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sciq-6589	multiple_choice	Every species has a characteristic number of what?	[ "DNA", "ribosomes", "chromosomes", "receptors" ]	C		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::: 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::: Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas. Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well. Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in Document 3::: A cell type is a classification used to identify cells that share morphological or phenotypical features. A multicellular organism may contain cells of a number of widely differing and specialized cell types, such as muscle cells and skin cells, that differ both in appearance and function yet have identical genomic sequences. Cells may have the same genotype, but belong to different cell types due to the differential regulation of the genes they contain. Classification of a specific cell type is often done through the use of microscopy (such as those from the cluster of differentiation family that are commonly used for this purpose in immunology). Recent developments in single cell RNA sequencing facilitated classification of cell types based on shared gene expression patterns. This has led to the discovery of many new cell types in e.g. mouse cortex, hippocampus, dorsal root ganglion and spinal cord. Animals have evolved a greater diversity of cell types in a multicellular body (100–150 different cell types), compared with 10–20 in plants, fungi, and protists. The exact number of cell types is, however, undefined, and the Cell Ontology, as of 2021, lists over 2,300 different cell types. Multicellular organisms All higher multicellular organisms contain cells specialised for different functions. Most distinct cell types arise from a single totipotent cell that differentiates into hundreds of different cell types during the course of development. Differentiation of cells is driven by different environmental cues (such as cell–cell interaction) and intrinsic differences (such as those caused by the uneven distribution of molecules during division). Multicellular organisms are composed of cells that fall into two fundamental types: germ cells and somatic cells. During development, somatic cells will become more specialized and form the three primary germ layers: ectoderm, mesoderm, and endoderm. After formation of the three germ layers, cells will continue to special Document 4::: Molecular ecology is a field of evolutionary biology that is concerned with applying molecular population genetics, molecular phylogenetics, and more recently genomics to traditional ecological questions (e.g., species diagnosis, conservation and assessment of biodiversity, species-area relationships, and many questions in behavioral ecology). It is virtually synonymous with the field of "Ecological Genetics" as pioneered by Theodosius Dobzhansky, E. B. Ford, Godfrey M. Hewitt, and others. These fields are united in their attempt to study genetic-based questions "out in the field" as opposed to the laboratory. Molecular ecology is related to the field of conservation genetics. Methods frequently include using microsatellites to determine gene flow and hybridization between populations. The development of molecular ecology is also closely related to the use of DNA microarrays, which allows for the simultaneous analysis of the expression of thousands of different genes. Quantitative PCR may also be used to analyze gene expression as a result of changes in environmental conditions or different responses by differently adapted individuals. Molecular ecology uses molecular genetic data to answer ecological question related to biogeography, genomics, conservation genetics, and behavioral ecology. Studies mostly use data based on deoxyribonucleic acid sequences (DNA). This approach has been enhanced over a number of years to allow researchers to sequence thousands of genes from a small amount of starting DNA. Allele sizes are another way researchers are able to compare individuals and populations which allows them to quantify the genetic diversity within a population and the genetic similarities among populations. Bacterial diversity Molecular ecological techniques are used to study in situ questions of bacterial diversity. Many microorganisms are not easily obtainable as cultured strains in the laboratory, which would allow for identification and characterization. I The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Every species has a characteristic number of what? A. DNA B. ribosomes C. chromosomes D. receptors Answer:
sciq-2267	multiple_choice	What helps treat bacterial infections in people?	[ "rest", "vaccines", "antibiotic drugs", "respiratory drugs" ]	C		Relavent Documents: Document 0::: MicrobeLibrary is a permanent collection of over 1400 original peer-reviewed resources for teaching undergraduate microbiology. It is provided by the American Society for Microbiology, Washington DC, United States. Contents include curriculum activities; images and animations; reviews of books, websites and other resources; and articles from Focus on Microbiology Education, Microbiology Education and Microbe. Around 40% of the materials are free to educators and students, the remainder require a subscription. the service is suspended with the message to: "Please check back with us in 2017". External links MicrobeLibrary Microbiology Document 1::: 1972 – amoxicillin 1972 – cefradine 1972 – minocycline 1972 – pristinamycin 1973 – fosfomycin 1974 – talampicillin 1975 – tobramycin 1975 – bacampicillin 1975 – ticarcillin 1976 – amikacin 1977 – azlocillin 1977 – cefadroxil 1977 – cefamandole 1977 – cefoxitin 1977 – c Document 2::: Alternative medicine degrees include academic degrees, first professional degrees, qualifications or diplomas issued by accredited and legally recognised academic institutions in alternative medicine or related areas, either human or animal. Examples Examples of alternative medicine degrees include: Ayurveda - BSc, MSc, BAMC, MD(Ayurveda), M.S.(Ayurveda), Ph.D(Ayurveda) Siddha medicine - BSMS, MD(Siddha), Ph.D(Siddha) Acupuncture - BSc, LAc, DAc, AP, DiplAc, MAc Herbalism - Acs, BSc, Msc. Homeopathy - BSc, MSc, DHMs, BHMS, M.D. (HOM), PhD in homoeopathy Naprapathy - DN Naturopathic medicine - BSc, MSc, BNYS, MD (Naturopathy), ND, NMD Oriental Medicine - BSc, MSOM, MSTOM, KMD (Korea), BCM (Hong Kong), MCM (Hong Kong), BChinMed (Hong Kong), MChinMed (Hong Kong), MD (Taiwan), MB (China), TCM-Traditional Chinese medicine master (China) Osteopathy - BOst, BOstMed, BSc (Osteo), DipOsteo Document 3::: Medical education is education related to the practice of being a medical practitioner, including the initial training to become a physician (i.e., medical school and internship) and additional training thereafter (e.g., residency, fellowship, and continuing medical education). Medical education and training varies considerably across the world. Various teaching methodologies have been used in medical education, which is an active area of educational research. Medical education is also the subject-didactic academic field of educating medical doctors at all levels, including entry-level, post-graduate, and continuing medical education. Specific requirements such as entrustable professional activities must be met before moving on in stages of medical education. Common techniques and evidence base Medical education applies theories of pedagogy specifically in the context of medical education. Medical education has been a leader in the field of evidence-based education, through the development of evidence syntheses such as the Best Evidence Medical Education collection, formed in 1999, which aimed to "move from opinion-based education to evidence-based education". Common evidence-based techniques include the Objective structured clinical examination (commonly known as the 'OSCE) to assess clinical skills, and reliable checklist-based assessments to determine the development of soft skills such as professionalism. However, there is a persistence of ineffective instructional methods in medical education, such as the matching of teaching to learning styles and Edgar Dales' "Cone of Learning". Entry-level education Entry-level medical education programs are tertiary-level courses undertaken at a medical school. Depending on jurisdiction and university, these may be either undergraduate-entry (most of Europe, Asia, South America and Oceania), or graduate-entry programs (mainly Australia, Philippines and North America). Some jurisdictions and universities provide both u Document 4::: Bacteriology is the branch and specialty of biology that studies the morphology, ecology, genetics and biochemistry of bacteria as well as many other aspects related to them. This subdivision of microbiology involves the identification, classification, and characterization of bacterial species. Because of the similarity of thinking and working with microorganisms other than bacteria, such as protozoa, fungi, and viruses, there has been a tendency for the field of bacteriology to extend as microbiology. The terms were formerly often used interchangeably. However, bacteriology can be classified as a distinct science. Overview Definition Bacteriology is the study of bacteria and their relation to medicine. Bacteriology evolved from physicians needing to apply the germ theory to address the concerns relating to disease spreading in hospitals the 19th century. Identification and characterizing of bacteria being associated to diseases led to advances in pathogenic bacteriology. Koch's postulates played a role into identifying the relationships between bacteria and specific diseases. Since then, bacteriology has played a role in successful advances in science such as bacterial vaccines like diphtheria toxoid and tetanus toxoid. Bacteriology can be studied and applied in many sub-fields relating to agriculture, marine biology, water pollution, bacterial genetics, veterinary medicine, biotechnology and others. Bacteriologists A bacteriologist is a microbiologist or other trained professional in bacteriology. Bacteriologists are interested in studying and learning about bacteria, as well as using their skills in clinical settings. This includes investigating properties of bacteria such as morphology, ecology, genetics and biochemistry, phylogenetics, genomics and many other areas related to bacteria like disease diagnostic testing. They can also work as medical scientists, veterinary scientists, or diagnostic technicians in locations like clinics, blood banks, hospitals The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What helps treat bacterial infections in people? A. rest B. vaccines C. antibiotic drugs D. respiratory drugs Answer:
sciq-2085	multiple_choice	What play an important role in the modulation of the nuclear chain reaction?	[ "control neutrons", "control rods", "radiation rods", "particle rods" ]	B		Relavent Documents: Document 0::: Nuclear Power School (NPS) is a technical school operated by the U.S. Navy in Goose Creek, South Carolina as a central part of a program that trains enlisted sailors, officers, KAPL civilians and Bettis civilians for shipboard nuclear power plant operation and maintenance of surface ships and submarines in the U.S. nuclear navy. As of 2020 the United States Navy operates 98 nuclear power plants, including 71 submarines (each with one reactor), 11 aircraft carriers (each with two reactors), and three Moored Training Ships (MTS) and two land-based training plants. NPS is the centerpiece of the training pipeline for U.S. Navy nuclear operators. It follows initial training at Nuclear Field "A" School (for enlisted operators) or a college degree (for officer operators and a small number of civilian contractors), and culminates with certification as a nuclear operator at one of the Navy's two Nuclear Power Training Units (NPTU). Overview Prospective enlisted enrollees in the Nuclear Power Program must have qualifying line scores on the ASVAB exam, may need to pass the NFQT (Nuclear Field Qualification Test), and must undergo a NACLC investigation for attaining a "Secret" security clearance. Additionally, each applicant must pass an interview with the Advanced Programs Coordinator in the associated recruiting district. All officer students have had college-level courses in calculus and calculus-based physics. Acceptance to the officer program requires successful completion of interviews at Naval Reactors in Washington, D.C., and a final approval via a direct interview with the Director, Naval Nuclear Propulsion, a unique eight-year, four-star admiral position which was originally held by the program's founder, Admiral Hyman G. Rickover. Women were allowed into the Naval Nuclear Field from 1978 until 1980, when the Navy began only allowing men again. With the repeal of the Combat Exclusion Law in the 1994 Defense Authorization Act, and the decision to open combatant sh Document 1::: The Advanced Fuel Cycle Initiative (AFCI) is an extensive research and development effort of the United States Department of Energy (DOE). The mission and focus of AFCI is to enable the safe, secure, economic and sustainable expansion of nuclear energy by conducting research, development, and demonstration focused on nuclear fuel recycling and waste management to meet U.S. needs. The program was absorbed into the GNEP project, which was renamed IFNEC. Focus Continue critical fuel cycle research, development and demonstration (RD&D) activities Pursue development of policy and regulatory framework to support fuel cycle closure Determine and develop RD&D infrastructure needed to mature technologies Establish advanced modeling and simulation program element Implement a science-based RD&D program Campaigns The AFCI is an extensive RD&D effort to close the fuel cycle. The different areas within the AFCI are separated into campaigns. The RD&D of each campaign is completed by the United States Department of Energy's national laboratories. Transmutation fuels Fast reactor development Separations Waste forms Grid Appropriate Reactor Campaign Safeguards Systems analysis Modeling and simulation Safety and regulatory Transmutation fuels The mission of the Transmutation Fuels Campaign is the generation of data, methods and models for fast reactor transmutation fuels and targets qualification by performing RD&D activities on fuel fabrication and performance. The campaign is led by Idaho National Laboratory. Reactor development The mission of the Reactor Campaign is to develop advanced recycling reactor technologies required for commercial deployment in a closed nuclear fuel cycle. The Reactor Campaign is led at Argonne National Laboratory. Separations The mission of the Separations Campaign is to develop and demonstrate industrially deployable and economically feasible technologies for the recycling of used nuclear fuel to provide improved safety, Document 2::: Physics First is an educational program in the United States, that teaches a basic physics course in the ninth grade (usually 14-year-olds), rather than the biology course which is more standard in public schools. This course relies on the limited math skills that the students have from pre-algebra and algebra I. With these skills students study a broad subset of the introductory physics canon with an emphasis on topics which can be experienced kinesthetically or without deep mathematical reasoning. Furthermore, teaching physics first is better suited for English Language Learners, who would be overwhelmed by the substantial vocabulary requirements of Biology. Physics First began as an organized movement among educators around 1990, and has been slowly catching on throughout the United States. The most prominent movement championing Physics First is Leon Lederman's ARISE (American Renaissance in Science Education). Many proponents of Physics First argue that turning this order around lays the foundations for better understanding of chemistry, which in turn will lead to more comprehension of biology. Due to the tangible nature of most introductory physics experiments, Physics First also lends itself well to an introduction to inquiry-based science education, where students are encouraged to probe the workings of the world in which they live. The majority of high schools which have implemented "physics first" do so by way of offering two separate classes, at two separate levels: simple physics concepts in 9th grade, followed by more advanced physics courses in 11th or 12th grade. In schools with this curriculum, nearly all 9th grade students take a "Physical Science", or "Introduction to Physics Concepts" course. These courses focus on concepts that can be studied with skills from pre-algebra and algebra I. With these ideas in place, students then can be exposed to ideas with more physics related content in chemistry, and other science electives. After th Document 3::: This is a list of topics in molecular biology. See also index of biochemistry articles. Document 4::: The RMIT (Royal Melbourne Institute of Technology) School of Science is an Australian tertiary education school within the College of Science Engineering and Health of RMIT University. It was created in 2016 from the former schools of Applied Sciences, Computer Science and Information Technology, and Mathematical and Geospatial Sciences. See also RMIT University The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What play an important role in the modulation of the nuclear chain reaction? A. control neutrons B. control rods C. radiation rods D. particle rods Answer:
ai2_arc-364	multiple_choice	Both hurricanes and tornadoes always ___.	[ "cause flooding", "are hundreds of miles wide", "have high winds", "produce light snow" ]	C		Relavent Documents: Document 0::: Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas. Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well. Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in Document 1::: This is a list of meteorology topics. The terms relate to meteorology, the interdisciplinary scientific study of the atmosphere that focuses on weather processes and forecasting. (see also: List of meteorological phenomena) A advection aeroacoustics aerobiology aerography (meteorology) aerology air parcel (in meteorology) air quality index (AQI) airshed (in meteorology) American Geophysical Union (AGU) American Meteorological Society (AMS) anabatic wind anemometer annular hurricane anticyclone (in meteorology) apparent wind Atlantic Oceanographic and Meteorological Laboratory (AOML) Atlantic hurricane season atmometer atmosphere Atmospheric Model Intercomparison Project (AMIP) Atmospheric Radiation Measurement (ARM) (atmospheric boundary layer [ABL]) planetary boundary layer (PBL) atmospheric chemistry atmospheric circulation atmospheric convection atmospheric dispersion modeling atmospheric electricity atmospheric icing atmospheric physics atmospheric pressure atmospheric sciences atmospheric stratification atmospheric thermodynamics atmospheric window (see under Threats) B ball lightning balloon (aircraft) baroclinity barotropity barometer ("to measure atmospheric pressure") berg wind biometeorology blizzard bomb (meteorology) buoyancy Bureau of Meteorology (in Australia) C Canada Weather Extremes Canadian Hurricane Centre (CHC) Cape Verde-type hurricane capping inversion (in meteorology) (see "severe thunderstorms" in paragraph 5) carbon cycle carbon fixation carbon flux carbon monoxide (see under Atmospheric presence) ceiling balloon ("to determine the height of the base of clouds above ground level") ceilometer ("to determine the height of a cloud base") celestial coordinate system celestial equator celestial horizon (rational horizon) celestial navigation (astronavigation) celestial pole Celsius Center for Analysis and Prediction of Storms (CAPS) (in Oklahoma in the US) Center for the Study o Document 2::: Storm spotting is a form of weather spotting in which observers watch for the approach of severe weather, monitor its development and progression, and actively relay their findings to local authorities. History Storm spotting developed in the United States during the early 1940s. A joint project between the military and the weather bureau saw the deployment of trained military and aviation lightning spotters in areas where ammunitions for the war were manufactured. During 1942, a serious tornado struck a key operations center in Oklahoma and another tornado on May 15, 1943 destroyed parts of the Fort Riley military base located in Kansas. After these two events and a string of other tornado outbreaks, spotter networks became commonplace, and it is estimated that there were over 200 networks by 1945. Their mandate had also changed to include reporting all types of active or severe weather; this included giving snow depth and other reports during the winter as well as fire reports in the summer, along with the more typical severe weather reports associated with thunderstorms. However, spotting was still mainly carried out by trained individuals in either the military, aviation, or law enforcement fields of service. It was not until 1947 that volunteer spotting, as it exists today, was born. After a series of vicious tornado outbreaks hit the state of Texas in 1947, the state placed special emphasis on volunteer spotting, and the local weather offices began to offer basic training classes to the general public. Spotting required the delivery of timely information so that warnings could be issued as quickly as possible, thus civilian landline phone calls and amateur radio operators provided the most efficient and fastest means of communication. While phone lines were reliable to a degree, a common problem was the loss of service when an approaching storm damaged phone lines in its path. This eventually led to amateur radio becoming the predominant means of communicat Document 3::: A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field. Overview The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion. With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies. Example programs The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University. A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes Document 4::: The following outline is provided as an overview of and topical guide to the field of Meteorology. Meteorology The interdisciplinary, scientific study of the Earth's atmosphere with the primary focus being to understand, explain, and forecast weather events. Meteorology, is applied to and employed by a wide variety of diverse fields, including the military, energy production, transport, agriculture, and construction. Essence of meteorology Meteorology Climate – the average and variations of weather in a region over long periods of time. Meteorology – the interdisciplinary scientific study of the atmosphere that focuses on weather processes and forecasting (in contrast with climatology). Weather – the set of all the phenomena in a given atmosphere at a given time. Branches of meteorology Microscale meteorology – the study of atmospheric phenomena about 1 km or less, smaller than mesoscale, including small and generally fleeting cloud "puffs" and other small cloud features Mesoscale meteorology – the study of weather systems about 5 kilometers to several hundred kilometers, smaller than synoptic scale systems but larger than microscale and storm-scale cumulus systems, skjjoch as sea breezes, squall lines, and mesoscale convective complexes Synoptic scale meteorology – is a horizontal length scale of the order of 1000 kilometres (about 620 miles) or more Methods in meteorology Surface weather analysis – a special type of weather map that provides a view of weather elements over a geographical area at a specified time based on information from ground-based weather stations Weather forecasting Weather forecasting – the application of science and technology to predict the state of the atmosphere for a future time and a given location Data collection Pilot Reports Weather maps Weather map Surface weather analysis Forecasts and reporting of Atmospheric pressure Dew point High-pressure area Ice Black ice Frost Low-pressure area Precipitation The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Both hurricanes and tornadoes always ___. A. cause flooding B. are hundreds of miles wide C. have high winds D. produce light snow Answer:
sciq-7030	multiple_choice	Portal veins carry blood between what?	[ "digestive organs", "chambers of the heart", "arteries", "pairs of capillary beds" ]	D		Relavent Documents: Document 0::: Veins () are blood vessels in the circulatory system of humans and most other animals that carry blood toward the heart. Most veins carry deoxygenated blood from the tissues back to the heart; exceptions are those of the pulmonary and fetal circulations which carry oxygenated blood to the heart. In the systemic circulation arteries carry oxygenated blood away from the heart, and veins return deoxygenated blood to the heart, in the deep veins. There are three sizes of veins, large, medium, and small. Smaller veins are called venules, and the smallest the post-capillary venules are microscopic that make up the veins of the microcirculation. Veins are often closer to the skin than arteries. Veins have less smooth muscle and connective tissue and wider internal diameters than arteries. Because of their thinner walls and wider lumens they are able to expand and hold more blood. This greater capacity gives them the term of capacitance vessels. At any time, nearly 70% of the total volume of blood in the human body is in the veins. In medium and large sized veins the flow of blood is maintained by one-way (unidirectional) venous valves to prevent backflow. In the lower limbs this is also aided by muscle pumps, also known as venous pumps that exert pressure on intramuscular veins when they contract and drive blood back to the heart. Structure There are three sizes of vein, large, medium, and small. Smaller veins are called venules. The smallest veins are the post-capillary venules. Veins have a similar three-layered structure to arteries. The layers known as tunicae have a concentric arrangement that forms the wall of the vessel. The outer layer, is a thick layer of connective tissue called the tunica externa or adventitia; this layer is absent in the post-capillary venules. The middle layer, consists of bands of smooth muscle and is known as the tunica media. The inner layer, is a thin lining of endothelium known as the tunica intima. The tunica media in the veins is mu Document 1::: Great vessels are the large vessels that bring blood to and from the heart. These are: Superior vena cava Inferior vena cava Pulmonary arteries Pulmonary veins Aorta Transposition of the great vessels is a group of congenital heart defects involving an abnormal spatial arrangement of any of the great vessels. Document 2::: The deep palmar arch, an arterial network is accompanied by a pair of venae comitantes which constitute the deep venous palmar arch. It receives the veins corresponding to the branches of the arterial arch: the palmar metacarpal veins. Document 3::: The pulmonary veins are the veins that transfer oxygenated blood from the lungs to the heart. The largest pulmonary veins are the four main pulmonary veins, two from each lung that drain into the left atrium of the heart. The pulmonary veins are part of the pulmonary circulation. Structure There are four main pulmonary veins, two from each lung – an inferior and a superior main vein, emerging from each hilum. The main pulmonary veins receive blood from three or four feeding veins in each lung, and drain into the left atrium. The peripheral feeding veins do not follow the bronchial tree. They run between the pulmonary segments from which they drain the blood. At the root of the lung, the right superior pulmonary vein lies in front of and a little below the pulmonary artery; the inferior is situated at the lowest part of the lung hilum. Behind the pulmonary artery is the bronchus. The right main pulmonary veins (contains oxygenated blood) pass behind the right atrium and superior vena cava; the left in front of the descending thoracic aorta. Variation Occasionally the three lobar veins on the right side remain separate, and not infrequently the two left lobar veins end by a common opening into the left atrium. Therefore, the number of pulmonary veins opening into the left atrium can vary between three and five in the healthy population. The two left lobar veins may be united as a single pulmonary vein in about 25% of people; the two right veins may be united in about 3%. Function The pulmonary veins play an essential role in respiration, by receiving blood that has been oxygenated in the alveoli and returning it to the left atrium. Clinical significance As part of the pulmonary circulation they carry oxygenated blood back to the heart, as opposed to the veins of the systemic circulation which carry deoxygenated blood. On chest X-ray, the diameters of pulmonary veins increases from upper to lower lobes, from 3 mm at the first intercoastal space, to 6 mm jus Document 4::: In human anatomy, the pancreatic veins consist of several small blood vessels which drain the body and tail of the pancreas, and open into the trunk of the great pancreatic vein. The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Portal veins carry blood between what? A. digestive organs B. chambers of the heart C. arteries D. pairs of capillary beds Answer:
sciq-1111	multiple_choice	Where do all plants come from?	[ "phylogenetic ancestors", "terrestrial ancestors", "cetacean ancestors", "distant ancestors" ]	B		Relavent Documents: Document 0::: 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 1::: The Department of Plant Sciences is a department of the University of Cambridge that conducts research and teaching in plant sciences. It was established in 1904, although the university has had a professor of botany since 1724. Research , the department pursues three strategic targets of research Global food security Synthetic biology and biotechnology Climate science and ecosystem conservation See also the Sainsbury Laboratory Cambridge University Notable academic staff Sir David Baulcombe, FRS, Regius Professor of Botany Beverley Glover, Professor of Plant systematics and evolution, director of the Cambridge University Botanic Garden Howard Griffiths, Professor of Plant Ecology Julian Hibberd, Professor of Photosynthesis Alison Smith, Professor of Plant Biochemistry and Head of Department , the department also has 66 members of faculty and postdoctoral researchers, 100 graduate students, 19 Biotechnology and Biological Sciences Research Council (BBSRC) Doctoral Training Program (DTP) PhD students, 20 part II Tripos undergraduate students and 44 support staff. History The University of Cambridge has a long and distinguished history in Botany including work by John Ray and Stephen Hales in the 17th century and 18th century, Charles Darwin’s mentor John Stevens Henslow in the 19th century, and Frederick Blackman, Arthur Tansley and Harry Godwin in the 20th century. Emeritus and alumni More recently, the department has been home to: John C. Gray, Emeritus Professor of Plant Molecular Biology since 2011 Thomas ap Rees, Professor of Botany F. Ian Woodward, Lecturer and Fellow of Trinity Hall, Cambridge before being appointed Professor of Plant Ecology at the University of Sheffield Document 2::: This paleobotany list records new fossil plant taxa that were to be described during the year 1952, as well as notes other significant paleobotany discoveries and events which occurred during 1952. Mosses Ferns Cycadophytes Conifers Cupressaceae Flowering plants Nymphales Magnoliids Monocots Basal eudicots Core Eudicots Superasterids Superrosids Other angiosperms General research Robert LaMotte publishes the Catalogue of the Cenozoic plants of North America through 1950, with numerous nomenclatural updates and corrections. Document 3::: Botany is a natural science concerned with the study of plants.The main branches of botany (also referred to as "plant science") are commonly divided into three groups: core topics, concerned with the study of the fundamental natural phenomena and processes of plant life, the classification and description of plant diversity; applied topics which study the ways in which plants may be used for economic benefit in horticulture, agriculture and forestry; and organismic topics which focus on plant groups such as algae, mosses or flowering plants.''' Core topics Cytology – cell structure Epigenetics – Control of gene expression Paleobotany – Study of fossil plants and plant evolution Palynology – Pollen and spores Plant biochemistry – Chemical processes of primary and secondary metabolism Phenology – the timing of germination, flowering and fruiting Phytochemistry – Plant secondary chemistry and chemical processes Phytogeography – Plant Biogeography, the study of plant distributions Phytosociology – Plant communities and interactions Plant anatomy – Structure of plant cells and tissues Plant ecology – Role and function of plants in the environment Plant evolutionary developmental biology – Plant development from an evolutionary perspective Plant genetics – Genetic inheritance in plants Plant morphology – Structure of plants Plant physiology – Life functions of plants Plant reproduction – Processes of plant reproduction Plant systematics – Classification and naming of plants Plant taxonomy – Classification and naming of plants Applied topics Agronomy – Application of plant science to crop production Arboriculture – Culture and propagation of trees Astrobotany - The study of plants in space Biotechnology – Use of plants to synthesize products Dendrology – Study of woody plants, shrubs, trees and lianas Economic botany – Study of plants of economic use or value Ethnobotany – Plants and people. Use and selection of plants by humans Forestry – Document 4::: Plant ontology (PO) is a collection of ontologies developed by the Plant Ontology Consortium. These ontologies describe anatomical structures and growth and developmental stages across Viridiplantae. The PO is intended for multiple applications, including genetics, genomics, phenomics, and development, taxonomy and systematics, semantic applications and education. Project Members Oregon State University New York Botanical Garden L. H. Bailey Hortorium at Cornell University Ensembl SoyBase SSWAP SGN Gramene The Arabidopsis Information Resource (TAIR) MaizeGDB University of Missouri at St. Louis Missouri Botanical Garden See also Generic Model Organism Database Open Biomedical Ontologies OBO Foundry The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Where do all plants come from? A. phylogenetic ancestors B. terrestrial ancestors C. cetacean ancestors D. distant ancestors Answer:
sciq-1536	multiple_choice	Mollusks, annelids, and arthropods are considered what?	[ "protisines", "detritivores", "protostomes", "micelles" ]	C		Relavent Documents: Document 0::: Pseudoplanktonic organisms are those that attach themselves to planktonic organisms or other floating objects, such as drifting wood, buoyant shells of organisms such as Spirula, or man-made flotsam. Examples include goose barnacles and the bryozoan Jellyella. By themselves these animals cannot float, which contrasts them with true planktonic organisms, such as Velella and the Portuguese Man o' War, which are buoyant. Pseudoplankton are often found in the guts of filtering zooplankters. Document 1::: Carcinology is a branch of zoology that consists of the study of crustaceans, a group of arthropods that includes lobsters, crayfish, shrimp, krill, copepods, barnacles and crabs. Other names for carcinology are malacostracology, crustaceology, and crustalogy, and a person who studies crustaceans is a carcinologist or occasionally a malacostracologist, a crustaceologist, or a crustalogist. The word carcinology derives from Greek , karkínos, "crab"; and , -logia. Subfields Carcinology is a subdivision of arthropodology, the study of arthropods which includes arachnids, insects, and myriapods. Carcinology branches off into taxonomically oriented disciplines such as: astacology – the study of crayfish cirripedology – the study of barnacles copepodology – the study of copepods Journals Scientific journals devoted to the study of crustaceans include: Crustaceana Journal of Crustacean Biology ''Nauplius (journal) See also Entomology Publications in carcinology List of carcinologists Document 2::: Shellfish is a colloquial and fisheries term for exoskeleton-bearing aquatic invertebrates used as food, including various species of molluscs, crustaceans, and echinoderms. Although most kinds of shellfish are harvested from saltwater environments, some are found in freshwater. In addition, a few species of land crabs are eaten, for example Cardisoma guanhumi in the Caribbean. Shellfish are among the most common food allergens. Despite the name, shellfish are not fish. Most shellfish are low on the food chain and eat a diet composed primarily of phytoplankton and zooplankton. Many varieties of shellfish, and crustaceans in particular, are actually closely related to insects and arachnids; crustaceans make up one of the main subphyla of the phylum Arthropoda. Molluscs include cephalopods (squids, octopuses, cuttlefish) and bivalves (clams, oysters), as well as gastropods (aquatic species such as whelks and winkles; land species such as snails and slugs). Molluscs used as a food source by humans include many species of clams, mussels, oysters, winkles, and scallops. Some crustaceans that are commonly eaten are shrimp, lobsters, crayfish, crabs and barnacles. Echinoderms are not as frequently harvested for food as molluscs and crustaceans; however, sea urchin gonads are quite popular in many parts of the world, where the live delicacy is harder to transport. Though some shellfish harvesting has been unsustainable, and shrimp farming has been destructive in some parts of the world, shellfish farming can be important to environmental restoration, by developing reefs, filtering water and eating biomass. Terminology The term "shellfish" is used both broadly and specifically. In common parlance, as in "having shellfish for dinner", it can refer to anything from clams and oysters to lobster and shrimp. For regulatory purposes it is often narrowly defined as filter-feeding molluscs such as clams, mussels, and oyster to the exclusion of crustaceans and all else. Althoug Document 3::: A cnidariologist is a zoologist specializing in Cnidaria, a group of freshwater and marine aquatic animals that include the sea anemones, corals, and jellyfish. Examples Edward Thomas Browne (1866-1937) Henry Bryant Bigelow (1879-1967) Randolph Kirkpatrick (1863–1950) Kamakichi Kishinouye (1867-1929) Paul Lassenius Kramp (1887-1975) Alfred G. Mayer (1868-1922) See also Document 4::: Invertebrate zoology is the subdiscipline of zoology that consists of the study of invertebrates, animals without a backbone (a structure which is found only in fish, amphibians, reptiles, birds and mammals). Invertebrates are a vast and very diverse group of animals that includes sponges, echinoderms, tunicates, numerous different phyla of worms, molluscs, arthropods and many additional phyla. Single-celled organisms or protists are usually not included within the same group as invertebrates. Subdivisions Invertebrates represent 97% of all named animal species, and because of that fact, this subdivision of zoology has many further subdivisions, including but not limited to: Arthropodology - the study of arthropods, which includes Arachnology - the study of spiders and other arachnids Entomology - the study of insects Carcinology - the study of crustaceans Myriapodology - the study of centipedes, millipedes, and other myriapods Cnidariology - the study of Cnidaria Helminthology - the study of parasitic worms. Malacology - the study of mollusks, which includes Conchology - the study of Mollusk shells. Limacology - the study of slugs. Teuthology - the study of cephalopods. Invertebrate paleontology - the study of fossil invertebrates These divisions are sometimes further divided into more specific specialties. For example, within arachnology, acarology is the study of mites and ticks; within entomology, lepidoptery is the study of butterflies and moths, myrmecology is the study of ants and so on. Marine invertebrates are all those invertebrates that exist in marine habitats. History Early Modern Era In the early modern period starting in the late 16th century, invertebrate zoology saw growth in the number of publications made and improvement in the experimental practices associated with the field. (Insects are one of the most diverse groups of organisms on Earth. They play important roles in ecosystems, including pollination, natural enemies, saprophytes, and The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Mollusks, annelids, and arthropods are considered what? A. protisines B. detritivores C. protostomes D. micelles Answer:
sciq-6479	multiple_choice	What kind of light bulb contains a thin wire filament made of tungsten that gets hot and glows?	[ "incandescent", "black light", "LED", "fluorescent" ]	A		Relavent Documents: Document 0::: A LED filament light bulb is a LED lamp which is designed to resemble a traditional incandescent light bulb with visible filaments for aesthetic and light distribution purposes, but with the high efficiency of light-emitting diodes (LEDs). It produces its light using LED filaments, which are series-connected strings of diodes that resemble in appearance the filaments of incandescent light bulbs. They are direct replacements for conventional clear (or frosted) incandescent bulbs, as they are made with the same envelope shapes, the same bases that fit the same sockets, and work at the same supply voltage. They may be used for their appearance, similar when lit to a clear incandescent bulb, or for their wide angle of light distribution, typically 300°. They are also more efficient than many other LED lamps. History A LED filament type design light bulb was produced by Ushio Lighting in 2008, intended to mimic the appearance of a standard light bulb. Contemporary bulbs typically used a single large LED or matrix of LEDs attached to one large heatsink. As a consequence, these bulbs typically produced a beam only 180 degrees wide. By about 2015, LED filament bulbs had been introduced by several manufacturers. These designs used several LED filament light emitters, similar in appearance when lit to the filament of a clear, standard incandescent bulb, and very similar in detail to the multiple filaments of the early Edison incandescent bulbs. LED filament bulbs were patented by Ushio and Sanyo in 2008. Panasonic described a flat arrangement with modules similar to filaments in 2013. Two other independent patent applications were filed in 2014 but were never granted. The early filed patents included a heat drain under the LEDs. At that time, luminous efficacy of LEDs was under 100 lm/W. By the late 2010s, this had risen to near 160 lm/W. Design The LED filament consists of multiple series-connected LEDs on a transparent substrate, referred to as chip-on-glass (COG). Thes Document 1::: A light fixture (US English), light fitting (UK English), lamp, or luminaire is an electrical device containing an electrical component called a lamp that provides illumination. All light fixtures have a fixture body and one or more lamps. The lamps may be in sockets for easy replacement—or, in the case of some LED fixtures, hard-wired in place. Fixtures may also have a switch to control the light, either attached to the lamp body or attached to the power cable. Permanent light fixtures, such as dining room chandeliers, may have no switch on the fixture itself, but rely on a wall switch. Fixtures require an electrical connection to a power source, typically AC mains power, but some run on battery power for camping or emergency lights. Permanent lighting fixtures are directly wired. Movable lamps have a plug and cord that plugs into a wall socket. Light fixtures may also have other features, such as reflectors for directing the light, an aperture (with or without a lens), an outer shell or housing for lamp alignment and protection, an electrical ballast or power supply, and a shade to diffuse the light or direct it towards a workspace (e.g., a desk lamp). A wide variety of special light fixtures are created for use in the automotive lighting industry, aerospace, marine and medicine sectors. Portable light fixtures are often called lamps, as in table lamp or desk lamp. In technical terminology, the lamp is the light source, which, in casual terminology, is called the light bulb. Both the International Electrotechnical Commission (IEC) and the Illuminating Engineering Society (IES) recommend the term luminaire for technical use. History Fixture manufacturing began soon after production of the incandescent light bulb. When practical uses of fluorescent lighting were realized after 1924, the three leading companies to produce various fixtures were Lightolier, Artcraft Fluorescent Lighting Corporation, and Globe Lighting in the United States. Fixture types Light f Document 2::: A rope light is primarily used as a decorative lighting fixture, featuring small light bulbs linked together and encased in a PVC jacket to create a string of lights. Rope lights can be used in many applications both indoors and outdoors. Used in place of neon signs, it is sometimes called soft neon. Design The design of a rope light generally depends on the end use of the product. Wiring: The basic design involves stringing together bulbs on a wire and then encasing the wire in a clear plastic jacket. The number of wires depends on the functionality required of the rope light. A basic rope light has two wires, which generally allows users to make bulbs dim or flash. However, a rope light with three wires allows greater functionality including chasing, dimming and flashing. Tube: The outer plastic tube is also an important feature that greatly affects the end use of any rope light. A rope light with relatively wider plastic tubing is more durable to external elements but less flexible. Thinner plastic tubing, on the other hand, is far more flexible but less robust. Generally, rope lights are not suitable for outside usage. Voltage: Rope lights in the United States are generally sold in three different voltages: 12 volts, 24 volts and 120 volts. Generally, the 12 volts and 24 volts variants are better suited for situations where a battery is used to power the lights. Hence, this is the best option for cars, boats, etc. The 120-volt version is more appropriate for household or industrial lighting requirements. LED and incandescent rope lights compared Bulbs: LED rope lights have bulbs that are available in different colors and the bulbs themselves generate the colors. In contrast, incandescent rope lights typically have bulbs with a colored filter that is applied around the bulb. Therefore, when an LED rope light is switched off, it appears colorless, while incandescent bulbs still appear colored. Power consumption and performance: LED rope lights require Document 3::: A glow plug engine, or glow engine, is a type of small internal combustion engine typically used in model aircraft, model cars and similar applications. The ignition is accomplished by a combination of heating from compression, heating from a glow plug and the catalytic effect of the platinum within the glow plug on the methanol within the fuel. History German inventor Ray Arden invented the first glow plug for model engines in 1947. Model glow plug design The glow plugs used in model engines are significantly different from those used in full-size diesel engines. In full-size engines, the glow plug is used only for starting. In model engines, the glow plug is an integral part of the ignition system because of the catalytic effect of the platinum wire. The glow plug is a durable, mostly platinum, helical wire filament recessed into the plug's tip. When an electric current runs through the plug, or when exposed to the heat of the combustion chamber, the filament glows, enabling it to help ignite the special fuel used by these engines. Power can be applied using a special connector attaching to the outside of the engine, and may use a rechargeable battery or DC power source. There are three types/shapes (at least) of glow plugs. The standard glow plug, which comes in long/standard and short (for smaller engines), in both open and idle-bar configurations, has a threaded tube that penetrates the combustion chamber to varying degrees. Due to the small size of the combustion chamber changing brands or styles of standard glow plug can affect the compression ratio. Turbo style (European/metric) and Nelson style (North American/English) glow plugs do not penetrate the combustion chamber. Instead they have an angled shoulder that seals against a matching surface at the bottom of the glow plug hole. As a Turbo or Nelson plug is installed and seals the combustion chamber, they create a smooth surface inside the head. This smooth surface is very desirable for high-perf Document 4::: A plant LED incubator is a chamber which can automatically control the environment of the plant. It can control the temperature, moisture, and especially light regime of the plant based on light emitting diodes (LEDs). LEDs have efficient electric lighting with desired wavelengths (Red+Blue) which support greenhouse production in a minimum time and with high quality and quantity. As LEDs are cool it helps plants to be placed as close as possible to light sources without overheating or scorching. This saves space for intense cultivation. It could provide the opportunity of greenhouse-produced fruits and vegetable to be available for the market more quickly and less expensively due to the effect of LED lighting on earliness, compactness and quality of products . Incandescent and fluorescent lamps currently available for lighting greenhouse, phytotrones and plant incubators emit color bands that may cause unwanted stem elongation and low quality in plant species, are electrically inefficient, short-lived, and particularly not eco-friendly for having hazardous waste disposal issues. On the other side, high-pressure sodium (HPS) discharge lamps have been well established in the greenhouses for their sufficient light intensities which support transplants and seedlings growth and development. Unfortunately, they have also many drawbacks. They are intensely hot and scorch nearby plant tissues, consume high electrical energy and as fluorescent lamps do not emit the exact required light wavelengths for optimum plant growth Scientific experiments A large number of plant species have been assessed in greenhouse trials to make sure plants have higher quality in biomass and biochemical ingredients even higher or comparable with field conditions. Plant performance of mint, basil, lentil, lettuce, cabbage, parsley, carrot and… were measured by assessing health and vigor of plants and success in promoting growth. Promoting in profuse flowering of select ornamentals including prim The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What kind of light bulb contains a thin wire filament made of tungsten that gets hot and glows? A. incandescent B. black light C. LED D. fluorescent Answer:
sciq-1057	multiple_choice	What is the largest artery in the body called?	[ "aorta", "femoral", "subclavian", "carotid" ]	A		Relavent Documents: Document 0::: The internal carotid artery (Latin: arteria carotis interna) is an artery in the neck which supplies the anterior circulation of the brain. In human anatomy, the internal and external carotids arise from the common carotid arteries, where these bifurcate at cervical vertebrae C3 or C4. The internal carotid artery supplies the brain, including the eyes, while the external carotid nourishes other portions of the head, such as the face, scalp, skull, and meninges. Classification Terminologia Anatomica in 1998 subdivided the artery into four parts: "cervical", "petrous", "cavernous", and "cerebral". However, in clinical settings, the classification system of the internal carotid artery usually follows the 1996 recommendations by Bouthillier, describing seven anatomical segments of the internal carotid artery, each with a corresponding alphanumeric identifier—C1 cervical, C2 petrous, C3 lacerum, C4 cavernous, C5 clinoid, C6 ophthalmic, and C7 communicating. The Bouthillier nomenclature remains in widespread use by neurosurgeons, neuroradiologists and neurologists. The segments are subdivided based on anatomical and microsurgical landmarks and surrounding anatomy, more than angiographic appearance of the artery. An alternative embryologic classification system proposed by Pierre Lasjaunias and colleagues is invaluable when it comes to explanation of many internal carotid artery variants. An older clinical classification, based on pioneering work by Fischer, is mainly of historical significance. The segments of the internal carotid artery are as follows: Cervical segment, or C1, identical to the commonly used cervical portion Petrous segment, or C2 Lacerum segment, or C3 C2 and C3 compose the commonly termed petrous portion Cavernous segment, or C4, almost identical to the commonly used cavernous portion Clinoid segment, or C5. This segment is not identified in some earlier classifications and lies between the commonly used cavernous portion and cerebral or su Document 1::: Cervical artery dissection is dissection of one of the layers that compose the carotid and vertebral artery in the neck (cervix). They include: Carotid artery dissection, a separation of the layers of the artery wall supplying oxygen-bearing blood to the head and brain. Vertebral artery dissection, a flap-like tear of the inner lining of the vertebral artery that supply blood to the brain and spinal cord. Cervical dissections can be broadly classified as either "spontaneous" or traumatic. Cervical artery dissections are a significant cause of strokes in young adults. A dissection typically results in a tear in one of the layers of the arterial wall. The result of this tear is often an intramural hematoma and/or aneurysmal dilation in the arteries leading to the intracranial area. Signs and symptoms of a cervical artery dissection are often non-specific and can be localized or generalized. There is no specific treatment, although most patients are either given an anti-platelet or anti-coagulation agent to prevent or treat strokes. Epidemiology Cervical artery dissection has been noted to be a common cause of young adult strokes, with some sources indicating a prevalence of up to 20% in this young adult population with annual incidence rates between 2.6 and 2.9 per 100,000, although these incidences may be misleading with true incidences being higher because clinical presentations can vary, many being minor or self-limited, and thus these dissections can go undiagnosed. In population-based studies, the peak age of presentation is approximately 45 years with a slight gender predisposition towards males (53-57%). Cervical arteries, as mentioned above, consist of two pairs of arteries: vertebral and carotid. As such, cervical artery dissection can be further categorized based on the involvement of artery: carotid vs. vertebral, and the location of the dissection: intracranial vs. extracranial. Causes The two main causes of cervical artery dissection can be broad Document 2::: The ascending branch of medial circumflex femoral artery is a small artery in the thigh. It branches of the medial circumflex femoral artery and is distributed to the adductor muscles of the hip. It anastomoses with the obturator artery. It also serves as an important blood supply to the head of the femur. Document 3::: The brachiocephalic artery (or brachiocephalic trunk) is an artery of the mediastinum that supplies blood to the right arm and the head and neck. It was previously known as the innominate artery, meaning unnamed artery. It is the first branch of the aortic arch. Soon after it emerges, the brachiocephalic artery divides into the right common carotid artery and the right subclavian artery. There is no brachiocephalic artery for the left side of the body. The left common carotid, and the left subclavian artery, come directly off the aortic arch. However, there are two brachiocephalic veins. Structure The brachiocephalic artery arises, on a level with the upper border of the second right costal cartilage, from the start of the aortic arch, on a plane anterior to the origin of the left carotid artery. It ascends obliquely upward, backward, and to the right to the level of the upper border of the right sternoclavicular articulation, where it divides into the right common carotid artery and right subclavian arteries. The artery then crosses the trachea in front of it obliquely from the left to the right, roughly at the middle of the trachea or the level of the ninth tracheal cartilage. Relations Brachiocephalic artery has relation with: anterior - left brachiocephalic vein and thymus posterior - trachea right - superior vena cava, right brachiocephalic vein, and pleura left - left common carotid artery and thymus Thymus typically sits atop the brachiocephalic artery, and separates the artery from the posterior surface of the manubrium of sternum. Branches The thyroid ima artery ascends in front of the trachea to the lower part of the thyroid, which it supplies. Variation The innominate artery usually gives off no branches, but occasionally a small branch, the thyroid ima artery, arises from it. Other times, it gives off a thymic or bronchial branch. Thyroid ima artery varies greatly in size, and appears to compensate for deficiency or absence of one of the ot Document 4::: The coronary arteries are the arterial blood vessels of coronary circulation, which transport oxygenated blood to the heart muscle. The heart requires a continuous supply of oxygen to function and survive, much like any other tissue or organ of the body. The coronary arteries wrap around the entire heart. The two main branches are the left coronary artery and right coronary artery. The arteries can additionally be categorized based on the area of the heart for which they provide circulation. These categories are called epicardial (above the epicardium, or the outermost tissue of the heart) and microvascular (close to the endocardium, or the innermost tissue of the heart). Reduced function of the coronary arteries can lead to decreased flow of oxygen and nutrients to the heart. Not only does this affect supply to the heart muscle itself, but it also can affect the ability of the heart to pump blood throughout the body. Therefore, any disorder or disease of the coronary arteries can have a serious impact on health, possibly leading to angina, a heart attack, and even death. Structure The coronary arteries are mainly composed of the left and right coronary arteries, both of which give off several branches, as shown in the 'coronary artery flow' figure. Aorta Left coronary artery Left anterior descending artery Left circumflex artery Posterior descending artery Ramus or intermediate artery Right coronary artery Right marginal artery Posterior descending artery The left coronary artery arises from the aorta within the left cusp of the aortic valve and feeds blood to the left side of the heart. It branches into two arteries, the left anterior descending and the left circumflex. The left anterior descending artery perfuses the interventricular septum and anterior wall of the left ventricle. The left circumflex artery perfuses the left ventricular free wall. In approximately 33% of individuals, the left coronary artery gives rise to the posterior descending artery wh The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What is the largest artery in the body called? A. aorta B. femoral C. subclavian D. carotid Answer:
sciq-1786	multiple_choice	What do you call aquatic biomes in the ocean?	[ "marine biomes", "coastal biomes", "ocean dwellers", "freshwater biomes" ]	A		Relavent Documents: Document 0::: Aquatic science is the study of the various bodies of water that make up our planet including oceanic and freshwater environments. Aquatic scientists study the movement of water, the chemistry of water, aquatic organisms, aquatic ecosystems, the movement of materials in and out of aquatic ecosystems, and the use of water by humans, among other things. Aquatic scientists examine current processes as well as historic processes, and the water bodies that they study can range from tiny areas measured in millimeters to full oceans. Moreover, aquatic scientists work in Interdisciplinary groups. For example, a physical oceanographer might work with a biological oceanographer to understand how physical processes, such as tropical cyclones or rip currents, affect organisms in the Atlantic Ocean. Chemists and biologists, on the other hand, might work together to see how the chemical makeup of a certain body of water affects the plants and animals that reside there. Aquatic scientists can work to tackle global problems such as global oceanic change and local problems, such as trying to understand why a drinking water supply in a certain area is polluted. There are two main fields of study that fall within the field of aquatic science. These fields of study include oceanography and limnology. Oceanography Oceanography refers to the study of the physical, chemical, and biological characteristics of oceanic environments. Oceanographers study the history, current condition, and future of the planet's oceans. They also study marine life and ecosystems, ocean circulation, plate tectonics, the geology of the seafloor, and the chemical and physical properties of the ocean. Oceanography is interdisciplinary. For example, there are biological oceanographers and marine biologists. These scientists specialize in marine organisms. They study how these organisms develop, their relationship with one another, and how they interact and adapt to their environment. Biological oceanographers Document 1::: 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::: 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::: The Cowardin classification system is a system for classifying wetlands, devised by Lewis M. Cowardin et al. in 1979 for the United States Fish and Wildlife Service. The system includes five main types of wetlands: Marine wetlands- which are areas exposed to the open ocean Estuarine wetlands- partially enclosed by land and also exposed to a mixture of fresh and salt water bodies of water Riverine wetlands- associated with flowing water Lacustrine wetlands- associated with a lake or other body of fresh water Palustrine wetlands- freshwater wetlands not associated with a river or lake. The primary purpose of this ecological classification system was to establish consistent terms and definitions used in inventory of wetlands and to provide standard measurements for mapping these lands. See also Wetland conservation Wetlands of the United States Document 4::: Landscape limnology is the spatially explicit study of lakes, streams, and wetlands as they interact with freshwater, terrestrial, and human landscapes to determine the effects of pattern on ecosystem processes across temporal and spatial scales. Limnology is the study of inland water bodies inclusive of rivers, lakes, and wetlands; landscape limnology seeks to integrate all of these ecosystem types. The terrestrial component represents spatial hierarchies of landscape features that influence which materials, whether solutes or organisms, are transported to aquatic systems; aquatic connections represent how these materials are transported; and human activities reflect features that influence how these materials are transported as well as their quantity and temporal dynamics. Foundation The core principles or themes of landscape ecology provide the foundation for landscape limnology. These ideas can be synthesized into a set of four landscape ecology themes that are broadly applicable to any aquatic ecosystem type, and that consider the unique features of such ecosystems. A landscape limnology framework begins with the premise of Thienemann (1925). Wiens (2002): freshwater ecosystems can be considered patches. As such, the location of these patches and their placement relative to other elements of the landscape is important to the ecosystems and their processes. Therefore, the four main themes of landscape limnology are: Patch characteristics: The characteristics of a freshwater ecosystem include its physical morphometry, chemical, and biological features, as well as its boundaries. These boundaries are often more easily defined for aquatic ecosystems than for terrestrial ecosystems (e.g., shoreline, riparian zones, and emergent vegetation zone) and are often a focal-point for important ecosystem processes linking terrestrial and aquatic components. Patch context: The freshwater ecosystem is embedded in a complex terrestrial mosaic (e.g., soils, geology, and The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What do you call aquatic biomes in the ocean? A. marine biomes B. coastal biomes C. ocean dwellers D. freshwater biomes Answer:
