministry of Education, Iran. Roshd Biological Education has an editorial board composed of Iranian biologists, experts in biology education, science journalists and biology teachers.
It is read by both biology teachers and students, as a way of launching innovations and new trends in biology education, and helping biology teachers to teach biology in better and more effective ways.
Magazine layout
As of Autumn 2012, the magazine is laid out as follows:
Editorial—often offering a view of point from editor in chief on an educational and/or biological topics.
Explore— New research methods and results on biology and/or education.
World— Reports and explores on biological education worldwide.
In Brief—Summaries of research news and discoveries.
Trends—showing how new technology is altering the way we live our lives.
Point of View—Offering personal commentaries on contemporary topics.
Essay or Interview—often with a pioneer of a biological and/or educational researcher or an influential scientific educational leader.
Muslim Biologists—Short histories of Muslim Biologists.
Environment—An article on Iranian environment and its problems.
News and Reports—Offering short news and reports events on biology education.
In Brief—Short articles explaining interesting facts.
Questions and Answers—Questions about biology concepts and their answers.
Book and periodical Reviews—About new publication on biology and/or education.
Reactions—Letter to the editors.
Editorial staff
Mohammad Karamudini, editor in chief
History
Roshd Biological Education started in 1985 together with many other magazines in other science and art. The first editor was Dr. Nouri-Dalooi, th
Document 3:::
Animals are multicellular eukaryotic organisms in the biological kingdom Animalia. With few exceptions, animals consume organic material, breathe oxygen, are able to move, reproduce sexually, and grow from a hollow sphere of cells, the blastula, during embryonic development. Over 1.5 million living animal species have been described—of which around 1 million are insects—but it has been estimated there are over 7 million in total. Animals range in size from 8.5 millionths of a metre to long and have complex interactions with each other and their environments, forming intricate food webs. The study of animals is called zoology.
Animals may be listed or indexed by many criteria, including taxonomy, status as endangered species, their geographical location, and their portrayal and/or naming in human culture.
By common name
List of animal names (male, female, young, and group)
By aspect
List of common household pests
List of animal sounds
List of animals by number of neurons
By domestication
List of domesticated animals
By eating behaviour
List of herbivorous animals
List of omnivores
List of carnivores
By endangered status
IUCN Red List endangered species (Animalia)
United States Fish and Wildlife Service list of endangered species
By extinction
List of extinct animals
List of extinct birds
List of extinct mammals
List of extinct cetaceans
List of extinct butterflies
By region
Lists of amphibians by region
Lists of birds by region
Lists of mammals by region
Lists of reptiles by region
By individual (real or fictional)
Real
Lists of snakes
List of individual cats
List of oldest cats
List of giant squids
List of individual elephants
List of historical horses
List of leading Thoroughbred racehorses
List of individual apes
List of individual bears
List of giant pandas
List of individual birds
List of individual bovines
List of individual cetaceans
List of individual dogs
List of oldest dogs
List of individual monkeys
List of individual pigs
List of w
Document 4:::
Arachnology is the scientific study of arachnids, which comprise spiders and related invertebrates such as scorpions, pseudoscorpions, and harvestmen. Those who study spiders and other arachnids are arachnologists. More narrowly, the study of spiders alone (order Araneae) is known as araneology.
The word "arachnology" derives from Greek , arachnē, "spider"; and , -logia, "the study of a particular subject".
Arachnology as a science
Arachnologists are primarily responsible for classifying arachnids and studying aspects of their biology. In the popular imagination, they are sometimes referred to as spider experts. Disciplines within arachnology include naming species and determining their evolutionary relationships to one another (taxonomy and systematics), studying how they interact with other members of their species and/or their environment (behavioural ecology), or how they are distributed in different regions and habitats (faunistics). Other arachnologists perform research on the anatomy or physiology of arachnids, including the venom of spiders and scorpions. Others study the impact of spiders in agricultural ecosystems and whether they can be used as biological control agents.
Subdisciplines
Arachnology can be broken down into several specialties, including:
acarology – the study of ticks and mites
araneology – the study of spiders
scorpiology – the study of scorpions
Arachnological societies
Arachnologists are served by a number of scientific societies, both national and international in scope. Their main roles are to encourage the exchange of ideas between researchers, to organise meetings and congresses, and in a number of cases, to publish academic journals. Some are also involved in science outreach programs, such as the European spider of the year, which raise awareness of these animals among the general public.
International
International Society of Arachnology (ISA) website
Africa
African Arachnological Society (AFRAS) website
Asia
Arach
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Select the vertebrate.
A. redback spider
B. human
C. grasshopper
D. saturn butterfly
Answer:
|
scienceQA-4536
|
multiple_choice
|
Select the vertebrate.
|
[
"brown pelican",
"fly",
"banana slug",
"redback spider"
] |
A
|
Like other spiders, a redback spider is an invertebrate. It does not have a backbone. It has an exoskeleton.
A fly is an insect. Like other insects, a fly is an invertebrate. It does not have a backbone. It has an exoskeleton.
A brown pelican is a bird. Like other birds, a brown pelican is a vertebrate. It has a backbone.
Like other slugs, a banana slug is an invertebrate. It does not have a backbone. It has a soft body.
|
Relavent Documents:
Document 0:::
Vertebrate zoology is the biological discipline that consists of the study of Vertebrate animals, i.e., animals with a backbone, such as fish, amphibians, reptiles, birds and mammals. Many natural history museums have departments named Vertebrate Zoology. In some cases whole museums bear this name, e.g. the Museum of Vertebrate Zoology at the University of California, Berkeley.
Subdivisions
This subdivision of zoology has many further subdivisions, including:
Ichthyology - the study of fishes.
Mammalogy - the study of mammals.
Chiropterology - the study of bats.
Primatology - the study of primates.
Ornithology - the study of birds.
Herpetology - the study of reptiles.
Batrachology - the study of amphibians.
These divisions are sometimes further divided into more specific specialties.
Document 1:::
Animals are multicellular, eukaryotic organisms in the biological kingdom Animalia. With few exceptions, animals consume organic material, breathe oxygen, have myocytes and are able to move, can reproduce sexually, and grow from a hollow sphere of cells, the blastula, during embryonic development. As of 2022, 2.16 million living animal species have been described—of which around 1.05 million are insects, over 85,000 are molluscs, and around 65,000 are vertebrates. It has been estimated there are around 7.77 million animal species. Animals range in length from to . They have complex interactions with each other and their environments, forming intricate food webs. The scientific study of animals is known as zoology.
Most living animal species are in Bilateria, a clade whose members have a bilaterally symmetric body plan. The Bilateria include the protostomes, containing animals such as nematodes, arthropods, flatworms, annelids and molluscs, and the deuterostomes, containing the echinoderms and the chordates, the latter including the vertebrates. Life forms interpreted as early animals were present in the Ediacaran biota of the late Precambrian. Many modern animal phyla became clearly established in the fossil record as marine species during the Cambrian explosion, which began around 539 million years ago. 6,331 groups of genes common to all living animals have been identified; these may have arisen from a single common ancestor that lived 650 million years ago.
Historically, Aristotle divided animals into those with blood and those without. Carl Linnaeus created the first hierarchical biological classification for animals in 1758 with his Systema Naturae, which Jean-Baptiste Lamarck expanded into 14 phyla by 1809. In 1874, Ernst Haeckel divided the animal kingdom into the multicellular Metazoa (now synonymous with Animalia) and the Protozoa, single-celled organisms no longer considered animals. In modern times, the biological classification of animals relies on ad
Document 2:::
Animals are multicellular eukaryotic organisms in the biological kingdom Animalia. With few exceptions, animals consume organic material, breathe oxygen, are able to move, reproduce sexually, and grow from a hollow sphere of cells, the blastula, during embryonic development. Over 1.5 million living animal species have been described—of which around 1 million are insects—but it has been estimated there are over 7 million in total. Animals range in size from 8.5 millionths of a metre to long and have complex interactions with each other and their environments, forming intricate food webs. The study of animals is called zoology.
Animals may be listed or indexed by many criteria, including taxonomy, status as endangered species, their geographical location, and their portrayal and/or naming in human culture.
By common name
List of animal names (male, female, young, and group)
By aspect
List of common household pests
List of animal sounds
List of animals by number of neurons
By domestication
List of domesticated animals
By eating behaviour
List of herbivorous animals
List of omnivores
List of carnivores
By endangered status
IUCN Red List endangered species (Animalia)
United States Fish and Wildlife Service list of endangered species
By extinction
List of extinct animals
List of extinct birds
List of extinct mammals
List of extinct cetaceans
List of extinct butterflies
By region
Lists of amphibians by region
Lists of birds by region
Lists of mammals by region
Lists of reptiles by region
By individual (real or fictional)
Real
Lists of snakes
List of individual cats
List of oldest cats
List of giant squids
List of individual elephants
List of historical horses
List of leading Thoroughbred racehorses
List of individual apes
List of individual bears
List of giant pandas
List of individual birds
List of individual bovines
List of individual cetaceans
List of individual dogs
List of oldest dogs
List of individual monkeys
List of individual pigs
List of w
Document 3:::
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
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.
Select the vertebrate.
A. brown pelican
B. fly
C. banana slug
D. redback spider
Answer:
|
scienceQA-6201
|
multiple_choice
|
Select the amphibian below.
|
[
"white stork",
"Galapagos giant tortoise",
"Nile crocodile",
"red-eyed tree frog"
] |
D
|
A Nile crocodile is a reptile. It has scaly, waterproof skin.
Crocodiles hunt their prey in or near water.
A white stork is a bird. It has feathers, two wings, and a beak.
Storks wade in shallow water to look for food. Storks eat fish, insects, worms, and other small animals.
A red-eyed tree frog is an amphibian. It has moist skin and begins its life in water.
A red-eyed tree frog has sticky pads on its toes. The sticky pads help the red-eyed tree frog hold on to leaves.
A Galapagos giant tortoise is a reptile. It has scaly, waterproof skin.
Galapagos tortoises live on the Galapagos Islands in the Pacific Ocean. They can live to be over 150 years old!
|
Relavent Documents:
Document 0:::
AmphibiaWeb is an American non-profit website that provides information about amphibians. It is run by a group of universities working with the California Academy of Sciences: San Francisco State University, the University of California at Berkeley, University of Florida at Gainesville, and University of Texas at Austin.
AmphibiaWeb's goal is to provide a single page for every species of amphibian in the world so research scientists, citizen scientists and conservationists can collaborate. It added its 7000th animal in 2012, a glass frog from Peru. As of 2022, it hosted more than 8,400 species located worldwide.
Beginning
Scientist David Wake founded AmphibiaWeb in 2000. Wake had been inspired by the decline of amphibian populations across the world. He founded it at the Digital Library Project at the University of California at Berkeley in 2000. Wake came to consider AmphibiaWeb part of his legacy.
Uses
AmphibiaWeb provides information to the IUCN, CalPhotos, Encyclopedia of Life and iNaturalist, and the database is cited in scientific publications.
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:::
Batrachology is the branch of zoology concerned with the study of amphibians including frogs and toads, salamanders, newts, and caecilians. It is a sub-discipline of herpetology, which also includes non-avian reptiles (snakes, lizards, amphisbaenids, turtles, terrapins, tortoises, crocodilians, and the tuatara). Batrachologists may study the evolution, ecology, ethology, or anatomy of amphibians.
Amphibians are cold blooded vertebrates largely found in damp habitats although many species have special behavioural adaptations that allow them to live in deserts, trees, underground and in regions with wide seasonal variations in temperature. There are over 7250 species of amphibians.
Notable batrachologists
Jean Marius René Guibé
Gabriel Bibron
Oskar Boettger
George Albert Boulenger
Edward Drinker Cope
François Marie Daudin
Franz Werner
Leszek Berger
Document 3:::
The common frog or grass frog (Rana temporaria), also known as the European common frog, European common brown frog, European grass frog, European Holarctic true frog, European pond frog or European brown frog, is a semi-aquatic amphibian of the family Ranidae, found throughout much of Europe as far north as Scandinavia and as far east as the Urals, except for most of the Iberian Peninsula, southern Italy, and the southern Balkans. The farthest west it can be found is Ireland. It is also found in Asia, and eastward to Japan. The nominative, and most common, subspecies Rana temporaria temporaria is a largely terrestrial frog native to Europe. It is distributed throughout northern Europe and can be found in Ireland, the Isle of Lewis and as far east as Japan.
Common frogs metamorphose through three distinct developmental life stages — aquatic larva, terrestrial juvenile, and adult. They have corpulent bodies with a rounded snout, webbed feet and long hind legs adapted for swimming in water and hopping on land. Common frogs are often confused with the common toad (Bufo bufo), but frogs can easily be distinguished as they have longer legs, hop, and have a moist skin, whereas toads crawl and have a dry 'warty' skin. The spawn of the two species also differs, in that frog spawn is laid in clumps and toad spawn is laid in long strings.
There are 3 subspecies of the common frog, R. t. temporaria, R. t. honnorati and R. t. palvipalmata. R. t. temporaria is the most common subspecies of this frog.
Description
The adult common frog has a body length of . In addition, its back and flanks vary in colour from olive green to grey-brown, brown, olive brown, grey, yellowish and rufous. However, it can lighten and darken its skin to match its surroundings. Some individuals have more unusual colouration—both black and red individuals have been found in Scotland, and albino frogs have been found with yellow skin and red eyes. During the mating season the male common frog tends to tu
Document 4:::
Toughie was the last known living Rabbs' fringe-limbed treefrog. The species, scientifically known as Ecnomiohyla rabborum, is thought to be extinct, as the last specimen—Toughie—died in captivity on September 26, 2016.
Captivity
Toughie was captured as an adult in Panama in 2005, when researchers went on a conservation mission to rescue species from Batrachochytrium dendrobatidis, a fungus deadly to amphibians. Toughie was one of "several dozen" frogs and tadpoles of the same species to be transported back to the United States.
Toughie lived at the Atlanta Botanical Garden in Georgia. At the Garden, he was placed in a special containment area called the "frogPOD", a biosecure enclosure. Visitors to the Garden are not allowed to visit the frogPOD, as it is used to house critically endangered animals. While in captivity at the Garden, Toughie sired tadpoles with a female, but none survived. After the female died, the only other known specimen in the world was a male, leaving Toughie no other options of reproducing. The other male, who lived at the Zoo Atlanta, was euthanized on February 17, 2012, due to health concerns.
Since Toughie was brought in as an adult to the Garden, they do not know his age but estimated that he was at least 12 years old. On December 15, 2014, Toughie was recorded vocalizing again. It was his first known call since being collected as an adult in 2005.
Toughie died on September 26, 2016, at the Garden.
Personal characteristics
Toughie was given his name by Mark Mandica's son Anthony. Mark Mandica was Toughie's caretaker for many years at the Atlanta Botanical Garden.
Toughie did not like to be handled. He would pinch a handler's hand in an attempt to "say 'let me go'", according to handler Leslie Phillips. She continued with, "For me it is incredibly motivating working with the Rabbs' frog. Having him here is a constant reminder of what can potentially happen to other species if we don't continue the conservation work that we do here a
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Select the amphibian below.
A. white stork
B. Galapagos giant tortoise
C. Nile crocodile
D. red-eyed tree frog
Answer:
|
sciq-384
|
multiple_choice
|
What is the process in which organisms reproduce sexually by joining gametes called?
|
[
"migration",
"stimulation",
"fertilization",
"propagation"
] |
C
|
Relavent Documents:
Document 0:::
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 1:::
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 2:::
Sexual reproduction is a type of reproduction that involves a complex life cycle in which a gamete (haploid reproductive cells, such as a sperm or egg cell) with a single set of chromosomes combines with another gamete to produce a zygote that develops into an organism composed of cells with two sets of chromosomes (diploid). This is typical in animals, though the number of chromosome sets and how that number changes in sexual reproduction varies, especially among plants, fungi, and other eukaryotes.
Sexual reproduction is the most common life cycle in multicellular eukaryotes, such as animals, fungi and plants. Sexual reproduction also occurs in some unicellular eukaryotes. Sexual reproduction does not occur in prokaryotes, unicellular organisms without cell nuclei, such as bacteria and archaea. However, some processes in bacteria, including bacterial conjugation, transformation and transduction, may be considered analogous to sexual reproduction in that they incorporate new genetic information. Some proteins and other features that are key for sexual reproduction may have arisen in bacteria, but sexual reproduction is believed to have developed in an ancient eukaryotic ancestor.
In eukaryotes, diploid precursor cells divide to produce haploid cells in a process called meiosis. In meiosis, DNA is replicated to produce a total of four copies of each chromosome. This is followed by two cell divisions to generate haploid gametes. After the DNA is replicated in meiosis, the homologous chromosomes pair up so that their DNA sequences are aligned with each other. During this period before cell divisions, genetic information is exchanged between homologous chromosomes in genetic recombination. Homologous chromosomes contain highly similar but not identical information, and by exchanging similar but not identical regions, genetic recombination increases genetic diversity among future generations.
During sexual reproduction, two haploid gametes combine into one diploid ce
Document 3:::
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 4:::
In biology and genetics, the germline is the population of a multicellular organism's cells that pass on their genetic material to the progeny (offspring). In other words, they are the cells that form the egg, sperm and the fertilised egg. They are usually differentiated to perform this function and segregated in a specific place away from other bodily cells.
As a rule, this passing-on happens via a process of sexual reproduction; typically it is a process that includes systematic changes to the genetic material, changes that arise during recombination, meiosis and fertilization for example. However, there are many exceptions across multicellular organisms, including processes and concepts such as various forms of apomixis, autogamy, automixis, cloning or parthenogenesis. The cells of the germline are called germ cells. For example, gametes such as a sperm and an egg are germ cells. So are the cells that divide to produce gametes, called gametocytes, the cells that produce those, called gametogonia, and all the way back to the zygote, the cell from which an individual develops.
In sexually reproducing organisms, cells that are not in the germline are called somatic cells. According to this view, mutations, recombinations and other genetic changes in the germline may be passed to offspring, but a change in a somatic cell will not be. This need not apply to somatically reproducing organisms, such as some Porifera and many plants. For example, many varieties of citrus, plants in the Rosaceae and some in the Asteraceae, such as Taraxacum, produce seeds apomictically when somatic diploid cells displace the ovule or early embryo.
In an earlier stage of genetic thinking, there was a clear distinction between germline and somatic cells. For example, August Weismann proposed and pointed out, a germline cell is immortal in the sense that it is part of a lineage that has reproduced indefinitely since the beginning of life and, barring accident, could continue doing so indef
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the process in which organisms reproduce sexually by joining gametes called?
A. migration
B. stimulation
C. fertilization
D. propagation
Answer:
|
|
sciq-7717
|
multiple_choice
|
What happens to energy in a closed system?
|
[
"is replicated",
"is destroyed",
"is conserved",
"is wasted"
] |
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:::
Energy flow is the flow of energy through living things within an ecosystem. All living organisms can be organized into producers and consumers, and those producers and consumers can further be organized into a food chain. Each of the levels within the food chain is a trophic level. In order to more efficiently show the quantity of organisms at each trophic level, these food chains are then organized into trophic pyramids. The arrows in the food chain show that the energy flow is unidirectional, with the head of an arrow indicating the direction of energy flow; energy is lost as heat at each step along the way.
The unidirectional flow of energy and the successive loss of energy as it travels up the food web are patterns in energy flow that are governed by thermodynamics, which is the theory of energy exchange between systems. Trophic dynamics relates to thermodynamics because it deals with the transfer and transformation of energy (originating externally from the sun via solar radiation) to and among organisms.
Energetics and the carbon cycle
The first step in energetics is photosynthesis, wherein water and carbon dioxide from the air are taken in with energy from the sun, and are converted into oxygen and glucose. Cellular respiration is the reverse reaction, wherein oxygen and sugar are taken in and release energy as they are converted back into carbon dioxide and water. The carbon dioxide and water produced by respiration can be recycled back into plants.
Energy loss can be measured either by efficiency (how much energy makes it to the next level), or by biomass (how much living material exists at those levels at one point in time, measured by standing crop). Of all the net primary productivity at the producer trophic level, in general only 10% goes to the next level, the primary consumers, then only 10% of that 10% goes on to the next trophic level, and so on up the food pyramid. Ecological efficiency may be anywhere from 5% to 20% depending on how efficient
Document 2:::
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 3:::
An open system is a system that has external interactions. Such interactions can take the form of information, energy, or material transfers into or out of the system boundary, depending on the discipline which defines the concept. An open system is contrasted with the concept of an isolated system which exchanges neither energy, matter, nor information with its environment. An open system is also known as a flow system.
The concept of an open system was formalized within a framework that enabled one to interrelate the theory of the organism, thermodynamics, and evolutionary theory. This concept was expanded upon with the advent of information theory and subsequently systems theory. Today the concept has its applications in the natural and social sciences.
In the natural sciences an open system is one whose border is permeable to both energy and mass. By contrast, a closed system is permeable to energy but not to matter.
The definition of an open system assumes that there are supplies of energy that cannot be depleted; in practice, this energy is supplied from some source in the surrounding environment, which can be treated as infinite for the purposes of study. One type of open system is the radiant energy system, which receives its energy from solar radiation – an energy source that can be regarded as inexhaustible for all practical purposes.
Social sciences
In the social sciences an open system is a process that exchanges material, energy, people, capital and information with its environment. French/Greek philosopher Kostas Axelos argued that seeing the "world system" as inherently open (though unified) would solve many of the problems in the social sciences, including that of praxis (the relation of knowledge to practice), so that various social scientific disciplines would work together rather than create monopolies whereby the world appears only sociological, political, historical, or psychological. Axelos argues that theorizing a closed system contribut
Document 4:::
A closed system is a natural physical system that does not allow transfer of matter in or out of the system, althoughin the contexts of physics, chemistry, engineering, etc.the transfer of energy (e.g. as work or heat) is allowed.
Physics
In classical mechanics
In nonrelativistic classical mechanics, a closed system is a physical system that doesn't exchange any matter with its surroundings, and isn't subject to any net force whose source is external to the system. A closed system in classical mechanics would be equivalent to an isolated system in thermodynamics. Closed systems are often used to limit the factors that can affect the results of a specific problem or experiment.
In thermodynamics
In thermodynamics, a closed system can exchange energy (as heat or work) but not matter, with its surroundings.
An isolated system cannot exchange any heat, work, or matter with the surroundings, while an open system can exchange energy and matter. (This scheme of definition of terms is not uniformly used, though it is convenient for some purposes. In particular, some writers use 'closed system' where 'isolated system' is used here.)
For a simple system, with only one type of particle (atom or molecule), a closed system amounts to a constant number of particles. However, for systems which are undergoing a chemical reaction, there may be all sorts of molecules being generated and destroyed by the reaction process. In this case, the fact that the system is closed is expressed by stating that the total number of each elemental atom is conserved, no matter what kind of molecule it may be a part of. Mathematically:
where is the number of j-type molecules, is the number of atoms of element in molecule and is the total number of atoms of element in the system, which remains constant, since the system is closed. There will be one such equation for each different element in the system.
In thermodynamics, a closed system is important for solving complicated thermodynamic p
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What happens to energy in a closed system?
A. is replicated
B. is destroyed
C. is conserved
D. is wasted
Answer:
|
|
sciq-3549
|
multiple_choice
|
What do marine autotrophs acquire in carbonic acid, its dissolved form?
|
[
"silicon dioxide",
"carbon dioxide",
"chlorine dioxide",
"carbon monoxide"
] |
B
|
Relavent Documents:
Document 0:::
Community respiration (CR) refers to the total amount of carbon-dioxide that is produced by individuals organisms in a given
community, originating from the cellular respiration of organic material. CR is an important ecological index as it dictates the amount
of production for the higher trophic levels and influence biogeochemical cycles.
CR is often used as a proxy for the biological activity of the microbial community.
Overview
The process of cellular respiration is foundational to the ecological index, community respiration (CR). Cellular respiration can be used to explain relationships between heterotrophic organisms and the autotrophic ones they consume. The process of cellular respiration consists of a series of metabolic reactions using biological material produced by autotrophic organisms, such as oxygen () and glucose (C6H12O6) to turn its chemical energy into adenosine triphosphate (ATP) which can then be used in other metabolic reactions to power the organism, creating carbon dioxide () and water () as a by-product.The overall process of cellular respiration can be summarized with, C6H12O6 + 6O2 → 6CO2 + 6H2O + ATP.
The ATP created during cellular respiration is absolutely necessary for a living being to function as it is the 'Energy currency" of the cell and none of the other metabolic functions could be sustained without it. The process of cellular respiration is an essential component of the Carbon Cycle, which tracks the recycling of carbon through the earth and atmosphere in various compounds such as: CO2 ,H2CO3, HCO3- ,C6H12O6 , CH4 to name a few.
The concentration of carbon dioxide in a given area can act as a proxy indicator for metabolic metabolic function of an individual, or individuals in that area. Since the process of cellular respiration consumes oxygen and produces carbon dioxide the amount of carbon dioxide can be used to infer the amount of oxygen used in the environment specifically for metabolic requirements. Since cellular respi
Document 1:::
Dimethylsulfoniopropionate (DMSP), is an organosulfur compound with the formula (CH3)2S+CH2CH2COO−. This zwitterionic metabolite can be found in marine phytoplankton, seaweeds, and some species of terrestrial and aquatic vascular plants. It functions as an osmolyte as well as several other physiological and environmental roles have also been identified. DMSP was first identified in the marine red alga Polysiphonia fastigiata.
Biosynthesis
In higher plants, DMSP is biosynthesized from S-methylmethionine. Two intermediates in this conversion are dimethylsulfoniumpropylamine and dimethylsulfoniumpropionaldehyde. In algae, however, the biosynthesis starts with the replacement of the amino group in methionine by hydroxide.
Degradation
DMSP is broken down by marine microbes to form two major volatile sulfur products, each with distinct effects on the environment. One of its breakdown products is methanethiol (CH3SH), which is assimilated by bacteria into protein sulfur. Another volatile breakdown product is dimethyl sulfide (CH3SCH3; DMS). There is evidence that DMS in seawater can be produced by cleavage of dissolved (extracellular) DMSP by the enzyme DMSP-lyase, although many non-marine species of bacteria convert methanethiol to DMS.
DMS is also taken up by marine bacteria, but not as rapidly as methanethiol. Although DMS usually consists of less than 25% of the volatile breakdown products of DMSP, the high reactivity of methanethiol makes the steady-state DMS concentrations in seawater approximately 10 times those of methanethiol (~3 nM vs. ~0.3 nM). Curiously, there have never been any published correlations between the concentrations of DMS and methanethiol. This is probably due to the non-linear abiotic and microbial uptake of methanethiol in seawater, and the comparatively low reactivity of DMS. However, a significant portion of DMS in seawater is oxidized to dimethyl sulfoxide (DMSO).
Relevant to global climate, DMS is thought to play a role in the Earth's
Document 2:::
Coccolithophores, or coccolithophorids, are single-celled organisms which are part of the phytoplankton, the autotrophic (self-feeding) component of the plankton community. They form a group of about 200 species, and belong either to the kingdom Protista, according to Robert Whittaker's five-kingdom system, or clade Hacrobia, according to a newer biological classification system. Within the Hacrobia, the coccolithophores are in the phylum or division Haptophyta, class Prymnesiophyceae (or Coccolithophyceae). Coccolithophores are almost exclusively marine, are photosynthetic, and exist in large numbers throughout the sunlight zone of the ocean.
Coccolithophores are the most productive calcifying organisms on the planet, covering themselves with a calcium carbonate shell called a coccosphere. However, the reasons they calcify remains elusive. One key function may be that the coccosphere offers protection against microzooplankton predation, which is one of the main causes of phytoplankton death in the ocean.
Coccolithophores are ecologically important, and biogeochemically they play significant roles in the marine biological pump and the carbon cycle. Depending on habitat, they can produce up to 40 percent of the local marine primary production. They are of particular interest to those studying global climate change because, as ocean acidity increases, their coccoliths may become even more important as a carbon sink. Management strategies are being employed to prevent eutrophication-related coccolithophore blooms, as these blooms lead to a decrease in nutrient flow to lower levels of the ocean.
The most abundant species of coccolithophore, Emiliania huxleyi, belongs to the order Isochrysidales and family Noëlaerhabdaceae. It is found in temperate, subtropical, and tropical oceans. This makes E. huxleyi an important part of the planktonic base of a large proportion of marine food webs. It is also the fastest growing coccolithophore in laboratory cultures. It is studi
Document 3:::
In biochemistry, chemosynthesis is the biological conversion of one or more carbon-containing molecules (usually carbon dioxide or methane) and nutrients into organic matter using the oxidation of inorganic compounds (e.g., hydrogen gas, hydrogen sulfide) or ferrous ions as a source of energy, rather than sunlight, as in photosynthesis. Chemoautotrophs, organisms that obtain carbon from carbon dioxide through chemosynthesis, are phylogenetically diverse. Groups that include conspicuous or biogeochemically important taxa include the sulfur-oxidizing Gammaproteobacteria, the Campylobacterota, the Aquificota, the methanogenic archaea, and the neutrophilic iron-oxidizing bacteria.
Many microorganisms in dark regions of the oceans use chemosynthesis to produce biomass from single-carbon molecules. Two categories can be distinguished. In the rare sites where hydrogen molecules (H2) are available, the energy available from the reaction between CO2 and H2 (leading to production of methane, CH4) can be large enough to drive the production of biomass. Alternatively, in most oceanic environments, energy for chemosynthesis derives from reactions in which substances such as hydrogen sulfide or ammonia are oxidized. This may occur with or without the presence of oxygen.
Many chemosynthetic microorganisms are consumed by other organisms in the ocean, and symbiotic associations between chemosynthesizers and respiring heterotrophs are quite common. Large populations of animals can be supported by chemosynthetic secondary production at hydrothermal vents, methane clathrates, cold seeps, whale falls, and isolated cave water.
It has been hypothesized that anaerobic chemosynthesis may support life below the surface of Mars, Jupiter's moon Europa, and other planets. Chemosynthesis may have also been the first type of metabolism that evolved on Earth, leading the way for cellular respiration and photosynthesis to develop later.
Hydrogen sulfide chemosynthesis process
Giant tube worms
Document 4:::
Colleen Marie Cavanaugh is an American academic microbiologist best known for her studies of hydrothermal vent ecosystems. As of 2002, she is the Edward C. Jeffrey Professor of Biology in the Department of Organismic and Evolutionary Biology at Harvard University and is affiliated with the Marine Biological Laboratory and the Woods Hole Oceanographic Institution. Cavanaugh was the first to propose that the deep-sea giant tube worm, Riftia pachyptila, obtains its food from bacteria living within its cells, an insight which she had as a graduate student at Harvard. Significantly, she made the connection that these chemoautotrophic bacteria were able to play this role through their use of chemosynthesis, the biological oxidation of inorganic compounds (e.g., hydrogen sulfide) to synthesize organic matter from very simple carbon-containing molecules, thus allowing organisms such as the bacteria (and dependent organisms such as tube worms) to exist in deep ocean without sunlight.
Early life and education
Cavanaugh was born in Detroit, Michigan, in 1953.
Cavanaugh received her undergraduate degree from the University of Michigan in 1977, where she initially studied music but ultimately majored in ecology. She says her life changed direction in her sophomore year when she heard about a course in marine ecology at the oceanographic center in Woods Hole, Massachusetts. There, her work involved wading out into chilly waters to study the mating habits of horseshoe crabs, and she described herself as "[falling] in love" with the relaxed camaraderie and exchange of ideas between biologists, geologists, and scientists from other disciplines. Cavanaugh took a Marine Ecology course as an undergraduate offered by the University of Michigan, stayed in Woods Hole afterwards (as her car needed repair) looking for a job, and ultimately replaced a "no show" in a Boston University undergraduate research program, which returned her to work with local horseshoe crabs.
Cavanaugh then move
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What do marine autotrophs acquire in carbonic acid, its dissolved form?
A. silicon dioxide
B. carbon dioxide
C. chlorine dioxide
D. carbon monoxide
Answer:
|
|
sciq-5163
|
multiple_choice
|
Where is the potential energy of a river the highest at?
|
[
"the middle",
"the ocean",
"the source",
"the bank"
] |
C
|
Relavent Documents:
Document 0:::
A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field.
Overview
The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion.
With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies.
Example programs
The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University.
A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes
Document 1:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 2:::
The STEM (Science, Technology, Engineering, and Mathematics) pipeline is a critical infrastructure for fostering the development of future scientists, engineers, and problem solvers. It's the educational and career pathway that guides individuals from early childhood through to advanced research and innovation in STEM-related fields.
Description
The "pipeline" metaphor is based on the idea that having sufficient graduates requires both having sufficient input of students at the beginning of their studies, and retaining these students through completion of their academic program. The STEM pipeline is a key component of workplace diversity and of workforce development that ensures sufficient qualified candidates are available to fill scientific and technical positions.
The STEM pipeline was promoted in the United States from the 1970s onwards, as “the push for STEM (science, technology, engineering, and mathematics) education appears to have grown from a concern for the low number of future professionals to fill STEM jobs and careers and economic and educational competitiveness.”
Today, this metaphor is commonly used to describe retention problems in STEM fields, called “leaks” in the pipeline. For example, the White House reported in 2012 that 80% of minority groups and women who enroll in a STEM field switch to a non-STEM field or drop out during their undergraduate education. These leaks often vary by field, gender, ethnic and racial identity, socioeconomic background, and other factors, drawing attention to structural inequities involved in STEM education and careers.
Current efforts
The STEM pipeline concept is a useful tool for programs aiming at increasing the total number of graduates, and is especially important in efforts to increase the number of underrepresented minorities and women in STEM fields. Using STEM methodology, educational policymakers can examine the quantity and retention of students at all stages of the K–12 educational process and beyo
Document 3:::
Tech City College (Formerly STEM Academy) is a free school sixth form located in the Islington area of the London Borough of Islington, England.
It originally opened in September 2013, as STEM Academy Tech City and specialised in Science, Technology, Engineering and Maths (STEM) and the Creative Application of Maths and Science. In September 2015, STEM Academy joined the Aspirations Academy Trust was renamed Tech City College. Tech City College offers A-levels and BTECs as programmes of study for students.
Document 4:::
The Science, Technology, Engineering and Mathematics Network or STEMNET is an educational charity in the United Kingdom that seeks to encourage participation at school and college in science and engineering-related subjects (science, technology, engineering, and mathematics) and (eventually) work.
History
It is based at Woolgate Exchange near Moorgate tube station in London and was established in 1996. The chief executive is Kirsten Bodley. The STEMNET offices are housed within the Engineering Council.
Function
Its chief aim is to interest children in science, technology, engineering and mathematics. Primary school children can start to have an interest in these subjects, leading secondary school pupils to choose science A levels, which will lead to a science career. It supports the After School Science and Engineering Clubs at schools. There are also nine regional Science Learning Centres.
STEM ambassadors
To promote STEM subjects and encourage young people to take up jobs in these areas, STEMNET have around 30,000 ambassadors across the UK. these come from a wide selection of the STEM industries and include TV personalities like Rob Bell.
Funding
STEMNET used to receive funding from the Department for Education and Skills. Since June 2007, it receives funding from the Department for Children, Schools and Families and Department for Innovation, Universities and Skills, since STEMNET sits on the chronological dividing point (age 16) of both of the new departments.
See also
The WISE Campaign
Engineering and Physical Sciences Research Council
National Centre for Excellence in Teaching Mathematics
Association for Science Education
Glossary of areas of mathematics
Glossary of astronomy
Glossary of biology
Glossary of chemistry
Glossary of engineering
Glossary of physics
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Where is the potential energy of a river the highest at?
A. the middle
B. the ocean
C. the source
D. the bank
Answer:
|
|
sciq-961
|
multiple_choice
|
Which type of substance is considered a proton donor in a reaction?
|
[
"oxygen",
"acid",
"carbon",
"base"
] |
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:::
Advanced Placement (AP) Physics B was a physics course administered by the College Board as part of its Advanced Placement program. It was equivalent to a year-long introductory university course covering Newtonian mechanics, electromagnetism, fluid mechanics, thermal physics, waves, optics, and modern physics. The course was algebra-based and heavily computational; in 2015, it was replaced by the more concept-focused AP Physics 1 and AP Physics 2.
Exam
The exam consisted of a 70 MCQ section, followed by a 6-7 FRQ section. Each section was 90 minutes and was worth 50% of the final score. The MCQ section banned calculators, while the FRQ allowed calculators and a list of common formulas. Overall, the exam was configured to approximately cover a set percentage of each of the five target categories:
Purpose
According to the College Board web site, the Physics B course provided "a foundation in physics for students in the life sciences, a pre medical career path, and some applied sciences, as well as other fields not directly related to science."
Discontinuation
Starting in the 2014–2015 school year, AP Physics B was no longer offered, and AP Physics 1 and AP Physics 2 took its place. Like AP Physics B, both are algebra-based, and both are designed to be taught as year-long courses.
Grade distribution
The grade distributions for the Physics B scores from 2010 until its discontinuation in 2014 are as follows:
Document 2:::
There are four Advanced Placement (AP) Physics courses administered by the College Board as part of its Advanced Placement program: the algebra-based Physics 1 and Physics 2 and the calculus-based Physics C: Mechanics and Physics C: Electricity and Magnetism. All are intended to be at the college level. Each AP Physics course has an exam for which high-performing students may receive credit toward their college coursework.
AP Physics 1 and 2
AP Physics 1 and AP Physics 2 were introduced in 2015, replacing AP Physics B. The courses were designed to emphasize critical thinking and reasoning as well as learning through inquiry. They are algebra-based and do not require any calculus knowledge.
AP Physics 1
AP Physics 1 covers Newtonian mechanics, including:
Unit 1: Kinematics
Unit 2: Dynamics
Unit 3: Circular Motion and Gravitation
Unit 4: Energy
Unit 5: Momentum
Unit 6: Simple Harmonic Motion
Unit 7: Torque and Rotational Motion
Until 2020, the course also covered topics in electricity (including Coulomb's Law and resistive DC circuits), mechanical waves, and sound. These units were removed because they are included in AP Physics 2.
AP Physics 2
AP Physics 2 covers the following topics:
Unit 1: Fluids
Unit 2: Thermodynamics
Unit 3: Electric Force, Field, and Potential
Unit 4: Electric Circuits
Unit 5: Magnetism and Electromagnetic Induction
Unit 6: Geometric and Physical Optics
Unit 7: Quantum, Atomic, and Nuclear Physics
AP Physics C
From 1969 to 1972, AP Physics C was a single course with a single exam that covered all standard introductory university physics topics, including mechanics, fluids, electricity and magnetism, optics, and modern physics. In 1973, the College Board split the course into AP Physics C: Mechanics and AP Physics C: Electricity and Magnetism. The exam was also split into two separate 90-minute tests, each equivalent to a semester-length calculus-based college course. Until 2006, both exams could be taken for a single
Document 3:::
Electron-rich is jargon that is used in multiple related meanings with either or both kinetic and thermodynamic implications:
with regards to electron-transfer, electron-rich species have low ionization energy and/or are reducing agents. Tetrakis(dimethylamino)ethylene is an electron-rich alkene because, unlike ethylene, it forms isolable radical cation. In contrast, electron-poor alkene tetracyanoethylene is an electron acceptor, forming isolable anions.
with regards to acid-base reactions, electron-rich species have high pKa's and react with weak Lewis acids.
with regards to nucleophilic substitution reactions, electron-rich species are relatively strong nucleophiles, as judged by rates of attack by electrophiles. For example, compared to benzene, pyrrole is more rapidly attacked by electrophiles. Pyrrole is therefore considered to be an electron-rich aromatic ring. Similarly, benzene derivatives with electron-donating groups (EDGs) are attacked by electrophiles faster than in benzene. The electron-donating vs electron-withdrawing influence of various functional groups have been extensively parameterized in linear free energy relationships.
with regards to Lewis acidity, electron-rich species are strong Lewis bases.
See also
Electron-withdrawing group
Document 4:::
Advanced Placement (AP) Physics 1 is a year-long introductory physics course administered by the College Board as part of its Advanced Placement program. It is intended to proxy a one-semester algebra-based university course in mechanics. Along with AP Physics 2, the first AP Physics 1 exam was administered in 2015.
In its first five years, AP Physics 1 covered forces and motion, conservation laws, waves, and electricity. As of 2021, AP Physics 1 includes mechanics topics only.
History
The heavily computational AP Physics B course served for four decades as the College Board's algebra-based offering. As part of the College Board's redesign of science courses, AP Physics B was discontinued; therefore, AP Physics 1 and 2 were created with guidance from the National Research Council and the National Science Foundation. The course covers material of a first-semester university undergraduate physics course offered at American universities that use best practices of physics pedagogy. The first AP Physics 1 classes had begun in the 2014–2015 school year, with the first AP exams administered in May 2015.
Curriculum
AP Physics 1 is an algebra-based, introductory college-level physics course that includes mechanics topics such as motion, force, momentum, energy, harmonic motion, and rotation; The College Board published a curriculum framework that includes seven big ideas on which the AP Physics 1 and 2 courses are based, along with "enduring understandings" students are expected to acquire within each of the big ideas.:
Questions for the exam are constructed with direct reference to items in the curriculum framework. Student understanding of each topic is tested with reference to multiple skills—that is, questions require students to use quantitative, semi-quantitative, qualitative, and experimental reasoning in each content area.
Exam
Science Practices Assessed
Multiple Choice and Free Response Sections of the AP® Physics 1 exam are also assessed on scientific prac
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which type of substance is considered a proton donor in a reaction?
A. oxygen
B. acid
C. carbon
D. base
Answer:
|
|
sciq-3641
|
multiple_choice
|
A phase diagram plots temperature and what else?
|
[
"pressure",
"movement",
"power",
"friction"
] |
A
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
A continuous cooling transformation (CCT) phase diagram is often used when heat treating steel. These diagrams are used to represent which types of phase changes will occur in a material as it is cooled at different rates. These diagrams are often more useful than time-temperature-transformation diagrams because it is more convenient to cool materials at a certain rate (temperature-variable cooling), than to cool quickly and hold at a certain temperature (isothermal cooling).
Types of continuous cooling diagrams
There are two types of continuous cooling diagrams drawn for practical purposes.
Type 1: This is the plot beginning with the transformation start point, cooling with a specific transformation fraction and ending with a transformation finish temperature for all products against transformation time for each cooling curve.
Type 2: This is the plot beginning with the transformation start point, cooling with specific transformation fraction and ending with a transformation finish temperature for all products against cooling rate or bar diameter of the specimen for each type of cooling medium..
See also
Isothermal transformation
Phase diagram
Document 2:::
Thermofluids is a branch of science and engineering encompassing four intersecting fields:
Heat transfer
Thermodynamics
Fluid mechanics
Combustion
The term is a combination of "thermo", referring to heat, and "fluids", which refers to liquids, gases and vapors. Temperature, pressure, equations of state, and transport laws all play an important role in thermofluid problems. Phase transition and chemical reactions may also be important in a thermofluid context. The subject is sometimes also referred to as "thermal fluids".
Heat transfer
Heat transfer is a discipline of thermal engineering that concerns the transfer of thermal energy from one physical system to another. Heat transfer is classified into various mechanisms, such as heat conduction, convection, thermal radiation, and phase-change transfer. Engineers also consider the transfer of mass of differing chemical species, either cold or hot, to achieve heat transfer.
Sections include :
Energy transfer by heat, work and mass
Laws of thermodynamics
Entropy
Refrigeration Techniques
Properties and nature of pure substances
Applications
Engineering : Predicting and analysing the performance of machines
Thermodynamics
Thermodynamics is the science of energy conversion involving heat and other forms of energy, most notably mechanical work. It studies and interrelates the macroscopic variables, such as temperature, volume and pressure, which describe physical, thermodynamic systems.
Fluid mechanics
Fluid Mechanics the study of the physical forces at work during fluid flow. Fluid mechanics can be divided into fluid kinematics, the study of fluid motion, and fluid kinetics, the study of the effect of forces on fluid motion. Fluid mechanics can further be divided into fluid statics, the study of fluids at rest, and fluid dynamics, the study of fluids in motion. Some of its more interesting concepts include momentum and reactive forces in fluid flow and fluid machinery theory and performance.
Sections include:
Flu
Document 3:::
A phase diagram in physical chemistry, engineering, mineralogy, and materials science is a type of chart used to show conditions (pressure, temperature, volume, etc.) at which thermodynamically distinct phases (such as solid, liquid or gaseous states) occur and coexist at equilibrium.
Overview
Common components of a phase diagram are lines of equilibrium or phase boundaries, which refer to lines that mark conditions under which multiple phases can coexist at equilibrium. Phase transitions occur along lines of equilibrium. Metastable phases are not shown in phase diagrams as, despite their common occurrence, they are not equilibrium phases.
Triple points are points on phase diagrams where lines of equilibrium intersect. Triple points mark conditions at which three different phases can coexist. For example, the water phase diagram has a triple point corresponding to the single temperature and pressure at which solid, liquid, and gaseous water can coexist in a stable equilibrium ( and a partial vapor pressure of ). The pressure on a pressure-temperature diagram (such as the water phase diagram shown) is the partial pressure of the substance in question.
The solidus is the temperature below which the substance is stable in the solid state. The liquidus is the temperature above which the substance is stable in a liquid state. There may be a gap between the solidus and liquidus; within the gap, the substance consists of a mixture of crystals and liquid (like a "slurry").
Working fluids are often categorized on the basis of the shape of their phase diagram.
Types
2-dimensional diagrams
Pressure vs temperature
The simplest phase diagrams are pressure–temperature diagrams of a single simple substance, such as water. The axes correspond to the pressure and temperature. The phase diagram shows, in pressure–temperature space, the lines of equilibrium or phase boundaries between the three phases of solid, liquid, and gas.
The curves on the phase diagram show the po
Document 4:::
Engineering Equation Solver (EES) is a commercial software package used for solution of systems of simultaneous non-linear equations. It provides many useful specialized functions and equations for the solution of thermodynamics and heat transfer problems, making it a useful and widely used program for mechanical engineers working in these fields. EES stores thermodynamic properties, which eliminates iterative problem solving by hand through the use of code that calls properties at the specified thermodynamic properties. EES performs the iterative solving, eliminating the tedious and time-consuming task of acquiring thermodynamic properties with its built-in functions.
EES also includes parametric tables that allow the user to compare a number of variables at a time. Parametric tables can also be used to generate plots. EES can also integrate, both as a command in code and in tables. EES also provides optimization tools that minimize or maximize a chosen variable by varying a number of other variables. Lookup tables can be created to store information that can be accessed by a call in the code. EES code allows the user to input equations in any order and obtain a solution, but also can contain if-then statements, which can also be nested within each other to create if-then-else statements. Users can write functions for use in their code, and also procedures, which are functions with multiple outputs.
Adjusting the preferences allows the user choose a unit system, specify stop criteria, including the number of iterations, and also enable/disable unit checking and recommending units, among other options. Users can also specify guess values and variable limits to aid the iterative solving process and help EES quickly and successfully find a solution.
The program is developed by F-Chart Software, a commercial spin-off of Prof Sanford A Klein from Department of Mechanical Engineering
University of Wisconsin-Madison.
EES is included as attached software for a number
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
A phase diagram plots temperature and what else?
A. pressure
B. movement
C. power
D. friction
Answer:
|
|
sciq-2925
|
multiple_choice
|
What is the interaction of waves with other waves called?
|
[
"wave interference",
"wave induction",
"wave mixing",
"wave dancing"
] |
A
|
Relavent Documents:
Document 0:::
Wave loading is most commonly the application of a pulsed or wavelike load to a material or object. This is most commonly used in the analysis of piping, ships, or building structures which experience wind, water, or seismic disturbances.
Examples of wave loading
Offshore storms and pipes: As large waves pass over shallowly buried pipes, water pressure increases above it. As the trough approaches, pressure over the pipe drops and this sudden and repeated variation in pressure can break pipes. The difference in pressure for a wave with wave height of about 10 m would be equivalent to one atmosphere (101.3 kPa or 14.7 psi) pressure variation between crest and trough and repeated fluctuations over pipes in relatively shallow environments could set up resonance vibrations within pipes or structures and cause problems.
Engineering oil platforms: The effects of wave-loading are a serious issue for engineers designing oil platforms, which must contend with the effects of wave loading, and have devised a number of algorithms to do so.
Document 1:::
A crest point on a wave is the maximum value of upward displacement within a cycle. A crest is a point on a surface wave where the displacement of the medium is at a maximum. A trough is the opposite of a crest, so the minimum or lowest point in a cycle.
When the crests and troughs of two sine waves of equal amplitude and frequency intersect or collide, while being in phase with each other, the result is called constructive interference and the magnitudes double (above and below the line). When in antiphase – 180° out of phase – the result is destructive interference: the resulting wave is the undisturbed line having zero amplitude.
See also
Crest factor
Superposition principle
Wave
Document 2:::
In continuum mechanics, wave turbulence is a set of nonlinear waves deviated far from thermal equilibrium. Such a state is usually accompanied by dissipation. It is either decaying turbulence or requires an external source of energy to sustain it. Examples are waves on a fluid surface excited by winds or ships, and waves in plasma excited by electromagnetic waves etc.
Appearance
External sources by some resonant mechanism usually excite waves with frequencies and wavelengths in some narrow interval. For example, shaking a container with frequency ω excites surface waves
with frequency ω/2 (parametric resonance, discovered by Michael Faraday).
When wave amplitudes are small – which usually means that the wave is far from breaking – only those waves exist that are directly excited by an external source.
When, however, wave amplitudes are not very small (for surface waves: when the fluid surface is inclined by more than few degrees) waves with different frequencies start to interact. That leads to an excitation of waves with frequencies and wavelengths in wide intervals, not necessarily in resonance with an external source. In experiments with high shaking amplitudes one initially observes waves that are in resonance with one another. Thereafter, both longer and shorter waves appear as a result of wave interaction. The appearance of shorter waves is referred to as a direct cascade while longer waves are part of an inverse cascade of wave turbulence.
Statistical wave turbulence and discrete wave turbulence
Two generic types of wave turbulence should be distinguished: statistical wave turbulence (SWT) and discrete wave turbulence (DWT).
In SWT theory exact and quasi-resonances are omitted, which allows using some statistical assumptions and describing the wave system by kinetic equations and their stationary solutions – the approach developed by Vladimir E. Zakharov. These solutions are called Kolmogorov–Zakharov (KZ) energy spectra and have the form k−α, with k t
Document 3:::
In fluid dynamics, wave setup is the increase in mean water level due to the presence of breaking waves. Similarly, wave setdown is a wave-induced decrease of the mean water level before the waves break (during the shoaling process). For short, the whole phenomenon is often denoted as wave setup, including both increase and decrease of mean elevation. This setup is primarily present in and near the coastal surf zone. Besides a spatial variation in the (mean) wave setup, also a variation in time may be present – known as surf beat – causing infragravity wave radiation.
Wave setup can be mathematically modeled by considering the variation in radiation stress. Radiation stress is the tensor of excess horizontal-momentum fluxes due to the presence of the waves.
In and near the coastal surf zone
As a progressive wave approaches shore and the water depth decreases, the wave height increases due to wave shoaling. As a result, there is additional wave-induced flux of horizontal momentum. The horizontal momentum equations of the mean flow requires this additional wave-induced flux to be balanced: this causes a decrease in the mean water level before the waves break, called a "setdown".
After the waves break, the wave energy flux is no longer constant, but decreasing due to energy dissipation. The radiation stress therefore decreases after the break point, causing a free surface level increase to balance: wave setup. Both of the above descriptions are specifically for beaches with mild bed slope.
Wave setup is particularly of concern during storm events, when the effects of big waves generated by wind from the storm are able to increase the mean sea level (by wave setup), enhancing the risks of damage to coastal infrastructure.
Wave setup value
The radiation stress pushes the water towards the coast, and is then pushed up, causing an increase in the water level. At a given moment, that increase is such
that its hydrostratic pressure is equal to the radiation stress. Fr
Document 4:::
A 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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the interaction of waves with other waves called?
A. wave interference
B. wave induction
C. wave mixing
D. wave dancing
Answer:
|
|
sciq-6226
|
multiple_choice
|
What are the things moving under the earth's mantle that move the crust?
|
[
"plates",
"ridges",
"lava channels",
"crystals"
] |
A
|
Relavent Documents:
Document 0:::
The core–mantle boundary (CMB) of Earth lies between the planet's silicate mantle and its liquid iron–nickel outer core, at a depth of below Earth's surface. The boundary is observed via the discontinuity in seismic wave velocities at that depth due to the differences between the acoustic impedances of the solid mantle and the molten outer core. P-wave velocities are much slower in the outer core than in the deep mantle while S-waves do not exist at all in the liquid portion of the core. Recent evidence suggests a distinct boundary layer directly above the CMB possibly made of a novel phase of the basic perovskite mineralogy of the deep mantle named post-perovskite. Seismic tomography studies have shown significant irregularities within the boundary zone and appear to be dominated by the African and Pacific Large Low-Shear-Velocity Provinces (LLSVP).
The uppermost section of the outer core is thought to be about 500–1,800 K hotter than the overlying mantle, creating a thermal boundary layer. The boundary is thought to harbor topography, much like Earth's surface, that is supported by solid-state convection within the overlying mantle. Variations in the thermal properties of the core-mantle boundary may affect how the outer core's iron-rich fluids flow, which are ultimately responsible for Earth's magnetic field.
The D″ region
The approx. 200 km thick layer of the lower mantle directly above the boundary is referred to as the D″ region ("D double-prime" or "D prime prime") and is sometimes included in discussions regarding the core–mantle boundary zone. The D″ name originates from geophysicist Keith Bullen's designations for the Earth's layers. His system was to label each layer alphabetically, A through G, with the crust as 'A' and the inner core as 'G'. In his 1942 publication of his model, the entire lower mantle was the D layer. In 1949, Bullen found his 'D' layer to actually be two different layers. The upper part of the D layer, about 1800 km thick, was r
Document 1:::
Mantle convection is the very slow creeping motion of Earth's solid silicate mantle as convection currents carry heat from the interior to the planet's surface.
The Earth's surface lithosphere rides atop the asthenosphere and the two form the components of the upper mantle. The lithosphere is divided into a number of tectonic plates that are continuously being created or consumed at plate boundaries. Accretion occurs as mantle is added to the growing edges of a plate, associated with seafloor spreading. Upwelling beneath the spreading centers is a shallow, rising component of mantle convection and in most cases not directly linked to the global mantle upwelling. The hot material added at spreading centers cools down by conduction and convection of heat as it moves away from the spreading centers. At the consumption edges of the plate, the material has thermally contracted to become dense, and it sinks under its own weight in the process of subduction usually at an ocean trench. Subduction is the descending component of mantle convection.
This subducted material sinks through the Earth's interior. Some subducted material appears to reach the lower mantle, while in other regions, this material is impeded from sinking further, possibly due to a phase transition from spinel to silicate perovskite and magnesiowustite, an endothermic reaction.
The subducted oceanic crust triggers volcanism, although the basic mechanisms are varied. Volcanism may occur due to processes that add buoyancy to partially melted mantle, which would cause upward flow of the partial melt due to decrease in its density. Secondary convection may cause surface volcanism as a consequence of intraplate extension and mantle plumes. In 1993 it was suggested that inhomogeneities in D" layer have some impact on mantle convection.
Mantle convection causes tectonic plates to move around the Earth's surface.
Types of convection
During the late 20th century, there was significant debate within the geo
Document 2:::
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 3:::
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
Document 4:::
In geodynamics lower crustal flow is the mainly lateral movement of material within the lower part of the continental crust by a ductile flow mechanism. It is thought to be an important process during both continental collision and continental break-up.
Rheology
The tendency of the lower crust to flow is controlled by its rheology. Ductile flow in the lower crust is assumed to be controlled by the deformation of quartz and/or plagioclase feldspar as its composition is thought to be granodioritic to dioritic. With normal thickness continental crust and a normal geothermal gradient, the lower crust, below the brittle–ductile transition zone, exhibits ductile flow behaviour under geological strain rates. Factors that can vary this behaviour include: water content, thickness, heat flow and strain-rate.
Collisional belts
In some areas of continental collision, the lower part of the thickened crust that results is interpreted to flow laterally, such as in the Tibetan plateau, and the Altiplano in the Bolivian Andes.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What are the things moving under the earth's mantle that move the crust?
A. plates
B. ridges
C. lava channels
D. crystals
Answer:
|
|
sciq-777
|
multiple_choice
|
What is the process in which a liquid changes to a solid?
|
[
"freezing",
"condensation",
"melting",
"boiling"
] |
A
|
Relavent Documents:
Document 0:::
In materials science, liquefaction is a process that generates a liquid from a solid or a gas or that generates a non-liquid phase which behaves in accordance with fluid dynamics.
It occurs both naturally and artificially. As an example of the latter, a "major commercial application of liquefaction is the liquefaction of air to allow separation of the constituents, such as oxygen, nitrogen, and the noble gases." Another is the conversion of solid coal into a liquid form usable as a substitute for liquid fuels.
Geology
In geology, soil liquefaction refers to the process by which water-saturated, unconsolidated sediments are transformed into a substance that acts like a liquid, often in an earthquake. Soil liquefaction was blamed for building collapses in the city of Palu, Indonesia in October 2018.
In a related phenomenon, liquefaction of bulk materials in cargo ships may cause a dangerous shift in the load.
Physics and chemistry
In physics and chemistry, the phase transitions from solid and gas to liquid (melting and condensation, respectively) may be referred to as liquefaction. The melting point (sometimes called liquefaction point) is the temperature and pressure at which a solid becomes a liquid. In commercial and industrial situations, the process of condensing a gas to liquid is sometimes referred to as liquefaction of gases.
Coal
Coal liquefaction is the production of liquid fuels from coal using a variety of industrial processes.
Dissolution
Liquefaction is also used in commercial and industrial settings to refer to mechanical dissolution of a solid by mixing, grinding or blending with a liquid.
Food preparation
In kitchen or laboratory settings, solids may be chopped into smaller parts sometimes in combination with a liquid, for example in food preparation or laboratory use. This may be done with a blender, or liquidiser in British English.
Irradiation
Liquefaction of silica and silicate glasses occurs on electron beam irradiation of nanos
Document 1:::
Physical changes are changes affecting the form of a chemical substance, but not its chemical composition. Physical changes are used to separate mixtures into their component compounds, but can not usually be used to separate compounds into chemical elements or simpler compounds.
Physical changes occur when objects or substances undergo a change that does not change their chemical composition. This contrasts with the concept of chemical change in which the composition of a substance changes or one or more substances combine or break up to form new substances. In general a physical change is reversible using physical means. For example, salt dissolved in water can be recovered by allowing the water to evaporate.
A physical change involves a change in physical properties. Examples of physical properties include melting, transition to a gas, change of strength, change of durability, changes to crystal form, textural change, shape, size, color, volume and density.
An example of a physical change is the process of tempering steel to form a knife blade. A steel blank is repeatedly heated and hammered which changes the hardness of the steel, its flexibility and its ability to maintain a sharp edge.
Many physical changes also involve the rearrangement of atoms most noticeably in the formation of crystals. Many chemical changes are irreversible, and many physical changes are reversible, but reversibility is not a certain criterion for classification. Although chemical changes may be recognized by an indication such as odor, color change, or production of a gas, every one of these indicators can result from physical change.
Examples
Heating and cooling
Many elements and some compounds change from solids to liquids and from liquids to gases when heated and the reverse when cooled. Some substances such as iodine and carbon dioxide go directly from solid to gas in a process called sublimation.
Magnetism
Ferro-magnetic materials can become magnetic. The process is reve
Document 2:::
Sorption is a physical and chemical process by which one substance becomes attached to another. Specific cases of sorption are treated in the following articles:
Absorption "the incorporation of a substance in one state into another of a different state" (e.g., liquids being absorbed by a solid or gases being absorbed by a liquid);
Adsorption The physical adherence or bonding of ions and molecules onto the surface of another phase (e.g., reagents adsorbed to a solid catalyst surface);
Ion exchange An exchange of ions between two electrolytes or between an electrolyte solution and a complex.
The reverse of sorption is desorption.
Sorption rate
The adsorption and absorption rate of a diluted solute in gas or liquid solution to a surface or interface can be calculated using Fick's laws of diffusion.
See also
Sorption isotherm
Document 3:::
Deposition is the phase transition in which gas transforms into solid without passing through the liquid phase. Deposition is a thermodynamic process. The reverse of deposition is sublimation and hence sometimes deposition is called desublimation.
Applications
Examples
One example of deposition is the process by which, in sub-freezing air, water vapour changes directly to ice without first becoming a liquid. This is how frost and hoar frost form on the ground or other surfaces. Another example is when frost forms on a leaf. For deposition to occur, thermal energy must be removed from a gas. When the air becomes cold enough, water vapour in the air surrounding the leaf loses enough thermal energy to change into a solid. Even though the air temperature may be below the dew point, the water vapour may not be able to condense spontaneously if there is no way to remove the latent heat. When the leaf is introduced, the supercooled water vapour immediately begins to condense, but by this point is already past the freezing point. This causes the water vapour to change directly into a solid.
Another example is the soot that is deposited on the walls of chimneys. Soot molecules rise from the fire in a hot and gaseous state. When they come into contact with the walls they cool, and change to the solid state, without formation of the liquid state. The process is made use of industrially in combustion chemical vapour deposition.
Industrial applications
There is an industrial coatings process, known as evaporative deposition, whereby a solid material is heated to the gaseous state in a low-pressure chamber, the gas molecules travel across the chamber space and then deposit to the solid state on a target surface, forming a smooth and thin layer on the target surface. Again, the molecules do not go through an intermediate liquid state when going from the gas to the solid. See also physical vapor deposition, which is a class of processes used to deposit thin films of various
Document 4:::
Spherification is a culinary process that employs sodium alginate and either calcium chloride or calcium glucate lactate to shape a liquid into squishy spheres. which visually and texturally resemble roe. The technique was documented by Unilever in the 1950s and brought to the modernist cuisine by the creative team at El Bulli under the direction of chefs Ferran Adrià and Albert Adrià.
Preparation
There are two main methods for creating such spheres, which differ based on the calcium content of the liquid product to be spherified.
Basic spherification
For flavored liquids (such as fruit juices) containing no calcium, the liquid is thoroughly mixed with a small quantity of powdered sodium alginate, then dripped into a bowl filled with a cold solution of calcium chloride, or other soluble calcium salt.
Just as a teaspoonful of water dropped into a bowl of vegetable oil forms a little bubble of water in the oil, each drop of the alginated liquid tends to form into a small sphere in the calcium solution. Then, during a reaction time of a few seconds to a few minutes, the calcium solution causes the outer layer of each alginated liquid sphere to form a thin, flexible skin. The resulting "popping boba" or artificial "caviar" balls are rinsed then in water and saved for later use in food or beverages.
Reverse spherification
Reverse spherification, for use with substances that contain calcium (e.g. milk) or have high acid/alcohol content, requires dripping the substance (containing calcium lactate or calcium lactate gluconate) into a bath of alginate and distilled water.
A more recent technique is frozen reverse spherification, which involves pre-freezing spheres containing calcium lactate gluconate and then submerging them in the sodium alginate bath.
Basic and reverse spherification methods give much the same result: a sphere of liquid held by a thin gel membrane, texturally similar to roe. However, with the basic method the membrane will continue to thicken unt
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the process in which a liquid changes to a solid?
A. freezing
B. condensation
C. melting
D. boiling
Answer:
|
|
sciq-8427
|
multiple_choice
|
What is the quantity of force multiplied by the time it is applied called?
|
[
"gravity",
"impulse",
"velocity",
"density"
] |
B
|
Relavent Documents:
Document 0:::
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 1:::
In classical mechanics, impulse (symbolized by or Imp) is the change in momentum of an object. If the initial momentum of an object is , and a subsequent momentum is , the object has received an impulse :
Momentum is a vector quantity, so impulse is also a vector quantity.
Newton’s second law of motion states that the rate of change of momentum of an object is equal to the resultant force acting on the object:
so the impulse delivered by a steady force acting for time Δt is:
The impulse delivered by a varying force is the integral of the force with respect to time:
The SI unit of impulse is the newton second (N⋅s), and the dimensionally equivalent unit of momentum is the kilogram metre per second (kg⋅m/s). The corresponding English engineering unit is the pound-second (lbf⋅s), and in the British Gravitational System, the unit is the slug-foot per second (slug⋅ft/s).
Mathematical derivation in the case of an object of constant mass
Impulse produced from time to is defined to be
where is the resultant force applied from to .
From Newton's second law, force is related to momentum by
Therefore,
where is the change in linear momentum from time to . This is often called the impulse-momentum theorem (analogous to the work-energy theorem).
As a result, an impulse may also be regarded as the change in momentum of an object to which a resultant force is applied. The impulse may be expressed in a simpler form when the mass is constant:
where
is the resultant force applied,
and are times when the impulse begins and ends, respectively,
is the mass of the object,
is the final velocity of the object at the end of the time interval, and
is the initial velocity of the object when the time interval begins.
Impulse has the same units and dimensions as momentum. In the International System of Units, these are . In English engineering units, they are .
The term "impulse" is also used to refer to a fast-acting force or impact. This type of impulse is o
Document 2:::
Velocity is the speed in combination with the direction of motion of an object. Velocity is a fundamental concept in kinematics, the branch of classical mechanics that describes the motion of bodies.
Velocity is a physical vector quantity: both magnitude and direction are needed to define it. The scalar absolute value (magnitude) of velocity is called , being a coherent derived unit whose quantity is measured in the SI (metric system) as metres per second (m/s or m⋅s−1). For example, "5 metres per second" is a scalar, whereas "5 metres per second east" is a vector. If there is a change in speed, direction or both, then the object is said to be undergoing an acceleration.
Constant velocity vs acceleration
To have a constant velocity, an object must have a constant speed in a constant direction. Constant direction constrains the object to motion in a straight path thus, a constant velocity means motion in a straight line at a constant speed.
For example, a car moving at a constant 20 kilometres per hour in a circular path has a constant speed, but does not have a constant velocity because its direction changes. Hence, the car is considered to be undergoing an acceleration.
Difference between speed and velocity
While the terms speed and velocity are often colloquially used interchangeably to connote how fast an object is moving, in scientific terms they are different. Speed, the scalar magnitude of a velocity vector, denotes only how fast an object is moving, while velocity indicates both an objects speed and direction.
Equation of motion
Average velocity
Velocity is defined as the rate of change of position with respect to time, which may also be referred to as the instantaneous velocity to emphasize the distinction from the average velocity. In some applications the average velocity of an object might be needed, that is to say, the constant velocity that would provide the same resultant displacement as a variable velocity in the same time interval, , over some
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 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.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the quantity of force multiplied by the time it is applied called?
A. gravity
B. impulse
C. velocity
D. density
Answer:
|
|
sciq-7220
|
multiple_choice
|
Glycolysis oxidizes glucose to two molecules of pyruvate?
|
[
"N/A - see below",
"glucose",
"N/A - see below",
"N/A - see below"
] |
B
|
Relavent Documents:
Document 0:::
Ethanol fermentation, also called alcoholic fermentation, is a biological process which converts sugars such as glucose, fructose, and sucrose into cellular energy, producing ethanol and carbon dioxide as by-products. Because yeasts perform this conversion in the absence of oxygen, alcoholic fermentation is considered an anaerobic process. It also takes place in some species of fish (including goldfish and carp) where (along with lactic acid fermentation) it provides energy when oxygen is scarce.
Ethanol fermentation is the basis for alcoholic beverages, ethanol fuel and bread dough rising.
Biochemical process of fermentation of sucrose
The chemical equations below summarize the fermentation of sucrose (C12H22O11) into ethanol (C2H5OH). Alcoholic fermentation converts one mole of glucose into two moles of ethanol and two moles of carbon dioxide, producing two moles of ATP in the process.
C6H12O6 → 2 C2H5OH + 2 CO2
Sucrose is a sugar composed of a glucose linked to a fructose. In the first step of alcoholic fermentation, the enzyme invertase cleaves the glycosidic linkage between the glucose and fructose molecules.
C12H22O11 + H2O + invertase → 2 C6H12O6
Next, each glucose molecule is broken down into two pyruvate molecules in a process known as glycolysis. Glycolysis is summarized by the equation:
C6H12O6 + 2 ADP + 2 Pi + 2 NAD+ → 2 CH3COCOO− + 2 ATP + 2 NADH + 2 H2O + 2 H+
CH3COCOO− is pyruvate, and Pi is inorganic phosphate. Finally, pyruvate is converted to ethanol and CO2 in two steps, regenerating oxidized NAD+ needed for glycolysis:
1. CH3COCOO− + H+ → CH3CHO + CO2
catalyzed by pyruvate decarboxylase
2. CH3CHO + NADH + H+ → C2H5OH + NAD+
This reaction is catalyzed by alcohol dehydrogenase (ADH1 in baker's yeast).
Document 1:::
GRE Subject Biochemistry, Cell and Molecular Biology was a standardized exam provided by ETS (Educational Testing Service) that was discontinued in December 2016. It is a paper-based exam and there are no computer-based versions of it. ETS places this exam three times per year: once in April, once in October and once in November. Some graduate programs in the United States recommend taking this exam, while others require this exam score as a part of the application to their graduate programs. ETS sends a bulletin with a sample practice test to each candidate after registration for the exam. There are 180 questions within the biochemistry subject test.
Scores are scaled and then reported as a number between 200 and 990; however, in recent versions of the test, the maximum and minimum reported scores have been 760 (corresponding to the 99 percentile) and 320 (1 percentile) respectively. The mean score for all test takers from July, 2009, to July, 2012, was 526 with a standard deviation of 95.
After learning that test content from editions of the GRE® Biochemistry, Cell and Molecular Biology (BCM) Test has been compromised in Israel, ETS made the decision not to administer this test worldwide in 2016–17.
Content specification
Since many students who apply to graduate programs in biochemistry do so during the first half of their fourth year, the scope of most questions is largely that of the first three years of a standard American undergraduate biochemistry curriculum. A sampling of test item content is given below:
Biochemistry (36%)
A Chemical and Physical Foundations
Thermodynamics and kinetics
Redox states
Water, pH, acid-base reactions and buffers
Solutions and equilibria
Solute-solvent interactions
Chemical interactions and bonding
Chemical reaction mechanisms
B Structural Biology: Structure, Assembly, Organization and Dynamics
Small molecules
Macromolecules (e.g., nucleic acids, polysaccharides, proteins and complex lipids)
Supramolecular complexes (e.g.
Document 2:::
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 3:::
Cellular respiration is the process by which biological fuels are oxidized in the presence of an inorganic electron acceptor, such as oxygen, to drive the bulk production of adenosine triphosphate (ATP), which contains energy. Cellular respiration may be described as a set of metabolic reactions and processes that take place in the cells of organisms to convert chemical energy from nutrients into ATP, and then release waste products.
Cellular respiration is a vital process that happens in the cells of living organisms, including humans, plants, and animals. It's how cells produce energy to power all the activities necessary for life.
The reactions involved in respiration are catabolic reactions, which break large molecules into smaller ones, producing large amounts of energy (ATP). Respiration is one of the key ways a cell releases chemical energy to fuel cellular activity. The overall reaction occurs in a series of biochemical steps, some of which are redox reactions. Although cellular respiration is technically a combustion reaction, it is an unusual one because of the slow, controlled release of energy from the series of reactions.
Nutrients that are commonly used by animal and plant cells in respiration include sugar, amino acids and fatty acids, and the most common oxidizing agent is molecular oxygen (O2). The chemical energy stored in ATP (the bond of its third phosphate group to the rest of the molecule can be broken allowing more stable products to form, thereby releasing energy for use by the cell) can then be used to drive processes requiring energy, including biosynthesis, locomotion or transportation of molecules across cell membranes.
Aerobic respiration
Aerobic respiration requires oxygen (O2) in order to create ATP. Although carbohydrates, fats and proteins are consumed as reactants, aerobic respiration is the preferred method of pyruvate production in glycolysis, and requires pyruvate to the mitochondria in order to be fully oxidized by the c
Document 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Glycolysis oxidizes glucose to two molecules of pyruvate?
A. N/A - see below
B. glucose
C. N/A - see below
D. N/A - see below
Answer:
|
|
ai2_arc-115
|
multiple_choice
|
When a finger is cut and bleeds, platelets and plasma proteins move to the cut to stop the bleeding. As these move to the cut, this stimulates more platelets and proteins to move to the cut to stop the bleeding. What type of mechanism is being illustrated?
|
[
"negative feedback",
"positive feedback",
"regulatory feedback",
"stimulation feedback"
] |
B
|
Relavent Documents:
Document 0:::
Vascular recruitment is the increase in the number of perfused capillaries in response to a stimulus. I.e., the more you exercise regularly, the more oxygen can reach your muscles.
Vascular recruitment may also be called capillary recruitment.
Vascular recruitment in skeletal muscle
The term «vascular recruitment» or «capillary recruitment» usually refers to the increase in the number perfused capillaries in skeletal muscle in response to a stimulus. The most important stimulus in humans is regular exercise. Vascular recruitment in skeletal muscle is thought to enhance the capillary surface area for oxygen exchange and decrease the oxygen diffusion distance.
Other stimuli are possible. Insulin can act as a stimulus for vascular recruitment in skeletal muscle. This process may also improve glucose delivery to skeletal muscle by increasing the surface area for diffusion. That insulin can act in this way has been proposed based on increases in limb blood flow and skeletal muscle blood volume which occurred after hyperinsulinemia.
The exact extent of capillary recruitment in intact skeletal muscle in response to regular exercise or insulin is unknown, because non-invasive measurement techniques are not yet extremely precise.
Being overweight or obese may negatively interfere with vascular recruitment in skeletal muscle.
Vascular recruitment in the lung
Vascular recruitment in the lung (i.e., in the pulmonary microcirculation) may be noteworthy to healthcare professionals in emergency medicine, because it may increase evidence of lung injury, and increase pulmonary capillary protein leak.
Vascular recruitment in the brain
Vascular recruitment in the brain is thought to lead to new capillaries and increase the cerebral blood flow.
Controversy
The existence of vascular recruitment in response to a stimulus has been disputed by some researchers. However, most researchers accept that vascular recruitment exists.
Document 1:::
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
Document 2:::
Animal models of stroke are procedures undertaken in animals (including non-human primates) intending to provoke pathophysiological states that are similar to those of human stroke to study basic processes or potential therapeutic interventions in this disease. Aim is the extension of the knowledge on and/or the improvement of medical treatment of human stroke.
Classification by cause
The term stroke subsumes cerebrovascular disorders of different etiologies, featuring diverse pathophysiological processes. Thus, for each stroke etiology one or more animal models have been developed:
Animal models of ischemic stroke
Animal models of intracerebral hemorrhage
Animal models of subarachnoid hemorrhage and cerebral vasospasm
Animal models of sinus vein thrombosis
Transferability of animal results to human stroke
Although multiple therapies have proven to be effective in animals, only very few have done so in human patients. Reasons for this are (Dirnagl 1999):
Side effects: Many highly potent neuroprotective drugs display side effects which inhibit the application of effective doses in patients (e.g. MK-801)
Delay: Whereas in animal studies the time of incidence onset is known and therapy can be started early, patients often present with delay and unclear time of symptom onset
“Age and associated illnesses: Most experimental studies are conducted on healthy, young animals under rigorously controlled laboratory conditions. However, the typical stroke patient is elderly with numerous risk factors and complicating diseases (for example, diabetes, hypertension and heart diseases)” (Dirnagl 1999)
Morphological and functional differences between the brain of humans and animals: Although the basic mechanisms of stroke are identical between humans and other mammals, there are differences.
Evaluation of efficacy: In animals, treatment effects are mostly measured as a reduction of lesion volume, whereas in human studies functional evaluation (which reflects the severity of disabi
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:::
Hemodynamics or haemodynamics are the dynamics of blood flow. The circulatory system is controlled by homeostatic mechanisms of autoregulation, just as hydraulic circuits are controlled by control systems. The hemodynamic response continuously monitors and adjusts to conditions in the body and its environment. Hemodynamics explains the physical laws that govern the flow of blood in the blood vessels.
Blood flow ensures the transportation of nutrients, hormones, metabolic waste products, oxygen, and carbon dioxide throughout the body to maintain cell-level metabolism, the regulation of the pH, osmotic pressure and temperature of the whole body, and the protection from microbial and mechanical harm.
Blood is a non-Newtonian fluid, and is most efficiently studied using rheology rather than hydrodynamics. Because blood vessels are not rigid tubes, classic hydrodynamics and fluids mechanics based on the use of classical viscometers are not capable of explaining haemodynamics.
The study of the blood flow is called hemodynamics, and the study of the properties of the blood flow is called hemorheology.
Blood
Blood is a complex liquid. Blood is composed of plasma and formed elements. The plasma contains 91.5% water, 7% proteins and 1.5% other solutes. The formed elements are platelets, white blood cells, and red blood cells. The presence of these formed elements and their interaction with plasma molecules are the main reasons why blood differs so much from ideal Newtonian fluids.
Viscosity of plasma
Normal blood plasma behaves like a Newtonian fluid at physiological rates of shear. Typical values for the viscosity of normal human plasma at 37 °C is 1.4 mN·s/m2. The viscosity of normal plasma varies with temperature in the same way as does that of its solvent water; a 5 °C increase of temperature in the physiological range reduces plasma viscosity by about 10%.
Osmotic pressure of plasma
The osmotic pressure of solution is determined by the number of particles present
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
When a finger is cut and bleeds, platelets and plasma proteins move to the cut to stop the bleeding. As these move to the cut, this stimulates more platelets and proteins to move to the cut to stop the bleeding. What type of mechanism is being illustrated?
A. negative feedback
B. positive feedback
C. regulatory feedback
D. stimulation feedback
Answer:
|
|
sciq-11083
|
multiple_choice
|
Although what biochemicals circulate throughout the body and come into contact with many different cell types, they only affect cells that possess the necessary receptors?
|
[
"Cells",
"hormones",
"enzymes",
"organs"
] |
B
|
Relavent Documents:
Document 0:::
Biochemists are scientists who are trained in biochemistry. They study chemical processes and chemical transformations in living organisms. Biochemists study DNA, proteins and cell parts. The word "biochemist" is a portmanteau of "biological chemist."
Biochemists also research how certain chemical reactions happen in cells and tissues and observe and record the effects of products in food additives and medicines.
Biochemist researchers focus on playing and constructing research experiments, mainly for developing new products, updating existing products and analyzing said products. It is also the responsibility of a biochemist to present their research findings and create grant proposals to obtain funds for future research.
Biochemists study aspects of the immune system, the expressions of genes, isolating, analyzing, and synthesizing different products, mutations that lead to cancers, and manage laboratory teams and monitor laboratory work. Biochemists also have to have the capabilities of designing and building laboratory equipment and devise new methods of producing correct results for products.
The most common industry role is the development of biochemical products and processes. Identifying substances' chemical and physical properties in biological systems is of great importance, and can be carried out by doing various types of analysis. Biochemists must also prepare technical reports after collecting, analyzing and summarizing the information and trends found.
In biochemistry, researchers often break down complicated biological systems into their component parts. They study the effects of foods, drugs, allergens and other substances on living tissues; they research molecular biology, the study of life at the molecular level and the study of genes and gene expression; and they study chemical reactions in metabolism, growth, reproduction, and heredity, and apply techniques drawn from biotechnology and genetic engineering to help them in their research. Abou
Document 1:::
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 2:::
This is a list of topics in molecular biology. See also index of biochemistry articles.
Document 3:::
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 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Although what biochemicals circulate throughout the body and come into contact with many different cell types, they only affect cells that possess the necessary receptors?
A. Cells
B. hormones
C. enzymes
D. organs
Answer:
|
|
sciq-9111
|
multiple_choice
|
What is the term for a formula that shows the elements in a compound in their lowest whole-number ratio?
|
[
"intrinsic formula",
"Dwarf Formula",
"measured formula",
"empirical formula"
] |
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:::
In mathematics, a ratio () shows how many times one number contains another. For example, if there are eight oranges and six lemons in a bowl of fruit, then the ratio of oranges to lemons is eight to six (that is, 8:6, which is equivalent to the ratio 4:3). Similarly, the ratio of lemons to oranges is 6:8 (or 3:4) and the ratio of oranges to the total amount of fruit is 8:14 (or 4:7).
The numbers in a ratio may be quantities of any kind, such as counts of people or objects, or such as measurements of lengths, weights, time, etc. In most contexts, both numbers are restricted to be positive.
A ratio may be specified either by giving both constituting numbers, written as "a to b" or "a:b", or by giving just the value of their quotient Equal quotients correspond to equal ratios.
A statement expressing the equality of two ratios is called a proportion.
Consequently, a ratio may be considered as an ordered pair of numbers, a fraction with the first number in the numerator and the second in the denominator, or as the value denoted by this fraction. Ratios of counts, given by (non-zero) natural numbers, are rational numbers, and may sometimes be natural numbers.
A more specific definition adopted in physical sciences (especially in metrology) for ratio is the dimensionless quotient between two physical quantities measured with the same unit. A quotient of two quantities that are measured with units may be called a rate.
Notation and terminology
The ratio of numbers A and B can be expressed as:
the ratio of A to B
A:B
A is to B (when followed by "as C is to D"; see below)
a fraction with A as numerator and B as denominator that represents the quotient (i.e., A divided by B, or ). This can be expressed as a simple or a decimal fraction, or as a percentage, etc.
When a ratio is written in the form A:B, the two-dot character is sometimes the colon punctuation mark. In Unicode, this is , although Unicode also provides a dedicated ratio character, .
The numbers A and B
Document 2:::
The atomic ratio is a measure of the ratio of atoms of one kind (i) to another kind (j). A closely related concept is the atomic percent (or at.%), which gives the percentage of one kind of atom relative to the total number of atoms. The molecular equivalents of these concepts are the molar fraction, or molar percent.
Atoms
Mathematically, the atomic percent is
%
where Ni are the number of atoms of interest and Ntot are the total number of atoms, while the atomic ratio is
For example, the atomic percent of hydrogen in water (H2O) is , while the atomic ratio of hydrogen to oxygen is .
Isotopes
Another application is in radiochemistry, where this may refer to isotopic ratios or isotopic abundances. Mathematically, the isotopic abundance is
where Ni are the number of atoms of the isotope of interest and Ntot is the total number of atoms, while the atomic ratio is
For example, the isotopic ratio of deuterium (D) to hydrogen (H) in heavy water is roughly (corresponding to an isotopic abundance of 0.00014%).
Doping in laser physics
In laser physics however, the atomic ratio may refer to the doping ratio or the doping fraction.
For example, theoretically, a 100% doping ratio of Yb : Y3Al5O12 is pure Yb3Al5O12.
The doping fraction equals,
See also
Table of concentration measures
Document 3:::
In physical chemistry, there are numerous quantities associated with chemical compounds and reactions; notably in terms of amounts of substance, activity or concentration of a substance, and the rate of reaction. This article uses SI units.
Introduction
Theoretical chemistry requires quantities from core physics, such as time, volume, temperature, and pressure. But the highly quantitative nature of physical chemistry, in a more specialized way than core physics, uses molar amounts of substance rather than simply counting numbers; this leads to the specialized definitions in this article. Core physics itself rarely uses the mole, except in areas overlapping thermodynamics and chemistry.
Notes on nomenclature
Entity refers to the type of particle/s in question, such as atoms, molecules, complexes, radicals, ions, electrons etc.
Conventionally for concentrations and activities, square brackets [ ] are used around the chemical molecular formula. For an arbitrary atom, generic letters in upright non-bold typeface such as A, B, R, X or Y etc. are often used.
No standard symbols are used for the following quantities, as specifically applied to a substance:
the mass of a substance m,
the number of moles of the substance n,
partial pressure of a gas in a gaseous mixture p (or P),
some form of energy of a substance (for chemistry enthalpy H is common),
entropy of a substance S
the electronegativity of an atom or chemical bond χ.
Usually the symbol for the quantity with a subscript of some reference to the quantity is used, or the quantity is written with the reference to the chemical in round brackets. For example, the mass of water might be written in subscripts as mH2O, mwater, maq, mw (if clear from context) etc., or simply as m(H2O). Another example could be the electronegativity of the fluorine-fluorine covalent bond, which might be written with subscripts χF-F, χFF or χF-F etc., or brackets χ(F-F), χ(FF) etc.
Neither is standard. For the purpose of this a
Document 4:::
Salt equivalent is usually quoted on food nutrition information tables on food labels, and is a different way of defining sodium intake, noting that salt is chemically sodium chloride.
To convert from sodium to the approximate salt equivalent, multiply sodium content by 2.5:
(see: atomic mass and molecular mass).
Sources
British Nutrition Foundation article on salt
Further reading
Nutrition
Equivalent units
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the term for a formula that shows the elements in a compound in their lowest whole-number ratio?
A. intrinsic formula
B. Dwarf Formula
C. measured formula
D. empirical formula
Answer:
|
|
sciq-833
|
multiple_choice
|
Aldehydes and ketones can work weak hydrogen bonds with water through what atom?
|
[
"pyridinium oxygen atom",
"carbon carbon atom",
"carbonyl oxygen atom",
"basalt oxygen atom"
] |
C
|
Relavent Documents:
Document 0:::
In chemistry, the carbon-hydrogen bond ( bond) is a chemical bond between carbon and hydrogen atoms that can be found in many organic compounds. This bond is a covalent, single bond, meaning that carbon shares its outer valence electrons with up to four hydrogens. This completes both of their outer shells, making them stable.
Carbon–hydrogen bonds have a bond length of about 1.09 Å (1.09 × 10−10 m) and a bond energy of about 413 kJ/mol (see table below). Using Pauling's scale—C (2.55) and H (2.2)—the electronegativity difference between these two atoms is 0.35. Because of this small difference in electronegativities, the bond is generally regarded as being non-polar. In structural formulas of molecules, the hydrogen atoms are often omitted. Compound classes consisting solely of bonds and bonds are alkanes, alkenes, alkynes, and aromatic hydrocarbons. Collectively they are known as hydrocarbons.
In October 2016, astronomers reported that the very basic chemical ingredients of life—the carbon-hydrogen molecule (CH, or methylidyne radical), the carbon-hydrogen positive ion () and the carbon ion ()—are the result, in large part, of ultraviolet light from stars, rather than in other ways, such as the result of turbulent events related to supernovae and young stars, as thought earlier.
Bond length
The length of the carbon-hydrogen bond varies slightly with the hybridisation of the carbon atom. A bond between a hydrogen atom and an sp2 hybridised carbon atom is about 0.6% shorter than between hydrogen and sp3 hybridised carbon. A bond between hydrogen and sp hybridised carbon is shorter still, about 3% shorter than sp3 C-H. This trend is illustrated by the molecular geometry of ethane, ethylene and acetylene.
Reactions
The C−H bond in general is very strong, so it is relatively unreactive. In several compound classes, collectively called carbon acids, the C−H bond can be sufficiently acidic for proton removal. Unactivated C−H bonds are found in alkanes and are no
Document 1:::
In chemistry, a dihydrogen bond is a kind of hydrogen bond, an interaction between a metal hydride bond and an OH or NH group or other proton donor. With a van der Waals radius of 1.2 Å, hydrogen atoms do not usually approach other hydrogen atoms closer than 2.4 Å. Close approaches near 1.8 Å, are, however, characteristic of dihydrogen bonding.
Boron hydrides
An early example of this phenomenon is credited to Brown and Heseltine. They observed intense absorptions in the IR bands at 3300 and 3210 cm−1 for a solution of (CH3)2NHBH3. The higher energy band is assigned to a normal N−H vibration whereas the lower energy band is assigned to the same bond, which is interacting with the B−H. Upon dilution of the solution, the 3300 cm−1 band increased in intensity and the 3210 cm−1 band decreased, indicative of intermolecular association.
Interest in dihydrogen bonding was reignited upon the crystallographic characterization of the molecule H3NBH3. In this molecule, like the one studied by Brown and Hazeltine, the hydrogen atoms on nitrogen have a partial positive charge, denoted Hδ+, and the hydrogen atoms on boron have a partial negative charge, often denoted Hδ−. In other words, the amine is a protic acid and the borane end is hydridic. The resulting B−H...H−N attractions stabilize the molecule as a solid. In contrast, the related substance ethane, H3CCH3, is a gas with a boiling point 285 °C lower. Because two hydrogen centers are involved, the interaction is termed a dihydrogen bond. Formation of a dihydrogen bond is assumed to precede formation of H2 from the reaction of a hydride and a protic acid. A very short dihydrogen bond is observed in NaBH4·2H2O with H−H contacts of 1.79, 1.86, and 1.94 Å.
Coordination chemistry
Protonation of transition metal hydride complexes is generally thought to occur via dihydrogen bonding. This kind of H−H interaction is distinct from the H−H bonding interaction in transition metal complexes having dihydrogen bound to a meta
Document 2:::
In chemistry, ethenium, protonated ethylene or ethyl cation is a positive ion with the formula . It can be viewed as a molecule of ethylene () with one added proton (), or a molecule of ethane () minus one hydride ion (). It is a carbocation; more specifically, a nonclassical carbocation.
Preparation
Ethenium has been observed in rarefied gases subjected to radiation. Another preparation method is to react certain proton donors such as , , , and with ethane at ambient temperature and pressures below 1 mmHg. (Other donors such as and form ethanium preferably to ethenium.)
At room temperature and in a rarefied methane atmosphere, ethanium slowly dissociates to ethenium and . The reaction is much faster at 90 °C.
Stability and reactions
Contrary to some earlier reports, ethenium was found to be largely unreactive towards neutral methane at ambient temperature and low pressure (on the order of 1 mmHg), even though the reaction yielding sec- and is believed to be exothermic.
Structure
The structure of ethenium's ground state was in dispute for many years, but it was eventually agreed to be a non-classical structure, with the two carbon atoms and one of the hydrogen atoms forming a three-center two-electron bond. Calculations have shown that higher homologues, like the propyl and n-butyl cations also have bridged structures. Generally speaking, bridging appears to be a common means by which 1° alkyl carbocations achieve additional stabilization. Consequently, true 1° carbocations (with a classical structure) may be rare or nonexistent.
Document 3:::
Steudel R 2020, Chemistry of the Non-metals: Syntheses - Structures - Bonding - Applications, in collaboration with D Scheschkewitz, Berlin, Walter de Gruyter, . ▲
An updated translation of the 5th German edition of 2013, incorporating the literature up to Spring 2019. Twenty-three nonmetals, including B, Si, Ge, As, Se, Te, and At but not Sb (nor Po). The nonmetals are identified on the basis of their electrical conductivity at absolute zero putatively being close to zero, rather than finite as in the case of metals. That does not work for As however, which has the electronic structure of a semimetal (like Sb).
Halka M & Nordstrom B 2010, "Nonmetals", Facts on File, New York,
A reading level 9+ book covering H, C, N, O, P, S, Se. Complementary books by the same authors examine (a) the post-transition metals (Al, Ga, In, Tl, Sn, Pb and Bi) and metalloids (B, Si, Ge, As, Sb, Te and Po); and (b) the halogens and noble gases.
Woolins JD 1988, Non-Metal Rings, Cages and Clusters, John Wiley & Sons, Chichester, .
A more advanced text that covers H; B; C, Si, Ge; N, P, As, Sb; O, S, Se and Te.
Steudel R 1977, Chemistry of the Non-metals: With an Introduction to Atomic Structure and Chemical Bonding, English edition by FC Nachod & JJ Zuckerman, Berlin, Walter de Gruyter, . ▲
Twenty-four nonmetals, including B, Si, Ge, As, Se, Te, Po and At.
Powell P & Timms PL 1974, The Chemistry of the Non-metals, Chapman & Hall, London, . ▲
Twenty-two nonmetals including B, Si, Ge, As and Te. Tin and antimony are shown as being intermediate between metals and nonmetals; they are later shown as either metals or nonmetals. Astatine is counted as a metal.
Document 4:::
The SYBYL line notation or SLN is a specification for unambiguously describing the structure of chemical molecules using short ASCII strings. SLN differs from SMILES in several significant ways. SLN can specify molecules, molecular queries, and reactions in a single line notation whereas SMILES handles these through language extensions. SLN has support for relative stereochemistry, it can distinguish mixtures of enantiomers from pure molecules with pure but unresolved stereochemistry. In SMILES aromaticity is considered to be a property of both atoms and bonds whereas in SLN it is a property of bonds.
Description
Like SMILES, SLN is a linear language that describes molecules. This provides a lot of similarity with SMILES despite SLN's many differences from SMILES, and as a result this description will heavily compare SLN to SMILES and its extensions.
Attributes
Attributes, bracketed strings with additional data like [key1=value1, key2...], is a core feature of SLN. Attributes can be applied to atoms and bonds. Attributes not defined officially are available to users for private extensions.
When searching for molecules, comparison operators such as fcharge>-0.125 can be used in place of the usual equal sign. A ! preceding a key/value group inverts the result of the comparison.
Entire molecules or reactions can too have attributes. The square brackets are changed to a pair of <> signs.
Atoms
Anything that starts with an uppercase letter identifies an atom in SLN. Hydrogens are not automatically added, but the single bonds with hydrogen can be abbreviated for organic compounds, resulting in CH4 instead of C(H)(H)(H)H for methane. The author argues that explicit hydrogens allow for more robust parsing.
Attributes defined for atoms include I= for isotope mass number, charge= for formal charge, fcharge for partial charge, s= for stereochemistry, and spin= for radicals (s, d, t respectively for singlet, doublet, triplet). A formal charge of charge=2 can be abbrevi
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Aldehydes and ketones can work weak hydrogen bonds with water through what atom?
A. pyridinium oxygen atom
B. carbon carbon atom
C. carbonyl oxygen atom
D. basalt oxygen atom
Answer:
|
|
sciq-4297
|
multiple_choice
|
What is observed when two perpendicular flagella moves?
|
[
"shaking motion",
"spinning motion",
"turning motion",
"pushing motion"
] |
B
|
Relavent Documents:
Document 0:::
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 1:::
Several organisms are capable of rolling locomotion. However, true wheels and propellers—despite their utility in human vehicles—do not play a significant role in the movement of living things (with the exception of certain flagella, which work like corkscrews). Biologists have offered several explanations for the apparent absence of biological wheels, and wheeled creatures have appeared often in speculative fiction.
Given the ubiquity of the wheel in human technology, and the existence of biological analogues of many other technologies (such as wings and lenses), the lack of wheels in the natural world would seem to demand explanation—and the phenomenon is broadly explained by two main factors. First, there are several developmental and evolutionary obstacles to the advent of a wheel by natural selection, addressing the question "Why can't life evolve wheels?" Secondly, wheels are often at a competitive disadvantage when compared with other means of propulsion (such as walking, running, or slithering) in natural environments, addressing the question "If wheels evolve, why might they be rare nonetheless?" This environment-specific disadvantage also explains why humans abandoned the wheel in certain regions at least once in history.
Known instances of rotation in biology
There exist two distinct modes of locomotion using rotation: first, simple rolling; and second, the use of wheels or propellers, which spin on an axle or shaft, relative to a fixed body. While many creatures employ the former mode, the latter is restricted to microscopic, single-celled organisms.
Rolling
Some organisms use rolling as a means of locomotion. These examples do not constitute the use of a wheel, as the organism rotates as a whole, rather than employing separate parts which rotate independently.
Several species of elongate organisms form their bodies into a loop to roll, including certain caterpillars (which do so to escape danger), tiger beetle larvae, myriapods, mantis shrimp, Arm
Document 2:::
In classical mechanics, a reactive centrifugal force forms part of an action–reaction pair with a centripetal force.
In accordance with Newton's first law of motion, an object moves in a straight line in the absence of a net force acting on the object. A curved path may however ensue when such a force acts on it; this force is often called a centripetal force, as it is directed toward the center of curvature of the path. Then in accordance with Newton's third law of motion, there will also be an equal and opposite force exerted by the object on some other object, such as a constraint that forces the path to be curved, and this reaction force, the subject of this article, is sometimes called a reactive centrifugal force, as it is directed in the opposite direction of the centripetal force.
Unlike the inertial force or fictitious force known as centrifugal force, which always exists in addition to the reactive force in the rotating frame of reference, the reactive force is a real Newtonian force that is observed in any reference frame. The two forces will only have the same magnitude in the special cases where circular motion arises and where the axis of rotation is the origin of the rotating frame of reference. It is the reactive force that is the subject of this article.
Paired forces
The figure at right shows a ball in uniform circular motion held to its path by a string tied to an immovable post. In this system a centripetal force upon the ball provided by the string maintains the circular motion, and the reaction to it, which some refer to as the reactive centrifugal force, acts upon the string and the post.
Newton's first law requires that any body moving along any path other than a straight line be subject to a net non-zero force, and the free body diagram shows the force upon the ball (center panel) exerted by the string to maintain the ball in its circular motion.
Newton's third law of action and reaction states that if the string exerts an inward c
Document 3:::
A scholar is a person who is a researcher or has expertise in an academic discipline. A scholar can also be an academic, who works as a professor, teacher, or researcher at a university. An academic usually holds an advanced degree or a terminal degree, such as a master's degree or a doctorate (PhD). Independent scholars and public intellectuals work outside of the academy yet may publish in academic journals and participate in scholarly public discussion.
Definitions
In contemporary English usage, the term scholar sometimes is equivalent to the term academic, and describes a university-educated individual who has achieved intellectual mastery of an academic discipline, as instructor and as researcher. Moreover, before the establishment of universities, the term scholar identified and described an intellectual person whose primary occupation was professional research. In 1847, minister Emanuel Vogel Gerhart spoke of the role of the scholar in society:
Gerhart argued that a scholar can not be focused on a single discipline, contending that knowledge of multiple disciplines is necessary to put each into context and to inform the development of each:
A 2011 examination outlined the following attributes commonly accorded to scholars as "described by many writers, with some slight variations in the definition":
Scholars may rely on the scholarly method or scholarship, a body of principles and practices used by scholars to make their claims about the world as valid and trustworthy as possible, and to make them known to the scholarly public. It is the methods that systemically advance the teaching, research, and practice of a given scholarly or academic field of study through rigorous inquiry. Scholarship is creative, can be documented, can be replicated or elaborated, and can be and is peer-reviewed through various methods.
Role in society
Scholars have generally been upheld as creditable figures of high social standing, who are engaged in work important to society.
Document 4:::
In Newtonian mechanics, the centrifugal force is an inertial force (also called a "fictitious" or "pseudo" force) that appears to act on all objects when viewed in a rotating frame of reference. It is directed away from an axis which is parallel to the axis of rotation and passing through the coordinate system's origin. If the axis of rotation passes through the coordinate system's origin, the centrifugal force is directed radially outwards from that axis. The magnitude of centrifugal force F on an object of mass m at the distance r from the axis of rotation of a frame of reference rotating with angular velocity is:
The concept of centrifugal force can be applied in rotating devices, such as centrifuges, centrifugal pumps, centrifugal governors, and centrifugal clutches, and in centrifugal railways, planetary orbits and banked curves, when they are analyzed in a rotating coordinate system.
Confusingly, the term has sometimes also been used for the reactive centrifugal force, a real inertial-frame-independent Newtonian force that exists as a reaction to a centripetal force.
History
From 1659, the Neo-Latin term vi centrifuga ("centrifugal force") is attested in Christiaan Huygens' notes and letters. Note, that in Latin means "center" and (from ) means "fleeing, avoiding". Thus, centrifugus means "fleeing from the center" in a literal translation.
In 1673, in Horologium Oscillatorium, Huygens writes (as translated by Richard J. Blackwell):
There is another kind of oscillation in addition to the one we have examined up to this point; namely, a motion in which a suspended weight is moved around through the circumference of a circle. From this we were led to the construction of another clock at about the same time we invented the first one. [...] I originally intended to publish here a lengthy description of these clocks, along with matters pertaining to circular motion and centrifugal force, as it might be called, a subject about which I have more to say than I
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is observed when two perpendicular flagella moves?
A. shaking motion
B. spinning motion
C. turning motion
D. pushing motion
Answer:
|
|
sciq-8156
|
multiple_choice
|
What will happen to a rock when it's under tremendous stress?
|
[
"it will solidify",
"it will rebound",
"it will slow",
"it will fracture"
] |
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:::
Plasticity theory for rocks is concerned with the response of rocks to loads beyond the elastic limit. Historically, conventional wisdom has it that rock is brittle and fails by fracture while plasticity is identified with ductile materials. In field scale rock masses, structural discontinuities exist in the rock indicating that failure has taken place. Since the rock has not fallen apart, contrary to expectation of brittle behavior, clearly elasticity theory is not the last word.
Theoretically, the concept of rock plasticity is based on soil plasticity which is different from metal plasticity. In metal plasticity, for example in steel, the size of a dislocation is sub-grain size while for soil it is the relative movement of microscopic grains. The theory of soil plasticity was developed in the 1960s at Rice University to provide for inelastic effects not observed in metals. Typical behaviors observed in rocks include strain softening, perfect plasticity, and work hardening.
Application of continuum theory is possible in jointed rocks because of the continuity of tractions across joints even through displacements may be discontinuous. The difference between an aggregate with joints and a continuous solid is in the type of constitutive law and the values of constitutive parameters.
Experimental evidence
Experiments are usually carried out with the intention of characterizing the mechanical behavior of rock in terms of rock strength. The strength is the limit to elastic behavior and delineates the regions where plasticity theory is applicable. Laboratory tests for characterizing rock plasticity fall into four overlapping categories: confining pressure tests, pore pressure or effective stress tests, temperature-dependent tests, and strain rate-dependent tests. Plastic behavior has been observed in rocks using all these techniques since the early 1900s.
The Boudinage experiments show that localized plasticity is observed in certain rock specimens that ha
Document 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 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:::
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.
What will happen to a rock when it's under tremendous stress?
A. it will solidify
B. it will rebound
C. it will slow
D. it will fracture
Answer:
|
|
sciq-150
|
multiple_choice
|
What are alloys that are mostly composed of mercury known as?
|
[
"halogens",
"amalgams",
"compounds",
"fillings"
] |
B
|
Relavent Documents:
Document 0:::
Major innovations in materials technology
BC
28,000 BC – People wear beads, bracelets, and pendants
14,500 BC – First pottery, made by the Jōmon people of Japan.
6th millennium BC – Copper metallurgy is invented and copper is used for ornamentation (see Pločnik article)
2nd millennium BC – Bronze is used for weapons and armor
16th century BC – The Hittites develop crude iron metallurgy
13th century BC – Invention of steel when iron and charcoal are combined properly
10th century BC – Glass production begins in ancient Near East
1st millennium BC – Pewter beginning to be used in China and Egypt
1000 BC – The Phoenicians introduce dyes made from the purple murex.
3rd century BC – Wootz steel, the first crucible steel, is invented in ancient India
50s BC – Glassblowing techniques flourish in Phoenicia
20s BC – Roman architect Vitruvius describes low-water-content method for mixing concrete
1st millennium
3rd century – Cast iron widely used in Han Dynasty China
300 – Greek alchemist Zomius, summarizing the work of Egyptian alchemists, describes arsenic and lead acetate
4th century – Iron pillar of Delhi is the oldest surviving example of corrosion-resistant steel
8th century – Porcelain is invented in Tang Dynasty China
8th century – Tin-glazing of ceramics invented by Muslim chemists and potters in Basra, Iraq
9th century – Stonepaste ceramics invented in Iraq
900 – First systematic classification of chemical substances appears in the works attributed to Jābir ibn Ḥayyān (Latin: Geber) and in those of the Persian alchemist and physician Abū Bakr al-Rāzī ( 865–925, Latin: Rhazes)
900 – Synthesis of ammonium chloride from organic substances described in the works attributed to Jābir ibn Ḥayyān (Latin: Geber)
900 – Abū Bakr al-Rāzī describes the preparation of plaster of Paris and metallic antimony
9th century – Lustreware appears in Mesopotamia
2nd millennium
1000 – Gunpowder is developed in China
1340 – In Liège, Belgium, the first blast furnaces for the production
Document 1:::
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
Document 2:::
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
Document 3:::
Exotic Materials can include plastics, superalloys, semiconductors, superconductors, and ceramics.
Exotic metals and alloys
Examples of metals and alloys that can be exotic:
Aluminum
Nickel
Chromium
Cobalt
Copper
Hastelloy
Inconel
Mercury (element) (aka quicksilver, hydrargyrum)
Molybdenum
Monel
Platinum
Stainless steel
Tantalum
Titanium
Tungsten or Wolframite
Waspaloy
Materials with high alloy content, known as super alloys or exotic alloys, offer enhanced performance properties including excellent strength and durability, and resistance to oxidation, corrosion and deforming at high temperatures or under extreme pressure. Because of these properties, super alloys make the best spring materials for demanding working conditions, which can be encountered across various industry sectors, including the automotive, marine and aerospace sectors as well as oil and gas extraction, thermal processing, petrochemical processing and power generation.
Notes
Materials
Document 4:::
Oligocrystalline material owns a microstructure consisting of a few coarse grains, often columnar and parallel to the longitudinal ingot axis. This microstructure can be found in the ingots produced by electron beam melting (EBM).
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What are alloys that are mostly composed of mercury known as?
A. halogens
B. amalgams
C. compounds
D. fillings
Answer:
|
|
scienceQA-3429
|
multiple_choice
|
Select the living thing.
|
[
"iceberg",
"pushpin",
"strawberry bush",
"soap bubble"
] |
C
|
An iceberg is not a living thing.
An iceberg does not have all the traits of a living thing. It may grow or melt in response to the world around it, but it does not need food.
A pushpin is not a living thing.
Pushpins do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.
A strawberry bush is a living thing.
Strawberry bushes grow and respond to their environment. They need food and water. Strawberry bushes are made up of many cells.
Strawberry bushes are plants. They make their own food using water, carbon dioxide, and energy from sunlight.
A soap bubble is not a living thing.
A soap bubble may grow or pop in response to the world around it. But it does not have all the traits of a living thing. It does not need food.
|
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 Bachelor of Science in Aquatic Resources and Technology (B.Sc. in AQT) (or Bachelor of Aquatic Resource) is an undergraduate degree that prepares students to pursue careers in the public, private, or non-profit sector in areas such as marine science, fisheries science, aquaculture, aquatic resource technology, food science, management, biotechnology and hydrography. Post-baccalaureate training is available in aquatic resource management and related areas.
The Department of Animal Science and Export Agriculture, at the Uva Wellassa University of Badulla, Sri Lanka, has the largest enrollment of undergraduate majors in Aquatic Resources and Technology, with about 200 students as of 2014.
The Council on Education for Aquatic Resources and Technology includes undergraduate AQT degrees in the accreditation review of Aquatic Resources and Technology programs and schools.
See also
Marine Science
Ministry of Fisheries and Aquatic Resources Development
Document 2:::
A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field.
Overview
The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion.
With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies.
Example programs
The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University.
A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes
Document 3:::
The Science, Technology, Engineering and Mathematics Network or STEMNET is an educational charity in the United Kingdom that seeks to encourage participation at school and college in science and engineering-related subjects (science, technology, engineering, and mathematics) and (eventually) work.
History
It is based at Woolgate Exchange near Moorgate tube station in London and was established in 1996. The chief executive is Kirsten Bodley. The STEMNET offices are housed within the Engineering Council.
Function
Its chief aim is to interest children in science, technology, engineering and mathematics. Primary school children can start to have an interest in these subjects, leading secondary school pupils to choose science A levels, which will lead to a science career. It supports the After School Science and Engineering Clubs at schools. There are also nine regional Science Learning Centres.
STEM ambassadors
To promote STEM subjects and encourage young people to take up jobs in these areas, STEMNET have around 30,000 ambassadors across the UK. these come from a wide selection of the STEM industries and include TV personalities like Rob Bell.
Funding
STEMNET used to receive funding from the Department for Education and Skills. Since June 2007, it receives funding from the Department for Children, Schools and Families and Department for Innovation, Universities and Skills, since STEMNET sits on the chronological dividing point (age 16) of both of the new departments.
See also
The WISE Campaign
Engineering and Physical Sciences Research Council
National Centre for Excellence in Teaching Mathematics
Association for Science Education
Glossary of areas of mathematics
Glossary of astronomy
Glossary of biology
Glossary of chemistry
Glossary of engineering
Glossary of physics
Document 4:::
The Inverness Campus is an area in Inverness, Scotland. 5.5 hectares of the site have been designated as an enterprise area for life sciences by the Scottish Government. This designation is intended to encourage research and development in the field of life sciences, by providing incentives to locate at the site.
The enterprise area is part of a larger site, over 200 acres, which will house Inverness College, Scotland's Rural College (SRUC), the University of the Highlands and Islands, a health science centre and sports and other community facilities. The purpose built research hub will provide space for up to 30 staff and researchers, allowing better collaboration.
The Highland Science Academy will be located on the site, a collaboration formed by Highland Council, employers and public bodies. The academy will be aimed towards assisting young people to gain the necessary skills to work in the energy, engineering and life sciences sectors.
History
The site was identified in 2006. Work started to develop the infrastructure on the site in early 2012. A virtual tour was made available in October 2013 to help mark Doors Open Day.
The construction had reached halfway stage in May 2014, meaning that it is on track to open doors to receive its first students in August 2015.
In May 2014, work was due to commence on a building designed to provide office space and laboratories as part of the campus's "life science" sector. Morrison Construction have been appointed to undertake the building work.
Scotland's Rural College (SRUC) will be able to relocate their Inverness-based activities to the Campus. SRUC's research centre for Comparative Epidemiology and Medicine, and Agricultural Business Consultancy services could co-locate with UHI where their activities have complementary themes.
By the start of 2017, there were more than 600 people working at the site.
In June 2021, a new bridge opened connecting Inverness Campus to Inverness Shopping Park. It crosses the Aberdeen
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Select the living thing.
A. iceberg
B. pushpin
C. strawberry bush
D. soap bubble
Answer:
|
sciq-8996
|
multiple_choice
|
What is the name of vesicles that are formed by the golgi apparatus?
|
[
"lysosomes",
"lymphocytes",
"vessels",
"capillaries"
] |
A
|
Relavent Documents:
Document 0:::
Paramural bodies are membranous or vesicular structures located between the cell walls and cell membranes of plant and fungal cells. When these are continuous with the cell wall, they are termed lomasomes, while they are referred to as plasmalemmasomes if associated with the plasmalemma.
Function
While their function has not yet been studied in great detail, it has been speculated that due to the morphological similarity of paramural bodies to the exosomes produced by mammalian cells, they may perform similar functions such as membrane vesicle trafficking between cells. Current evidence suggests that, like exosomes, paramural bodies are derived from multivesicular bodies.
See also
Exosome
Endosome
Golgi apparatus
Document 1:::
The endothelium (: endothelia) is a single layer of squamous endothelial cells that line the interior surface of blood vessels and lymphatic vessels. The endothelium forms an interface between circulating blood or lymph in the lumen and the rest of the vessel wall. Endothelial cells form the barrier between vessels and tissue and control the flow of substances and fluid into and out of a tissue.
Endothelial cells in direct contact with blood are called vascular endothelial cells whereas those in direct contact with lymph are known as lymphatic endothelial cells. Vascular endothelial cells line the entire circulatory system, from the heart to the smallest capillaries.
These cells have unique functions that include fluid filtration, such as in the glomerulus of the kidney, blood vessel tone, hemostasis, neutrophil recruitment, and hormone trafficking. Endothelium of the interior surfaces of the heart chambers is called endocardium. An impaired function can lead to serious health issues throughout the body.
Structure
The endothelium is a thin layer of single flat (squamous) cells that line the interior surface of blood vessels and lymphatic vessels.
Endothelium is of mesodermal origin. Both blood and lymphatic capillaries are composed of a single layer of endothelial cells called a monolayer. In straight sections of a blood vessel, vascular endothelial cells typically align and elongate in the direction of fluid flow.
Terminology
The foundational model of anatomy, an index of terms used to describe anatomical structures, makes a distinction between endothelial cells and epithelial cells on the basis of which tissues they develop from, and states that the presence of vimentin rather than keratin filaments separates these from epithelial cells. Many considered the endothelium a specialized epithelial tissue.
Function
The endothelium forms an interface between circulating blood or lymph in the lumen and the rest of the vessel wall. This forms a barrier between v
Document 2:::
In a multicellular organism, an organ is a collection of tissues joined in a structural unit to serve a common function. In the hierarchy of life, an organ lies between tissue and an organ system. Tissues are formed from same type cells to act together in a function. Tissues of different types combine to form an organ which has a specific function. The intestinal wall for example is formed by epithelial tissue and smooth muscle tissue. Two or more organs working together in the execution of a specific body function form an organ system, also called a biological system or body system.
An organ's tissues can be broadly categorized as parenchyma, the functional tissue, and stroma, the structural tissue with supportive, connective, or ancillary functions. For example, the gland's tissue that makes the hormones is the parenchyma, whereas the stroma includes the nerves that innervate the parenchyma, the blood vessels that oxygenate and nourish it and carry away its metabolic wastes, and the connective tissues that provide a suitable place for it to be situated and anchored. The main tissues that make up an organ tend to have common embryologic origins, such as arising from the same germ layer. Organs exist in most multicellular organisms. In single-celled organisms such as members of the eukaryotes, the functional analogue of an organ is known as an organelle. In plants, there are three main organs.
The number of organs in any organism depends on the definition used. By one widely adopted definition, 79 organs have been identified in the human body.
Animals
Except for placozoans, multicellular animals including humans have a variety of organ systems. These specific systems are widely studied in human anatomy. The functions of these organ systems often share significant overlap. For instance, the nervous and endocrine system both operate via a shared organ, the hypothalamus. For this reason, the two systems are combined and studied as the neuroendocrine system. The sam
Document 3:::
This table lists the epithelia of different organs of the human body
Human anatomy
Document 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the name of vesicles that are formed by the golgi apparatus?
A. lysosomes
B. lymphocytes
C. vessels
D. capillaries
Answer:
|
|
sciq-7147
|
multiple_choice
|
What is the principal cell of connective tissues?
|
[
"Cancer",
"fibroblast",
"organism",
"neural"
] |
B
|
Relavent Documents:
Document 0:::
H2.00.04.4.01001: Lymphoid tissue
H2.00.05.0.00001: Muscle tissue
H2.00.05.1.00001: Smooth muscle tissue
H2.00.05.2.00001: Striated muscle tissue
H2.00.06.0.00001: Nerve tissue
H2.00.06.1.00001: Neuron
H2.00.06.2.00001: Synapse
H2.00.06.2.00001: Neuroglia
h3.01: Bones
h3.02: Joints
h3.03: Muscles
h3.04: Alimentary system
h3.05: Respiratory system
h3.06: Urinary system
h3.07: Genital system
h3.08:
Document 1:::
Vertebrates
Tendon cells, or tenocytes, are elongated fibroblast type cells. The cytoplasm is stretched between the collagen fibres of the tendon. They have a central cell nucleus with a prominent nucleolus. Tendon cells have a well-developed rough endoplasmic reticulum and they are responsible for synthesis and turnover of tendon fibres and ground substance.
Invertebrates
Tendon cells form a connecting epithelial layer between the muscle and shell in molluscs. In gastropods, for example, the retractor muscles connect to the shell via tendon cells. Muscle cells are attached to the collagenous myo-tendon space via hemidesmosomes. The myo-tendon space is then attached to the base of the tendon cells via basal hemidesmosomes, while apical hemidesmosomes, which sit atop microvilli, attach the tendon cells to a thin layer of collagen. This is in turn attached to the shell via organic fibres which insert into the shell. Molluscan tendon cells appear columnar and contain a large basal cell nucleus. The cytoplasm is filled with granular endoplasmic reticulum and sparse golgi. Dense bundles of microfilaments run the length of the cell connecting the basal to the apical hemidesmosomes.
See also
List of human cell types derived from the germ layers
List of distinct cell types in the adult human body
Document 2:::
In a multicellular organism, an organ is a collection of tissues joined in a structural unit to serve a common function. In the hierarchy of life, an organ lies between tissue and an organ system. Tissues are formed from same type cells to act together in a function. Tissues of different types combine to form an organ which has a specific function. The intestinal wall for example is formed by epithelial tissue and smooth muscle tissue. Two or more organs working together in the execution of a specific body function form an organ system, also called a biological system or body system.
An organ's tissues can be broadly categorized as parenchyma, the functional tissue, and stroma, the structural tissue with supportive, connective, or ancillary functions. For example, the gland's tissue that makes the hormones is the parenchyma, whereas the stroma includes the nerves that innervate the parenchyma, the blood vessels that oxygenate and nourish it and carry away its metabolic wastes, and the connective tissues that provide a suitable place for it to be situated and anchored. The main tissues that make up an organ tend to have common embryologic origins, such as arising from the same germ layer. Organs exist in most multicellular organisms. In single-celled organisms such as members of the eukaryotes, the functional analogue of an organ is known as an organelle. In plants, there are three main organs.
The number of organs in any organism depends on the definition used. By one widely adopted definition, 79 organs have been identified in the human body.
Animals
Except for placozoans, multicellular animals including humans have a variety of organ systems. These specific systems are widely studied in human anatomy. The functions of these organ systems often share significant overlap. For instance, the nervous and endocrine system both operate via a shared organ, the hypothalamus. For this reason, the two systems are combined and studied as the neuroendocrine system. The sam
Document 3:::
Outline
h1.00: Cytology
h2.00: General histology
H2.00.01.0.00001: Stem cells
H2.00.02.0.00001: Epithelial tissue
H2.00.02.0.01001: Epithelial cell
H2.00.02.0.02001: Surface epithelium
H2.00.02.0.03001: Glandular epithelium
H2.00.03.0.00001: Connective and supportive tissues
H2.00.03.0.01001: Connective tissue cells
H2.00.03.0.02001: Extracellular matrix
H2.00.03.0.03001: Fibres of connective tissues
H2.00.03.1.00001: Connective tissue proper
H2.00.03.1.01001: Ligaments
H2.00.03.2.00001: Mucoid connective tissue; Gelatinous connective tissue
H2.00.03.3.00001: Reticular tissue
H2.00.03.4.00001: Adipose tissue
H2.00.03.5.00001: Cartilage tissue
H2.00.03.6.00001: Chondroid tissue
H2.00.03.7.00001: Bone tissue; Osseous tissue
H2.00.04.0.00001: Haemotolymphoid complex
H2.00.04.1.00001: Blood cells
H2.00.04.1.01001: Erythrocyte; Red blood cell
H2.00.04.1.02001: Leucocyte; White blood cell
H2.00.04.1.03001: Platelet; Thrombocyte
H2.00.04.2.00001: Plasma
H2.00.04.3.00001: Blood cell production
H2.00.04.4.00001: Postnatal sites of haematopoiesis
H2.00.04.4.01001: Lymphoid tissue
H2.00.05.0.00001: Muscle tissue
H2.00.05.1.00001: Smooth muscle tissue
Document 4:::
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.
What is the principal cell of connective tissues?
A. Cancer
B. fibroblast
C. organism
D. neural
Answer:
|
|
sciq-1181
|
multiple_choice
|
What are compounds formed by ionic bonds called?
|
[
"nuclear compounds",
"mixed compounds",
"layered compounds",
"ionic compounds (salts)"
] |
D
|
Relavent Documents:
Document 0:::
In chemical nomenclature, the IUPAC nomenclature of organic chemistry is a method of naming organic chemical compounds as recommended by the International Union of Pure and Applied Chemistry (IUPAC). It is published in the Nomenclature of Organic Chemistry (informally called the Blue Book). Ideally, every possible organic compound should have a name from which an unambiguous structural formula can be created. There is also an IUPAC nomenclature of inorganic chemistry.
To avoid long and tedious names in normal communication, the official IUPAC naming recommendations are not always followed in practice, except when it is necessary to give an unambiguous and absolute definition to a compound. IUPAC names can sometimes be simpler than older names, as with ethanol, instead of ethyl alcohol. For relatively simple molecules they can be more easily understood than non-systematic names, which must be learnt or looked over. However, the common or trivial name is often substantially shorter and clearer, and so preferred. These non-systematic names are often derived from an original source of the compound. Also, very long names may be less clear than structural formulas.
Basic principles
In chemistry, a number of prefixes, suffixes and infixes are used to describe the type and position of the functional groups in the compound.
The steps for naming an organic compound are:
Identification of the parent hydride parent hydrocarbon chain. This chain must obey the following rules, in order of precedence:
It should have the maximum number of substituents of the suffix functional group. By suffix, it is meant that the parent functional group should have a suffix, unlike halogen substituents. If more than one functional group is present, the one with highest group precedence should be used.
It should have the maximum number of multiple bonds.
It should have the maximum length.
It should have the maximum number of substituents or branches cited as prefixes
It should have the ma
Document 1:::
An intramolecular force (or primary forces) is any force that binds together the atoms making up a molecule or compound, not to be confused with intermolecular forces, which are the forces present between molecules. The subtle difference in the name comes from the Latin roots of English with inter meaning between or among and intra meaning inside. Chemical bonds are considered to be intramolecular forces which are often stronger than intermolecular forces present between non-bonding atoms or molecules.
Types
The classical model identifies three main types of chemical bonds — ionic, covalent, and metallic — distinguished by the degree of charge separation between participating atoms. The characteristics of the bond formed can be predicted by the properties of constituent atoms, namely electronegativity. They differ in the magnitude of their bond enthalpies, a measure of bond strength, and thus affect the physical and chemical properties of compounds in different ways. % of ionic character is directly proportional difference in electronegitivity of bonded atom.
Ionic bond
An ionic bond can be approximated as complete transfer of one or more valence electrons of atoms participating in bond formation, resulting in a positive ion and a negative ion bound together by electrostatic forces. Electrons in an ionic bond tend to be mostly found around one of the two constituent atoms due to the large electronegativity difference between the two atoms, generally more than 1.9, (greater difference in electronegativity results in a stronger bond); this is often described as one atom giving electrons to the other. This type of bond is generally formed between a metal and nonmetal, such as sodium and chlorine in NaCl. Sodium would give an electron to chlorine, forming a positively charged sodium ion and a negatively charged chloride ion.
Covalent bond
In a true covalent bond, the electrons are shared evenly between the two atoms of the bond; there is little or no charge separa
Document 2:::
Steudel R 2020, Chemistry of the Non-metals: Syntheses - Structures - Bonding - Applications, in collaboration with D Scheschkewitz, Berlin, Walter de Gruyter, . ▲
An updated translation of the 5th German edition of 2013, incorporating the literature up to Spring 2019. Twenty-three nonmetals, including B, Si, Ge, As, Se, Te, and At but not Sb (nor Po). The nonmetals are identified on the basis of their electrical conductivity at absolute zero putatively being close to zero, rather than finite as in the case of metals. That does not work for As however, which has the electronic structure of a semimetal (like Sb).
Halka M & Nordstrom B 2010, "Nonmetals", Facts on File, New York,
A reading level 9+ book covering H, C, N, O, P, S, Se. Complementary books by the same authors examine (a) the post-transition metals (Al, Ga, In, Tl, Sn, Pb and Bi) and metalloids (B, Si, Ge, As, Sb, Te and Po); and (b) the halogens and noble gases.
Woolins JD 1988, Non-Metal Rings, Cages and Clusters, John Wiley & Sons, Chichester, .
A more advanced text that covers H; B; C, Si, Ge; N, P, As, Sb; O, S, Se and Te.
Steudel R 1977, Chemistry of the Non-metals: With an Introduction to Atomic Structure and Chemical Bonding, English edition by FC Nachod & JJ Zuckerman, Berlin, Walter de Gruyter, . ▲
Twenty-four nonmetals, including B, Si, Ge, As, Se, Te, Po and At.
Powell P & Timms PL 1974, The Chemistry of the Non-metals, Chapman & Hall, London, . ▲
Twenty-two nonmetals including B, Si, Ge, As and Te. Tin and antimony are shown as being intermediate between metals and nonmetals; they are later shown as either metals or nonmetals. Astatine is counted as a metal.
Document 3:::
Stannide ions,
Some examples of stannide Zintl ions are listed below. Some of them contain 2-centre 2-electron bonds (2c-2e), others are "electron deficient" and bonding sometimes can be described using polyhedral skeletal electron pair theory (Wade's rules) where the number of valence electrons contributed by each tin atom is considered to be 2 (the s electrons do not contribute). There are some examples of silicide and plumbide ions with similar structures, for example tetrahedral , the chain anion (Si2−)n, and .
Sn4− found for example in Mg2Sn.
, tetrahedral with 2c-2e bonds e.g. in CsSn.
, tetrahedral closo-cluster with 10 electrons (2n + 2).
(Sn2−)n zig-zag chain polymeric anion with 2c-2e bonds found for example in BaSn.
closo-
Document 4:::
A carbon–nitrogen bond is a covalent bond between carbon and nitrogen and is one of the most abundant bonds in organic chemistry and biochemistry.
Nitrogen has five valence electrons and in simple amines it is trivalent, with the two remaining electrons forming a lone pair. Through that pair, nitrogen can form an additional bond to hydrogen making it tetravalent and with a positive charge in ammonium salts. Many nitrogen compounds can thus be potentially basic but its degree depends on the configuration: the nitrogen atom in amides is not basic due to delocalization of the lone pair into a double bond and in pyrrole the lone pair is part of an aromatic sextet.
Similar to carbon–carbon bonds, these bonds can form stable double bonds, as in imines; and triple bonds, such as nitriles. Bond lengths range from 147.9 pm for simple amines to 147.5 pm for C-N= compounds such as nitromethane to 135.2 pm for partial double bonds in pyridine to 115.8 pm for triple bonds as in nitriles.
A CN bond is strongly polarized towards nitrogen (the electronegativities of C and N are 2.55 and 3.04, respectively) and subsequently molecular dipole moments can be high: cyanamide 4.27 D, diazomethane 1.5 D, methyl azide 2.17, pyridine 2.19. For this reason many compounds containing CN bonds are water-soluble. N-philes are group of radical molecules which are specifically attracted to the C=N bonds.
Carbon-nitrogen bond can be analyzed by X-ray photoelectron spectroscopy (XPS). Depending on the bonding states the peak positions differ in N1s XPS spectra.
Nitrogen functional groups
See also
Cyanide
Other carbon bonds with group 15 elements: carbon–nitrogen bonds, carbon–phosphorus bonds
Other carbon bonds with period 2 elements: carbon–lithium bonds, carbon–beryllium bonds, carbon–boron bonds, carbon–carbon bonds, carbon–nitrogen bonds, carbon–oxygen bonds, carbon–fluorine bonds
Carbon–hydrogen bond
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What are compounds formed by ionic bonds called?
A. nuclear compounds
B. mixed compounds
C. layered compounds
D. ionic compounds (salts)
Answer:
|
|
sciq-10492
|
multiple_choice
|
What kind of compounds contain positively and negatively charged ions in a ratio that results in an overall charge of zero?
|
[
"zero charged compunds",
"zeronic ions",
"ionic compounds",
"neutral compounds"
] |
C
|
Relavent Documents:
Document 0:::
An ion () is an atom or molecule with a net electrical charge. The charge of an electron is considered to be negative by convention and this charge is equal and opposite to the charge of a proton, which is considered to be positive by convention. The net charge of an ion is not zero because its total number of electrons is unequal to its total number of protons.
A cation is a positively charged ion with fewer electrons than protons while an anion is a negatively charged ion with more electrons than protons. Opposite electric charges are pulled towards one another by electrostatic force, so cations and anions attract each other and readily form ionic compounds.
Ions consisting of only a single atom are termed atomic or monatomic ions, while two or more atoms form molecular ions or polyatomic ions. In the case of physical ionization in a fluid (gas or liquid), "ion pairs" are created by spontaneous molecule collisions, where each generated pair consists of a free electron and a positive ion. Ions are also created by chemical interactions, such as the dissolution of a salt in liquids, or by other means, such as passing a direct current through a conducting solution, dissolving an anode via ionization.
History of discovery
The word ion was coined from Greek neuter present participle of ienai (), meaning "to go". A cation is something that moves down ( pronounced kato, meaning "down") and an anion is something that moves up (, meaning "up"). They are so called because ions move toward the electrode of opposite charge. This term was introduced (after a suggestion by the English polymath William Whewell) by English physicist and chemist Michael Faraday in 1834 for the then-unknown species that goes from one electrode to the other through an aqueous medium. Faraday did not know the nature of these species, but he knew that since metals dissolved into and entered a solution at one electrode and new metal came forth from a solution at the other electrode; that some kind of
Document 1:::
In physics, a charged particle is a particle with an electric charge. It may be an ion, such as a molecule or atom with a surplus or deficit of electrons relative to protons. It can also be an electron or a proton, or another elementary particle, which are all believed to have the same charge (except antimatter). Another charged particle may be an atomic nucleus devoid of electrons, such as an alpha particle.
A plasma is a collection of charged particles, atomic nuclei and separated electrons, but can also be a gas containing a significant proportion of charged particles.
Charged particles are labeled as either positive (+) or negative (-). Only the existence of two "types" of charges are known, and the designations themselves are arbitrarily named. Nothing is inherent to a positively charged particle that makes it "positive", and the same goes for negatively charged particles.
Examples
Positively charged particles
protons and atomic nuclei
positrons (antielectrons)
alpha particles
positive charged pions
cations
Negatively charged particles
electrons
antiprotons
muons
tauons
negative charged pions
anions
Particles without an electric charge
neutrons
photons
neutrinos
neutral pions
z boson
higgs boson
atoms
Document 2:::
The degree of ionization (also known as ionization yield in the literature) refers to the proportion of neutral particles, such as those in a gas or aqueous solution, that are ionized. For electrolytes, it could be understood as a capacity of acid/base to ionize itself. A low degree of ionization is sometimes called partially ionized (also weakly ionized), and a high degree of ionization as fully ionized. However, fully ionized can also mean that an ion has no electrons left.
Ionization refers to the process whereby an atom or molecule loses one or several electrons from its atomic orbital, or conversely gains an additional one, from an incoming free electron (electron attachment). In both cases, the atom or molecule ceases to be a neutral particle and becomes a charge carrier. If the species has lost one or several electrons, it becomes positively charged and is called a positive ion, or cation. On the contrary, if the species has gained one or several additional electrons, it becomes negatively charged and is called a negative ion, or anion. Individual free electrons and ions in a plasma have very short lives typically inferior to the microsecond, as ionization and recombination, excitation and relaxation are collective continuous processes.
Chemistry usage
The degree of dissociation α (also known as degree of ionization), is a way of representing the strength of an acid. It is defined as the ratio of the number of ionized molecules and the number of molecules dissolved in water. It can be represented as a decimal number or as a percentage. One can classify strong acids as those having ionization degrees above 30%, weak acids as those with α below 30%, and the rest as moderate acids, at a specified molar concentration.
Physics usage
In plasma, the degree of ionization refers to the proportion of neutral particles that are ionized:
where is the ion density and the neutral density (in particles per cubic meter). It is a dimensionless number, sometimes expres
Document 3:::
In physics, a charge carrier is a particle or quasiparticle that is free to move, carrying an electric charge, especially the particles that carry electric charges in electrical conductors. Examples are electrons, ions and holes. The term is used most commonly in solid state physics. In a conducting medium, an electric field can exert force on these free particles, causing a net motion of the particles through the medium; this is what constitutes an electric current.
The electron and the proton are the elementary charge carriers, each carrying one elementary charge (e), of the same magnitude and opposite sign.
In conductors
In conducting media, particles serve to carry charge:
In many metals, the charge carriers are electrons. One or two of the valence electrons from each atom are able to move about freely within the crystal structure of the metal. The free electrons are referred to as conduction electrons, and the cloud of free electrons is called a Fermi gas. Many metals have electron and hole bands. In some, the majority carriers are holes.
In electrolytes, such as salt water, the charge carriers are ions, which are atoms or molecules that have gained or lost electrons so they are electrically charged. Atoms that have gained electrons so they are negatively charged are called anions, atoms that have lost electrons so they are positively charged are called cations. Cations and anions of the dissociated liquid also serve as charge carriers in melted ionic solids (see e.g. the Hall–Héroult process for an example of electrolysis of a melted ionic solid). Proton conductors are electrolytic conductors employing positive hydrogen ions as carriers.
In a plasma, an electrically charged gas which is found in electric arcs through air, neon signs, and the sun and stars, the electrons and cations of ionized gas act as charge carriers.
In a vacuum, free electrons can act as charge carriers. In the electronic component known as the vacuum tube (also called valve), the mobil
Document 4:::
An electrolyte is a medium containing ions that is electrically conducting through the movement of those ions, but not conducting electrons. This includes most soluble salts, acids, and bases dissolved in a polar solvent, such as water. Upon dissolving, the substance separates into cations and anions, which disperse uniformly throughout the solvent. Solid-state electrolytes also exist. In medicine and sometimes in chemistry, the term electrolyte refers to the substance that is dissolved.
Electrically, such a solution is neutral. If an electric potential is applied to such a solution, the cations of the solution are drawn to the electrode that has an abundance of electrons, while the anions are drawn to the electrode that has a deficit of electrons. The movement of anions and cations in opposite directions within the solution amounts to a current. Some gases, such as hydrogen chloride (HCl), under conditions of high temperature or low pressure can also function as electrolytes. Electrolyte solutions can also result from the dissolution of some biological (e.g., DNA, polypeptides) or synthetic polymers (e.g., polystyrene sulfonate), termed "polyelectrolytes", which contain charged functional groups. A substance that dissociates into ions in solution or in the melt acquires the capacity to conduct electricity. Sodium, potassium, chloride, calcium, magnesium, and phosphate in a liquid phase are examples of electrolytes.
In medicine, electrolyte replacement is needed when a person has prolonged vomiting or diarrhea, and as a response to sweating due to strenuous athletic activity. Commercial electrolyte solutions are available, particularly for sick children (such as oral rehydration solution, Suero Oral, or Pedialyte) and athletes (sports drinks). Electrolyte monitoring is important in the treatment of anorexia and bulimia.
In science, electrolytes are one of the main components of electrochemical cells.
In clinical medicine, mentions of electrolytes usually refer m
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What kind of compounds contain positively and negatively charged ions in a ratio that results in an overall charge of zero?
A. zero charged compunds
B. zeronic ions
C. ionic compounds
D. neutral compounds
Answer:
|
|
sciq-978
|
multiple_choice
|
What reflex is commonly tested in newborn infants to establish the presence of neuromuscular function?
|
[
"glandular",
"phalanges",
"renal",
"plantar"
] |
D
|
Relavent Documents:
Document 0:::
In biology, a reflex, or reflex action, is an involuntary, unplanned sequence or action and nearly instantaneous response to a stimulus.
Reflexes are found with varying levels of complexity in organisms with a nervous system. A reflex occurs via neural pathways in the nervous system called reflex arcs. A stimulus initiates a neural signal, which is carried to a synapse. The signal is then transferred across the synapse to a motor neuron, which evokes a target response. These neural signals do not always travel to the brain, so many reflexes are an automatic response to a stimulus that does not receive or need conscious thought.
Many reflexes are fine-tuned to increase organism survival and self-defense. This is observed in reflexes such as the startle reflex, which provides an automatic response to an unexpected stimulus, and the feline righting reflex, which reorients a cat's body when falling to ensure safe landing. The simplest type of reflex, a short-latency reflex, has a single synapse, or junction, in the signaling pathway. Long-latency reflexes produce nerve signals that are transduced across multiple synapses before generating the reflex response.
Types of human reflexes
Myotatic reflexes
The myotatic or muscle stretch reflexes (sometimes known as deep tendon reflexes) provide information on the integrity of the central nervous system and peripheral nervous system. This information can be detected using electromyography (EMG). Generally, decreased reflexes indicate a peripheral problem, and lively or exaggerated reflexes a central one. A stretch reflex is the contraction of a muscle in response to its lengthwise stretch.
Biceps reflex (C5, C6)
Brachioradialis reflex (C5, C6, C7)
Extensor digitorum reflex (C6, C7)
Triceps reflex (C6, C7, C8)
Patellar reflex or knee-jerk reflex (L2, L3, L4)
Ankle jerk reflex (Achilles reflex) (S1, S2)
While the reflexes above are stimulated mechanically, the term H-reflex refers to the analogous reflex stimulated
Document 1:::
The Force Concept Inventory is a test measuring mastery of concepts commonly taught in a first semester of physics developed by Hestenes, Halloun, Wells, and Swackhamer (1985). It was the first such "concept inventory" and several others have been developed since for a variety of topics. The FCI was designed to assess student understanding of the Newtonian concepts of force. Hestenes (1998) found that while "nearly 80% of the [students completing introductory college physics courses] could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered.
The 1995 version has 30 five-way multiple choice questions.
Example question (question 4):
Gender differences
The FCI shows a gender difference in favor of males that has been the subject of some research in regard to gender equity in education. Men score on average about 10% higher.
Document 2:::
Reflexogenous (reflexogenic) zone (or the receptive field of a reflex) is the area of the body stimulation of which causes a definite unconditioned reflex. For example, stimulation of the mucosa of the nasopharynx elicits a sneezing reflex, and stimulation of the tracheae and bronchi elicits a coughing reflex. The receptive fields of various reflexes may overlap, and in consequence a stimulus applied to a certain part of the skin can elicit one reflex or another depending on its strength and the state of the central nervous system.
Document 3:::
Progress tests are longitudinal, feedback oriented educational assessment tools for the evaluation of development and sustainability of cognitive knowledge during a learning process. A progress test is a written knowledge exam (usually involving multiple choice questions) that is usually administered to all students in the "A" program at the same time and at regular intervals (usually twice to four times yearly) throughout the entire academic program. The test samples the complete knowledge domain expected of new graduates upon completion of their courses, regardless of the year level of the student). The differences between students’ knowledge levels show in the test scores; the further a student has progressed in the curriculum the higher the scores. As a result, these resultant scores provide a longitudinal, repeated measures, curriculum-independent assessment of the objectives (in knowledge) of the entire programme.
History
Since its inception in the late 1970s at both Maastricht University and the University of Missouri–Kansas City independently, the progress test of applied knowledge has been increasingly used in medical and health sciences programs across the globe. They are well established and increasingly used in medical education in both undergraduate and postgraduate medical education. They are used formatively and summatively.
Use in academic programs
The progress test is currently used by national progress test consortia in the United Kingdom, Italy, The Netherlands, in Germany (including Austria), and in individual schools in Africa, Saudi Arabia, South East Asia, the Caribbean, Australia, New Zealand, Sweden, Finland, UK, and the USA. The National Board of Medical Examiners in the USA also provides progress testing in various countries The feasibility of an international approach to progress testing has been recently acknowledged and was first demonstrated by Albano et al. in 1996, who compared test scores across German, Dutch and Italian medi
Document 4:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What reflex is commonly tested in newborn infants to establish the presence of neuromuscular function?
A. glandular
B. phalanges
C. renal
D. plantar
Answer:
|
|
sciq-8020
|
multiple_choice
|
What is the name for speed with a direction?
|
[
"distance",
"velocity",
"acceleration",
"trajectory"
] |
B
|
Relavent Documents:
Document 0:::
Velocity is the speed in combination with the direction of motion of an object. Velocity is a fundamental concept in kinematics, the branch of classical mechanics that describes the motion of bodies.
Velocity is a physical vector quantity: both magnitude and direction are needed to define it. The scalar absolute value (magnitude) of velocity is called , being a coherent derived unit whose quantity is measured in the SI (metric system) as metres per second (m/s or m⋅s−1). For example, "5 metres per second" is a scalar, whereas "5 metres per second east" is a vector. If there is a change in speed, direction or both, then the object is said to be undergoing an acceleration.
Constant velocity vs acceleration
To have a constant velocity, an object must have a constant speed in a constant direction. Constant direction constrains the object to motion in a straight path thus, a constant velocity means motion in a straight line at a constant speed.
For example, a car moving at a constant 20 kilometres per hour in a circular path has a constant speed, but does not have a constant velocity because its direction changes. Hence, the car is considered to be undergoing an acceleration.
Difference between speed and velocity
While the terms speed and velocity are often colloquially used interchangeably to connote how fast an object is moving, in scientific terms they are different. Speed, the scalar magnitude of a velocity vector, denotes only how fast an object is moving, while velocity indicates both an objects speed and direction.
Equation of motion
Average velocity
Velocity is defined as the rate of change of position with respect to time, which may also be referred to as the instantaneous velocity to emphasize the distinction from the average velocity. In some applications the average velocity of an object might be needed, that is to say, the constant velocity that would provide the same resultant displacement as a variable velocity in the same time interval, , over some
Document 1:::
Linear motion, also called rectilinear motion, is one-dimensional motion along a straight line, and can therefore be described mathematically using only one spatial dimension. The linear motion can be of two types: uniform linear motion, with constant velocity (zero acceleration); and non-uniform linear motion, with variable velocity (non-zero acceleration). The motion of a particle (a point-like object) along a line can be described by its position , which varies with (time). An example of linear motion is an athlete running a 100-meter dash along a straight track.
Linear motion is the most basic of all motion. According to Newton's first law of motion, objects that do not experience any net force will continue to move in a straight line with a constant velocity until they are subjected to a net force. Under everyday circumstances, external forces such as gravity and friction can cause an object to change the direction of its motion, so that its motion cannot be described as linear.
One may compare linear motion to general motion. In general motion, a particle's position and velocity are described by vectors, which have a magnitude and direction. In linear motion, the directions of all the vectors describing the system are equal and constant which means the objects move along the same axis and do not change direction. The analysis of such systems may therefore be simplified by neglecting the direction components of the vectors involved and dealing only with the magnitude.
Background
Displacement
The motion in which all the particles of a body move through the same distance in the same time is called translatory motion. There are two types of translatory motions: rectilinear motion; curvilinear motion. Since linear motion is a motion in a single dimension, the distance traveled by an object in particular direction is the same as displacement. The SI unit of displacement is the metre. If is the initial position of an object and is the final position, then mat
Document 2:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 3:::
In mechanics, acceleration is the rate of change of the velocity of an object with respect to time. Acceleration is one of several components of kinematics, the study of motion. Accelerations are vector quantities (in that they have magnitude and direction). The orientation of an object's acceleration is given by the orientation of the net force acting on that object. The magnitude of an object's acceleration, as described by Newton's Second Law, is the combined effect of two causes:
the net balance of all external forces acting onto that object — magnitude is directly proportional to this net resulting force;
that object's mass, depending on the materials out of which it is made — magnitude is inversely proportional to the object's mass.
The SI unit for acceleration is metre per second squared (, ).
For example, when a vehicle starts from a standstill (zero velocity, in an inertial frame of reference) and travels in a straight line at increasing speeds, it is accelerating in the direction of travel. If the vehicle turns, an acceleration occurs toward the new direction and changes its motion vector. The acceleration of the vehicle in its current direction of motion is called a linear (or tangential during circular motions) acceleration, the reaction to which the passengers on board experience as a force pushing them back into their seats. When changing direction, the effecting acceleration is called radial (or centripetal during circular motions) acceleration, the reaction to which the passengers experience as a centrifugal force. If the speed of the vehicle decreases, this is an acceleration in the opposite direction of the velocity vector (mathematically a negative, if the movement is unidimensional and the velocity is positive), sometimes called deceleration or retardation, and passengers experience the reaction to deceleration as an inertial force pushing them forward. Such negative accelerations are often achieved by retrorocket burning in spacecraft. Bot
Document 4:::
This is a list of topics that are included in high school physics curricula or textbooks.
Mathematical Background
SI Units
Scalar (physics)
Euclidean vector
Motion graphs and derivatives
Pythagorean theorem
Trigonometry
Motion and forces
Motion
Force
Linear motion
Linear motion
Displacement
Speed
Velocity
Acceleration
Center of mass
Mass
Momentum
Newton's laws of motion
Work (physics)
Free body diagram
Rotational motion
Angular momentum (Introduction)
Angular velocity
Centrifugal force
Centripetal force
Circular motion
Tangential velocity
Torque
Conservation of energy and momentum
Energy
Conservation of energy
Elastic collision
Inelastic collision
Inertia
Moment of inertia
Momentum
Kinetic energy
Potential energy
Rotational energy
Electricity and magnetism
Ampère's circuital law
Capacitor
Coulomb's law
Diode
Direct current
Electric charge
Electric current
Alternating current
Electric field
Electric potential energy
Electron
Faraday's law of induction
Ion
Inductor
Joule heating
Lenz's law
Magnetic field
Ohm's law
Resistor
Transistor
Transformer
Voltage
Heat
Entropy
First law of thermodynamics
Heat
Heat transfer
Second law of thermodynamics
Temperature
Thermal energy
Thermodynamic cycle
Volume (thermodynamics)
Work (thermodynamics)
Waves
Wave
Longitudinal wave
Transverse waves
Transverse wave
Standing Waves
Wavelength
Frequency
Light
Light ray
Speed of light
Sound
Speed of sound
Radio waves
Harmonic oscillator
Hooke's law
Reflection
Refraction
Snell's law
Refractive index
Total internal reflection
Diffraction
Interference (wave propagation)
Polarization (waves)
Vibrating string
Doppler effect
Gravity
Gravitational potential
Newton's law of universal gravitation
Newtonian constant of gravitation
See also
Outline of physics
Physics education
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the name for speed with a direction?
A. distance
B. velocity
C. acceleration
D. trajectory
Answer:
|
|
sciq-8067
|
multiple_choice
|
The two types of glaciers are continental and what other kind?
|
[
"macro",
"rolling",
"micro",
"valley"
] |
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:::
Glacio-geological databases compile data on glacially associated sedimentary deposits and erosional activity from former and current ice-sheets, usually from published peer-reviewed sources. Their purposes are generally directed towards two ends: (Mode 1) compiling information about glacial landforms, which often inform about former ice-flow directions; and (Mode 2) compiling information which dates the absence or presence of ice.
These databases are used for a variety of purposes: (i) as bibliographic tools for researchers; (ii) as the quantitative basis of mapping of landforms or dates of ice presence/absence; and (iii) as quantitative databases which are used to constrain physically based mathematical models of ice-sheets.
Antarctic Ice Sheet: The AGGDB is a Mode 2 glacio-geological database for the Antarctic ice-sheet using information from around 150 published sources, covering glacial activity mainly from the past 30,000 years. It is available online, and aims to be comprehensive to the end of 2007.
British Ice Sheet: BRITICE is a Mode 1 database which aims to map all glacial landforms of Great Britain.
Eurasian Ice Sheet: DATED-1 is a Mode 2 database for the Eurasian ice-sheet. Its sister-project DATED-2 uses the information in DATED-1 to map the retreat of the Eurasian ice-sheet since the Last Glacial Maximum.
See also
Glacial landforms
Sediment
Geology
Ice sheet
Exposure Age Dating
Radio-carbon dating
Document 2:::
Blood Falls is an outflow of an iron oxide–tainted plume of saltwater, flowing from the tongue of Taylor Glacier onto the ice-covered surface of West Lake Bonney in the Taylor Valley of the McMurdo Dry Valleys in Victoria Land, East Antarctica.
Iron-rich hypersaline water sporadically emerges from small fissures in the ice cascades. The saltwater source is a subglacial pool of unknown size overlain by about of ice several kilometers from its tiny outlet at Blood Falls.
The reddish deposit was found in 1911 by the Australian geologist Thomas Griffith Taylor, who first explored the valley that bears his name. The Antarctica pioneers first attributed the red color to red algae, but later it was proven to be due to iron oxides.
Geochemistry
Poorly soluble hydrous ferric oxides are deposited at the surface of ice after the ferrous ions present in the unfrozen saltwater are oxidized in contact with atmospheric oxygen. The more soluble ferrous ions initially are dissolved in old seawater trapped in an ancient pocket remaining from the Antarctic Ocean when a fjord was isolated by the glacier in its progression during the Miocene period, some 5 million years ago, when the sea level was higher than today.
Unlike most Antarctic glaciers, the Taylor Glacier is not frozen to the bedrock, probably because of the presence of salts concentrated by the crystallization of the ancient seawater imprisoned below it. Salt cryo-concentration occurred in the deep relict seawater when pure ice crystallized and expelled its dissolved salts as it cooled down because of the heat exchange of the captive liquid seawater with the enormous ice mass of the glacier. As a consequence, the trapped seawater was concentrated in brines with a salinity two to three times that of the mean ocean water. A second mechanism sometimes also explaining the formation of hypersaline brines is the water evaporation of surface lakes directly exposed to the very dry polar atmosphere in the McMurdo Dry Valleys. Th
Document 3:::
Martian geysers (or jets) are putative sites of small gas and dust eruptions that occur in the south polar region of Mars during the spring thaw. "Dark dune spots" and "spiders" – or araneiforms – are the two most visible types of features ascribed to these eruptions.
Martian geysers are distinct from geysers on Earth, which are typically associated with hydrothermal activity. These are unlike any terrestrial geological phenomenon. The reflectance (albedo), shapes and unusual spider appearance of these features have stimulated a variety of hypotheses about their origin, ranging from differences in frosting reflectance, to explanations involving biological processes. However, all current geophysical models assume some sort of jet or geyser-like activity on Mars. Their characteristics, and the process of their formation, are still a matter of debate.
These features are unique to the south polar region of Mars in an area informally called the 'cryptic region', at latitudes 60° to 80° south and longitudes 150°W to 310°W; this 1 meter deep carbon dioxide (CO2) ice transition area—between the scarps of the thick polar ice layer and the permafrost—is where clusters of the apparent geyser systems are located.
The seasonal frosting and defrosting of carbon dioxide ice results in the appearance of a number of features, such dark dune spots with spider-like rilles or channels below the ice, where spider-like radial channels are carved between the ground and the carbon dioxide ice, giving it an appearance of spider webs, then, pressure accumulating in their interior ejects gas and dark basaltic sand or dust, which is deposited on the ice surface and thus, forming dark dune spots. This process is rapid, observed happening in the space of a few days, weeks or months, a growth rate rather unusual in geology – especially for Mars. However, it would seem that multiple years would be required to carve the larger spider-like channels. There is no direct data on these features othe
Document 4:::
The Older Dryas was a stadial (cold) period between the Bølling and Allerød interstadials (warmer phases), about 14,000 years Before Present, towards the end of the Pleistocene. Its date is not well defined, with estimates varying by 400 years, but its duration is agreed to have been around 200 years.
The gradual warming since the Last Glacial Maximum (27,000 to 24,000 years BP) has been interrupted by two cold spells: the Older Dryas and the Younger Dryas (c. 12,900–11,650 BP). In northern Scotland, the glaciers were thicker and deeper during the Older Dryas than the succeeding Younger Dryas, and there is no evidence of human occupation of Britain. In Northwestern Europe there was also an earlier Oldest Dryas (18.5–17 ka BP 15–14 ka BP). The Dryas are named after an indicator genus, the Arctic and Alpine plant Dryas, the remains of which are found in higher concentrations in deposits from colder periods.
The Older Dryas was a variable cold, dry Blytt–Sernander period, observed in climatological evidence in only some regions, dependent on latitude. In regions in which it is not observed, the Bølling–Allerød is considered a single interstadial period. Evidence of the Older Dryas is strongest in northern Eurasia, particularly part of Northern Europe, roughly equivalent to Pollen zone Ic.
Dates
In the Greenland oxygen isotope record, the Older Dryas appears as a downward peak establishing a small, low-intensity gap between the Bølling and the Allerød. That configuration presents a difficulty in estimating its time, as it is more of a point than a segment. The segment is small enough to escape the resolution of most carbon-14 series, as the points are not close enough together to find the segment.
One approach to the problem assigns a point and then picks an arbitrary segment. The Older Dryas is sometimes considered to be "centered" near 14,100 BP or to be 100 to 150 years long "at" 14,250 BP.
A second approach finds carbon-14 or other dates as close to the end of
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The two types of glaciers are continental and what other kind?
A. macro
B. rolling
C. micro
D. valley
Answer:
|
|
sciq-3320
|
multiple_choice
|
Amphibians may attract mates with what?
|
[
"only calls",
"neither",
"only scents",
"calls or scents"
] |
D
|
Relavent Documents:
Document 0:::
Frogs and toads produce a rich variety of sounds, calls, and songs during their courtship and mating rituals. The callers, usually males, make stereotyped sounds in order to advertise their location, their mating readiness and their willingness to defend their territory; listeners respond to the calls by return calling, by approach, and by going silent. These responses have been shown to be important for species recognition, mate assessment, and localization. Beginning with the pioneering experiments of Robert Capranica in the 1930s using playback techniques with normal and synthetic calls, behavioral biologists and neurobiologists have teamed up to use frogs and toads as a model system for understanding the auditory function and evolution. It is now considered an important example of the neural basis of animal behavior, because of the simplicity of the sounds, the relative ease with which neurophysiological recordings can be made from the auditory nerve, and the reliability of localization behavior. Acoustic communication is essential for the frog's survival in both territorial defense and in localization and attraction of mates. Sounds from frogs travel through the air, through water, and through the substrate. The neural basis of communication and audition gives insights into the science of sound applied to human communication.
Sound communication
Behavioral ecology
Frogs are more often heard than seen, and other frogs (and researchers) rely on their calls to identify them. Depending on the region that the frog lives in, certain times of the year are better for breeding than others, and frogs may live away from the best breeding grounds when it is not the species’ mating season. During the breeding season, they congregate to the best breeding site and compete for call time and recognition. Species that have a narrow mating season due to ponds that dry up have the most vigorous calls.
Calling strategy
Male-male competition
In many frog species only males call.
Document 1:::
Amplexus (Latin "embrace") is a type of mating behavior exhibited by some externally fertilizing species (chiefly amphibians and horseshoe crabs) in which a male grasps a female with his front legs as part of the mating process, and at the same time or with some time delay, he fertilizes the eggs, as they are released from the female's body. In amphibians, females may be grasped by the head, waist, or armpits, and the type of amplexus is characteristic of some taxonomic groups.
Amplexus involves direct contact between male and female, distinguished from other forms of external fertilization, such as broadcast spawning, where sperm and eggs are freely shed into water without direct contact by individuals. In order for amplexus to be initiated, male frogs must first find a mate by attracting one through calls, typically in the evening. Once a male has successfully attracted a mate, the process of amplexus begins, while the unsuccessful males are forced to continue their search for a mate through further calls.
The competition for a female mate among males is considered intense, and it is not uncommon for a male amphibian to attack an already-amplexed pair of amphibians. When a male amphibian attacks an amplexed pair of amphibians, he is trying to force the other male to release its grasp of the female, so he can then mate with her. Male amphibians are also known to show mate-guarding behaviour, which is shown after amplexus, and it is the male's attempt to prevent the female amphibian from mating with other males.
The duration of amplexus has been found to vary across species. In some species it may last for many days, while in others it may last a few hours. Despite the variation in the duration of amplexus across species, typically all species that exhibit this behaviour have to use their forelimb muscles for the duration of amplexus. Studies have found that this reproductive behaviour of amplexus can come with different fitness costs, due to the fact that ample
Document 2:::
Molly R. Morris is an American behavioral ecologist who has worked with treefrogs and swordtail fishes in the areas of alternative reproductive tactics and sexual selection.
Morris received a Bachelor of Arts from Earlham College and a PhD from Indiana University. As a National Science Foundation postdoctoral fellow at the University of Texas at Austin, her work with Mike Ryan demonstrated equal fitnesses between alternative reproductive tactics in a species of swordtail fish. She joined the faculty at Ohio University in 1997, where she is now a professor in the Department of Biological Sciences. She is also the Associate Editor for the journal Behavior. Her publication credits include multiple papers on Animal behavior and Ecology. Her current research relates to diabetes, as well as behavioral ecology, using the swordtail fish Xiphophorus as a model organism.
Personal life
Morris is married to Kevin de Queiroz, an evolutionary biologist at the Smithsonian Institution's National Museum of Natural History.
Selected works
Document 3:::
Communication occurs when an animal produces a signal and uses it to influences the behaviour of another animal. A signal can be any behavioural, structural or physiological trait that has evolved specifically to carry information about the sender and/or the external environment and to stimulate the sensory system of the receiver to change their behaviour. A signal is different from a cue in that cues are informational traits that have not been selected for communication purposes. For example, if an alerted bird gives a warning call to a predator and causes the predator to give up the hunt, the bird is using the sound as a signal to communicate its awareness to the predator. On the other hand, if a rat forages in the leaves and makes a sound that attracts a predator, the sound itself is a cue and the interaction is not considered a communication attempt.
Air and water have different physical properties which lead to different velocity and clarity of the signal transmission process during communication. This means that common understanding of communication mechanisms and structures of terrestrial animals cannot be applied to aquatic animals. For example, a horse can sniff the air to detect pheromones but a fish which is surrounded by water will need a different method to detect chemicals.
Aquatic animals can communicate through various signal modalities including visual, auditory, tactile, chemical and electrical signals. Communication using any of these forms requires specialised signal producing and detecting organs. Thus, the structure, distribution and mechanism of these sensory systems vary amongst different classes and species of aquatic animals and they also differ greatly to those of terrestrial animals.
The basic functions of communication in aquatic animals are similar to those of terrestrial animals. In general, communication can be used to facilitate social recognition and aggregation, to locate, attract and evaluate mating partners and to engage in te
Document 4:::
The ovulatory shift hypothesis holds that women experience evolutionarily adaptive changes in subconscious thoughts and behaviors related to mating during different parts of the ovulatory cycle. It suggests that what women want, in terms of men, changes throughout the menstrual cycle. Two meta-analyses published in 2014 reached opposing conclusions on whether the existing evidence was robust enough to support the prediction that women's mate preferences change across the cycle. A newer 2018 review does not show women changing the type of men they desire at different times in their fertility cycle.
Overview
The theory proposes that women's behavior may change during the most fertile time in their ovulatory cycle. At high fertility, the theory holds that women may become more physically active and avoid male relatives.
The hypothesis separately proposes that hormonal changes across the cycle cause women, when they are most likely to get pregnant, to be more attracted to traits in potential short-term male sexual partners that indicate high genetic quality, leading to greater reproductive success. It has been proposed that genetic traits like compatible major histocompatibility complex gene profiles are considered more attractive. Newer studies do not support female changes in desired reproductive partners when more fertile.
Estrus in humans
Most female mammals experience reproductive fertility cycles. They typically consist of a long period of low fertility, and a brief period of high fertility just prior to and including ovulation. In humans, this is called the ovulatory cycle, or menstrual cycle. The period of high fertility is also called the fertile window, and is the only time during the cycle when sex can result in conception.
Females of most mammalian species display hormonally-induced physical and behavioral signals of their fertility during the fertile window, such as sexual swellings and increased motivation to mate. Some species will not—or cannot
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Amphibians may attract mates with what?
A. only calls
B. neither
C. only scents
D. calls or scents
Answer:
|
|
sciq-5304
|
multiple_choice
|
Each megasporangium has a single functional one of what?
|
[
"cocklebur",
"megaspore",
"spicule",
"antispore"
] |
B
|
Relavent Documents:
Document 0:::
Suspensors are anatomical structures found in certain fungi and plants.
Fungi
In fungi, suspensors are filamentous structural formations having the function of holding a zygospore between two strains of hyphae.
Plants
In plants, suspensors are found in zygotes in angiosperms, connecting the endosperm to an embryo. Usually in dicots the suspensor cells divide transversally a few times to form a filamentous suspensor of 6-10 cells. The suspensor helps in pushing the embryo into the endosperm. The first cell of the suspensor towards the micropylar end becomes swollen and functions as a haustorium. The haustorium has wall ingrowths similar to those of a transfer cell. The last of the suspensors at the end of the embryo is known as hypophysis. Hypophysis later gives rise to the radicle and root cap. During embryo development in angiosperm seeds, normal development involves asymmetrical division of the unicellular embryo, inducing polarity. The smaller terminal cell divides to become the proembryo while the larger basal cell divides laterally to form the suspensor. The suspensor is analogous to a placental mammalian's umbilical cord.
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:::
Single Best Answer (SBA or One Best Answer) is a written examination form of multiple choice questions used extensively in medical education.
Structure
A single question is posed with typically five alternate answers, from which the candidate must choose the best answer. This method avoids the problems of past examinations of a similar form described as Single Correct Answer. The older form can produce confusion where more than one of the possible answers has some validity. The newer form makes it explicit that more than one answer may have elements that are correct, but that one answer will be superior.
Prior to the widespread introduction of SBAs into medical education, the typical form of examination was true-false multiple choice questions. But during the 2000s, educators found that SBAs would be superior.
Document 3:::
Magosphaera planula was a spherical multiflagellated multicellular microorganism discovered by Ernst Haeckel in September 1869 while he was collecting sponges off Gisøy island off the coast of Norway. He claimed to have seen it break up into separate cells which then became amoeboid. Nobody else has found it, and he kept no specimens of it. It played an important part in theories of metazoan phylogeny into the early 20th century.
Document 4:::
N. europaea shows short rods with pointed ends cells, which size is (0.8-1.1 x 1.0- 1.7) µm; motility has not been observed.
N. eutropha presents rod to pear shaped cells with one or both ends pointed, with a size of (1.0-1.3 x 1.6- 2.3) µm. They show motility.
N. halophila cells have a coccoid shap
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Each megasporangium has a single functional one of what?
A. cocklebur
B. megaspore
C. spicule
D. antispore
Answer:
|
|
sciq-8016
|
multiple_choice
|
In addition to spiral cleavage, protostomes also undergo which other form of cleavage?
|
[
"determinate",
"dispersive",
"diagonal",
"straight"
] |
A
|
Relavent Documents:
Document 0:::
In the field of developmental biology, regional differentiation is the process by which different areas are identified in the development of the early embryo. The process by which the cells become specified differs between organisms.
Cell fate determination
In terms of developmental commitment, a cell can either be specified or it can be determined. Specification is the first stage in differentiation. A cell that is specified can have its commitment reversed while the determined state is irreversible. There are two main types of specification: autonomous and conditional. A cell specified autonomously will develop into a specific fate based upon cytoplasmic determinants with no regard to the environment the cell is in. A cell specified conditionally will develop into a specific fate based upon other surrounding cells or morphogen gradients. Another type of specification is syncytial specification, characteristic of most insect classes.
Specification in sea urchins uses both autonomous and conditional mechanisms to determine the anterior/posterior axis. The anterior/posterior axis lies along the animal/vegetal axis set up during cleavage. The micromeres induce the nearby tissue to become endoderm while the animal cells are specified to become ectoderm. The animal cells are not determined because the micromeres can induce the animal cells to also take on mesodermal and endodermal fates. It was observed that β-catenin was present in the nuclei at the vegetal pole of the blastula. Through a series of experiments, one study confirmed the role of β-catenin in the cell-autonomous specification of vegetal cell fates and the micromeres inducing ability. Treatments of lithium chloride sufficient to vegetalize the embryo resulted in increases in nuclearly localized b-catenin. Reduction of expression of β-catenin in the nucleus correlated with loss of vegetal cell fates. Transplants of micromeres lacking nuclear accumulation of β-catenin were unable to induce a second axis.
Document 1:::
Segmentation in biology is the division of some animal and plant body plans into a linear series of repetitive segments that may or may not be interconnected to each other. This article focuses on the segmentation of animal body plans, specifically using the examples of the taxa Arthropoda, Chordata, and Annelida. These three groups form segments by using a "growth zone" to direct and define the segments. While all three have a generally segmented body plan and use a growth zone, they use different mechanisms for generating this patterning. Even within these groups, different organisms have different mechanisms for segmenting the body. Segmentation of the body plan is important for allowing free movement and development of certain body parts. It also allows for regeneration in specific individuals.
Definition
Segmentation is a difficult process to satisfactorily define. Many taxa (for example the molluscs) have some form of serial repetition in their units but are not conventionally thought of as segmented. Segmented animals are those considered to have organs that were repeated, or to have a body composed of self-similar units, but usually it is the parts of an organism that are referred to as being segmented.
Embryology
Segmentation in animals typically falls into three types, characteristic of different arthropods, vertebrates, and annelids. Arthropods such as the fruit fly form segments from a field of equivalent cells based on transcription factor gradients. Vertebrates like the zebrafish use oscillating gene expression to define segments known as somites. Annelids such as the leech use smaller blast cells budded off from large teloblast cells to define segments.
Arthropods
Although Drosophila segmentation is not representative of the arthropod phylum in general, it is the most highly studied. Early screens to identify genes involved in cuticle development led to the discovery of a class of genes that was necessary for proper segmentation of the Drosophila
Document 2:::
Helical growth is when cells or organs expand, resulting in helical shaped cells or organs and typically including the breakage of symmetry. This is seen in fungi, algae, and other higher plant cells or organs. Helical growth can occur naturally, such as in tendrils or in twining plants. Asymmetry can be caused by changes in pectin or through mutation and result in left- or right-handed helices. Tendril perversion, during which a tendril curves in opposite directions at each end, is seen in many cases. The helical growth of twining plants is based on the circumnutational movement, or circular growth, of stems. Most twining plans have right-handed helices regardless of the plant's growth hemisphere.
Helical growth in single cells, such as the fungi genus Phycomyces or the algae genus Nitella, is thought to be caused by a helical arrangement of structural biological material in the cell wall. In mutant thale cress, helical growth is seen at the organ level. Analysis strongly suggests that cortical microtubules have an important role in controlling the direction of organ expansion. It is unclear how helical growth mutations affect thale cress cell wall assembly.
When seen in spiral3, a conserved GRIP1 gene, a missense mutation causes a left-handed helical organization of cortical microtubules and a severe right-hand helical growth. This mutation compromises interactions between proteins GCP2 and GCP3 in yeast. While the efficiency of microtubule dynamics and nucleation were not noticeably affected, cortical microtubule angles were less narrow and more widely distributed.
Document 3:::
Dexiothetism refers to a reorganisation of a clade's bauplan, with right becoming ventral and left becoming dorsal. The organism would then recruit a new left hand side.
Details
If a bilaterally symmetrical ancestor were to become affixed by its right hand side, it would occlude all features on that side. When that organism wanted to become secondarily bilaterally symmetrical again, it would be forced to resculpt its new left and right hand sides from the old left hand side. The end result is a bilaterally symmetrical animal, but with its dorsoventral axis rotated a quarter of a turn.
Implications
Dexiothetism has been implicated in the origin of the unusual embryology of the cephalochordate amphioxus, whereby its gill slits originate on the left hand side and the migrate to the right hand side.
In Jefferies' Calcichordate Theory, he supposes that all chordates and their mitrate ancestors are dexiothetic.
Document 4:::
Symmetry breaking in biology is the process by which uniformity is broken, or the number of points to view invariance are reduced, to generate a more structured and improbable state. Symmetry breaking is the event where symmetry along a particular axis is lost to establish a polarity. Polarity is a measure for a biological system to distinguish poles along an axis. This measure is important because it is the first step to building complexity. For example, during organismal development, one of the first steps for the embryo is to distinguish its dorsal-ventral axis. The symmetry-breaking event that occurs here will determine which end of this axis will be the ventral side, and which end will be the dorsal side. Once this distinction is made, then all the structures that are located along this axis can develop at the proper location. As an example, during human development, the embryo needs to establish where is ‘back’ and where is ‘front’ before complex structures, such as the spine and lungs, can develop in the right location (where the lungs are placed ‘in front’ of the spine). This relationship between symmetry breaking and complexity was articulated by P.W. Anderson. He speculated that increasing levels of broken symmetry in many-body systems correlates with increasing complexity and functional specialization. In a biological perspective, the more complex an organism is, the higher number of symmetry-breaking events can be found.
The importance of symmetry breaking in biology is also reflected in the fact that it's found at all scales. Symmetry breaking can be found at the macromolecular level, at the subcellular level and even at the tissues and organ level. It's also interesting to note that most asymmetry on a higher scale is a reflection of symmetry breaking on a lower scale. Cells first need to establish a polarity through a symmetry-breaking event before tissues and organs themselves can be polar. For example, one model proposes that left-right bo
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
In addition to spiral cleavage, protostomes also undergo which other form of cleavage?
A. determinate
B. dispersive
C. diagonal
D. straight
Answer:
|
|
sciq-10015
|
multiple_choice
|
Bones are made up of different types of what?
|
[
"fiber",
"blood cells",
"cartilage",
"tissue"
] |
D
|
Relavent Documents:
Document 0:::
Adult stem cells are undifferentiated cells, found throughout the body after development, that multiply by cell division to replenish dying cells and regenerate damaged tissues. Also known as somatic stem cells (from Greek σωματικóς, meaning of the body), they can be found in juvenile, adult animals, and humans, unlike embryonic stem cells.
Scientific interest in adult stem cells is centered around two main characteristics. The first of which is their ability to divide or self-renew indefinitely, and the second their ability to generate all the cell types of the organ from which they originate, potentially regenerating the entire organ from a few cells. Unlike embryonic stem cells, the use of human adult stem cells in research and therapy is not considered to be controversial, as they are derived from adult tissue samples rather than human embryos designated for scientific research. The main functions of adult stem cells are to replace cells that are at risk of possibly dying as a result of disease or injury and to maintain a state of homeostasis within the cell. There are three main methods to determine if the adult stem cell is capable of becoming a specialized cell. The adult stem cell can be labeled in vivo and tracked, it can be isolated and then transplanted back into the organism, and it can be isolated in vivo and manipulated with growth hormones. They have mainly been studied in humans and model organisms such as mice and rats.
Structure
Defining properties
A stem cell possesses two properties:
Self-renewal is the ability to go through numerous cycles of cell division while still maintaining its undifferentiated state. Stem cells can replicate several times and can result in the formation of two stem cells, one stem cell more differentiated than the other, or two differentiated cells.
Multipotency or multidifferentiative potential is the ability to generate progeny of several distinct cell types, (for example glial cells and neurons) as opposed to u
Document 1:::
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 2:::
Bone healing, or fracture healing, is a proliferative physiological process in which the body facilitates the repair of a bone fracture.
Generally, bone fracture treatment consists of a doctor reducing (pushing) displaced bones back into place via relocation with or without anaesthetic, stabilizing their position to aid union, and then waiting for the bone's natural healing process to occur.
Adequate nutrient intake has been found to significantly affect the integrity of the fracture repair. Age, bone type, drug therapy and pre-existing bone pathology are factors that affect healing. The role of bone healing is to produce new bone without a scar as seen in other tissues which would be a structural weakness or deformity.
The process of the entire regeneration of the bone can depend on the angle of dislocation or fracture. While the bone formation usually spans the entire duration of the healing process, in some instances, bone marrow within the fracture has healed two or fewer weeks before the final remodelling phase.
While immobilization and surgery may facilitate healing, a fracture ultimately heals through physiological processes. The healing process is mainly determined by the periosteum (the connective tissue membrane covering the bone). The periosteum is one source of precursor cells that develop into chondroblasts and osteoblasts that are essential to the healing of bone. Other sources of precursor cells are the bone marrow (when present), endosteum, small blood vessels, and fibroblasts.
Primary healing
Primary healing (also known as direct healing) requires a correct anatomical reduction which is stable, without any gap formation. Such healing requires only the remodeling of lamellar bone, the Haversian canals and the blood vessels without callus formation. This process may take a few months to a few years.
Contact healing
When the gap between the bone ends is less than 0.01 mm, and interfragmentary strain is less than 2%, contact healing can occur. In
Document 3:::
In the development of vertebrate animals, the functional matrix hypothesis is a phenomenological description of bone growth. It proposes that "the origin, development and maintenance of all skeletal units are secondary, compensatory and mechanically obligatory responses to temporally and operationally prior demands of related functional matrices."
The fundamental basis for this hypothesis, laid out by Columbia anatomy professor Melvin Moss is that bones do not grow but are grown, thus stressing the ontogenetic primacy of function over form. This is in contrast to the current conventional scientific wisdom that genetic, rather than epigenetic (non-genetic) factors, control such growth.
The theory was introduced as a chapter in a dental textbook in 1962.
See also
Wolff's law
Theories of Craniofacial Growth
Document 4:::
Several universities have designed interdisciplinary courses with a focus on human biology at the undergraduate level. There is a wide variation in emphasis ranging from business, social studies, public policy, healthcare and pharmaceutical research.
Americas
Human Biology major at Stanford University, Palo Alto (since 1970)
Stanford's Human Biology Program is an undergraduate major; it integrates the natural and social sciences in the study of human beings. It is interdisciplinary and policy-oriented and was founded in 1970 by a group of Stanford faculty (Professors Dornbusch, Ehrlich, Hamburg, Hastorf, Kennedy, Kretchmer, Lederberg, and Pittendrigh). It is a very popular major and alumni have gone to post-graduate education, medical school, law, business and government.
Human and Social Biology (Caribbean)
Human and Social Biology is a Level 4 & 5 subject in the secondary and post-secondary schools in the Caribbean and is optional for the Caribbean Secondary Education Certification (CSEC) which is equivalent to Ordinary Level (O-Level) under the British school system. The syllabus centers on structure and functioning (anatomy, physiology, biochemistry) of human body and the relevance to human health with Caribbean-specific experience. The syllabus is organized under five main sections: Living organisms and the environment, life processes, heredity and variation, disease and its impact on humans, the impact of human activities on the environment.
Human Biology Program at University of Toronto
The University of Toronto offers an undergraduate program in Human Biology that is jointly offered by the Faculty of Arts & Science and the Faculty of Medicine. The program offers several major and specialist options in: human biology, neuroscience, health & disease, global health, and fundamental genetics and its applications.
Asia
BSc (Honours) Human Biology at All India Institute of Medical Sciences, New Delhi (1980–2002)
BSc (honours) Human Biology at AIIMS (New
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Bones are made up of different types of what?
A. fiber
B. blood cells
C. cartilage
D. tissue
Answer:
|
|
sciq-9088
|
multiple_choice
|
What is formed when sperm mixes with secretions from the various other glands of the reproductive system?
|
[
"urine",
"testosterone",
"hormone",
"semen"
] |
D
|
Relavent Documents:
Document 0:::
Reproductive biology includes both sexual and asexual reproduction.
Reproductive biology includes a wide number of fields:
Reproductive systems
Endocrinology
Sexual development (Puberty)
Sexual maturity
Reproduction
Fertility
Human reproductive biology
Endocrinology
Human reproductive biology is primarily controlled through hormones, which send signals to the human reproductive structures to influence growth and maturation. These hormones are secreted by endocrine glands, and spread to different tissues in the human body. In humans, the pituitary gland synthesizes hormones used to control the activity of endocrine glands.
Reproductive systems
Internal and external organs are included in the reproductive system. There are two reproductive systems including the male and female, which contain different organs from one another. These systems work together in order to produce offspring.
Female reproductive system
The female reproductive system includes the structures involved in ovulation, fertilization, development of an embryo, and birth.
These structures include:
Ovaries
Oviducts
Uterus
Vagina
Mammary Glands
Estrogen is one of the sexual reproductive hormones that aid in the sexual reproductive system of the female.
Male reproductive system
The male reproductive system includes testes, rete testis, efferent ductules, epididymis, sex accessory glands, sex accessory ducts and external genitalia.
Testosterone, an androgen, although present in both males and females, is relatively more abundant in males. Testosterone serves as one of the major sexual reproductive hormones in the male reproductive system However, the enzyme aromatase is present in testes and capable of synthesizing estrogens from androgens. Estrogens are present in high concentrations in luminal fluids of the male reproductive tract. Androgen and estrogen receptors are abundant in epithelial cells of the male reproductive tract.
Animal Reproductive Biology
Animal reproduction oc
Document 1:::
Female sperm storage is a biological process and often a type of sexual selection in which sperm cells transferred to a female during mating are temporarily retained within a specific part of the reproductive tract before the oocyte, or egg, is fertilized. This process takes place in some species of animals, but not in humans. The site of storage is variable among different animal taxa and ranges from structures that appear to function solely for sperm retention, such as insect spermatheca and bird sperm storage tubules (bird anatomy), to more general regions of the reproductive tract enriched with receptors to which sperm associate before fertilization, such as the caudal portion of the cow oviduct containing sperm-associating annexins. Female sperm storage is an integral stage in the reproductive process for many animals with internal fertilization. It has several documented biological functions including:
Supporting the sperm by: a.) enabling sperm to undergo biochemical transitions, called capacitation and motility hyperactivation, in which they become physiologically capable of fertilizing an oocyte (e.g. mammals) and b.) maintaining sperm viability until an oocyte is ovulated (e.g. insects and mammals).
Decreasing the incidence of polyspermy (e.g. some mammals such as pigs).
Enabling mating, ovulation and/or fertilization to occur at different times or in different environments (e.g. many insects and some amphibians, reptiles, birds and mammals).
Supporting prolonged and sustained female fertility (e.g. some insects).
Having a role influencing offspring sex ratios among some insects possessing a haplodiploid sex-determination system (e.g. ants, bees, wasps and thrips as well as some true bugs and some beetles).
Serving as an arena in which sperm from different mating males compete for access to oocytes, a process called sperm competition, and in which females may preferentially utilize sperm from some males over those of others, called female sperm pref
Document 2:::
Prenatal Testosterone Transfer (also known as prenatal androgen transfer or prenatal hormone transfer) refers to the phenomenon in which testosterone synthesized by a developing male fetus transfers to one or more developing fetuses within the womb and influences development. This typically results in the partial masculinization of specific aspects of female behavior, cognition, and morphology, though some studies have found that testosterone transfer can cause an exaggerated masculinization in males. There is strong evidence supporting the occurrence of prenatal testosterone transfer in rodents and other litter-bearing species, such as pigs. When it comes to humans, studies comparing dizygotic opposite-sex and same-sex twins suggest the phenomenon may occur, though the results of these studies are often inconsistent.
Mechanisms of transfer
Testosterone is a steroid hormone; therefore it has the ability to diffuse through the amniotic fluid between fetuses. In addition, hormones can transfer among fetuses through the mother's bloodstream.
Consequences of testosterone transfer
During prenatal development, testosterone exposure is directly responsible for masculinizing the genitals and brain structures. This exposure leads to an increase in male-typical behavior.
Animal studies
Most animal studies are performed on rats or mice. In these studies, the amount of testosterone each individual fetus is exposed to depends on its intrauterine position (IUP). Each gestating fetus not at either end of the uterine horn is surrounded by either two males (2M), two females (0M), or one female and one male (1M). Development of the fetus varies widely according to its IUP.
Mice
In mice, prenatal testosterone transfer causes higher blood concentrations of testosterone in 2M females when compared to 1M or 0M females. This has a variety of consequences on later female behavior, physiology, and morphology.
Below is a table comparing physiological, morphological, and behavioral diffe
Document 3:::
Sperm (: sperm or sperms) is the male reproductive cell, or gamete, in anisogamous forms of sexual reproduction (forms in which there is a larger, female reproductive cell and a smaller, male one). Animals produce motile sperm with a tail known as a flagellum, which are known as spermatozoa, while some red algae and fungi produce non-motile sperm cells, known as spermatia. Flowering plants contain non-motile sperm inside pollen, while some more basal plants like ferns and some gymnosperms have motile sperm.
Sperm cells form during the process known as spermatogenesis, which in amniotes (reptiles and mammals) takes place in the seminiferous tubules of the testes. This process involves the production of several successive sperm cell precursors, starting with spermatogonia, which differentiate into spermatocytes. The spermatocytes then undergo meiosis, reducing their chromosome number by half, which produces spermatids. The spermatids then mature and, in animals, construct a tail, or flagellum, which gives rise to the mature, motile sperm cell. This whole process occurs constantly and takes around 3 months from start to finish.
Sperm cells cannot divide and have a limited lifespan, but after fusion with egg cells during fertilization, a new organism begins developing, starting as a totipotent zygote. The human sperm cell is haploid, so that its 23 chromosomes can join the 23 chromosomes of the female egg to form a diploid cell with 46 paired chromosomes. In mammals, sperm is stored in the epididymis and is released from the penis during ejaculation in a fluid known as semen.
The word sperm is derived from the Greek word σπέρμα, sperma, meaning "seed".
Evolution
It is generally accepted that isogamy is the ancestor to sperm and eggs. However, there are no fossil records for the evolution of sperm and eggs from isogamy leading there to be a strong emphasis on mathematical models to understand the evolution of sperm.
A widespread hypothesis states that sperm evolve
Document 4:::
Testicular Immunology is the study of the immune system within the testis. It includes an investigation of the effects of infection, inflammation and immune factors on testicular function. Two unique characteristics of testicular immunology are evident: (1) the testis is described as an immunologically privileged site, where suppression of immune responses occurs; and, (2) some factors which normally lead to inflammation are present at high levels in the testis, where they regulate the development of sperm instead of promoting inflammation.
History of testicular immunology
460-377 BC Hippocrates described testicular inflammation associated with mumps
1785 Hunter and Michaelis performed transplant experiments in domestic chickens
1849 Berthold transplanted testes between roosters and showed maintenance of male sex characteristics only in birds with successfully grafted testes
1899-1900 Sperm recognized as immunogenic (will cause an autoimmune reaction if transplanted from the testis into a different area of the body) by Landsteiner (1899) and Metchinikoff, (1900)
1913-1914 Human testis transplants performed by Lespinasse (1913), and Lydson (1914) who performed a graft on himself!
1954 Discovery that sperm autoantibodies contribute to infertility,
1977 Billingham recognized that the testis is site of immune privilege
Immune cells found in the testis
Immune cells of the human testis are not as well characterized as those from rodents, due to the rarity of normal human testes available for experiment. The majority of experiments have studied the rat testis due to its convenience: it is of relatively large size and is easily extracted from experimental animals.
Macrophages
Macrophages are directly involved in the fight against invading micro-organisms as well as being antigen-presenting cells which activate lymphocytes. Early studies demonstrated the presence of macrophages in the rat testis Testicular macrophages are the largest population of
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is formed when sperm mixes with secretions from the various other glands of the reproductive system?
A. urine
B. testosterone
C. hormone
D. semen
Answer:
|
|
sciq-2461
|
multiple_choice
|
What controls earth's magnetosphere?
|
[
"stratosphere",
"gravitational field",
"magnetic field",
"ionosphere"
] |
C
|
Relavent Documents:
Document 0:::
Earth's magnetic field, also known as the geomagnetic field, is the magnetic field that extends from Earth's interior out into space, where it interacts with the solar wind, a stream of charged particles emanating from the Sun. The magnetic field is generated by electric currents due to the motion of convection currents of a mixture of molten iron and nickel in Earth's outer core: these convection currents are caused by heat escaping from the core, a natural process called a geodynamo.
The magnitude of Earth's magnetic field at its surface ranges from . As an approximation, it is represented by a field of a magnetic dipole currently tilted at an angle of about 11° with respect to Earth's rotational axis, as if there were an enormous bar magnet placed at that angle through the center of Earth. The North geomagnetic pole actually represents the South pole of Earth's magnetic field, and conversely the South geomagnetic pole corresponds to the north pole of Earth's magnetic field (because opposite magnetic poles attract and the north end of a magnet, like a compass needle, points toward Earth's South magnetic field, i.e., the North geomagnetic pole near the Geographic North Pole). As of 2015, the North geomagnetic pole was located on Ellesmere Island, Nunavut, Canada.
While the North and South magnetic poles are usually located near the geographic poles, they slowly and continuously move over geological time scales, but sufficiently slowly for ordinary compasses to remain useful for navigation. However, at irregular intervals averaging several hundred thousand years, Earth's field reverses and the North and South Magnetic Poles respectively, abruptly switch places. These reversals of the geomagnetic poles leave a record in rocks that are of value to paleomagnetists in calculating geomagnetic fields in the past. Such information in turn is helpful in studying the motions of continents and ocean floors in the process of plate tectonics.
The magnetosphere is the regio
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:::
A flux transfer event (FTE) occurs when a magnetic portal opens in the Earth's magnetosphere through which high-energy particles flow from the Sun. This connection, while previously thought to be permanent, has been found to be brief and very dynamic. The European Space Agency's four Cluster spacecraft and NASA's five THEMIS probes have flown through and surrounded these FTEs, measuring their dimensions and identifying the particles that are transferred between the magnetic fields.
Formation
Earth's magnetosphere and the Sun's magnetic field are constantly pressed against one another on the dayside of Earth. Approximately every eight minutes, these fields briefly merge, forming a temporary "portal" between the Earth and the Sun through which high-energy particles such as solar wind can flow. The portal takes the shape of a magnetic cylinder about the width of Earth. Current observations place the portal at up to 4 times the size of Earth.
Simulations
Since Cluster and THEMIS have directly sampled FTEs, scientists can simulate FTEs on computers to predict how they might behave. Jimmy Raeder of the University of New Hampshire told his colleagues simulations show that the cylindrical portals tend to form above Earth's equator and then roll over Earth's winter pole. In December, FTEs roll over the north pole; in July they roll over the south pole.
Flux transfer events beyond Earth
Magnetic fields similar to Earth's are common throughout known space and many undergo similar flux transfer events. During its second flyby of the planet on October 6, 2008, the NASA probe MESSENGER discovered that Mercury’s magnetic field shows a magnetic reconnection rate ten times higher than Earth's. Mercury's proximity to the Sun only accounts for about a third of the reconnection rate observed by MESSENGER and the cause of this discrepancy is not currently known.
Most recently, it has been found that the same phenomenon, also known as a 'magnetic rope', can be observed at Saturn.
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:::
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 controls earth's magnetosphere?
A. stratosphere
B. gravitational field
C. magnetic field
D. ionosphere
Answer:
|
|
sciq-3597
|
multiple_choice
|
Scientists often classify or organize different objects based on their what?
|
[
"experimental properties",
"behavioral traits",
"independent variables",
"physical properties"
] |
D
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
In mathematical psychology and education theory, a knowledge space is a combinatorial structure used to formulate mathematical models describing the progression of a human learner. Knowledge spaces were introduced in 1985 by Jean-Paul Doignon and Jean-Claude Falmagne, and remain in extensive use in the education theory. Modern applications include two computerized tutoring systems, ALEKS and the defunct RATH.
Formally, a knowledge space assumes that a domain of knowledge is a collection of concepts or skills, each of which must be eventually mastered. Not all concepts are interchangeable; some require other concepts as prerequisites. Conversely, competency at one skill may ease the acquisition of another through similarity. A knowledge space marks out which collections of skills are feasible: they can be learned without mastering any other skills. Under reasonable assumptions, the collection of feasible competencies forms the mathematical structure known as an antimatroid.
Researchers and educators usually explore the structure of a discipline's knowledge space as a latent class model.
Motivation
Knowledge Space Theory attempts to address shortcomings of standardized testing when used in educational psychometry. Common tests, such as the SAT and ACT, compress a student's knowledge into a very small range of ordinal ranks, in the process effacing the conceptual dependencies between questions. Consequently, the tests cannot distinguish between true understanding and guesses, nor can they identify a student's particular weaknesses, only the general proportion of skills mastered. The goal of knowledge space theory is to provide a language by which exams can communicate
What the student can do and
What the student is ready to learn.
Model structure
Knowledge Space Theory-based models presume that an educational subject can be modeled as a finite set of concepts, skills, or topics. Each feasible state of knowledge about is then a subset of ; the set of
Document 2:::
This list of life sciences comprises the branches of science that involve the scientific study of life – such as microorganisms, plants, and animals including human beings. This science is one of the two major branches of natural science, the other being physical science, which is concerned with non-living matter. Biology is the overall natural science that studies life, with the other life sciences as its sub-disciplines.
Some life sciences focus on a specific type of organism. For example, zoology is the study of animals, while botany is the study of plants. Other life sciences focus on aspects common to all or many life forms, such as anatomy and genetics. Some focus on the micro-scale (e.g. molecular biology, biochemistry) other on larger scales (e.g. cytology, immunology, ethology, pharmacy, ecology). Another major branch of life sciences involves understanding the mindneuroscience. Life sciences discoveries are helpful in improving the quality and standard of life and have applications in health, agriculture, medicine, and the pharmaceutical and food science industries. For example, it has provided information on certain diseases which has overall aided in the understanding of human health.
Basic life science branches
Biology – scientific study of life
Anatomy – study of form and function, in plants, animals, and other organisms, or specifically in humans
Astrobiology – the study of the formation and presence of life in the universe
Bacteriology – study of bacteria
Biotechnology – study of combination of both the living organism and technology
Biochemistry – study of the chemical reactions required for life to exist and function, usually a focus on the cellular level
Bioinformatics – developing of methods or software tools for storing, retrieving, organizing and analyzing biological data to generate useful biological knowledge
Biolinguistics – the study of the biology and evolution of language.
Biological anthropology – the study of humans, non-hum
Document 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:::
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.
Scientists often classify or organize different objects based on their what?
A. experimental properties
B. behavioral traits
C. independent variables
D. physical properties
Answer:
|
|
sciq-844
|
multiple_choice
|
Fog disappears when the water droplets change back to what?
|
[
"water vapor",
"cold vapor",
"ice vapor",
"solid vapor"
] |
A
|
Relavent Documents:
Document 0:::
Haze is traditionally an atmospheric phenomenon in which dust, smoke, and other dry particulates suspended in air obscure visibility and the clarity of the sky. The World Meteorological Organization manual of codes includes a classification of particulates causing horizontal obscuration into categories of fog, ice fog, steam fog, mist, haze, smoke, volcanic ash, dust, sand, and snow. Sources for particles that cause haze include farming (ploughing in dry weather), traffic, industry, windy weather, volcanic activity and wildfires.
Seen from afar (e.g. an approaching airplane) and depending on the direction of view with respect to the Sun, haze may appear brownish or bluish, while mist tends to be bluish grey instead. Whereas haze often is considered a phenomenon occurring in dry air, mist formation is a phenomenon in saturated, humid air. However, haze particles may act as condensation nuclei that leads to the subsequent vapor condensation and formation of mist droplets; such forms of haze are known as "wet haze".
In meteorological literature, the word haze is generally used to denote visibility-reducing aerosols of the wet type suspended in the atmosphere. Such aerosols commonly arise from complex chemical reactions that occur as sulfur dioxide gases emitted during combustion are converted into small droplets of sulfuric acid when exposed. The reactions are enhanced in the presence of sunlight, high relative humidity, and an absence of air flow (wind). A small component of wet-haze aerosols appear to be derived from compounds released by trees when burning, such as terpenes. For all these reasons, wet haze tends to be primarily a warm-season phenomenon. Large areas of haze covering many thousands of kilometers may be produced under extensive favorable conditions each summer.
Air pollution
Haze often occurs when suspended dust and smoke particles accumulate in relatively dry air. When weather conditions block the dispersal of smoke and other pollutants they concen
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:::
Condensation is the change of the state of matter from the gas phase into the liquid phase, and is the reverse of vaporization. The word most often refers to the water cycle. It can also be defined as the change in the state of water vapor to liquid water when in contact with a liquid or solid surface or cloud condensation nuclei within the atmosphere. When the transition happens from the gaseous phase into the solid phase directly, the change is called deposition.
Initiation
Condensation is initiated by the formation of atomic/molecular clusters of that species within its gaseous volume—like rain drop or snow flake formation within clouds—or at the contact between such gaseous phase and a liquid or solid surface. In clouds, this can be catalyzed by water-nucleating proteins, produced by atmospheric microbes, which are capable of binding gaseous or liquid water molecules.
Reversibility scenarios
A few distinct reversibility scenarios emerge here with respect to the nature of the surface.
absorption into the surface of a liquid (either of the same substance or one of its solvents)—is reversible as evaporation.
adsorption (as dew droplets) onto solid surface at pressures and temperatures higher than the species' triple point—also reversible as evaporation.
adsorption onto solid surface (as supplemental layers of solid) at pressures and temperatures lower than the species' triple point—is reversible as sublimation.
Most common scenarios
Condensation commonly occurs when a vapor is cooled and/or compressed to its saturation limit when the molecular density in the gas phase reaches its maximal threshold. Vapor cooling and compressing equipment that collects condensed liquids is called a "condenser".
Measurement
Psychrometry measures the rates of condensation through evaporation into the air moisture at various atmospheric pressures and temperatures. Water is the product of its vapor condensation—condensation is the process of such phase conversion.
Applicatio
Document 3:::
At equilibrium, the relationship between water content and equilibrium relative humidity of a material can be displayed graphically by a curve, the so-called moisture sorption isotherm.
For each humidity value, a sorption isotherm indicates the corresponding water content value at a given, constant temperature. If the composition or quality of the material changes, then its sorption behaviour also changes. Because of the complexity of sorption process the isotherms cannot be determined explicitly by calculation, but must be recorded experimentally for each product.
The relationship between water content and water activity (aw) is complex. An increase in aw is usually accompanied by an increase in water content, but in a non-linear fashion. This relationship between water activity and moisture content at a given temperature is called the moisture sorption isotherm. These curves are determined experimentally and constitute the fingerprint of a food system.
BET theory (Brunauer-Emmett-Teller) provides a calculation to describe the physical adsorption of gas molecules on a solid surface. Because of the complexity of the process, these calculations are only moderately successful; however, Stephen Brunauer was able to classify sorption isotherms into five generalized shapes as shown in Figure 2. He found that Type II and Type III isotherms require highly porous materials or desiccants, with first monolayer adsorption, followed by multilayer adsorption and finally leading to capillary condensation, explaining these materials high moisture capacity at high relative humidity.
Care must be used in extracting data from isotherms, as the representation for each axis may vary in its designation. Brunauer provided the vertical axis as moles of gas adsorbed divided by the moles of the dry material, and on the horizontal axis he used the ratio of partial pressure of the gas just over the sample, divided by its partial pressure at saturation. More modern isotherms showing the
Document 4:::
Moisture expansion is the tendency of matter to change in volume in response to a change in moisture content. The macroscopic effect is similar to that of thermal expansion but the microscopic causes are very different. Moisture expansion is caused by hygroscopy.
Matter
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Fog disappears when the water droplets change back to what?
A. water vapor
B. cold vapor
C. ice vapor
D. solid vapor
Answer:
|
|
ai2_arc-237
|
multiple_choice
|
What is the most common element in a star such as the Sun?
|
[
"helium",
"oxygen",
"nitrogen",
"hydrogen"
] |
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 interplanetary medium (IPM) or interplanetary space consists of the mass and energy which fills the Solar System, and through which all the larger Solar System bodies, such as planets, dwarf planets, asteroids, and comets, move. The IPM stops at the heliopause, outside of which the interstellar medium begins. Before 1950, interplanetary space was widely considered to either be an empty vacuum, or consisting of "aether".
Composition and physical characteristics
The interplanetary medium includes interplanetary dust, cosmic rays, and hot plasma from the solar wind. The density of the interplanetary medium is very low, decreasing in inverse proportion to the square of the distance from the Sun. It is variable, and may be affected by magnetic fields and events such as coronal mass ejections. Typical particle densities in the interplanetary medium are about 5-40 particles/cm, but exhibit substantial variation. In the vicinity of the Earth, it contains about 5 particles/cm, but values as high as 100 particles/cm have been observed.
The temperature of the interplanetary medium varies through the solar system. Joseph Fourier estimated that interplanetary medium must have temperatures comparable to those observed at Earth's poles, but on faulty grounds: lacking modern estimates of atmospheric heat transport, he saw no other means to explain the relative consistency of earth's climate. A very hot interplanetary medium remained a minor position among geophysicists as late as 1959, when Chapman proposed a temperature on the order of 10000 K, but observation in Low Earth orbit of the exosphere soon contradicted his position. In fact, both Fourier and Chapman's final predictions were correct: because the interplanetary medium is so rarefied, it does not exhibit thermodynamic equilibrium. Instead, different components have different temperatures. The solar wind exhibits temperatures consistent with Chapman's estimate in cislunar space, and dust particles near Earth's
Document 2:::
The abundance of the chemical elements is a measure of the occurrence of the chemical elements relative to all other elements in a given environment. Abundance is measured in one of three ways: by mass fraction (in commercial contexts often called weight fraction), by mole fraction (fraction of atoms by numerical count, or sometimes fraction of molecules in gases), or by volume fraction. Volume fraction is a common abundance measure in mixed gases such as planetary atmospheres, and is similar in value to molecular mole fraction for gas mixtures at relatively low densities and pressures, and ideal gas mixtures. Most abundance values in this article are given as mass fractions.
For example, the abundance of oxygen in pure water can be measured in two ways: the mass fraction is about 89%, because that is the fraction of water's mass which is oxygen. However, the mole fraction is about 33% because only 1 atom of 3 in water, H2O, is oxygen. As another example, looking at the mass fraction abundance of hydrogen and helium in both the Universe as a whole and in the atmospheres of gas-giant planets such as Jupiter, it is 74% for hydrogen and 23–25% for helium; while the (atomic) mole fraction for hydrogen is 92%, and for helium is 8%, in these environments. Changing the given environment to Jupiter's outer atmosphere, where hydrogen is diatomic while helium is not, changes the molecular mole fraction (fraction of total gas molecules), as well as the fraction of atmosphere by volume, of hydrogen to about 86%, and of helium to 13%.
The abundance of chemical elements in the universe is dominated by the large amounts of hydrogen and helium which were produced during the Big Bang. Remaining elements, making up only about 2% of the universe, were largely produced by supernovae and certain red giant stars. Lithium, beryllium, and boron, despite their low atomic number, are rare because, although they are produced by nuclear fusion, they are destroyed by other reactions in the st
Document 3:::
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 4:::
A red dwarf is the smallest and coolest kind of star on the main sequence. Red dwarfs are by far the most common type of star in the Milky Way, at least in the neighborhood of the Sun. However, as a result of their low luminosity, individual red dwarfs cannot be easily observed. From Earth, not one star that fits the stricter definitions of a red dwarf is visible to the naked eye. Proxima Centauri, the nearest star to the Sun, is a red dwarf, as are fifty of the sixty nearest stars. According to some estimates, red dwarfs make up three-quarters of the stars in the Milky Way.
The coolest red dwarfs near the Sun have a surface temperature of about and the smallest have radii about 9% that of the Sun, with masses about 7.5% that of the Sun. These red dwarfs have spectral types of L0 to L2. There is some overlap with the properties of brown dwarfs, since the most massive brown dwarfs at lower metallicity can be as hot as and have late M spectral types.
Definitions and usage of the term "red dwarf" vary on how inclusive they are on the hotter and more massive end. One definition is synonymous with stellar M dwarfs (M-type main sequence stars), yielding a maximum temperature of and . One includes all stellar M-type main-sequence and all K-type main-sequence stars (K dwarf), yielding a maximum temperature of and . Some definitions include any stellar M dwarf and part of the K dwarf classification. Other definitions are also in use. Many of the coolest, lowest mass M dwarfs are expected to be brown dwarfs, not true stars, and so those would be excluded from any definition of red dwarf.
Stellar models indicate that red dwarfs less than are fully convective. Hence, the helium produced by the thermonuclear fusion of hydrogen is constantly remixed throughout the star, avoiding helium buildup at the core, thereby prolonging the period of fusion. Low-mass red dwarfs therefore develop very slowly, maintaining a constant luminosity and spectral type for trillions of years,
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the most common element in a star such as the Sun?
A. helium
B. oxygen
C. nitrogen
D. hydrogen
Answer:
|
|
sciq-1056
|
multiple_choice
|
Only finished mrnas are exported from the nucleus to what?
|
[
"cytoplasm",
"amino acids",
"cerebellum",
"electron"
] |
A
|
Relavent Documents:
Document 0:::
Genomic deoxyribonucleic acid (abbreviated as gDNA) is chromosomal DNA, in contrast to extra-chromosomal DNAs like plasmids. Most organisms have the same genomic DNA in every cell; however, only certain genes are active in each cell to allow for cell function and differentiation within the body.
The genome of an organism (encoded by the genomic DNA) is the (biological) information of heredity which is passed from one generation of organism to the next. That genome is transcribed to produce various RNAs, which are necessary for the function of the organism. Precursor mRNA (pre-mRNA) is transcribed by RNA polymerase II in the nucleus. pre-mRNA is then processed by splicing to remove introns, leaving the exons in the mature messenger RNA (mRNA). Additional processing includes the addition of a 5' cap and a poly(A) tail to the pre-mRNA. The mature mRNA may then be transported to the cytosol and translated by the ribosome into a protein. Other types of RNA include ribosomal RNA (rRNA) and transfer RNA (tRNA). These types are transcribed by RNA polymerase I and RNA polymerase III, respectively, and are essential for protein synthesis. However 5s rRNA is the only rRNA which is transcribed by RNA Polymerase III.
Document 1:::
A gene product is the biochemical material, either RNA or protein, resulting from expression of a gene. A measurement of the amount of gene product is sometimes used to infer how active a gene is. Abnormal amounts of gene product can be correlated with disease-causing alleles, such as the overactivity of oncogenes which can cause cancer.
A gene is defined as "a hereditary unit of DNA that is required to produce a functional product". Regulatory elements include:
Promoter region
TATA box
Polyadenylation sequences
Enhancers
These elements work in combination with the open reading frame to create a functional product. This product may be transcribed and be functional as RNA or is translated from mRNA to a protein to be functional in the cell.
RNA products
RNA molecules that do not code for any proteins still maintain a function in the cell. The function of the RNA depends on its classification. These roles include:
aiding protein synthesis
catalyzing reactions
regulating various processes.
Protein synthesis is aided by functional RNA molecules such as tRNA, which helps add the correct amino acid to a polypeptide chain during translation, rRNA, a major component of ribosomes (which guide protein synthesis), as well as mRNA which carry the instructions for creating the protein product.
One type of functional RNA involved in regulation are microRNA (miRNA), which works by repressing translation. These miRNAs work by binding to a complementary target mRNA sequence to prevent translation from occurring. Short-interfering RNA (siRNA) also work by negative regulation of transcription. These siRNA molecules work in RNA-induced silencing complex (RISC) during RNA interference by binding to a target DNA sequence to prevent transcription of a specific mRNA.
Protein products
Proteins are the product of a gene that are formed from translation of a mature mRNA molecule. Proteins contain 4 elements in regards to their structure: primary, secondary, tertiary and quaternary.
Document 2:::
A nuclear export signal (NES) is a short target peptide containing 4 hydrophobic residues in a protein that targets it for export from the cell nucleus to the cytoplasm through the nuclear pore complex using nuclear transport. It has the opposite effect of a nuclear localization signal, which targets a protein located in the cytoplasm for import to the nucleus. The NES is recognized and bound by exportins.
NESs serve several vital cellular functions. They assist in regulating the position of proteins within the cell. Through this NESs affect transcription and several other nuclear functions that are essential to proper cell function. The export of many types of RNA from the nucleus is required for proper cellular function. The NES determines what type of pathway the varying types of RNA may use to exit the nucleus and perform their function and the NESs may effect the directionality of molecules exiting the nucleus.
Structure
Computer analysis of known NESs found the most common spacing of the hydrophobic residues to be , where "L" is a hydrophobic residue (often leucine) and "x" is any other amino acid; the spacing of these hydrophobic residues may be explained by examination of known structures that contain an NES, as the critical residues usually lie in the same face of adjacent secondary structures within a protein, which allows them to interact with the exportin. Ribonucleic acid (RNA) is composed of nucleotides, and thus, lacks the nuclear export signal to move out of the nucleus. As a result, most forms of RNA will bind to a protein molecule to form a ribonucleoprotein complex to be exported from the nucleus.
Eukaryotic Linear Motif resource defines the NES motif for exportin within a single entry, TRG_NES_CRM1_1. The single-letter amino acid sequence pattern of NES, in regular expression format, is:
([DEQ].{0,1}[LIM].{2,3}[LIVMF][^P]{2,3}[LMVF].[LMIV].{0,3}[DE])|
([DE].{0,1}[LIM].{2,3}[LIVMF][^P]{2,3}[LMVF].[LMIV].{0,3}[DEQ])
In the above expression
Document 3:::
This is a list of topics in molecular biology. See also index of biochemistry articles.
Document 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Only finished mrnas are exported from the nucleus to what?
A. cytoplasm
B. amino acids
C. cerebellum
D. electron
Answer:
|
|
sciq-2930
|
multiple_choice
|
What model of the atom features an electron orbiting a nucleus, forming a closed-current loop and producing a magnetic field with a north pole and a south pole?.
|
[
"gravitational model",
"planetary model",
"solar model",
"hydrogen model"
] |
B
|
Relavent Documents:
Document 0:::
In atomic physics, the Bohr model or Rutherford–Bohr model of the atom, presented by Niels Bohr and Ernest Rutherford in 1913, consists of a small, dense nucleus surrounded by orbiting electrons. It is analogous to the structure of the Solar System, but with attraction provided by electrostatic force rather than gravity, and with the electron energies quantized (assuming only discrete values).
In the history of atomic physics, it followed, and ultimately replaced, several earlier models, including Joseph Larmor's Solar System model (1897), Jean Perrin's model (1901), the cubical model (1902), Hantaro Nagaoka's Saturnian model (1904), the plum pudding model (1904), Arthur Haas's quantum model (1910), the Rutherford model (1911), and John William Nicholson's nuclear quantum model (1912). The improvement over the 1911 Rutherford model mainly concerned the new quantum mechanical interpretation introduced by Haas and Nicholson, but forsaking any attempt to explain radiation according to classical physics.
The model's key success lay in explaining the Rydberg formula for hydrogen's spectral emission lines. While the Rydberg formula had been known experimentally, it did not gain a theoretical basis until the Bohr model was introduced. Not only did the Bohr model explain the reasons for the structure of the Rydberg formula, it also provided a justification for the fundamental physical constants that make up the formula's empirical results.
The Bohr model is a relatively primitive model of the hydrogen atom, compared to the valence shell model. As a theory, it can be derived as a first-order approximation of the hydrogen atom using the broader and much more accurate quantum mechanics and thus may be considered to be an obsolete scientific theory. However, because of its simplicity, and its correct results for selected systems (see below for application), the Bohr model is still commonly taught to introduce students to quantum mechanics or energy level diagrams before mov
Document 1:::
The toroidal ring model, known originally as the Parson magneton or magnetic electron, is a physical model of subatomic particles. It is also known as the plasmoid ring, vortex ring, or helicon ring. This physical model treated electrons and protons as elementary particles, and was first proposed by Alfred Lauck Parson in 1915.
Theory
Instead of a single orbiting charge, the toroidal ring was conceived as a collection of infinitesimal charge elements, which orbited or circulated along a common continuous path or "loop". In general, this path of charge could assume any shape, but tended toward a circular form due to internal repulsive electromagnetic forces. In this configuration the charge elements circulated, but the ring as a whole did not radiate due to changes in electric or magnetic fields since it remained stationary. The ring produced an overall magnetic field ("spin") due to the current of the moving charge elements. These elements circulated around the ring at the speed of light c, but at frequency ν = c/2πR, which depended inversely on the radius R. The ring's inertial energy increased when compressed, like a spring, and was also inversely proportional to its radius, and therefore proportional to its frequency ν. The theory claimed that the proportionality constant was the Planck constant h, the conserved angular momentum of the ring.
According to the model, electrons or protons could be viewed as bundles of "fibers" or "plasmoids" with total charge ±e. The electrostatic repulsion force between charge elements of the same sign was balanced by the magnetic attraction force between the parallel currents in the fibers of a bundle, per Ampère's law. These fibers twisted around the torus of the ring as they progressed around its radius, forming a Slinky-like helix. Circuit completion demanded that each helical plasmoid fiber twisted around the ring an integer number of times as it proceeded around the ring. This requirement was thought to account for "quant
Document 2:::
The Rutherford model was devised by the New Zealand-born physicist Ernest Rutherford to describe an atom. Rutherford directed the Geiger–Marsden experiment in 1909, which suggested, upon Rutherford's 1911 analysis, that J. J. Thomson's plum pudding model of the atom was incorrect. Rutherford's new model for the atom, based on the experimental results, contained new features of a relatively high central charge concentrated into a very small volume in comparison to the rest of the atom and with this central volume containing most of the atom's mass. This region would be known as the atomic nucleus.
Experimental basis for the model
Rutherford overturned Thomson's model in 1911 with his well-known gold foil experiment in which he demonstrated that the atom has a tiny and heavy nucleus. Rutherford designed an experiment to use the alpha particles emitted by a radioactive element as probes to the unseen world of atomic structure. If Thomson was correct, the beam would go straight through the gold foil. Most of the beams went through the foil, but a few were deflected.
Rutherford presented his own physical model for subatomic structure, as an interpretation for the unexpected experimental results. In it, the atom is made up of a central charge (this is the modern atomic nucleus, though Rutherford did not use the term "nucleus" in his paper) surrounded by a cloud of (presumably) orbiting electrons. In this May 1911 paper, Rutherford only committed himself to a small central region of very high positive or negative charge in the atom.
For concreteness, consider the passage of a high speed α particle through an atom having a positive central charge N e, and surrounded by a compensating charge of N electrons.
From purely energetic considerations of how far particles of known speed would be able to penetrate toward a central charge of 100 e, Rutherford was able to calculate that the radius of his gold central charge would need to be less (how much less could not be told) t
Document 3:::
A fixed orbit is the concept, in atomic physics, where an electron is considered to remain in a specific orbit, at a fixed distance from an atom's nucleus, for a particular energy level.
The concept was promoted by quantum physicist Niels Bohr c. 1913.
The idea of the fixed orbit is considered a major component of the Bohr model (or Bohr theory).
Document 4:::
Understanding the structure of the atomic nucleus is one of the central challenges in nuclear physics.
Models
The liquid drop model
The liquid drop model is one of the first models of nuclear structure, proposed by Carl Friedrich von Weizsäcker in 1935. It describes the nucleus as a semiclassical fluid made up of neutrons and protons, with an internal repulsive electrostatic force proportional to the number of protons. The quantum mechanical nature of these particles appears via the Pauli exclusion principle, which states that no two nucleons of the same kind can be at the same state. Thus the fluid is actually what is known as a Fermi liquid.
In this model, the binding energy of a nucleus with protons and neutrons is given by
where is the total number of nucleons (Mass Number). The terms proportional to and represent the volume and surface energy of the liquid drop, the term proportional to represents the electrostatic energy, the term proportional to represents the Pauli exclusion principle and the last term is the pairing term, which lowers the energy for even numbers of protons or neutrons.
The coefficients and the strength of the pairing term may be estimated theoretically, or fit to data.
This simple model reproduces the main features of the binding energy of nuclei.
The assumption of nucleus as a drop of Fermi liquid is still widely used in the form of Finite Range Droplet Model (FRDM), due to the possible good reproduction of nuclear binding energy on the whole chart, with the necessary accuracy for predictions of unknown nuclei.
The shell model
The expression "shell model" is ambiguous in that it refers to two different items. It was previously used to describe the existence of nucleon shells according to an approach closer to what is now called mean field theory.
Nowadays, it refers to a formalism analogous to the configuration interaction formalism used in quantum chemistry.
Introduction to the shell concept
Systematic measurements of th
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What model of the atom features an electron orbiting a nucleus, forming a closed-current loop and producing a magnetic field with a north pole and a south pole?.
A. gravitational model
B. planetary model
C. solar model
D. hydrogen model
Answer:
|
|
ai2_arc-253
|
multiple_choice
|
Which causes the GREATEST change in a grassy field over time?
|
[
"The time of day",
"Amount of yearly rainfall",
"Number of birds nesting",
"Seasonal migration of animals"
] |
B
|
Relavent Documents:
Document 0:::
The Park Grass Experiment is a biological study originally set up to test the effect of fertilizers and manures on hay yields. The scientific experiment is located at the Rothamsted Research in the English county of Hertfordshire, and is notable as one of the longest-running experiments of modern science, as it was initiated in 1856 and has been continually monitored ever since.
The experiment was originally designed to answer agricultural questions but has since proved an invaluable resource for studying natural selection and biodiversity. The treatments under study were found to be affecting the botanical make-up of the plots and the ecology of the field and it has been studied ever since. In spring, the field is a colourful tapestry of flowers and grasses, some plots still having the wide range of plants that most meadows probably contained hundreds of years ago.
Over its history, Park Grass has:
demonstrated that conventional field trials probably underestimate threats to plant biodiversity from long term changes, such as soil acidification,
shown how plant species richness, biomass and pH are related,
demonstrated that competition between plants can make the effects of climatic variation on communities more extreme,
provided one of the first demonstrations of local evolutionary change under different selection pressures and
endowed us with an archive of soil and hay samples that have been used to track the history of atmospheric pollution, including nuclear fallout.
Bibliography
Rothamsted Research: Classical Experiments
Biodiversity
Ecological experiments
Grasslands
Document 1:::
Plant ecology is a subdiscipline of ecology that studies the distribution and abundance of plants, the effects of environmental factors upon the abundance of plants, and the interactions among plants and between plants and other organisms. Examples of these are the distribution of temperate deciduous forests in North America, the effects of drought or flooding upon plant survival, and competition among desert plants for water, or effects of herds of grazing animals upon the composition of grasslands.
A global overview of the Earth's major vegetation types is provided by O.W. Archibold. He recognizes 11 major vegetation types: tropical forests, tropical savannas, arid regions (deserts), Mediterranean ecosystems, temperate forest ecosystems, temperate grasslands, coniferous forests, tundra (both polar and high mountain), terrestrial wetlands, freshwater ecosystems and coastal/marine systems. This breadth of topics shows the complexity of plant ecology, since it includes plants from floating single-celled algae up to large canopy forming trees.
One feature that defines plants is photosynthesis. Photosynthesis is the process of a chemical reactions to create glucose and oxygen, which is vital for plant life. One of the most important aspects of plant ecology is the role plants have played in creating the oxygenated atmosphere of earth, an event that occurred some 2 billion years ago. It can be dated by the deposition of banded iron formations, distinctive sedimentary rocks with large amounts of iron oxide. At the same time, plants began removing carbon dioxide from the atmosphere, thereby initiating the process of controlling Earth's climate. A long term trend of the Earth has been toward increasing oxygen and decreasing carbon dioxide, and many other events in the Earth's history, like the first movement of life onto land, are likely tied to this sequence of events.
One of the early classic books on plant ecology was written by J.E. Weaver and F.E. Clements. It
Document 2:::
Landscape genetics is the scientific discipline that combines population genetics and landscape ecology. It broadly encompasses any study that analyses plant or animal population genetic data in conjunction with data on the landscape features and matrix quality where the sampled population lives. This allows for the analysis of microevolutionary processes affecting the species in light of landscape spatial patterns, providing a more realistic view of how populations interact with their environments. Landscape genetics attempts to determine which landscape features are barriers to dispersal and gene flow, how human-induced landscape changes affect the evolution of populations, the source-sink dynamics of a given population, and how diseases or invasive species spread across landscapes.
Landscape genetics differs from the fields of biogeography and phylogeography by providing information at finer temporal and spatial scales (i.e., at the level of individual genetic variation within a population). Because it focuses on sampling individuals, landscape genetics has the advantage of not having to subjectively define discrete populations prior to analysis. Genetic tools are used to detect abrupt genetic differences between individuals within a population and statistical tools are used to correlate these genetic discontinuities with landscape and environmental features. The results of landscape genetics studies have potentially important applications to conservation biology and land management practices.
History
Landscape genetics emerged as its own discipline after the seminal article entitled "Landscape genetics: combining landscape ecology and population genetics" by Manel et al. appeared in the journal Trends in Ecology and Evolution in 2003. According to that article, the concept that landscape patterns affect how organisms are distributed dates back to the 18th and 19th centuries in the writings of Augustin Pyramus de Candolle and Alfred Russel Wallace. The mo
Document 3:::
Annual grasslands are a type of grassland ecosystem characterized by the dominance of annual grasses and forbs. They are most commonly found in regions with Mediterranean climates, such as California, and provide important habitats for a variety of wildlife species.
Annual grasslands have a history of disturbance factors, including grazing, crop production, fire, and drought, which have contributed to the conversion of native perennial grasslands to non-native annual-dominated grasslands. Management issues in annual grasslands include carbon sequestration, native grass restoration, invasive species control, and land use change.
Characteristics
Annual grasslands are dominated by non-native annual grasses and forbs, with a few native perennial grass species present. These grasslands are subject to seasonal and yearly variations in species composition and productivity, which are largely controlled by the timing and amount of precipitation and temperature.
Vegetation dynamics
Long-term changes in annual grassland productivity, species composition, and ecosystem processes are influenced by continuing waves of invasion, changes in soil moisture depletion patterns, and fire frequency. Species composition in annual grasslands can change throughout a growing season, depending on germination, seedling establishment, and plant growth progress.
Disturbance factors
Grazing, crop production, fire, and drought have all contributed to the conversion of native grassland to non-native annual-dominated grassland. Severe droughts, such as those in 1828, 1862, and 1864, have also played a role in this conversion. Some researchers suggest that high-frequency burning by native peoples and Europeans may have made the native grasslands susceptible to invasion by non-native species.
Management issues
Management issues in annual grasslands include carbon sequestration, native grass restoration, invasive species control, and land use change.
Carbon sequestration
In the absence of r
Document 4:::
Lisa Schulte Moore is an American landscape ecologist. Schulte Moore is a professor of natural resource ecology and management at Iowa State University. In 2020 she received a $10 million USD grant to study anerobic digestion and its application to turning manure into usable energy. In 2021 she was named a MacArthur fellow.
Work
Moore has worked with farmers to develop resilient and sustainable agricultural practices and systems that take into consideration climate change, water quality and loss of biodiversity.
Moore has written on various ecological topics, including the ecological effects of fire on landscapes; soil carbon storage, biodiversity improvement, the effects of wind and fire on forests, among others.
Awards and honors
John D. and Katherine T. MacArthur Foundation Fellowship
Citation for Leadership and Achievement, Council for Scientific Society Presidents (2022)
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which causes the GREATEST change in a grassy field over time?
A. The time of day
B. Amount of yearly rainfall
C. Number of birds nesting
D. Seasonal migration of animals
Answer:
|
|
sciq-5758
|
multiple_choice
|
A constant and plentiful supply of oxygen is required in order to maintain a high rate of what?
|
[
"metabolism",
"cell division",
"magnesium",
"digestion"
] |
A
|
Relavent Documents:
Document 0:::
Classification
Oxidoreductases are classified as EC 1 in the EC number classification of enzymes. Oxidoreductases can be further classified into 21 subclasses:
EC 1.1 includes oxidoreductases that act on the CH-OH group of donors (alcohol oxidoreductases such as methanol dehydrogenase)
EC 1.2 includes oxidoreductases that act on the aldehyde or oxo group of donors
EC 1.3 includes oxidoreductases that act on the CH-CH group of donors (CH-CH oxidore
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:::
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 3:::
In biochemistry, steady state refers to the maintenance of constant internal concentrations of molecules and ions in the cells and organs of living systems. Living organisms remain at a dynamic steady state where their internal composition at both cellular and gross levels are relatively constant, but different from equilibrium concentrations. A continuous flux of mass and energy results in the constant synthesis and breakdown of molecules via chemical reactions of biochemical pathways. Essentially, steady state can be thought of as homeostasis at a cellular level.
Maintenance of steady state
Metabolic regulation achieves a balance between the rate of input of a substrate and the rate that it is degraded or converted, and thus maintains steady state. The rate of metabolic flow, or flux, is variable and subject to metabolic demands. However, in a metabolic pathway, steady state is maintained by balancing the rate of substrate provided by a previous step and the rate that the substrate is converted into product, keeping substrate concentration relatively constant.
Thermodynamically speaking, living organisms are open systems, meaning that they constantly exchange matter and energy with their surroundings. A constant supply of energy is required for maintaining steady state, as maintaining a constant concentration of a molecule preserves internal order and thus is entropically unfavorable. When a cell dies and no longer utilizes energy, its internal composition will proceed toward equilibrium with its surroundings.
In some occurrences, it is necessary for cells to adjust their internal composition in order to reach a new steady state. Cell differentiation, for example, requires specific protein regulation that allows the differentiating cell to meet new metabolic requirements.
ATP
The concentration of ATP must be kept above equilibrium level so that the rates of ATP-dependent biochemical reactions meet metabolic demands. A decrease in ATP will result in a decre
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.
A constant and plentiful supply of oxygen is required in order to maintain a high rate of what?
A. metabolism
B. cell division
C. magnesium
D. digestion
Answer:
|
|
sciq-9908
|
multiple_choice
|
Humans have an estimated 20,000 to 22,000 of what units of heredity?
|
[
"chromosomes",
"genes",
"cells",
"eggs"
] |
B
|
Relavent Documents:
Document 0:::
Human Heredity is a peer-reviewed scientific journal covering all aspects of human genetics. It was established in 1948 as Acta Genetica et Statistica Medica, obtaining its current name in 1969. It is published eight times per year by Karger Publishers and the editor-in-chief is Pak Sham (University of Hong Kong). According to the Journal Citation Reports, the journal has a 2017 impact factor of 0.542.
Document 1:::
Several universities have designed interdisciplinary courses with a focus on human biology at the undergraduate level. There is a wide variation in emphasis ranging from business, social studies, public policy, healthcare and pharmaceutical research.
Americas
Human Biology major at Stanford University, Palo Alto (since 1970)
Stanford's Human Biology Program is an undergraduate major; it integrates the natural and social sciences in the study of human beings. It is interdisciplinary and policy-oriented and was founded in 1970 by a group of Stanford faculty (Professors Dornbusch, Ehrlich, Hamburg, Hastorf, Kennedy, Kretchmer, Lederberg, and Pittendrigh). It is a very popular major and alumni have gone to post-graduate education, medical school, law, business and government.
Human and Social Biology (Caribbean)
Human and Social Biology is a Level 4 & 5 subject in the secondary and post-secondary schools in the Caribbean and is optional for the Caribbean Secondary Education Certification (CSEC) which is equivalent to Ordinary Level (O-Level) under the British school system. The syllabus centers on structure and functioning (anatomy, physiology, biochemistry) of human body and the relevance to human health with Caribbean-specific experience. The syllabus is organized under five main sections: Living organisms and the environment, life processes, heredity and variation, disease and its impact on humans, the impact of human activities on the environment.
Human Biology Program at University of Toronto
The University of Toronto offers an undergraduate program in Human Biology that is jointly offered by the Faculty of Arts & Science and the Faculty of Medicine. The program offers several major and specialist options in: human biology, neuroscience, health & disease, global health, and fundamental genetics and its applications.
Asia
BSc (Honours) Human Biology at All India Institute of Medical Sciences, New Delhi (1980–2002)
BSc (honours) Human Biology at AIIMS (New
Document 2:::
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 3:::
Genetics (from Ancient Greek , “genite” and that from , “origin”), a discipline of biology, is the science of heredity and variation in living organisms.
Articles (arranged alphabetically) related to genetics include:
#
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
Document 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.
Humans have an estimated 20,000 to 22,000 of what units of heredity?
A. chromosomes
B. genes
C. cells
D. eggs
Answer:
|
|
sciq-7951
|
multiple_choice
|
The process of getting oxygen into the body and releasing carbon dioxide is called?
|
[
"respiration",
"persperation",
"precipitation",
"osmosis"
] |
A
|
Relavent Documents:
Document 0:::
In respiratory physiology, the oxygen cascade describes the flow of oxygen from air to mitochondria, where it is consumed in aerobic respiration to release energy. Oxygen flows from areas with high partial pressure of oxygen (PO2, also known as oxygen tension) to areas of lower PO2.
Air is typically around 21% oxygen, and at sea level, the PO2 of air is typically around 159 mmHg. Humidity dilutes the concentration of oxygen in air. As air is inhaled into the lungs, it mixes with water and exhaust gasses including CO2, further diluting the oxygen concentration and lowering the PO2. As oxygen continues to flow down the concentration gradient from areas of higher concentration to areas of lower concentration, it must pass through barriers such as the alveoli walls, capillary walls, capillary blood plasma, red blood cell membrane, interstitial space, other cell membranes, and cell cytoplasm. The partial pressure of oxygen drops across each barrier.
Table
Table 1 gives the example of a typical oxygen cascade for skeletal muscle of a healthy, adult male at rest who is breathing air at atmospheric pressure at sea level. Actual values in a person may vary widely due to ambient conditions, health status, tissue type, and metabolic demands.
See also
Alveolar–arterial gradient
Alveolar gas equation
Blood gas tension
Document 1:::
Exhalation (or expiration) is the flow of the breath out of an organism. In animals, it is the movement of air from the lungs out of the airways, to the external environment during breathing.
This happens due to elastic properties of the lungs, as well as the internal intercostal muscles which lower the rib cage and decrease thoracic volume. As the thoracic diaphragm relaxes during exhalation it causes the tissue it has depressed to rise superiorly and put pressure on the lungs to expel the air. During forced exhalation, as when blowing out a candle, expiratory muscles including the abdominal muscles and internal intercostal muscles generate abdominal and thoracic pressure, which forces air out of the lungs.
Exhaled air is 4% carbon dioxide, a waste product of cellular respiration during the production of energy, which is stored as ATP. Exhalation has a complementary relationship to inhalation which together make up the respiratory cycle of a breath.
Exhalation and gas exchange
The main reason for exhalation is to rid the body of carbon dioxide, which is the waste product of gas exchange in humans. Air is brought into the body through inhalation. During this process air is taken in by the lungs. Diffusion in the alveoli allows for the exchange of O2 into the pulmonary capillaries and the removal of CO2 and other gases from the pulmonary capillaries to be exhaled. In order for the lungs to expel air the diaphragm relaxes, which pushes up on the lungs. The air then flows through the trachea then through the larynx and pharynx to the nasal cavity and oral cavity where it is expelled out of the body. Exhalation takes longer than inhalation and it is believed to facilitate better exchange of gases. Parts of the nervous system help to regulate respiration in humans. The exhaled air is not just carbon dioxide; it contains a mixture of other gases. Human breath contains volatile organic compounds (VOCs). These compounds consist of methanol, isoprene, acetone,
Document 2:::
Breathing (spiration or ventilation) is the process of moving air into and from the lungs to facilitate gas exchange with the internal environment, mostly to flush out carbon dioxide and bring in oxygen.
All aerobic creatures need oxygen for cellular respiration, which extracts energy from the reaction of oxygen with molecules derived from food and produces carbon dioxide as a waste product. Breathing, or external respiration, brings air into the lungs where gas exchange takes place in the alveoli through diffusion. The body's circulatory system transports these gases to and from the cells, where cellular respiration takes place.
The breathing of all vertebrates with lungs consists of repetitive cycles of inhalation and exhalation through a highly branched system of tubes or airways which lead from the nose to the alveoli. The number of respiratory cycles per minute is the breathing or respiratory rate, and is one of the four primary vital signs of life. Under normal conditions the breathing depth and rate is automatically, and unconsciously, controlled by several homeostatic mechanisms which keep the partial pressures of carbon dioxide and oxygen in the arterial blood constant. Keeping the partial pressure of carbon dioxide in the arterial blood unchanged under a wide variety of physiological circumstances, contributes significantly to tight control of the pH of the extracellular fluids (ECF). Over-breathing (hyperventilation) and under-breathing (hypoventilation), which decrease and increase the arterial partial pressure of carbon dioxide respectively, cause a rise in the pH of ECF in the first case, and a lowering of the pH in the second. Both cause distressing symptoms.
Breathing has other important functions. It provides a mechanism for speech, laughter and similar expressions of the emotions. It is also used for reflexes such as yawning, coughing and sneezing. Animals that cannot thermoregulate by perspiration, because they lack sufficient sweat glands, may
Document 3:::
In physiology, respiration is the movement of oxygen from the outside environment to the cells within tissues, and the removal of carbon dioxide in the opposite direction that's to the environment.
The physiological definition of respiration differs from the biochemical definition, which refers to a metabolic process by which an organism obtains energy (in the form of ATP and NADPH) by oxidizing nutrients and releasing waste products. Although physiologic respiration is necessary to sustain cellular respiration and thus life in animals, the processes are distinct: cellular respiration takes place in individual cells of the organism, while physiologic respiration concerns the diffusion and transport of metabolites between the organism and the external environment.
Gas exchanges in the lung occurs by ventilation and perfusion. Ventilation refers to the in and out movement of air of the lungs and perfusion is the circulation of blood in the pulmonary capillaries. In mammals, physiological respiration involves respiratory cycles of inhaled and exhaled breaths. Inhalation (breathing in) is usually an active movement that brings air into the lungs where the process of gas exchange takes place between the air in the alveoli and the blood in the pulmonary capillaries. Contraction of the diaphragm muscle cause a pressure variation, which is equal to the pressures caused by elastic, resistive and inertial components of the respiratory system. In contrast, exhalation (breathing out) is usually a passive process, though there are many exceptions: when generating functional overpressure (speaking, singing, humming, laughing, blowing, snorting, sneezing, coughing, powerlifting); when exhaling underwater (swimming, diving); at high levels of physiological exertion (running, climbing, throwing) where more rapid gas exchange is necessitated; or in some forms of breath-controlled meditation. Speaking and singing in humans requires sustained breath control that many mammals are not
Document 4:::
The control of ventilation is the physiological mechanisms involved in the control of breathing, which is the movement of air into and out of the lungs. Ventilation facilitates respiration. Respiration refers to the utilization of oxygen and balancing of carbon dioxide by the body as a whole, or by individual cells in cellular respiration.
The most important function of breathing is the supplying of oxygen to the body and balancing of the carbon dioxide levels. Under most conditions, the partial pressure of carbon dioxide (PCO2), or concentration of carbon dioxide, controls the respiratory rate.
The peripheral chemoreceptors that detect changes in the levels of oxygen and carbon dioxide are located in the arterial aortic bodies and the carotid bodies. Central chemoreceptors are primarily sensitive to changes in the pH of the blood, (resulting from changes in the levels of carbon dioxide) and they are located on the medulla oblongata near to the medullar respiratory groups of the respiratory center.
Information from the peripheral chemoreceptors is conveyed along nerves to the respiratory groups of the respiratory center. There are four respiratory groups, two in the medulla and two in the pons. The two groups in the pons are known as the pontine respiratory group.
Dorsal respiratory group – in the medulla
Ventral respiratory group – in the medulla
Pneumotaxic center – various nuclei of the pons
Apneustic center – nucleus of the pons
From the respiratory center, the muscles of respiration, in particular the diaphragm, are activated to cause air to move in and out of the lungs.
Control of respiratory rhythm
Ventilatory pattern
Breathing is normally an unconscious, involuntary, automatic process. The pattern of motor stimuli during breathing can be divided into an inhalation stage and an exhalation stage. Inhalation shows a sudden, ramped increase in motor discharge to the respiratory muscles (and the pharyngeal constrictor muscles). Before the end of inh
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The process of getting oxygen into the body and releasing carbon dioxide is called?
A. respiration
B. persperation
C. precipitation
D. osmosis
Answer:
|
|
sciq-1165
|
multiple_choice
|
Reef sponges typically have what type of beneficial relationships with other reef species?
|
[
"parasitic",
"symbiotic",
"microbes",
"mutual"
] |
B
|
Relavent Documents:
Document 0:::
In ecology, a biological interaction is the effect that a pair of organisms living together in a community have on each other. They can be either of the same species (intraspecific interactions), or of different species (interspecific interactions). These effects may be short-term, or long-term, both often strongly influence the adaptation and evolution of the species involved. Biological interactions range from mutualism, beneficial to both partners, to competition, harmful to both partners. Interactions can be direct when physical contact is established or indirect, through intermediaries such as shared resources, territories, ecological services, metabolic waste, toxins or growth inhibitors. This type of relationship can be shown by net effect based on individual effects on both organisms arising out of relationship.
Several recent studies have suggested non-trophic species interactions such as habitat modification and mutualisms can be important determinants of food web structures. However, it remains unclear whether these findings generalize across ecosystems, and whether non-trophic interactions affect food webs randomly, or affect specific trophic levels or functional groups.
History
Although biological interactions, more or less individually, were studied earlier, Edward Haskell (1949) gave an integrative approach to the thematic, proposing a classification of "co-actions", later adopted by biologists as "interactions". Close and long-term interactions are described as symbiosis; symbioses that are mutually beneficial are called mutualistic.
The term symbiosis was subject to a century-long debate about whether it should specifically denote mutualism, as in lichens or in parasites that benefit themselves. This debate created two different classifications for biotic interactions, one based on the time (long-term and short-term interactions), and other based on the magnitud of interaction force (competition/mutualism) or effect of individual fitness, accordi
Document 1:::
Mutualism describes the ecological interaction between two or more species where each species has a net benefit. Mutualism is a common type of ecological interaction. Prominent examples include most vascular plants engaged in mutualistic interactions with mycorrhizae, flowering plants being pollinated by animals, vascular plants being dispersed by animals, and corals with zooxanthellae, among many others. Mutualism can be contrasted with interspecific competition, in which each species experiences reduced fitness, and exploitation, or parasitism, in which one species benefits at the expense of the other.
The term mutualism was introduced by Pierre-Joseph van Beneden in his 1876 book Animal Parasites and Messmates to mean "mutual aid among species".
Mutualism is often conflated with two other types of ecological phenomena: cooperation and symbiosis. Cooperation most commonly refers to increases in fitness through within-species (intraspecific) interactions, although it has been used (especially in the past) to refer to mutualistic interactions, and it is sometimes used to refer to mutualistic interactions that are not obligate. Symbiosis involves two species living in close physical contact over a long period of their existence and may be mutualistic, parasitic, or commensal, so symbiotic relationships are not always mutualistic, and mutualistic interactions are not always symbiotic. Despite a different definition between mutualistic interactions and symbiosis, mutualistic and symbiosis have been largely used interchangeably in the past, and confusion on their use has persisted.
Mutualism plays a key part in ecology and evolution. For example, mutualistic interactions are vital for terrestrial ecosystem function as about 80% of land plants species rely on mycorrhizal relationships with fungi to provide them with inorganic compounds and trace elements. As another example, the estimate of tropical rainforest plants with seed dispersal mutualisms with animals ranges
Document 2:::
The Sponge Reef Project is a binational scientific project between Germany and Canada to study the sponge reefs off British Columbia, Canada, reefs formed by sponges of the Hexactinellid family.
The project was started in 1999, following the discovery of the reefs in 1991; earlier, this reef type was thought to have existed mainly in the Jurassic period.
External links
The Sponge Reef Project
B.C.'s Reefs Among Science's Great Finds | Straight.com
Reefs of the Pacific Ocean
Reefs
Document 3:::
Consumer–resource interactions are the core motif of ecological food chains or food webs, and are an umbrella term for a variety of more specialized types of biological species interactions including prey-predator (see predation), host-parasite (see parasitism), plant-herbivore and victim-exploiter systems. These kinds of interactions have been studied and modeled by population ecologists for nearly a century. Species at the bottom of the food chain, such as algae and other autotrophs, consume non-biological resources, such as minerals and nutrients of various kinds, and they derive their energy from light (photons) or chemical sources. Species higher up in the food chain survive by consuming other species and can be classified by what they eat and how they obtain or find their food.
Classification of consumer types
The standard categorization
Various terms have arisen to define consumers by what they eat, such as meat-eating carnivores, fish-eating piscivores, insect-eating insectivores, plant-eating herbivores, seed-eating granivores, and fruit-eating frugivores and omnivores are meat eaters and plant eaters. An extensive classification of consumer categories based on a list of feeding behaviors exists.
The Getz categorization
Another way of categorizing consumers, proposed by South African American ecologist Wayne Getz, is based on a biomass transformation web (BTW) formulation that organizes resources into five components: live and dead animal, live and dead plant, and particulate (i.e. broken down plant and animal) matter. It also distinguishes between consumers that gather their resources by moving across landscapes from those that mine their resources by becoming sessile once they have located a stock of resources large enough for them to feed on during completion of a full life history stage.
In Getz's scheme, words for miners are of Greek etymology and words for gatherers are of Latin etymology. Thus a bestivore, such as a cat, preys on live animal
Document 4:::
One of the marine ecosystems found in the Virgin Islands are the coral reefs. These coral reefs can be located between the islands of St. Croix, St. Thomas, and St. John. These coral reefs have an area of 297.9 km2, along with other marine habitats that are in between. The way these coral reefs grow are by coral larvae swimming freely and attaching themselves to hard surfaces around the islands and start to develop a skeleton on the outside of their skin to protect themselves from predators but also allow a new place for other coral larvae to attach to and grow on. These corals can form into three different structures; fringing reefs, which are reefs that are close to the shore, barrier reefs, which are reefs that are alongside the shore and is separated by deep water, and an atoll reef which is a coral reef that circles a lagoon or body of water.
Distribution
As stated, the coral reefs such as fringing reefs, deep reefs, patch reefs and spur and groove formation are distributed over three islands in the Virgin Islands which are St. Croix (Salt River Bay National Historical Park and Ecological Preserve, Buck Island Reef National Monument), St. Thomas, and St. John (Virgin Islands Coral Reef National Monument). The coral reefs found offshore of St. Thomas and St. John are distributed patchily around the islands. Additionally, a developed barrier reef system surrounds St. Croix along its eastern and southern shores.
Ecology
The coral reefs as well as hard-bottom habitat accounts for 297.9 km2. The coral reefs are home to diverse species. There are over 40 species of scleractinian corals and three species of Millepora. Live scleractinian species are found throughout the Virgin Islands, but mainly around Buck Island, St. Croix and St. John. More specifically based on a survey from 2001-2006, listed are a total of 215 fishes from St. John and 202 from St. Croix. Four species of sea turtles are found within the Virgin Islands. The coral reefs are impacted by freshwa
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Reef sponges typically have what type of beneficial relationships with other reef species?
A. parasitic
B. symbiotic
C. microbes
D. mutual
Answer:
|
|
sciq-10024
|
multiple_choice
|
In their pure form, all elements have an oxidation number of what?
|
[
"7",
"zero",
"2",
"3"
] |
B
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
The Force Concept Inventory is a test measuring mastery of concepts commonly taught in a first semester of physics developed by Hestenes, Halloun, Wells, and Swackhamer (1985). It was the first such "concept inventory" and several others have been developed since for a variety of topics. The FCI was designed to assess student understanding of the Newtonian concepts of force. Hestenes (1998) found that while "nearly 80% of the [students completing introductory college physics courses] could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered.
The 1995 version has 30 five-way multiple choice questions.
Example question (question 4):
Gender differences
The FCI shows a gender difference in favor of males that has been the subject of some research in regard to gender equity in education. Men score on average about 10% higher.
Document 2:::
Advanced Level (A-Level) Mathematics is a qualification of further education taken in the United Kingdom (and occasionally other countries as well). In the UK, A-Level exams are traditionally taken by 17-18 year-olds after a two-year course at a sixth form or college. Advanced Level Further Mathematics is often taken by students who wish to study a mathematics-based degree at university, or related degree courses such as physics or computer science.
Like other A-level subjects, mathematics has been assessed in a modular system since the introduction of Curriculum 2000, whereby each candidate must take six modules, with the best achieved score in each of these modules (after any retake) contributing to the final grade. Most students will complete three modules in one year, which will create an AS-level qualification in their own right and will complete the A-level course the following year—with three more modules.
The system in which mathematics is assessed is changing for students starting courses in 2017 (as part of the A-level reforms first introduced in 2015), where the reformed specifications have reverted to a linear structure with exams taken only at the end of the course in a single sitting.
In addition, while schools could choose freely between taking Statistics, Mechanics or Discrete Mathematics (also known as Decision Mathematics) modules with the ability to specialise in one branch of applied Mathematics in the older modular specification, in the new specifications, both Mechanics and Statistics were made compulsory, with Discrete Mathematics being made exclusive as an option to students pursuing a Further Mathematics course. The first assessment opportunity for the new specification is 2018 and 2019 for A-levels in Mathematics and Further Mathematics, respectively.
2000s specification
Prior to the 2017 reform, the basic A-Level course consisted of six modules, four pure modules (C1, C2, C3, and C4) and two applied modules in Statistics, Mechanics
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:::
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 their pure form, all elements have an oxidation number of what?
A. 7
B. zero
C. 2
D. 3
Answer:
|
|
sciq-1315
|
multiple_choice
|
What is another term for ghost sharks?
|
[
"aurea",
"litoria",
"anascea",
"chimaera"
] |
D
|
Relavent Documents:
Document 0:::
A shark repellent is any method of driving sharks away from an area. Shark repellents are a category of animal repellents. Shark repellent technologies include magnetic shark repellent, electropositive shark repellents, electrical repellents, and semiochemicals. Shark repellents can be used to protect people from sharks by driving the sharks away from areas where they are likely to kill human beings. In other applications, they can be used to keep sharks away from areas they may be a danger to themselves due to human activity. In this case, the shark repellent serves as a shark conservation method. There are some naturally occurring shark repellents; modern artificial shark repellents date to at least the 1940s, with the United States Navy using them in the Pacific Ocean theater of World War II.
Natural repellents
It has traditionally been believed that sharks are repelled by the smell of a dead shark; however, modern research has had mixed results.
The Pardachirus marmoratus fish (finless sole, Red Sea Moses sole) repels sharks through its secretions. The best-understood factor is pardaxin, acting as an irritant to the sharks' gills, but other chemicals have been identified as contributing to the repellent effect.
In 2017, the US Navy announced that it was developing a synthetic analog of hagfish slime with potential application as a shark repellent.
History
Some of the earliest research on shark repellents took place during the Second World War when military services sought to minimize the risk to stranded aviators and sailors in the water. Research has continued to the present, with notable researchers including Americans Eugenie Clark, and later Samuel H. Gruber, who has conducted tests at the Bimini Sharklab in Bimini, and the Japanese scientist Kazuo Tachibana. Future celebrity chef Julia Child developed shark repellent while working for the Office of Strategic Services
Initial work, which was based on historical research and studies at the time, focused
Document 1:::
Marine technology is defined by WEGEMT (a European association of 40 universities in 17 countries) as "technologies for the safe use, exploitation, protection of, and intervention in, the marine environment." In this regard, according to WEGEMT, the technologies involved in marine technology are the following: naval architecture, marine engineering, ship design, ship building and ship operations; oil and gas exploration, exploitation, and production; hydrodynamics, navigation, sea surface and sub-surface support, underwater technology and engineering; marine resources (including both renewable and non-renewable marine resources); transport logistics and economics; inland, coastal, short sea and deep sea shipping; protection of the marine environment; leisure and safety.
Education and training
According to the Cape Fear Community College of Wilmington, North Carolina, the curriculum for a marine technology program provides practical skills and academic background that are essential in succeeding in the area of marine scientific support. Through a marine technology program, students aspiring to become marine technologists will become proficient in the knowledge and skills required of scientific support technicians.
The educational preparation includes classroom instructions and practical training aboard ships, such as how to use and maintain electronic navigation devices, physical and chemical measuring instruments, sampling devices, and data acquisition and reduction systems aboard ocean-going and smaller vessels, among other advanced equipment.
As far as marine technician programs are concerned, students learn hands-on to trouble shoot, service and repair four- and two-stroke outboards, stern drive, rigging, fuel & lube systems, electrical including diesel engines.
Relationship to commerce
Marine technology is related to the marine science and technology industry, also known as maritime commerce. The Executive Office of Housing and Economic Development (EOHED
Document 2:::
The cetology in Herman Melville's 1851 novel, Moby-Dick, is a running theme that appears most importantly in Ishmael's zoological classification of whales, in Chapter 32, "Cetology". The purpose of that chapter, the narrator says, is "to attend to a matter almost indispensable to a thorough appreciative understanding of the more special leviathanic revelations and allusions of all sorts which are to follow." Further descriptions of whales and their anatomy occur in seventeen other chapters, including "The Sperm Whale's Head -- Contrasted View" (Chapter 74) and "The Right Whale's Head -- Contrasted View" (Chapter 75).
Although writing a work of fiction, Melville included extensive material that presents the properties of whales in a seemingly scientific form. Many of the observations are taken from Melville's reading in whaling sources in addition to his own experiences in whaling in the 1840s. They include descriptions of a range of species in the order of Cetacea. The detailed descriptions are a digression from the story-line, but critics argue that their objectivity and encyclopedic form balance the spiritual elements of the novel and ground its cosmic speculations. These chapters, however, are the most likely to be omitted in abridged versions.
Description
Ishmael's observations are not a complete scientific study, even by standards of the day. The cetological chapters do add variety and give readers information that helps them understand the story, but Melville also has thematic and aesthetic purposes. Critics justify and even praise the sections for keeping the metaphysical and spiritual meanings in the novel anchored to matter-of-fact reality and balance the extraordinary with the ordinary. The extensive descriptions show that the starting point for the “cosmic and spiritual is earthly and physical” and give the novel what one critic calls the “illusion of objectivity and the effect of a wide view of life.”
Ishmael asserts in the novel that the whale is a
Document 3:::
The Oyster Question: Scientists, Watermen, and the Maryland Chesapeake Bay since 1880 is a 2009 book by Christine Keiner. It examines the conflict between oystermen and scientists in the Chesapeake Bay from the end of the nineteenth century to the present, which includes the period of the so-called "Oyster Wars" and the precipitous decline of the oyster industry at the end of the twentieth century. The book engages the myth of the "Tragedy of the Commons" by examining the often fraught relationship between local politics and conservation science, arguing that for most of the period Maryland's state political system gave rural oystermen more political clout than politicians and the scientists they appointed and allowing oystermen to effectively manage the oyster bed commons. Only towards the end of the twentieth century did reapportionment bring suburban and urban interests more political power, by which time they had latched on to oystermen as elements of the area's heritage and incorporated them and the oysters into broader conservation efforts. An important theme is the "intersection[] of scientific knowledge with experiential knowledge in the context of use," in that Keiner "treats the knowledge of the Chesapeake Bay’s oystermen alongside that of biologists." "Through her analysis, Keiner effectively reframes how environmental historians have analyzed histories of common resources and provides a working model for integrating historical and ecological information to bridge the histories of science and environmental history."
Awards
The book won the 2010 Forum for the History of Science in America Prize. It shared the 2010 Maryland Historical Trust's Heritage Book Award, and received an Honorable Mention for the Frederick Jackson Turner Award from the Organization of American Historians in 2010.
Document 4:::
Chimaera bahamaensis, commonly known as the Bahamas ghost shark, is a species of fish in the family Chimaeridae. It is found in North Atlantic Ocean around the Bahamas, specifically it has been found east of Andros Island. Chimaera bahamaensis is known to inhabit marine waters from a depth range of – . It is one of the most recently described members of the genus Chimaera and to date only a single specimen has been found.
The Chimaera bahamaensis displays a combination of morphometric features which include a short pectoral-pelvic space with a long pelvic-caudal space, a long pre-narial length, and a relatively large body that is uniformly caramel brown with dark brown fins.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is another term for ghost sharks?
A. aurea
B. litoria
C. anascea
D. chimaera
Answer:
|
|
sciq-4895
|
multiple_choice
|
How is communication initiated and maintained with spacecraft?
|
[
"radio waves",
"wi-fi",
"sonar",
"telegraph"
] |
A
|
Relavent Documents:
Document 0:::
Interstellar communication is the transmission of signals between planetary systems. Sending interstellar messages is potentially much easier than interstellar travel, being possible with technologies and equipment which are currently available. However, the distances from Earth to other potentially inhabited systems introduce prohibitive delays, assuming the limitations of the speed of light. Even an immediate reply to radio communications sent to stars tens of thousands of light-years away would take many human generations to arrive.
Radio
The SETI project has for the past several decades been conducting a search for signals being transmitted by extraterrestrial life located outside the Solar System, primarily in the radio frequencies of the electromagnetic spectrum. Special attention has been given to the Water Hole, the frequency of one of neutral hydrogen's absorption lines, due to the low background noise at this frequency and its symbolic association with the basis for what is likely to be the most common system of biochemistry (but see alternative biochemistry).
The regular radio pulses emitted by pulsars were briefly thought to be potential intelligent signals; the first pulsar to be discovered was originally designated "LGM-1", for "Little Green Men." They were quickly determined to be of natural origin, however.
Several attempts have been made to transmit signals to other stars as well. (See "Realized projects" at Active SETI.) One of the earliest and most famous was the 1974 radio message sent from the largest radio telescope in the world, the Arecibo Observatory in Puerto Rico. An extremely simple message was aimed at a globular cluster of stars known as M13 in the Milky Way Galaxy and at a distance of 30,000 light years from the Solar System. These efforts have been more symbolic than anything else, however. Further, a possible answer needs double the travel time, i.e. tens of years (near stars) or 60,000 years (M13).
Other methods
It has also bee
Document 1:::
Across the Universe is an interstellar radio message (IRM) consisting of the song "Across the Universe" by the Beatles that was transmitted on 4 February 2008, at 00:00 UTC by NASA in the direction of the star Polaris. This transmission was made using a 70-meter "DSS-63" dish in the NASA Deep Space Network's (DSN) Madrid Deep Space Communication Complex, located in Robledo, near Madrid, Spain. The transmission ran in the 4.2-cm band (around 7.14 GHz, C band) at a power of 18 kilowatt. The format was digital, transmitted at a rate of 128 kbps, lasting 3.6 minutes – the normal speed and data rate for a digital recording on Earth.
This action was done in order to celebrate the 40th anniversary of the song's recording, the 45th anniversary of the DSN, and the 50th anniversary of NASA. The idea was hatched by Beatles historian Martin Lewis, who encouraged all Beatles fans to play the track as it was beamed towards the distant star. The event marked the second time a song had ever been intentionally transmitted into deep space (the first being Russia's Teen Age Message in 2001), and was approved by Paul McCartney, Yoko Ono, and Apple Records.
AL Zaitsev, part of the Teen Age Message project, argues that the NASA project is only a publicity stunt. The compressed digital format used makes the data more fragile to errors compared to TAM's analogue approach, not to mention aliens would not have knowledge on human audio compression algorithms. The transmission data rate is also too high to allow for a remote radio station to faithfully receive; a data rate 300,000 times lower would be required. Finally, the choice of Polaris also makes the message unlikely to reach any alien lifeform should they exist.
See also
List of interstellar radio messages
Document 2:::
A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field.
Overview
The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion.
With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies.
Example programs
The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University.
A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes
Document 3:::
The Science, Technology, Engineering and Mathematics Network or STEMNET is an educational charity in the United Kingdom that seeks to encourage participation at school and college in science and engineering-related subjects (science, technology, engineering, and mathematics) and (eventually) work.
History
It is based at Woolgate Exchange near Moorgate tube station in London and was established in 1996. The chief executive is Kirsten Bodley. The STEMNET offices are housed within the Engineering Council.
Function
Its chief aim is to interest children in science, technology, engineering and mathematics. Primary school children can start to have an interest in these subjects, leading secondary school pupils to choose science A levels, which will lead to a science career. It supports the After School Science and Engineering Clubs at schools. There are also nine regional Science Learning Centres.
STEM ambassadors
To promote STEM subjects and encourage young people to take up jobs in these areas, STEMNET have around 30,000 ambassadors across the UK. these come from a wide selection of the STEM industries and include TV personalities like Rob Bell.
Funding
STEMNET used to receive funding from the Department for Education and Skills. Since June 2007, it receives funding from the Department for Children, Schools and Families and Department for Innovation, Universities and Skills, since STEMNET sits on the chronological dividing point (age 16) of both of the new departments.
See also
The WISE Campaign
Engineering and Physical Sciences Research Council
National Centre for Excellence in Teaching Mathematics
Association for Science Education
Glossary of areas of mathematics
Glossary of astronomy
Glossary of biology
Glossary of chemistry
Glossary of engineering
Glossary of physics
Document 4:::
This is a list of interstellar radio messages (IRMs) transmitted from Earth.
Classification of interstellar radio messages
There are twelve realized IRM projects:
The Morse Message (1962)
Arecibo message (1974), one transmission to Messier 13
Cosmic Call 1 (1999), four transmissions to nearby Sun-like stars
Teen Age Message (2001), six transmissions
Cosmic Call 2 (2003), five transmissions
A Message From Earth (2008), one transmission to the Gliese 581 planetary system
Across the Universe (2008)
Hello From Earth (HFE, 2009) one transmission to the Gliese 581 planetary system
Wow! Reply (2012), three transmissions to Hipparcos 34511, Hipparcos 33277 and Hipparcos 43587 in reply to the Wow! signal
Lone Signal (2013)
A Simple Response to an Elemental Message (2016)
Sónar Calling GJ273b (2017)
"Across the Universe", "Hello From Earth" and "A Simple Response to an Elemental Message" are not always considered serious. The first two of them were sent to Polaris, which is 431 light years distant from us and whose planetary system, even if it exists, may not be suited for life, because it is a supergiant star, spectral type F7Ib which is only 70 million years old. In addition, both transmission rates were very high, about 128 kbit/s, for such moderate transmitter power (about 18 kW). The main defect of the "Hello From Earth" is an insufficient scientific and technical justification, since no famous SETI scientist made statements with validation of HFE's design. As it follows from : "After the final message was collected on Monday 24 August 2009, messages were exported as a text file and sent to NASA's Jet Propulsion Laboratory in California, where they were encoded into binary, packaged and tested before transmission", but nobody explained why he hopes that such encoded and packaged text will be understood and conceived by possible extraterrestrials.
Some use the term Active SETI Project, but Alexander Zaitsev, who was a scientific head of composing and tran
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
How is communication initiated and maintained with spacecraft?
A. radio waves
B. wi-fi
C. sonar
D. telegraph
Answer:
|
|
sciq-8348
|
multiple_choice
|
When continental crust is pulled apart, it breaks into blocks that are separated by what?
|
[
"faults",
"holes",
"levels",
"layers"
] |
A
|
Relavent Documents:
Document 0:::
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 1:::
In geodynamics lower crustal flow is the mainly lateral movement of material within the lower part of the continental crust by a ductile flow mechanism. It is thought to be an important process during both continental collision and continental break-up.
Rheology
The tendency of the lower crust to flow is controlled by its rheology. Ductile flow in the lower crust is assumed to be controlled by the deformation of quartz and/or plagioclase feldspar as its composition is thought to be granodioritic to dioritic. With normal thickness continental crust and a normal geothermal gradient, the lower crust, below the brittle–ductile transition zone, exhibits ductile flow behaviour under geological strain rates. Factors that can vary this behaviour include: water content, thickness, heat flow and strain-rate.
Collisional belts
In some areas of continental collision, the lower part of the thickened crust that results is interpreted to flow laterally, such as in the Tibetan plateau, and the Altiplano in the Bolivian Andes.
Document 2:::
The geologic record in stratigraphy, paleontology and other natural sciences refers to the entirety of the layers of rock strata. That is, deposits laid down by volcanism or by deposition of sediment derived from weathering detritus (clays, sands etc.). This includes all its fossil content and the information it yields about the history of the Earth: its past climate, geography, geology and the evolution of life on its surface. According to the law of superposition, sedimentary and volcanic rock layers are deposited on top of each other. They harden over time to become a solidified (competent) rock column, that may be intruded by igneous rocks and disrupted by tectonic events.
Correlating the rock record
At a certain locality on the Earth's surface, the rock column provides a cross section of the natural history in the area during the time covered by the age of the rocks. This is sometimes called the rock history and gives a window into the natural history of the location that spans many geological time units such as ages, epochs, or in some cases even multiple major geologic periods—for the particular geographic region or regions. The geologic record is in no one place entirely complete for where geologic forces one age provide a low-lying region accumulating deposits much like a layer cake, in the next may have uplifted the region, and the same area is instead one that is weathering and being torn down by chemistry, wind, temperature, and water. This is to say that in a given location, the geologic record can be and is quite often interrupted as the ancient local environment was converted by geological forces into new landforms and features. Sediment core data at the mouths of large riverine drainage basins, some of which go deep thoroughly support the law of superposition.
However using broadly occurring deposited layers trapped within differently located rock columns, geologists have pieced together a system of units covering most of the geologic time scale
Document 3:::
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:::
In structural geology, a suture is a joining together along a major fault zone, of separate terranes, tectonic units that have different plate tectonic, metamorphic and paleogeographic histories. The suture is often represented on the surface by an orogen or mountain range.
Overview
In plate tectonics, sutures are the remains of subduction zones, and the terranes that are joined together are interpreted as fragments of different palaeocontinents or tectonic plates.
Outcrops of sutures can vary in width from a few hundred meters to a couple of kilometers. They can be networks of mylonitic shear zones or brittle fault zones, but are usually both. Sutures are usually associated with igneous intrusions and tectonic lenses with varying kinds of lithologies from plutonic rocks to ophiolitic fragments.
An example from Great Britain is the Iapetus Suture which, though now concealed beneath younger rocks, has been determined by geophysical means to run along a line roughly parallel with the Anglo-Scottish border and represents the joint between the former continent of Laurentia to the north and the former micro-continent of Avalonia to the south. Avalonia is in fact a plain which dips steeply northwestwards through the crust, underthrusting Laurentia.
Paleontological use
When used in paleontology, suture can also refer to fossil exoskeletons, as in the suture line, a division on a trilobite between the free cheek and the fixed cheek; this suture line allowed the trilobite to perform ecdysis (the shedding of its skin).
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
When continental crust is pulled apart, it breaks into blocks that are separated by what?
A. faults
B. holes
C. levels
D. layers
Answer:
|
|
sciq-5313
|
multiple_choice
|
What is a gap in rock layers called?
|
[
"an unconformity",
"a crevice",
"a mutation",
"an anomaly"
] |
A
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
In geology, rock (or stone) is any naturally occurring solid mass or aggregate of minerals or mineraloid matter. It is categorized by the minerals included, its chemical composition, and the way in which it is formed. Rocks form the Earth's outer solid layer, the crust, and most of its interior, except for the liquid outer core and pockets of magma in the asthenosphere. The study of rocks involves multiple subdisciplines of geology, including petrology and mineralogy. It may be limited to rocks found on Earth, or it may include planetary geology that studies the rocks of other celestial objects.
Rocks are usually grouped into three main groups: igneous rocks, sedimentary rocks and metamorphic rocks. Igneous rocks are formed when magma cools in the Earth's crust, or lava cools on the ground surface or the seabed. Sedimentary rocks are formed by diagenesis and lithification of sediments, which in turn are formed by the weathering, transport, and deposition of existing rocks. Metamorphic rocks are formed when existing rocks are subjected to such high pressures and temperatures that they are transformed without significant melting.
Humanity has made use of rocks since the earliest humans. This early period, called the Stone Age, saw the development of many stone tools. Stone was then used as a major component in the construction of buildings and early infrastructure. Mining developed to extract rocks from the Earth and obtain the minerals within them, including metals. Modern technology has allowed the development of new man-made rocks and rock-like substances, such as concrete.
Study
Geology is the study of Earth and its components, including the study of rock formations. Petrology is the study of the character and origin of rocks. Mineralogy is the study of the mineral components that create rocks. The study of rocks and their components has contributed to the geological understanding of Earth's history, the archaeological understanding of human history, and the
Document 2:::
Rock mechanics is a theoretical and applied science of the mechanical behavior of rocks and rock masses.
Compared to geology, it is the branch of mechanics concerned with the response of rock and rock masses to the force fields of their physical environment.
Background
Rock mechanics is part of a much broader subject of geomechanics, which is concerned with the mechanical responses of all geological materials, including soils.
Rock mechanics is concerned with the application of the principles of engineering mechanics to the design of structures built in or on rock. The structure could include many objects such as a drilling well, a mine shaft, a tunnel, a reservoir dam, a repository component, or a building. Rock mechanics is used in many engineering disciplines, but is primarily used in Mining, Civil, Geotechnical, Transportation, and Petroleum Engineering.
Rock mechanics answers questions such as, "is reinforcement necessary for a rock, or will it be able to handle whatever load it is faced with?" It also includes the design of reinforcement systems, such as rock bolting patterns.
Assessing the Project Site
Before any work begins, the construction site must be investigated properly to inform of the geological conditions of the site. Field observations, deep drilling, and geophysical surveys, can all give necessary information to develop a safe construction plan and create a site geological model. The level of investigation conducted at this site depends on factors such as budget, time frame, and expected geological conditions.
The first step of the investigation is the collection of maps and aerial photos to analyze. This can provide information about potential sinkholes, landslides, erosion, etc. Maps can provide information on the rock type of the site, geological structure, and boundaries between bedrock units.
Boreholes
Creating a borehole is a technique that consists of drilling through the ground in various areas at various depths, to get a bett
Document 3:::
The geologic record in stratigraphy, paleontology and other natural sciences refers to the entirety of the layers of rock strata. That is, deposits laid down by volcanism or by deposition of sediment derived from weathering detritus (clays, sands etc.). This includes all its fossil content and the information it yields about the history of the Earth: its past climate, geography, geology and the evolution of life on its surface. According to the law of superposition, sedimentary and volcanic rock layers are deposited on top of each other. They harden over time to become a solidified (competent) rock column, that may be intruded by igneous rocks and disrupted by tectonic events.
Correlating the rock record
At a certain locality on the Earth's surface, the rock column provides a cross section of the natural history in the area during the time covered by the age of the rocks. This is sometimes called the rock history and gives a window into the natural history of the location that spans many geological time units such as ages, epochs, or in some cases even multiple major geologic periods—for the particular geographic region or regions. The geologic record is in no one place entirely complete for where geologic forces one age provide a low-lying region accumulating deposits much like a layer cake, in the next may have uplifted the region, and the same area is instead one that is weathering and being torn down by chemistry, wind, temperature, and water. This is to say that in a given location, the geologic record can be and is quite often interrupted as the ancient local environment was converted by geological forces into new landforms and features. Sediment core data at the mouths of large riverine drainage basins, some of which go deep thoroughly support the law of superposition.
However using broadly occurring deposited layers trapped within differently located rock columns, geologists have pieced together a system of units covering most of the geologic time scale
Document 4:::
In mathematical psychology and education theory, a knowledge space is a combinatorial structure used to formulate mathematical models describing the progression of a human learner. Knowledge spaces were introduced in 1985 by Jean-Paul Doignon and Jean-Claude Falmagne, and remain in extensive use in the education theory. Modern applications include two computerized tutoring systems, ALEKS and the defunct RATH.
Formally, a knowledge space assumes that a domain of knowledge is a collection of concepts or skills, each of which must be eventually mastered. Not all concepts are interchangeable; some require other concepts as prerequisites. Conversely, competency at one skill may ease the acquisition of another through similarity. A knowledge space marks out which collections of skills are feasible: they can be learned without mastering any other skills. Under reasonable assumptions, the collection of feasible competencies forms the mathematical structure known as an antimatroid.
Researchers and educators usually explore the structure of a discipline's knowledge space as a latent class model.
Motivation
Knowledge Space Theory attempts to address shortcomings of standardized testing when used in educational psychometry. Common tests, such as the SAT and ACT, compress a student's knowledge into a very small range of ordinal ranks, in the process effacing the conceptual dependencies between questions. Consequently, the tests cannot distinguish between true understanding and guesses, nor can they identify a student's particular weaknesses, only the general proportion of skills mastered. The goal of knowledge space theory is to provide a language by which exams can communicate
What the student can do and
What the student is ready to learn.
Model structure
Knowledge Space Theory-based models presume that an educational subject can be modeled as a finite set of concepts, skills, or topics. Each feasible state of knowledge about is then a subset of ; the set of
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is a gap in rock layers called?
A. an unconformity
B. a crevice
C. a mutation
D. an anomaly
Answer:
|
|
sciq-3318
|
multiple_choice
|
What is the process for developing knowledge called?
|
[
"evolution",
"theory",
"creationism",
"science"
] |
D
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
In mathematical psychology and education theory, a knowledge space is a combinatorial structure used to formulate mathematical models describing the progression of a human learner. Knowledge spaces were introduced in 1985 by Jean-Paul Doignon and Jean-Claude Falmagne, and remain in extensive use in the education theory. Modern applications include two computerized tutoring systems, ALEKS and the defunct RATH.
Formally, a knowledge space assumes that a domain of knowledge is a collection of concepts or skills, each of which must be eventually mastered. Not all concepts are interchangeable; some require other concepts as prerequisites. Conversely, competency at one skill may ease the acquisition of another through similarity. A knowledge space marks out which collections of skills are feasible: they can be learned without mastering any other skills. Under reasonable assumptions, the collection of feasible competencies forms the mathematical structure known as an antimatroid.
Researchers and educators usually explore the structure of a discipline's knowledge space as a latent class model.
Motivation
Knowledge Space Theory attempts to address shortcomings of standardized testing when used in educational psychometry. Common tests, such as the SAT and ACT, compress a student's knowledge into a very small range of ordinal ranks, in the process effacing the conceptual dependencies between questions. Consequently, the tests cannot distinguish between true understanding and guesses, nor can they identify a student's particular weaknesses, only the general proportion of skills mastered. The goal of knowledge space theory is to provide a language by which exams can communicate
What the student can do and
What the student is ready to learn.
Model structure
Knowledge Space Theory-based models presume that an educational subject can be modeled as a finite set of concepts, skills, or topics. Each feasible state of knowledge about is then a subset of ; the set of
Document 2:::
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:::
The status of creation and evolution in public education has been the subject of substantial debate and conflict in legal, political, and religious circles. Globally, there are a wide variety of views on the topic. Most western countries have legislation that mandates only evolutionary biology is to be taught in the appropriate scientific syllabuses.
Overview
While many Christian denominations do not raise theological objections to the modern evolutionary synthesis as an explanation for the present forms of life on planet Earth, various socially conservative, traditionalist, and fundamentalist religious sects and political groups within Christianity and Islam have objected vehemently to the study and teaching of biological evolution. Some adherents of these Christian and Islamic religious sects or political groups are passionately opposed to the consensus view of the scientific community. Literal interpretations of religious texts are the greatest cause of conflict with evolutionary and cosmological investigations and conclusions.
Internationally, biological evolution is taught in science courses with limited controversy, with the exception of a few areas of the United States and several Muslim-majority countries, primarily Turkey. In the United States, the Supreme Court has ruled the teaching of creationism as science in public schools to be unconstitutional, irrespective of how it may be purveyed in theological or religious instruction. In the United States, intelligent design (ID) has been represented as an alternative explanation to evolution in recent decades, but its "demonstrably religious, cultural, and legal missions" have been ruled unconstitutional by a lower court.
By country
Australia
Although creationist views are popular among religious education teachers and creationist teaching materials have been distributed by volunteers in some schools, many Australian scientists take an aggressive stance supporting the right of teachers to teach the theory
Document 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the process for developing knowledge called?
A. evolution
B. theory
C. creationism
D. science
Answer:
|
|
sciq-3751
|
multiple_choice
|
Water molds mostly live in water or moist?
|
[
"plants",
"biomes",
"soil",
"cells"
] |
C
|
Relavent Documents:
Document 0:::
This list of life sciences comprises the branches of science that involve the scientific study of life – such as microorganisms, plants, and animals including human beings. This science is one of the two major branches of natural science, the other being physical science, which is concerned with non-living matter. Biology is the overall natural science that studies life, with the other life sciences as its sub-disciplines.
Some life sciences focus on a specific type of organism. For example, zoology is the study of animals, while botany is the study of plants. Other life sciences focus on aspects common to all or many life forms, such as anatomy and genetics. Some focus on the micro-scale (e.g. molecular biology, biochemistry) other on larger scales (e.g. cytology, immunology, ethology, pharmacy, ecology). Another major branch of life sciences involves understanding the mindneuroscience. Life sciences discoveries are helpful in improving the quality and standard of life and have applications in health, agriculture, medicine, and the pharmaceutical and food science industries. For example, it has provided information on certain diseases which has overall aided in the understanding of human health.
Basic life science branches
Biology – scientific study of life
Anatomy – study of form and function, in plants, animals, and other organisms, or specifically in humans
Astrobiology – the study of the formation and presence of life in the universe
Bacteriology – study of bacteria
Biotechnology – study of combination of both the living organism and technology
Biochemistry – study of the chemical reactions required for life to exist and function, usually a focus on the cellular level
Bioinformatics – developing of methods or software tools for storing, retrieving, organizing and analyzing biological data to generate useful biological knowledge
Biolinguistics – the study of the biology and evolution of language.
Biological anthropology – the study of humans, non-hum
Document 1:::
The Bachelor of Science in Aquatic Resources and Technology (B.Sc. in AQT) (or Bachelor of Aquatic Resource) is an undergraduate degree that prepares students to pursue careers in the public, private, or non-profit sector in areas such as marine science, fisheries science, aquaculture, aquatic resource technology, food science, management, biotechnology and hydrography. Post-baccalaureate training is available in aquatic resource management and related areas.
The Department of Animal Science and Export Agriculture, at the Uva Wellassa University of Badulla, Sri Lanka, has the largest enrollment of undergraduate majors in Aquatic Resources and Technology, with about 200 students as of 2014.
The Council on Education for Aquatic Resources and Technology includes undergraduate AQT degrees in the accreditation review of Aquatic Resources and Technology programs and schools.
See also
Marine Science
Ministry of Fisheries and Aquatic Resources Development
Document 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:::
MicrobeLibrary is a permanent collection of over 1400 original peer-reviewed resources for teaching undergraduate microbiology. It is provided by the American Society for Microbiology, Washington DC, United States.
Contents include curriculum activities; images and animations; reviews of books, websites and other resources; and articles from Focus on Microbiology Education, Microbiology Education and Microbe. Around 40% of the materials are free to educators and students, the remainder require a subscription. the service is suspended with the message to:
"Please check back with us in 2017".
External links
MicrobeLibrary
Microbiology
Document 4:::
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.
Water molds mostly live in water or moist?
A. plants
B. biomes
C. soil
D. cells
Answer:
|
|
sciq-11521
|
multiple_choice
|
Wind blown sand contributes to what type of erosion?
|
[
"vegetation",
"filtration",
"sedimentary",
"abrasion"
] |
D
|
Relavent Documents:
Document 0:::
The Physics of Blown Sand and Desert Dunes is a scientific book written by Ralph A. Bagnold. The book laid the foundations of the scientific investigation of the transport of sand by wind. It also discusses the formation and movement of sand dunes in the Libyan Desert. During his expeditions into the Libyan Desert, Bagnold had been fascinated by the shapes of the sand dunes, and after returning to England he built a wind tunnel and conducted the experiments which are the basis of the book.
Bagnold finished writing the book in 1939, and it was first published on 26 June 1941. A reprinted version, with minor revisions by Bagnold, was published by Chapman and Hall in 1953, and reprinted again in 1971. The book was reissued by Dover Publications in 2005.
The book explores the movement of sand in desert environments, with a particular emphasis on how wind affects the formation and movement of dunes and ripples. Bagnold's interest in this subject was spurred by his extensive desert expeditions, during which he observed various sand storms. One pivotal observation was that the movement of sand, unlike that of dust, predominantly occurs near the ground, within a height of one metre, and was less influenced by large-scale eddy currents in the air.
The book emphasises the feasibility of replicating these natural phenomena under controlled conditions in a laboratory. By using a wind tunnel, Bagnold sought to gain a deeper understanding of the physics governing the interaction between airstreams and sand grains, and vice versa. His aim was to ensure that findings from controlled experiments mirrored real-world conditions, with verifications of these laboratory results conducted through field observations in the Libyan Desert in the late 1930s.
Bagnold delineates his research into two distinct stages. The first, which constitutes the primary focus of the book, investigates the dynamics of sand movement across mostly flat terrains. This includes understanding how sand is l
Document 1:::
Sediment transport is the movement of solid particles (sediment), typically due to a combination of gravity acting on the sediment, and the movement of the fluid in which the sediment is entrained. Sediment transport occurs in natural systems where the particles are clastic rocks (sand, gravel, boulders, etc.), mud, or clay; the fluid is air, water, or ice; and the force of gravity acts to move the particles along the sloping surface on which they are resting. Sediment transport due to fluid motion occurs in rivers, oceans, lakes, seas, and other bodies of water due to currents and tides. Transport is also caused by glaciers as they flow, and on terrestrial surfaces under the influence of wind. Sediment transport due only to gravity can occur on sloping surfaces in general, including hillslopes, scarps, cliffs, and the continental shelf—continental slope boundary.
Sediment transport is important in the fields of sedimentary geology, geomorphology, civil engineering, hydraulic engineering and environmental engineering (see applications, below). Knowledge of sediment transport is most often used to determine whether erosion or deposition will occur, the magnitude of this erosion or deposition, and the time and distance over which it will occur.
Mechanisms
Aeolian
Aeolian or eolian (depending on the parsing of æ) is the term for sediment transport by wind. This process results in the formation of ripples and sand dunes. Typically, the size of the transported sediment is fine sand (<1 mm) and smaller, because air is a fluid with low density and viscosity, and can therefore not exert very much shear on its bed.
Bedforms are generated by aeolian sediment transport in the terrestrial near-surface environment. Ripples and dunes form as a natural self-organizing response to sediment transport.
Aeolian sediment transport is common on beaches and in the arid regions of the world, because it is in these environments that vegetation does not prevent the presence and motion
Document 2:::
Sand dune ecology describes the biological and physico-chemical interactions that are a characteristic of sand dunes.
Sand dune systems are excellent places for biodiversity, partly because they are not very productive for agriculture, and partly because disturbed, stressful, and stable habitats are present in proximity to each other. Many of them are protected as nature reserves, and some are parts of larger conservation areas, incorporating other coastal habitats like salt marshes, mud flats, grasslands, scrub, and woodland.
Plant habitat
Sand dunes provide a range of habitats for a range of unusual, interesting and characteristic plants that can cope with disturbed habitats. In the UK these may include restharrow Ononis repens, sand spurge Euphorbia arenaria and ragwort Senecio vulgaris - such plants are termed ruderals.
Other very specialised plants are adapted to the accretion of sand, surviving the continual burial of their shoots by sending up very rapid vertical growth. Marram grass, Ammophila arenaria specialises in this, and is largely responsible for the formation and stabilisation of many dunes by binding sand grains together. The sand couch-grass Elytrigia juncea also performs this function on the seaward edge of the dunes, and is responsible, with some other pioneers like the sea rocket Cakile maritima, for initiating the process of dune building by trapping wind blown sand.
In accreting situations small mounds of vegetation or tide-washed debris form and tend to enlarge as the wind-speed drops in the lee of the mound, allowing blowing sand (picked up from the off-shore banks) to fall out of the air stream. The pioneering plants are physiologically adapted to withstand the problems of high salt contents in the air and soil, and are good examples of stress tolerators, as well as having some ruderal characteristics.
Inland side
On the inland side of dunes conditions are less severe, and links type grasslands develop with a range of grassland
Document 3:::
Lisa Schulte Moore is an American landscape ecologist. Schulte Moore is a professor of natural resource ecology and management at Iowa State University. In 2020 she received a $10 million USD grant to study anerobic digestion and its application to turning manure into usable energy. In 2021 she was named a MacArthur fellow.
Work
Moore has worked with farmers to develop resilient and sustainable agricultural practices and systems that take into consideration climate change, water quality and loss of biodiversity.
Moore has written on various ecological topics, including the ecological effects of fire on landscapes; soil carbon storage, biodiversity improvement, the effects of wind and fire on forests, among others.
Awards and honors
John D. and Katherine T. MacArthur Foundation Fellowship
Citation for Leadership and Achievement, Council for Scientific Society Presidents (2022)
Document 4:::
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.
Wind blown sand contributes to what type of erosion?
A. vegetation
B. filtration
C. sedimentary
D. abrasion
Answer:
|
|
sciq-5713
|
multiple_choice
|
What is another term for joules per second?
|
[
"watts",
"parsons",
"jiffies",
"jacobs"
] |
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 Force Concept Inventory is a test measuring mastery of concepts commonly taught in a first semester of physics developed by Hestenes, Halloun, Wells, and Swackhamer (1985). It was the first such "concept inventory" and several others have been developed since for a variety of topics. The FCI was designed to assess student understanding of the Newtonian concepts of force. Hestenes (1998) found that while "nearly 80% of the [students completing introductory college physics courses] could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered.
The 1995 version has 30 five-way multiple choice questions.
Example question (question 4):
Gender differences
The FCI shows a gender difference in favor of males that has been the subject of some research in regard to gender equity in education. Men score on average about 10% higher.
Document 2:::
Advanced Placement (AP) Physics C: Electricity and Magnetism (also known as AP Physics C: E&M or AP E&M) is an introductory physics course administered by the College Board as part of its Advanced Placement program. It is intended to proxy a second-semester calculus-based university course in electricity and magnetism. The content of Physics C: E&M overlaps with that of AP Physics 2, but Physics 2 is algebra-based and covers other topics outside of electromagnetism, while Physics C is calculus-based and only covers electromagnetism. Physics C: E&M may be combined with its mechanics counterpart to form a year-long course that prepares for both exams.
Course content
E&M is equivalent to an introductory college course in electricity and magnetism for physics or engineering majors. The course modules are:
Electrostatics
Conductors, capacitors, and dielectrics
Electric circuits
Magnetic fields
Electromagnetism.
Methods of calculus are used wherever appropriate in formulating physical principles and in applying them to physical problems. Therefore, students should have completed or be concurrently enrolled in a calculus class.
AP test
The course culminates in an optional exam for which high-performing students may receive some credit towards their college coursework, depending on the institution.
Registration
The AP examination for AP Physics C: Electricity and Magnetism is separate from the AP examination for AP Physics C: Mechanics. Before 2006, test-takers paid only once and were given the choice of taking either one or two parts of the Physics C test.
Format
The exam is typically administered on a Monday afternoon in May. The exam is configured in two categories: a 35-question multiple choice section and a 3-question free response section. Test takers are allowed to use an approved calculator during the entire exam. The test is weighted such that each section is worth half of the final score. This and AP Physics C: Mechanics are the shortest AP exams, with
Document 3:::
Advanced Placement (AP) Physics C: Mechanics (also known as AP Mechanics) is an introductory physics course administered by the College Board as part of its Advanced Placement program. It is intended to proxy a one-semester calculus-based university course in mechanics. The content of Physics C: Mechanics overlaps with that of AP Physics 1, but Physics 1 is algebra-based, while Physics C is calculus-based. Physics C: Mechanics may be combined with its electricity and magnetism counterpart to form a year-long course that prepares for both exams.
Course content
Intended to be equivalent to an introductory college course in mechanics for physics or engineering majors, the course modules are:
Kinematics
Newton's laws of motion
Work, energy and power
Systems of particles and linear momentum
Circular motion and rotation
Oscillations and gravitation.
Methods of calculus are used wherever appropriate in formulating physical principles and in applying them to physical problems. Therefore, students should have completed or be concurrently enrolled in a Calculus I class.
This course is often compared to AP Physics 1: Algebra Based for its similar course material involving kinematics, work, motion, forces, rotation, and oscillations. However, AP Physics 1: Algebra Based lacks concepts found in Calculus I, like derivatives or integrals.
This course may be combined with AP Physics C: Electricity and Magnetism to make a unified Physics C course that prepares for both exams.
AP test
The course culminates in an optional exam for which high-performing students may receive some credit towards their college coursework, depending on the institution.
Registration
The AP examination for AP Physics C: Mechanics is separate from the AP examination for AP Physics C: Electricity and Magnetism. Before 2006, test-takers paid only once and were given the choice of taking either one or two parts of the Physics C test.
Format
The exam is typically administered on a Monday aftern
Document 4:::
A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field.
Overview
The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion.
With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies.
Example programs
The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University.
A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is another term for joules per second?
A. watts
B. parsons
C. jiffies
D. jacobs
Answer:
|
|
sciq-773
|
multiple_choice
|
What will the contraction of smooth muscles help organs do?
|
[
"fine motor movements",
"move joints",
"carry out functions",
"move across distances"
] |
C
|
Relavent Documents:
Document 0:::
Normal aging movement control in humans is about the changes in the muscles, motor neurons, nerves, sensory functions, gait, fatigue, visual and manual responses, in men and women as they get older but who do not have neurological, muscular (atrophy, dystrophy...) or neuromuscular disorder. With aging, neuromuscular movements are impaired, though with training or practice, some aspects may be prevented.
Force production
For voluntary force production, action potentials occur in the cortex. They propagate in the spinal cord, the motor neurons and the set of muscle fibers they innervate. This results in a twitch which properties are driven by two mechanisms: motor unit recruitment and rate coding. Both mechanisms are affected with aging. For instance, the number of motor units may decrease, the size of the motor units, i.e. the number of muscle fibers they innervate may increase, the frequency at which the action potentials are triggered may be reduced. Consequently, force production is generally impaired in old adults.
Aging is associated with decreases in muscle mass and strength. These decreases may be partially due to losses of alpha motor neurons. By the age of 70, these losses occur in both proximal and distal muscles. In biceps brachii and brachialis, old adults show decreased strength (by 1/3) correlated with a reduction in the number of motor units (by 1/2). Old adults show evidence that remaining motor units may become larger as motor units innervate collateral muscle fibers.
In first dorsal interosseus, almost all motor units are recruited at moderate rate coding, leading to 30-40% of maximal voluntary contraction (MVC). Motor unit discharge rates measured at 50% MVC are not significantly different in the young subjects from those observed in the old adults. However, for the maximal effort contractions, there is an appreciable difference in discharge rates between the two age groups. Discharge rates obtained at 100% of MVC are 64% smaller in the old adul
Document 1:::
In an isotonic contraction, tension remains the same, whilst the muscle's length changes. Isotonic contractions differ from isokinetic contractions in that in isokinetic contractions the muscle speed remains constant. While superficially identical, as the muscle's force changes via the length-tension relationship during a contraction, an isotonic contraction will keep force constant while velocity changes, but an isokinetic contraction will keep velocity constant while force changes. A near isotonic contraction is known as Auxotonic contraction.
There are two types of isotonic contractions: (1) concentric and (2) eccentric. In a concentric contraction, the muscle tension rises to meet the resistance, then remains the same as the muscle shortens. In eccentric, the muscle lengthens due to the resistance being greater than the force the muscle is producing.
Concentric
This type is typical of most exercise. The external force on the muscle is less than the force the muscle is generating - a shortening contraction. The effect is not visible during the classic biceps curl, which is in fact auxotonic because the resistance (torque due to the weight being lifted) does not remain the same through the exercise. Tension is highest at a parallel to the floor level, and eases off above and below this point. Therefore, tension changes as well as muscle length.
Eccentric
There are two main features to note regarding eccentric contractions. First, the absolute tensions achieved can be very high relative to the muscle's maximum tetanic tension generating capacity (you can set down a much heavier object than you can lift). Second, the absolute tension is relatively independent of lengthening velocity.
Muscle injury and soreness are selectively associated with eccentric contraction. Muscle strengthening using exercises that involve eccentric contractions is lower than using concentric exercises. However because higher levels of tension are easier to attain during exercises th
Document 2:::
Kinesiology () is the scientific study of human body movement. Kinesiology addresses physiological, anatomical, biomechanical, pathological, neuropsychological principles and mechanisms of movement. Applications of kinesiology to human health include biomechanics and orthopedics; strength and conditioning; sport psychology; motor control; skill acquisition and motor learning; methods of rehabilitation, such as physical and occupational therapy; and sport and exercise physiology. Studies of human and animal motion include measures from motion tracking systems, electrophysiology of muscle and brain activity, various methods for monitoring physiological function, and other behavioral and cognitive research techniques.
Basics
Kinesiology studies the science of human movement, performance, and function by applying the fundamental sciences of Cell Biology, Molecular Biology, Chemistry, Biochemistry, Biophysics, Biomechanics, Biomathematics, Biostatistics, Anatomy, Physiology, Exercise Physiology, Pathophysiology, Neuroscience, and Nutritional science. A bachelor's degree in kinesiology can provide strong preparation for graduate study in biomedical research, as well as in professional programs, such as medicine, dentistry, physical therapy, and occupational therapy.
The term "kinesiologist" is not a licensed nor professional designation in many countries, with the notable exception of Canada. Individuals with training in this area can teach physical education, work as personal trainers and sport coaches, provide consulting services, conduct research and develop policies related to rehabilitation, human motor performance, ergonomics, and occupational health and safety. In North America, kinesiologists may study to earn a Bachelor of Science, Master of Science, or Doctorate of Philosophy degree in Kinesiology or a Bachelor of Kinesiology degree, while in Australia or New Zealand, they are often conferred an Applied Science (Human Movement) degree (or higher). Many doctor
Document 3:::
Proprioception ( ), also called kinaesthesia (or kinesthesia), is the sense of self-movement, force, and body position.
Proprioception is mediated by proprioceptors, mechanosensory neurons located within muscles, tendons, and joints. Most animals possess multiple subtypes of proprioceptors, which detect distinct kinematic parameters, such as joint position, movement, and load. Although all mobile animals possess proprioceptors, the structure of the sensory organs can vary across species.
Proprioceptive signals are transmitted to the central nervous system, where they are integrated with information from other sensory systems, such as the visual system and the vestibular system, to create an overall representation of body position, movement, and acceleration. In many animals, sensory feedback from proprioceptors is essential for stabilizing body posture and coordinating body movement.
System overview
In vertebrates, limb movement and velocity (muscle length and the rate of change) are encoded by one group of sensory neurons (type Ia sensory fiber) and another type encode static muscle length (group II neurons). These two types of sensory neurons compose muscle spindles. There is a similar division of encoding in invertebrates; different subgroups of neurons of the Chordotonal organ encode limb position and velocity.
To determine the load on a limb, vertebrates use sensory neurons in the Golgi tendon organs: type Ib afferents. These proprioceptors are activated at given muscle forces, which indicate the resistance that muscle is experiencing. Similarly, invertebrates have a mechanism to determine limb load: the Campaniform sensilla. These proprioceptors are active when a limb experiences resistance.
A third role for proprioceptors is to determine when a joint is at a specific position. In vertebrates, this is accomplished by Ruffini endings and Pacinian corpuscles. These proprioceptors are activated when the joint is at a threshold position, usually at the extre
Document 4:::
Anatomical terminology is used to uniquely describe aspects of skeletal muscle, cardiac muscle, and smooth muscle such as their actions, structure, size, and location.
Types
There are three types of muscle tissue in the body: skeletal, smooth, and cardiac.
Skeletal muscle
Skeletal muscle, or "voluntary muscle", is a striated muscle tissue that primarily joins to bone with tendons. Skeletal muscle enables movement of bones, and maintains posture. The widest part of a muscle that pulls on the tendons is known as the belly.
Muscle slip
A muscle slip is a slip of muscle that can either be an anatomical variant, or a branching of a muscle as in rib connections of the serratus anterior muscle.
Smooth muscle
Smooth muscle is involuntary and found in parts of the body where it conveys action without conscious intent. The majority of this type of muscle tissue is found in the digestive and urinary systems where it acts by propelling forward food, chyme, and feces in the former and urine in the latter. Other places smooth muscle can be found are within the uterus, where it helps facilitate birth, and the eye, where the pupillary sphincter controls pupil size.
Cardiac muscle
Cardiac muscle is specific to the heart. It is also involuntary in its movement, and is additionally self-excitatory, contracting without outside stimuli.
Actions of skeletal muscle
As well as anatomical terms of motion, which describe the motion made by a muscle, unique terminology is used to describe the action of a set of muscles.
Agonists and antagonists
Agonist muscles and antagonist muscles are muscles that cause or inhibit a movement.
Agonist muscles are also called prime movers since they produce most of the force, and control of an action. Agonists cause a movement to occur through their own activation. For example, the triceps brachii contracts, producing a shortening (concentric) contraction, during the up phase of a push-up (elbow extension). During the down phase of a push-up, th
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What will the contraction of smooth muscles help organs do?
A. fine motor movements
B. move joints
C. carry out functions
D. move across distances
Answer:
|
|
sciq-11085
|
multiple_choice
|
Tissue is made up of layers of tightly packed cells that line the surfaces of the body, such as skin.
|
[
"resultant tissue",
"epithelial tissue",
"weak tissue",
"neural tissue"
] |
B
|
Relavent Documents:
Document 0:::
H2.00.04.4.01001: Lymphoid tissue
H2.00.05.0.00001: Muscle tissue
H2.00.05.1.00001: Smooth muscle tissue
H2.00.05.2.00001: Striated muscle tissue
H2.00.06.0.00001: Nerve tissue
H2.00.06.1.00001: Neuron
H2.00.06.2.00001: Synapse
H2.00.06.2.00001: Neuroglia
h3.01: Bones
h3.02: Joints
h3.03: Muscles
h3.04: Alimentary system
h3.05: Respiratory system
h3.06: Urinary system
h3.07: Genital system
h3.08:
Document 1:::
A 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 2:::
Outline
h1.00: Cytology
h2.00: General histology
H2.00.01.0.00001: Stem cells
H2.00.02.0.00001: Epithelial tissue
H2.00.02.0.01001: Epithelial cell
H2.00.02.0.02001: Surface epithelium
H2.00.02.0.03001: Glandular epithelium
H2.00.03.0.00001: Connective and supportive tissues
H2.00.03.0.01001: Connective tissue cells
H2.00.03.0.02001: Extracellular matrix
H2.00.03.0.03001: Fibres of connective tissues
H2.00.03.1.00001: Connective tissue proper
H2.00.03.1.01001: Ligaments
H2.00.03.2.00001: Mucoid connective tissue; Gelatinous connective tissue
H2.00.03.3.00001: Reticular tissue
H2.00.03.4.00001: Adipose tissue
H2.00.03.5.00001: Cartilage tissue
H2.00.03.6.00001: Chondroid tissue
H2.00.03.7.00001: Bone tissue; Osseous tissue
H2.00.04.0.00001: Haemotolymphoid complex
H2.00.04.1.00001: Blood cells
H2.00.04.1.01001: Erythrocyte; Red blood cell
H2.00.04.1.02001: Leucocyte; White blood cell
H2.00.04.1.03001: Platelet; Thrombocyte
H2.00.04.2.00001: Plasma
H2.00.04.3.00001: Blood cell production
H2.00.04.4.00001: Postnatal sites of haematopoiesis
H2.00.04.4.01001: Lymphoid tissue
H2.00.05.0.00001: Muscle tissue
H2.00.05.1.00001: Smooth muscle tissue
Document 3:::
In a multicellular organism, an organ is a collection of tissues joined in a structural unit to serve a common function. In the hierarchy of life, an organ lies between tissue and an organ system. Tissues are formed from same type cells to act together in a function. Tissues of different types combine to form an organ which has a specific function. The intestinal wall for example is formed by epithelial tissue and smooth muscle tissue. Two or more organs working together in the execution of a specific body function form an organ system, also called a biological system or body system.
An organ's tissues can be broadly categorized as parenchyma, the functional tissue, and stroma, the structural tissue with supportive, connective, or ancillary functions. For example, the gland's tissue that makes the hormones is the parenchyma, whereas the stroma includes the nerves that innervate the parenchyma, the blood vessels that oxygenate and nourish it and carry away its metabolic wastes, and the connective tissues that provide a suitable place for it to be situated and anchored. The main tissues that make up an organ tend to have common embryologic origins, such as arising from the same germ layer. Organs exist in most multicellular organisms. In single-celled organisms such as members of the eukaryotes, the functional analogue of an organ is known as an organelle. In plants, there are three main organs.
The number of organs in any organism depends on the definition used. By one widely adopted definition, 79 organs have been identified in the human body.
Animals
Except for placozoans, multicellular animals including humans have a variety of organ systems. These specific systems are widely studied in human anatomy. The functions of these organ systems often share significant overlap. For instance, the nervous and endocrine system both operate via a shared organ, the hypothalamus. For this reason, the two systems are combined and studied as the neuroendocrine system. The sam
Document 4:::
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.
Tissue is made up of layers of tightly packed cells that line the surfaces of the body, such as skin.
A. resultant tissue
B. epithelial tissue
C. weak tissue
D. neural tissue
Answer:
|
|
sciq-7108
|
multiple_choice
|
What celestial body is often discovered because it causes a star to move or to dim?
|
[
"satellite",
"exoplanet",
"comet",
"asteroid"
] |
B
|
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:::
In astronomy, a disrupted planet is a planet or exoplanet or, perhaps on a somewhat smaller scale, a planetary-mass object, planetesimal, moon, exomoon or asteroid that has been disrupted or destroyed by a nearby or passing astronomical body or object such as a star. Necroplanetology is the related study of such a process.
The result of such a disruption may be the production of excessive amounts of related gas, dust and debris, which may eventually surround the parent star in the form of a circumstellar disk or debris disk. As a consequence, the orbiting debris field may be an "uneven ring of dust", causing erratic light fluctuations in the apparent luminosity of the parent star, as may have been responsible for the oddly flickering light curves associated with the starlight observed from certain variable stars, such as that from Tabby's Star (KIC 8462852), RZ Piscium and WD 1145+017. Excessive amounts of infrared radiation may be detected from such stars, suggestive evidence in itself that dust and debris may be orbiting the stars.
Examples
Planets
Examples of planets, or their related remnants, considered to have been a disrupted planet, or part of such a planet, include: ‘Oumuamua and WD 1145+017 b, as well as asteroids, hot Jupiters and those that are hypothetical planets, like Fifth planet, Phaeton, Planet V and Theia.
Stars
Examples of parent stars considered to have disrupted a planet include: EPIC 204278916, Tabby's Star (KIC 8462852), PDS 110, RZ Piscium, WD 1145+017 and 47 Ursae Majoris.
Tabby's Star light curve
Tabby's Star (KIC 8462852) is an F-type main-sequence star exhibiting unusual light fluctuations, including up to a 22% dimming in brightness. Several hypotheses have been proposed to explain these irregular changes, but none to date fully explain all aspects of the curve. One explanation is that an "uneven ring of dust" orbits Tabby's Star. However, in September 2019, astronomers reported that the observed dimmings of Tabby's Star may ha
Document 2:::
Astrophysics is a science that employs the methods and principles of physics and chemistry in the study of astronomical objects and phenomena. As one of the founders of the discipline, James Keeler, said, Astrophysics "seeks to ascertain the nature of the heavenly bodies, rather than their positions or motions in space–what they are, rather than where they are." Among the subjects studied are the Sun (solar physics), other stars, galaxies, extrasolar planets, the interstellar medium and the cosmic microwave background. Emissions from these objects are examined across all parts of the electromagnetic spectrum, and the properties examined include luminosity, density, temperature, and chemical composition. Because astrophysics is a very broad subject, astrophysicists apply concepts and methods from many disciplines of physics, including classical mechanics, electromagnetism, statistical mechanics, thermodynamics, quantum mechanics, relativity, nuclear and particle physics, and atomic and molecular physics.
In practice, modern astronomical research often involves a substantial amount of work in the realms of theoretical and observational physics. Some areas of study for astrophysicists include their attempts to determine the properties of dark matter, dark energy, black holes, and other celestial bodies; and the origin and ultimate fate of the universe. Topics also studied by theoretical astrophysicists include Solar System formation and evolution; stellar dynamics and evolution; galaxy formation and evolution; magnetohydrodynamics; large-scale structure of matter in the universe; origin of cosmic rays; general relativity, special relativity, quantum and physical cosmology, including string cosmology and astroparticle physics.
History
Astronomy is an ancient science, long separated from the study of terrestrial physics. In the Aristotelian worldview, bodies in the sky appeared to be unchanging spheres whose only motion was uniform motion in a circle, while the earthl
Document 3:::
The habitability of natural satellites describes the study of a moon's potential to provide habitats for life, though is not an indicator that it harbors it. Natural satellites are expected to outnumber planets by a large margin and the study is therefore important to astrobiology and the search for extraterrestrial life. There are, nevertheless, significant environmental variables specific to moons.
It is projected that parameters for surface habitats will be comparable to those of planets like Earth - stellar properties, orbit, planetary mass, atmosphere and geology. Of the natural satellites in the Solar System's habitable zone —the Moon, two Martian satellites (though some estimates put those outside it) and numerous Minor-planet moons — all lack the conditions for surface water. Unlike the Earth, all planetary mass moons of the Solar System are tidally locked and it is not yet known to what extent this and tidal forces influence habitability.
Research suggests that deep biospheres like that of Earth are possible. The strongest candidates therefore are currently icy satellites such as those of Jupiter and Saturn—Europa and Enceladus respectively, in which subsurface liquid water is thought to exist. While the Lunar surface is hostile to life as we know it, a deep Lunar biosphere (or that of similar bodies) cannot yet be ruled out deep exploration would be required for confirmation.
Exomoons are not yet confirmed to exist and their detection may be limited to transit-timing variation which is not currently sufficiently sensitive. It is possible that some of their attributes could be found through study of their transits. Despite this, some scientists estimate that there are as many habitable exomoons as habitable exoplanets. Given the general planet-to-satellite(s) mass ratio of 10,000, gas giants in the habitable zone are thought to be the best candidates to harbour Earth-like moons.
Tidal forces are likely to play as significant a role providing heat as st
Document 4:::
A primary bodyalso called a central body, host body, gravitational primary, or simply primaryis the main physical body of a gravitationally bound, multi-object system. This object constitutes most of that system's mass and will generally be located near the system's barycenter.
In the Solar System, the Sun is the primary for all objects that orbit the star. In the same way, the primary of all satellites (be they natural satellites (moons) or artificial ones) is the planet they orbit. The term primary is often used to avoid specifying whether the object near the barycenter is a planet, a star, or any other astronomical object. In this sense, the word primary is always used as a noun.
The center of mass is the average position of all the objects weighed by mass. The Sun is so massive that the Solar System's barycenter frequently lies very near the Sun's center but owing to the mass and distance of the gas giant planets, the Solar System's barycenter occasionally lies outside the Sun as well, despite the Sun comprising most of the Solar System's mass.
A disputed example of a system that may lack a primary is Pluto and its moon Charon. The barycenter of those two bodies is always outside Pluto's surface. This has led some astronomers to call the Pluto–Charon system a double or binary dwarf planet, rather than simply a dwarf planet (the primary) and its moon. In 2006, the International Astronomical Union briefly considered a formal definition of the term double planet that could have formally included Pluto and Charon, but this definition was not ratified.
The use of the noun primary to refer to an extrasolar planet is dubious. Astronomers have not yet detected any bodies (exomoons) that orbit an exoplanet. The use of primary to refer to the supermassive black hole at the center of most galaxies has not occurred in scientific journals.
See also
Double planet
Natural satellite
n-body problem
Two-body problem
Three-body problem
Orbiting body
Notes
Orbits
Ph
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What celestial body is often discovered because it causes a star to move or to dim?
A. satellite
B. exoplanet
C. comet
D. asteroid
Answer:
|
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.