sciq-8212	multiple_choice	What is the process of breaking down food into components the body can absorb called?	[ "absorption", "digestion", "filtration", "excretion" ]	B		Relavent Documents: Document 0::: Digestion is the breakdown of large insoluble food compounds into small water-soluble components so that they can be absorbed into the blood plasma. In certain organisms, these smaller substances are absorbed through the small intestine into the blood stream. Digestion is a form of catabolism that is often divided into two processes based on how food is broken down: mechanical and chemical digestion. The term mechanical digestion refers to the physical breakdown of large pieces of food into smaller pieces which can subsequently be accessed by digestive enzymes. Mechanical digestion takes place in the mouth through mastication and in the small intestine through segmentation contractions. In chemical digestion, enzymes break down food into the small compounds that the body can use. In the human digestive system, food enters the mouth and mechanical digestion of the food starts by the action of mastication (chewing), a form of mechanical digestion, and the wetting contact of saliva. Saliva, a liquid secreted by the salivary glands, contains salivary amylase, an enzyme which starts the digestion of starch in the food; the saliva also contains mucus, which lubricates the food, and hydrogen carbonate, which provides the ideal conditions of pH (alkaline) for amylase to work, and electrolytes (Na+, K+, Cl−, HCO−3). About 30% of starch is hydrolyzed into disaccharide in the oral cavity (mouth). After undergoing mastication and starch digestion, the food will be in the form of a small, round slurry mass called a bolus. It will then travel down the esophagus and into the stomach by the action of peristalsis. Gastric juice in the stomach starts protein digestion. Gastric juice mainly contains hydrochloric acid and pepsin. In infants and toddlers, gastric juice also contains rennin to digest milk proteins. As the first two chemicals may damage the stomach wall, mucus and bicarbonates are secreted by the stomach. They provide a slimy layer that acts as a shield against the damag Document 1::: ' is the process of absorption of vitamins, minerals, and other chemicals from food as part of the nutrition of an organism. In humans, this is always done with a chemical breakdown (enzymes and acids) and physical breakdown (oral mastication and stomach churning).chemical alteration of substances in the bloodstream by the liver or cellular secretions. Although a few similar compounds can be absorbed in digestion bio assimilation, the bioavailability of many compounds is dictated by this second process since both the liver and cellular secretions can be very specific in their metabolic action (see chirality). This second process is where the absorbed food reaches the cells via the liver. Most foods are composed of largely indigestible components depending on the enzymes and effectiveness of an animal's digestive tract. The most well-known of these indigestible compounds is cellulose; the basic chemical polymer in the makeup of plant cell walls. Most animals, however, do not produce cellulase; the enzyme needed to digest cellulose. However some animal and species have developed symbiotic relationships with cellulase-producing bacteria (see termites and metamonads.) This allows termites to use the energy-dense cellulose carbohydrate. Other such enzymes are known to significantly improve bio-assimilation of nutrients. Because of the use of bacterial derivatives, enzymatic dietary supplements now contain such enzymes as amylase, glucoamylase, protease, invertase, peptidase, lipase, lactase, phytase, and cellulase. Examples of biological assimilation Photosynthesis, a process whereby carbon dioxide and water are transformed into a number of organic molecules in plant cells. Nitrogen fixation from the soil into organic molecules by symbiotic bacteria which live in the roots of certain plants, such as Leguminosae. Magnesium supplements orotate, oxide, sulfate, citrate, and glycerate are all structurally similar. However, oxide and sulfate are not water-soluble Document 2::: Artificial digestion is a laboratory technique that reduces food to protein, fat, carbohydrates, fiber, minerals, vitamins, and non-nutrient compounds for analytical or research purposes. Digestive agents such as pepsin and hydrochloric acid are typically used to accomplish artificial digestion. Meat inspection Artificial digestion is used to detect the presence of encysted trichinella larvae in suspected muscle tissue. Prior to this method, a sample of muscle tissue was compressed to visually express the encysted parasite. Using artificial digestion, meat samples are dissolved by a digestive solution and the remains are examined for the presence of larvae. Digestion research Artificial stomach and small intestine models are used instead of laboratory animals or human test subjects. Various models, from static one-compartment to dynamic multicompartment, exist. These models are used to study food digestion and subsequent bioavailability. Document 3::: Eating (also known as consuming) is the ingestion of food. In the natural biological world, this is typically to provide a heterotrophic organism with energy and nutrients and to allow for growth. Animals and other heterotrophs must eat in order to survive — carnivores eat other animals, herbivores eat plants, omnivores consume a mixture of both plant and animal matter, and detritivores eat detritus. Fungi digest organic matter outside their bodies as opposed to animals that digest their food inside their bodies. For humans, eating is more complex, but is typically an activity of daily living. Physicians and dieticians consider a healthful diet essential for maintaining peak physical condition. Some individuals may limit their amount of nutritional intake. This may be a result of a lifestyle choice: as part of a diet or as religious fasting. Limited consumption may be due to hunger or famine. Overconsumption of calories may lead to obesity and the reasons behind it are myriad but its prevalence has led some to declare an "obesity epidemic". Eating practices among humans Many homes have a large kitchen area devoted to preparation of meals and food, and may have a dining room, dining hall, or another designated area for eating. Most societies also have restaurants, food courts, and food vendors so that people may eat when away from home, when lacking time to prepare food, or as a social occasion. At their highest level of sophistication, these places become "theatrical spectacles of global cosmopolitanism and myth." At picnics, potlucks, and food festivals, eating is in fact the primary purpose of a social gathering. At many social events, food and beverages are made available to attendees. People usually have two or three meals a day. Snacks of smaller amounts may be consumed between meals. Doctors in the UK recommend three meals a day (with between 400 and 600 kcal per meal), with four to six hours between. Having three well-balanced meals (described as: half o Document 4::: Relatively speaking, the brain consumes an immense amount of energy in comparison to the rest of the body. The mechanisms involved in the transfer of energy from foods to neurons are likely to be fundamental to the control of brain function. Human bodily processes, including the brain, all require both macronutrients, as well as micronutrients. Insufficient intake of selected vitamins, or certain metabolic disorders, may affect cognitive processes by disrupting the nutrient-dependent processes within the body that are associated with the management of energy in neurons, which can subsequently affect synaptic plasticity, or the ability to encode new memories. Macronutrients The human brain requires nutrients obtained from the diet to develop and sustain its physical structure and cognitive functions. Additionally, the brain requires caloric energy predominately derived from the primary macronutrients to operate. The three primary macronutrients include carbohydrates, proteins, and fats. Each macronutrient can impact cognition through multiple mechanisms, including glucose and insulin metabolism, neurotransmitter actions, oxidative stress and inflammation, and the gut-brain axis. Inadequate macronutrient consumption or proportion could impair optimal cognitive functioning and have long-term health implications. Carbohydrates Through digestion, dietary carbohydrates are broken down and converted into glucose, which is the sole energy source for the brain. Optimal brain function relies on adequate carbohydrate consumption, as carbohydrates provide the quickest source of glucose for the brain. Glucose deficiencies such as hypoglycaemia reduce available energy for the brain and impair all cognitive processes and performance. Additionally, situations with high cognitive demand, such as learning a new task, increase brain glucose utilization, depleting blood glucose stores and initiating the need for supplementation. Complex carbohydrates, especially those with high d The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What is the process of breaking down food into components the body can absorb called? A. absorption B. digestion C. filtration D. excretion Answer:
sciq-5157	multiple_choice	In the case of the wheelbarrow, the output force or load is between the pivot and the what?	[ "input force", "velocity force", "density force", "Driving Force" ]	A		Relavent Documents: Document 0::: In physics and engineering, a free body diagram (FBD; also called a force diagram) is a graphical illustration used to visualize the applied forces, moments, and resulting reactions on a body in a given condition. It depicts a body or connected bodies with all the applied forces and moments, and reactions, which act on the body(ies). The body may consist of multiple internal members (such as a truss), or be a compact body (such as a beam). A series of free bodies and other diagrams may be necessary to solve complex problems. Purpose Free body diagrams are used to visualize forces and moments applied to a body and to calculate reactions in mechanics problems. These diagrams are frequently used both to determine the loading of individual structural components and to calculate internal forces within a structure. They are used by most engineering disciplines from Biomechanics to Structural Engineering. In the educational environment, a free body diagram is an important step in understanding certain topics, such as statics, dynamics and other forms of classical mechanics. Features A free body diagram is not a scaled drawing, it is a diagram. The symbols used in a free body diagram depends upon how a body is modeled. Free body diagrams consist of: A simplified version of the body (often a dot or a box) Forces shown as straight arrows pointing in the direction they act on the body Moments are shown as curves with an arrow head or a vector with two arrow heads pointing in the direction they act on the body One or more reference coordinate systems By convention, reactions to applied forces are shown with hash marks through the stem of the vector The number of forces and moments shown depends upon the specific problem and the assumptions made. Common assumptions are neglecting air resistance and friction and assuming rigid body action. In statics all forces and moments must balance to zero; the physical interpretation is that if they do not, the body is accelerat Document 1::: Mechanical load is the physical stress on a mechanical system or component. Loads can be static or dynamic. Some loads are specified as part of the design criteria of a mechanical system. Depending on the usage, some mechanical loads can be measured by an appropriate test method in a laboratory or in the field. Vehicle It can be the external mechanical resistance against which a machine (such as a motor or engine), acts. The load can often be expressed as a curve of force versus speed. For instance, a given car traveling on a road of a given slope presents a load which the engine must act against. Because air resistance increases with speed, the motor must put out more torque at a higher speed in order to maintain the speed. By shifting to a higher gear, one may be able to meet the requirement with a higher torque and a lower engine speed, whereas shifting to a lower gear has the opposite effect. Accelerating increases the load, whereas decelerating decreases the load. Pump Similarly, the load on a pump depends on the head against which the pump is pumping, and on the size of the pump. Fan Similar considerations apply to a fan. See Affinity laws. See also Structural load Physical test Document 2::: In physics and engineering, a resultant force is the single force and associated torque obtained by combining a system of forces and torques acting on a rigid body via vector addition. The defining feature of a resultant force, or resultant force-torque, is that it has the same effect on the rigid body as the original system of forces. Calculating and visualizing the resultant force on a body is done through computational analysis, or (in the case of sufficiently simple systems) a free body diagram. The point of application of the resultant force determines its associated torque. The term resultant force should be understood to refer to both the forces and torques acting on a rigid body, which is why some use the term resultant force–torque. Illustration The diagram illustrates simple graphical methods for finding the line of application of the resultant force of simple planar systems. Lines of application of the actual forces and in the leftmost illustration intersect. After vector addition is performed "at the location of ", the net force obtained is translated so that its line of application passes through the common intersection point. With respect to that point all torques are zero, so the torque of the resultant force is equal to the sum of the torques of the actual forces. Illustration in the middle of the diagram shows two parallel actual forces. After vector addition "at the location of ", the net force is translated to the appropriate line of application, whereof it becomes the resultant force . The procedure is based on a decomposition of all forces into components for which the lines of application (pale dotted lines) intersect at one point (the so-called pole, arbitrarily set at the right side of the illustration). Then the arguments from the previous case are applied to the forces and their components to demonstrate the torque relationships. The rightmost illustration shows a couple, two equal but opposite forces for which the amount of the net fo Document 3::: Weight distribution is the apportioning of weight within a vehicle, especially cars, airplanes, and trains. Typically, it is written in the form x/y, where x is the percentage of weight in the front, and y is the percentage in the back. In a vehicle which relies on gravity in some way, weight distribution directly affects a variety of vehicle characteristics, including handling, acceleration, traction, and component life. For this reason weight distribution varies with the vehicle's intended usage. For example, a drag car maximizes traction at the rear axle while countering the reactionary pitch-up torque. It generates this counter-torque by placing a small amount of counterweight at a great distance forward of the rear axle. In the airline industry, load balancing is used to evenly distribute the weight of passengers, cargo, and fuel throughout an aircraft, so as to keep the aircraft's center of gravity close to its center of pressure to avoid losing pitch control. In military transport aircraft, it is common to have a loadmaster as a part of the crew; their responsibilities include calculating accurate load information for center of gravity calculations, and ensuring cargo is properly secured to prevent its shifting. In large aircraft and ships, multiple fuel tanks and pumps are often used, so that as fuel is consumed, the remaining fuel can be positioned to keep the vehicle balanced, and to reduce stability problems associated with the free surface effect. In the trucking industry, individual axle weight limits require balancing the cargo when the gross vehicle weight nears the legal limit. See also Center of mass Center of percussion Load transfer Mass distribution Roll center Tilt test Weight transfer Document 4::: The roll center of a vehicle is the notional point at which the cornering forces in the suspension are reacted to the vehicle body. There are two definitions of roll center. The most commonly used is the geometric (or kinematic) roll center, whereas the Society of Automotive Engineers uses a force-based definition. Definition Geometric roll center is solely dictated by the suspension geometry, and can be found using principles of the instant center of rotation. Force based roll center, according to the US Society of Automotive Engineers, is "The point in the transverse vertical plane through any pair of wheel centers at which lateral forces may be applied to the sprung mass without producing suspension roll". The lateral location of the roll center is typically at the center-line of the vehicle when the suspension on the left and right sides of the car are mirror images of each other. The significance of the roll center can only be appreciated when the vehicle's center of mass is also considered. If there is a difference between the position of the center of mass and the roll center a moment arm is created. When the vehicle experiences angular velocity due to cornering, the length of the moment arm, combined with the stiffness of the springs and possibly anti-roll bars (also called 'anti-sway bar'), defines how much the vehicle will roll. This has other effects too, such as dynamic load transfer. Application When the vehicle rolls the roll centers migrate. The roll center height has been shown to affect behavior at the initiation of turns such as nimbleness and initial roll control. Testing methods Current methods of analyzing individual wheel instant centers have yielded more intuitive results of the effects of non-rolling weight transfer effects. This type of analysis is better known as the lateral-anti method. This is where one takes the individual instant center locations of each corner of the car and then calculates the resultant vertical reaction v The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. In the case of the wheelbarrow, the output force or load is between the pivot and the what? A. input force B. velocity force C. density force D. Driving Force Answer:
sciq-10808	multiple_choice	What are groups of tens to hundreds of thousands of stars held tightly together by gravity called?	[ "elliptical clusters", "globular clusters", "galaxy", "elongated clusters" ]	B		Relavent Documents: Document 0::: This is a list of astronomical objects named after people. While topological features on Solar System bodies — such as craters, mountains, and valleys — are often named after famous or historical individuals, many stars and deep-sky objects are named after the individual(s) who discovered or otherwise studied it. This list does not include astronomical objects named after mythological or fictional characters. Clusters and groups Stars Al Sufi's cluster, also called Brocchi's Cluster, is a coathanger-shaped asterism located in Vulpecula named after Abd al-Rahman al-Sufi and Dalmero Francis Brocchi. Blanco 1 is an open cluster in Sculptor, named after Victor Manuel Blanco. Caroline's Cluster (NGC 2360) is an open cluster in Canis Major, named after Caroline Herschel. Caroline's Rose (NGC 7789) is an open cluster in Cassiopeia, named after Caroline Herschel. Gould Belt is a ring of stars in the Orion Arm of the Milky Way, named after Benjamin Apthorp Gould Grindlay 1 is a globular star cluster in Scorpius, named after Jonathan E. Grindlay. Kemble's Cascade and Kemble's Kite are two asterisms in Camelopardalis, named after Lucian Kemble. Liller 1 is a globular star cluster in Scorpius, named after William Liller. Picot 1, also called Napoleon's Hat, is an asterism in Boötes, named after Fulbert Picot. Ptolemy's Cluster (Messier 7) is an open star cluster in Scorpius, named after Ptolemy. Webb's wreath is a telescopic asterism in Hercules, named after Thomas William Webb. Galaxies Burbidge Chain is a group of galaxies located in Cetus, named after Margaret Burbidge. Clowes–Campusano LQG is a large quasar group in Leo, named after Roger Clowes and Luis Campusano. Copeland Septet is group of seven galaxies in Leo, named after Ralph Copeland. Keenan's System (Arp 104) is a pair of connected galaxies in Ursa Major, named after Philip Childs Keenan. Markarian's Chain is a chain of galaxies in the Virgo Cluster, named after Benjamin Markarian Robert's Quartet is a group Document 1::: 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 2::: Types Quasar Supermassive black hole Hypercompact stellar system (hypothetical object organized around a supermassive black hole) Intermediate-mass black holes and candidates Cigar Galaxy (Messier 82, NGC 3034) GCIRS 13E HLX-1 M82 X-1 Messier 15 (NGC 7078) Messier 110 (NGC 205) Sculptor Galaxy (NGC 253) Triangulum Galaxy (Messier 33, NGC 598 Document 3::: Galactic clusters are gravitationally bound large-scale structures of multiple galaxies. The evolution of these aggregates is determined by time and manner of formation and the process of how their structures and constituents have been changing with time. Gamow (1952) and Weizscker (1951) showed that the observed rotations of galaxies are important for cosmology. They postulated that the rotation of galaxies might be a clue of physical conditions under which these systems formed. Thus, understanding the distribution of spatial orientations of the spin vectors of galaxies is critical to understanding the origin of the angular momenta of galaxies. There are mainly three scenarios for the origin of galaxy clusters and superclusters. These models are based on different assumptions of the primordial conditions, so they predict different spin vector alignments of the galaxies. The three hypotheses are the pancake model, the hierarchy model, and the primordial vorticity theory. The three are mutually exclusive as they produce contradictory predictions. However, the predictions made by all three theories are based on the precepts of cosmology. Thus, these models can be tested using a database with appropriate methods of analysis. Galaxies A galaxy is a large gravitational aggregation of stars, dust, gas, and an unknown component termed dark matter. The Milky Way Galaxy is only one of the billions of galaxies in the known universe. Galaxies are classified into spirals, ellipticals, irregular, and peculiar. Sizes can range from only a few thousand stars (dwarf irregulars) to 1013 stars in giant ellipticals. Elliptical galaxies are spherical or elliptical in appearance. Spiral galaxies range from S0, the lenticular galaxies, to Sb, which have a bar across the nucleus, to Sc galaxies which have strong spiral arms. In total count, ellipticals amount to 13%, S0 to 22%, Sa, b, c galaxies to 61%, irregulars to 3.5%, and peculiars to 0.9%. At the center of most galaxies is a Document 4::: A brightest cluster galaxy (BCG) is defined as the brightest galaxy in a cluster of galaxies. BCGs include the most massive galaxies in the universe. They are generally elliptical galaxies which lie close to the geometric and kinematical center of their host galaxy cluster, hence at the bottom of the cluster potential well. They are also generally coincident with the peak of the cluster X-ray emission. Formation scenarios for BCGs include: Cooling flow—Star formation from the central cooling flow in high density cooling centers of X-ray cluster halos. The study of accretion populations in BCGs has cast doubt over this theory and astronomers have seen no evidence of cooling flows in radiative cooling clusters. The two remaining theories exhibit healthier prospects. Galactic cannibalism—Galaxies sink to the center of the cluster due to dynamical friction and tidal stripping. Galactic merger—Rapid galactic mergers between several galaxies take place during cluster collapse. It is possible to differentiate the cannibalism model from the merging model by considering the formation period of the BCGs. In the cannibalism model, there are numerous small galaxies present in the evolved cluster, whereas in the merging model, a hierarchical cosmological model is expected due to the collapse of clusters. It has been shown that the orbit decay of cluster galaxies is not effective enough to account for the growth of BCGs. The merging model is now generally accepted as the most likely one, but recent observations are at odds with some of its predictions. For example, it has been found that the stellar mass of BCGs was assembled much earlier than the merging model predicts. BCGs are divided into various classes of galaxies: giant ellipticals (gE), D galaxies and cD galaxies. cD and D galaxies both exhibit an extended diffuse envelope surrounding an elliptical-like nucleus akin to regular elliptical galaxies. The light profiles of BCGs are often described by a Sersic surface The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What are groups of tens to hundreds of thousands of stars held tightly together by gravity called? A. elliptical clusters B. globular clusters C. galaxy D. elongated clusters Answer:
sciq-2760	multiple_choice	What can be used to mechanically separate the two elements by attracting the iron filings out of the mixture and leaving the sulfur behind?	[ "centrifuge", "magnet", "laser", "graduated cylinder" ]	B		Relavent Documents: Document 0::: 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 Document 1::: Sensor-based sorting, is an umbrella term for all applications in which particles are detected using a sensor technique and rejected by an amplified mechanical, hydraulic or pneumatic process. The technique is generally applied in mining, recycling and food processing and used in the particle size range between . Since sensor-based sorting is a single particle separation technology, the throughput is proportional to the average particle size and weight fed onto the machine. Functional principle of sensor-based sorting The main subprocesses of sensor-based sorting are material conditioning, material presentation, detection, data processing and separation. Material conditioning includes all operations which prepare the particles for being detected by the sensor. All optical sensors need clean material to be able to detect optical characteristics. Conditioning includes screening and cleaning of the feed material. The aim of the material presentation is the isolation of the particles by creating a single particle layer with the densest surface cover possible without particles touching each other and enough distance to each other allowing for a selective detection and rejection of each single particle. There are two types of sensor-based sorters: the chute type and the belt type. For both types the first step in acceleration is spreading out the particles by a vibrating feeder followed by either a fast belt or a chute. On the belt type the sensor usually detects the particles horizontally while they pass it on the belt. For the chute type the material detection is usually done vertically while the material passes the sensor in a free fall. The data processing is done in real time by a computer. The computer transfers the result of the data processing to an ultra fast ejection unit which, depending on the sorting decision, ejects a particle or lets it pass. Sensor-based ore sorting Sensor-based ore sorting is the terminology used in the mining industry. It i Document 2::: Liquid–liquid extraction (LLE), also known as solvent extraction and partitioning, is a method to separate compounds or metal complexes, based on their relative solubilities in two different immiscible liquids, usually water (polar) and an organic solvent (non-polar). There is a net transfer of one or more species from one liquid into another liquid phase, generally from aqueous to organic. The transfer is driven by chemical potential, i.e. once the transfer is complete, the overall system of chemical components that make up the solutes and the solvents are in a more stable configuration (lower free energy). The solvent that is enriched in solute(s) is called extract. The feed solution that is depleted in solute(s) is called the raffinate. LLE is a basic technique in chemical laboratories, where it is performed using a variety of apparatus, from separatory funnels to countercurrent distribution equipment called as mixer settlers. This type of process is commonly performed after a chemical reaction as part of the work-up, often including an acidic work-up. The term partitioning is commonly used to refer to the underlying chemical and physical processes involved in liquid–liquid extraction, but on another reading may be fully synonymous with it. The term solvent extraction can also refer to the separation of a substance from a mixture by preferentially dissolving that substance in a suitable solvent. In that case, a soluble compound is separated from an insoluble compound or a complex matrix. From a hydrometallurgical perspective, solvent extraction is exclusively used in separation and purification of uranium and plutonium, zirconium and hafnium, separation of cobalt and nickel, separation and purification of rare earth elements etc., its greatest advantage being its ability to selectively separate out even very similar metals. One obtains high-purity single metal streams on 'stripping' out the metal value from the 'loaded' organic wherein one can precipitate or de Document 3::: A circle-throw vibrating machine is a screening machine employed in processes involving particle separation. In particle processes screening refers to separation of larger from smaller particles in a given feed, using only the materials' physical properties. Circle throw machines have simple structure with high screening efficiency and volume. However it has limitations on the types of feed that can be processed smoothly. Some characteristics of circle-throw machines, such as frequency, vibration amplitude and angle of incline deck also affect output. Applications They are widely used for screening quarry stone stock and classifying products in mining, sand, gold, energy and chemical industrial processes. The targeted substance is predominantly finer particles, which can then be directed into a separation unit, such as a hydrocyclone or are materials that can be removed and used. Removed materials are often formed intentionally and are classified by their shape, size and physical properties. For example, construction wastes are sorted and sieved by a circular vibrating screen into coarse and fine particles. The particles are taken to make concrete, architectural bricks and road base materials. Competitive processes Circle-throw vibrating screens operate on an inclined surface. A deck moves in a circle. It operates with a continuous feed rather than in batches, leading to much greater output. The incline allows the feed to move through the device. Circle-throw machines are larger than others, and may require greater space than other screening units. Fine, wet, sticky materials require a water spray to wash fine materials under spray bars. Circle-throws have a large stroke and allow heavy components to circulate and interfere with the screen box. A powerful motor is needed, while other separators may not. Circle throw separation does not produce a separate waste stream. The feed is separated into multiple streams, with the number of exit streams matching the num Document 4::: In chemistry, a chemical transport reaction describes a process for purification and crystallization of non-volatile solids. The process is also responsible for certain aspects of mineral growth from the effluent of volcanoes. The technique is distinct from chemical vapor deposition, which usually entails decomposition of molecular precursors and which gives conformal coatings. The technique, which was popularized by Harald Schäfer, entails the reversible conversion of nonvolatile elements and chemical compounds into volatile derivatives. The volatile derivative migrates throughout a sealed reactor, typically a sealed and evacuated glass tube heated in a tube furnace. Because the tube is under a temperature gradient, the volatile derivative reverts to the parent solid and the transport agent is released at the end opposite to which it originated (see next section). The transport agent is thus catalytic. The technique requires that the two ends of the tube (which contains the sample to be crystallized) be maintained at different temperatures. So-called two-zone tube furnaces are employed for this purpose. The method derives from the Van Arkel de Boer process which was used for the purification of titanium and vanadium and uses iodine as the transport agent. Cases of the exothermic and endothermic reactions of the transporting agent Transport reactions are classified according to the thermodynamics of the reaction between the solid and the transporting agent. When the reaction is exothermic, then the solid of interest is transported from the cooler end (which can be quite hot) of the reactor to a hot end, where the equilibrium constant is less favorable and the crystals grow. The reaction of molybdenum dioxide with the transporting agent iodine is an exothermic process, thus the MoO2 migrates from the cooler end (700 °C) to the hotter end (900 °C): MoO2 + I2 MoO2I2 ΔHrxn < 0 (exothermic) Using 10 milligrams of iodine for 4 grams of the solid, the proc The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What can be used to mechanically separate the two elements by attracting the iron filings out of the mixture and leaving the sulfur behind? A. centrifuge B. magnet C. laser D. graduated cylinder Answer:
sciq-9517	multiple_choice	Most lipids in your diet should be what type, found mainly in plant sources and also in fish?	[ "aromatic", "fat", "unsaturated", "saturated" ]	C		Relavent Documents: Document 0::: An unsaturated fat is a fat or fatty acid in which there is at least one double bond within the fatty acid chain. A fatty acid chain is monounsaturated if it contains one double bond, and polyunsaturated if it contains more than one double bond. A saturated fat has no carbon to carbon double bonds, so the maximum possible number of hydrogens bonded to the carbons, and is "saturated" with hydrogen atoms. To form carbon to carbon double bonds, hydrogen atoms are removed from the carbon chain. In cellular metabolism, unsaturated fat molecules contain less energy (i.e., fewer calories) than an equivalent amount of saturated fat. The greater the degree of unsaturation in a fatty acid (i.e., the more double bonds in the fatty acid) the more vulnerable it is to lipid peroxidation (rancidity). Antioxidants can protect unsaturated fat from lipid peroxidation. Composition of common fats In chemical analysis, fats are broken down to their constituent fatty acids, which can be analyzed in various ways. In one approach, fats undergo transesterification to give fatty acid methyl esters (FAMEs), which are amenable to separation and quantitation using by gas chromatography. Classically, unsaturated isomers were separated and identified by argentation thin-layer chromatography. The saturated fatty acid components are almost exclusively stearic (C18) and palmitic acids (C16). Monounsaturated fats are almost exclusively oleic acid. Linolenic acid comprises most of the triunsaturated fatty acid component. Chemistry and nutrition Although polyunsaturated fats are protective against cardiac arrhythmias, a study of post-menopausal women with a relatively low fat intake showed that polyunsaturated fat is positively associated with progression of coronary atherosclerosis, whereas monounsaturated fat is not. This probably is an indication of the greater vulnerability of polyunsaturated fats to lipid peroxidation, against which vitamin E has been shown to be protective. Examples Document 1::: A simple lipid is a fatty acid ester of different alcohols and carries no other substance. These lipids belong to a heterogeneous class of predominantly nonpolar compounds, mostly insoluble in water, but soluble in nonpolar organic solvents such as chloroform and benzene. Simple lipids: esters of fatty acids with various alcohols. a. Fats: esters of fatty acids with glycerol. Oils are fats in the liquid state. Fats are also called triglycerides because all the three hydroxyl groups of glycerol are esterified. b. Waxes: Solid esters of long-chain fatty acids such as palmitic acid with aliphatic or alicyclic higher molecular weight monohydric alcohols. Waxes are water-insoluble due to the weakly polar nature of the ester group. See also Lipid Lipids Document 2::: A saponifiable lipid is part of the ester functional group. They are made up of long chain carboxylic (of fatty) acids connected to an alcoholic functional group through the ester linkage which can undergo a saponification reaction. The fatty acids are released upon base-catalyzed ester hydrolysis to form ionized salts. The primary saponifiable lipids are free fatty acids, neutral glycerolipids, glycerophospholipids, sphingolipids, and glycolipids. By comparison, the non-saponifiable class of lipids is made up of terpenes, including fat-soluble A and E vitamins, and certain steroids, such as cholesterol. Applications Saponifiable lipids have relevant applications as a source of biofuel and can be extracted from various forms of biomass to produce biodiesel. See also Lipids Simple lipid Document 3::: The lipidome refers to the totality of lipids in cells. Lipids are one of the four major molecular components of biological organisms, along with proteins, sugars and nucleic acids. Lipidome is a term coined in the context of omics in modern biology, within the field of lipidomics. It can be studied using mass spectrometry and bioinformatics as well as traditional lab-based methods. The lipidome of a cell can be subdivided into the membrane-lipidome and mediator-lipidome. The first cell lipidome to be published was that of a mouse macrophage in 2010. The lipidome of the yeast Saccharomyces cerevisiae has been characterised with an estimated 95% coverage; studies of the human lipidome are ongoing. For example, the human plasma lipidome consist of almost 600 distinct molecular species. Research suggests that the lipidome of an individual may be able to indicate cancer risks associated with dietary fats, particularly breast cancer. See also Genome Proteome Glycome Document 4::: In biochemistry and nutrition, a monounsaturated fat is a fat that contains a monounsaturated fatty acid (MUFA), a subclass of fatty acid characterized by having a double bond in the fatty acid chain with all of the remaining carbon atoms being single-bonded. By contrast, polyunsaturated fatty acids (PUFAs) have more than one double bond. Molecular description Monounsaturated fats are triglycerides containing one unsaturated fatty acid. Almost invariably that fatty acid is oleic acid (18:1 n−9). Palmitoleic acid (16:1 n−7) and cis-vaccenic acid (18:1 n−7) occur in small amounts in fats. Health Studies have shown that substituting dietary monounsaturated fat for saturated fat is associated with increased daily physical activity and resting energy expenditure. More physical activity was associated with a higher-oleic acid diet than one of a palmitic acid diet. From the study, it is shown that more monounsaturated fats lead to less anger and irritability. Foods containing monounsaturated fats may affect low-density lipoprotein (LDL) cholesterol and high-density lipoprotein (HDL) cholesterol. Levels of oleic acid along with other monounsaturated fatty acids in red blood cell membranes were positively associated with breast cancer risk. The saturation index (SI) of the same membranes was inversely associated with breast cancer risk. Monounsaturated fats and low SI in erythrocyte membranes are predictors of postmenopausal breast cancer. Both of these variables depend on the activity of the enzyme delta-9 desaturase (Δ9-d). In children, consumption of monounsaturated oils is associated with healthier serum lipid profiles. The Mediterranean diet is one heavily influenced by monounsaturated fats. People in Mediterranean countries consume more total fat than Northern European countries, but most of the fat is in the form of monounsaturated fatty acids from olive oil and omega-3 fatty acids from fish, vegetables, and certain meats like lamb, while consumption of satur The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Most lipids in your diet should be what type, found mainly in plant sources and also in fish? A. aromatic B. fat C. unsaturated D. saturated Answer:
sciq-3112	multiple_choice	The major fuel for the brain is which carbohydrate?	[ "glutamate", "sucrose", "glucose", "insulin" ]	C		Relavent Documents: Document 0::: Relatively speaking, the brain consumes an immense amount of energy in comparison to the rest of the body. The mechanisms involved in the transfer of energy from foods to neurons are likely to be fundamental to the control of brain function. Human bodily processes, including the brain, all require both macronutrients, as well as micronutrients. Insufficient intake of selected vitamins, or certain metabolic disorders, may affect cognitive processes by disrupting the nutrient-dependent processes within the body that are associated with the management of energy in neurons, which can subsequently affect synaptic plasticity, or the ability to encode new memories. Macronutrients The human brain requires nutrients obtained from the diet to develop and sustain its physical structure and cognitive functions. Additionally, the brain requires caloric energy predominately derived from the primary macronutrients to operate. The three primary macronutrients include carbohydrates, proteins, and fats. Each macronutrient can impact cognition through multiple mechanisms, including glucose and insulin metabolism, neurotransmitter actions, oxidative stress and inflammation, and the gut-brain axis. Inadequate macronutrient consumption or proportion could impair optimal cognitive functioning and have long-term health implications. Carbohydrates Through digestion, dietary carbohydrates are broken down and converted into glucose, which is the sole energy source for the brain. Optimal brain function relies on adequate carbohydrate consumption, as carbohydrates provide the quickest source of glucose for the brain. Glucose deficiencies such as hypoglycaemia reduce available energy for the brain and impair all cognitive processes and performance. Additionally, situations with high cognitive demand, such as learning a new task, increase brain glucose utilization, depleting blood glucose stores and initiating the need for supplementation. Complex carbohydrates, especially those with high d Document 1::: Glycogen is a multibranched polysaccharide of glucose that serves as a form of energy storage in animals, fungi, and bacteria. It is the main storage form of glucose in the human body. Glycogen functions as one of three regularly used forms of energy reserves, creatine phosphate being for very short-term, glycogen being for short-term and the triglyceride stores in adipose tissue (i.e., body fat) being for long-term storage. Protein, broken down into amino acids, is seldom used as a main energy source except during starvation and glycolytic crisis (see bioenergetic systems). In humans, glycogen is made and stored primarily in the cells of the liver and skeletal muscle. In the liver, glycogen can make up 5–6% of the organ's fresh weight: the liver of an adult, weighing 1.5 kg, can store roughly 100–120 grams of glycogen. In skeletal muscle, glycogen is found in a low concentration (1–2% of the muscle mass): the skeletal muscle of an adult weighing 70 kg stores roughly 400 grams of glycogen. Small amounts of glycogen are also found in other tissues and cells, including the kidneys, red blood cells, white blood cells, and glial cells in the brain. The uterus also stores glycogen during pregnancy to nourish the embryo. The amount of glycogen stored in the body mostly depends on oxidative type 1 fibres, physical training, basal metabolic rate, and eating habits. Different levels of resting muscle glycogen are reached by changing the number of glycogen particles, rather than increasing the size of existing particles though most glycogen particles at rest are smaller than their theoretical maximum. Approximately 4 grams of glucose are present in the blood of humans at all times; in fasting individuals, blood glucose is maintained constant at this level at the expense of glycogen stores in the liver and skeletal muscle. Glycogen stores in skeletal muscle serve as a form of energy storage for the muscle itself; however, the breakdown of muscle glycogen impedes muscle Document 2::: There is much to be discovered about the evolution of the brain and the principles that govern it. While much has been discovered, not everything currently known is well understood. The evolution of the brain has appeared to exhibit diverging adaptations within taxonomic classes such as Mammalia and more vastly diverse adaptations across other taxonomic classes. Brain to body size scales allometrically. This means as body size changes, so do other physiological, anatomical, and biochemical constructs connecting the brain to the body. Small bodied mammals have relatively large brains compared to their bodies whereas large mammals (such as whales) have a smaller brain to body ratios. If brain weight is plotted against body weight for primates, the regression line of the sample points can indicate the brain power of a primate species. Lemurs for example fall below this line which means that for a primate of equivalent size, we would expect a larger brain size. Humans lie well above the line indicating that humans are more encephalized than lemurs. In fact, humans are more encephalized compared to all other primates. This means that human brains have exhibited a larger evolutionary increase in its complexity relative to its size. Some of these evolutionary changes have been found to be linked to multiple genetic factors, such as proteins and other organelles. Early history of brain development One approach to understanding overall brain evolution is to use a paleoarchaeological timeline to trace the necessity for ever increasing complexity in structures that allow for chemical and electrical signaling. Because brains and other soft tissues do not fossilize as readily as mineralized tissues, scientists often look to other structures as evidence in the fossil record to get an understanding of brain evolution. This, however, leads to a dilemma as the emergence of organisms with more complex nervous systems with protective bone or other protective tissues that can then Document 3::: 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 4::: Molecular cellular cognition (MCC) is a branch of neuroscience that involves the study of cognitive processes with approaches that integrate molecular, cellular and behavioral mechanisms. Key goals of MCC studies include the derivation of molecular and cellular explanations of cognitive processes, as well as finding mechanisms and treatments for cognitive disorders. Although closely connected with behavioral genetics, MCC emphasizes the integration of molecular and cellular explanations of behavior, instead of focusing on the connections between genes and behavior. Unlike cognitive neuroscience, which historically has focused on the connection between human brain systems and behavior, the field of MCC has used model organisms, such as mice, to study how molecular (i.e. receptor, kinase activation, phosphatase regulation), intra-cellular (i.e. dendritic processes), and inter-cellular processes (i.e. synaptic plasticity; network representations such as place fields) modulate cognitive function. Methods employed in MCC include (but are not limited to) transgenic organisms (i.e. mice), viral vectors, pharmacology, in vitro and in vivo electrophysiology, optogenetics, in vivo imaging, and behavioral analysis. Modeling has become an essential component of the field because of the complexity of the multilevel data generated. Scientific roots The field of MCC has its roots in the pioneering pharmacological studies of the role of NMDA receptor in long-term potentiation and spatial learning and in studies that used knockout mice to look at the role of the alpha calcium calmodulin kinase II and FYN kinase in hippocampal long-term potentiation and spatial learning. The field has since expanded to include a large array of molecules including CREB. Foundation of the field MCC became an organized field with the formation of the Molecular Cellular Cognition Society, an organization with no membership fees and meetings that emphasize the participation of junior scientists. Its The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. The major fuel for the brain is which carbohydrate? A. glutamate B. sucrose C. glucose D. insulin Answer:
sciq-5486	multiple_choice	What are bacteria that stain purple are called?	[ "gram-positive bacteria", "gram-neutral bacteria", "complex bacteria", "gram-negative bacteria" ]	A		Relavent Documents: Document 0::: Purple bacteria or purple photosynthetic bacteria are Gram-negative proteobacteria that are phototrophic, capable of producing their own food via photosynthesis. They are pigmented with bacteriochlorophyll a or b, together with various carotenoids, which give them colours ranging between purple, red, brown, and orange. They may be divided into two groups – purple sulfur bacteria (Chromatiales, in part) and purple non-sulfur bacteria. Purple bacteria are anoxygenic phototrophs widely spread in nature, but especially in aquatic environments, where there are anoxic conditions that favor the synthesis of their pigments. Taxonomy All purple bacteria belong in the phylum of Pseudomonadota. This phylum was established as Proteobacteria by Carl Woese in 1987 calling it "purple bacteria and their relatives". Purple bacteria are distributed between 3 classes: Alphaproteobacteria, Betaproteobacteria, Gammaproteobacteria each characterized by a photosynthetic phenotype. All these classes also contain numerous non-photosynthetic numbers, such as the nitrogen-fixing Rhizobium and the human gut bacterium Escherichia coli. Purple non-sulfur bacteria are found in Alphaproteobacteria and Betaproteobacteria. The families are: Class Alphaproteobacteria (17 purple genera) Order Rhodospirillales Family Rhodospirillaceae, e.g. Rhodospirillum rubrum Family Acetobacteraceae, e.g. Rhodopila globiformis Order Hyphomicrobiales Family Nitrobacteraceae, e.g. Rhodopseudomonas palustris Family Hyphomicrobiaceae, e.g. Rhodomicrobium Family Rhodobiaceae, e.g. Rhodobium (1 purple genus) Order Rhodobacterales, family Rhodobacteraceae (3 purple genera) Class Betaproteobacteria (3 purple genera) Family Rhodocyclaceae, e.g. Rhodocyclus (1 purple genus) Family Comamonadaceae, e.g. Rhodoferax (2 purple genera) Document 1::: Purple sulfur bacteria are named for the ability to produce elemental sulfur. They are included in the class Gammaproteobacteria, in the two families Chromatiaceae and Ectothiorhodos Document 2::: Vibrio is a genus of Gram-negative bacteria, possessing a curved-rod (comma) shape, several species of which can cause foodborne infection, usually associated with eating undercooked seafood. Being highly salt tolerant and unable to survive in fresh water, Vibrio spp. are commonly found in various salt water environments. Vibrio spp. are facultative anaerobes that test positive for oxidase and do not form spores. All members of the genus are motile. They are able to have polar or lateral flagellum with or without sheaths. Vibrio species typically possess two chromosomes, which is unusual for bacteria. Each chromosome has a distinct and independent origin of replication, and are conserved together over time in the genus. Recent phylogenies have been constructed based on a suite of genes (multilocus sequence analysis). O. F. Müller (1773, 1786) described eight species of the genus Vibrio (included in Infusoria), three of which were spirilliforms. Some of the other species are today assigned to eukaryote taxa, e.g., to the euglenoid Peranema or to the diatom Bacillaria. However, Vibrio Müller, 1773 became regarded as the name of a zoological genus, and the name of the bacterial genus became Vibrio Pacini, 1854. Filippo Pacini isolated micro-organisms he called "vibrions" from cholera patients in 1854, because of their motility. In Latin "vibrio" means "to quiver". Biochemical characteristics of Vibrio spp. The genus Vibrio contains a large number of species. So, variation in the biochemical characteristics are most common in case of the genus Vibrio. Colony, morphological, physiological, and biochemical characteristics of the genus Vibrio are shown in the Table below. Note: Group-1: Vibrio alginolyticus; Group-2: Vibrio natriegens, Vibrio pelagius, Vibrio azureus; + = Positive; – =Negative; V =Variable (+/–) Pathogenic strains Several species of Vibrio are pathogens. Most disease-causing strains are associated with gastroenteritis, but can also infect open wounds Document 3::: Clue cells are epithelial cells of the vagina that get their distinctive stippled appearance by being covered with bacteria. The etymology behind the term "clue" cell derives from the original research article from Gardner and Dukes describing the characteristic cells. The name was chosen for its brevity in describing the sine qua non of bacterial vaginosis. They are a medical sign of bacterial vaginosis, particularly that caused by Gardnerella vaginalis, a group of Gram-variable bacteria. This bacterial infection is characterized by a foul, fishy smelling, thin gray vaginal discharge, and an increase in vaginal pH from around 4.5 to over 5.5. Document 4::: Lutibacterium is a genus of Gram-negative staining bacteria. It includes the hydrocarbon-degrading strain Lutibacterium anuloederans LC8. The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What are bacteria that stain purple are called? A. gram-positive bacteria B. gram-neutral bacteria C. complex bacteria D. gram-negative bacteria Answer:
sciq-7910	multiple_choice	Where do all cells come from?	[ "pre-existing cells", "dying cells", "large cells", "busy cells" ]	A		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::: Stem Cells is a peer-review scientific journal of cell biology. It was established as The International Journal of Cell Cloning in 1983, acquiring its current title in 1993. The journal is published by AlphaMed Press, and is currently edited by Jan Nolta (University of California). Stem Cells currently has an impact factor of 6.277. Abstracting and indexing The journal is abstracted and indexed in the following bibliographic databases: Document 2::: Lymph node stromal cells are essential to the structure and function of the lymph node whose functions include: creating an internal tissue scaffold for the support of hematopoietic cells; the release of small molecule chemical messengers that facilitate interactions between hematopoietic cells; the facilitation of the migration of hematopoietic cells; the presentation of antigens to immune cells at the initiation of the adaptive immune system; and the homeostasis of lymphocyte numbers. Stromal cells originate from multipotent mesenchymal stem cells. Structure Lymph nodes are enclosed in an external fibrous capsule, from which thin walls of sinew called trabeculae penetrate into the lymph node, partially dividing it. Beneath the external capsule and along the courses of the trabeculae, are peritrabecular and subcapsular sinuses. These sinuses are cavities containing macrophages (specialised cells which help to keep the extracellular matrix in order). The interior of the lymph node has two regions: the cortex and the medulla. In the cortex, lymphoid tissue is organized into nodules. In the nodules, T lymphocytes are located in the T cell zone. B lymphocytes are located in the B cell follicle. The primary B cell follicle matures in germinal centers. In the medulla are hematopoietic cells (which contribute to the formation of the blood) and stromal cells. Near the medulla is the hilum of lymph node. This is the place where blood vessels enter and leave the lymph node and lymphatic vessels leave the lymph node. Lymph vessels entering the node do so along the perimeter (outer surface). Function The lymph nodes, the spleen and Peyer's patches, together are known as secondary lymphoid organs. Lymph nodes are found between lymphatic ducts and blood vessels. Afferent lymphatic vessels bring lymph fluid from the peripheral tissues to the lymph nodes. The lymph tissue in the lymph nodes consists of immune cells (95%), for example lymphocytes, and stromal cells (1% to Document 3::: The cell is the basic structural and functional unit of all forms of life. Every cell consists of cytoplasm enclosed within a membrane, and contains many macromolecules such as proteins, DNA and RNA, as well as many small molecules of nutrients and metabolites. The term comes from the Latin word meaning 'small room'. Cells can acquire specified function and carry out various tasks within the cell such as replication, DNA repair, protein synthesis, and motility. Cells are capable of specialization and mobility within the cell. Most plant and animal cells are only visible under a light microscope, with dimensions between 1 and 100 micrometres. Electron microscopy gives a much higher resolution showing greatly detailed cell structure. Organisms can be classified as unicellular (consisting of a single cell such as bacteria) or multicellular (including plants and animals). Most unicellular organisms are classed as microorganisms. The study of cells and how they work has led to many other studies in related areas of biology, including: discovery of DNA, cancer systems biology, aging and developmental biology. Cell biology is the study of cells, which were discovered by Robert Hooke in 1665, who named them for their resemblance to cells inhabited by Christian monks in a monastery. Cell theory, first developed in 1839 by Matthias Jakob Schleiden and Theodor Schwann, states that all organisms are composed of one or more cells, that cells are the fundamental unit of structure and function in all living organisms, and that all cells come from pre-existing cells. Cells emerged on Earth about 4 billion years ago. Discovery With continual improvements made to microscopes over time, magnification technology became advanced enough to discover cells. This discovery is largely attributed to Robert Hooke, and began the scientific study of cells, known as cell biology. When observing a piece of cork under the scope, he was able to see pores. This was shocking at the time as i Document 4::: 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. Where do all cells come from? A. pre-existing cells B. dying cells C. large cells D. busy cells Answer:
sciq-4836	multiple_choice	What is caused when circulating blood puts pressure on the walls of blood vessels?	[ "atherosclerosis", "aneurysm", "high cholesterol", "blood pressure" ]	D		Relavent Documents: Document 0::: Pathophysiology is a study which explains the function of the body as it relates to diseases and conditions. The pathophysiology of hypertension is an area which attempts to explain mechanistically the causes of hypertension, which is a chronic disease characterized by elevation of blood pressure. Hypertension can be classified by cause as either essential (also known as primary or idiopathic) or secondary. About 90–95% of hypertension is essential hypertension. Some authorities define essential hypertension as that which has no known explanation, while others define its cause as being due to overconsumption of sodium and underconsumption of potassium. Secondary hypertension indicates that the hypertension is a result of a specific underlying condition with a well-known mechanism, such as chronic kidney disease, narrowing of the aorta or kidney arteries, or endocrine disorders such as excess aldosterone, cortisol, or catecholamines. Persistent hypertension is a major risk factor for hypertensive heart disease, coronary artery disease, stroke, aortic aneurysm, peripheral artery disease, and chronic kidney disease. Cardiac output and peripheral resistance are the two determinants of arterial pressure. Cardiac output is determined by stroke volume and heart rate; stroke volume is related to myocardial contractility and to the size of the vascular compartment. Peripheral resistance is determined by functional and anatomic changes in small arteries and arterioles. Genetics Single gene mutations can cause Mendelian forms of high blood pressure; ten genes have been identified which cause these monogenic forms of hypertension. These mutations affect blood pressure by altering kidney salt handling. There is greater similarity in blood pressure within families than between families, which indicates a form of inheritance, and this is not due to shared environmental factors. With the aid of genetic analysis techniques, a statistically significant linkage of blood pressure to Document 1::: The blood circulatory system is a system of organs that includes the heart, blood vessels, and blood which is circulated throughout the entire body of a human or other vertebrate. It includes the cardiovascular system, or vascular system, that consists of the heart and blood vessels (from Greek kardia meaning heart, and from Latin vascula meaning vessels). The circulatory system has two divisions, a systemic circulation or circuit, and a pulmonary circulation or circuit. Some sources use the terms cardiovascular system and vascular system interchangeably with the circulatory system. The network of blood vessels are the great vessels of the heart including large elastic arteries, and large veins; other arteries, smaller arterioles, capillaries that join with venules (small veins), and other veins. The circulatory system is closed in vertebrates, which means that the blood never leaves the network of blood vessels. Some invertebrates such as arthropods have an open circulatory system. Diploblasts such as sponges, and comb jellies lack a circulatory system. Blood is a fluid consisting of plasma, red blood cells, white blood cells, and platelets; it is circulated around the body carrying oxygen and nutrients to the tissues and collecting and disposing of waste materials. Circulated nutrients include proteins and minerals and other components include hemoglobin, hormones, and gases such as oxygen and carbon dioxide. These substances provide nourishment, help the immune system to fight diseases, and help maintain homeostasis by stabilizing temperature and natural pH. In vertebrates, the lymphatic system is complementary to the circulatory system. The lymphatic system carries excess plasma (filtered from the circulatory system capillaries as interstitial fluid between cells) away from the body tissues via accessory routes that return excess fluid back to blood circulation as lymph. The lymphatic system is a subsystem that is essential for the functioning of the bloo Document 2::: Vascular remodelling is a process which occurs when an immature heart begins contracting, pushing fluid through the early vasculature. The process typically begins at day 22, and continues to the tenth week of human embryogenesis. This first passage of fluid initiates a signal cascade and cell movement based on physical cues including shear stress and circumferential stress, which is necessary for the remodelling of the vascular network, arterial-venous identity, angiogenesis, and the regulation of genes through mechanotransduction. This embryonic process is necessary for the future stability of the mature vascular network. Vasculogenesis is the initial establishment of the components of the blood vessel network, or vascular tree. This is dictated by genetic factors and has no inherent function other than to lay down the preliminary outline of the circulatory system. Once fluid flow begins, biomechanical and hemodynamic inputs are applied to the system set up by vasculogenesis, and the active remodelling process can begin. Physical cues such as pressure, velocity, flow patterns, and shear stress are known to act on the vascular network in a number of ways, including branching morphogenesis, enlargement of vessels in high-flow areas, angiogenesis, and the development of vein valves. The mechanotransduction of these physical cues to endothelial and smooth muscle cells in the vascular wall can also trigger the promotion or repression of certain genes which are responsible for vasodilation, cell alignment, and other shear stress-mitigating factors. This relationship between genetics and environment is not clearly understood, but researchers are attempting to clarify it by combining reliable genetic techniques, such as genetically-ablated model organisms and tissues, with new technologies developed to measure and track flow patterns, velocity profiles, and pressure fluctuations in vivo. Both in vivo study and modelling are necessary tools to understand this complex pr Document 3::: 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 4::: In biomechanics, the Moens–Korteweg equation models the relationship between wave speed or pulse wave velocity (PWV) and the incremental elastic modulus of the arterial wall or its distensibility. The equation was derived independently by Adriaan Isebree Moens and Diederik Korteweg. It is derived from Newton's second law of motion, using some simplifying assumptions, and reads: The Moens–Korteweg equation states that PWV is proportional to the square root of the incremental elastic modulus, (Einc), of the vessel wall given constant ratio of wall thickness, h, to vessel radius, r, and blood density, ρ, assuming that the artery wall is isotropic and experiences isovolumetric change with pulse pressure. The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What is caused when circulating blood puts pressure on the walls of blood vessels? A. atherosclerosis B. aneurysm C. high cholesterol D. blood pressure Answer:
sciq-4004	multiple_choice	A rise in blood glucose levels triggers the pancreatic release of what hormone?	[ "insulin", "estrogen", "testosterone", "hemoglobin" ]	A		Relavent Documents: Document 0::: The insulin transduction pathway is a biochemical pathway by which insulin increases the uptake of glucose into fat and muscle cells and reduces the synthesis of glucose in the liver and hence is involved in maintaining glucose homeostasis. This pathway is also influenced by fed versus fasting states, stress levels, and a variety of other hormones. When carbohydrates are consumed, digested, and absorbed the pancreas senses the subsequent rise in blood glucose concentration and releases insulin to promote uptake of glucose from the bloodstream. When insulin binds to the insulin receptor, it leads to a cascade of cellular processes that promote the usage or, in some cases, the storage of glucose in the cell. The effects of insulin vary depending on the tissue involved, e.g., insulin is most important in the uptake of glucose by muscle and adipose tissue. This insulin signal transduction pathway is composed of trigger mechanisms (e.g., autophosphorylation mechanisms) that serve as signals throughout the cell. There is also a counter mechanism in the body to stop the secretion of insulin beyond a certain limit. Namely, those counter-regulatory mechanisms are glucagon and epinephrine. The process of the regulation of blood glucose (also known as glucose homeostasis) also exhibits oscillatory behavior. On a pathological basis, this topic is crucial to understanding certain disorders in the body such as diabetes, hyperglycemia and hypoglycemia. Transduction pathway The functioning of a signal transduction pathway is based on extra-cellular signaling that in turn creates a response that causes other subsequent responses, hence creating a chain reaction, or cascade. During the course of signaling, the cell uses each response for accomplishing some kind of a purpose along the way. Insulin secretion mechanism is a common example of signal transduction pathway mechanism. Insulin is produced by the pancreas in a region called Islets of Langerhans. In the islets of Langerha Document 1::: The insulin concentration in blood increases after meals and gradually returns to basal levels during the next 1–2 hours. However, the basal insulin level is not stable. It oscillates with a regular period of 3-6 min. After a meal the amplitude of these oscillations increases but the periodicity remains constant. The oscillations are believed to be important for insulin sensitivity by preventing downregulation of insulin receptors in target cells. Such downregulation underlies insulin resistance, which is common in type 2 diabetes. It would therefore be advantageous to administer insulin to diabetic patients in a manner mimicking the natural oscillations. The insulin oscillations are generated by pulsatile release of the hormone from the pancreas. Insulin originates from beta cells located in the islets of Langerhans. Since each islet contains up to 2000 beta cells and there are one million islets in the pancreas it is apparent that pulsatile secretion requires sophisticated synchronization both within and among the islets of Langerhans. Mechanism Pulsatile insulin secretion from individual beta cells is driven by oscillation of the calcium concentration in the cells. In beta cells lacking contact, the periodicity of these oscillations is rather variable (2-10 min). However, within an islet of Langerhans the oscillations become synchronized by electrical coupling between closely located beta cells that are connected by gap junctions, and the periodicity is more uniform (3-6 min). Pulsatile insulin release from the entire pancreas requires that secretion is synchronized between 1 million islets within a 25 cm long organ. Much like the cardiac pacemaker, the pancreas is connected to cranial nerve 10, and others, but the oscillations are accomplished by intrapancreatic neurons and do not require neural input from the brain. It is not entirely clear which neural factors account for this synchronization but ATP as well as the gasses NO and CO may be involved. The effe Document 2::: Heterocrine glands (or composite glands) are the glands which function as both exocrine gland and endocrine gland. These glands exhibit a unique and diverse secretory function encompassing the release of proteins and non-proteinaceous compounds, endocrine and exocrine secretions into both the bloodstream and ducts respectively, thereby bridging the realms of internal and external communication within the body. This duality allows them to serve crucial roles in regulating various physiological processes and maintaining homeostasis. These include the gonads (testes and ovaries), pancreas and salivary glands. Pancreas releases digestive enzymes into the small intestine via ducts (exocrine) and secretes insulin and glucagon into the bloodstream (endocrine) to regulate blood sugar level. Testes produce sperm, which is released through ducts (exocrine), and they also secrete testosterone into the bloodstream (endocrine). Similarly, ovaries release ova through ducts (exocrine) and produce estrogen and progesterone (endocrine). Salivary glands secrete saliva through ducts to aid in digestion (exocrine) and produce epidermal growth factor and insulin-like growth factor (endocrine). Anatomy Heterocrine glands typically have a complex structure that enables them to produce and release different types of secretions. The two primary components of these glands are: Endocrine component: Heterocrine glands produce hormones, which are chemical messengers that travel through the bloodstream to target organs or tissues. These hormones play a vital role in regulating numerous physiological processes, such as metabolism, growth, and the immune response. Exocrine component: In addition to their endocrine function, heterocrine glands secrete substances directly into ducts or cavities, which can be released through various body openings. These exocrine secretions can include enzymes, mucus, and other substances that aid in digestion, lubrication, or protection. Characteristics and Func Document 3::: Diabetes mellitus (DM) is a type of metabolic disease characterized by hyperglycemia. It is caused by either defected insulin secretion or damaged biological function, or both. The high-level blood glucose for a long time will lead to dysfunction of a variety of tissues. Type 2 diabetes is a progressive condition in which the body becomes resistant to the normal effects of insulin and/or gradually loses the capacity to produce enough insulin in the pancreas. Pre-diabetes means that the blood sugar level is higher than normal but not yet high enough to be type 2 diabetes. Gestational diabetes is a condition in which a woman without diabetes develops high blood sugar levels during pregnancy. Type 2 diabetes mellitus and prediabetes are associated with changes in levels of metabolic markers, these markers could serve as potential prognostic or therapeutic targets for patients with prediabetes or Type 2 diabetes mellitus. Metabolic markers Oxytocin (OXT) Omentin Endothelin-1 Nesfatin-1 Irisin Betatrophin Hepatocyte growth factor (HGF) Fibroblast growth factor -Biomarkers with insulin-sensitizing properties (irisin, omentin, oxytocin) -Biomarkers of metabolic dysfunction (HGF, Nesfatin and Betatrophin) Biomarkers with insulin-sensitizing properties Oxytocin Oxytocin (OXT), a hormone most commonly associated with labor and lactation, may have a wide variety of physiological and pathological functions, which makes Oxytocin and its receptor potential targets for drug therapy. OXT may have positive metabolic effects; this is based on the change in glucose metabolism, lipid profile, and insulin sensitivity. It may modify glucose uptake and insulin sensitivity both through direct and indirect effects. It may also cause regenerative changes in diabetic pancreatic islet cells. So, the activation of the OXT receptor pathway by infusion of OXT, OXT analogues, or OXT agonists may represent a promising approach for the management of obesity and related metabolic d Document 4::: History HxA3 and HxB3 were first identified, named, shown to have biological activity in stimulating insulin secretion in cultured rat pancreatic islets of Langerhans in Canada in 1984 by CR Pace-Asciak and JM Martin. Shortly thereafter, Pace-Asciak identified, named, and showed to have insulin secretagogue activity HxA4 The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. A rise in blood glucose levels triggers the pancreatic release of what hormone? A. insulin B. estrogen C. testosterone D. hemoglobin Answer:
sciq-4813	multiple_choice	While light travels at different speeds in different kinds of matter, the speed of light is constant in what condition?	[ "outer space", "under water", "through glass", "vacuum" ]	D		Relavent Documents: Document 0::: Following is a list of the frequently occurring equations in the theory of special relativity. Postulates of Special Relativity To derive the equations of special relativity, one must start with two other The laws of physics are invariant under transformations between inertial frames. In other words, the laws of physics will be the same whether you are testing them in a frame 'at rest', or a frame moving with a constant velocity relative to the 'rest' frame. The speed of light in a perfect classical vacuum () is measured to be the same by all observers in inertial frames and is, moreover, finite but nonzero. This speed acts as a supremum for the speed of local transmission of information in the universe. In this context, "speed of light" really refers to the speed supremum of information transmission or of the movement of ordinary (nonnegative mass) matter, locally, as in a classical vacuum. Thus, a more accurate description would refer to rather than the speed of light per se. However, light and other massless particles do theoretically travel at under vacuum conditions and experiment has nonfalsified this notion with fairly high precision. Regardless of whether light itself does travel at , though does act as such a supremum, and that is the assumption which matters for Relativity. From these two postulates, all of special relativity follows. In the following, the relative velocity v between two inertial frames is restricted fully to the x-direction, of a Cartesian coordinate system. Kinematics Lorentz transformation The following notations are used very often in special relativity: Lorentz factor where and v is the relative velocity between two inertial frames. For two frames at rest, γ = 1, and increases with relative velocity between the two inertial frames. As the relative velocity approaches the speed of light, γ → ∞. Time dilation (different times t and t''' at the same position x in same inertial frame) {\| class="toccolours collapsible Document 1::: A variable speed of light (VSL) is a feature of a family of hypotheses stating that the speed of light may in some way not be constant, for example, that it varies in space or time, or depending on frequency. Accepted classical theories of physics, and in particular general relativity, predict a constant speed of light in any local frame of reference and in some situations these predict apparent variations of the speed of light depending on frame of reference, but this article does not refer to this as a variable speed of light. Various alternative theories of gravitation and cosmology, many of them non-mainstream, incorporate variations in the local speed of light. Attempts to incorporate a variable speed of light into physics were made by Robert Dicke in 1957, and by several researchers starting from the late 1980s. VSL should not be confused with faster than light theories, its dependence on a medium's refractive index or its measurement in a remote observer's frame of reference in a gravitational potential. In this context, the "speed of light" refers to the limiting speed c of the theory rather than to the velocity of propagation of photons. Historical proposals Background Einstein's equivalence principle, on which general relativity is founded, requires that in any local, freely falling reference frame, the speed of light is always the same. This leaves open the possibility, however, that an inertial observer inferring the apparent speed of light in a distant region might calculate a different value. Spatial variation of the speed of light in a gravitational potential as measured against a distant observer's time reference is implicitly present in general relativity. The apparent speed of light will change in a gravity field and, in particular, go to zero at an event horizon as viewed by a distant observer. In deriving the gravitational redshift due to a spherically-symmetric massive body, a radial speed of light dr/dt can be defined in Schwarzschild coord Document 2::: The invariant speed or observer invariant speed is a speed which is measured to be the same in all reference frames by all observers. The invariance of the speed of light is one of the postulates of special relativity, and the terms speed of light and invariant speed are often considered synonymous. In non-relativistic classical mechanics, or Newtonian mechanics, finite invariant speed does not exist (the only invariant speed predicted by Newtonian mechanics is infinity). See also Variable speed of light Red Queen's race Minkowski diagram Speed of gravity Document 3::: When using the term "the speed of light" it is sometimes necessary to make the distinction between its one-way speed and its two-way speed. The "one-way" speed of light, from a source to a detector, cannot be measured independently of a convention as to how to synchronize the clocks at the source and the detector. What can however be experimentally measured is the round-trip speed (or "two-way" speed of light) from the source to a mirror (or other method of reflection) and back again to detector. Albert Einstein chose a synchronization convention (see Einstein synchronization) that made the one-way speed equal to the two-way speed. The constancy of the one-way speed in any given inertial frame is the basis of his special theory of relativity, although all experimentally verifiable predictions of this theory do not depend on that convention. Experiments that attempt to directly probe the one-way speed of light independent of synchronization have been proposed, but none have succeeded in doing so. Those experiments directly establish that synchronization with slow clock-transport is equivalent to Einstein synchronization, which is an important feature of special relativity. However, those experiments cannot directly establish the isotropy of the one-way speed of light since it has been shown that slow clock-transport, the laws of motion, and the way inertial reference frames are defined already involve the assumption of isotropic one-way speeds and thus, are equally conventional. In general, it was shown that these experiments are consistent with anisotropic one-way light speed as long as the two-way light speed is isotropic. The "speed of light" in this article refers to the speed of all electromagnetic radiation in vacuum. The two-way speed The two-way speed of light is the average speed of light from one point, such as a source, to a mirror and back again. Because the light starts and finishes in the same place, only one clock is needed to measure the total ti Document 4::: Space travel under constant acceleration is a hypothetical method of space travel that involves the use of a propulsion system that generates a constant acceleration rather than the short, impulsive thrusts produced by traditional chemical rockets. For the first half of the journey the propulsion system would constantly accelerate the spacecraft toward its destination, and for the second half of the journey it would constantly decelerate the spaceship. Constant acceleration could be used to achieve relativistic speeds, making it a potential means of achieving human interstellar travel. This mode of travel has yet to be used in practice. Constant-acceleration drives Constant acceleration has two main advantages: It is the fastest form of interplanetary and interstellar travel. It creates its own artificial gravity, potentially sparing passengers from the effects of microgravity. Constant thrust versus constant acceleration Constant-thrust and constant-acceleration trajectories both involve a spacecraft firing its engine continuously. In a constant-thrust trajectory, the vehicle's acceleration increases during thrusting period, since the use of fuel decreases the vehicle mass. If, instead of constant thrust, the vehicle has constant acceleration, the engine thrust decreases during the journey. The spacecraft must flip its orientation halfway through the journey and decelerate the rest of the way, if it is required to rendezvous with its destination (as opposed to a flyby). Interstellar travel A spaceship using significant constant acceleration will approach the speed of light over interstellar distances, so special relativity effects including time dilation (the difference in time flow between ship time and local time) become important. Expressions for covered distance and elapsed time The distance traveled, under constant proper acceleration, from the point of view of Earth as a function of the traveler's time is expressed by the coordinate distance x The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. While light travels at different speeds in different kinds of matter, the speed of light is constant in what condition? A. outer space B. under water C. through glass D. vacuum Answer:
sciq-10711	multiple_choice	What kind of charge do iconic compounds have?	[ "net positive charge", "net negative charge", "white neutral charge", "net neutral charge" ]	D		Relavent Documents: Document 0::: The electric dipole moment is a measure of the separation of positive and negative electrical charges within a system, that is, a measure of the system's overall polarity. The SI unit for electric dipole moment is the coulomb-meter (C⋅m). The debye (D) is another unit of measurement used in atomic physics and chemistry. Theoretically, an electric dipole is defined by the first-order term of the multipole expansion; it consists of two equal and opposite charges that are infinitesimally close together, although real dipoles have separated charge. Elementary definition Often in physics the dimensions of a massive object can be ignored and can be treated as a pointlike object, i.e. a point particle. Point particles with electric charge are referred to as point charges. Two point charges, one with charge and the other one with charge separated by a distance , constitute an electric dipole (a simple case of an electric multipole). For this case, the electric dipole moment has a magnitude and is directed from the negative charge to the positive one. Some authors may split in half and use since this quantity is the distance between either charge and the center of the dipole, leading to a factor of two in the definition. A stronger mathematical definition is to use vector algebra, since a quantity with magnitude and direction, like the dipole moment of two point charges, can be expressed in vector form where is the displacement vector pointing from the negative charge to the positive charge. The electric dipole moment vector also points from the negative charge to the positive charge. With this definition the dipole direction tends to align itself with an external electric field (and note that the electric flux lines produced by the charges of the dipole itself, which point from positive charge to negative charge then tend to oppose the flux lines of the external field). Note that this sign convention is used in physics, while the opposite sign convention for th Document 1::: 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 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::: In chemistry, the Bates–Guggenheim Convention refers to a conventional method based on the Debye–Hückel theory to determine pH standard values. 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 kind of charge do iconic compounds have? A. net positive charge B. net negative charge C. white neutral charge D. net neutral charge Answer:
sciq-9211	multiple_choice	How is the energy of an atomic orbital affected as the principal quantum number increases?	[ "It triples", "it increases", "it decreases", "It doubles" ]	B		Relavent Documents: Document 0::: Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas. Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well. Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in Document 1::: In quantum mechanics, the principal quantum number (symbolized n) is one of four quantum numbers assigned to each electron in an atom to describe that electron's state. Its values are natural numbers (from 1) making it a discrete variable. Apart from the principal quantum number, the other quantum numbers for bound electrons are the azimuthal quantum number ℓ, the magnetic quantum number ml, and the spin quantum number s. Overview and history As n increases, the electron is also at a higher energy and is, therefore, less tightly bound to the nucleus. For higher n the electron is farther from the nucleus, on average. For each value of n there are n accepted ℓ (azimuthal) values ranging from 0 to n − 1 inclusively, hence higher-n electron states are more numerous. Accounting for two states of spin, each n-shell can accommodate up to 2n2 electrons. In a simplistic one-electron model described below, the total energy of an electron is a negative inverse quadratic function of the principal quantum number n, leading to degenerate energy levels for each n > 1. In more complex systems—those having forces other than the nucleus–electron Coulomb force—these levels split. For multielectron atoms this splitting results in "subshells" parametrized by ℓ. Description of energy levels based on n alone gradually becomes inadequate for atomic numbers starting from 5 (boron) and fails completely on potassium (Z = 19) and afterwards. The principal quantum number was first created for use in the semiclassical Bohr model of the atom, distinguishing between different energy levels. With the development of modern quantum mechanics, the simple Bohr model was replaced with a more complex theory of atomic orbitals. However, the modern theory still requires the principal quantum number. Derivation There is a set of quantum numbers associated with the energy states of the atom. The four quantum numbers n, ℓ, m, and s specify the complete and unique quantum state of a single electron in a Document 2::: In quantum mechanics, the azimuthal quantum number is a quantum number for an atomic orbital that determines its orbital angular momentum and describes the shape of the orbital. The azimuthal quantum number is the second of a set of quantum numbers that describe the unique quantum state of an electron (the others being the principal quantum number , the magnetic quantum number , and the spin quantum number ). It is also known as the orbital angular momentum quantum number, orbital quantum number, subsidiary quantum number, or second quantum number, and is symbolized as (pronounced ell). Derivation Connected with the energy states of the atom's electrons are four quantum numbers: n, ℓ, mℓ, and ms. These specify the complete, unique quantum state of a single electron in an atom, and make up its wavefunction or orbital. When solving to obtain the wave function, the Schrödinger equation reduces to three equations that lead to the first three quantum numbers. Therefore, the equations for the first three quantum numbers are all interrelated. The azimuthal quantum number arose in the solution of the polar part of the wave equation as shown below , reliant on the spherical coordinate system, which generally works best with models having some glimpse of spherical symmetry. An atomic electron's angular momentum, , is related to its quantum number by the following equation: where is the reduced Planck's constant, is the orbital angular momentum operator and is the wavefunction of the electron. The quantum number is always a non-negative integer: 0, 1, 2, 3, etc. has no real meaning except in its use as the angular momentum operator. When referring to angular momentum, it is better to simply use the quantum number . Atomic orbitals have distinctive shapes denoted by letters. In the illustration, the letters s, p, and d (a convention originating in spectroscopy) describe the shape of the atomic orbital. Their wavefunctions take the form of spherical harmonics, and Document 3::: In atomic physics, a magnetic quantum number is a quantum number used to distinguish quantum states of an electron or other particle according to its angular momentum along a given axis in space. The orbital magnetic quantum number ( or ) distinguishes the orbitals available within a given subshell of an atom. It specifies the component of the orbital angular momentum that lies along a given axis, conventionally called the z-axis, so it describes the orientation of the orbital in space. The spin magnetic quantum number specifies the z-axis component of the spin angular momentum for a particle having spin quantum number . For an electron, is , and is either + or −, often called "spin-up" and "spin-down", or α and β. The term magnetic in the name refers to the magnetic dipole moment associated with each type of angular momentum, so states having different magnetic quantum numbers shift in energy in a magnetic field according to the Zeeman effect. The four quantum numbers conventionally used to describe the quantum state of an electron in an atom are the principal quantum number n, the azimuthal (orbital) quantum number , and the magnetic quantum numbers and . Electrons in a given subshell of an atom (such as s, p, d, or f) are defined by values of (0, 1, 2, or 3). The orbital magnetic quantum number takes integer values in the range from to , including zero. Thus the s, p, d, and f subshells contain 1, 3, 5, and 7 orbitals each, with values of within the ranges 0, ±1, ±2, ±3 respectively. Each of these orbitals can accommodate up to two electrons (with opposite spins), forming the basis of the periodic table. Other magnetic quantum numbers are similarly defined, such as for the z-axis component the total electronic angular momentum , and for the nuclear spin . Magnetic quantum numbers are capitalized to indicate totals for a system of particles, such as or for the total z-axis orbital angular momentum of all the electrons in an atom. Derivation There i Document 4::: In atomic theory and quantum mechanics, an atomic orbital () is a function describing the location and wave-like behavior of an electron in an atom. This function can be used to calculate the probability of finding any electron of an atom in any specific region around the atom's nucleus. The term atomic orbital may also refer to the physical region or space where the electron can be calculated to be present, as predicted by the particular mathematical form of the orbital. Each orbital in an atom is characterized by a set of values of the three quantum numbers , , and , which respectively correspond to the electron's energy, its angular momentum, and an angular momentum vector component (magnetic quantum number). As an alternative to the magnetic quantum number, the orbitals are often labeled by the associated harmonic polynomials (e.g., xy, ). Each such orbital can be occupied by a maximum of two electrons, each with its own projection of spin . The simple names s orbital, p orbital, d orbital, and f orbital refer to orbitals with angular momentum quantum number and respectively. These names, together with the value of , are used to describe the electron configurations of atoms. They are derived from the description by early spectroscopists of certain series of alkali metal spectroscopic lines as sharp, principal, diffuse, and fundamental. Orbitals for > 3 continue alphabetically (g, h, i, k, ...), omitting j because some languages do not distinguish between the letters "i" and "j". Atomic orbitals are the basic building blocks of the atomic orbital model (or electron cloud or wave mechanics model), a modern framework for visualizing the submicroscopic behavior of electrons in matter. In this model the electron cloud of an atom may be seen as being built up (in approximation) in an electron configuration that is a product of simpler hydrogen-like atomic orbitals. The repeating periodicity of blocks of 2, 6, 10, and 14 elements within sections of the periodic ta The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. How is the energy of an atomic orbital affected as the principal quantum number increases? A. It triples B. it increases C. it decreases D. It doubles Answer:
ai2_arc-801	multiple_choice	Which of the following statements best explains why the tilt of Earth on its axis causes summer to be warmer than winter in the Northern Hemisphere?	[ "The warm ocean currents flow from the tropics to the Northern Hemisphere in the summer.", "The rays of the Sun strike the Northern Hemisphere more directly in the summer.", "The greenhouse effect increases in the Northern Hemisphere in the summer.", "The Northern Hemisphere is closer to the Sun in the summer." ]	B		Relavent Documents: Document 0::: Sun path, sometimes also called day arc, refers to the daily and seasonal arc-like path that the Sun appears to follow across the sky as the Earth rotates and orbits the Sun. The Sun's path affects the length of daytime experienced and amount of daylight received along a certain latitude during a given season. The relative position of the Sun is a major factor in the heat gain of buildings and in the performance of solar energy systems. Accurate location-specific knowledge of sun path and climatic conditions is essential for economic decisions about solar collector area, orientation, landscaping, summer shading, and the cost-effective use of solar trackers. Angles Effect of the Earth's axial tilt Sun paths at any latitude and any time of the year can be determined from basic geometry. The Earth's axis of rotation tilts about 23.5 degrees, relative to the plane of Earth's orbit around the Sun. As the Earth orbits the Sun, this creates the 47° declination difference between the solstice sun paths, as well as the hemisphere-specific difference between summer and winter. In the Northern Hemisphere, the winter sun (November, December, January) rises in the southeast, transits the celestial meridian at a low angle in the south (more than 43° above the southern horizon in the tropics), and then sets in the southwest. It is on the south (equator) side of the house all day long. A vertical window facing south (equator side) is effective for capturing solar thermal energy. For comparison, the winter sun in the Southern Hemisphere (May, June, July) rises in the northeast, peaks out at a low angle in the north (more than halfway up from the horizon in the tropics), and then sets in the northwest. There, the north-facing window would let in plenty of solar thermal energy to the house. In the Northern Hemisphere in summer (May, June, July), the Sun rises in the northeast, peaks out slightly south of overhead point (lower in the south at higher latitude), and then sets in t Document 1::: The Hadley cell, also known as the Hadley circulation, is a global-scale tropical atmospheric circulation that features air rising near the equator, flowing poleward near the tropopause at a height of above the Earth's surface, cooling and descending in the subtropics at around 25 degrees latitude, and then returning equatorward near the surface. It is a thermally direct circulation within the troposphere that emerges due to differences in insolation and heating between the tropics and the subtropics. On a yearly average, the circulation is characterized by a circulation cell on each side of the equator. The Southern Hemisphere Hadley cell is slightly stronger on average than its northern counterpart, extending slightly beyond the equator into the Northern Hemisphere. During the summer and winter months, the Hadley circulation is dominated by a single, cross-equatorial cell with air rising in the summer hemisphere and sinking in the winter hemisphere. Analogous circulations may occur in extraterrestrial atmospheres, such as on Venus and Mars. Global climate is greatly influenced by the structure and behavior of the Hadley circulation. The prevailing trade winds are a manifestation of the lower branches of the Hadley circulation, converging air and moisture in the tropics to form the Intertropical Convergence Zone (ITCZ) where the Earth's heaviest rains are located. Shifts in the ITCZ associated with the seasonal variability of the Hadley circulation cause monsoons. The sinking branches of the Hadley cells give rise to the oceanic subtropical ridges and suppress rainfall; many of the Earth's deserts and arid regions are located in the subtropics coincident with the position of the sinking branches. The Hadley circulation is also a key mechanism for the meridional transport of heat, angular momentum, and moisture, contributing to the subtropical jet stream, the moist tropics, and maintaining a global thermal equilibrium. The Hadley circulation is named after George Document 2::: Solar rotation varies with latitude. The Sun is not a solid body, but is composed of a gaseous plasma. Different latitudes rotate at different periods. The source of this differential rotation is an area of current research in solar astronomy. The rate of surface rotation is observed to be the fastest at the equator (latitude ) and to decrease as latitude increases. The solar rotation period is 24.47 days at the equator and almost 38 days at the poles. The average rotation is 28 days. Current Carrington Rotation: CR [] Surface rotation as an equation The differential rotation rate is usually described by the equation: where is the angular velocity in degrees per day, is the solar latitude, A is angular velocity at the equator, and B, C are constants controlling the decrease in velocity with increasing latitude. The values of A, B, and C differ depending on the techniques used to make the measurement, as well as the time period studied. A current set of accepted average values is: A= 14.713 ± 0.0491 °/day B= −2.396 ± 0.188 °/day C= −1.787 ± 0.253 °/day Sidereal rotation At the equator, the solar rotation period is 24.47 days. This is called the sidereal rotation period, and should not be confused with the synodic rotation period of 26.24 days, which is the time for a fixed feature on the Sun to rotate to the same apparent position as viewed from Earth (the earth's orbital rotation is in the same direction as the sun's rotation). The synodic period is longer because the Sun must rotate for a sidereal period plus an extra amount due to the orbital motion of Earth around the Sun. Note that astrophysical literature does not typically use the equatorial rotation period, but instead often uses the definition of a Carrington rotation: a synodic rotation period of 27.2753 days or a sidereal period of 25.38 days. This chosen period roughly corresponds to the prograde rotation at a latitude of 26° north or south, which is consistent with the typical latitude of sunspot Document 3::: The orientation of a building refers to the direction in which it is constructed and laid out, taking account of its planned purpose and ease of use for its occupants, its relation to the path of the sun and other aspects of its environment. Within church architecture, orientation is an arrangement by which the point of main interest in the interior is towards the east (). The east end is where the altar is placed, often within an apse. The façade and main entrance are accordingly at the west end. The opposite arrangement, in which the church is entered from the east and the sanctuary is at the other end, is called occidentation. Since the eighth century most churches are oriented. Hence, even in the many churches where the altar end is not actually to the east, terms such as "east end", "west door", "north aisle" are commonly used as if the church were oriented, treating the altar end as the liturgical east. History The first Christians faced east when praying, likely an outgrowth of the ancient Jewish custom of praying in the direction of the Holy Temple in Jerusalem. Due to this established custom, Tertullian says some non-Christians thought they worshipped the sun. Origen says: "The fact that [...] of all the quarters of the heavens, the east is the only direction we turn to when we pour out prayer, the reasons for this, I think, are not easily discovered by anyone." Later on, various Church Fathers advanced mystical reasons for the custom. One such explanation is that Christ's Second Coming was expected to be from the east: "For as the lightning comes from the east and shines as far as the west, so will be the coming of the Son of Man". At first, the orientation of the building in which Christians met was unimportant, but after the legalization of the religion in the fourth century, customs developed in this regard. These differed in Eastern and Western Christianity. The Apostolic Constitutions, a work of Eastern Christianity written between 375 and 380 Document 4::: The geomagnetic poles are antipodal points where the axis of a best-fitting dipole intersects the surface of Earth. This theoretical dipole is equivalent to a powerful bar magnet at the center of Earth, and comes closer than any other point dipole model to describing the magnetic field observed at Earth's surface. In contrast, the magnetic poles of the actual Earth are not antipodal; that is, the line on which they lie does not pass through Earth's center. Owing to motion of fluid in the Earth's outer core, the actual magnetic poles are constantly moving (secular variation). However, over thousands of years, their direction averages to the Earth's rotation axis. On the order of once every half a million years, the poles reverse (i.e., north switches place with south) although the time frame of this switching can be anywhere from every 10 thousand years to every 50 million years. The poles also swing in an oval of around in diameter daily due to solar wind deflecting the magnetic field. Although the geomagnetic pole is only theoretical and cannot be located directly, it arguably is of more practical relevance than the magnetic (dip) pole. This is because the poles describe a great deal about the Earth's magnetic field, determining for example where auroras can be observed. The dipole model of the Earth's magnetic field consists of the location of geomagnetic poles and the dipole moment, which describes the strength of the field. Definition As a first-order approximation, the Earth's magnetic field can be modeled as a simple dipole (like a bar magnet), tilted about 9.6° with respect to the Earth's rotation axis (which defines the Geographic North and Geographic South Poles) and centered at the Earth's center. The North and South Geomagnetic Poles are the antipodal points where the axis of this theoretical dipole intersects the Earth's surface. Thus, unlike the actual magnetic poles, the geomagnetic poles always have an equal degree of latitude and supplementary de The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Which of the following statements best explains why the tilt of Earth on its axis causes summer to be warmer than winter in the Northern Hemisphere? A. The warm ocean currents flow from the tropics to the Northern Hemisphere in the summer. B. The rays of the Sun strike the Northern Hemisphere more directly in the summer. C. The greenhouse effect increases in the Northern Hemisphere in the summer. D. The Northern Hemisphere is closer to the Sun in the summer. Answer:
sciq-3615	multiple_choice	What prevents soil erosion on a hillside that is being farmed?	[ "irrigation", "no-till farming", "slash-and-burn", "terracing" ]	D		Relavent Documents: Document 0::: Soil conservation is the prevention of loss of the topmost layer of the soil from erosion or prevention of reduced fertility caused by over usage, acidification, salinization or other chemical soil contamination. Slash-and-burn and other unsustainable methods of subsistence farming are practiced in some lesser developed areas. A consequence of deforestation is typically large-scale erosion, loss of soil nutrients and sometimes total desertification. Techniques for improved soil conservation include crop rotation, cover crops, conservation tillage and planted windbreaks, affect both erosion and fertility. When plants die, they decay and become part of the soil. Code 330 defines standard methods recommended by the U.S. Natural Resources Conservation Service. Farmers have practiced soil conservation for millennia. In Europe, policies such as the Common Agricultural Policy are targeting the application of best management practices such as reduced tillage, winter cover crops, plant residues and grass margins in order to better address soil conservation. Political and economic action is further required to solve the erosion problem. A simple governance hurdle concerns how we value the land and this can be changed by cultural adaptation. Soil carbon is a carbon sink, playing a role in climate change mitigation. Contour ploughing Contour ploughing orients furrows following the contour lines of the farmed area. Furrows move left and right to maintain a constant altitude, which reduces runoff. Contour plowing was practiced by the ancient Phoenicians for slopes between two and ten percent. Contour plowing can increase crop yields from 10 to 50 percent, partially as a result of greater soil retention. Terrace farming Terracing is the practice of creating nearly level areas in a hillside area. The terraces form a series of steps each at a higher level than the previous. Terraces are protected from erosion by other soil barriers. Terraced farming is more common on small far Document 1::: Tillage erosion is a form of soil erosion occurring in cultivated fields due to the movement of soil by tillage. There is growing evidence that tillage erosion is a major soil erosion process in agricultural lands, surpassing water and wind erosion in many fields all around the world, especially on sloping and hilly lands A signature spatial pattern of soil erosion shown in many water erosion handbooks and pamphlets, the eroded hilltops, is actually caused by tillage erosion as water erosion mainly causes soil losses in the midslope and lowerslope segments of a slope, not the hilltops. Tillage erosion results in soil degradation, which can lead to significant reduction in crop yield and, therefore, economic losses for the farm. Physical process Conceptually, the process of tillage erosion (ETi) can be described as a function of tillage erosivity (ET) and landscape erodibility (EL): ETi = f(ET, EL) Tillage erosivity (ET) is defined as the propensity of a tillage operation, or a sequence of operations, to erode soil and is affected by the design and operation of the tillage implement (e.g., the size, arrangement and shape of tillage tools, tillage speed and depth). Landscape erodibility (EL) is defined as the propensity of a landscape to be eroded by tillage and is affected by the landscape topography (e.g., slope gradient and slope curvature) and soil properties (e.g., texture, structure, bulk density and soil moisture content). Tillage erosion occurs as a result of changes in tillage translocation (soil movement by tillage) across the field. Tillage translocation is expressed as a linear function of slope gradient (θ) and slope curvature (φ): TM = α + β θ + γ φ where TM is tillage translocation; α is the tillage translocation on flat soil surface; β and γ are coefficients which describe the additional translocation resulting from slope gradient and slope curvature, respectively. Tillage erosion, which is the net tillage translocation, is then calculated as: Document 2::: The Géotechnique lecture is an biennial lecture on the topic of soil mechanics, organised by the British Geotechnical Association named after its major scientific journal Géotechnique. This should not be confused with the annual BGA Rankine Lecture. List of Géotechnique Lecturers See also Named lectures Rankine Lecture Terzaghi Lecture External links ICE Géotechnique journal British Geotechnical Association Document 3::: 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::: 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 prevents soil erosion on a hillside that is being farmed? A. irrigation B. no-till farming C. slash-and-burn D. terracing Answer:
sciq-2990	multiple_choice	What are the gas giants mostly made of .	[ "hydrogen and carbon", "nitrogen and helium", "hydrogen and helium", "calcium and helium" ]	C		Relavent Documents: Document 0::: The abundance of the chemical elements is a measure of the occurrence of the chemical elements relative to all other elements in a given environment. Abundance is measured in one of three ways: by mass fraction (in commercial contexts often called weight fraction), by mole fraction (fraction of atoms by numerical count, or sometimes fraction of molecules in gases), or by volume fraction. Volume fraction is a common abundance measure in mixed gases such as planetary atmospheres, and is similar in value to molecular mole fraction for gas mixtures at relatively low densities and pressures, and ideal gas mixtures. Most abundance values in this article are given as mass fractions. For example, the abundance of oxygen in pure water can be measured in two ways: the mass fraction is about 89%, because that is the fraction of water's mass which is oxygen. However, the mole fraction is about 33% because only 1 atom of 3 in water, H2O, is oxygen. As another example, looking at the mass fraction abundance of hydrogen and helium in both the Universe as a whole and in the atmospheres of gas-giant planets such as Jupiter, it is 74% for hydrogen and 23–25% for helium; while the (atomic) mole fraction for hydrogen is 92%, and for helium is 8%, in these environments. Changing the given environment to Jupiter's outer atmosphere, where hydrogen is diatomic while helium is not, changes the molecular mole fraction (fraction of total gas molecules), as well as the fraction of atmosphere by volume, of hydrogen to about 86%, and of helium to 13%. The abundance of chemical elements in the universe is dominated by the large amounts of hydrogen and helium which were produced during the Big Bang. Remaining elements, making up only about 2% of the universe, were largely produced by supernovae and certain red giant stars. Lithium, beryllium, and boron, despite their low atomic number, are rare because, although they are produced by nuclear fusion, they are destroyed by other reactions in the st Document 1::: Volatiles are the group of chemical elements and chemical compounds that can be readily vaporized. In contrast with volatiles, elements and compounds that are not readily vaporized are known as refractory substances. On planet Earth, the term 'volatiles' often refers to the volatile components of magma. In astrogeology volatiles are investigated in the crust or atmosphere of a planet or moon. Volatiles include nitrogen, carbon dioxide, ammonia, hydrogen, methane, sulfur dioxide, water and others. Planetary science Planetary scientists often classify volatiles with exceptionally low melting points, such as hydrogen and helium, as gases, whereas those volatiles with melting points above about 100 K (–173 °C, –280 °F) are referred to as ices. The terms "gas" and "ice" in this context can apply to compounds that may be solids, liquids or gases. Thus, Jupiter and Saturn are gas giants, and Uranus and Neptune are ice giants, even though the vast majority of the "gas" and "ice" in their interiors is a hot, highly dense fluid that gets denser as the center of the planet is approached. Inside of Jupiter's orbit, cometary activity is driven by the sublimation of water ice. Supervolatiles such as CO and CO2 have generated cometary activity as far out as . Igneous petrology In igneous petrology the term more specifically refers to the volatile components of magma (mostly water vapor and carbon dioxide) that affect the appearance and explosivity of volcanoes. Volatiles in a magma with a high viscosity, generally felsic with a higher silica (SiO2) content, tend to produce eruptions that are explosive eruption. Volatiles in a magma with a low viscosity, generally mafic with a lower silica content, tend to vent as effusive eruption and can give rise to a lava fountain. Volatiles in magma Some volcanic eruptions are explosive because of the mixing between water and magma reaching the surface, which releases energy suddenly. However, in some cases, the eruption is caused by vola Document 2::: A gas torus is a toroidal cloud of gas or plasma that encircles a planet. In the Solar System, gas tori tend to be produced by the interaction of a satellite's atmosphere with the magnetic field of a planet. The most famous example of this is the Io plasma torus, which is produced by the ionization of roughly 1 ton per second of oxygen and sulfur from the tenuous atmosphere of Jupiter's volcanic moon Io. Before being ionized, these particles are part of a neutral torus, also centered on the orbit of Io. Energetic particle observations also suggest the presence of a neutral torus around the orbit of Jupiter's moon Europa although such a torus would be merged with the outer portions of an Io torus. Other examples include the largely neutral torus of oxygen and hydrogen produced by Saturn's moon Enceladus. The Enceladus and Io tori differ in that particles in the Io torus are predominantly ionized while in the Enceladus torus, the neutral density is much greater than the ion density. After the Voyager encounters, the possibility of a torus of nitrogen produced by Saturn's moon Titan was proposed. Subsequent observations by the Cassini spacecraft showed no clear evidence of such a torus. While neutral nitrogen could not be measured, the ions near the orbit of Titan were primarily hydrogen or water group (O+, OH+, H2O+ and H3O+) from the Enceladus torus. Trace amounts of nitrogen ions were detected but at levels consistent with an Enceladus source. A fictional gas torus is the setting for Larry Niven's novels The Integral Trees and The Smoke Ring, in which a gas giant in orbit around a neutron star generates a gas torus of sufficient density and free oxygen to support life (including humans). External links Life in a gas torus around a neutron star worldbuilding.stackexchange.com Gas torus academic.microsoft.com Notes Astrophysics Document 3::: An asteroid spectral type is assigned to asteroids based on their reflectance spectrum, color, and sometimes albedo. These types are thought to correspond to an asteroid's surface composition. For small bodies that are not internally differentiated, the surface and internal compositions are presumably similar, while large bodies such as Ceres and Vesta are known to have internal structure. Over the years, there has been a number of surveys that resulted in a set of different taxonomic systems such as the Tholen, SMASS and Bus–DeMeo classifications. Taxonomic systems In 1975, astronomers Clark R. Chapman, David Morrison, and Ben Zellner developed a simple taxonomic system for asteroids based on color, albedo, and spectral shape. The three categories were labelled "C" for dark carbonaceous objects, "S" for stony (silicaceous) objects, and "U" for those that did not fit into either C or S. This basic division of asteroid spectra has since been expanded and clarified. A number of classification schemes are currently in existence, and while they strive to retain some mutual consistency, quite a few asteroids are sorted into different classes depending on the particular scheme. This is due to the use of different criteria for each approach. The two most widely used classifications are described below: Overview of Tholen and SMASS S3OS2 classification The Small Solar System Objects Spectroscopic Survey (S3OS2 or S3OS2, also known as the Lazzaro classification) observed 820 asteroids, using the former ESO 1.52-metre telescope at La Silla Observatory during 1996–2001. This survey applied both the Tholen and Bus–Binzel (SMASS) taxonomy to the observed objects, many of which had previously not been classified. For the Tholen-like classification, the survey introduced a new "Caa-type", which shows a broad absorption band associated indicating an aqueous alteration of the body's surface. The Caa class corresponds to Tholen's C-type and to the SMASS hydrated Ch-type (inclu Document 4::: Stellar molecules are molecules that exist or form in stars. Such formations can take place when the temperature is low enough for molecules to form – typically around 6000 K or cooler. Otherwise the stellar matter is restricted to atoms (chemical elements) in the forms of gas or – at very high temperatures – plasma. Background Matter is made up by atoms (formed by protons and other subatomic particles). When the environment is right, atoms can join together and form molecules, which give rise to most materials studied in materials science. But certain environments, such as high temperatures, don't allow atoms to form molecules. Stars have very high temperatures, primarily in their interior, and therefore there are few molecules formed in stars. For this reason, a typical chemist (who studies atoms and molecules) would not have much to study in a star, so stars are better explained by astrophysicists or astrochemists. However, low abundance of molecules in stars is not equated with no molecules at all. By the mid-18th century, scientists surmised that the source of the Sun's light was incandescence, rather than combustion. Evidence and research Although the Sun is a star, its photosphere has a low enough temperature of , and therefore molecules can form. Water has been found on the Sun, and there is evidence of H2 in white dwarf stellar atmospheres. Cooler stars include absorption band spectra that are characteristic of molecules. Similar absorption bands are found in sun spots which are cooler areas on the Sun. Molecules found in the Sun include MgH, CaH, FeH, CrH, NaH, OH, SiH, VO, and TiO. Others include CN CH, MgF, NH, C2, SrF, zirconium monoxide, YO, ScO, BH. Stars of most types can contain molecules, even the Ap category of A class stars. Only the hottest O, B and A class stars have no detectable molecules. Also carbon rich white dwarfs, even though very hot, have spectral lines of C2 and CH. Laboratory measurements Measurements of simple molecules t The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What are the gas giants mostly made of . A. hydrogen and carbon B. nitrogen and helium C. hydrogen and helium D. calcium and helium Answer:
sciq-5996	multiple_choice	The leaf chameleon (brookesia micra) was discovered in northern madagascar in 2012. at just over one inch long, it is what?	[ "largest chameleon", "smallest known chameleon", "first known chameleon", "hottest known chameleon" ]	B		Relavent Documents: Document 0::: Deborah M. Gordon (born December 30, 1955) is a biologist, appointed as a professor in the Department of Biology at Stanford University. Major research Gordon studies ant colony behavior and ecology, with a particular focus on red harvester ants. She focuses on the developing behavior of colonies, even as individual ants change functions within their own lifetimes. Gordon's fieldwork includes a long-term study of ant colonies in Arizona. She is the author of numerous articles and papers as well as the book Ants at Work for the general public, and she was profiled in The New York Times Magazine in 1999. In 2012, she found that the foraging behavior of red harvester ants matches the TCP congestion control algorithm. Education Gordon received a Ph.D. in zoology from Duke in 1983, an M.Sc. in Biology from Stanford in 1977 and a bachelor's degree from Oberlin College, where she majored in French. She was a junior fellow of the Harvard Society of Fellows. Awards and recognition In 1993, Gordon was named a Stanford MacNamara Fellow. In 1995 Gordon received an award for teaching excellence from the Phi Beta Kappa Northern California Association. In 2001 Gordon was awarded a Guggenheim fellowship from the John Simon Guggenheim Memorial Foundation. In 2003, Gordon was invited to speak at a TED conference. She is also an adviser to the Microbes Mind Forum. Bibliography Document 1::: Donald Ray Davis (born Oklahoma City, 28 March 1934) is an American entomologist, specializing in Lepidoptera. Biography In 1956 Davis earned his bachelor's degree in Entomology at the University of Kansas. He received his Ph.D. at Cornell University in 1962. Since 1961 Davis has been a research entomologist in microlepidoptera for the Smithsonian Institution. The Lepidopterists' Society awarded him its Karl Jordan Medal in 1977 for his work on the Prodoxidae. Document 2::: John R. Stinchcombe (born 1974) is an American and Canadian ecological geneticist who is a professor of ecology and evolutionary biology at the University of Toronto. His research is on the ecology of natural selection, and the role of genetics in facilitating or constraining evolution, focusing almost exclusively on plants. Early life and education Stinchcombe grew up in Syracuse, NY, USA, in an outdoors-loving family. He was an undergraduate at Bucknell University, graduating in 1996. He then spent a summer working for the National Marine Fisheries Service, in Washington, D.C., before starting his Ph.D. at Duke University in 1996. He started in the Zoology Department, and finished his PhD in 2001 in the Biology Department, with a Certificate in Ecology. His PhD research was on the evolution of resistance and tolerance to herbivory in the Ivyleaf morning glory (Ipomoea hederacea). Stinchcombe's post-doctoral work was at Brown University, working with Johanna Schmitt. His work there was on flowering time clines and genetics in mouse ear cress (Arabidopsis thaliana), as well as growth plasticity in touch-me-nots (Impatiens capensis). Research and career Stinchcombe started a faculty position at the University of Toronto in 2005, in the Botany Department, and joined the Department of Ecology and Evolutionary Biology at its creation. Stinchcombe's research is on plant ecological genetics. Topics investigated by his lab include the genetics of flowering time, clines, phenotypic plasticity, plant-microbe interactions, natural selection in the field, evolution of gene expression, and the evolution of herbicide resistance. Stinchcombe served as the Secretary for the Society for the Study of Evolution, and since 2013 he has been the Director of the Koffler Scientific Reserve, the University of Toronto's field research station. Recent publications From Google Scholar Profile Harrison, T. L., Z. A. Parshuram, M. E. Frederickson, and J. R. Stinchcombe. 2023. Is there Document 3::: The Radcliffe Zoological Laboratory was created in 1894 when Radcliffe College rented a room on the fifth floor of the Museum of Comparative Zoology at Harvard University to convert into a women's laboratory. In the 1880s Elizabeth Cary Agassiz, director of the Harvard Annex (which would become chartered as Radcliffe College in 1894), negotiated for the use of space for her students in the Museum of Comparative Zoology. Prior to the acquisition of this space, science laboratories were taught using inadequate facilities, converting spaces such as bathrooms in old houses into physics laboratories, which Harvard professors often refused to teach in. Physical space and arrangements The laboratory space was converted from an office or storage closet, and was sandwiched between other invertebrate storage rooms. This small space was poorly-lit and often cramped, as this was the only space Radcliffe women technically had access to. In 1908, in response to pressure from Radcliffe administrators to construct a women's restroom, Alexander Agassiz launched an inquiry about which spaces women were occupying within the building. Agassiz rejected the construction of this restroom because it would obstruct light from hallway windows, despite the fact that the closest women's restrooms to the Radcliffe Zoological Laboratory were within the Natural History Museum galleries, two floors below. Agassiz found that, while Harvard men occupied 14 rooms, Radcliffe women were spilling over from their single designated laboratory space into 3 other rooms. Herbert Spencer Jennings highlighted that segregating instruction by gender was challenging due to the limitation of space, noting that Agassiz felt that the resources within the Museum of Comparative Zoology should not be ceded to Radcliffe, stating that 'it cannot expect us to sacrifice M.C.Z. for its needs in anyway'. Institutional affiliations and degrees Radcliffe did not grant PhDs until 1902. Between 1894 and 1902, multiple stude Document 4::: This article lists the largest organisms for various types of life and mostly considers extant species, which found on Earth can be determined according to various aspects of an organism's size, such as: mass, volume, area, length, height, or even genome size. Some organisms group together to form a superorganism (such as ants or bees), but such are not classed as single large organisms. The Great Barrier Reef is the world's largest structure composed of living entities, stretching , but contains many organisms of many types of species. If considered individual entities, the largest organisms are clonal colonies which can spread over large areas. Pando, a clonal colony of the quaking aspen tree, is widely considered to be the largest such organism by mass. Even if such colonies are excluded, trees retain their dominance of this listing, with the giant sequoia being the most massive tree. In 2006 a huge clonal colony of the seagrass Posidonia oceanica was discovered south of the island of Ibiza. At across, and estimated at 100,000 years old, it may be one of the largest and oldest clonal colonies on Earth. Among animals, the largest species are all marine mammals, specifically whales. The blue whale is believed to be the largest animal to have ever lived. The living land animal classification is also dominated by mammals, with the African bush elephant being the largest of these. Plants The largest single-stem tree by wood volume and mass is the giant sequoia (Sequoiadendron giganteum), native to Sierra Nevada and California; it typically grows to a height of and in diameter. The largest organism in the world, according to mass, is the aspen tree whose colonies of clones can grow up to long. The largest such colony is Pando, in the Fishlake National Forest in Utah. A form of flowering plant that far exceeds Pando as the largest organism on Earth in area and probably also mass, is the giant marine plant, Posidonia australis, living in Shark Bay, Australia. I The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. The leaf chameleon (brookesia micra) was discovered in northern madagascar in 2012. at just over one inch long, it is what? A. largest chameleon B. smallest known chameleon C. first known chameleon D. hottest known chameleon Answer:
sciq-11176	multiple_choice	What normal bodily occurrence can cause skeletal muscles to involuntarily contract?	[ "respiration", "reflexes", "movement", "thinking" ]	B		Relavent Documents: Document 0::: 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 1::: Myology is the study of the muscular system, including the study of the structure, function and diseases of muscle. The muscular system consists of skeletal muscle, which contracts to move or position parts of the body (e.g., the bones that articulate at joints), smooth and cardiac muscle that propels, expels or controls the flow of fluids and contained substance. See also Myotomy Oral myology Document 2::: 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 3::: 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 4::: A stretch-shortening cycle (SSC) is an active stretch (eccentric contraction) of a muscle followed by an immediate shortening (concentric contraction) of that same muscle. Research studies The increased performance benefit associated with muscle contractions that take place during SSCs has been the focus of much research in order to determine the true nature of this enhancement. At present, there is some debate as to where and how this performance enhancement takes place. It has been postulated that elastic structures in series with the contractile component can store energy like a spring after being forcibly stretched. Since the length of the tendon increases due to the active stretch phase, if the series elastic component acts as a spring, it would therefore be storing more potential energy. This energy would be released as the tendon shortened. Thus, the recoil of the tendon during the shortening phase of the movement would result in a more efficient movement than one in which no energy had been stored. This research is further supported by Roberts et al. However, other studies have found that removing portions of these series-elastic components (by way of tendon length reduction) had little effect on muscle performance. Studies on turkeys have, nevertheless, shown that during SSC, a performance enhancement associated with elastic energy storage still takes place but it is thought that the aponeurosis could be a major source of energy storage (Roleveld et al., 1994). The contractile component itself has also been associated with the ability to increase contractile performance through muscle potentiation while other studies have found that this ability is quite limited and unable to account for such enhancements (Lensel and Goubel, 1987, Lensel-Corbeil and Goubel, 1990; Ettema and Huijing, 1989). Community agreement The results of these often contradictory studies have been associated with improved efficiencies for human or animal movements such as counter The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What normal bodily occurrence can cause skeletal muscles to involuntarily contract? A. respiration B. reflexes C. movement D. thinking Answer:
sciq-8602	multiple_choice	Wind is one method for dispersal of what, ensuring a new generation?	[ "eggs", "seeds", "clouds", "dust" ]	B		Relavent Documents: Document 0::: A dispersal vector is an agent of biological dispersal that moves a dispersal unit, or organism, away from its birth population to another location or population in which the individual will reproduce. These dispersal units can range from pollen to seeds to fungi to entire organisms. There are two types of dispersal vector, those that are active and those that are passive. Active dispersal involves pollen, seeds and fungal spores that are capable of movement under their own energy. Passive dispersal involves those that rely on the kinetic energy of the environment to move. In plants, some dispersal units have tissue that assists with dispersal and are called diaspores. Some types of dispersal are self-driven (autochory), such as using gravity (barochory), and does not rely on external agents. Other types of dispersal are due to external agents, which can be other organisms, such as animals (zoochory), or non-living vectors, such as the wind (anemochory) or water (hydrochory). In many cases, an will be dispersed by more than one vector before reaching its final destination. It is often a combination of two or more modes of dispersal that act together to maximize dispersal distance, such as wind blowing a seed into a nearby river, that will carry it farther down stream. Self-generated dispersal Autochory is the dispersal of diaspores, which are dispersal units consisting of seeds or spores, using only the energy provided by the diaspore or the parent plant. The plant of origin is the dispersal agent itself, instead of an external agent. There are five main types of autochory that act on such seeds or spores: ballochory, or violent ejection by the parent organism; blastochory, or crawling with horizontal runners; barochory, or relying on gravity for dispersal; herpochory, or crawling with fine hair-like structures called trichomes; or being pushed or twisted into the ground by hygromorphic awns in response to humidity changes, e.g. Erodium cicutarium. In some cas Document 1::: In plant science, the spermosphere is the zone in the soil surrounding a germinating seed. This is a small volume with radius perhaps 1 cm but varying with seed type, the variety of soil microorganisms, the level of soil moisture, and other factors. Within the spermosphere a range of complex interactions take place among the germinating seed, the soil, and the microbiome. Because germination is a brief process, the spermosphere is transient, but the impact of the microbial activity within the spermosphere can have strong and long-lasting effects on the developing plant. Seeds exude various molecules that influence their surrounding microbial communities, either inhibiting or stimulating their growth. The composition of the exudates varies according to the plant type and such properties of the soil as its pH and moisture content. With these biochemical effects, the spermosphere develops both downward—to form the rhizosphere (upon the emergence of the plant's radicle)—and upward to form the laimosphere, which is the soil surrounding the growing plant stem. 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 soil seed bank is the natural storage of seeds, often dormant, within the soil of most ecosystems. The study of soil seed banks started in 1859 when Charles Darwin observed the emergence of seedlings using soil samples from the bottom of a lake. The first scientific paper on the subject was published in 1882 and reported on the occurrence of seeds at different soil depths. Weed seed banks have been studied intensely in agricultural science because of their important economic impacts; other fields interested in soil seed banks include forest regeneration and restoration ecology. Henry David Thoreau wrote that the contemporary popular belief explaining the succession of a logged forest, specifically to trees of a dissimilar species to the trees cut down, was that seeds either spontaneously generated in the soil, or sprouted after lying dormant for centuries. However, he dismissed this idea, noting that heavy nuts unsuited for distribution by wind were distributed instead by animals. Background Many taxa have been classified according to the longevity of their seeds in the soil seed bank. Seeds of transient species remain viable in the soil seed bank only to the next opportunity to germinate, while seeds of persistent species can survive longer than the next opportunity—often much longer than one year. Species with seeds that remain viable in the soil longer than five years form the long-term persistent seed bank, while species whose seeds generally germinate or die within one to five years are called short-term persistent. A typical long-term persistent species is Chenopodium album (Lambsquarters); its seeds commonly remain viable in the soil for up to 40 years and in rare situations perhaps as long as 1,600 years. A species forming no soil seed bank at all (except the dry season between ripening and the first autumnal rains) is Agrostemma githago (Corncockle), which was formerly a widespread cereal weed. Seed longevity Longevity of seeds is very var The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Wind is one method for dispersal of what, ensuring a new generation? A. eggs B. seeds C. clouds D. dust Answer:
sciq-8886	multiple_choice	What have cell-surface antigen receptors for foreign molecules?	[ "erythrocytes", "dendrites", "capillaries", "lymphocytes" ]	D		Relavent Documents: Document 0::: Cell surface receptors (membrane receptors, transmembrane receptors) are receptors that are embedded in the plasma membrane of cells. They act in cell signaling by receiving (binding to) extracellular molecules. They are specialized integral membrane proteins that allow communication between the cell and the extracellular space. The extracellular molecules may be hormones, neurotransmitters, cytokines, growth factors, cell adhesion molecules, or nutrients; they react with the receptor to induce changes in the metabolism and activity of a cell. In the process of signal transduction, ligand binding affects a cascading chemical change through the cell membrane. Structure and mechanism Many membrane receptors are transmembrane proteins. There are various kinds, including glycoproteins and lipoproteins. Hundreds of different receptors are known and many more have yet to be studied. Transmembrane receptors are typically classified based on their tertiary (three-dimensional) structure. If the three-dimensional structure is unknown, they can be classified based on membrane topology. In the simplest receptors, polypeptide chains cross the lipid bilayer once, while others, such as the G-protein coupled receptors, cross as many as seven times. Each cell membrane can have several kinds of membrane receptors, with varying surface distributions. A single receptor may also be differently distributed at different membrane positions, depending on the sort of membrane and cellular function. Receptors are often clustered on the membrane surface, rather than evenly distributed. Mechanism Two models have been proposed to explain transmembrane receptors' mechanism of action. Dimerization: The dimerization model suggests that prior to ligand binding, receptors exist in a monomeric form. When agonist binding occurs, the monomers combine to form an active dimer. Rotation: Ligand binding to the extracellular part of the receptor induces a rotation (conformational change) of part of th Document 1::: This is a list of Immune cells, also known as white blood cells, white cells, leukocytes, or leucocytes. They are cells involved in protecting the body against both infectious disease and foreign invaders. Document 2::: T cells are one of the important types of white blood cells of the immune system and play a central role in the adaptive immune response. T cells can be distinguished from other lymphocytes by the presence of a T-cell receptor (TCR) on their cell surface. T cells are born from hematopoietic stem cells, found in the bone marrow. Developing T cells then migrate to the thymus gland to develop (or mature). T cells derive their name from the thymus. After migration to the thymus, the precursor cells mature into several distinct types of T cells. T cell differentiation also continues after they have left the thymus. Groups of specific, differentiated T cell subtypes have a variety of important functions in controlling and shaping the immune response. One of these functions is immune-mediated cell death, and it is carried out by two major subtypes: CD8+ "killer" (cytotoxic) and CD4+ "helper" T cells. (These are named for the presence of the cell surface proteins CD8 or CD4.) CD8+ T cells, also known as "killer T cells", are cytotoxic – this means that they are able to directly kill virus-infected cells, as well as cancer cells. CD8+ T cells are also able to use small signalling proteins, known as cytokines, to recruit other types of cells when mounting an immune response. A different population of T cells, the CD4+ T cells, function as "helper cells". Unlike CD8+ killer T cells, the CD4+ helper T (TH) cells function by further activating memory B cells and cytotoxic T cells, which leads to a larger immune response. The specific adaptive immune response regulated by the TH cell depends on its subtype (such as T-helper1, T-helper2, T-helper17, regulatory T-cell), which is distinguished by the types of cytokines they secrete. Regulatory T cells are yet another distinct population of T cells that provide the critical mechanism of tolerance, whereby immune cells are able to distinguish invading cells from "self". This prevents immune cells from inappropriately reacting again Document 3::: The pluripotency of biological compounds describes the ability of certain substances to produce several distinct biological responses. Pluripotent is also described as something that has no fixed developmental potential, as in being able to differentiate into different cell types in the case of pluripotent stem cells. One type of pluripotent cell, called a hematopoietic stem cell, can differentiate into a large variety of cells with different functions. This stem cell can produce red blood cells, platelets, mast cells, dendritic cells, macrophages, lymphocytes, neutrophils, basophils, and eosinophils. Each of these cells have a different function, but they all work together as part of the immune system. Monocytes can differentiate into either dendritic cells or macrophages. Macrophages are covered with chemical receptors and phagocytose foreign particles, but are specific about what immune responses to be involved in. Dendritic cells phagocytose invaders; then they present the antigen on their surface to stimulate the acquired immune system (lymphocytes) as backup. Another example are lymphocytes called naïve T-helper cells. These cells can differentiate into many subtypes once activated by antigen presenting cells (APCs) like dendrites. They divide into memory cells, TH1, TH17, and TH2 cells, to name a few. Memory cells are made solely for the purpose of having a template to use in the case of reinfection so the body has a jump start instead of starting over as if never infected. TH17 cells do a variety of tasks including recruiting neutrophils, creating defensins, and mediating inflammation in the intestinal epithelium and skin. TH2 cells produce cytokines that will trigger certain B cells. B cells can differentiate into memory cells or plasma cells. The B plasma cells produce the antibodies that are used to tag invading cells so they can be attacked, among other functions. TH1 cells are created to make cytokines, like interferon gamma, that activate macrophage Document 4::: The cluster of differentiation (also known as cluster of designation or classification determinant and often abbreviated as CD) is a protocol used for the identification and investigation of cell surface molecules providing targets for immunophenotyping of cells. In terms of physiology, CD molecules can act in numerous ways, often acting as receptors or ligands important to the cell. A signal cascade is usually initiated, altering the behavior of the cell (see cell signaling). Some CD proteins do not play a role in cell signaling, but have other functions, such as cell adhesion. CD for humans is numbered up to 371 (). Nomenclature The CD nomenclature was proposed and established in the 1st International Workshop and Conference on Human Leukocyte Differentiation Antigens (HLDA), which was held in Paris in 1982. This system was intended for the classification of the many monoclonal antibodies (mAbs) generated by different laboratories around the world against epitopes on the surface molecules of leukocytes (white blood cells). Since then, its use has expanded to many other cell types, and more than 370 CD unique clusters and subclusters have been identified. The proposed surface molecule is assigned a CD number once two specific monoclonal antibodies (mAb) are shown to bind to the molecule. If the molecule has not been well characterized, or has only one mAb, it is usually given the provisional indicator "w" (as in "CDw186"). For instance, CD2 mAbs are reagents that react with a 50‐kDa transmembrane glycoprotein expressed on T cells. The CD designations were used to describe the recognized molecules, but had to be clarified by attaching the term antigen or molecule to the designation (e.g., CD2 molecule). Currently, "CD2" is generally used to designate the molecule, and "CD2 antibody" is used to designate the antibody. Cell populations are usually defined using a '+' or a '−' symbol to indicate whether a certain cell fraction expresses or lacks a CD molecule. For The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What have cell-surface antigen receptors for foreign molecules? A. erythrocytes B. dendrites C. capillaries D. lymphocytes Answer:
sciq-8938	multiple_choice	What is stacked in layers in "layer cake geology"?	[ "sediment", "horizontal stata", "rock stata", "soil" ]	C		Relavent Documents: Document 0::: The geologic record in stratigraphy, paleontology and other natural sciences refers to the entirety of the layers of rock strata. That is, deposits laid down by volcanism or by deposition of sediment derived from weathering detritus (clays, sands etc.). This includes all its fossil content and the information it yields about the history of the Earth: its past climate, geography, geology and the evolution of life on its surface. According to the law of superposition, sedimentary and volcanic rock layers are deposited on top of each other. They harden over time to become a solidified (competent) rock column, that may be intruded by igneous rocks and disrupted by tectonic events. Correlating the rock record At a certain locality on the Earth's surface, the rock column provides a cross section of the natural history in the area during the time covered by the age of the rocks. This is sometimes called the rock history and gives a window into the natural history of the location that spans many geological time units such as ages, epochs, or in some cases even multiple major geologic periods—for the particular geographic region or regions. The geologic record is in no one place entirely complete for where geologic forces one age provide a low-lying region accumulating deposits much like a layer cake, in the next may have uplifted the region, and the same area is instead one that is weathering and being torn down by chemistry, wind, temperature, and water. This is to say that in a given location, the geologic record can be and is quite often interrupted as the ancient local environment was converted by geological forces into new landforms and features. Sediment core data at the mouths of large riverine drainage basins, some of which go deep thoroughly support the law of superposition. However using broadly occurring deposited layers trapped within differently located rock columns, geologists have pieced together a system of units covering most of the geologic time scale Document 1::: Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas. Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well. Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in Document 2::: The School of Textile and Clothing industries (ESITH) is a Moroccan engineering school, established in 1996, that focuses on textiles and clothing. It was created in collaboration with ENSAIT and ENSISA, as a result of a public private partnership designed to grow a key sector in the Moroccan economy. The partnership was successful and has been used as a model for other schools. ESITH is the only engineering school in Morocco that provides a comprehensive program in textile engineering with internships for students at the Canadian Group CTT. Edith offers three programs in industrial engineering: product management, supply chain, and logistics, and textile and clothing Document 3::: The STEM (Science, Technology, Engineering, and Mathematics) pipeline is a critical infrastructure for fostering the development of future scientists, engineers, and problem solvers. It's the educational and career pathway that guides individuals from early childhood through to advanced research and innovation in STEM-related fields. Description The "pipeline" metaphor is based on the idea that having sufficient graduates requires both having sufficient input of students at the beginning of their studies, and retaining these students through completion of their academic program. The STEM pipeline is a key component of workplace diversity and of workforce development that ensures sufficient qualified candidates are available to fill scientific and technical positions. The STEM pipeline was promoted in the United States from the 1970s onwards, as “the push for STEM (science, technology, engineering, and mathematics) education appears to have grown from a concern for the low number of future professionals to fill STEM jobs and careers and economic and educational competitiveness.” Today, this metaphor is commonly used to describe retention problems in STEM fields, called “leaks” in the pipeline. For example, the White House reported in 2012 that 80% of minority groups and women who enroll in a STEM field switch to a non-STEM field or drop out during their undergraduate education. These leaks often vary by field, gender, ethnic and racial identity, socioeconomic background, and other factors, drawing attention to structural inequities involved in STEM education and careers. Current efforts The STEM pipeline concept is a useful tool for programs aiming at increasing the total number of graduates, and is especially important in efforts to increase the number of underrepresented minorities and women in STEM fields. Using STEM methodology, educational policymakers can examine the quantity and retention of students at all stages of the K–12 educational process and beyo Document 4::: 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 stacked in layers in "layer cake geology"? A. sediment B. horizontal stata C. rock stata D. soil Answer:
sciq-8995	multiple_choice	What can be switched off by a protein called the trp repressor?	[ "the cytokine", "the operon", "the genetic precursor", "the chaperone protein" ]	B		Relavent Documents: Document 0::: In genetics and molecular biology, a corepressor is a molecule that represses the expression of genes. In prokaryotes, corepressors are small molecules whereas in eukaryotes, corepressors are proteins. A corepressor does not directly bind to DNA, but instead indirectly regulates gene expression by binding to repressors. A corepressor downregulates (or represses) the expression of genes by binding to and activating a repressor transcription factor. The repressor in turn binds to a gene's operator sequence (segment of DNA to which a transcription factor binds to regulate gene expression), thereby blocking transcription of that gene. Function Prokaryotes In prokaryotes, the term corepressor is used to denote the activating ligand of a repressor protein. For example, the E. coli tryptophan repressor (TrpR) is only able to bind to DNA and repress transcription of the trp operon when its corepressor tryptophan is bound to it. TrpR in the absence of tryptophan is known as an aporepressor and is inactive in repressing gene transcription. Trp operon encodes enzymes responsible for the synthesis of tryptophan. Hence TrpR provides a negative feedback mechanism that regulates the biosynthesis of tryptophan. In short tryptophan acts as a corepressor for its own biosynthesis. Eukaryotes In eukaryotes, a corepressor is a protein that binds to transcription factors. In the absence of corepressors and in the presence of coactivators, transcription factors upregulate gene expression. Coactivators and corepressors compete for the same binding sites on transcription factors. A second mechanism by which corepressors may repress transcriptional initiation when bound to transcription factor/DNA complexes is by recruiting histone deacetylases which catalyze the removal of acetyl groups from lysine residues. This increases the positive charge on histones which strengthens the electrostatic attraction between the positively charged histones and negatively charged DNA, making Document 1::: In the field of molecular biology, transrepression is a process whereby one protein represses (i.e., inhibits) the activity of a second protein through a protein-protein interaction. Since this repression occurs between two different protein molecules (intermolecular), it is referred to as a trans-acting process. The protein that is repressed is usually a transcription factor whose function is to up-regulate (i.e., increase) the rate of gene transcription. Hence the net result of transrepression is down regulation of gene transcription. An example of transrepression is the ability of the glucocorticoid receptor to inhibit the transcriptional promoting activity of the AP-1 and NF-κB transcription factors. In addition to transactivation, transrepression is an important pathway for the anti-inflammatory effects of glucocorticoids. Other nuclear receptors such as LXR and PPAR have been demonstrated to also have the ability to transrepress the activity of other proteins. See also Selective glucocorticoid receptor agonist Document 2::: Function and biological activity IFN-τ is constitutively secreted by trophob Document 3::: A target peptide is a short (3-70 amino acids long) peptide chain that directs the transport of a protein to a specific region in the cell, including the nucleus, mitochondria, endoplasmic reticulum (ER), chloroplast, apoplast, peroxisome and plasma membrane. Some target peptides are cleaved from the protein by signal peptidases after the proteins are transported. Types by protein destination Secretion Almost all proteins that are destined to the secretory pathway have a sequence consisting of 5-30 hydrophobic amino acids on the N-terminus, which is commonly referred to as the signal peptide, signal sequence or leader peptide. Signal peptides form alpha-helical structures. Proteins that contain such signals are destined for either extra-cellular secretion, the plasma membrane, the lumen or membrane of either the (ER), Golgi or endosomes. Certain membrane-bound proteins are targeted to the secretory pathway by their first transmembrane domain, which resembles a typical signal peptide. In prokaryotes, signal peptides direct the newly synthesized protein to the SecYEG protein-conducting channel, which is present in the plasma membrane. A homologous system exists in eukaryotes, where the signal peptide directs the newly synthesized protein to the Sec61 channel, which shares structural and sequence similarity with SecYEG, but is present in the endoplasmic reticulum. Both the SecYEG and Sec61 channels are commonly referred to as the translocon, and transit through this channel is known as translocation. While secreted proteins are threaded through the channel, transmembrane domains may diffuse across a lateral gate in the translocon to partition into the surrounding membrane. ER-Retention Signal In eukaryotes, most of the newly synthesized secretory proteins are transported from the ER to the Golgi apparatus. If these proteins have a particular 4-amino-acid retention sequence for the ER's lumen, KDEL, on their C-terminus, they are retained in the ER's lumen or ar Document 4::: This is a list of topics in molecular biology. See also index of biochemistry articles. The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What can be switched off by a protein called the trp repressor? A. the cytokine B. the operon C. the genetic precursor D. the chaperone protein Answer:
sciq-6453	multiple_choice	What are convection currents that occur far below the surface of the ocean called?	[ "deep currents", "subsequent currents", "waves", "flat currents" ]	A		Relavent Documents: Document 0::: Currentology is a science that studies the internal movements of water masses. Description In the study of fluid mechanics, researchers attempt to give a correct explanation of marine currents. Currents are caused by external driving forces such as wind, gravitational effects, coriolis forces and physical differences between various water masses, the main parameter being the difference of density that varies in function of the temperature and salinity. The study of currents, combined with other factors such as tides and waves is relevant for understanding marine hydrodynamics and linked processes such as sediment transport and climate balance. The measurement of maritime currents The measurements of maritime currents can be made according to different techniques: current meter diversion buoys See also Document 1::: A subsurface ocean current is an oceanic current that runs beneath surface currents. Examples include the Equatorial Undercurrents of the Pacific, Atlantic, and Indian Oceans, the California Undercurrent, and the Agulhas Undercurrent, the deep thermohaline circulation in the Atlantic, and bottom gravity currents near Antarctica. The forcing mechanisms vary for these different types of subsurface currents. Density current The most common of these is the density current, epitomized by the Thermohaline current. The density current works on a basic principle: the denser water sinks to the bottom, separating from the less dense water, and causing an opposite reaction from it. There are numerous factors controlling density. Salinity One is the salinity of water, a prime example of this being the Mediterranean/Atlantic exchange. The saltier waters of the Mediterranean sink to the bottom and flow along there, until they reach the ledge between the two bodies of water. At this point, they rush over the ledge into the Atlantic, pushing the less saline surface water into the Mediterranean. Temperature Another factor of density is temperature. Thermohaline (literally meaning heat-salty) currents are very influenced by heat. Cold water from glaciers, icebergs, etc. descends to join the ultra-deep, cold section of the worldwide Thermohaline current. After spending an exceptionally long time in the depths, it eventually heats up, rising to join the higher Thermohaline current section. Because of the temperature and expansiveness of the Thermohaline current, it is substantially slower, taking nearly 1000 years to run its worldwide circuit. Turbidity current One factor of density is so unique that it warrants its own current type. This is the turbidity current. Turbidity current is caused when the density of water is increased by sediment. This current is the underwater equivalent of a landslide. When sediment increases the density of the water, it falls to the bottom, and then Document 2::: Boundary currents are ocean currents with dynamics determined by the presence of a coastline, and fall into two distinct categories: western boundary currents and eastern boundary currents. Eastern boundary currents Eastern boundary currents are relatively shallow, broad and slow-flowing. They are found on the eastern side of oceanic basins (adjacent to the western coasts of continents). Subtropical eastern boundary currents flow equatorward, transporting cold water from higher latitudes to lower latitudes; examples include the Benguela Current, the Canary Current, the Humboldt (Peru) Current, and the California Current. Coastal upwelling often brings nutrient-rich water into eastern boundary current regions, making them productive areas of the ocean. Western boundary currents Western boundary currents may themselves be divided into sub-tropical or low-latitude western boundary currents. Sub-tropical western boundary currents are warm, deep, narrow, and fast-flowing currents that form on the west side of ocean basins due to western intensification. They carry warm water from the tropics poleward. Examples include the Gulf Stream, the Agulhas Current, and the Kuroshio Current. Low-latitude western boundary currents are similar to sub-tropical western boundary currents but carry cool water from the subtropics equatorward. Examples include the Mindanao Current and the North Brazil Current. Western intensification Western intensification applies to the western arm of an oceanic current, particularly a large gyre in such a basin. The trade winds blow westward in the tropics. The westerlies blow eastward at mid-latitudes. This applies a stress to the ocean surface with a curl in north and south hemispheres, causing Sverdrup transport equatorward (toward the tropics). Because of conservation of mass and of potential vorticity, that transport is balanced by a narrow, intense poleward current, which flows along the western coast, allowing the vorticity introduced by coas Document 3::: In physical oceanography, Langmuir circulation consists of a series of shallow, slow, counter-rotating vortices at the ocean's surface aligned with the wind. These circulations are developed when wind blows steadily over the sea surface. Irving Langmuir discovered this phenomenon after observing windrows of seaweed in the Sargasso Sea in 1927. Langmuir circulations circulate within the mixed layer; however, it is not yet so clear how strongly they can cause mixing at the base of the mixed layer. Theory The driving force of these circulations is an interaction of the mean flow with wave averaged flows of the surface waves. Stokes drift velocity of the waves stretches and tilts the vorticity of the flow near the surface. The production of vorticity in the upper ocean is balanced by downward (often turbulent) diffusion . For a flow driven by a wind characterized by friction velocity the ratio of vorticity diffusion and production defines the Langmuir number where the first definition is for a monochromatic wave field of amplitude , frequency , and wavenumber and the second uses a generic inverse length scale , and Stokes velocity scale . This is exemplified by the Craik–Leibovich equations which are an approximation of the Lagrangian mean. In the Boussinesq approximation the governing equations can be written where is the fluid velocity, is planetary rotation, is the Stokes drift velocity of the surface wave field, is the pressure, is the acceleration due to gravity, is the density, is the reference density, is the viscosity, and is the diffusivity. In the open ocean conditions where there may not be a dominant length scale controlling the scale of the Langmuir cells the concept of Langmuir Turbulence is advanced. Observations The circulation has been observed to be between 0°–20° to the right of the wind in the northern hemisphere and the helix forming bands of divergence and convergence at the surface. At the convergence zones, there ar Document 4::: Branched flow refers to a phenomenon in wave dynamics, that produces a tree-like pattern involving successive mostly forward scattering events by smooth obstacles deflecting traveling rays or waves. Sudden and significant momentum or wavevector changes are absent, but accumulated small changes can lead to large momentum changes. The path of a single ray is less important than the environs around a ray, which rotate, compress, and stretch around in an area preserving way. Even more revealing are groups, or manifolds of neighboring rays extending over significant zones. Starting rays out from a point but varying their direction over a range, one to the next, or from different points along a line all with the same initial directions are examples of a manifold. Waves have analogous launching conditions, such as a point source spraying in many directions, or an extended plane wave heading on one direction. The ray bending or refraction leads to characteristic structure in phase space and nonuniform distributions in coordinate space that look somehow universal and resemble branches in trees or stream beds. The branches taken on non-obvious paths through the refracting landscape that are indirect and nonlocal results of terrain already traversed. For a given refracting landscape, the branches will look completely different depending on the initial manifold. Examples Two-dimensional electron gas Branched flow was first identified in experiments with a two-dimensional electron gas. Electrons flowing from a quantum point contact were scanned using a scanning probe microscope. Instead of usual diffraction patterns, the electrons flowed forming branching strands that persisted for several correlation lengths of the background potential. Ocean dynamics Focusing of random waves in the ocean can also lead to branched flow. The fluctuation in the depth of the ocean floor can be described as a random potential. A tsunami wave propagating in such medium will form branches which The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What are convection currents that occur far below the surface of the ocean called? A. deep currents B. subsequent currents C. waves D. flat currents Answer:
sciq-9712	multiple_choice	Underground rock in a molten state is called?	[ "magma", "gaseous", "igneous", "lava" ]	A		Relavent Documents: Document 0::: In geology, rock (or stone) is any naturally occurring solid mass or aggregate of minerals or mineraloid matter. It is categorized by the minerals included, its chemical composition, and the way in which it is formed. Rocks form the Earth's outer solid layer, the crust, and most of its interior, except for the liquid outer core and pockets of magma in the asthenosphere. The study of rocks involves multiple subdisciplines of geology, including petrology and mineralogy. It may be limited to rocks found on Earth, or it may include planetary geology that studies the rocks of other celestial objects. Rocks are usually grouped into three main groups: igneous rocks, sedimentary rocks and metamorphic rocks. Igneous rocks are formed when magma cools in the Earth's crust, or lava cools on the ground surface or the seabed. Sedimentary rocks are formed by diagenesis and lithification of sediments, which in turn are formed by the weathering, transport, and deposition of existing rocks. Metamorphic rocks are formed when existing rocks are subjected to such high pressures and temperatures that they are transformed without significant melting. Humanity has made use of rocks since the earliest humans. This early period, called the Stone Age, saw the development of many stone tools. Stone was then used as a major component in the construction of buildings and early infrastructure. Mining developed to extract rocks from the Earth and obtain the minerals within them, including metals. Modern technology has allowed the development of new man-made rocks and rock-like substances, such as concrete. Study Geology is the study of Earth and its components, including the study of rock formations. Petrology is the study of the character and origin of rocks. Mineralogy is the study of the mineral components that create rocks. The study of rocks and their components has contributed to the geological understanding of Earth's history, the archaeological understanding of human history, and the Document 1::: The rock cycle is a basic concept in geology that describes transitions through geologic time among the three main rock types: sedimentary, metamorphic, and igneous. Each rock type is altered when it is forced out of its equilibrium conditions. For example, an igneous rock such as basalt may break down and dissolve when exposed to the atmosphere, or melt as it is subducted under a continent. Due to the driving forces of the rock cycle, plate tectonics and the water cycle, rocks do not remain in equilibrium and change as they encounter new environments. The rock cycle explains how the three rock types are related to each other, and how processes change from one type to another over time. This cyclical aspect makes rock change a geologic cycle and, on planets containing life, a biogeochemical cycle. Transition to igneous rock When rocks are pushed deep under the Earth's surface, they may melt into magma. If the conditions no longer exist for the magma to stay in its liquid state, it cools and solidifies into an igneous rock. A rock that cools within the Earth is called intrusive or plutonic and cools very slowly, producing a coarse-grained texture such as the rock granite. As a result of volcanic activity, magma (which is called lava when it reaches Earth's surface) may cool very rapidly on the Earth's surface exposed to the atmosphere and are called extrusive or volcanic rocks. These rocks are fine-grained and sometimes cool so rapidly that no crystals can form and result in a natural glass, such as obsidian, however the most common fine-grained rock would be known as basalt. Any of the three main types of rocks (igneous, sedimentary, and metamorphic rocks) can melt into magma and cool into igneous rocks. Secondary changes Epigenetic change (secondary processes occurring at low temperatures and low pressures) may be arranged under a number of headings, each of which is typical of a group of rocks or rock-forming minerals, though usually more than one of these alt Document 2::: 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::: 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 4::: 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 The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Underground rock in a molten state is called? A. magma B. gaseous C. igneous D. lava Answer:
sciq-11355	multiple_choice	What happens when the kidneys cannot remove wastes from the blood?	[ "tissue failure", "intestinal failure", "choanocyte failure", "kidney failure" ]	D		Relavent Documents: Document 0::: The excretory system is a passive biological system that removes excess, unnecessary materials from the body fluids of an organism, so as to help maintain internal chemical homeostasis and prevent damage to the body. The dual function of excretory systems is the elimination of the waste products of metabolism and to drain the body of used up and broken down components in a liquid and gaseous state. In humans and other amniotes (mammals, birds and reptiles) most of these substances leave the body as urine and to some degree exhalation, mammals also expel them through sweating. Only the organs specifically used for the excretion are considered a part of the excretory system. In the narrow sense, the term refers to the urinary system. However, as excretion involves several functions that are only superficially related, it is not usually used in more formal classifications of anatomy or function. As most healthy functioning organs produce metabolic and other wastes, the entire organism depends on the function of the system. Breaking down of one of more of the systems is a serious health condition, for example kidney failure. Systems Urinary system The kidneys are large, bean-shaped organs which are present on each side of the vertebral column in the abdominal cavity. Humans have two kidneys and each kidney is supplied with blood from the renal artery. The kidneys remove from the blood the nitrogenous wastes such as urea, as well as salts and excess water, and excrete them in the form of urine. This is done with the help of millions of nephrons present in the kidney. The filtrated blood is carried away from the kidneys by the renal vein (or kidney vein). The urine from the kidney is collected by the ureter (or excretory tubes), one from each kidney, and is passed to the urinary bladder. The urinary bladder collects and stores the urine until urination. The urine collected in the bladder is passed into the external environment from the body through an opening called Document 1::: Urine is a liquid by-product of metabolism in humans and in many other animals. Urine flows from the kidneys through the ureters to the urinary bladder. Urination results in urine being excreted from the body through the urethra. Cellular metabolism generates many by-products that are rich in nitrogen and must be cleared from the bloodstream, such as urea, uric acid, and creatinine. These by-products are expelled from the body during urination, which is the primary method for excreting water-soluble chemicals from the body. A urinalysis can detect nitrogenous wastes of the mammalian body. Urine plays an important role in the earth's nitrogen cycle. In balanced ecosystems, urine fertilizes the soil and thus helps plants to grow. Therefore, urine can be used as a fertilizer. Some animals use it to mark their territories. Historically, aged or fermented urine (known as lant) was also used for gunpowder production, household cleaning, tanning of leather and dyeing of textiles. Human urine and feces are collectively referred to as human waste or human excreta, and are managed via sanitation systems. Livestock urine and feces also require proper management if the livestock population density is high. Physiology Most animals have excretory systems for elimination of soluble toxic wastes. In humans, soluble wastes are excreted primarily by the urinary system and, to a lesser extent in terms of urea, removed by perspiration. The urinary system consists of the kidneys, ureters, urinary bladder, and urethra. The system produces urine by a process of filtration, reabsorption, and tubular secretion. The kidneys extract the soluble wastes from the bloodstream, as well as excess water, sugars, and a variety of other compounds. The resulting urine contains high concentrations of urea and other substances, including toxins. Urine flows from the kidneys through the ureter, bladder, and finally the urethra before passing from the body. Duration Research looking at the duration Document 2::: Artificial kidney is often a synonym for hemodialysis, but may also refer to the other renal replacement therapies (with exclusion of kidney transplantation) that are in use and/or in development. This article deals mainly with bioengineered kidneys/bioartificial kidneys that are grown from renal cell lines/renal tissue. The first successful artificial kidney was developed by Willem Kolff in the Netherlands during the early 1940s: Kolff was the first to construct a working dialyzer in 1943. Medical uses Kidney failure Kidneys are paired vital organs located behind the abdominal cavity at the bottom of the ribcage corresponding to the levels T12-L3 of the spine vertebrae. They perform about a dozen physiologic functions and are fairly easily damaged. Some of these functions include filtration and excretion of metabolic waste products, regulation of necessary electrolytes and fluids and stimulation of red blood cell-production. These organs routinely filter about 100 to 140 liters of blood a day to produce 1 to 2 liters of urine, composed of wastes and excess fluid. Kidney failure results in the slow accumulation of nitrogenous wastes, salts, water, and disruption of the body's normal pH balance. This failure typically occurs over a long period of time, and when the patient's renal function declines enough over the course of the disease, is commonly known as end stage renal disease (ESRD; which is also known as Level 5 or 6 kidney disease, depending on whether dialysis or renal replacement therapy is used). Detecting kidney disease before the kidneys start to shut down is uncommon, with high blood pressure and decreased appetite being symptoms that indicate a problem. Diabetes and high blood pressure are seen as the 2 most common causes of kidney failure. Experts predict that the demand for dialysis will increase as the prevalence of diabetes increases. Until the Second World War, kidney failure generally meant death for the patient. Several insights into kidney f Document 3::: Renal pathology is a subspecialty of anatomic pathology that deals with the diagnosis and characterization of medical diseases (non-tumor) of the kidneys. In the academic setting, renal pathologists work closely with nephrologists and transplant surgeons, who typically obtain diagnostic specimens via percutaneous renal biopsy. The renal pathologist must synthesize findings from light microscopy, electron microscopy, and immunofluorescence to obtain a definitive diagnosis. Medical renal diseases may affect the glomerulus, the tubules and interstitium, the vessels, or a combination of these compartments. External links http://www.renalpathsoc.org/ Renal Pathology Tutorial written by J. Charles Jennette Pathologist Guide Anatomical pathology Document 4::: Assessment of kidney function occurs in different ways, using the presence of symptoms and signs, as well as measurements using urine tests, blood tests, and medical imaging. Functions of a healthy kidney include maintaining a person's fluid balance, maintaining an acid-base balance; regulating electrolytes including sodium, potassium, and other electrolytes; clearing toxins; regulating blood pressure; and regulating hormones, such as erythropoietin; and activation of vitamin D. Description The functions of the kidney include maintenance of acid-base balance; regulation of fluid balance; regulation of sodium, potassium, and other electrolytes; clearance of toxins; absorption of glucose, amino acids, and other small molecules; regulation of blood pressure; production of various hormones, such as erythropoietin; and activation of vitamin D. The GFR is regarded as the best overall measure of the kidney's ability to carry out these numerous functions. An estimate of the GFR is used clinically to determine the degree of kidney impairment and to track the progression of the disease. The GFR, however, does not reveal the source of the kidney disease. This is accomplished by urinalysis, measurement of urine protein excretion, kidney imaging, and, if necessary, kidney biopsy. Much of renal physiology is studied at the level of the nephron the smallest functional unit of the kidney. Each nephron begins with a filtration component that filters the blood entering the kidney. This filtrate then flows along the length of the nephron, which is a tubular structure lined by a single layer of specialized cells and surrounded by capillaries. The major functions of these lining cells are the reabsorption of water and small molecules from the filtrate into the blood, and the secretion of wastes from the blood into the urine. Proper function of the kidney requires that it receives and adequately filters blood. This is performed at the microscopic level by many hundreds of thousa The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What happens when the kidneys cannot remove wastes from the blood? A. tissue failure B. intestinal failure C. choanocyte failure D. kidney failure Answer:
ai2_arc-350	multiple_choice	Which is a hypothesis that can be easily tested?	[ "The Moon causes high tides.", "During which season are the tides the highest?", "What is the phase of the Moon when tides are highest?", "When the Moon is full, the tides will be at their highest." ]	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 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::: Tide-Predicting Machine No. 2, also known as Old Brass Brains, was a special-purpose mechanical computer that uses gears, pulleys, chains, and other mechanical components to compute the height and time of high and low tides for specific locations. The machine can perform tide calculations much faster than a person could do with pencil and paper. The U.S. Coast and Geodetic Survey put the machine into operation in 1910. It was used until 1965, when it was replaced by an electronic computer. Early U.S. tide-prediction efforts Tides are the rise and fall of sea levels caused by the combined effects of gravitational forces exerted by the Moon, Sun, and rotation of the Earth. In 1867 the United States Coast Survey started printing annual tide tables to support safe and effective maritime, coastal, and defense activities. Before long, these tables showed the times and heights of high and low tides to the nearest minute and tenth of a foot, respectively. Tables were printed for a year at a time and distributed prior to the start of the year. The prediction of tides is very challenging as it depends on multiple factors–including the alignment of the Sun and Moon, the shape of the coastline, and near-shore bathymetry. Tide theories attempt to account for these factors but lead to complex calculations. Originally, calculations were performed by hand, which was very labor-intensive and error-prone. The burden became even larger when the United States Coast and Geodetic Survey (USCGS, the successor to the Coast Survey) started using the more accurate harmonic method for predictions of tides in 1884. To significantly reduce the work required to predict tides, in 1881 William Ferrel of the USCGS designed a tide-predicting machine. Fauth & Co. Instrument Makers built Tide-Predicting Machine No. 1 and delivered it in 1882. The Survey started using the machine routinely in 1883. History and mechanism In 1895 the USCGS grew concerned because Tide-Predicting Machine No. 1 had de Document 3::: Earth tide (also known as solid-Earth tide, crustal tide, body tide, bodily tide or land tide) is the displacement of the solid earth's surface caused by the gravity of the Moon and Sun. Its main component has meter-level amplitude at periods of about 12 hours and longer. The largest body tide constituents are semi-diurnal, but there are also significant diurnal, semi-annual, and fortnightly contributions. Though the gravitational force causing earth tides and ocean tides is the same, the responses are quite different. Tide raising force The larger of the periodic gravitational forces is from the Moon but that of the Sun is also important. The images here show lunar tidal force when the Moon appears directly over 30° N (or 30° S). This pattern remains fixed with the red area directed toward (or directly away from) the Moon. Red indicates upward pull, blue downward. If, for example the Moon is directly over 90° W (or 90° E), the red areas are centred on the western northern hemisphere, on upper right. Red up, blue down. If for example the Moon is directly over 90° W (90° E), the centre of the red area is 30° N, 90° W and 30° S, 90° E, and the centre of the bluish band follows the great circle equidistant from those points. At 30° latitude a strong peak occurs once per lunar day, giving a significant diurnal force at that latitude. Along the equator two equally sized peaks (and depressions) impart semi-diurnal force. Body tide components The Earth tide encompasses the entire body of the Earth and is unhindered by the thin crust and land masses of the surface, on scales that make the rigidity of rock irrelevant. Ocean tides are a consequence of tangent forces (see: equilibrium tide) and the resonance of the same driving forces with water movement periods in ocean basins accumulated over many days, so that their amplitude and timing are quite different and vary over short distances of just a few hundred kilometres. The oscillation periods of the Earth as a who Document 4::: Long-period tides are gravitational tides with periods longer than one day, typically with amplitudes of a few centimeters or less. Long-period tidal constituents with relatively strong forcing include the lunar fortnightly (Mf) and lunar monthly (Ms) as well as the solar semiannual (Ssa) and solar annual (Sa) constituents. An analysis of the changing distance of the Earth relative to Sun, Moon, and Jupiter by Pierre-Simon de Laplace in the 18th century showed that the periods at which gravity varies cluster into three species: the semi-diurnal and the diurnal tide constituents, which have periods of a day or less, and the long-period tidal constituents. In addition to having periods longer than a day, long-period tidal forcing is distinguished from that of the first and second species by being zonally symmetric. The long period tides are also distinguished by the way in which the oceans respond: forcings occur sufficiently slowly that they do not excite surface gravity waves. The excitation of surface gravity waves is responsible for the high amplitude semi-diurnal tides in the Bay of Fundy, for example. In contrast, the ocean responds to long period tidal forcing with a combination of an equilibrium tide along with a possible excitation of barotropic Rossby wave normal modes Formation mechanism Gravitational Tides are caused by changes in the relative location of the Earth, sun, and moon, whose orbits are perturbed slightly by Jupiter. Newton's law of universal gravitation states that the gravitational force between a mass at a reference point on the surface of the Earth and another object such as the Moon is inversely proportional to the square of the distance between them. The declination of the Moon relative to the Earth means that as the Moon orbits the Earth during half the lunar cycle the Moon is closer to the Northern Hemisphere and during the other half the Moon is closer to the Southern Hemisphere. This periodic shift in distance gives rise The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Which is a hypothesis that can be easily tested? A. The Moon causes high tides. B. During which season are the tides the highest? C. What is the phase of the Moon when tides are highest? D. When the Moon is full, the tides will be at their highest. Answer:
sciq-1088	multiple_choice	Cells infected with viruses secrete what example of early induced proteins, which travel to adjacent cells and induce them to make antiviral proteins, a sacrifice that protects the surrounding cells?	[ "hormones", "interferons", "metabolites", "prokaryotes" ]	B		Relavent Documents: Document 0::: A virus is a submicroscopic infectious agent that replicates only inside the living cells of an organism. Viruses infect all life forms, from animals and plants to microorganisms, including bacteria and archaea. Viruses are found in almost every ecosystem on Earth and are the most numerous type of biological entity. Since Dmitri Ivanovsky's 1892 article describing a non-bacterial pathogen infecting tobacco plants and the discovery of the tobacco mosaic virus by Martinus Beijerinck in 1898, more than 11,000 of the millions of virus species have been described in detail. The study of viruses is known as virology, a subspeciality of microbiology. When infected, a host cell is often forced to rapidly produce thousands of copies of the original virus. When not inside an infected cell or in the process of infecting a cell, viruses exist in the form of independent viral particles, or virions, consisting of (i) genetic material, i.e., long molecules of DNA or RNA that encode the structure of the proteins by which the virus acts; (ii) a protein coat, the capsid, which surrounds and protects the genetic material; and in some cases (iii) an outside envelope of lipids. The shapes of these virus particles range from simple helical and icosahedral forms to more complex structures. Most virus species have virions too small to be seen with an optical microscope and are one-hundredth the size of most bacteria. The origins of viruses in the evolutionary history of life are unclear: some may have evolved from plasmids—pieces of DNA that can move between cells—while others may have evolved from bacteria. In evolution, viruses are an important means of horizontal gene transfer, which increases genetic diversity in a way analogous to sexual reproduction. Viruses are considered by some biologists to be a life form, because they carry genetic material, reproduce, and evolve through natural selection, although they lack the key characteristics, such as cell structure, that are generally Document 1::: Viral replication is the formation of biological viruses during the infection process in the target host cells. Viruses must first get into the cell before viral replication can occur. Through the generation of abundant copies of its genome and packaging these copies, the virus continues infecting new hosts. Replication between viruses is greatly varied and depends on the type of genes involved in them. Most DNA viruses assemble in the nucleus while most RNA viruses develop solely in cytoplasm. Viral production / replication Viruses multiply only in living cells. The host cell must provide the energy and synthetic machinery and the low- molecular-weight precursors for the synthesis of viral proteins and nucleic acids. The virus replication occurs in seven stages, namely; Attachment Entry, Uncoating, Transcription / mRNA production, Synthesis of virus components, Virion assembly and Release (Liberation Stage). Attachment It is the first step of viral replication. The virus attaches to the cell membrane of the host cell. It then injects its DNA or RNA into the host to initiate infection. In animal cells these viruses get into the cell through the process of endocytosis which works through fusing of the virus and fusing of the viral envelope with the cell membrane of the animal cell and in plant cells it enters through the process of pinocytosis which works on pinching of the viruses. Entry The cell membrane of the host cell invaginates the virus particle, enclosing it in a pinocytotic vacuole. This protects the cell from antibodies like in the case of the HIV virus. Uncoating Cell enzymes (from lysosomes) strip off the virus protein coat. This releases or renders accessible the virus nucleic acid or genome. Transcription / mRNA production For some RNA viruses, the infecting RNA produces messenger RNA (mRNA), which can translate the genome into protein products. For viruses with negative stranded RNA, or DNA, viruses are produced by transcription then t Document 2::: Virokines are proteins encoded by some large DNA viruses that are secreted by the host cell and serve to evade the host's immune system. Such proteins are referred to as virokines if they resemble cytokines, growth factors, or complement regulators; the term viroceptor is sometimes used if the proteins resemble cellular receptors. A third class of virally encoded immunomodulatory proteins consists of proteins that bind directly to cytokines. Due to the immunomodulatory properties of these proteins, they have been proposed as potentially therapeutically relevant to autoimmune diseases. Mechanism The primary mechanism of virokine interference with immune signaling is thought to be competitive inhibition of the binding of host signaling molecules to their target receptors. Virokines occupy binding sites on host receptors, thereby inhibiting access by signaling molecules. Viroceptors mimic host receptors and thus divert signaling molecules from finding their targets. Cytokine-binding proteins bind to and sequester cytokines, occluding the binding surface through which they interact with receptors. The effect is to attenuate and subvert host immune response. Discovery The term "virokine" was coined by National Institutes of Health virologist Bernard Moss. The early 1990s saw several reports of virally encoded proteins with sequence homology to immune proteins, followed by reports of the cowpox and vaccinia viruses directly interfering with key immune regulator IL1B. The first identified virokine was an epidermal growth factor-like protein found in myxoma viruses. Much of the early work on virokines involved vaccinia virus, which was discovered to secrete proteins that promote proliferation of neighboring cells and block complement immune activity leading to inflammation. Evolutionary origins The immunomodulatory proteins, including virokines, in the poxvirus family have been extensively studied in the context of the evolution of the family. Virokines in this family Document 3::: Virotherapy is a treatment using biotechnology to convert viruses into therapeutic agents by reprogramming viruses to treat diseases. There are three main branches of virotherapy: anti-cancer oncolytic viruses, viral vectors for gene therapy and viral immunotherapy. These branches use three different types of treatment methods: gene overexpression, gene knockout, and suicide gene delivery. Gene overexpression adds genetic sequences that compensate for low to zero levels of needed gene expression. Gene knockout uses RNA methods to silence or reduce expression of disease-causing genes. Suicide gene delivery introduces genetic sequences that induce an apoptotic response in cells, usually to kill cancerous growths. In a slightly different context, virotherapy can also refer more broadly to the use of viruses to treat certain medical conditions by killing pathogens. History Chester M. Southam, a researcher at Memorial Sloan Kettering Cancer Center, pioneered the study of viruses as potential agents to treat cancer. Oncolytic virotherapy Oncolytic virotherapy is not a new idea – as early as the mid 1950s doctors were noticing that cancer patients who suffered a non-related viral infection, or who had been vaccinated recently, showed signs of improvement; this has been largely attributed to the production of interferon and tumour necrosis factors in response to viral infection, but oncolytic viruses are being designed that selectively target and lyse only cancerous cells. In the 1940s and 1950s, studies were conducted in animal models to evaluate the use of viruses in the treatment of tumours. In the 1940s–1950s some of the earliest human clinical trials with oncolytic viruses were started. Mechanism It is believed that oncolytic virus achieve their goals by two mechanisms: selective killing of tumor cells as well as recruitment of host immune system. One of the major challenges in cancer treatment is finding treatments that target tumor cells while ignoring non-canc Document 4::: A viroplasm, sometimes called "virus factory" or "virus inclusion", is an inclusion body in a cell where viral replication and assembly occurs. They may be thought of as viral factories in the cell. There are many viroplasms in one infected cell, where they appear dense to electron microscopy. Very little is understood about the mechanism of viroplasm formation. Definition A viroplasm is a perinuclear or a cytoplasmic large compartment where viral replication and assembly occurs. The viroplasm formation is caused by the interactions between the virus and the infected cell, where viral products and cell elements are confined. Groups of viruses that form viroplasms Viroplasms have been reported in many unrelated groups of Eukaryotic viruses that replicate in cytoplasm, however, viroplasms from plant viruses have not been as studied as viroplasms from animal viruses. Viroplasms have been found in the cauliflower mosaic virus, rotavirus, vaccinia virus and the rice dwarf virus. These appear electron-dense under an electron microscope and are insoluble. Structure and formation Viroplasms are localized in the perinuclear area or in the cytoplasm of infected cells and are formed early in the infection cycle. The number and the size of viroplasms depend on the virus, the virus isolate, hosts species, and the stage of the infection. For example, viroplasms of mimivirus have a similar size to the nucleus of its host, the amoeba Acanthamoeba polyphaga. A virus can induce changes in composition and organization of host cell cytoskeletal and membrane compartments, depending on the step of the viral replication cycle. This process involves a number of complex interactions and signaling events between viral and host cell factors. Viroplasms are formed early during the infection; in many cases, the cellular rearrangements caused during virus infection lead to the construction of sophisticated inclusions —viroplasms— in the cell where the factory will be assembled. The The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Cells infected with viruses secrete what example of early induced proteins, which travel to adjacent cells and induce them to make antiviral proteins, a sacrifice that protects the surrounding cells? A. hormones B. interferons C. metabolites D. prokaryotes Answer:
sciq-10232	multiple_choice	What process starts with glucose and ends with two pyruvate molecules, a total of four atp molecules and two molecules of nadh?	[ "photosynthesis", "absorption", "secretion", "glycolysis" ]	D		Relavent Documents: Document 0::: Cellular respiration is the process by which biological fuels are oxidized in the presence of an inorganic electron acceptor, such as oxygen, to drive the bulk production of adenosine triphosphate (ATP), which contains energy. Cellular respiration may be described as a set of metabolic reactions and processes that take place in the cells of organisms to convert chemical energy from nutrients into ATP, and then release waste products. Cellular respiration is a vital process that happens in the cells of living organisms, including humans, plants, and animals. It's how cells produce energy to power all the activities necessary for life. The reactions involved in respiration are catabolic reactions, which break large molecules into smaller ones, producing large amounts of energy (ATP). Respiration is one of the key ways a cell releases chemical energy to fuel cellular activity. The overall reaction occurs in a series of biochemical steps, some of which are redox reactions. Although cellular respiration is technically a combustion reaction, it is an unusual one because of the slow, controlled release of energy from the series of reactions. Nutrients that are commonly used by animal and plant cells in respiration include sugar, amino acids and fatty acids, and the most common oxidizing agent is molecular oxygen (O2). The chemical energy stored in ATP (the bond of its third phosphate group to the rest of the molecule can be broken allowing more stable products to form, thereby releasing energy for use by the cell) can then be used to drive processes requiring energy, including biosynthesis, locomotion or transportation of molecules across cell membranes. Aerobic respiration Aerobic respiration requires oxygen (O2) in order to create ATP. Although carbohydrates, fats and proteins are consumed as reactants, aerobic respiration is the preferred method of pyruvate production in glycolysis, and requires pyruvate to the mitochondria in order to be fully oxidized by the c Document 1::: Digestion is the breakdown of carbohydrates to yield an energy-rich compound called ATP. The production of ATP is achieved through the oxidation of glucose molecules. In oxidation, the electrons are stripped from a glucose molecule to reduce NAD+ and FAD. NAD+ and FAD possess a high energy potential to drive the production of ATP in the electron transport chain. ATP production occurs in the mitochondria of the cell. There are two methods of producing ATP: aerobic and anaerobic. In aerobic respiration, oxygen is required. Using oxygen increases ATP production from 4 ATP molecules to about 30 ATP molecules. In anaerobic respiration, oxygen is not required. When oxygen is absent, the generation of ATP continues through fermentation. There are two types of fermentation: alcohol fermentation and lactic acid fermentation. There are several different types of carbohydrates: polysaccharides (e.g., starch, amylopectin, glycogen, cellulose), monosaccharides (e.g., glucose, galactose, fructose, ribose) and the disaccharides (e.g., sucrose, maltose, lactose). Glucose reacts with oxygen in the following reaction, C6H12O6 + 6O2 → 6CO2 + 6H2O. Carbon dioxide and water are waste products, and the overall reaction is exothermic. The reaction of glucose with oxygen releasing energy in the form of molecules of ATP is therefore one of the most important biochemical pathways found in living organisms. Glycolysis Glycolysis, which means “sugar splitting,” is the initial process in the cellular respiration pathway. Glycolysis can be either an aerobic or anaerobic process. When oxygen is present, glycolysis continues along the aerobic respiration pathway. If oxygen is not present, then ATP production is restricted to anaerobic respiration. The location where glycolysis, aerobic or anaerobic, occurs is in the cytosol of the cell. In glycolysis, a six-carbon glucose molecule is split into two three-carbon molecules called pyruvate. These carbon molecules are oxidized into NADH and AT Document 2::: Cellular waste products are formed as a by-product of cellular respiration, a series of processes and reactions that generate energy for the cell, in the form of ATP. One example of cellular respiration creating cellular waste products are aerobic respiration and anaerobic respiration. Each pathway generates different waste products. Aerobic respiration When in the presence of oxygen, cells use aerobic respiration to obtain energy from glucose molecules. Simplified Theoretical Reaction: C6H12O6 (aq) + 6O2 (g) → 6CO2 (g) + 6H2O (l) + ~ 30ATP Cells undergoing aerobic respiration produce 6 molecules of carbon dioxide, 6 molecules of water, and up to 30 molecules of ATP (adenosine triphosphate), which is directly used to produce energy, from each molecule of glucose in the presence of surplus oxygen. In aerobic respiration, oxygen serves as the recipient of electrons from the electron transport chain. Aerobic respiration is thus very efficient because oxygen is a strong oxidant. Aerobic respiration proceeds in a series of steps, which also increases efficiency - since glucose is broken down gradually and ATP is produced as needed, less energy is wasted as heat. This strategy results in the waste products H2O and CO2 being formed in different amounts at different phases of respiration. CO2 is formed in Pyruvate decarboxylation, H2O is formed in oxidative phosphorylation, and both are formed in the citric acid cycle. The simple nature of the final products also indicates the efficiency of this method of respiration. All of the energy stored in the carbon-carbon bonds of glucose is released, leaving CO2 and H2O. Although there is energy stored in the bonds of these molecules, this energy is not easily accessible by the cell. All usable energy is efficiently extracted. Anaerobic respiration Anaerobic respiration is done by aerobic organisms when there is not sufficient oxygen in a cell to undergo aerobic respiration as well as by cells called anaerobes that Document 3::: 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 4::: 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 The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What process starts with glucose and ends with two pyruvate molecules, a total of four atp molecules and two molecules of nadh? A. photosynthesis B. absorption C. secretion D. glycolysis Answer:
sciq-1359	multiple_choice	What organism is the most disruptive towards the diversity of other species?	[ "humans", "bacteria", "reptiles", "insects" ]	A		Relavent Documents: Document 0::: Molecular ecology is a field of evolutionary biology that is concerned with applying molecular population genetics, molecular phylogenetics, and more recently genomics to traditional ecological questions (e.g., species diagnosis, conservation and assessment of biodiversity, species-area relationships, and many questions in behavioral ecology). It is virtually synonymous with the field of "Ecological Genetics" as pioneered by Theodosius Dobzhansky, E. B. Ford, Godfrey M. Hewitt, and others. These fields are united in their attempt to study genetic-based questions "out in the field" as opposed to the laboratory. Molecular ecology is related to the field of conservation genetics. Methods frequently include using microsatellites to determine gene flow and hybridization between populations. The development of molecular ecology is also closely related to the use of DNA microarrays, which allows for the simultaneous analysis of the expression of thousands of different genes. Quantitative PCR may also be used to analyze gene expression as a result of changes in environmental conditions or different responses by differently adapted individuals. Molecular ecology uses molecular genetic data to answer ecological question related to biogeography, genomics, conservation genetics, and behavioral ecology. Studies mostly use data based on deoxyribonucleic acid sequences (DNA). This approach has been enhanced over a number of years to allow researchers to sequence thousands of genes from a small amount of starting DNA. Allele sizes are another way researchers are able to compare individuals and populations which allows them to quantify the genetic diversity within a population and the genetic similarities among populations. Bacterial diversity Molecular ecological techniques are used to study in situ questions of bacterial diversity. Many microorganisms are not easily obtainable as cultured strains in the laboratory, which would allow for identification and characterization. I Document 1::: 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 Document 2::: The stress gradient hypothesis (SGH) is an evolutionary theory in microbial ecology and community ecology that provides a framework to predict when positive or negative interactions should be observed in an habitat. The SGH states that facilitation, cooperation or mutualism should be more common in stressful environments, compared with benign environments (i.e nutrient excess) where competition or parasitism should be more common. The stress gradient hypothesis, in which ecological interactions shift in a positive direction with increasing environmental stress, is controversial among ecologists, in part because of contradictory support, yet a 2021 meta analysis study compared SGH across different organisms with intraspecificity and interspecificity interacrions and conclude that the SGH is indeed a broadly relevant ecological phenomena that is currently held back by cross-disciplinary communication barriers. SGH is well supported by studies that feature bacteria, plants, terrestrial ecosystems, interspecific negative interactions, adults, survival instead of growth or reproduction, and drought, fire, and nutrient stress. Drought and nutrient stress, especially when combined, shift ecological interactions positively Document 3::: Animals are multicellular, eukaryotic organisms in the biological kingdom Animalia. With few exceptions, animals consume organic material, breathe oxygen, have myocytes and are able to move, can reproduce sexually, and grow from a hollow sphere of cells, the blastula, during embryonic development. As of 2022, 2.16 million living animal species have been described—of which around 1.05 million are insects, over 85,000 are molluscs, and around 65,000 are vertebrates. It has been estimated there are around 7.77 million animal species. Animals range in length from to . They have complex interactions with each other and their environments, forming intricate food webs. The scientific study of animals is known as zoology. Most living animal species are in Bilateria, a clade whose members have a bilaterally symmetric body plan. The Bilateria include the protostomes, containing animals such as nematodes, arthropods, flatworms, annelids and molluscs, and the deuterostomes, containing the echinoderms and the chordates, the latter including the vertebrates. Life forms interpreted as early animals were present in the Ediacaran biota of the late Precambrian. Many modern animal phyla became clearly established in the fossil record as marine species during the Cambrian explosion, which began around 539 million years ago. 6,331 groups of genes common to all living animals have been identified; these may have arisen from a single common ancestor that lived 650 million years ago. Historically, Aristotle divided animals into those with blood and those without. Carl Linnaeus created the first hierarchical biological classification for animals in 1758 with his Systema Naturae, which Jean-Baptiste Lamarck expanded into 14 phyla by 1809. In 1874, Ernst Haeckel divided the animal kingdom into the multicellular Metazoa (now synonymous with Animalia) and the Protozoa, single-celled organisms no longer considered animals. In modern times, the biological classification of animals relies on ad Document 4::: The Institute for Biodiversity and Ecosystem Dynamics (IBED) is one of the ten research institutes of the Faculty of Science of the Universiteit van Amsterdam. IBED employs more than 100 researchers, with PhD students and Postdocs forming a majority, and 30 supporting staff. The total annual budget is around 10 m€, of which more than 40 per cent comes from external grants and contracts. The main output consist of publications in peer reviewed journals and books (on average 220 per year). Each year around 15 PhD students defend their thesis and obtain their degree from the Universiteit van Amsterdam. The institute is managed by a general director appointed by the Dean of the Faculty for a period of five years, assisted by a business manager. Mission statement The mission of the Institute for Biodiversity and Ecosystem Dynamics is to increase our insights in the functioning and biodiversity of ecosystems in all their complexity. Knowledge of the interactions between living organisms and processes in their physical and chemical environment is essential for a better understanding of the dynamics of ecosystems at different temporal and spatial scales. Organization of IBED Research IBED research is organized in the following three themes: Theme I: Biodiversity and Evolution The main question of Theme I research is how patterns in biodiversity can be explained from underlying processes: speciation and extinction, dispersal and the (dis)appearance of geographical barriers, reproductive isolation and hybridisation of taxa. Modern reconstructions of the history of life on earth rely heavily on analyses of DNA data that contain the footprints of the past. Research related to human-made effects on biodiversity includes the identification of endangered biodiversity hotspots affected by global change, potential risks of an escape of transgenes from crops to wild species, and the consequences of habitat fragmentation for the viability and genetic diversity of populations and The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What organism is the most disruptive towards the diversity of other species? A. humans B. bacteria C. reptiles D. insects Answer:
sciq-1973	multiple_choice	What help should you use for disposing hazardous products?	[ "biohazard unit", "guidelines on label", "first aid kit", "call poison control" ]	B		Relavent Documents: Document 0::: A biosafety cabinet (BSC)—also called a biological safety cabinet or microbiological safety cabinet—is an enclosed, ventilated laboratory workspace for safely working with materials contaminated with (or potentially contaminated with) pathogens requiring a defined biosafety level. Several different types of BSC exist, differentiated by the degree of biocontainment they provide. BSCs first became commercially available in 1950. Purposes The primary purpose of a BSC is to serve as a means to protect the laboratory worker and the surrounding environment from pathogens. All exhaust air is HEPA-filtered as it exits the biosafety cabinet, removing harmful bacteria and viruses. This is in contrast to a laminar flow clean bench, which blows unfiltered exhaust air towards the user and is not safe for work with pathogenic agents. Neither are most BSCs safe for use as fume hoods. Likewise, a fume hood fails to provide the environmental protection that HEPA filtration in a BSC would provide. However, most classes of BSCs have a secondary purpose to maintain the sterility of materials inside (the "product"). Classes The U.S. Centers for Disease Control and Prevention (CDC) classifies BSCs into three classes. These classes and the types of BSCs within them are distinguished in two ways: the level of personnel and environmental protection provided and the level of product protection provided. Class I Class I cabinets provide personnel and environmental protection but no product protection. In fact, the inward flow of air can contribute to contamination of samples. Inward airflow is maintained at a minimum velocity of 75 ft/min(0.38 m/s). These BSCs are commonly used to enclose specific equipment (e.g. centrifuges) or procedures (e.g. aerating cultures) that potentially generate aerosols. BSCs of this class are either ducted (connected to the building exhaust system) or unducted (recirculating filtered exhaust back into the laboratory). Class II Class II cabinets provide bot Document 1::: One use of the concept of biocontainment is related to laboratory biosafety and pertains to microbiology laboratories in which the physical containment of pathogenic organisms or agents (bacteria, viruses, and toxins) is required, usually by isolation in environmentally and biologically secure cabinets or rooms, to prevent accidental infection of workers or release into the surrounding community during scientific research. Another use of the term relates to facilities for the study of agricultural pathogens, where it is used similarly to the term "biosafety", relating to safety practices and procedures used to prevent unintended infection of plants or animals or the release of high-consequence pathogenic agents into the environment (air, soil, or water). Terminology The World Health Organization's 2006 publication, Biorisk management: Laboratory biosecurity guidance, defines laboratory biosafety as "the containment principles, technologies and practices that are implemented to prevent the unintentional exposure to pathogens and toxins, or their accidental release". It defines biorisk management as "the analysis of ways and development of strategies to minimize the likelihood of the occurrence of biorisks". The term "biocontainment" is related to laboratory biosafety. Merriam-Webster's online dictionary reports the first use of the term in 1966, defined as "the containment of extremely pathogenic organisms (such as viruses) usually by isolation in secure facilities to prevent their accidental release especially during research". The term laboratory biosafety refers to the measures taken "to reduce the risk of accidental release of or exposure to infectious disease agents", whereas laboratory biosecurity is usually taken to mean "a set of systems and practices employed in legitimate bioscience facilities to reduce the risk that dangerous biological agents will be stolen and used maliciously". Containment types Laboratory context Primary containment is the first Document 2::: BioHome was a small facility created by NASA in the late 1980s that could support one person in a fully functional habitat. One of the influences on the project was the results from data obtained on the 1973 Skylab 3 (SL-3), where a total of 107 VOCs were offgassed by synthetic materials that composed the SL-3. However, the study of indoor air quality was not the only focus of the project, as it was a part of research into closed ecological life support systems. The facility was still in use as of March 5, 2005, and has paved inroads into creating self-supporting life support systems. Construction Construction of the BioHome concluded in 1989 and construction materials included synthetics which gave off the aforementioned VOCs. The BioHome itself resembles a mobile home in size where it contained a living area and treatment facilities for human waste and air. While not completely air-tight, such as the Biosphere 2 structure, the structure was engineered for maximum air and energy confinement. This was unsurprising, given that the interior walls were composed of molded plastic panels with 30 cm of fiberglass insulation. The BioHome had living facilities that could support one person and foliage plants were placed throughout the structure, aiding in air purification. In addition to the plants, a prototype fan-assisted plant filter was installed; the filter had the removal capacity of 15 standard potted plants. The BioHome was equipped with monitoring ports for the detection of VOCs, which were measured using mass spectrometer / gas chromatograph equipment. In experiments regarding wastewater treatment, the facility was outfitted with PVC piping and ultraviolet equipment. Usage The BioHome was used for a variety of experiments into, and including: Wastewater treatment In its nascence, the BioHome focused on alternative, non-chemical sewage treatment methods utilizing non-edible plants of aquatic disposition. The aquatic and semi-aquatic plants were chos Document 3::: A biological hazard, or biohazard, is a biological substance that poses a threat to the health of living organisms, primarily humans. This could include a sample of a microorganism, virus or toxin that can adversely affect human health. A biohazard could also be a substance harmful to other living beings. The term and its associated symbol are generally used as a warning, so that those potentially exposed to the substances will know to take precautions. The biohazard symbol was developed in 1966 by Charles Baldwin, an environmental-health engineer working for the Dow Chemical Company on their containment products. It is used in the labeling of biological materials that carry a significant health risk, including viral samples and used hypodermic needles. In Unicode, the biohazard symbol is U+2623 (☣). ANSI Z535/OSHA/ISO regulation Biohazardous safety issues are identified with specified labels, signs and paragraphs established by the American National Standards Institute (ANSI). Today, ANSI Z535 standards for biohazards are used worldwide and should always be used appropriately within ANSI Z535 Hazardous Communications (HazCom) signage, labeling and paragraphs. The goal is to help workers rapidly identify the severity of a biohazard from a distance and through colour and design standardization. Biological hazard symbol design: A red on white or white-coloured background is used behind a black biohazard symbol when integrated with a DANGER sign, label or paragraph. An orange on black or white-coloured background is used behind a black biohazard symbol when integrated with a WARNING sign, label or paragraph. A yellow on black or white-coloured background is used behind a black biohazard symbol when integrated with a CAUTION sign, label or paragraph. A green on white or white-coloured background is used behind a black biohazard symbol when integrated with a NOTICE sign, label or paragraph. DANGER is used to identify a biohazard that will cause death. WARNING Document 4::: Stericycle is a compliance company that specializes in collecting and disposing regulated medical waste, such as medical waste and sharps, pharmaceuticals, hazardous waste, and providing services for recalled and expired goods. It also provides related education and training services, and patient communication services. The company was founded in 1989 and is headquartered in Bannockburn, Illinois, with many more bases of operation around the world, including Medical waste incinerators in Utah and North Carolina. Overview Stericycle, Inc., together with its subsidiaries, offers regulated waste management services, sharps disposal containers to reduce the risk of needlestick injuries, healthcare compliance services, pharmaceutical disposal, and medication disposal services such as kiosks or drug take back program for disposing expired medication disposal or recalled medication products through incineration processes. In addition, with the acquisition of Shred-it in 2015, Stericycle also offers secure information destruction services including document shredding and hard drive destruction. The company serves healthcare facilities such as hospitals, blood banks, pharmaceutical manufacturers,. Stericycle also serves myriad small businesses, which include outpatient clinics, medical and dental offices, abortion clinics, veterinary and animal hospitals, funeral homes, home healthcare agencies, body art studios, and long-term and sub-acute care facilities. Medical device manufacturers, consumer goods manufacturers, and retailers are also key customers. Stericycle has been harshly criticized by residents living near their incinerators and environmentalists across the globe. Currently, Stericycle is being investigated by the state of Utah for burning hazardous, radioactive waste above legal levels at their North Salt Lake location. The investigations also are in response to Stericycle's alleged falsification of records to hide the alleged illegal quantity burning near Foxb The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What help should you use for disposing hazardous products? A. biohazard unit B. guidelines on label C. first aid kit D. call poison control Answer:
sciq-4657	multiple_choice	Culprits in the common cold and aids, what infectious agents are far smaller and simpler than bacteria?	[ "pathogens", "viruses", "parasites", "poisons" ]	B		Relavent Documents: Document 0::: In biology, a pathogen (, "suffering", "passion" and , "producer of"), in the oldest and broadest sense, is any organism or agent that can produce disease. A pathogen may also be referred to as an infectious agent, or simply a germ. The term pathogen came into use in the 1880s. Typically, the term pathogen is used to describe an infectious microorganism or agent, such as a virus, bacterium, protozoan, prion, viroid, or fungus. Small animals, such as helminths and insects, can also cause or transmit disease. However, these animals are usually referred to as parasites rather than pathogens. The scientific study of microscopic organisms, including microscopic pathogenic organisms, is called microbiology, while parasitology refers to the scientific study of parasites and the organisms that host them. There are several pathways through which pathogens can invade a host. The principal pathways have different episodic time frames, but soil has the longest or most persistent potential for harboring a pathogen. Diseases in humans that are caused by infectious agents are known as pathogenic diseases. Not all diseases are caused by pathogens, such as black lung from exposure to the pollutant coal dust, genetic disorders like sickle cell disease, and autoimmune diseases like lupus. Pathogenicity Pathogenicity is the potential disease-causing capacity of pathogens, involving a combination of infectivity (pathogen's ability to infect hosts) and virulence (severity of host disease). Koch's postulates are used to establish causal relationships between microbial pathogens and diseases. Whereas meningitis can be caused by a variety of bacterial, viral, fungal, and parasitic pathogens, cholera is only caused by some strains of Vibrio cholerae. Additionally, some pathogens may only cause disease in hosts with an immunodeficiency. These opportunistic infections often involve hospital-acquired infections among patients already combating another condition. Infectivity involves path Document 1::: Infectious diseases or ID, also known as infectiology, is a medical specialty dealing with the diagnosis and treatment of infections. An infectious diseases specialist's practice consists of managing nosocomial (healthcare-acquired) infections or community-acquired infections. An ID specialist investigates the cause of a disease to determine what kind of Bacteria, viruses, parasites, or fungi the disease is caused by. Once the pathogen is known, an ID specialist can then run various tests to determine the best antimicrobial drug to kill the pathogen and treat the disease. While infectious diseases have always been around, the infectious disease specialty did not exist until the late 1900s after scientists and physicians in the 19th century paved the way with research on the sources of infectious disease and the development of vaccines. Scope Infectious diseases specialists typically serve as consultants to other physicians in cases of complex infections, and often manage patients with HIV/AIDS and other forms of immunodeficiency. Although many common infections are treated by physicians without formal expertise in infectious diseases, specialists may be consulted for cases where an infection is difficult to diagnose or manage. They may also be asked to help determine the cause of a fever of unknown origin. Specialists in infectious diseases can practice both in hospitals (inpatient) and clinics (outpatient). In hospitals, specialists in infectious diseases help ensure the timely diagnosis and treatment of acute infections by recommending the appropriate diagnostic tests to identify the source of the infection and by recommending appropriate management such as prescribing antibiotics to treat bacterial infections. For certain types of infections, involvement of specialists in infectious diseases may improve patient outcomes. In clinics, specialists in infectious diseases can provide long-term care to patients with chronic infections such as HIV/AIDS. History Inf Document 2::: Biosafety level 4 (BSL-4) organisms are dangerous or exotic agents which pose high risk of life-threatening disease, aerosol-transmitted lab infections, or related agents with unknown risk of transmission. US federal biocontainment regulations Biosafety level 4 laboratories are designed for diagnostic work and research on easily respiratory-acquired viruses which can often cause severe and/or fatal disease. What follows is a list of select agents that have specific biocontainment requirements according to US federal law. Organisms include those harmful to human health, or to animal health. The Plant Protection and Quarantine programs (PPQ) of the Animal and Plant Health Inspection Service (APHIS) are listed in 7 CFR Part 331. The Department of Health and Human Services (HHS) lists are located at 42 CFR Part 73.3 and 42 CFR Part 73.4. The USDA animal safety list is located at 9 CFR Subchapter B. Not all select agents require BSL-4 handling, namely select bacteria and toxins, but most select agent viruses do (with the notable exception of SARS-CoV-1 which can be handled in BSL3). Many non-select agent viruses are often handled in BSL-4 according to facility SOPs or when dealing with new viruses closely related to viruses that require BSL-4. For instance, Andes orthohantavirus and MERS-CoV are both non-select agents that are often handled in BSL-4 because they cause severe and fatal disease in humans. Newly characterized viruses closely related to select agents and/or BSL-4 viruses (for example newly discovered henipaviruses or ebolaviruses) are typically handled in BSL-4 even if they aren't yet known to be readily transmissible or cause severe disease. International BSL-4 regulations Globally, there are no official agreements on what agents must be handled in BSL-4. However, select agents and toxins originating or ending in US BSL-4 labs must adhere to US select agent laws. Select agents HHS human threats: select agents and toxins Crimean-Congo hemorrhagic fe Document 3::: The germ theory of disease is the currently accepted scientific theory for many diseases. It states that microorganisms known as pathogens or "germs" can cause disease. These small organisms, too small to be seen without magnification, invade humans, other animals, and other living hosts. Their growth and reproduction within their hosts can cause disease. "Germ" refers to not just a bacterium but to any type of microorganism, such as protists or fungi, or even non-living pathogens that can cause disease, such as viruses, prions, or viroids. Diseases caused by pathogens are called infectious diseases. Even when a pathogen is the principal cause of a disease, environmental and hereditary factors often influence the severity of the disease, and whether a potential host individual becomes infected when exposed to the pathogen. Pathogens are disease-carrying agents that can pass from one individual to another, both in humans and animals. Infectious diseases are caused by biological agents such as pathogenic microorganisms (viruses, bacteria, and fungi) as well as parasites. Basic forms of germ theory were proposed by Girolamo Fracastoro in 1546, and expanded upon by Marcus von Plenciz in 1762. However, such views were held in disdain in Europe, where Galen's miasma theory remained dominant among scientists and doctors. By the early 19th century, smallpox vaccination was commonplace in Europe, though doctors were unaware of how it worked or how to extend the principle to other diseases. A transitional period began in the late 1850s with the work of Louis Pasteur. This work was later extended by Robert Koch in the 1880s. By the end of that decade, the miasma theory was struggling to compete with the germ theory of disease. Viruses were initially discovered in the 1890s. Eventually, a "golden era" of bacteriology ensued, during which the germ theory quickly led to the identification of the actual organisms that cause many diseases. Miasma theory The miasma theory was t Document 4::: MicrobeLibrary is a permanent collection of over 1400 original peer-reviewed resources for teaching undergraduate microbiology. It is provided by the American Society for Microbiology, Washington DC, United States. Contents include curriculum activities; images and animations; reviews of books, websites and other resources; and articles from Focus on Microbiology Education, Microbiology Education and Microbe. Around 40% of the materials are free to educators and students, the remainder require a subscription. the service is suspended with the message to: "Please check back with us in 2017". External links MicrobeLibrary Microbiology The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Culprits in the common cold and aids, what infectious agents are far smaller and simpler than bacteria? A. pathogens B. viruses C. parasites D. poisons Answer:
ai2_arc-951	multiple_choice	Which mass is undergoing the greatest amount of acceleration?	[ "1 kg subjected to a force of 1 N", "1 kg subjected to a force of 100 N", "100 kg subjected to a force of 1 N", "100 kg subjected to a force of 100 N" ]	B		Relavent Documents: Document 0::: In common usage, the mass of an object is often referred to as its weight, though these are in fact different concepts and quantities. Nevertheless, one object will always weigh more than another with less mass if both are subject to the same gravity (i.e. the same gravitational field strength). In scientific contexts, mass is the amount of "matter" in an object (though "matter" may be difficult to define), but weight is the force exerted on an object's matter by gravity. At the Earth's surface, an object whose mass is exactly one kilogram weighs approximately 9.81 newtons, the product of its mass and the gravitational field strength there. The object's weight is less on Mars, where gravity is weaker; more on Saturn, where gravity is stronger; and very small in space, far from significant sources of gravity, but it always has the same mass. Material objects at the surface of the Earth have weight despite such sometimes being difficult to measure. An object floating freely on water, for example, does not appear to have weight since it is buoyed by the water. But its weight can be measured if it is added to water in a container which is entirely supported by and weighed on a scale. Thus, the "weightless object" floating in water actually transfers its weight to the bottom of the container (where the pressure increases). Similarly, a balloon has mass but may appear to have no weight or even negative weight, due to buoyancy in air. However the weight of the balloon and the gas inside it has merely been transferred to a large area of the Earth's surface, making the weight difficult to measure. The weight of a flying airplane is similarly distributed to the ground, but does not disappear. If the airplane is in level flight, the same weight-force is distributed to the surface of the Earth as when the plane was on the runway, but spread over a larger area. A better scientific definition of mass is its description as being a measure of inertia, which is the tendency of an Document 1::: 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 2::: Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas. Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well. Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in Document 3::: The gravity of Earth, denoted by , is the net acceleration that is imparted to objects due to the combined effect of gravitation (from mass distribution within Earth) and the centrifugal force (from the Earth's rotation). It is a vector quantity, whose direction coincides with a plumb bob and strength or magnitude is given by the norm . In SI units this acceleration is expressed in metres per second squared (in symbols, m/s2 or m·s−2) or equivalently in newtons per kilogram (N/kg or N·kg−1). Near Earth's surface, the acceleration due to gravity, accurate to 2 significant figures, is . This means that, ignoring the effects of air resistance, the speed of an object falling freely will increase by about per second every second. This quantity is sometimes referred to informally as little (in contrast, the gravitational constant is referred to as big ). The precise strength of Earth's gravity varies with location. The agreed upon value for is by definition. This quantity is denoted variously as , (though this sometimes means the normal gravity at the equator, ), , or simply (which is also used for the variable local value). The weight of an object on Earth's surface is the downwards force on that object, given by Newton's second law of motion, or (). Gravitational acceleration contributes to the total gravity acceleration, but other factors, such as the rotation of Earth, also contribute, and, therefore, affect the weight of the object. Gravity does not normally include the gravitational pull of the Moon and Sun, which are accounted for in terms of tidal effects. Variation in magnitude A non-rotating perfect sphere of uniform mass density, or whose density varies solely with distance from the centre (spherical symmetry), would produce a gravitational field of uniform magnitude at all points on its surface. The Earth is rotating and is also not spherically symmetric; rather, it is slightly flatter at the poles while bulging at the Equator: an oblate spheroid. Document 4::: Mechanical load is the physical stress on a mechanical system or component. Loads can be static or dynamic. Some loads are specified as part of the design criteria of a mechanical system. Depending on the usage, some mechanical loads can be measured by an appropriate test method in a laboratory or in the field. Vehicle It can be the external mechanical resistance against which a machine (such as a motor or engine), acts. The load can often be expressed as a curve of force versus speed. For instance, a given car traveling on a road of a given slope presents a load which the engine must act against. Because air resistance increases with speed, the motor must put out more torque at a higher speed in order to maintain the speed. By shifting to a higher gear, one may be able to meet the requirement with a higher torque and a lower engine speed, whereas shifting to a lower gear has the opposite effect. Accelerating increases the load, whereas decelerating decreases the load. Pump Similarly, the load on a pump depends on the head against which the pump is pumping, and on the size of the pump. Fan Similar considerations apply to a fan. See Affinity laws. See also Structural load Physical test The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Which mass is undergoing the greatest amount of acceleration? A. 1 kg subjected to a force of 1 N B. 1 kg subjected to a force of 100 N C. 100 kg subjected to a force of 1 N D. 100 kg subjected to a force of 100 N Answer:
sciq-9180	multiple_choice	What do seismic waves prove about the inner core?	[ "it is solid", "it is liquid", "it is layered", "it is hot" ]	A		Relavent Documents: Document 0::: The internal structure of Earth is the layers of the Earth, excluding its atmosphere and hydrosphere. The structure consists of an outer silicate solid crust, a highly viscous asthenosphere and solid mantle, a liquid outer core whose flow generates the Earth's magnetic field, and a solid inner core. Scientific understanding of the internal structure of Earth is based on observations of topography and bathymetry, observations of rock in outcrop, samples brought to the surface from greater depths by volcanoes or volcanic activity, analysis of the seismic waves that pass through Earth, measurements of the gravitational and magnetic fields of Earth, and experiments with crystalline solids at pressures and temperatures characteristic of Earth's deep interior. Global properties "Note: In chondrite model (1), the light element in the core is assumed to be Si. Chondrite model (2) is a model of chemical composition of the mantle corresponding to the model of core shown in chondrite model (1)."Measurements of the force exerted by Earth's gravity can be used to calculate its mass. Astronomers can also calculate Earth's mass by observing the motion of orbiting satellites. Earth's average density can be determined through gravimetric experiments, which have historically involved pendulums. The mass of Earth is about . The average density of Earth is . Layers The structure of Earth can be defined in two ways: by mechanical properties such as rheology, or chemically. Mechanically, it can be divided into lithosphere, asthenosphere, mesospheric mantle, outer core, and the inner core. Chemically, Earth can be divided into the crust, upper mantle, lower mantle, outer core, and inner core. The geologic component layers of Earth are at increasing depths below the surface: Crust and lithosphere Earth's crust ranges from in depth and is the outermost layer. The thin parts are the oceanic crust, which underlie the ocean basins (5–10 km) and is mafic-rich (dense iron-magnesium silic Document 1::: In seismology and other areas involving elastic waves, S waves, secondary waves, or shear waves (sometimes called elastic S waves) are a type of elastic wave and are one of the two main types of elastic body waves, so named because they move through the body of an object, unlike surface waves. S waves are transverse waves, meaning that the direction of particle movement of an S wave is perpendicular to the direction of wave propagation, and the main restoring force comes from shear stress. Therefore, S waves cannot propagate in liquids with zero (or very low) viscosity; however, they may propagate in liquids with high viscosity. The name secondary wave comes from the fact that they are the second type of wave to be detected by an earthquake seismograph, after the compressional primary wave, or P wave, because S waves travel more slowly in solids. Unlike P waves, S waves cannot travel through the molten outer core of the Earth, and this causes a shadow zone for S waves opposite to their origin. They can still propagate through the solid inner core: when a P wave strikes the boundary of molten and solid cores at an oblique angle, S waves will form and propagate in the solid medium. When these S waves hit the boundary again at an oblique angle, they will in turn create P waves that propagate through the liquid medium. This property allows seismologists to determine some physical properties of the Earth's inner core. History In 1830, the mathematician Siméon Denis Poisson presented to the French Academy of Sciences an essay ("memoir") with a theory of the propagation of elastic waves in solids. In his memoir, he states that an earthquake would produce two different waves: one having a certain speed and the other having a speed . At a sufficient distance from the source, when they can be considered plane waves in the region of interest, the first kind consists of expansions and compressions in the direction perpendicular to the wavefront (that is, parallel to the Document 2::: Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas. Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well. Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in Document 3::: The core–mantle boundary (CMB) of Earth lies between the planet's silicate mantle and its liquid iron–nickel outer core, at a depth of below Earth's surface. The boundary is observed via the discontinuity in seismic wave velocities at that depth due to the differences between the acoustic impedances of the solid mantle and the molten outer core. P-wave velocities are much slower in the outer core than in the deep mantle while S-waves do not exist at all in the liquid portion of the core. Recent evidence suggests a distinct boundary layer directly above the CMB possibly made of a novel phase of the basic perovskite mineralogy of the deep mantle named post-perovskite. Seismic tomography studies have shown significant irregularities within the boundary zone and appear to be dominated by the African and Pacific Large Low-Shear-Velocity Provinces (LLSVP). The uppermost section of the outer core is thought to be about 500–1,800 K hotter than the overlying mantle, creating a thermal boundary layer. The boundary is thought to harbor topography, much like Earth's surface, that is supported by solid-state convection within the overlying mantle. Variations in the thermal properties of the core-mantle boundary may affect how the outer core's iron-rich fluids flow, which are ultimately responsible for Earth's magnetic field. The D″ region The approx. 200 km thick layer of the lower mantle directly above the boundary is referred to as the D″ region ("D double-prime" or "D prime prime") and is sometimes included in discussions regarding the core–mantle boundary zone. The D″ name originates from geophysicist Keith Bullen's designations for the Earth's layers. His system was to label each layer alphabetically, A through G, with the crust as 'A' and the inner core as 'G'. In his 1942 publication of his model, the entire lower mantle was the D layer. In 1949, Bullen found his 'D' layer to actually be two different layers. The upper part of the D layer, about 1800 km thick, was r Document 4::: The Human-Induced Earthquake Database (HiQuake) is an online database that documents all reported cases of induced seismicity proposed on scientific grounds. It is the most complete compilation of its kind and is freely available to download via the associated website. The database is periodically updated to correct errors, revise existing entries, and add new entries reported in new scientific papers and reports. Suggestions for revisions and new entries can be made via the associated website. History In 2016, Nederlandse Aardolie Maatschappij funded a team of researchers from Durham University and Newcastle University to conduct a full review of induced seismicity. This review formed part of a scientific workshop aimed at estimating the maximum possible magnitude earthquake that might be induced by conventional gas production in the Groningen gas field. The resulting database from the review was publicly released online on the 26 January 2017. The database was accompanied by the publication of two scientific papers, the more detailed of which is freely available online. The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What do seismic waves prove about the inner core? A. it is solid B. it is liquid C. it is layered D. it is hot Answer:
sciq-11020	multiple_choice	What type of species can alternate between medusa and polyp forms?	[ "mollusks", "crocodilian", "chordata", "cnidarian" ]	D		Relavent Documents: Document 0::: A polyp in zoology is one of two forms found in the phylum Cnidaria, the other being the medusa. Polyps are roughly cylindrical in shape and elongated at the axis of the vase-shaped body. In solitary polyps, the aboral (opposite to oral) end is attached to the substrate by means of a disc-like holdfast called a pedal disc, while in colonies of polyps it is connected to other polyps, either directly or indirectly. The oral end contains the mouth, and is surrounded by a circlet of tentacles. Classes In the class Anthozoa, comprising the sea anemones and corals, the individual is always a polyp; in the class Hydrozoa, however, the individual may be either a polyp or a medusa, with most species undergoing a life cycle with both a polyp stage and a medusa stage. In class Scyphozoa, the medusa stage is dominant, and the polyp stage may or may not be present, depending on the family. In those scyphozoans that have the larval planula metamorphose into a polyp, the polyp, also called a "scyphistoma," grows until it develops a stack of plate-like medusae that pinch off and swim away in a process known as strobilation. Once strobilation is complete, the polyp may die, or regenerate itself to repeat the process again later. With Cubozoans, the planula settles onto a suitable surface, and develops into a polyp. The cubozoan polyp then eventually metamorphoses directly into a Medusa. Anatomy The body of the polyp may be roughly compared in a structure to a sac, the wall of which is composed of two layers of cells. The outer layer is known technically as the ectoderm, the inner layer as the endoderm (or gastroderm). Between ectoderm and endoderm is a supporting layer of structureless gelatinous substance termed mesoglea, secreted by the cell layers of the body wall. The mesoglea can be thinner than the endoderm or ectoderm or comprise the bulk of the body as in larger jellyfish. The mesoglea can contain skeletal elements derived from cells migrated from ectoderm. Th Document 1::: Polydactyly in stem-tetrapods should here be understood as having more than five digits to the finger or foot, a condition that was the natural state of affairs in the earliest stegocephalians during the evolution of terrestriality. The polydactyly in these largely aquatic animals is not to be confused with polydactyly in the medical sense, i.e. it was not an anomaly in the sense it was not a congenital condition of having more than the typical number of digits for a given taxon. Rather, it appears to be a result of the early evolution from a limb with a fin rather than digits. "Living tetrapods, such as the frogs, turtles, birds and mammals, are a subgroup of the tetrapod lineage. The lineage also includes finned and limbed tetrapods that are more closely related to living tetrapods than to living lungfishes." Tetrapods evolved from animals with fins such as found in lobe-finned fishes. From this condition a new pattern of limb formation evolved, where the development axis of the limb rotated to sprout secondary axes along the lower margin, giving rise to a variable number of very stout skeletal supports for a paddle-like foot. The condition is thought to have arisen from the loss of the fin ray-forming proteins actinodin 1 and actinodin 2 or modification of the expression of HOXD13. It is still unknown why exactly this happens. "SHH is produced by the mesenchymal cells of the zone of polarizing activity (ZPA) found at the posterior margin of the limbs of all vertebrates with paired appendages, including the most primitive chondrichthyian fishes. Its expression is driven by a well-conserved limb-specific enhancer called the ZRS (zone of polarizing region activity regulatory sequence) that is located approximately 1 Mb upstream of the coding sequence of Shh." Devonian taxa were polydactylous. Acanthostega had eight digits on both the hindlimbs and forelimbs. Ichthyostega, which was both more derived and more specialized, had seven digits on the hindlimb, though th Document 2::: Form classification is the classification of organisms based on their morphology, which does not necessarily reflect their biological relationships. Form classification, generally restricted to palaeontology, reflects uncertainty; the goal of science is to move "form taxa" to biological taxa whose affinity is known. Form taxonomy is restricted to fossils that preserve too few characters for a conclusive taxonomic definition or assessment of their biological affinity, but whose study is made easier if a binomial name is available by which to identify them. The term "form classification" is preferred to "form taxonomy"; taxonomy suggests that the classification implies a biological affinity, whereas form classification is about giving a name to a group of morphologically-similar organisms that may not be related. A "parataxon" (not to be confused with parataxonomy), or "sciotaxon" (Gr. "shadow taxon"), is a classification based on incomplete data: for instance, the larval stage of an organism that cannot be matched up with an adult. It reflects a paucity of data that makes biological classification impossible. A sciotaxon is defined as a taxon thought to be equivalent to a true taxon (orthotaxon), but whose identity cannot be established because the two candidate taxa are preserved in different ways and thus cannot be compared directly. Examples In zoology Form taxa are groupings that are based on common overall forms. Early attempts at classification of labyrinthodonts was based on skull shape (the heavily armoured skulls often being the only preserved part). The amount of convergent evolution in the many groups lead to a number of polyphyletic taxa. Such groups are united by a common mode of life, often one that is generalist, in consequence acquiring generally similar body shapes by convergent evolution. Ediacaran biota — whether they are the precursors of the Cambrian explosion of the fossil record, or are unrelated to any modern phylum — can currently on Document 3::: Pseudoplanktonic organisms are those that attach themselves to planktonic organisms or other floating objects, such as drifting wood, buoyant shells of organisms such as Spirula, or man-made flotsam. Examples include goose barnacles and the bryozoan Jellyella. By themselves these animals cannot float, which contrasts them with true planktonic organisms, such as Velella and the Portuguese Man o' War, which are buoyant. Pseudoplankton are often found in the guts of filtering zooplankters. Document 4::: Hydroids are a life stage for most animals of the class Hydrozoa, small predators related to jellyfish. Some hydroids such as the freshwater Hydra are solitary, with the polyp attached directly to the substrate. When these produce buds, they become detached and grow on as new individuals. The majority of hydroids are colonial. The original polyp is anchored to a solid substrate and forms a bud which remains attached to its parent. This in turn buds and in this way a stem is formed. The arrangement of polyps and the branching of the stem is characteristic of the species. Some species have the polyps budding directly off the stolon which roots the colony. The polyps are connected by epidermis which surrounds a gastrovascular cavity. The epidermis secretes a chitinous skeleton which supports the stem and in some hydroids, the skeleton extends into a cup shape surrounding the polyp. Most of the polyps are gastrozooids or feeding polyps, but some are specialised reproductive structures known as gonozooids. In some species, further specialised zooids are formed. The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What type of species can alternate between medusa and polyp forms? A. mollusks B. crocodilian C. chordata D. cnidarian Answer:
sciq-121	multiple_choice	What does erosion do to pieces of broken rock?	[ "lead them", "moves them", "Cancel Them", "Smooth them" ]	B		Relavent Documents: Document 0::: Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas. Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well. Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in Document 1::: The SAT Subject Test in Biology was the name of a one-hour multiple choice test given on biology by the College Board. A student chose whether to take the test depending upon college entrance requirements for the schools in which the student is planning to apply. Until 1994, the SAT Subject Tests were known as Achievement Tests; and from 1995 until January 2005, they were known as SAT IIs. Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800. The average for Molecular is 630 while Ecological is 591. On January 19 2021, the College Board discontinued all SAT Subject tests, including the SAT Subject Test in Biology E/M. This was effective immediately in the United States, and the tests were to be phased out by the following summer for international students. This was done as a response to changes in college admissions due to the impact of the COVID-19 pandemic on education. Format This test had 80 multiple-choice questions that were to be answered in one hour. All questions had five answer choices. Students received one point for each correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test. Preparation The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, a Document 2::: 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 3::: The Géotechnique lecture is an biennial lecture on the topic of soil mechanics, organised by the British Geotechnical Association named after its major scientific journal Géotechnique. This should not be confused with the annual BGA Rankine Lecture. List of Géotechnique Lecturers See also Named lectures Rankine Lecture Terzaghi Lecture External links ICE Géotechnique journal British Geotechnical Association Document 4::: 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 The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What does erosion do to pieces of broken rock? A. lead them B. moves them C. Cancel Them D. Smooth them Answer:
sciq-4100	multiple_choice	What kind of motion characterizes waves?	[ "bending", "round", "repetitive", "breathing" ]	C		Relavent Documents: Document 0::: In physics, a mechanical wave is a wave that is an oscillation of matter, and therefore transfers energy through a medium. While waves can move over long distances, the movement of the medium of transmission—the material—is limited. Therefore, the oscillating material does not move far from its initial equilibrium position. Mechanical waves can be produced only in media which possess elasticity and inertia. There are three types of mechanical waves: transverse waves, longitudinal waves, and surface waves. Some of the most common examples of mechanical waves are water waves, sound waves, and seismic waves. Like all waves, mechanical waves transport energy. This energy propagates in the same direction as the wave. A wave requires an initial energy input; once this initial energy is added, the wave travels through the medium until all its energy is transferred. In contrast, electromagnetic waves require no medium, but can still travel through one. Transverse wave A transverse wave is the form of a wave in which particles of medium vibrate about their mean position perpendicular to the direction of the motion of the wave. To see an example, move an end of a Slinky (whose other end is fixed) to the left-and-right of the Slinky, as opposed to to-and-fro. Light also has properties of a transverse wave, although it is an electromagnetic wave. Longitudinal wave Longitudinal waves cause the medium to vibrate parallel to the direction of the wave. It consists of multiple compressions and rarefactions. The rarefaction is the farthest distance apart in the longitudinal wave and the compression is the closest distance together. The speed of the longitudinal wave is increased in higher index of refraction, due to the closer proximity of the atoms in the medium that is being compressed. Sound is a longitudinal wave. Surface waves This type of wave travels along the surface or interface between two media. An example of a surface wave would be waves in a pool, or in an ocean Document 1::: In physics, a transverse wave is a wave that oscillates perpendicularly to the direction of the wave's advance. In contrast, a longitudinal wave travels in the direction of its oscillations. All waves move energy from place to place without transporting the matter in the transmission medium if there is one. Electromagnetic waves are transverse without requiring a medium. The designation “transverse” indicates the direction of the wave is perpendicular to the displacement of the particles of the medium through which it passes, or in the case of EM waves, the oscillation is perpendicular to the direction of the wave. A simple example is given by the waves that can be created on a horizontal length of string by anchoring one end and moving the other end up and down. Another example is the waves that are created on the membrane of a drum. The waves propagate in directions that are parallel to the membrane plane, but each point in the membrane itself gets displaced up and down, perpendicular to that plane. Light is another example of a transverse wave, where the oscillations are the electric and magnetic fields, which point at right angles to the ideal light rays that describe the direction of propagation. Transverse waves commonly occur in elastic solids due to the shear stress generated; the oscillations in this case are the displacement of the solid particles away from their relaxed position, in directions perpendicular to the propagation of the wave. These displacements correspond to a local shear deformation of the material. Hence a transverse wave of this nature is called a shear wave. Since fluids cannot resist shear forces while at rest, propagation of transverse waves inside the bulk of fluids is not possible. In seismology, shear waves are also called secondary waves or S-waves. Transverse waves are contrasted with longitudinal waves, where the oscillations occur in the direction of the wave. The standard example of a longitudinal wave is a sound wave or " Document 2::: Inertial waves, also known as inertial oscillations, are a type of mechanical wave possible in rotating fluids. Unlike surface gravity waves commonly seen at the beach or in the bathtub, inertial waves flow through the interior of the fluid, not at the surface. Like any other kind of wave, an inertial wave is caused by a restoring force and characterized by its wavelength and frequency. Because the restoring force for inertial waves is the Coriolis force, their wavelengths and frequencies are related in a peculiar way. Inertial waves are transverse. Most commonly they are observed in atmospheres, oceans, lakes, and laboratory experiments. Rossby waves, geostrophic currents, and geostrophic winds are examples of inertial waves. Inertial waves are also likely to exist in the molten core of the rotating Earth. Restoring force Inertial waves are restored to equilibrium by the Coriolis force, a result of rotation. To be precise, the Coriolis force arises (along with the centrifugal force) in a rotating frame to account for the fact that such a frame is always accelerating. Inertial waves, therefore, cannot exist without rotation. More complicated than tension on a string, the Coriolis force acts at a 90° angle to the direction of motion, and its strength depends on the rotation rate of the fluid. These two properties lead to the peculiar characteristics of inertial waves. Characteristics Inertial waves are possible only when a fluid is rotating, and exist in the bulk of the fluid, not at its surface. Like light waves, inertial waves are transverse, which means that their vibrations occur perpendicular to the direction of wave travel. One peculiar geometrical characteristic of inertial waves is that their phase velocity, which describes the movement of the crests and troughs of the wave, is perpendicular to their group velocity, which is a measure of the propagation of energy. Whereas a sound wave or an electromagnetic wave of any frequency is possible, inertial wa Document 3::: 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 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 kind of motion characterizes waves? A. bending B. round C. repetitive D. breathing Answer:
sciq-10962	multiple_choice	What is the relationship of multiple action potentials from a single cell resulting in a significant change in the membrane potential?	[ "nature summation", "bipolar summation", "temporal summation", "distinct summation" ]	C		Relavent Documents: Document 0::: Spike directivity is a vector that quantifies changes in transient charge density during action potential propagation. The digital-like uniformity of action potentials is contradicted by experimental data. Electrophysiologists have observed that the shape of recorded action potentials changes in time. Recent experimental evidence has shown that action potentials in neurons are subject to waveform modulation while they travel down axons or dendrites. The action potential waveform can be modulated by neuron geometry, local alterations in the ion conductance, and other biophysical properties including neurotransmitter release. See also Cellular neuroscience Neuron NeuroElectroDynamics Document 1::: In physiology, electrotonus refers to the passive spread of charge inside a neuron and between cardiac muscle cells or smooth muscle cells. Passive means that voltage-dependent changes in membrane conductance do not contribute. Neurons and other excitable cells produce two types of electrical potential: Electrotonic potential (or graded potential), a non-propagated local potential, resulting from a local change in ionic conductance (e.g. synaptic or sensory that engenders a local current). When it spreads along a stretch of membrane, it becomes exponentially smaller (decrement). Action potential, a propagated impulse. Electrotonic potentials represent changes to the neuron's membrane potential that do not lead to the generation of new current by action potentials. However, all action potentials are begun by electrotonic potentials depolarizing the membrane above the threshold potential which converts the electrotonic potential into an action potential. Neurons which are small in relation to their length, such as some neurons in the brain, have only electrotonic potentials (starburst amacrine cells in the retina are believed to have these properties); longer neurons utilize electrotonic potentials to trigger the action potential. Electrotonic potentials have an amplitude that is usually 5-20 mV and they can last from 1 ms up to several seconds long. In order to quantify the behavior of electrotonic potentials there are two constants that are commonly used: the membrane time constant τ, and the membrane length constant λ. The membrane time constant measures the amount of time for an electrotonic potential to passively fall to 1/e or 37% of its maximum. A typical value for neurons can be from 1 to 20 ms. The membrane length constant measures how far it takes for an electrotonic potential to fall to 1/e or 37% of its amplitude at the place where it began. Common values for the length constant of dendrites are from .1 to 1 mm. Electrotonic potentials are conducted fa Document 2::: The patch clamp technique is a laboratory technique in electrophysiology used to study ionic currents in individual isolated living cells, tissue sections, or patches of cell membrane. The technique is especially useful in the study of excitable cells such as neurons, cardiomyocytes, muscle fibers, and pancreatic beta cells, and can also be applied to the study of bacterial ion channels in specially prepared giant spheroplasts. Patch clamping can be performed using the voltage clamp technique. In this case, the voltage across the cell membrane is controlled by the experimenter and the resulting currents are recorded. Alternatively, the current clamp technique can be used. In this case, the current passing across the membrane is controlled by the experimenter and the resulting changes in voltage are recorded, generally in the form of action potentials. Erwin Neher and Bert Sakmann developed the patch clamp in the late 1970s and early 1980s. This discovery made it possible to record the currents of single ion channel molecules for the first time, which improved understanding of the involvement of channels in fundamental cell processes such as action potentials and nerve activity. Neher and Sakmann received the Nobel Prize in Physiology or Medicine in 1991 for this work. Basic technique Set-up During a patch clamp recording, a hollow glass tube known as a micropipette or patch pipette filled with an electrolyte solution and a recording electrode connected to an amplifier is brought into contact with the membrane of an isolated cell. Another electrode is placed in a bath surrounding the cell or tissue as a reference ground electrode. An electrical circuit can be formed between the recording and reference electrode with the cell of interest in between. The solution filling the patch pipette might match the ionic composition of the bath solution, as in the case of cell-attached recording, or match the cytoplasm, for whole-cell recording. The solution in the ba Document 3::: Local field potentials (LFP) are transient electrical signals generated in nerves and other tissues by the summed and synchronous electrical activity of the individual cells (e.g. neurons) in that tissue. LFP are "extracellular" signals, meaning that they are generated by transient imbalances in ion concentrations in the spaces outside the cells, that result from cellular electrical activity. LFP are 'local' because they are recorded by an electrode placed nearby the generating cells. As a result of the Inverse-square law, such electrodes can only 'see' potentials in spatially limited radius. They are 'potentials' because they are generated by the voltage that results from charge separation in the extracellular space. They are 'field' because those extracellular charge separations essentially create a local electric field. LFP are typically recorded with a high-impedance microelectrode placed in the midst of the population of cells generating it. They can be recorded, for example, via a microelectrode placed in the brain of a human or animal subject, or in an in vitro brain thin slice. Background During local field potential recordings, a signal is recorded using an extracellular microelectrode placed sufficiently far from individual local neurons to prevent any particular cell from dominating the electrophysiological signal. This signal is then low-pass filtered, cut off at ~300 Hz, to obtain the local field potential (LFP) that can be recorded electronically or displayed on an oscilloscope for analysis. The low impedance and positioning of the electrode allows the activity of a large number of neurons to contribute to the signal. The unfiltered signal reflects the sum of action potentials from cells within approximately 50-350 μm from the tip of the electrode and slower ionic events from within 0.5–3 mm from the tip of the electrode. The low-pass filter removes the spike component of the signal and passes the lower frequency signal, the LFP. The voltmeter Document 4::: Graded potentials are changes in membrane potential that vary in size, as opposed to being all-or-none. They include diverse potentials such as receptor potentials, electrotonic potentials, subthreshold membrane potential oscillations, slow-wave potential, pacemaker potentials, and synaptic potentials, which scale with the magnitude of the stimulus. They arise from the summation of the individual actions of ligand-gated ion channel proteins, and decrease over time and space. They do not typically involve voltage-gated sodium and potassium channels. These impulses are incremental and may be excitatory or inhibitory. They occur at the postsynaptic dendrite in response to presynaptic neuron firing and release of neurotransmitter, or may occur in skeletal, smooth, or cardiac muscle in response to nerve input. The magnitude of a graded potential is determined by the strength of the stimulus. EPSPs Graded potentials that make the membrane potential less negative or more positive, thus making the postsynaptic cell more likely to have an action potential, are called excitatory postsynaptic potentials (EPSPs). Depolarizing local potentials sum together, and if the voltage reaches the threshold potential, an action potential occurs in that cell. EPSPs are caused by the influx of Na+ or Ca2+ from the extracellular space into the neuron or muscle cell. When the presynaptic neuron has an action potential, Ca2+ enters the axon terminal via voltage-dependent calcium channels and causes exocytosis of synaptic vesicles, causing neurotransmitter to be released. The transmitter diffuses across the synaptic cleft and activates ligand-gated ion channels that mediate the EPSP. The amplitude of the EPSP is directly proportional to the number of synaptic vesicles that were released. If the EPSP is not large enough to trigger an action potential, the membrane subsequently repolarizes to its resting membrane potential. This shows the temporary and reversible nature of graded potentials. The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What is the relationship of multiple action potentials from a single cell resulting in a significant change in the membrane potential? A. nature summation B. bipolar summation C. temporal summation D. distinct summation Answer:
sciq-5043	multiple_choice	What is the name of the outer layer of skin?	[ "the dermis", "hypodermis", "the epidermis", "endodermis" ]	C		Relavent Documents: Document 0::: In zoology, the epidermis is an epithelium (sheet of cells) that covers the body of a eumetazoan (animal more complex than a sponge). Eumetazoa have a cavity lined with a similar epithelium, the gastrodermis, which forms a boundary with the epidermis at the mouth. Sponges have no epithelium, and therefore no epidermis or gastrodermis. The epidermis of a more complex invertebrate is just one layer deep, and may be protected by a non-cellular cuticle. The epidermis of a higher vertebrate has many layers, and the outer layers are reinforced with keratin and then die. Document 1::: Cutis is the combined term for the epidermis and the dermis, the two outer layers of the skin. The subcutis is the layer below the cutis. Sweat pores are contained in the cutis, along with other organs, while hair follicles are contained in the subcutis, along with sweat glands and nerves. Skin anatomy Document 2::: The surface ectoderm (or external ectoderm) forms the following structures: Skin (only epidermis; dermis is derived from mesoderm) (along with glands, hair, and nails) Epithelium of the mouth and nasal cavity, and glands of the mouth and nasal cavity Tooth enamel (as a side note, dentin and dental pulp are formed from ectomesenchyme which is derived from ectoderm (specifically neural crest cells, and it travels with mesenchymal cells) Epithelium of anterior pituitary Lens, cornea, lacrimal gland, tarsal glands, and the conjunctiva of the eye Apical ectodermal ridge inducing development of the limb buds of the embryo. Sensory receptors in the epidermis See also List of human cell types derived from the germ layers Document 3::: H2.00.04.4.01001: Lymphoid tissue H2.00.05.0.00001: Muscle tissue H2.00.05.1.00001: Smooth muscle tissue H2.00.05.2.00001: Striated muscle tissue H2.00.06.0.00001: Nerve tissue H2.00.06.1.00001: Neuron H2.00.06.2.00001: Synapse H2.00.06.2.00001: Neuroglia h3.01: Bones h3.02: Joints h3.03: Muscles h3.04: Alimentary system h3.05: Respiratory system h3.06: Urinary system h3.07: Genital system h3.08: Document 4::: A laminar organization describes the way certain tissues, such as bone membrane, skin, or brain tissues, are arranged in layers. Types Embryo The earliest forms of laminar organization are shown in the diploblastic and triploblastic formation of the germ layers in the embryo. In the first week of human embryogenesis two layers of cells have formed, an external epiblast layer (the primitive ectoderm), and an internal hypoblast layer (primitive endoderm). This gives the early bilaminar disc. In the third week in the stage of gastrulation epiblast cells invaginate to form endoderm, and a third layer of cells known as mesoderm. Cells that remain in the epiblast become ectoderm. This is the trilaminar disc and the epiblast cells have given rise to the three germ layers. Brain In the brain a laminar organization is evident in the arrangement of the three meninges, the membranes that cover the brain and spinal cord. These membranes are the dura mater, arachnoid mater, and pia mater. The dura mater has two layers a periosteal layer near to the bone of the skull, and a meningeal layer next to the other meninges. The cerebral cortex, the outer neural sheet covering the cerebral hemispheres can be described by its laminar organization, due to the arrangement of cortical neurons into six distinct layers. Eye The eye in mammals has an extensive laminar organization. There are three main layers – the outer fibrous tunic, the middle uvea, and the inner retina. These layers have sublayers with the retina having ten ranging from the outer choroid to the inner vitreous humor and including the retinal nerve fiber layer. Skin The human skin has a dense laminar organization. The outer epidermis has four or five layers. The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What is the name of the outer layer of skin? A. the dermis B. hypodermis C. the epidermis D. endodermis Answer:
sciq-7163	multiple_choice	Reaching conclusions about unobserved things on the basis of what has already been observed is known as what kind of reasoning?	[ "conductive", "inductive", "reductive", "primitive" ]	B		Relavent Documents: Document 0::: Discovery is the act of detecting something new, or something previously unrecognized as meaningful. Concerning sciences and academic disciplines, discovery is the observation of new phenomena, new actions, or new events and providing new reasoning to explain the knowledge gathered through such observations with previously acquired knowledge from abstract thought and everyday experiences. A discovery may sometimes be based on earlier discoveries, collaborations, or ideas. Some discoveries represent a radical breakthrough in knowledge or technology. New discoveries are acquired through various senses and are usually assimilated, merging with pre-existing knowledge and actions. Questioning is a major form of human thought and interpersonal communication, and plays a key role in discovery. Discoveries are often made due to questions. Some discoveries lead to the invention of objects, processes, or techniques. A discovery may sometimes be based on earlier discoveries, collaborations or ideas, and the process of discovery requires at least the awareness that an existing concept or method can be modified or transformed. However, some discoveries also represent a radical breakthrough in knowledge. Science Within scientific disciplines, discovery is the observation of new phenomena, actions, or events which help explain the knowledge gathered through previously acquired scientific evidence. In science, exploration is one of three purposes of research, the other two being description and explanation. Discovery is made by providing observational evidence and attempts to develop an initial, rough understanding of some phenomenon. Discovery within the field of particle physics has an accepted definition for what constitutes a discovery: a five-sigma level of certainty. Such a level defines statistically how unlikely it is that an experimental result is due to chance. The combination of a five-sigma level of certainty, and independent confirmation by other experiments, turn f Document 1::: Naïve empiricism is a term used in several ways in different fields. In the philosophy of science, it is used by opponents to describe the position, associated with some logical positivists, that "knowledge can be clearly learnt through evaluation of the natural world and its substances, and, through empirical means, learn truths". The term also is used to describe a particular methodology for literary analysis. See also: Empiricism Falsifiability (especially, "Naïve falsification") Document 2::: Analytical skill is the ability to deconstruct information into smaller categories in order to draw conclusions. Analytical skill consists of categories that include logical reasoning, critical thinking, communication, research, data analysis and creativity. Analytical skill is taught in contemporary education with the intention of fostering the appropriate practises for future professions. The professions that adopt analytical skill include educational institutions, public institutions, community organisations and industry. Richard J. Heuer Jr. explained that In the article by Freed, the need for programs within the educational system to help students develop these skills is demonstrated. Workers "will need more than elementary basic skills to maintain the standard of living of their parents. They will have to think for a living, analyse problems and solutions, and work cooperatively in teams". Logical Reasoning Logical reasoning is a process consisting of inferences, where premises and hypotheses are formulated to arrive at a probable conclusion. It is a broad term covering three sub-classifications in deductive reasoning, inductive reasoning and abductive reasoning. Deductive Reasoning ‘Deductive reasoning is a basic form of valid reasoning, commencing with a general statement or hypothesis, then examines the possibilities to reach a specific, logical conclusion’. This scientific method utilises deductions, to test hypotheses and theories, to predict if possible observations were correct. A logical deductive reasoning sequence can be executed by establishing: an assumption, followed by another assumption and finally, conducting an inference. For example, ‘All men are mortal. Harold is a man. Therefore, Harold is mortal.’ For deductive reasoning to be upheld, the hypothesis must be correct, therefore, reinforcing the notion that the conclusion is logical and true. It is possible for deductive reasoning conclusions to be inaccurate or incorrect entirely, bu 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::: Understanding is a cognitive process related to an abstract or physical object, such as a person, situation, or message whereby one is able to use concepts to model that object. Understanding is a relation between the knower and an object of understanding. Understanding implies abilities and dispositions with respect to an object of knowledge that are sufficient to support intelligent behavior. Understanding is often, though not always, related to learning concepts, and sometimes also the theory or theories associated with those concepts. However, a person may have a good ability to predict the behavior of an object, animal or system—and therefore may, in some sense, understand it—without necessarily being familiar with the concepts or theories associated with that object, animal, or system in their culture. They may have developed their own distinct concepts and theories, which may be equivalent, better or worse than the recognized standard concepts and theories of their culture. Thus, understanding is correlated with the ability to make inferences. Definition Understanding and knowledge are both words without unified definitions. Ludwig Wittgenstein looked past a definition of knowledge or understanding and looked at how the words were used in natural language, identifying relevant features in context. It has been suggested that knowledge alone has little value whereas knowing something in context is understanding, which has much higher relative value but it has also been suggested that a state short of knowledge can be termed understanding. Someone's understanding can come from perceived causes or non causal sources, suggesting knowledge being a pillar of where understanding comes from. We can have understanding while lacking corresponding knowledge and have knowledge while lacking the corresponding understanding. Even with knowledge, relevant distinctions or correct conclusion about similar cases may not be made suggesting more information about the con The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Reaching conclusions about unobserved things on the basis of what has already been observed is known as what kind of reasoning? A. conductive B. inductive C. reductive D. primitive Answer:
sciq-2609	multiple_choice	A boiler converts the chemical energy stored in fuel into what type of energy?	[ "atmospheric energy", "thermal energy", "Thermometric Energy", "ultraviolet energy" ]	B		Relavent Documents: Document 0::: Energy transformation, also known as energy conversion, is the process of changing energy from one form to another. In physics, energy is a quantity that provides the capacity to perform work or moving (e.g. lifting an object) or provides heat. In addition to being converted, according to the law of conservation of energy, energy is transferable to a different location or object, but it cannot be created or destroyed. The energy in many of its forms may be used in natural processes, or to provide some service to society such as heating, refrigeration, lighting or performing mechanical work to operate machines. For example, to heat a home, the furnace burns fuel, whose chemical potential energy is converted into thermal energy, which is then transferred to the home's air to raise its temperature. Limitations in the conversion of thermal energy Conversions to thermal energy from other forms of energy may occur with 100% efficiency. Conversion among non-thermal forms of energy may occur with fairly high efficiency, though there is always some energy dissipated thermally due to friction and similar processes. Sometimes the efficiency is close to 100%, such as when potential energy is converted to kinetic energy as an object falls in a vacuum. This also applies to the opposite case; for example, an object in an elliptical orbit around another body converts its kinetic energy (speed) into gravitational potential energy (distance from the other object) as it moves away from its parent body. When it reaches the furthest point, it will reverse the process, accelerating and converting potential energy into kinetic. Since space is a near-vacuum, this process has close to 100% efficiency. Thermal energy is unique because it in most cases (willow) cannot be converted to other forms of energy. Only a difference in the density of thermal/heat energy (temperature) can be used to perform work, and the efficiency of this conversion will be (much) less than 100%. This is because t Document 1::: 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 2::: The term boiler may refer to an appliance for heating water. Applications include water heating and central heating. Operation The boiler heats water to a temperature controlled by a thermostat. The water then flows (either by natural circulation or by a pump) to radiators in the rooms which are to be heated. Water also flows through a coil in the hot water tank to heat a separate mass of water for bathing, etc. Condensing boiler Back boiler A back boiler is a device which is fitted to a residential heating stove or open fireplace to enable it to provide both room heat and domestic hot water or central heating. See also Electric water boiler Heat-only boiler station Multi-fuel stove Document 3::: Thermal engineering is a specialized sub-discipline of mechanical engineering that deals with the movement of heat energy and transfer. The energy can be transferred between two mediums or transformed into other forms of energy. A thermal engineer will have knowledge of thermodynamics and the process to convert generated energy from thermal sources into chemical, mechanical, or electrical energy. Many process plants use a wide variety of machines that utilize components that use heat transfer in some way. Many plants use heat exchangers in their operations. A thermal engineer must allow the proper amount of energy to be transferred for correct use. Too much and the components could fail, too little and the system will not function at all. Thermal engineers must have an understanding of economics and the components that they will be servicing or interacting with. Some components that a thermal engineer could work with include heat exchangers, heat sinks, bi-metals strips, radiators and many more. Some systems that require a thermal engineer include; Boilers, heat pumps, water pumps, engines, and more. Part of being a thermal engineer is to improve a current system and make it more efficient than the current system. Many industries employ thermal engineers, some main ones are the automotive manufacturing industry, commercial construction, and Heating Ventilation and Cooling industry. Job opportunities for a thermal engineer are very broad and promising. Thermal engineering may be practiced by mechanical engineers and chemical engineers. One or more of the following disciplines may be involved in solving a particular thermal engineering problem: Thermodynamics, Fluid mechanics, Heat transfer, or Mass transfer. One branch of knowledge used frequently in thermal engineering is that of thermofluids. Applications Boiler design Combustion engines Cooling systems Cooling of computer chips Heat exchangers HVAC Process Fired Heaters Refrigeration Systems Compressed Air Sy Document 4::: Steam is a substance containing water in the gas phase, and sometimes also an aerosol of liquid water droplets, or air. This may occur due to evaporation or due to boiling, where heat is applied until water reaches the enthalpy of vaporization. Steam that is saturated or superheated (water vapor) is invisible; however, wet steam, a visible mist or aerosol of water droplets, is often referred to as "steam". Water increases in volume by 1,700 times at standard temperature and pressure; this change in volume can be converted into mechanical work by steam engines such as reciprocating piston type engines and steam turbines, which are a sub-group of steam engines. Piston type steam engines played a central role in the Industrial Revolution and modern steam turbines are used to generate more than 80% of the world's electricity. If liquid water comes in contact with a very hot surface or depressurizes quickly below its vapor pressure, it can create a steam explosion. Types of steam and conversions Steam is traditionally created by heating a boiler via burning coal and other fuels, but it is also possible to create steam with solar energy. Water vapor that includes water droplets is described as wet steam. As wet steam is heated further, the droplets evaporate, and at a high enough temperature (which depends on the pressure) all of the water evaporates and the system is in vapor–liquid equilibrium. When steam has reached this equilibrium point, it is referred to as saturated steam. Superheated steam or live steam is steam at a temperature higher than its boiling point for the pressure, which only occurs when all liquid water has evaporated or has been removed from the system. Steam tables contain thermodynamic data for water/saturated steam and are often used by engineers and scientists in design and operation of equipment where thermodynamic cycles involving steam are used. Additionally, thermodynamic phase diagrams for water/steam, such as a temperature-entropy dia The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. A boiler converts the chemical energy stored in fuel into what type of energy? A. atmospheric energy B. thermal energy C. Thermometric Energy D. ultraviolet energy Answer:
sciq-10629	multiple_choice	What is the process of moving air into and out of the lungs called?	[ "insulation", "hydration", "ventilation", "naturalization" ]	C		Relavent Documents: Document 0::: Speech science refers to the study of production, transmission and perception of speech. Speech science involves anatomy, in particular the anatomy of the oro-facial region and neuroanatomy, physiology, and acoustics. Speech production The production of speech is a highly complex motor task that involves approximately 100 orofacial, laryngeal, pharyngeal, and respiratory muscles. Precise and expeditious timing of these muscles is essential for the production of temporally complex speech sounds, which are characterized by transitions as short as 10 ms between frequency bands and an average speaking rate of approximately 15 sounds per second. Speech production requires airflow from the lungs (respiration) to be phonated through the vocal folds of the larynx (phonation) and resonated in the vocal cavities shaped by the jaw, soft palate, lips, tongue and other articulators (articulation). Respiration Respiration is the physical process of gas exchange between an organism and its environment involving four steps (ventilation, distribution, perfusion and diffusion) and two processes (inspiration and expiration). Respiration can be described as the mechanical process of air flowing into and out of the lungs on the principle of Boyle's law, stating that, as the volume of a container increases, the air pressure will decrease. This relatively negative pressure will cause air to enter the container until the pressure is equalized. During inspiration of air, the diaphragm contracts and the lungs expand drawn by pleurae through surface tension and negative pressure. When the lungs expand, air pressure becomes negative compared to atmospheric pressure and air will flow from the area of higher pressure to fill the lungs. Forced inspiration for speech uses accessory muscles to elevate the rib cage and enlarge the thoracic cavity in the vertical and lateral dimensions. During forced expiration for speech, muscles of the trunk and abdomen reduce the size of the thoracic cavity by Document 1::: 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::: 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 3::: Inhalation (or inspiration) is the process of drawing air or other gases into the respiratory tract, primarily for the purpose of breathing and oxygen exchange within the body. It is a fundamental physiological function in humans and many other organisms, essential for sustaining life. Inhalation is the first phase of respiration, allowing the exchange of oxygen and carbon dioxide between the body and the environment, vital for the body's metabolic processes. This article delves into the mechanics of inhalation, its significance in various contexts, and its potential impact on health. Physiology The process of inhalation involves a series of coordinated movements and physiological mechanisms. The primary anatomical structures involved in inhalation are the respiratory system, which includes the nose, mouth, pharynx, larynx, trachea, bronchi, and lungs. Here is a brief overview of the inhalation process: Inspiration: Inhalation begins with the contraction of the thoracic diaphragm, a dome-shaped muscle that separates the chest cavity from the abdominal cavity. The diaphragm contracts and moves downward, increasing the volume of the thoracic cavity. Air entry: When a person or animal inhales, the diaphragm, located below the lungs, contracts, and the intercostal muscles between the ribs expand the chest cavity. This expansion creates a lower pressure inside the chest compared to the atmosphere, causing air to flow into the lungs. Air filtration: The nasal passages and the mouth act as entry points for air. These passages are lined with tiny hair-like structures called cilia and mucus-producing cells that help filter and humidify the incoming air, removing particles and debris before it reaches the lungs. Gas exchange: Once the air enters the lungs, it travels through a branching network of tubes known as the bronchial tree, ultimately reaching tiny air sacs called alveoli. In the alveoli, oxygen from the inhaled air diffuses into the bloodstream, while carbon dioxide 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. What is the process of moving air into and out of the lungs called? A. insulation B. hydration C. ventilation D. naturalization Answer:
scienceQA-1642	multiple_choice	How long is a potato?	[ "17 millimeters", "17 kilometers", "17 centimeters", "17 meters" ]	C	The best estimate for the length of a potato is 17 centimeters. 17 millimeters is too short. 17 meters and 17 kilometers are too long.	Relavent Documents: Document 0::: The SAT Subject Test in Biology was the name of a one-hour multiple choice test given on biology by the College Board. A student chose whether to take the test depending upon college entrance requirements for the schools in which the student is planning to apply. Until 1994, the SAT Subject Tests were known as Achievement Tests; and from 1995 until January 2005, they were known as SAT IIs. Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800. The average for Molecular is 630 while Ecological is 591. On January 19 2021, the College Board discontinued all SAT Subject tests, including the SAT Subject Test in Biology E/M. This was effective immediately in the United States, and the tests were to be phased out by the following summer for international students. This was done as a response to changes in college admissions due to the impact of the COVID-19 pandemic on education. Format This test had 80 multiple-choice questions that were to be answered in one hour. All questions had five answer choices. Students received one point for each correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test. Preparation The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, a Document 1::: Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas. Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well. Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in Document 2::: GRE Subject Biochemistry, Cell and Molecular Biology was a standardized exam provided by ETS (Educational Testing Service) that was discontinued in December 2016. It is a paper-based exam and there are no computer-based versions of it. ETS places this exam three times per year: once in April, once in October and once in November. Some graduate programs in the United States recommend taking this exam, while others require this exam score as a part of the application to their graduate programs. ETS sends a bulletin with a sample practice test to each candidate after registration for the exam. There are 180 questions within the biochemistry subject test. Scores are scaled and then reported as a number between 200 and 990; however, in recent versions of the test, the maximum and minimum reported scores have been 760 (corresponding to the 99 percentile) and 320 (1 percentile) respectively. The mean score for all test takers from July, 2009, to July, 2012, was 526 with a standard deviation of 95. After learning that test content from editions of the GRE® Biochemistry, Cell and Molecular Biology (BCM) Test has been compromised in Israel, ETS made the decision not to administer this test worldwide in 2016–17. Content specification Since many students who apply to graduate programs in biochemistry do so during the first half of their fourth year, the scope of most questions is largely that of the first three years of a standard American undergraduate biochemistry curriculum. A sampling of test item content is given below: Biochemistry (36%) A Chemical and Physical Foundations Thermodynamics and kinetics Redox states Water, pH, acid-base reactions and buffers Solutions and equilibria Solute-solvent interactions Chemical interactions and bonding Chemical reaction mechanisms B Structural Biology: Structure, Assembly, Organization and Dynamics Small molecules Macromolecules (e.g., nucleic acids, polysaccharides, proteins and complex lipids) Supramolecular complexes (e.g. Document 3::: Additional Mathematics is a qualification in mathematics, commonly taken by students in high-school (or GCSE exam takers in the United Kingdom). It features a range of problems set out in a different format and wider content to the standard Mathematics at the same level. Additional Mathematics in Singapore In Singapore, Additional Mathematics is an optional subject offered to pupils in secondary school—specifically those who have an aptitude in Mathematics and are in the Normal (Academic) stream or Express stream. The syllabus covered is more in-depth as compared to Elementary Mathematics, with additional topics including Algebra binomial expansion, proofs in plane geometry, differential calculus and integral calculus. Additional Mathematics is also a prerequisite for students who are intending to offer H2 Mathematics and H2 Further Mathematics at A-level (if they choose to enter a Junior College after secondary school). Students without Additional Mathematics at the 'O' level will usually be offered H1 Mathematics instead. Examination Format The syllabus was updated starting with the 2021 batch of candidates. There are two written papers, each comprising half of the weightage towards the subject. Each paper is 2 hours 15 minutes long and worth 90 marks. Paper 1 has 12 to 14 questions, while Paper 2 has 9 to 11 questions. Generally, Paper 2 would have a graph plotting question based on linear law. GCSE Additional Mathematics in Northern Ireland In Northern Ireland, Additional Mathematics was offered as a GCSE subject by the local examination board, CCEA. There were two examination papers: one which tested topics in Pure Mathematics, and one which tested topics in Mechanics and Statistics. It was discontinued in 2014 and replaced with GCSE Further Mathematics—a new qualification whose level exceeds both those offered by GCSE Mathematics, and the analogous qualifications offered in England. Further Maths IGCSE and Additional Maths FSMQ in England Starting from Document 4::: The Texas Math and Science Coaches Association or TMSCA is an organization for coaches of academic University Interscholastic League teams in Texas middle schools and high schools, specifically those that compete in mathematics and science-related tests. Events There are four events in the TMSCA at both the middle and high school level: Number Sense, General Mathematics, Calculator Applications, and General Science. Number Sense is an 80-question exam that students are given only 10 minutes to solve. Additionally, no scratch work or paper calculations are allowed. These questions range from simple calculations such as 99+98 to more complicated operations such as 1001×1938. Each calculation is able to be done with a certain trick or shortcut that makes the calculations easier. The high school exam includes calculus and other difficult topics in the questions also with the same rules applied as to the middle school version. It is well known that the grading for this event is particularly stringent as errors such as writing over a line or crossing out potential answers are considered as incorrect answers. General Mathematics is a 50-question exam that students are given only 40 minutes to solve. These problems are usually more challenging than questions on the Number Sense test, and the General Mathematics word problems take more thinking to figure out. Every problem correct is worth 5 points, and for every problem incorrect, 2 points are deducted. Tiebreakers are determined by the person that misses the first problem and by percent accuracy. Calculator Applications is an 80-question exam that students are given only 30 minutes to solve. This test requires practice on the calculator, knowledge of a few crucial formulas, and much speed and intensity. Memorizing formulas, tips, and tricks will not be enough. In this event, plenty of practice is necessary in order to master the locations of the keys and develop the speed necessary. All correct questions are worth 5 The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. How long is a potato? A. 17 millimeters B. 17 kilometers C. 17 centimeters D. 17 meters Answer:
sciq-3700	multiple_choice	Tendons connecting the scapula to the humerus form what, which is the circle of tendons around the shoulder joint?	[ "knee cuff", "thigh cuff", "wrist cuff", "rotator cuff" ]	D		Relavent Documents: Document 0::: The mucous sheaths of the tendons on the back of the wrist are protective coverings for tendons in the wrist. Between the dorsal carpal ligament and the bones six compartments are formed for the passage of tendons, each compartment having a separate mucous sheath. One is found in each of the following positions: on the lateral side of the radial styloid process, for the tendons of the Abductor pollicis longus and Extensor pollicis brevis; behind the styloid process, for the tendons of the Extensores carpi radialis longus and brevis; about the middle of the dorsal surface of the radius, for the tendon of the Extensor pollicis longus; to the medial side of the latter, for the tendons of the Extensor digitorum communis and Extensor indicis proprius; opposite the interval between the radius and ulna, for the Extensor digiti quinti proprius; between the head and styloid process of the ulna, for the tendon of the Extensor carpi ulnaris. The sheaths lining these compartments extends from above the dorsal carpal ligament. Those for the tendons of Abductor pollicis longus, Extensor brevis pollicis, Extensores carpi radialis, and Extensor carpi ulnaris stop immediately proximal to the bases of the metacarpal bones The sheaths for Extensor communis digitorum, Extensor indicis proprius, and Extensor digiti quinti proprius are prolonged to the junction of the proximal and intermediate thirds of the metacarpus. Document 1::: The scapula (: scapulae or scapulas), also known as the shoulder blade, is the bone that connects the humerus (upper arm bone) with the clavicle (collar bone). Like their connected bones, the scapulae are paired, with each scapula on either side of the body being roughly a mirror image of the other. The name derives from the Classical Latin word for trowel or small shovel, which it was thought to resemble. In compound terms, the prefix omo- is used for the shoulder blade in medical terminology. This prefix is derived from ὦμος (ōmos), the Ancient Greek word for shoulder, and is cognate with the Latin , which in Latin signifies either the shoulder or the upper arm bone. The scapula forms the back of the shoulder girdle. In humans, it is a flat bone, roughly triangular in shape, placed on a posterolateral aspect of the thoracic cage. Structure The scapula is a thick, flat bone lying on the thoracic wall that provides an attachment for three groups of muscles: intrinsic, extrinsic, and stabilizing and rotating muscles. The intrinsic muscles of the scapula include the muscles of the rotator cuff—the subscapularis, teres minor, supraspinatus, and infraspinatus. These muscles attach to the surface of the scapula and are responsible for the internal and external rotation of the shoulder joint, along with humeral abduction. The extrinsic muscles include the biceps, triceps, and deltoid muscles and attach to the coracoid process and supraglenoid tubercle of the scapula, infraglenoid tubercle of the scapula, and spine of the scapula. These muscles are responsible for several actions of the glenohumeral joint. The third group, which is mainly responsible for stabilization and rotation of the scapula, consists of the trapezius, serratus anterior, levator scapulae, and rhomboid muscles. These attach to the medial, superior, and inferior borders of the scapula. The head, processes, and the thickened parts of the bone contain cancellous tissue; the rest consists of a thin l Document 2::: The head of the radius has a cylindrical form, and on its upper surface is a shallow cup or fovea for articulation with the capitulum of the humerus. The circumference of the head is smooth; it is broad medially where it articulates with the radial notch of the ulna, narrow in the rest of its extent, which is embraced by the annular ligament. Articular surfaces The head of the radius is shaped to articulate with a complex of articular surfaces during both flexion-extension at the elbow and supination-pronation in the forearm: Humeroradial joint The head's proximal surface is concave and cup-shaped to correspond to the spherical surface of the capitulum of the humerus. The radius can thus glide on the capitulum during elbow flexion-extension while simultaneously rotate about its own main axis during supination-pronation. Between the capitulum and the trochlea of the humerus is the capitulotrochlear groove. A semi-lunar surface around the circumference of head is shaped to articulate continuously with this groove. The capitulum does not extend to the posterior side of the humerus and, consequently, during full elbow extension only the anterior half of the head articulates with the capitulum. In full flexion the head similarly reaches beyond the capitulum to enter the shallow radial fossa on the anterior side of the humerus. Proximal radioulnar joint The head is cylindrical to allow axial rotation of the radius, thus to articulate with the annular ligament and the radial notch on the ulna. However, the head of the radius is not perfectly cylindrical but slightly oval. In anatomical position, its major axis () is directed antero-posteriorly and the shorter axis () lateralo-medially. Even though the annular ligament holds the head firmly in place, the ligament is still flexible enough to allow some stretching while the head rotates within it. During pronation the radius is rotated so that the head's major axis reaches the radial notch on the ulna. This ca Document 3::: Beneath the neck of the radius, on the medial side, is an eminence, the radial tuberosity; its surface is divided into: a posterior, rough portion, for the insertion of the tendon of the biceps brachii. an anterior, smooth portion, on which a bursa is interposed between the tendon and the bone. Ligaments that support the elbow joint also attach to the radial tuberosity. Document 4::: The greater tubercle of the humerus is the outward part the upper end of that bone, adjacent to the large rounded prominence of the humerus head. It provides attachment points for the supraspinatus, infraspinatus, and teres minor muscles, three of the four muscles of the rotator cuff, a muscle group that stabilizes the shoulder joint. In doing so the tubercle acts as a location for the transfer of forces from the rotator cuff muscles to the humerus. Structure The upper surface of the greater tubercle is rounded, and marked by three flat impressions: the highest ("superior facet") gives insertion to the supraspinatus muscle. the middle ("middle facet") gives insertion to the infraspinatus muscle. the lowest ("inferior facet"), and the body of the bone for about 2.5 cm, gives insertion to the teres minor muscle. The lateral surface of the greater tubercle is convex, rough, and continuous with the lateral surface of the body of the humerus. It can be described as having a cranial and a caudal part. Between the greater tubercle and the lesser tubercle is the bicipital groove (intertubercular sulcus). Function All three of the muscles that attach to the greater tubercle are part of the rotator cuff, a muscle group that stabilizes the shoulder joint. The greater tubercle therefore acts as a location for the transfer of forces from the rotator cuff muscles to the humerus. The fourth muscle of the rotator cuff (subscapularis muscle) does not attach to the greater tubercle, but instead attaches to the lesser tubercle. Clinical significance The greater tubercle is usually the easiest part of the humerus to palpate. It can be a useful surface landmark during surgery. Additional images The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Tendons connecting the scapula to the humerus form what, which is the circle of tendons around the shoulder joint? A. knee cuff B. thigh cuff C. wrist cuff D. rotator cuff Answer:
sciq-9605	multiple_choice	Which planet is the kuiper belt closest to?	[ "Jupiter", "Mars", "Venus", "neptune" ]	D		Relavent Documents: Document 0::: This is a list of potentially habitable exoplanets. The list is mostly based on estimates of habitability by the Habitable Exoplanets Catalog (HEC), and data from the NASA Exoplanet Archive. The HEC is maintained by the Planetary Habitability Laboratory at the University of Puerto Rico at Arecibo. There is also a speculative list being developed of superhabitable planets. Surface planetary habitability is thought to require orbiting at the right distance from the host star for liquid surface water to be present, in addition to various geophysical and geodynamical aspects, atmospheric density, radiation type and intensity, and the host star's plasma environment. List This is a list of exoplanets within the circumstellar habitable zone that are under 10 Earth masses and smaller than 2.5 Earth radii, and thus have a chance of being rocky. Note that inclusion on this list does not guarantee habitability, and in particular the larger planets are unlikely to have a rocky composition. Earth is included for comparison. Note that mass and radius values prefixed with "~" have not been measured, but are estimated from a mass-radius relationship. Previous candidates Some exoplanet candidates detected by radial velocity that were originally thought to be potentially habitable were later found to most likely be artifacts of stellar activity. These include Gliese 581 d & g, Gliese 667 Ce & f, Gliese 682 b & c, Kapteyn b, and Gliese 832 c. HD 85512 b was initially estimated to be potentially habitable, but updated models for the boundaries of the habitable zone placed the planet interior to the HZ, and it is now considered non-habitable. Kepler-69c has gone through a similar process; though initially estimated to be potentially habitable, it was quickly realized that the planet is more likely to be similar to Venus, and is thus no longer considered habitable. Several other planets, such as Gliese 180 b, also appear to be examples of planets once considered potentially habit Document 1::: This article is a list of notable unsolved problems in astronomy. Some of these problems are theoretical, meaning that existing theories may be incapable of explaining certain observed phenomena or experimental results. Others are experimental, meaning that experiments necessary to test proposed theory or investigate a phenomenon in greater detail have not yet been performed. Some pertain to unique events or occurrences that have not repeated themselves and whose causes remain unclear. Planetary astronomy Our solar system Orbiting bodies and rotation: Are there any non-dwarf planets beyond Neptune? Why do extreme trans-Neptunian objects have elongated orbits? Rotation rate of Saturn: Why does the magnetosphere of Saturn rotate at a rate close to that at which the planet's clouds rotate? What is the rotation rate of Saturn's deep interior? Satellite geomorphology: What is the origin of the chain of high mountains that closely follows the equator of Saturn's moon, Iapetus? Are the mountains the remnant of hot and fast-rotating young Iapetus? Are the mountains the result of material (either from the rings of Saturn or its own ring) that over time collected upon the surface? Extra-solar How common are Solar System-like planetary systems? Some observed planetary systems contain Super-Earths and Hot Jupiters that orbit very close to their stars. Systems with Jupiter-like planets in Jupiter-like orbits appear to be rare. There are several possibilities why Jupiter-like orbits are rare, including that data is lacking or the grand tack hypothesis. Stellar astronomy and astrophysics Solar cycle: How does the Sun generate its periodically reversing large-scale magnetic field? How do other Sol-like stars generate their magnetic fields, and what are the similarities and differences between stellar activity cycles and that of the Sun? What caused the Maunder Minimum and other grand minima, and how does the solar cycle recover from a minimum state? Coronal heat Document 2::: In astronomy and astrobiology, the habitable zone (HZ), or more precisely the circumstellar habitable zone (CHZ), is the range of orbits around a star within which a planetary surface can support liquid water given sufficient atmospheric pressure. The bounds of the HZ are based on Earth's position in the Solar System and the amount of radiant energy it receives from the Sun. Due to the importance of liquid water to Earth's biosphere, the nature of the HZ and the objects within it may be instrumental in determining the scope and distribution of planets capable of supporting Earth-like extraterrestrial life and intelligence. The habitable zone is also called the Goldilocks zone, a metaphor, allusion and antonomasia of the children's fairy tale of "Goldilocks and the Three Bears", in which a little girl chooses from sets of three items, ignoring the ones that are too extreme (large or small, hot or cold, etc.), and settling on the one in the middle, which is "just right". Since the concept was first presented in 1953, many stars have been confirmed to possess an HZ planet, including some systems that consist of multiple HZ planets. Most such planets, being either super-Earths or gas giants, are more massive than Earth, because massive planets are easier to detect. On November 4, 2013, astronomers reported, based on Kepler data, that there could be as many as 40 billion Earth-sized planets orbiting in the habitable zones of Sun-like stars and red dwarfs in the Milky Way. About 11 billion of these may be orbiting Sun-like stars. Proxima Centauri b, located about 4.2 light-years (1.3 parsecs) from Earth in the constellation of Centaurus, is the nearest known exoplanet, and is orbiting in the habitable zone of its star. The HZ is also of particular interest to the emerging field of habitability of natural satellites, because planetary-mass moons in the HZ might outnumber planets. In subsequent decades, the HZ concept began to be challenged as a primary criterion for lif Document 3::: The interstellar space opera epic Star Wars uses science and technology in its settings and storylines. The series has showcased many technological concepts, both in the movies and in the expanded universe of novels, comics and other forms of media. The Star Wars movies' primary objective is to build upon drama, philosophy, political science and less on scientific knowledge. Many of the on-screen technologies created or borrowed for the Star Wars universe were used mainly as plot devices. The iconic status that Star Wars has gained in popular culture and science fiction allows it to be used as an accessible introduction to real scientific concepts. Many of the features or technologies used in the Star Wars universe are not yet considered possible. Despite this, their concepts are still probable. Tatooine's twin stars In the past, scientists thought that planets would be unlikely to form around binary stars. However, recent simulations indicate that planets are just as likely to form around binary star systems as single-star systems. Of the 3457 exoplanets currently known, 146 actually orbit binary star systems (and 39 orbit multiple star systems with three or more stars). Specifically, they orbit what are known as "wide" binary star systems where the two stars are fairly far apart (several AU). Tatooine appears to be of the other type — a "close" binary, where the stars are very close, and the planets orbit their common center of mass. The first observationally confirmed binary — Kepler-16b — is a close binary. Exoplanet researchers' simulations indicate that planets form frequently around close binaries, though gravitational effects from the dual star system tend to make them very difficult to find with current Doppler and transit methods of planetary searches. In studies looking for dusty disks—where planet formation is likely—around binary stars, such disks were found in wide or narrow binaries, or those whose stars are more than 50 or less than 3 AU apart, r Document 4::: This page describes exoplanet orbital and physical parameters. Orbital parameters Most known extrasolar planet candidates have been discovered using indirect methods and therefore only some of their physical and orbital parameters can be determined. For example, out of the six independent parameters that define an orbit, the radial-velocity method can determine four: semi-major axis, eccentricity, longitude of periastron, and time of periastron. Two parameters remain unknown: inclination and longitude of the ascending node. Distance from star and orbital period There are exoplanets that are much closer to their parent star than any planet in the Solar System is to the Sun, and there are also exoplanets that are much further from their star. Mercury, the closest planet to the Sun at 0.4 astronomical units (AU), takes 88 days for an orbit, but the smallest known orbits of exoplanets have orbital periods of only a few hours, see Ultra-short period planet. The Kepler-11 system has five of its planets in smaller orbits than Mercury's. Neptune is 30 AU from the Sun and takes 165 years to orbit it, but there are exoplanets that are thousands of AU from their star and take tens of thousands of years to orbit, e.g. GU Piscium b. The radial-velocity and transit methods are most sensitive to planets with small orbits. The earliest discoveries such as 51 Peg b were gas giants with orbits of a few days. These "hot Jupiters" likely formed further out and migrated inwards. The direct imaging method is most sensitive to planets with large orbits, and has discovered some planets that have planet–star separations of hundreds of AU. However, protoplanetary disks are usually only around 100 AU in radius, and core accretion models predict giant planet formation to be within 10 AU, where the planets can coalesce quickly enough before the disk evaporates. Very-long-period giant planets may have been rogue planets that were captured, or formed close-in and gravitationally scattered The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Which planet is the kuiper belt closest to? A. Jupiter B. Mars C. Venus D. neptune Answer:
sciq-11468	multiple_choice	Birds actually have two basic types of feathers: flight feathers and?	[ "down feathers", "landing feathers", "colorful plumes", "shed feathers" ]	A		Relavent Documents: Document 0::: Bird flight is the primary mode of locomotion used by most bird species in which birds take off and fly. Flight assists birds with feeding, breeding, avoiding predators, and migrating. Bird flight is one of the most complex forms of locomotion in the animal kingdom. Each facet of this type of motion, including hovering, taking off, and landing, involves many complex movements. As different bird species adapted over millions of years through evolution for specific environments, prey, predators, and other needs, they developed specializations in their wings, and acquired different forms of flight. Various theories exist about how bird flight evolved, including flight from falling or gliding (the trees down hypothesis), from running or leaping (the ground up hypothesis), from wing-assisted incline running or from proavis (pouncing) behavior. Basic mechanics of bird flight Lift, drag and thrust The fundamentals of bird flight are similar to those of aircraft, in which the aerodynamic forces sustaining flight are lift, drag, and thrust. Lift force is produced by the action of air flow on the wing, which is an airfoil. The airfoil is shaped such that the air provides a net upward force on the wing, while the movement of air is directed downward. Additional net lift may come from airflow around the bird's body in some species, especially during intermittent flight while the wings are folded or semi-folded (cf. lifting body). Aerodynamic drag is the force opposite to the direction of motion, and hence the source of energy loss in flight. The drag force can be separated into two portions, lift-induced drag, which is the inherent cost of the wing producing lift (this energy ends up primarily in the wingtip vortices), and parasitic drag, including skin friction drag from the friction of air and body surfaces and form drag from the bird's frontal area. The streamlining of bird's body and wings reduces these forces. Unlike aircraft, which have engines to produce thrust, bi Document 1::: 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 2::: Passerine birds produce song through the vocal organ, the syrinx, which is composed of bilaterally symmetric halves located where the trachea separates into the two bronchi. Using endoscopic techniques, it has been observed that song is produced by air passing between a set of medial and lateral labia on each side of the syrinx. Song is produced bilaterally, in both halves, through each separate set of labia unless air is prevented from flowing through one side of the syrinx. Birds regulate the airflow through the syrinx with muscles—M. syringealis dorsalis and M. tracheobronchialis dorsalis—that control the medial and lateral labia in the syrinx, whose action may close off airflow. Song may, hence, be produced unilaterally through one side of the syrinx when the labia are closed in the opposite side. Early experiments discover lateralization Lateral dominance of the hypoglossal nerve conveying messages from the brain to the syrinx was first observed in the 1970s. This lateral dominance was determined in a breed of canary, the waterschlager canary, bred for its long and complex song, by lesioning the ipsilateral tracheosyringeal branch of the hypoglossal nerve, disabling either the left or right syrinx. The numbers of song elements in the birds’ repertoires were greatly attenuated when the left side was cut, but only modestly attenuated when the right side was disabled, indicating left syringeal dominance of song production in these canaries. Similar lateralized effects have been observed in other species such as the white-crowned sparrow (Zonotrichia leucophrys), the Java sparrow (Lonchura oryzivora) and the zebra finch (Taeniopygia guttata), which is right-side dominant. However, denervation in these birds does not entirely silence the affected syllables but creates qualitative changes in phonology and frequency. Respiratory control and neurophysiology In waterslager canaries, which produce most syllables using the left syrinx, as soon as a unilaterally produced Document 3::: 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 Document 4::: 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 The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Birds actually have two basic types of feathers: flight feathers and? A. down feathers B. landing feathers C. colorful plumes D. shed feathers Answer:
sciq-3922	multiple_choice	What state is achieved when the forward and reverse reactions proceed at equal rates?	[ "equality", "equilibrium", "neutrality", "constant" ]	B		Relavent Documents: Document 0::: In a chemical reaction, chemical equilibrium is the state in which both the reactants and products are present in concentrations which have no further tendency to change with time, so that there is no observable change in the properties of the system. This state results when the forward reaction proceeds at the same rate as the reverse reaction. The reaction rates of the forward and backward reactions are generally not zero, but they are equal. Thus, there are no net changes in the concentrations of the reactants and products. Such a state is known as dynamic equilibrium. Historical introduction The concept of chemical equilibrium was developed in 1803, after Berthollet found that some chemical reactions are reversible. For any reaction mixture to exist at equilibrium, the rates of the forward and backward (reverse) reactions must be equal. In the following chemical equation, arrows point both ways to indicate equilibrium. A and B are reactant chemical species, S and T are product species, and α, β, σ, and τ are the stoichiometric coefficients of the respective reactants and products: α A + β B σ S + τ T The equilibrium concentration position of a reaction is said to lie "far to the right" if, at equilibrium, nearly all the reactants are consumed. Conversely the equilibrium position is said to be "far to the left" if hardly any product is formed from the reactants. Guldberg and Waage (1865), building on Berthollet's ideas, proposed the law of mass action: where A, B, S and T are active masses and k+ and k− are rate constants. Since at equilibrium forward and backward rates are equal: and the ratio of the rate constants is also a constant, now known as an equilibrium constant. By convention, the products form the numerator. However, the law of mass action is valid only for concerted one-step reactions that proceed through a single transition state and is not valid in general because rate equations do not, in general, follow the stoichiometry of the reaction Document 1::: Equilibrium chemistry is concerned with systems in chemical equilibrium. The unifying principle is that the free energy of a system at equilibrium is the minimum possible, so that the slope of the free energy with respect to the reaction coordinate is zero. This principle, applied to mixtures at equilibrium provides a definition of an equilibrium constant. Applications include acid–base, host–guest, metal–complex, solubility, partition, chromatography and redox equilibria. Thermodynamic equilibrium A chemical system is said to be in equilibrium when the quantities of the chemical entities involved do not and cannot change in time without the application of an external influence. In this sense a system in chemical equilibrium is in a stable state. The system at chemical equilibrium will be at a constant temperature, pressure or volume and a composition. It will be insulated from exchange of heat with the surroundings, that is, it is a closed system. A change of temperature, pressure (or volume) constitutes an external influence and the equilibrium quantities will change as a result of such a change. If there is a possibility that the composition might change, but the rate of change is negligibly slow, the system is said to be in a metastable state. The equation of chemical equilibrium can be expressed symbolically as reactant(s) product(s) The sign means "are in equilibrium with". This definition refers to macroscopic properties. Changes do occur at the microscopic level of atoms and molecules, but to such a minute extent that they are not measurable and in a balanced way so that the macroscopic quantities do not change. Chemical equilibrium is a dynamic state in which forward and backward reactions proceed at such rates that the macroscopic composition of the mixture is constant. Thus, equilibrium sign symbolizes the fact that reactions occur in both forward and backward directions. A steady state, on the other hand, is not necessarily an equilibrium state Document 2::: An elementary reaction is a chemical reaction in which one or more chemical species react directly to form products in a single reaction step and with a single transition state. In practice, a reaction is assumed to be elementary if no reaction intermediates have been detected or need to be postulated to describe the reaction on a molecular scale. An apparently elementary reaction may be in fact a stepwise reaction, i.e. a complicated sequence of chemical reactions, with reaction intermediates of variable lifetimes. In a unimolecular elementary reaction, a molecule dissociates or isomerises to form the products(s) At constant temperature, the rate of such a reaction is proportional to the concentration of the species In a bimolecular elementary reaction, two atoms, molecules, ions or radicals, and , react together to form the product(s) The rate of such a reaction, at constant temperature, is proportional to the product of the concentrations of the species and The rate expression for an elementary bimolecular reaction is sometimes referred to as the Law of Mass Action as it was first proposed by Guldberg and Waage in 1864. An example of this type of reaction is a cycloaddition reaction. This rate expression can be derived from first principles by using collision theory for ideal gases. For the case of dilute fluids equivalent results have been obtained from simple probabilistic arguments. According to collision theory the probability of three chemical species reacting simultaneously with each other in a termolecular elementary reaction is negligible. Hence such termolecular reactions are commonly referred as non-elementary reactions and can be broken down into a more fundamental set of bimolecular reactions, in agreement with the law of mass action. It is not always possible to derive overall reaction schemes, but solutions based on rate equations are often possible in terms of steady-state or Michaelis-Menten approximations. Notes Chemical kinetics Phy Document 3::: 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::: A reversible reaction is a reaction in which the conversion of reactants to products and the conversion of products to reactants occur simultaneously. \mathit aA{} + \mathit bB <=> \mathit cC{} + \mathit dD A and B can react to form C and D or, in the reverse reaction, C and D can react to form A and B. This is distinct from a reversible process in thermodynamics. Weak acids and bases undergo reversible reactions. For example, carbonic acid: H2CO3 (l) + H2O(l) ⇌ HCO3−(aq) + H3O+(aq). The concentrations of reactants and products in an equilibrium mixture are determined by the analytical concentrations of the reagents (A and B or C and D) and the equilibrium constant, K. The magnitude of the equilibrium constant depends on the Gibbs free energy change for the reaction. So, when the free energy change is large (more than about 30 kJ mol−1), the equilibrium constant is large (log K > 3) and the concentrations of the reactants at equilibrium are very small. Such a reaction is sometimes considered to be an irreversible reaction, although small amounts of the reactants are still expected to be present in the reacting system. A truly irreversible chemical reaction is usually achieved when one of the products exits the reacting system, for example, as does carbon dioxide (volatile) in the reaction CaCO3 + 2HCl → CaCl2 + H2O + CO2↑ History The concept of a reversible reaction was introduced by Claude Louis Berthollet in 1803, after he had observed the formation of sodium carbonate crystals at the edge of a salt lake (one of the natron lakes in Egypt, in limestone): 2NaCl + CaCO3 → Na2CO3 + CaCl2 He recognized this as the reverse of the familiar reaction Na2CO3 + CaCl2→ 2NaCl + CaCO3 Until then, chemical reactions were thought to always proceed in one direction. Berthollet reasoned that the excess of salt in the lake helped push the "reverse" reaction towards the formation of sodium carbonate. In 1864, Peter Waage and Cato Maximilian Guldberg formulated their The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What state is achieved when the forward and reverse reactions proceed at equal rates? A. equality B. equilibrium C. neutrality D. constant Answer:
sciq-4663	multiple_choice	What fibres are seen in some vertebrates that twitch at rates far faster than any human muscle?	[ "fast glycolytic fibres", "slow twitch fibres", "skeletal muscle fibers", "fast oxidative fibres" ]	C		Relavent Documents: Document 0::: Myomeres are blocks of skeletal muscle tissue arranged in sequence, commonly found in aquatic chordates. Myomeres are separated from adjacent myomeres by connective fascia (myosepta) and most easily seen in larval fishes or in the olm. Myomere counts are sometimes used for identifying specimens, since their number corresponds to the number of vertebrae in the adults. Location varies, with some species containing these only near the tails, while some have them located near the scapular or pelvic girdles. Depending on the species, myomeres could be arranged in an epaxial or hypaxial manner. Hypaxial refers to ventral muscles and related structures while epaxial refers to more dorsal muscles. The horizontal septum divides these two regions in vertebrates from cyclostomes to gnathostomes. In terrestrial chordates, the myomeres become fused as well as indistinct, due to the disappearance of myosepta. Shape The shape of myomeres varies by species. Myomeres are commonly zig-zag, "V" (lancelets), "W" (fishes), or straight (tetrapods)– shaped muscle fibers. Generally, cyclostome myomeres are arranged in vertical strips while those of jawed fishes are folded in a complex matter due to swimming capability evolution. Specifically, myomeres of elasmobranchs and eels are “W”-shaped. Contrastingly, myomeres of tetrapods run vertically and do not display complex folding. Another species with simply-lain myomeres are mudpuppies. Myomeres overlap each other in succession, meaning myomere activation also allows neighboring myomeres to activate. Myomeres are made up of myoglobin-rich dark muscle as well as white muscle. Dark muscle, generally, functions as slow-twitch muscle fibers while white muscle is composed of fast-twitch fibers. Function Specifically, three types of myomeres in fish-like chordates include amphioxine (lancelet), cyclostomine (jawless fish), and gnathostomine (jawed fish). A common function shared by all of these is that they function to flex the body lateral Document 1::: Anatomical terminology is used to uniquely describe aspects of skeletal muscle, cardiac muscle, and smooth muscle such as their actions, structure, size, and location. Types There are three types of muscle tissue in the body: skeletal, smooth, and cardiac. Skeletal muscle Skeletal muscle, or "voluntary muscle", is a striated muscle tissue that primarily joins to bone with tendons. Skeletal muscle enables movement of bones, and maintains posture. The widest part of a muscle that pulls on the tendons is known as the belly. Muscle slip A muscle slip is a slip of muscle that can either be an anatomical variant, or a branching of a muscle as in rib connections of the serratus anterior muscle. Smooth muscle Smooth muscle is involuntary and found in parts of the body where it conveys action without conscious intent. The majority of this type of muscle tissue is found in the digestive and urinary systems where it acts by propelling forward food, chyme, and feces in the former and urine in the latter. Other places smooth muscle can be found are within the uterus, where it helps facilitate birth, and the eye, where the pupillary sphincter controls pupil size. Cardiac muscle Cardiac muscle is specific to the heart. It is also involuntary in its movement, and is additionally self-excitatory, contracting without outside stimuli. Actions of skeletal muscle As well as anatomical terms of motion, which describe the motion made by a muscle, unique terminology is used to describe the action of a set of muscles. Agonists and antagonists Agonist muscles and antagonist muscles are muscles that cause or inhibit a movement. Agonist muscles are also called prime movers since they produce most of the force, and control of an action. Agonists cause a movement to occur through their own activation. For example, the triceps brachii contracts, producing a shortening (concentric) contraction, during the up phase of a push-up (elbow extension). During the down phase of a push-up, th Document 2::: H2.00.04.4.01001: Lymphoid tissue H2.00.05.0.00001: Muscle tissue H2.00.05.1.00001: Smooth muscle tissue H2.00.05.2.00001: Striated muscle tissue H2.00.06.0.00001: Nerve tissue H2.00.06.1.00001: Neuron H2.00.06.2.00001: Synapse H2.00.06.2.00001: Neuroglia h3.01: Bones h3.02: Joints h3.03: Muscles h3.04: Alimentary system h3.05: Respiratory system h3.06: Urinary system h3.07: Genital system h3.08: Document 3::: Limitations of animal running speed provides an overview of how various factors determine the maximum running speed. Some terrestrial animals are built for achieving extremely high speeds, such as the cheetah, pronghorn, race horse and greyhound, while humans can train to achieve high sprint speeds. There is no single determinant of maximum running speed: however, certain factors stand out against others and have been investigated in both animals and humans. These factors include: Muscle moment arms, foot morphology, muscle architecture, and muscle fiber type. Each factor contributes to the ground reaction force (GRF) and foot contact time of which the changes to increase maximal speed are not well understood across all species. Ground reaction force and foot contact time GRF is a common variant which is studied in running gait. It has been shown in humans that as velocity increases, there is a linear increase in the vertical GRF. The GRF during running exceeds the body weight and therefore the extra force must be applied by the body. In a study by Weyand et al., it was shown that faster human runners achieved higher speeds by applying greater vertical GRF and not by increasing swing time. This may not be the case in cheetahs. Foot contact time, or stance time, is the time that the foot is in contact with the ground. There is evidence that shows that foot contact time is significantly decreased in humans as speed is increased. It has been shown that the fastest speeds are attained when the product of the foot contact time and vertical GRF are decreased to minimums which provides enough time for the swinging limb to get in position for the next step. Both the GRF and foot contact time are determined by variables such as muscle moment arm, foot morphology, muscle fascicle length, and muscle fiber type. Muscle moment arm A muscle's moment arm is defined as the perpendicular distance from the muscle's line of action to the joint's center of rotation. As a general rule Document 4::: Tonic in physiology refers to a physiological response which is slow and may be graded. This term is typically used in opposition to a fast response. For instance, tonic muscles are contrasted by the more typical and much faster twitch muscles, while tonic sensory nerve endings are contrasted to the much faster phasic sensory nerve endings. Tonic muscles Tonic muscles are much slower than twitch fibers in terms of time from stimulus to full activation, time to full relaxation upon cessation of stimuli, and maximal shortening velocity. These muscles are rarely found in mammals (only in the muscles moving the eye and in the middle ear), but are common in reptiles and amphibians. Tonic sensory receptors Tonic sensory input adapts slowly to a stimulus and continues to produce action potentials over the duration of the stimulus. In this way it conveys information about the duration of the stimulus. In contrast, phasic receptors adapt rapidly to a stimulus. The response of the cell diminishes very quickly and then stops. It does not provide information on the duration of the stimulus; instead some of them convey information on rapid changes in stimulus intensity and rate. Examples of tonic receptors are pain receptors, the joint capsule, muscle spindle, and the Ruffini corpuscle. See also Tonic-clonic seizure The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What fibres are seen in some vertebrates that twitch at rates far faster than any human muscle? A. fast glycolytic fibres B. slow twitch fibres C. skeletal muscle fibers D. fast oxidative fibres Answer:
sciq-5083	multiple_choice	What 'counting' instrument is used to measure radioactivity?	[ "Liquid Counter", "pryor counter", "geiger counter", "ellie counter" ]	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::: Geiger counter is a colloquial name for any hand-held radiation measuring device in civil defense, but most civil defense devices were ion-chamber radiological survey meters capable of measuring only high levels of radiation that would be present after a major nuclear event. Most Geiger and ion-chamber survey meters were issued by governmental civil defense organizations in several countries from the 1950s in the midst of the Cold War in an effort to help prepare citizens for a nuclear attack. Many of these same instruments are still in use today by some states, Texas amongst them, under the jurisdiction of the Texas Bureau of Radiation Control. They are regularly maintained, calibrated and deployed to fire departments and other emergency services. US models CD Counters came in a variety of different models, each with specific capabilities. Each of these models has an analog meter from 1 to 5, with 1/10 tick marks. Thus, at X10, the meter reads from 1 to 50. CD meters were produced by a number of different firms under contract. Victoreen, Lionel, Electro Neutronics, Nuclear Measurements, Chatham Electronics, International Pump and Machine Works, Universal Atomics, Anton Electronic Laboratories; Landers, Frary, & Clark; El Tronics, Jordan, and Nuclear Chicago are among the many manufacturers contracted. Regardless of producer, most counters exhibit the same basic physical characteristics, albeit with slight variations between some production runs: a yellow case with black knobs and meter bezels. Most US meters had a "CD" sticker on the side of the case. True Geiger counters These are instruments which use the Geiger principle of detection. Type CD V-700 The CD V-700 is a Geiger counter employing a probe equipped with a Geiger–Müller tube manufactured by several companies under contract to US federal civil defense agencies in the 1950s and 1960s. This unit is quite sensitive and can be used to measure low levels of gamma radiation and detect beta radiation. Document 2::: In mathematical psychology and education theory, a knowledge space is a combinatorial structure used to formulate mathematical models describing the progression of a human learner. Knowledge spaces were introduced in 1985 by Jean-Paul Doignon and Jean-Claude Falmagne, and remain in extensive use in the education theory. Modern applications include two computerized tutoring systems, ALEKS and the defunct RATH. Formally, a knowledge space assumes that a domain of knowledge is a collection of concepts or skills, each of which must be eventually mastered. Not all concepts are interchangeable; some require other concepts as prerequisites. Conversely, competency at one skill may ease the acquisition of another through similarity. A knowledge space marks out which collections of skills are feasible: they can be learned without mastering any other skills. Under reasonable assumptions, the collection of feasible competencies forms the mathematical structure known as an antimatroid. Researchers and educators usually explore the structure of a discipline's knowledge space as a latent class model. Motivation Knowledge Space Theory attempts to address shortcomings of standardized testing when used in educational psychometry. Common tests, such as the SAT and ACT, compress a student's knowledge into a very small range of ordinal ranks, in the process effacing the conceptual dependencies between questions. Consequently, the tests cannot distinguish between true understanding and guesses, nor can they identify a student's particular weaknesses, only the general proportion of skills mastered. The goal of knowledge space theory is to provide a language by which exams can communicate What the student can do and What the student is ready to learn. Model structure Knowledge Space Theory-based models presume that an educational subject can be modeled as a finite set of concepts, skills, or topics. Each feasible state of knowledge about is then a subset of ; the set of Document 3::: The 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::: Radiation monitoring involves the measurement of radiation dose or radionuclide contamination for reasons related to the assessment or control of exposure to radiation or radioactive substances, and the interpretation of the results. Environmental monitoring Environmental monitoring is the measurement of external dose rates due to sources in the environment or of radionuclide concentrations in environmental media. Source monitoring Source monitoring is a specific term used in ionising radiation monitoring, and according to the IAEA, is the measurement of activity in radioactive material being released to the environment or of external dose rates due to sources within a facility or activity. In this context a source is anything that may cause radiation exposure — such as by emitting ionising radiation, or releasing radioactive substances. The phrase "standard source" is also used as a de facto term in the more specific context of being a calibration standard source in ionising radiation metrology. The methodological and technical details of the design and operation of source and environmental radiation monitoring programmes and systems for different radionuclides, environmental media and types of facility are given in IAEA Safety Standards Series No. RS–G-1.8 and in IAEA Safety Reports Series No. 64. Radiation protection instruments Practical radiation measurement using calibrated radiation protection instruments is essential in evaluating the effectiveness of protection measures, and in assessing the radiation dose likely to be received by individuals. The measuring instruments for radiation protection are both "installed" (in a fixed position) and portable (hand-held or transportable). Installed instruments Installed instruments are fixed in positions which are known to be important in assessing the general radiation hazard in an area. Examples are installed "area" radiation monitors, Gamma interlock monitors, personnel exit monitors, and airborne particu The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What 'counting' instrument is used to measure radioactivity? A. Liquid Counter B. pryor counter C. geiger counter D. ellie counter Answer:
sciq-10383	multiple_choice	Which currents distribute heat around the planet and have a large impact on climate?	[ "air", "surface", "electrical", "wind" ]	B		Relavent Documents: Document 0::: Flux describes any effect that appears to pass or travel (whether it actually moves or not) through a surface or substance. Flux is a concept in applied mathematics and vector calculus which has many applications to physics. For transport phenomena, flux is a vector quantity, describing the magnitude and direction of the flow of a substance or property. In vector calculus flux is a scalar quantity, defined as the surface integral of the perpendicular component of a vector field over a surface. Terminology The word flux comes from Latin: fluxus means "flow", and fluere is "to flow". As fluxion, this term was introduced into differential calculus by Isaac Newton. The concept of heat flux was a key contribution of Joseph Fourier, in the analysis of heat transfer phenomena. His seminal treatise Théorie analytique de la chaleur (The Analytical Theory of Heat), defines fluxion as a central quantity and proceeds to derive the now well-known expressions of flux in terms of temperature differences across a slab, and then more generally in terms of temperature gradients or differentials of temperature, across other geometries. One could argue, based on the work of James Clerk Maxwell, that the transport definition precedes the definition of flux used in electromagnetism. The specific quote from Maxwell is: According to the transport definition, flux may be a single vector, or it may be a vector field / function of position. In the latter case flux can readily be integrated over a surface. By contrast, according to the electromagnetism definition, flux is the integral over a surface; it makes no sense to integrate a second-definition flux for one would be integrating over a surface twice. Thus, Maxwell's quote only makes sense if "flux" is being used according to the transport definition (and furthermore is a vector field rather than single vector). This is ironic because Maxwell was one of the major developers of what we now call "electric flux" and "magnetic flux" accor Document 1::: The Hadley cell, also known as the Hadley circulation, is a global-scale tropical atmospheric circulation that features air rising near the equator, flowing poleward near the tropopause at a height of above the Earth's surface, cooling and descending in the subtropics at around 25 degrees latitude, and then returning equatorward near the surface. It is a thermally direct circulation within the troposphere that emerges due to differences in insolation and heating between the tropics and the subtropics. On a yearly average, the circulation is characterized by a circulation cell on each side of the equator. The Southern Hemisphere Hadley cell is slightly stronger on average than its northern counterpart, extending slightly beyond the equator into the Northern Hemisphere. During the summer and winter months, the Hadley circulation is dominated by a single, cross-equatorial cell with air rising in the summer hemisphere and sinking in the winter hemisphere. Analogous circulations may occur in extraterrestrial atmospheres, such as on Venus and Mars. Global climate is greatly influenced by the structure and behavior of the Hadley circulation. The prevailing trade winds are a manifestation of the lower branches of the Hadley circulation, converging air and moisture in the tropics to form the Intertropical Convergence Zone (ITCZ) where the Earth's heaviest rains are located. Shifts in the ITCZ associated with the seasonal variability of the Hadley circulation cause monsoons. The sinking branches of the Hadley cells give rise to the oceanic subtropical ridges and suppress rainfall; many of the Earth's deserts and arid regions are located in the subtropics coincident with the position of the sinking branches. The Hadley circulation is also a key mechanism for the meridional transport of heat, angular momentum, and moisture, contributing to the subtropical jet stream, the moist tropics, and maintaining a global thermal equilibrium. The Hadley circulation is named after George 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::: Currentology is a science that studies the internal movements of water masses. Description In the study of fluid mechanics, researchers attempt to give a correct explanation of marine currents. Currents are caused by external driving forces such as wind, gravitational effects, coriolis forces and physical differences between various water masses, the main parameter being the difference of density that varies in function of the temperature and salinity. The study of currents, combined with other factors such as tides and waves is relevant for understanding marine hydrodynamics and linked processes such as sediment transport and climate balance. The measurement of maritime currents The measurements of maritime currents can be made according to different techniques: current meter diversion buoys See also Document 4::: A temperature gradient is a physical quantity that describes in which direction and at what rate the temperature changes the most rapidly around a particular location. The temperature gradient is a dimensional quantity expressed in units of degrees (on a particular temperature scale) per unit length. The SI unit is kelvin per meter (K/m). Temperature gradients in the atmosphere are important in the atmospheric sciences (meteorology, climatology and related fields). Mathematical description Assuming that the temperature T is an intensive quantity, i.e., a single-valued, continuous and differentiable function of three-dimensional space (often called a scalar field), i.e., that where x, y and z are the coordinates of the location of interest, then the temperature gradient is the vector quantity defined as Physical processes Climatology On a global and annual basis, the dynamics of the atmosphere (and the oceans) can be understood as attempting to reduce the large difference of temperature between the poles and the equator by redistributing warm and cold air and water, known as Earth's heat engine. Meteorology Differences in air temperature between different locations are critical in weather forecasting and climate. The absorption of solar light at or near the planetary surface increases the temperature gradient and may result in convection (a major process of cloud formation, often associated with precipitation). Meteorological fronts are regions where the horizontal temperature gradient may reach relatively high values, as these are boundaries between air masses with rather distinct properties. Clearly, the temperature gradient may change substantially in time, as a result of diurnal or seasonal heating and cooling for instance. This most likely happens during an inversion. For instance, during the day the temperature at ground level may be cold while it's warmer up in the atmosphere. As the day shifts over to night the temperature might drop rapidly while The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Which currents distribute heat around the planet and have a large impact on climate? A. air B. surface C. electrical D. wind Answer:
sciq-11000	multiple_choice	Both energy and heat can be expressed in units of what?	[ "joules", "ohms", "amperes", "velocities" ]	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::: Quantity calculus is the formal method for describing the mathematical relations between abstract physical quantities. Its roots can be traced to Fourier's concept of dimensional analysis (1822). The basic axiom of quantity calculus is Maxwell's description of a physical quantity as the product of a "numerical value" and a "reference quantity" (i.e. a "unit quantity" or a "unit of measurement"). De Boer summarized the multiplication, division, addition, association and commutation rules of quantity calculus and proposed that a full axiomatization has yet to be completed. Measurements are expressed as products of a numeric value with a unit symbol, e.g. "12.7 m". Unlike algebra, the unit symbol represents a measurable quantity such as a meter, not an algebraic variable. A careful distinction needs to be made between abstract quantities and measurable quantities. The multiplication and division rules of quantity calculus are applied to SI base units (which are measurable quantities) to define SI derived units, including dimensionless derived units, such as the radian (rad) and steradian (sr) which are useful for clarity, although they are both algebraically equal to 1. Thus there is some disagreement about whether it is meaningful to multiply or divide units. Emerson suggests that if the units of a quantity are algebraically simplified, they then are no longer units of that quantity. Johansson proposes that there are logical flaws in the application of quantity calculus, and that the so-called dimensionless quantities should be understood as "unitless quantities". How to use quantity calculus for unit conversion and keeping track of units in algebraic manipulations is explained in the handbook Quantities, Units and Symbols in Physical Chemistry. Notes Document 2::: kT (also written as kBT) is the product of the Boltzmann constant, k (or kB), and the temperature, T. This product is used in physics as a scale factor for energy values in molecular-scale systems (sometimes it is used as a unit of energy), as the rates and frequencies of many processes and phenomena depend not on their energy alone, but on the ratio of that energy and kT, that is, on (see Arrhenius equation, Boltzmann factor). For a system in equilibrium in canonical ensemble, the probability of the system being in state with energy E is proportional to . More fundamentally, kT is the amount of heat required to increase the thermodynamic entropy of a system by k. In physical chemistry, as kT often appears in the denominator of fractions (usually because of Boltzmann distribution), sometimes β = 1/kT is used instead of kT, turning into . RT RT is the product of the molar gas constant, R, and the temperature, T. This product is used in physics and chemistry as a scaling factor for energy values in macroscopic scale (sometimes it is used as a pseudo-unit of energy), as many processes and phenomena depend not on the energy alone, but on the ratio of energy and RT, i.e. E/RT. The SI units for RT are joules per mole (J/mol). It differs from kT only by a factor of the Avogadro constant, NA. Its dimension is energy or ML2T−2, expressed in SI units as joules (J): kT = RT/NA Document 3::: This is a list of well-known dimensionless quantities illustrating their variety of forms and applications. The tables also include pure numbers, dimensionless ratios, or dimensionless physical constants; these topics are discussed in the article. Biology and medicine Chemistry Physics Physical constants Fluids and heat transfer Solids Optics Mathematics and statistics Geography, geology and geophysics Sport Other fields Document 4::: Physical or chemical properties of materials and systems can often be categorized as being either intensive or extensive, according to how the property changes when the size (or extent) of the system changes. The terms "intensive and extensive quantities" were introduced into physics by German mathematician Georg Helm in 1898, and by American physicist and chemist Richard C. Tolman in 1917. According to International Union of Pure and Applied Chemistry (IUPAC), an intensive property or intensive quantity is one whose magnitude is independent of the size of the system. An intensive property is not necessarily homogeneously distributed in space; it can vary from place to place in a body of matter and radiation. Examples of intensive properties include temperature, T; refractive index, n; density, ρ; and hardness, η. By contrast, an extensive property or extensive quantity is one whose magnitude is additive for subsystems. Examples include mass, volume and entropy. Not all properties of matter fall into these two categories. For example, the square root of the volume is neither intensive nor extensive. If a system is doubled in size by juxtaposing a second identical system, the value of an intensive property equals the value for each subsystem and the value of an extensive property is twice the value for each subsystem. However the property √V is instead multiplied by √2 . Intensive properties An intensive property is a physical quantity whose value does not depend on the amount of substance which was measured. The most obvious intensive quantities are ratios of extensive quantities. In a homogeneous system divided into two halves, all its extensive properties, in particular its volume and its mass, are divided into two halves. All its intensive properties, such as the mass per volume (mass density) or volume per mass (specific volume), must remain the same in each half. The temperature of a system in thermal equilibrium is the same as the temperature of any part The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Both energy and heat can be expressed in units of what? A. joules B. ohms C. amperes D. velocities Answer:
scienceQA-3311	multiple_choice	Select the living thing.	[ "paramecia", "swing set", "clay", "moai" ]	A	Clay is not a living thing. Clay does not have all of the traits of a living thing. It can be formed into different shapes, but it does not grow or respond to the world around it. It does not need food or water. A swing set is not a living thing. Swing sets 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. Paramecia are living things. Paramecia grow and respond to their environment. They need food and water. Paramecia are made up of just one cell. On average, paramecia are 200 micrometers long. That's just twice the width of a human hair! A moai is not a living thing. A moai is a statue that is shaped like a face. But it does not have all the traits of a living thing. It does not grow or respond to the world around it. It does not need food or water.	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 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 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 SAT Subject Test in Biology was the name of a one-hour multiple choice test given on biology by the College Board. A student chose whether to take the test depending upon college entrance requirements for the schools in which the student is planning to apply. Until 1994, the SAT Subject Tests were known as Achievement Tests; and from 1995 until January 2005, they were known as SAT IIs. Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800. The average for Molecular is 630 while Ecological is 591. On January 19 2021, the College Board discontinued all SAT Subject tests, including the SAT Subject Test in Biology E/M. This was effective immediately in the United States, and the tests were to be phased out by the following summer for international students. This was done as a response to changes in college admissions due to the impact of the COVID-19 pandemic on education. Format This test had 80 multiple-choice questions that were to be answered in one hour. All questions had five answer choices. Students received one point for each correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test. Preparation The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, a Document 4::: The 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. paramecia B. swing set C. clay D. moai Answer:
ai2_arc-21	multiple_choice	A signal from the brain to a muscle in the arm is transmitted by which structures?	[ "sensory neurons", "interneurons", "motor neurons", "mechanoreceptor neurons" ]	C		Relavent Documents: Document 0::: The following diagram is provided as an overview of and topical guide to the human nervous system: Human nervous system – the part of the human body that coordinates a person's voluntary and involuntary actions and transmits signals between different parts of the body. The human nervous system consists of two main parts: the central nervous system (CNS) and the peripheral nervous system (PNS). The CNS contains the brain and spinal cord. The PNS consists mainly of nerves, which are long fibers that connect the CNS to every other part of the body. The PNS includes motor neurons, mediating voluntary movement; the autonomic nervous system, comprising the sympathetic nervous system and the parasympathetic nervous system and regulating involuntary functions; and the enteric nervous system, a semi-independent part of the nervous system whose function is to control the gastrointestinal system. Evolution of the human nervous system Evolution of nervous systems Evolution of human intelligence Evolution of the human brain Paleoneurology Some branches of science that study the human nervous system Neuroscience Neurology Paleoneurology Central nervous system The central nervous system (CNS) is the largest part of the nervous system and includes the brain and spinal cord. Spinal cord Brain Brain – center of the nervous system. Outline of the human brain List of regions of the human brain Principal regions of the vertebrate brain: Peripheral nervous system Peripheral nervous system (PNS) – nervous system structures that do not lie within the CNS. Sensory system A sensory system is a part of the nervous system responsible for processing sensory information. A sensory system consists of sensory receptors, neural pathways, and parts of the brain involved in sensory perception. List of sensory systems Sensory neuron Perception Visual system Auditory system Somatosensory system Vestibular system Olfactory system Taste Pain Components of the nervous system Neuron I Document 1::: The motor system is the set of central and peripheral structures in the nervous system that support motor functions, i.e. movement. Peripheral structures may include skeletal muscles and neural connections with muscle tissues. Central structures include cerebral cortex, brainstem, spinal cord, pyramidal system including the upper motor neurons, extrapyramidal system, cerebellum, and the lower motor neurons in the brainstem and the spinal cord. The motor system is a biological system with close ties to the muscular system and the circulatory system. To achieve motor skill, the motor system must accommodate the working state of the muscles, whether hot or cold, stiff or loose, as well as physiological fatigue. Pyramidal motor system The pyramidal motor system, also called the pyramidal tract or the corticospinal tract, start in the motor center of the cerebral cortex. There are upper and lower motor neurons in the corticospinal tract. The motor impulses originate in the giant pyramidal cells or Betz cells of the motor area; i.e., precentral gyrus of cerebral cortex. These are the upper motor neurons (UMN) of the corticospinal tract. The axons of these cells pass in the depth of the cerebral cortex to the corona radiata and then to the internal capsule, passing through the posterior branch of internal capsule and continuing to descend in the midbrain and the medulla oblongata. In the lower part of the medulla oblongata, 90–95% of these fibers decussate (pass to the opposite side) and descend in the white matter of the lateral funiculus of the spinal cord on the opposite side. The remaining 5–10% pass to the same side. Fibers for the extremities (limbs) pass 100% to the opposite side. The fibers of the corticospinal tract terminate at different levels in the anterior horn of the grey matter of the spinal cord. Here, the lower motor neurons (LMN) of the corticospinal cord are located. Peripheral motor nerves carry the motor impulses from the anterior horn to the volun Document 2::: Gain field encoding is a hypothesis about the internal storage and processing of limb motion in the brain. In the motor areas of the brain, there are neurons which collectively have the ability to store information regarding both limb positioning and velocity in relation to both the body (intrinsic) and the individual's external environment (extrinsic). The input from these neurons is taken multiplicatively, forming what is referred to as a gain field. The gain field works as a collection of internal models off of which the body can base its movements. The process of encoding and recalling these models is the basis of muscle memory. Physiology Neuron involved in gain field encoding work multiplicatively, taking the input from several together to form the gain field. It is this process that allows the complexity of motor control. Instead of simply encoding the motion of the limb in which a specific motion is desired, the multiplicative nature of the gain field ensures that the positioning of the rest of the body is taken in to consideration. This process allows for motor coordination of flexible bimanual actions as opposed to restricting the individual to unimanual motion. For example, when considering the movement of both arms, the body calls upon gain field models for each arm in order to compensate for the mechanical interactions created by both. Location Most gain field activity is based in the premotor cortex found in the frontal lobe anterior to the primary motor cortex, however it receives input from a variety of locations in the brain. These incoming signals provide frame of reference information through the individual's senses. Further evidence suggests that the cerebellum and posterior parietal cortex (PPC) also play major functional roles in gain field encoding. The intrinsic and extrinsic properties of the gain field can be shown as products of the PPC. In Brodmann area 7 of the PPC, the positioning of objects with respect to the eyes is rep Document 3::: Motor unit recruitment is the activation of additional motor units to accomplish an increase in contractile strength in a muscle. A motor unit consists of one motor neuron and all of the muscle fibers it stimulates. All muscles consist of a number of motor units and the fibers belonging to a motor unit are dispersed and intermingle amongst fibers of other units. The muscle fibers belonging to one motor unit can be spread throughout part, or most of the entire muscle, depending on the number of fibers and size of the muscle. When a motor neuron is activated, all of the muscle fibers innervated by the motor neuron are stimulated and contract. The activation of one motor neuron will result in a weak but distributed muscle contraction. The activation of more motor neurons will result in more muscle fibers being activated, and therefore a stronger muscle contraction. Motor unit recruitment is a measure of how many motor neurons are activated in a particular muscle, and therefore is a measure of how many muscle fibers of that muscle are activated. The higher the recruitment the stronger the muscle contraction will be. Motor units are generally recruited in order of smallest to largest (smallest motor neurons to largest motor neurons, and thus slow to fast twitch) as contraction increases. This is known as Henneman's size principle. Neuronal mechanism of recruitment Henneman proposed that the mechanism underlying the size principle was that the smaller motor neurons had a smaller surface area and therefore a higher membrane resistance. He predicted that the current generated by an excitatory postsynaptic potential (EPSPs) would result in a higher voltage change (depolarization) across the neuronal membrane of the smaller motor neurons and therefore larger EPSPs in smaller motoneurons. Burke later demonstrated that there was a graded decrease of both EPSP and inhibitory postsynaptic potential (IPSP) amplitudes from small to large motoneurons. This seemed to confirm Hen Document 4::: In physiology, an efference copy or efferent copy is an internal copy of an outflowing (efferent), movement-producing signal generated by an organism's motor system. It can be collated with the (reafferent) sensory input that results from the agent's movement, enabling a comparison of actual movement with desired movement, and a shielding of perception from particular self-induced effects on the sensory input to achieve perceptual stability. Together with internal models, efference copies can serve to enable the brain to predict the effects of an action. An equal term with a different history is corollary discharge. Efference copies are important in enabling motor adaptation such as to enhance gaze stability. They have a role in the perception of self and nonself electric fields in electric fish. They also underlie the phenomenon of tickling. Motor control Motor signals A motor signal from the central nervous system (CNS) to the periphery is called an efference, and a copy of this signal is called an efference copy. Sensory information coming from sensory receptors in the peripheral nervous system to the central nervous system is called afference. On a similar basis, nerves into the nervous system are afferent nerves and ones out are termed efferent nerves. When an efferent signal is produced and sent to the motor system, it has been suggested that a copy of the signal, known as an efference copy, is created so that exafference (sensory signals generated from external stimuli in the environment) can be distinguished from reafference (sensory signals resulting from an animal's own actions). This efference copy, by providing the input to a forward internal model, is then used to generate the predicted sensory feedback that estimates the sensory consequences of a motor command. The actual sensory consequences of the motor command are then deployed to compare with the corollary discharge to inform the CNS about how well the expected action matched its actual exter The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. A signal from the brain to a muscle in the arm is transmitted by which structures? A. sensory neurons B. interneurons C. motor neurons D. mechanoreceptor neurons Answer:
sciq-2518	multiple_choice	At the anode, liquid chloride ions are oxidized to what?	[ "Heavy Gas", "nitrogen gas", "chlorine gas", "elemental gas" ]	C		Relavent Documents: Document 0::: The use of ionic liquids in carbon capture is a potential application of ionic liquids as absorbents for use in carbon capture and sequestration. Ionic liquids, which are salts that exist as liquids near room temperature, are polar, nonvolatile materials that have been considered for many applications. The urgency of climate change has spurred research into their use in energy-related applications such as carbon capture and storage. Carbon capture using absorption Ionic liquids as solvents Amines are the most prevalent absorbent in postcombustion carbon capture technology today. In particular, monoethanolamine (MEA) has been used in industrial scales in postcombustion carbon capture, as well as in other CO2 separations, such as "sweetening" of natural gas. However, amines are corrosive, degrade over time, and require large industrial facilities. Ionic liquids on the other hand, have low vapor pressures . This property results from their strong Coulombic attractive force. Vapor pressure remains low through the substance's thermal decomposition point (typically >300 °C). In principle, this low vapor pressure simplifies their use and makes them "green" alternatives. Additionally, it reduces risk of contamination of the CO2 gas stream and of leakage into the environment. The solubility of CO2 in ionic liquids is governed primarily by the anion, less so by the cation. The hexafluorophosphate (PF6–) and tetrafluoroborate (BF4–) anions have been shown to be especially amenable to CO2 capture. Ionic liquids have been considered as solvents in a variety of liquid-liquid extraction processes, but never commercialized. Beside that, ionic liquids have replaced the conventional volatile solvents in industry such as absorption of gases or extractive distillation. Additionally, ionic liquids are used as co-solutes for the generation of aqueous biphasic systems, or purification of biomolecules. Process A typical CO2 absorption process consists of a feed gas, an absorptio Document 1::: {\|class="wikitable" \|- ! colspan="2" \| Common monatomic anions \|- \| hydride \| H− \|- \| fluoride \| F− \|- \| chloride \| Cl− \|- \| bromide \| Br− \|- \| iodide \| I− \|- \| oxide \| O2− \|- \| sulfide \| S2− \|- \| nitride \| N3− \|- \| phosphide \| P3− \|- \|} Document 2::: Chemistry Ionization When glutamic acid is dissolved in water, the amino group (−) may gain a proton (), and/or the carboxyl groups may lose protons, depending on the acidity of the medium. In sufficiently acidic environments, the amino group gains a proton and the molecule becomes a cation with a single positive charge, HOOC−CH()−()2−COOH. At pH values between about 2.5 and 4.1, the carboxylic acid cl Document 3::: A solvated electron is a free electron in (solvated in) a solution, and is the smallest possible anion. Solvated electrons occur widely. Often, discussions of solvated electrons focus on their solutions in ammonia, which are stable for days, but solvated electrons also occur in water and other solvents in fact, in any solvent that mediates outer-sphere electron transfer. The solvated electron is responsible for a great deal of radiation chemistry. Ammonia solutions Liquid ammonia will dissolve all of the alkali metals and other electropositive metals such as Ca, Sr, Ba, Eu, and Yb (also Mg using an electrolytic process), giving characteristic blue solutions. For alkali metals in liquid ammonia, the solution is blue when dilute and copper-colored when more concentrated (> 3 molar). These solutions conduct electricity. The blue colour of the solution is due to ammoniated electrons, which absorb energy in the visible region of light. The diffusivity of the solvated electron in liquid ammonia can be determined using potential-step chronoamperometry. Solvated electrons in ammonia are the anions of salts called electrides. Na + 6 NH3 → [Na(NH3)6]+e− The reaction is reversible: evaporation of the ammonia solution produces a film of metallic sodium. Case study: Li in NH3 A lithium–ammonia solution at −60 °C is saturated at about 15 mol% metal (MPM). When the concentration is increased in this range electrical conductivity increases from 10−2 to 104 Ω−1cm−1 (larger than liquid mercury). At around 8 MPM, a "transition to the metallic state" (TMS) takes place (also called a "metal-to-nonmetal transition" (MNMT)). At 4 MPM a liquid-liquid phase separation takes place: the less dense gold-colored phase becomes immiscible from a denser blue phase. Above 8 MPM the solution is bronze/gold-colored. In the same concentration range the overall density decreases by 30%. Other solvents Alkali metals also dissolve in some small primary amines, such as methylamine and ethylami 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. At the anode, liquid chloride ions are oxidized to what? A. Heavy Gas B. nitrogen gas C. chlorine gas D. elemental gas Answer:
sciq-6813	multiple_choice	What signals the secretion of gastric acid?	[ "hormone", "leptin", "pepsin", "gastrin" ]	D		Relavent Documents: Document 0::: Gastric pits are indentations in the stomach which denote entrances to 3-5 tubular shaped gastric glands. They are deeper in the pylorus than they are in the other parts of the stomach. The human stomach has several million of these pits which dot the surface of the lining epithelium. Surface mucous cells line the pits themselves but give way to a series of other types of cells which then line the glands themselves. Gastric acid Gastric acid also known as gastric juice is secreted from gastric glands, which are located in gastric pits. Gastric juice contains hydrochloric acid, pepsinogen and mucus in a healthy adult. Hydrochloric acid is secreted by parietal cells, pepsinogen is secreted by gastric chief cells and mucus is secreted by mucus neck cells. Document 1::: The gastric glands are glands in the lining of the stomach that play an essential role in the process of digestion. All of the glands have mucus-secreting foveolar cells. Mucus lines the entire stomach, and protects the stomach lining from the effects of hydrochloric acid released from other cells in the glands. There are two types of gland in the stomach, the oxyntic gland, and the pyloric gland. The major type of gastric gland is the oxyntic gland that is present in 80 per cent of the stomach, and is often referred to simply as the gastric gland. The oxyntic gland is an exocrine gland and contains the parietal cells that produce hydrochloric acid, and intrinsic factor. Intrinsic factor is necessary for the absorption of vitamin B12. The other type of gland in the stomach is the pyloric gland found in the pyloric region taking up the remaining 20 per cent of the stomach area. The pyloric gland secretes gastrin from its G cells. Pyloric glands are similar in structure to the oxyntic glands but are endocrine glands with hardly any parietal cells. Types of gland The gastric glands are glands in the lining of the stomach that play an essential role in the process of digestion. All of the glands have mucus-secreting foveolar cells. Mucus lines the entire stomach of protects the stomach lining from the effects of hydrochloric acid released from other cells in the glands. Gastric glands are mostly exocrine glands and are all located beneath the gastric pits within the gastric mucosa—the mucous membrane of the stomach. The gastric mucosa is pitted with innumerable gastric pits which each house 3-5 gastric glands. The cells of the exocrine glands are foveolar (mucus), chief cells, and parietal cells. The other type of gastric gland is the pyloric gland which is an endocrine gland that secretes the hormone gastrin produced by its G cells. The cardiac glands are found in the cardia of the stomach which is the part nearest to the heart, enclosing the opening where the Document 2::: The gastrocolic reflex or gastrocolic response is a physiological reflex that controls the motility, or peristalsis, of the gastrointestinal tract following a meal. It involves an increase in motility of the colon consisting primarily of giant migrating contractions, or migrating motor complexes, in response to stretch in the stomach following ingestion and byproducts of digestion entering the small intestine. Thus, this reflex is responsible for the urge to defecate following a meal. The small intestine also shows a similar motility response. The gastrocolic reflex's function in driving existing intestinal contents through the digestive system helps make way for ingested food. The reflex was demonstrated by myoelectric recordings in the colons of animals and humans, which showed an increase in electrical activity within as little as 15 minutes after eating. The recordings also demonstrated that the gastrocolic reflex is uneven in its distribution throughout the colon. The sigmoid colon is more greatly affected than the rest of the colon in terms of a phasic response, recurring periods of contraction followed by relaxation, in order to propel food distally into the rectum; however, the tonic response across the colon is uncertain. These contractions are generated by the muscularis externa stimulated by the myenteric plexus. When pressure within the rectum becomes increased, the gastrocolic reflex acts as a stimulus for defecation. A number of neuropeptides have been proposed as mediators of the gastrocolic reflex. These include serotonin, neurotensin, cholecystokinin, prostaglandin E1, and gastrin. Coffee can induce a significant response, with 29% of subjects in a study reporting an urge to defecate after ingestion, and manometry showing a reaction typically between 4 and 30 minutes after consumption and potentially lasting for more than 30 minutes. Decaffeinated coffee is also capable of generating a similar effect, albeit slightly weaker. Essentially, this m Document 3::: The Joan Mott Prize Lecture is a prize lecture awarded annually by The Physiological Society in honour of Joan Mott. Laureates Laureates of the award have included: - Intestinal absorption of sugars and peptides: from textbook to surprises See also Physiological Society Annual Review Prize Lecture Document 4::: The gastric lymph nodes are lymph nodes which drain the stomach and consist of two sets, superior and inferior: The superior gastric lymph nodes () accompany the left gastric artery and are divisible into three groups: Upper, on the stem of the artery; Lower, accompanying the descending branches of the artery along the cardiac half of the lesser curvature of the stomach, between the two layers of the lesser omentum; Paracardial outlying members of the gastric lymph nodes, disposed in a manner comparable to a chain of beads around the neck of the stomach. They receive their afferents from the stomach; their efferents pass to the celiac group of preaortic lymph nodes. The inferior gastric lymph nodes (; right gastroepiploic lymph nodes), four to seven in number, lie between the two layers of the greater omentum along the pyloric half of the greater curvature of the stomach. The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What signals the secretion of gastric acid? A. hormone B. leptin C. pepsin D. gastrin Answer:
sciq-1856	multiple_choice	In vascular plants, do primary roots grow downward or to the side?	[ "it depends", "downward", "neither", "to the side" ]	B		Relavent Documents: Document 0::: The quiescent centre is a group of cells, up to 1,000 in number, in the form of a hemisphere, with the flat face toward the root tip of vascular plants. It is a region in the apical meristem of a root where cell division proceeds very slowly or not at all, but the cells are capable of resuming meristematic activity when the tissue surrounding them is damaged. Cells of root apical meristems do not all divide at the same rate. Determinations of relative rates of DNA synthesis show that primary roots of Zea, Vicia and Allium have quiescent centres to the meristems, in which the cells divide rarely or never in the course of normal root growth (Clowes, 1958). Such a quiescent centre includes the cells at the apices of the histogens of both stele and cortex. Its presence can be deduced from the anatomy of the apex in Zea (Clowes, 1958), but not in the other species which lack discrete histogens. History In 1953, during the course of analysing the organization and function of the root apices, Frederick Albert Lionel Clowes (born 10 September 1921), at the School of Botany (now Department of Plant Sciences), University of Oxford, proposed the term ‘cytogenerative centre’ to denote ‘the region of an apical meristem from which all future cells are derived’. This term had been suggested to him by Mr Harold K. Pusey, a lecturer in embryology at the Department of Zoology and Comparative Anatomy at the same university. The 1953 paper of Clowes reported results of his experiments on Fagus sylvatica and Vicia faba, in which small oblique and wedge-shaped excisions were made at the tip of the primary root, at the most distal level of the root body, near the boundary with the root cap. The results of these experiments were striking and showed that: the root which grew on following the excision was normal at the undamaged meristem side; the nonexcised meristem portion contributed to the regeneration of the excised portion; the regenerated part of the root had abnormal patterning and Document 1::: A dimorphic root system is a plant root system with two distinct root forms, which are adapted to perform different functions. One of the most common manifestations is in plants with both a taproot, which grows straight down to the water table, from which it obtains water for the plant; and a system of lateral roots, which obtain nutrients from superficial soil layers near the surface. Many plants with dimorphic root systems adapt the levels of rainfall in the surrounding area, growing many surface roots when there is heavy rainfall, and relying on a taproot when rain is scarce. Because of their adaptability to water levels in the surrounding area, most plants with dimorphic root systems live in arid climates with common wet and dry periods. Document 2::: Vascular plants (), also called tracheophytes () or collectively Tracheophyta (), form a large group of land plants ( accepted known species) that have lignified tissues (the xylem) for conducting water and minerals throughout the plant. They also have a specialized non-lignified tissue (the phloem) to conduct products of photosynthesis. Vascular plants include the clubmosses, horsetails, ferns, gymnosperms (including conifers), and angiosperms (flowering plants). Scientific names for the group include Tracheophyta, Tracheobionta and Equisetopsida sensu lato. Some early land plants (the rhyniophytes) had less developed vascular tissue; the term eutracheophyte has been used for all other vascular plants, including all living ones. Historically, vascular plants were known as "higher plants", as it was believed that they were further evolved than other plants due to being more complex organisms. However, this is an antiquated remnant of the obsolete scala naturae, and the term is generally considered to be unscientific. Characteristics Botanists define vascular plants by three primary characteristics: Vascular plants have vascular tissues which distribute resources through the plant. Two kinds of vascular tissue occur in plants: xylem and phloem. Phloem and xylem are closely associated with one another and are typically located immediately adjacent to each other in the plant. The combination of one xylem and one phloem strand adjacent to each other is known as a vascular bundle. The evolution of vascular tissue in plants allowed them to evolve to larger sizes than non-vascular plants, which lack these specialized conducting tissues and are thereby restricted to relatively small sizes. In vascular plants, the principal generation or phase is the sporophyte, which produces spores and is diploid (having two sets of chromosomes per cell). (By contrast, the principal generation phase in non-vascular plants is the gametophyte, which produces gametes and is haploid - with Document 3::: In botany, secondary growth is the growth that results from cell division in the cambia or lateral meristems and that causes the stems and roots to thicken, while primary growth is growth that occurs as a result of cell division at the tips of stems and roots, causing them to elongate, and gives rise to primary tissue. Secondary growth occurs in most seed plants, but monocots usually lack secondary growth. If they do have secondary growth, it differs from the typical pattern of other seed plants. The formation of secondary vascular tissues from the cambium is a characteristic feature of dicotyledons and gymnosperms. In certain monocots, the vascular tissues are also increased after the primary growth is completed but the cambium of these plants is of a different nature. In the living pteridophytes this feature is extremely rare, only occurring in Isoetes. Lateral meristems In many vascular plants, secondary growth is the result of the activity of the two lateral meristems, the cork cambium and vascular cambium. Arising from lateral meristems, secondary growth increases the width of the plant root or stem, rather than its length. As long as the lateral meristems continue to produce new cells, the stem or root will continue to grow in diameter. In woody plants, this process produces wood, and shapes the plant into a tree with a thickened trunk. Because this growth usually ruptures the epidermis of the stem or roots, plants with secondary growth usually also develop a cork cambium. The cork cambium gives rise to thickened cork cells to protect the surface of the plant and reduce water loss. If this is kept up over many years, this process may produce a layer of cork. In the case of the cork oak it will yield harvestable cork. In nonwoody plants Secondary growth also occurs in many nonwoody plants, e.g. tomato, potato tuber, carrot taproot and sweet potato tuberous root. A few long-lived leaves also have secondary growth. Abnormal secondary growth Abnormal seco Document 4::: Herbchronology is the analysis of annual growth rings (or simply annual rings) in the secondary root xylem of perennial herbaceous plants. While leaves and stems of perennial herbs die down at the end of the growing season the root often persists for many years or even the entire life. Perennial herb species belonging to the dicotyledon group (also known as perennial forbs) are characterized by secondary growth, which shows as a new growth ring added each year to persistent roots. About two thirds of all perennial dicotyledonous herb species with a persistent root that grow in the strongly seasonal zone of the northern hemisphere show at least fairly clear annual growth rings. Counting of annual growth rings can be used to determine the age of a perennial herb similarly as it is done in trees using dendrochronology. This way it was found that some perennial herbs live up to 50 years and more. History The term herb-chronology is referring to dendrochronology because of the similarity of the structures investigated. The term was introduced in the late 1990s, however, the existence of annual rings in perennial herbs was already observed in earlier times by several researchers. Annual growth rings Like trees and woody plants, perennial herbs have a growth zone called vascular cambium between the root bark and the root xylem. The vascular cambium ring is active during growing season and produces a new layer of xylem tissue or growth ring every year. This addition of a new lateral layer each year is called secondary growth and is exactly the same as in woody plants. Each individual growth ring consists of earlywood tissue that is formed at the beginning of the growing season and latewood tissue formed in summer and fall. Earlywood tissue is characterized by wide vessels or denser arrangement of vessels, whereas latewood tissue shows narrower vessels and/or lower vessel density. Annual growth rings in herbs are usually only visible by means of a microscope and a speci The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. In vascular plants, do primary roots grow downward or to the side? A. it depends B. downward C. neither D. to the side Answer:
sciq-7781	multiple_choice	Type 1 diabetes results in the pancreas not being able to make what ?	[ "hemoglobin", "sugar", "glucose", "insulin" ]	D		Relavent Documents: Document 0::: Type 1 diabetes (T1D), formerly known as juvenile diabetes, is an autoimmune disease that originates when cells that make insulin (beta cells) are destroyed by the immune system. Insulin is a hormone required for the cells to use blood sugar for energy and it helps regulate glucose levels in the bloodstream. Before treatment this results in high blood sugar levels in the body. The common symptoms of this elevated blood sugar are frequent urination, increased thirst, increased hunger, weight loss, and other serious complications. Additional symptoms may include blurry vision, tiredness, and slow wound healing. Symptoms typically develop over a short period of time, often a matter of weeks if not months. The cause of type 1 diabetes is unknown, but it is believed to involve a combination of genetic and environmental factors. The underlying mechanism involves an autoimmune destruction of the insulin-producing beta cells in the pancreas. Diabetes is diagnosed by testing the level of sugar or glycated hemoglobin (HbA1C) in the blood. Type 1 diabetes can typically be distinguished from type 2 by testing for the presence of autoantibodies and/or declining levels/absence of C-peptide. There is no known way to prevent type 1 diabetes. Treatment with insulin is required for survival. Insulin therapy is usually given by injection just under the skin but can also be delivered by an insulin pump. A diabetic diet and exercise are important parts of management. If left untreated, diabetes can cause many complications. Complications of relatively rapid onset include diabetic ketoacidosis and nonketotic hyperosmolar coma. Long-term complications include heart disease, stroke, kidney failure, foot ulcers and damage to the eyes. Furthermore, since insulin lowers blood sugar levels, complications may arise from low blood sugar if more insulin is taken than necessary. Type 1 diabetes makes up an estimated 5–10% of all diabetes cases. The number of people affected globally is unknown Document 1::: Type 3c diabetes (also known as pancreatogenic diabetes) is diabetes that comes secondary to pancreatic diseases, involving the exocrine and digestive functions of the pancreas. It also occurs following surgical removal of the pancreas. Around 5–10% of cases of diabetes in the Western world are related to pancreatic diseases. Chronic pancreatitis is most often the cause. Presentation The symptoms of Type 3c diabetes are the same as other forms of diabetes. They include: Increased thirst (polydipsia) and dry mouth. Frequent urination. Fatigue. Blurred vision. Unexplained weight loss. Numbness or tingling in your hands or feet. Slow-healing sores or cuts. Frequent skin and/or vaginal yeast infections. People with Type 3c diabetes typically also have symptoms of exocrine pancreatic insufficiency, which include: Abdominal pain, gas and bloating. Constipation. Diarrhoea. Fatty stools (pale, oily, foul-smelling poop that floats). Unexplained weight loss. It’s important to see a healthcare provider if you have these symptoms. The same complications that occur for other types of diabetics (type 1 and type 2) may occur for type 3c diabetics. These include retinopathy, nephropathy, neuropathy, and cardiovascular disease. Patients with this condition are advised to follow the same risk-reduction guidelines as the other diabetics do and keep blood sugars as normal as possible to minimize any complications. Cause There are multiple causes. Some of which identified are: Pancreatic disease Pancreatic resection Chronic pancreatitis (caused by exocrine insufficiency, maldigestion, and malnutrition). Lacking genes in the E2F group. In 2021, Venturi reported that pancreas is able to absorb in great quantity radioactive cesium (Cs-134 and Cs-137) causing a severe and permanent pancreatitis with damage of pancreatic islands, and causing (type 3c) diabetes (pancreatogenic). In fact, type 3c diabetes mellitus increased in contaminated population, particularly children and a Document 2::: The insulin transduction pathway is a biochemical pathway by which insulin increases the uptake of glucose into fat and muscle cells and reduces the synthesis of glucose in the liver and hence is involved in maintaining glucose homeostasis. This pathway is also influenced by fed versus fasting states, stress levels, and a variety of other hormones. When carbohydrates are consumed, digested, and absorbed the pancreas senses the subsequent rise in blood glucose concentration and releases insulin to promote uptake of glucose from the bloodstream. When insulin binds to the insulin receptor, it leads to a cascade of cellular processes that promote the usage or, in some cases, the storage of glucose in the cell. The effects of insulin vary depending on the tissue involved, e.g., insulin is most important in the uptake of glucose by muscle and adipose tissue. This insulin signal transduction pathway is composed of trigger mechanisms (e.g., autophosphorylation mechanisms) that serve as signals throughout the cell. There is also a counter mechanism in the body to stop the secretion of insulin beyond a certain limit. Namely, those counter-regulatory mechanisms are glucagon and epinephrine. The process of the regulation of blood glucose (also known as glucose homeostasis) also exhibits oscillatory behavior. On a pathological basis, this topic is crucial to understanding certain disorders in the body such as diabetes, hyperglycemia and hypoglycemia. Transduction pathway The functioning of a signal transduction pathway is based on extra-cellular signaling that in turn creates a response that causes other subsequent responses, hence creating a chain reaction, or cascade. During the course of signaling, the cell uses each response for accomplishing some kind of a purpose along the way. Insulin secretion mechanism is a common example of signal transduction pathway mechanism. Insulin is produced by the pancreas in a region called Islets of Langerhans. In the islets of Langerha Document 3::: The Association for Clinical Biochemistry and Laboratory Medicine is a United Kingdom-based learned society dedicated to the practice and promotion of clinical biochemistry. It was founded in 1953 and its official journal is the Annals of Clinical Biochemistry. The association is a full, national society member of the International Federation of Clinical Chemistry and Laboratory Medicine IFCC as well as a full member of the regional European Federation of Clinical Chemistry and Laboratory Medicine. History Founded as the Association of Clinical Biochemists, the association has evolved as biochemistry has changed with advances in laboratory medicine. Recognizing an increasing number of medical members, the name was changed in 2005 to Association for Clinical Biochemistry. In 2007 the "Association of Clinical Scientists in Immunology" merged with the ACB. The membership expanded in 2010 with the merger with the "Association of Clinical Microbiologists". The broader nature of the membership contributed to the renaming of the ACB to its current name at the annual meeting in 2013. Clinical concerns The ACB is responsible for determining the specific content for courses related to certification as a clinical biochemist in the UK. Normally this is a three or four year academic sequence followed by qualification examinations. Because of the competitive admission criteria, many applicants have advanced degrees before beginning the biochemistry program. Papers published by ACB members are related to the use of laboratories by doctors and patient health diagnostic testing in the UK. Blood draw procedures and tests by junior doctors and nurses in the A&E department of a Birmingham hospital were frequently performed with the wrong collection equipment or were mishandled afterward. The College of Emergency Medicine said the issue identified by the audit at Birmingham is "universally relevant". A 2008 study emphasized issues with junior doctors who were not being trained in p Document 4::: 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. Type 1 diabetes results in the pancreas not being able to make what ? A. hemoglobin B. sugar C. glucose D. insulin Answer:
sciq-11402	multiple_choice	Ionic bonds are electrostatic attractions between two oppositely charged what?	[ "compounds", "molecules", "ions", "gasses" ]	C		Relavent Documents: Document 0::: An intramolecular force (or primary forces) is any force that binds together the atoms making up a molecule or compound, not to be confused with intermolecular forces, which are the forces present between molecules. The subtle difference in the name comes from the Latin roots of English with inter meaning between or among and intra meaning inside. Chemical bonds are considered to be intramolecular forces which are often stronger than intermolecular forces present between non-bonding atoms or molecules. Types The classical model identifies three main types of chemical bonds — ionic, covalent, and metallic — distinguished by the degree of charge separation between participating atoms. The characteristics of the bond formed can be predicted by the properties of constituent atoms, namely electronegativity. They differ in the magnitude of their bond enthalpies, a measure of bond strength, and thus affect the physical and chemical properties of compounds in different ways. % of ionic character is directly proportional difference in electronegitivity of bonded atom. Ionic bond An ionic bond can be approximated as complete transfer of one or more valence electrons of atoms participating in bond formation, resulting in a positive ion and a negative ion bound together by electrostatic forces. Electrons in an ionic bond tend to be mostly found around one of the two constituent atoms due to the large electronegativity difference between the two atoms, generally more than 1.9, (greater difference in electronegativity results in a stronger bond); this is often described as one atom giving electrons to the other. This type of bond is generally formed between a metal and nonmetal, such as sodium and chlorine in NaCl. Sodium would give an electron to chlorine, forming a positively charged sodium ion and a negatively charged chloride ion. Covalent bond In a true covalent bond, the electrons are shared evenly between the two atoms of the bond; there is little or no charge separa Document 1::: Molecular binding is an attractive interaction between two molecules that results in a stable association in which the molecules are in close proximity to each other. It is formed when atoms or molecules bind together by sharing of electrons. It often, but not always, involves some chemical bonding. In some cases, the associations can be quite strong—for example, the protein streptavidin and the vitamin biotin have a dissociation constant (reflecting the ratio between bound and free biotin) on the order of 10−14—and so the reactions are effectively irreversible. The result of molecular binding is sometimes the formation of a molecular complex in which the attractive forces holding the components together are generally non-covalent, and thus are normally energetically weaker than covalent bonds. Molecular binding occurs in biological complexes (e.g., between pairs or sets of proteins, or between a protein and a small molecule ligand it binds) and also in abiologic chemical systems, e.g. as in cases of coordination polymers and coordination networks such as metal-organic frameworks. Types Molecular binding can be classified into the following types: Non-covalent – no chemical bonds are formed between the two interacting molecules hence the association is fully reversible Reversible covalent – a chemical bond is formed, however the free energy difference separating the noncovalently-bonded reactants from bonded product is near equilibrium and the activation barrier is relatively low such that the reverse reaction which cleaves the chemical bond easily occurs Irreversible covalent – a chemical bond is formed in which the product is thermodynamically much more stable than the reactants such that the reverse reaction does not take place. Bound molecules are sometimes called a "molecular complex"—the term generally refers to non-covalent associations. Non-covalent interactions can effectively become irreversible; for example, tight binding inhibitors of enzymes Document 2::: In theoretical chemistry, the charge-shift bond is a proposed new class of chemical bonds that sits alongside the three familiar families of covalent, ionic, and metallic bonds where electrons are shared or transferred respectively. The charge shift bond derives its stability from the resonance of ionic forms rather than the covalent sharing of electrons which are often depicted as having electron density between the bonded atoms. A feature of the charge shift bond is that the predicted electron density between the bonded atoms is low. It has long been known from experiment that the accumulation of electric charge between the bonded atoms is not necessarily a feature of covalent bonds. An example where charge shift bonding has been used to explain the low electron density found experimentally is in the central bond between the inverted tetrahedral carbon atoms in [1.1.1]propellanes. Theoretical calculations on a range of molecules have indicated that a charge shift bond is present, a striking example being fluorine, , which is normally described as having a typical covalent bond. The charge shift bond (CSB) has also been shown to exist at the cation-anion interface of protic ionic liquids (PILs). The authors have also shown how CSB character in PILs correlates with their physicochemical properties. Valence bond description The valence bond view of chemical bonding that owes much to the work of Pauling is familiar to many, if not all, chemists. The basis of Pauling's description of the chemical bond is that an electron pair bond involves the mixing, resonance, of one covalent and two ionic structures. In bonds between two atoms of the same element, homonuclear bonds, Pauling assumed that the ionic structures make no appreciable contribution to the overall bonding. This assumption followed on from published calculations for the hydrogen molecule in 1933 by Weinbaum and by James and Coolidge that showed that the contribution of ionic forms amounted to only a small Document 3::: In chemistry, polarity is a separation of electric charge leading to a molecule or its chemical groups having an electric dipole moment, with a negatively charged end and a positively charged end. Polar molecules must contain one or more polar bonds due to a difference in electronegativity between the bonded atoms. Molecules containing polar bonds have no molecular polarity if the bond dipoles cancel each other out by symmetry. Polar molecules interact through dipole-dipole intermolecular forces and hydrogen bonds. Polarity underlies a number of physical properties including surface tension, solubility, and melting and boiling points. Polarity of bonds Not all atoms attract electrons with the same force. The amount of "pull" an atom exerts on its electrons is called its electronegativity. Atoms with high electronegativitiessuch as fluorine, oxygen, and nitrogenexert a greater pull on electrons than atoms with lower electronegativities such as alkali metals and alkaline earth metals. In a bond, this leads to unequal sharing of electrons between the atoms, as electrons will be drawn closer to the atom with the higher electronegativity. Because electrons have a negative charge, the unequal sharing of electrons within a bond leads to the formation of an electric dipole: a separation of positive and negative electric charge. Because the amount of charge separated in such dipoles is usually smaller than a fundamental charge, they are called partial charges, denoted as δ+ (delta plus) and δ− (delta minus). These symbols were introduced by Sir Christopher Ingold and Dr. Edith Hilda (Usherwood) Ingold in 1926. The bond dipole moment is calculated by multiplying the amount of charge separated and the distance between the charges. These dipoles within molecules can interact with dipoles in other molecules, creating dipole-dipole intermolecular forces. Classification Bonds can fall between one of two extremescompletely nonpolar or completely polar. A completely nonpolar Document 4::: In chemistry, a non-covalent interaction differs from a covalent bond in that it does not involve the sharing of electrons, but rather involves more dispersed variations of electromagnetic interactions between molecules or within a molecule. The chemical energy released in the formation of non-covalent interactions is typically on the order of 1–5 kcal/mol (1000–5000 calories per 6.02 molecules). Non-covalent interactions can be classified into different categories, such as electrostatic, π-effects, van der Waals forces, and hydrophobic effects. Non-covalent interactions are critical in maintaining the three-dimensional structure of large molecules, such as proteins and nucleic acids. They are also involved in many biological processes in which large molecules bind specifically but transiently to one another (see the properties section of the DNA page). These interactions also heavily influence drug design, crystallinity and design of materials, particularly for self-assembly, and, in general, the synthesis of many organic molecules. The non-covalent interactions may occur between different parts of the same molecule (e.g. during protein folding) or between different molecules and therefore are discussed also as intermolecular forces. Electrostatic interactions Ionic Ionic interactions involve the attraction of ions or molecules with full permanent charges of opposite signs. For example, sodium fluoride involves the attraction of the positive charge on sodium (Na+) with the negative charge on fluoride (F−). However, this particular interaction is easily broken upon addition to water, or other highly polar solvents. In water ion pairing is mostly entropy driven; a single salt bridge usually amounts to an attraction value of about ΔG =5 kJ/mol at an intermediate ion strength I, at I close to zero the value increases to about 8 kJ/mol. The ΔG values are usually additive and largely independent of the nature of the participating ions, except for transition metal io The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Ionic bonds are electrostatic attractions between two oppositely charged what? A. compounds B. molecules C. ions D. gasses Answer:
sciq-7826	multiple_choice	What type of lipids contain the element phosphorus, carbon, hydrogen and oxygen?	[ "filaments", "phospholipids", "alleles", "eukaryotes" ]	B		Relavent Documents: Document 0::: The lipidome refers to the totality of lipids in cells. Lipids are one of the four major molecular components of biological organisms, along with proteins, sugars and nucleic acids. Lipidome is a term coined in the context of omics in modern biology, within the field of lipidomics. It can be studied using mass spectrometry and bioinformatics as well as traditional lab-based methods. The lipidome of a cell can be subdivided into the membrane-lipidome and mediator-lipidome. The first cell lipidome to be published was that of a mouse macrophage in 2010. The lipidome of the yeast Saccharomyces cerevisiae has been characterised with an estimated 95% coverage; studies of the human lipidome are ongoing. For example, the human plasma lipidome consist of almost 600 distinct molecular species. Research suggests that the lipidome of an individual may be able to indicate cancer risks associated with dietary fats, particularly breast cancer. See also Genome Proteome Glycome Document 1::: Lipidology is the scientific study of lipids. Lipids are a group of biological macromolecules that have a multitude of functions in the body. Clinical studies on lipid metabolism in the body have led to developments in therapeutic lipidology for disorders such as cardiovascular disease. History Compared to other biomedical fields, lipidology was long-neglected as the handling of oils, smears, and greases was unappealing to scientists and lipid separation was difficult. It was not until 2002 that lipidomics, the study of lipid networks and their interaction with other molecules, appeared in the scientific literature. Attention to the field was bolstered by the introduction of chromatography, spectrometry, and various forms of spectroscopy to the field, allowing lipids to be isolated and analyzed. The field was further popularized following the cytologic application of the electron microscope, which led scientists to find that many metabolic pathways take place within, along, and through the cell membrane - the properties of which are strongly influenced by lipid composition. Clinical lipidology The Framingham Heart Study and other epidemiological studies have found a correlation between lipoproteins and cardiovascular disease (CVD). Lipoproteins are generally a major target of study in lipidology since lipids are transported throughout the body in the form of lipoproteins. A class of lipids known as phospholipids help make up what is known as lipoproteins, and a type of lipoprotein is called high density lipoprotein (HDL). A high concentration of high density lipoproteins-cholesterols (HDL-C) have what is known as a vasoprotective effect on the body, a finding that correlates with an enhanced cardiovascular effect. There is also a correlation between those with diseases such as chronic kidney disease, coronary artery disease, or diabetes mellitus and the possibility of low vasoprotective effect from HDL. Another factor of CVD that is often overlooked involves the Document 2::: A saponifiable lipid is part of the ester functional group. They are made up of long chain carboxylic (of fatty) acids connected to an alcoholic functional group through the ester linkage which can undergo a saponification reaction. The fatty acids are released upon base-catalyzed ester hydrolysis to form ionized salts. The primary saponifiable lipids are free fatty acids, neutral glycerolipids, glycerophospholipids, sphingolipids, and glycolipids. By comparison, the non-saponifiable class of lipids is made up of terpenes, including fat-soluble A and E vitamins, and certain steroids, such as cholesterol. Applications Saponifiable lipids have relevant applications as a source of biofuel and can be extracted from various forms of biomass to produce biodiesel. See also Lipids Simple lipid Document 3::: Glycerophospholipids or phosphoglycerides are glycerol-based phospholipids. They are the main component of biological membranes. Two major classes are known: those for bacteria and eukaryotes and a separate family for archaea. Structures The term glycerophospholipid signifies any derivative of glycerophosphoric acid that contains at least one O-acyl, or O-alkyl, or O-alk-1'-enyl residue attached to the glycerol moiety. The phosphate group forms an ester linkage to the glycerol. The long-chained hydrocarbons are typically attached through ester linkages in bacteria/eukaryotes and by ether linkages in archaea. In bacteria and procaryotes, the lipids consist of diesters commonly of C16 or C18 fatty acids. These acids are straight-chained and, especially for the C18 members, can be unsaturated. For archaea, the hydrocarbon chains have chain lengths of C10, C15, C20 etc. since they are derived from isoprene units. These chains are branched, with one methyl substituent per C5 subunit. These chains are linked to the glycerol phosphate by ether linkages. The two hydrocarbon chains attached to the glycerol are hydrophobic while the polar head, which mainly consists of the phosphate group attached to the third carbon of the glycerol backbone, is hydrophilic. This dual characteristic leads to the amphipathic nature of glycerophospholipids. They are usually organized into a bilayer in membranes with the polar hydrophilic heads sticking outwards to the aqueous environment and the non-polar hydrophobic tails pointing inwards. Glycerophospholipids consist of various diverse species which usually differ slightly in structure. The most basic structure is a phosphatidate. This species is an important intermediate in the synthesis of many phosphoglycerides. The presence of an additional group attached to the phosphate allows for many different phosphoglycerides. By convention, structures of these compounds show the 3 glycerol carbon atoms vertically with the phosphate att Document 4::: Fatty acid metabolism consists of various metabolic processes involving or closely related to fatty acids, a family of molecules classified within the lipid macronutrient category. These processes can mainly be divided into (1) catabolic processes that generate energy and (2) anabolic processes where they serve as building blocks for other compounds. In catabolism, fatty acids are metabolized to produce energy, mainly in the form of adenosine triphosphate (ATP). When compared to other macronutrient classes (carbohydrates and protein), fatty acids yield the most ATP on an energy per gram basis, when they are completely oxidized to CO2 and water by beta oxidation and the citric acid cycle. Fatty acids (mainly in the form of triglycerides) are therefore the foremost storage form of fuel in most animals, and to a lesser extent in plants. In anabolism, intact fatty acids are important precursors to triglycerides, phospholipids, second messengers, hormones and ketone bodies. For example, phospholipids form the phospholipid bilayers out of which all the membranes of the cell are constructed from fatty acids. Phospholipids comprise the plasma membrane and other membranes that enclose all the organelles within the cells, such as the nucleus, the mitochondria, endoplasmic reticulum, and the Golgi apparatus. In another type of anabolism, fatty acids are modified to form other compounds such as second messengers and local hormones. The prostaglandins made from arachidonic acid stored in the cell membrane are probably the best-known of these local hormones. Fatty acid catabolism Fatty acids are stored as triglycerides in the fat depots of adipose tissue. Between meals they are released as follows: Lipolysis, the removal of the fatty acid chains from the glycerol to which they are bound in their storage form as triglycerides (or fats), is carried out by lipases. These lipases are activated by high epinephrine and glucagon levels in the blood (or norepinephrine secreted by s The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What type of lipids contain the element phosphorus, carbon, hydrogen and oxygen? A. filaments B. phospholipids C. alleles D. eukaryotes Answer:
sciq-5740	multiple_choice	What are invertebrate chordates that retain all four defining chordate traits as adults called?	[ "vertebrates", "sporozoans", "lancelets", "tunicates" ]	C		Relavent Documents: Document 0::: Ciona intestinalis (sometimes known by the common name of vase tunicate) is an ascidian (sea squirt), a tunicate with very soft tunic. Its Latin name literally means "pillar of intestines", referring to the fact that its body is a soft, translucent column-like structure, resembling a mass of intestines sprouting from a rock. It is a globally distributed cosmopolitan species. Since Linnaeus described the species, Ciona intestinalis has been used as a model invertebrate chordate in developmental biology and genomics. Studies conducted between 2005 and 2010 have shown that there are at least two, possibly four, sister species. More recently it has been shown that one of these species has already been described as Ciona robusta. By anthropogenic means, the species has invaded various parts of the world and is known as an invasive species. Although Linnaeus first categorised this species as a kind of mollusk, Alexander Kovalevsky found a tadpole-like larval stage during development that shows similarity to vertebrates. Recent molecular phylogenetic studies as well as phylogenomic studies support that sea squirts are the closest invertebrate relatives of vertebrates. Its full genome has been sequenced using a specimen from Half Moon Bay in California, US, showing a very small genome size, less than 1/20 of the human genome, but having a gene corresponding to almost every family of genes in vertebrates. Description Ciona intestinalis is a solitary tunicate with a cylindrical, soft, gelatinous body, up to long. The body colour and colour at the distal end of siphons are major external characters distinguishing sister species within the species complex. The body of Ciona is bag-like and covered by a tunic, which is a secretion of the epidermal cells. The body is attached by a permanent base located at the posterior end, while the opposite extremity has two openings, the buccal and atrial siphons. Water is drawn into the ascidian through the buccal (oral) siphon and l Document 1::: Centroneuralia is a proposed clade of animals with bilateral symmetry as an embryo, consisting of the Chordata and Protostomia, united by the presence of a central nervous system. An alternative to the traditional protostome-deuterostome dichotomy, it has found weak support in several studies. Under this hypothesis, Centroneuralia would be sister to Xenambulacraria (Xenacoelomorpha + Ambulacraria) at the base of Bilateria. Centroneuralia, as a proposed clade, originates in phylogenomics. More precisely, recent studies correlate support for Deuterostomia with simpler, site-homogeneous models, while more sophisticated and site-heterogeneous models recover Centroneuralia more often. Phylogeny Document 2::: Caenorhabditis elegans () is a free-living transparent nematode about 1 mm in length that lives in temperate soil environments. It is the type species of its genus. The name is a blend of the Greek caeno- (recent), rhabditis (rod-like) and Latin elegans (elegant). In 1900, Maupas initially named it Rhabditides elegans. Osche placed it in the subgenus Caenorhabditis in 1952, and in 1955, Dougherty raised Caenorhabditis to the status of genus. C. elegans is an unsegmented pseudocoelomate and lacks respiratory or circulatory systems. Most of these nematodes are hermaphrodites and a few are males. Males have specialised tails for mating that include spicules. In 1963, Sydney Brenner proposed research into C. elegans, primarily in the area of neuronal development. In 1974, he began research into the molecular and developmental biology of C. elegans, which has since been extensively used as a model organism. It was the first multicellular organism to have its whole genome sequenced, and in 2019 it was the first organism to have its connectome (neuronal "wiring diagram") completed. Anatomy C. elegans is unsegmented, vermiform, and bilaterally symmetrical. It has a cuticle (a tough outer covering, as an exoskeleton), four main epidermal cords, and a fluid-filled pseudocoelom (body cavity). It also has some of the same organ systems as larger animals. About one in a thousand individuals is male and the rest are hermaphrodites. The basic anatomy of C. elegans includes a mouth, pharynx, intestine, gonad, and collagenous cuticle. Like all nematodes, they have neither a circulatory nor a respiratory system. The four bands of muscles that run the length of the body are connected to a neural system that allows the muscles to move the animal's body only as dorsal bending or ventral bending, but not left or right, except for the head, where the four muscle quadrants are wired independently from one another. When a wave of dorsal/ventral muscle contractions proceeds from the back Document 3::: Caminalcules are a fictive group of animal-like life forms, which were created as a tool for better understanding phylogenetics in real organisms. They were created by Joseph H. Camin (University of Kansas) and consist of 29 living 'species' and 48 fossil forms. The name of the taxon Caminalcules seems to come from Camin's last name and Antonie van Leeuwenhoek's animalcules. History Joseph H. Camin (1922–1979) drew the Caminalcules in the early 1960s or possibly even earlier to study the nature of taxonomic judgement. He assured that there was genetic continuity in the Caminalcules by the preservation of all characters except for changes that he desired in all successive animals. He did not keep track of the changes he made in the different species. The images of the Caminalcules were made using master stencils. The images of the living OTUs (29 species) were made available in the early 1960s; those of the fossil ones (48 species) later in the decade. These images were copied using xerography. Copies of all OTUs were in the possession of Dr. Paul A. Ehrlich (Stanford University), Dr. W. Wayne Moss (Philadelphia Academy of Sciences) and Robert R. Sokal (State University of New York at Stony Brook) in 1983. The original drawings by Joseph H. Camin have unfortunately been lost. The Caminalcules first appeared in print in the journal Systematic Zoology (now Systematic Biology) in 1983, four years after Camin's death in 1979. Robert R. Sokal published four succeeding papers about them, titled "A Phylogenetic Analysis of the Caminalcules." These papers included the complete set of living and fossil species, as well as their cladogram, which Sokal had received from Camin in 1970. At a symposium dedicated to Camin, Dr. W. Wayne Moss said that "his collaborative studies on methods and principles of systematics at Kansas in the 1960s resulted in the appearance of that delightful taxon, the Caminalcules", and that "his thoughts helped to launch the infant field of pheneti Document 4::: The evolution of nervous systems dates back to the first development of nervous systems in animals (or metazoans). Neurons developed as specialized electrical signaling cells in multicellular animals, adapting the mechanism of action potentials present in motile single-celled and colonial eukaryotes. Primitive systems, like those found in protists, use chemical signalling for movement and sensitivity; data suggests these were precursors to modern neural cell types and their synapses. When some animals started living a mobile lifestyle and eating larger food particles externally, they developed ciliated epithelia, contractile muscles and coordinating & sensitive neurons for it in their outer layer. Simple nerve nets seen in acoels (basal bilaterians) and cnidarians are thought to be the ancestral condition for the Planulozoa (bilaterians plus cnidarians and, perhaps, placozoans). A more complex nerve net with simple nerve cords is present in ancient animals called ctenophores but no nerves, thus no nervous systems, are present in another group of ancient animals, the sponges (Porifera). Due to the common presence and similarity of some neural genes in these ancient animals and their protist relatives, the controversy of whether ctenophores or sponges diverged earlier, and the recent discovery of "neuroid" cells specialized in coordination of digestive choanocytes in Spongilla, the origin of neurons in the phylogenetic tree of life is still disputed. Further cephalization and nerve cord (ventral and dorsal) evolution occurred many times independently in bilaterians. Neural precursors Action potentials, which are necessary for neural activity, evolved in single-celled eukaryotes. These use calcium rather than sodium action potentials, but the mechanism was probably adapted into neural electrical signaling in multicellular animals. In some colonial eukaryotes, such as Obelia, electrical signals propagate not only through neural nets, but also through epithelial cells The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What are invertebrate chordates that retain all four defining chordate traits as adults called? A. vertebrates B. sporozoans C. lancelets D. tunicates Answer:
sciq-7312	multiple_choice	An element is defined by the number of ____ it contains?	[ "neutrons", "electrons", "particles", "protons" ]	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::: The subatomic scale is the domain of physical size that encompasses objects smaller than an atom. It is the scale at which the atomic constituents, such as the nucleus containing protons and neutrons, and the electrons in their orbitals, become apparent. The subatomic scale includes the many thousands of times smaller subnuclear scale, which is the scale of physical size at which constituents of the protons and neutrons - particularly quarks - become apparent. See also Astronomical scale the opposite end of the spectrum Subatomic particles Document 3::: The periodic table is an arrangement of the chemical elements, structured by their atomic number, electron configuration and recurring chemical properties. In the basic form, elements are presented in order of increasing atomic number, in the reading sequence. Then, rows and columns are created by starting new rows and inserting blank cells, so that rows (periods) and columns (groups) show elements with recurring properties (called periodicity). For example, all elements in group (column) 18 are noble gases that are largely—though not completely—unreactive. The history of the periodic table reflects over two centuries of growth in the understanding of the chemical and physical properties of the elements, with major contributions made by Antoine-Laurent de Lavoisier, Johann Wolfgang Döbereiner, John Newlands, Julius Lothar Meyer, Dmitri Mendeleev, Glenn T. Seaborg, and others. Early history Nine chemical elements – carbon, sulfur, iron, copper, silver, tin, gold, mercury, and lead, have been known since before antiquity, as they are found in their native form and are relatively simple to mine with primitive tools. Around 330 BCE, the Greek philosopher Aristotle proposed that everything is made up of a mixture of one or more roots, an idea originally suggested by the Sicilian philosopher Empedocles. The four roots, which the Athenian philosopher Plato called elements, were earth, water, air and fire. Similar ideas about these four elements existed in other ancient traditions, such as Indian philosophy. A few extra elements were known in the age of alchemy: zinc, arsenic, antimony, and bismuth. Platinum was also known to pre-Columbian South Americans, but knowledge of it did not reach Europe until the 16th century. First categorizations The history of the periodic table is also a history of the discovery of the chemical elements. The first person in recorded history to discover a new element was Hennig Brand, a bankrupt German merchant. Brand tried to discover Document 4::: The elementary charge, usually denoted by , is a fundamental physical constant, defined as the electric charge carried by a single proton or, equivalently, the magnitude of the negative electric charge carried by a single electron, which has charge −1 . In the SI system of units, the value of the elementary charge is exactly defined as = coulombs, or 160.2176634 zeptocoulombs (zC). Since the 2019 redefinition of SI base units, the seven SI base units are defined by seven fundamental physical constants, of which the elementary charge is one. In the centimetre–gram–second system of units (CGS), the corresponding quantity is . Robert A. Millikan and Harvey Fletcher's oil drop experiment first directly measured the magnitude of the elementary charge in 1909, differing from the modern accepted value by just 0.6%. Under assumptions of the then-disputed atomic theory, the elementary charge had also been indirectly inferred to ~3% accuracy from blackbody spectra by Max Planck in 1901 and (through the Faraday constant) at order-of-magnitude accuracy by Johann Loschmidt's measurement of the Avogadro number in 1865. As a unit In some natural unit systems, such as the system of atomic units, e functions as the unit of electric charge. The use of elementary charge as a unit was promoted by George Johnstone Stoney in 1874 for the first system of natural units, called Stoney units. Later, he proposed the name electron for this unit. At the time, the particle we now call the electron was not yet discovered and the difference between the particle electron and the unit of charge electron was still blurred. Later, the name electron was assigned to the particle and the unit of charge e lost its name. However, the unit of energy electronvolt (eV) is a remnant of the fact that the elementary charge was once called electron. In other natural unit systems, the unit of charge is defined as with the result that where is the fine-structure constant, is the speed of light, is The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. An element is defined by the number of ____ it contains? A. neutrons B. electrons C. particles D. protons Answer:
sciq-4114	multiple_choice	What word describes a change in behavior that occurs as a result of experience?	[ "heredity", "learning", "taking", "applying" ]	B		Relavent Documents: Document 0::: Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences. The ability to learn is possessed by humans, animals, and some machines; there is also evidence for some kind of learning in certain plants. Some learning is immediate, induced by a single event (e.g. being burned by a hot stove), but much skill and knowledge accumulate from repeated experiences. The changes induced by learning often last a lifetime, and it is hard to distinguish learned material that seems to be "lost" from that which cannot be retrieved. Human learning starts at birth (it might even start before in terms of an embryo's need for both interaction with, and freedom within its environment within the womb.) and continues until death as a consequence of ongoing interactions between people and their environment. The nature and processes involved in learning are studied in many established fields (including educational psychology, neuropsychology, experimental psychology, cognitive sciences, and pedagogy), as well as emerging fields of knowledge (e.g. with a shared interest in the topic of learning from safety events such as incidents/accidents, or in collaborative learning health systems). Research in such fields has led to the identification of various sorts of learning. For example, learning may occur as a result of habituation, or classical conditioning, operant conditioning or as a result of more complex activities such as play, seen only in relatively intelligent animals. Learning may occur consciously or without conscious awareness. Learning that an aversive event cannot be avoided or escaped may result in a condition called learned helplessness. There is evidence for human behavioral learning prenatally, in which habituation has been observed as early as 32 weeks into gestation, indicating that the central nervous system is sufficiently developed and primed for learning and memory to occur very early on in development. Play h Document 1::: 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::: Evolutionary developmental psychology (EDP) is a research paradigm that applies the basic principles of evolution by natural selection, to understand the development of human behavior and cognition. It involves the study of both the genetic and environmental mechanisms that underlie the development of social and cognitive competencies, as well as the epigenetic (gene-environment interactions) processes that adapt these competencies to local conditions. EDP considers both the reliably developing, species-typical features of ontogeny (developmental adaptations), as well as individual differences in behavior, from an evolutionary perspective. While evolutionary views tend to regard most individual differences as the result of either random genetic noise (evolutionary byproducts) and/or idiosyncrasies (for example, peer groups, education, neighborhoods, and chance encounters) rather than products of natural selection, EDP asserts that natural selection can favor the emergence of individual differences via "adaptive developmental plasticity." From this perspective, human development follows alternative life-history strategies in response to environmental variability, rather than following one species-typical pattern of development. EDP is closely linked to the theoretical framework of evolutionary psychology (EP), but is also distinct from EP in several domains, including: research emphasis (EDP focuses on adaptations of ontogeny, as opposed to adaptations of adulthood); consideration of proximate ontogenetic; environmental factors (i.e., how development happens) in addition to more ultimate factors (i.e., why development happens). These things of which are the focus of mainstream evolutionary psychology. History Development and evolution Like mainstream evolutionary psychology, EDP is rooted in Charles Darwin's theory of natural selection. Darwin himself emphasized development, using the process of embryology as evidence to support his theory. From The Descent of M Document 3::: 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 4::: Evolutionary educational psychology is the study of the relation between inherent folk knowledge and abilities and accompanying inferential and attributional biases as these influence academic learning in evolutionarily novel cultural contexts, such as schools and the industrial workplace. The fundamental premises and principles of this discipline are presented below. Premises The premises of evolutionary educational psychology state there are: (a) aspects of mind and brain that have evolved to draw the individuals’ attention to and facilitate the processing of social (folk psychology), biological (folk biology), physical (folk physics) information patterns that facilitated survival or reproductive outcomes during human evolution (Cosmides & Tooby, 1994; Geary, 2005; Gelman, 1990; Pinker, 1997; Shepard, 1994; Simon, 1956); (b) although plastic to some degree, these primary abilities are inherently constrained to the extent associated information patterns tended to be consistent across generations and within lifetimes (e.g., Caramazza & Shelton, 1998; Geary & Huffman, 2002); (c) other aspects of mind and brain evolved to enable the mental generation of potential future social, ecological, or climatic conditions and enable rehearsal of behaviors to cope with variation in these conditions, and are now known as general fluid intelligence, or gF (including skill at everyday reasoning/problem solving; Chiappe & MacDonald, 2005; Geary, 2005; Mithen, 1996); and (d) children are inherently motivated to learn in folk domains, with the associated attentional and behavioral biases resulting in experiences that automatically and implicitly flesh out and adapt these systems to local conditions (Gelman, 1990; Gelman & Williams, 1998; Gelman, 2003). Principles The principles of evolutionary educational psychology represent the foundational assumptions for an evolutionary educational psychology. The gist is knowledge and expertise that is useful in the cultural milieu or ecolo The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What word describes a change in behavior that occurs as a result of experience? A. heredity B. learning C. taking D. applying Answer:
sciq-10874	multiple_choice	What is the largest organelle in a eukaryotic cell?	[ "apoptosis", "nucleus", "cortex", "epidermis" ]	B		Relavent Documents: Document 0::: Cellular components are the complex biomolecules and structures of which cells, and thus living organisms, are composed. Cells are the structural and functional units of life. The smallest organisms are single cells, while the largest organisms are assemblages of trillions of cells. DNA, double stranded macromolecule that carries the hereditary information of the cell and found in all living cells; each cell carries chromosome(s) having a distinctive DNA sequence. Examples include macromolecules such as proteins and nucleic acids, biomolecular complexes such as a ribosome, and structures such as membranes, and organelles. While the majority of cellular components are located within the cell itself, some may exist in extracellular areas of an organism. Cellular components may also be called biological matter or biological material. Most biological matter has the characteristics of soft matter, being governed by relatively small energies. All known life is made of biological matter. To be differentiated from other theoretical or fictional life forms, such life may be called carbon-based, cellular, organic, biological, or even simply living – as some definitions of life exclude hypothetical types of biochemistry. See also Cell (biology) Cell biology Biomolecule Organelle Tissue (biology) External links https://web.archive.org/web/20130918033010/http://bioserv.fiu.edu/~walterm/FallSpring/review1_fall05_chap_cell3.htm Document 1::: Cell physiology is the biological study of the activities that take place in a cell to keep it alive. The term physiology refers to normal functions in a living organism. Animal cells, plant cells and microorganism cells show similarities in their functions even though they vary in structure. General characteristics There are two types of cells: prokaryotes and eukaryotes. Prokaryotes were the first of the two to develop and do not have a self-contained nucleus. Their mechanisms are simpler than later-evolved eukaryotes, which contain a nucleus that envelops the cell's DNA and some organelles. Prokaryotes Prokaryotes have DNA located in an area called the nucleoid, which is not separated from other parts of the cell by a membrane. There are two domains of prokaryotes: bacteria and archaea. Prokaryotes have fewer organelles than eukaryotes. Both have plasma membranes and ribosomes (structures that synthesize proteins and float free in cytoplasm). Two unique characteristics of prokaryotes are fimbriae (finger-like projections on the surface of a cell) and flagella (threadlike structures that aid movement). Eukaryotes Eukaryotes have a nucleus where DNA is contained. They are usually larger than prokaryotes and contain many more organelles. The nucleus, the feature of a eukaryote that distinguishes it from a prokaryote, contains a nuclear envelope, nucleolus and chromatin. In cytoplasm, endoplasmic reticulum (ER) synthesizes membranes and performs other metabolic activities. There are two types, rough ER (containing ribosomes) and smooth ER (lacking ribosomes). The Golgi apparatus consists of multiple membranous sacs, responsible for manufacturing and shipping out materials such as proteins. Lysosomes are structures that use enzymes to break down substances through phagocytosis, a process that comprises endocytosis and exocytosis. In the mitochondria, metabolic processes such as cellular respiration occur. The cytoskeleton is made of fibers that support the str Document 2::: The 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::: This lecture, named in memory of Keith R. Porter, is presented to an eminent cell biologist each year at the ASCB Annual Meeting. The ASCB Program Committee and the ASCB President recommend the Porter Lecturer to the Porter Endowment each year. Lecturers Source: ASCB See also List of biology awards Document 4::: Organelle biogenesis is the biogenesis, or creation, of cellular organelles in cells. Organelle biogenesis includes the process by which cellular organelles are split between daughter cells during mitosis; this process is called organelle inheritance. Discovery Following the discovery of cellular organelles in the nineteenth century, little was known about their function and synthesis until the development of electron microscopy and subcellular fractionation in the twentieth century. This allowed experiments on the function, structure, and biogenesis of these organelles to commence. Mechanisms of protein sorting and retrieval have been found to give organelles their characteristic composition. It is known that cellular organelles can come from preexisting organelles; however, it is a subject of controversy whether organelles can be created without a preexisting one. Process Several processes are known to have developed for organelle biogenesis. These can range from de novo synthesis to the copying of a template organelle; the formation of an organelle 'from scratch' and using a preexisting organelle as a template to manufacture an organelle, respectively. The distinct structures of each organelle are thought to be caused by the different mechanisms of the processes which create them and the proteins that they are made up of. Organelles may also be 'split' between two cells during the process of cellular division (known as organelle inheritance), where the organelle of the parent cell doubles in size and then splits with each half being delivered to their respective daughter cells. The process of organelle biogenesis is known to be regulated by specialized transcription networks that modulate the expression of the genes that code for specific organellar proteins. In order for organelle biogenesis to be carried out properly, the specific genes coding for the organellar proteins must be transcribed properly and the translation of the resulting mRNA must be succes The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What is the largest organelle in a eukaryotic cell? A. apoptosis B. nucleus C. cortex D. epidermis Answer:
sciq-4245	multiple_choice	What are the ultimate source of genetic variation?	[ "proteins", "mutations", "parasites", "gravity" ]	B		Relavent Documents: Document 0::: Genetics (from Ancient Greek , “genite” and that from , “origin”), a discipline of biology, is the science of heredity and variation in living organisms. Articles (arranged alphabetically) related to genetics include: # A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Document 1::: 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 2::: In evolutionary biology, the variational properties of an organism are those properties relating to the production of variation among its offspring. In a broader sense variational properties include phenotypic plasticity. Variational properties contrast with functional properties. While the functional properties of an organism determine is level of adaptedness to its environment, it is the variational properties of the organisms in a species that chiefly determine its evolvability and genetic robustness. Variational properties group together many classical and more recent concepts of evolutionary biology. It includes the classical concepts of pleiotropy, canalization, developmental constraints, developmental bias, morphological integration, developmental homeostasis and later concepts such as robustness, neutral networks, modularity, the G-matrix and distribution of fitness effects. Variational properties also include the production of DNA sequence variation, epigenetic variation, and phenotypic variation. While the genome is typically thought of as the storehouse of information that generates the organism, it can also be seen as the set of heritable degrees of freedom for varying the organism. DNA thus has both a generative role in the organism, and variational role in the lineage. Document 3::: Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas. Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well. Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in Document 4::: In biology, evolution is the process of change in all forms of life over generations, and evolutionary biology is the study of how evolution occurs. Biological populations evolve through genetic changes that correspond to changes in the organisms' observable traits. Genetic changes include mutations, which are caused by damage or replication errors in organisms' DNA. As the genetic variation of a population drifts randomly over generations, natural selection gradually leads traits to become more or less common based on the relative reproductive success of organisms with those traits. The age of the Earth is about 4.5 billion years. The earliest undisputed evidence of life on Earth dates from at least 3.5 billion years ago. Evolution does not attempt to explain the origin of life (covered instead by abiogenesis), but it does explain how early lifeforms evolved into the complex ecosystem that we see today. Based on the similarities between all present-day organisms, all life on Earth is assumed to have originated through common descent from a last universal ancestor from which all known species have diverged through the process of evolution. All individuals have hereditary material in the form of genes received from their parents, which they pass on to any offspring. Among offspring there are variations of genes due to the introduction of new genes via random changes called mutations or via reshuffling of existing genes during sexual reproduction. The offspring differs from the parent in minor random ways. If those differences are helpful, the offspring is more likely to survive and reproduce. This means that more offspring in the next generation will have that helpful difference and individuals will not have equal chances of reproductive success. In this way, traits that result in organisms being better adapted to their living conditions become more common in descendant populations. These differences accumulate resulting in changes within the population. This proce The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What are the ultimate source of genetic variation? A. proteins B. mutations C. parasites D. gravity Answer:
sciq-7812	multiple_choice	What is igneous rock created from?	[ "volcanic ash", "carbon dioxide", "magma cooling", "magma aging" ]	C		Relavent Documents: Document 0::: In geology, rock (or stone) is any naturally occurring solid mass or aggregate of minerals or mineraloid matter. It is categorized by the minerals included, its chemical composition, and the way in which it is formed. Rocks form the Earth's outer solid layer, the crust, and most of its interior, except for the liquid outer core and pockets of magma in the asthenosphere. The study of rocks involves multiple subdisciplines of geology, including petrology and mineralogy. It may be limited to rocks found on Earth, or it may include planetary geology that studies the rocks of other celestial objects. Rocks are usually grouped into three main groups: igneous rocks, sedimentary rocks and metamorphic rocks. Igneous rocks are formed when magma cools in the Earth's crust, or lava cools on the ground surface or the seabed. Sedimentary rocks are formed by diagenesis and lithification of sediments, which in turn are formed by the weathering, transport, and deposition of existing rocks. Metamorphic rocks are formed when existing rocks are subjected to such high pressures and temperatures that they are transformed without significant melting. Humanity has made use of rocks since the earliest humans. This early period, called the Stone Age, saw the development of many stone tools. Stone was then used as a major component in the construction of buildings and early infrastructure. Mining developed to extract rocks from the Earth and obtain the minerals within them, including metals. Modern technology has allowed the development of new man-made rocks and rock-like substances, such as concrete. Study Geology is the study of Earth and its components, including the study of rock formations. Petrology is the study of the character and origin of rocks. Mineralogy is the study of the mineral components that create rocks. The study of rocks and their components has contributed to the geological understanding of Earth's history, the archaeological understanding of human history, and the Document 1::: The rock cycle is a basic concept in geology that describes transitions through geologic time among the three main rock types: sedimentary, metamorphic, and igneous. Each rock type is altered when it is forced out of its equilibrium conditions. For example, an igneous rock such as basalt may break down and dissolve when exposed to the atmosphere, or melt as it is subducted under a continent. Due to the driving forces of the rock cycle, plate tectonics and the water cycle, rocks do not remain in equilibrium and change as they encounter new environments. The rock cycle explains how the three rock types are related to each other, and how processes change from one type to another over time. This cyclical aspect makes rock change a geologic cycle and, on planets containing life, a biogeochemical cycle. Transition to igneous rock When rocks are pushed deep under the Earth's surface, they may melt into magma. If the conditions no longer exist for the magma to stay in its liquid state, it cools and solidifies into an igneous rock. A rock that cools within the Earth is called intrusive or plutonic and cools very slowly, producing a coarse-grained texture such as the rock granite. As a result of volcanic activity, magma (which is called lava when it reaches Earth's surface) may cool very rapidly on the Earth's surface exposed to the atmosphere and are called extrusive or volcanic rocks. These rocks are fine-grained and sometimes cool so rapidly that no crystals can form and result in a natural glass, such as obsidian, however the most common fine-grained rock would be known as basalt. Any of the three main types of rocks (igneous, sedimentary, and metamorphic rocks) can melt into magma and cool into igneous rocks. Secondary changes Epigenetic change (secondary processes occurring at low temperatures and low pressures) may be arranged under a number of headings, each of which is typical of a group of rocks or rock-forming minerals, though usually more than one of these alt Document 2::: Materials science has shaped the development of civilizations since the dawn of mankind. Better materials for tools and weapons has allowed mankind to spread and conquer, and advancements in material processing like steel and aluminum production continue to impact society today. Historians have regarded materials as such an important aspect of civilizations such that entire periods of time have defined by the predominant material used (Stone Age, Bronze Age, Iron Age). For most of recorded history, control of materials had been through alchemy or empirical means at best. The study and development of chemistry and physics assisted the study of materials, and eventually the interdisciplinary study of materials science emerged from the fusion of these studies. The history of materials science is the study of how different materials were used and developed through the history of Earth and how those materials affected the culture of the peoples of the Earth. The term "Silicon Age" is sometimes used to refer to the modern period of history during the late 20th to early 21st centuries. Prehistory In many cases, different cultures leave their materials as the only records; which anthropologists can use to define the existence of such cultures. The progressive use of more sophisticated materials allows archeologists to characterize and distinguish between peoples. This is partially due to the major material of use in a culture and to its associated benefits and drawbacks. Stone-Age cultures were limited by which rocks they could find locally and by which they could acquire by trading. The use of flint around 300,000 BCE is sometimes considered the beginning of the use of ceramics. The use of polished stone axes marks a significant advance, because a much wider variety of rocks could serve as tools. The innovation of smelting and casting metals in the Bronze Age started to change the way that cultures developed and interacted with each other. Starting around 5,500 BCE, Document 3::: Ringwoodite is a high-pressure phase of Mg2SiO4 (magnesium silicate) formed at high temperatures and pressures of the Earth's mantle between depth. It may also contain iron and hydrogen. It is polymorphous with the olivine phase forsterite (a magnesium iron silicate). Ringwoodite is notable for being able to contain hydroxide ions (oxygen and hydrogen atoms bound together) within its structure. In this case two hydroxide ions usually take the place of a magnesium ion and two oxide ions. Combined with evidence of its occurrence deep in the Earth's mantle, this suggests that there is from one to three times the world ocean's equivalent of water in the mantle transition zone from 410 to 660 km deep. This mineral was first identified in the Tenham meteorite in 1969, and is inferred to be present in large quantities in the Earth's mantle. Olivine, wadsleyite, and ringwoodite are polymorphs found in the upper mantle of the earth. At depths greater than about , other minerals, including some with the perovskite structure, are stable. The properties of these minerals determine many of the properties of the mantle. Ringwoodite was named after the Australian earth scientist Ted Ringwood (1930–1993), who studied polymorphic phase transitions in the common mantle minerals olivine and pyroxene at pressures equivalent to depths as great as about 600 km. Characteristics Ringwoodite is polymorphous with forsterite, Mg2SiO4, and has a spinel structure. Spinel group minerals crystallize in the isometric system with an octahedral habit. Olivine is most abundant in the upper mantle, above about ; the olivine polymorphs wadsleyite and ringwoodite are thought to dominate the transition zone of the mantle, a zone present from about 410 to 660 km depth. Ringwoodite is thought to be the most abundant mineral phase in the lower part of Earth's transition zone. The physical and chemical property of this mineral partly determine properties of the mantle at those depths. The pressure r Document 4::: Ceramic engineering is the science and technology of creating objects from inorganic, non-metallic materials. This is done either by the action of heat, or at lower temperatures using precipitation reactions from high-purity chemical solutions. The term includes the purification of raw materials, the study and production of the chemical compounds concerned, their formation into components and the study of their structure, composition and properties. Ceramic materials may have a crystalline or partly crystalline structure, with long-range order on atomic scale. Glass ceramics may have an amorphous or glassy structure, with limited or short-range atomic order. They are either formed from a molten mass that solidifies on cooling, formed and matured by the action of heat, or chemically synthesized at low temperatures using, for example, hydrothermal or sol-gel synthesis. The special character of ceramic materials gives rise to many applications in materials engineering, electrical engineering, chemical engineering and mechanical engineering. As ceramics are heat resistant, they can be used for many tasks for which materials like metal and polymers are unsuitable. Ceramic materials are used in a wide range of industries, including mining, aerospace, medicine, refinery, food and chemical industries, packaging science, electronics, industrial and transmission electricity, and guided lightwave transmission. History The word "ceramic" is derived from the Greek word () meaning pottery. It is related to the older Indo-European language root "to burn". "Ceramic" may be used as a noun in the singular to refer to a ceramic material or the product of ceramic manufacture, or as an adjective. Ceramics is the making of things out of ceramic materials. Ceramic engineering, like many sciences, evolved from a different discipline by today's standards. Materials science engineering is grouped with ceramics engineering to this day. Abraham Darby first used coke in 1709 in Shropshir The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What is igneous rock created from? A. volcanic ash B. carbon dioxide C. magma cooling D. magma aging Answer:
sciq-6071	multiple_choice	Morphological and molecular data indicate that wings evolved how many times in insects?	[ "once", "twice", "many times", "never" ]	A		Relavent Documents: Document 0::: Insect biodiversity accounts for a large proportion of all biodiversity on the planet—over half of the estimated 1.5 million organism species described are classified as insects. Species diversity Estimates of the total number of insect species or those within specific orders are often highly variable. Globally, averages of these predictions estimate there are around 1.5 million beetle species and 5.5 million insect species with around 1 million insect species currently found and described. Between 950,000–1,000,000 of all described species are insects, so over 50% of all described eukaryotes (1.8 million) are insects (see illustration). With only 950,000 known non-insects, if the actual number of insects is 5.5 million, they may represent over 80% of the total, and with only about 20,000 new species of all organisms being described each year, most insect species likely will remain undescribed, unless species descriptions greatly increase in rate. Of the 24 orders of insects, four dominate in terms of numbers of described species, with at least 670,000 species included in Coleoptera, Diptera, Hymenoptera and Lepidoptera. The fossil record concerning insects stretches back for hundreds of millions of years. It suggests there are ongoing background levels of both new species appearing and extinctions. Very occasionally, the record also appears to show mass extinctions of insects. The Permian–Triassic extinction event saw the greatest level of insect extinction, with the Cretaceous–Paleogene being the second highest. Insect diversity has recovered after past mass extinctions, due to periods where new species originate with increased frequency, though the recovery can take millions of years. In the Holocene Several studies seemed to indicate that some insect populations are in decline in the late 20th and early 21st centuries, and has also been popularized as the windshield phenomenon. For many studies, factors such as abundance, biomass, and species richness are o Document 1::: Insect cognition describes the mental capacities and study of those capacities in insects. The field developed from comparative psychology where early studies focused more on animal behavior. Researchers have examined insect cognition in bees, fruit flies, and wasps. Research questions consist of experiments aimed to evaluate insects abilities such as perception, emotions attention, memory (wasp multiple nest), spatial cognition, tools use, problem solving, and concepts. Unlike in animal behavior the concept of group cognition plays a big part in insect studies. It is hypothesized some insect classes like ants and bees think with a group cognition to function within their societies; more recent studies show that individual cognition exists and plays a role in overall group cognitive task. Insect cognition experiments have been more prevalent in the past decade than prior. It is logical for the understanding of cognitive capacities as adaptations to differing ecological niches under the Cognitive faculty by species when analyzing behaviors, this means viewing behaviors as adaptations to an individual's environment and not weighing them more advanced when compared to other different individuals. Insect foraging cognition Insects inhabit many diverse and complex environments within which they must find food. Cognition shapes how an insect comes to find its food. The particular cognitive abilities used by insects in finding food has been the focus of much scientific inquiry. The social insects are often study subjects and much has been discovered about the intelligence of insects by investigating the abilities of bee species. Fruit flies are also common study subjects. Learning and memory Learning biases Through learning, insects can increase their foraging efficiency, decreasing the time spent searching for food which allows for more time and energy to invest in other fitness related activities, such as searching for mates. Depending on the ecology of the Document 2::: Entomology, the scientific study of insects and closely related terrestrial arthropods, has been impelled by the necessity of societies to protect themselves from insect-borne diseases, crop losses to pest insects, and insect-related discomfort, as well as by people's natural curiosity. This timeline article traces the history of entomology. Timelines of entomology Timeline of entomology – prior to 1800 Timeline of entomology – 1800–1850 Timeline of entomology – 1850–1900 Timeline of entomology – post 1900 History of classification Many different classifications were proposed by early entomologists. It is important to realise that whilst many early names survive, they may be at different levels in the phylogenetic hierarchy. For instance, many families were first published as genera, as for example the genus Mymar, proposed by Alexander Henry Haliday in 1829, is now represented by the family Mymaridae. History of forensic entomology See also European and American voyages of scientific exploration List of natural history dealers Document 3::: Drosophila melanogaster is a species of fly (the taxonomic order Diptera) in the family Drosophilidae. The species is often referred to as the fruit fly or lesser fruit fly, or less commonly the "vinegar fly", "pomace fly", or "banana fly". Starting with Charles W. Woodworth's 1901 proposal of the use of this species as a model organism, D. melanogaster continues to be widely used for biological research in genetics, physiology, microbial pathogenesis, and life history evolution. As of 2017, six Nobel Prizes have been awarded to drosophilists for their work using the insect. D. melanogaster is typically used in research owing to its rapid life cycle, relatively simple genetics with only four pairs of chromosomes, and large number of offspring per generation. It was originally an African species, with all non-African lineages having a common origin. Its geographic range includes all continents, including islands. D. melanogaster is a common pest in homes, restaurants, and other places where food is served. Flies belonging to the family Tephritidae are also called "fruit flies". This can cause confusion, especially in the Mediterranean, Australia, and South Africa, where the Mediterranean fruit fly Ceratitis capitata is an economic pest. Physical appearance Wild type fruit flies are yellow-brown, with brick-red eyes and transverse black rings across the abdomen. The black portions of the abdomen are the inspiration for the species name (melanogaster = "black-bellied"). The brick-red color of the eyes of the wild type fly are due to two pigments: xanthommatin, which is brown and is derived from tryptophan, and drosopterins, which are red and are derived from guanosine triphosphate. They exhibit sexual dimorphism; females are about long; males are slightly smaller with darker backs. Males are easily distinguished from females based on colour differences, with a distinct black patch at the abdomen, less noticeable in recently emerged flies, and the sex combs (a ro Document 4::: The history of life on Earth seems to show a clear trend; for example, it seems intuitive that there is a trend towards increasing complexity in living organisms. More recently evolved organisms, such as mammals, appear to be much more complex than organisms, such as bacteria, which have existed for a much longer period of time. However, there are theoretical and empirical problems with this claim. From a theoretical perspective, it appears that there is no reason to expect evolution to result in any largest-scale trends, although small-scale trends, limited in time and space, are expected (Gould, 1997). From an empirical perspective, it is difficult to measure complexity and, when it has been measured, the evidence does not support a largest-scale trend (McShea, 1996). History Many of the founding figures of evolution supported the idea of Evolutionary progress which has fallen from favour, but the work of Francisco J. Ayala and Michael Ruse suggests is still influential. Hypothetical largest-scale trends McShea (1998) discusses eight features of organisms that might indicate largest-scale trends in evolution: entropy, energy intensiveness, evolutionary versatility, developmental depth, structural depth, adaptedness, size, complexity. He calls these "live hypotheses", meaning that trends in these features are currently being considered by evolutionary biologists. McShea observes that the most popular hypothesis, among scientists, is that there is a largest-scale trend towards increasing complexity. Evolutionary theorists agree that there are local trends in evolution, such as increasing brain size in hominids, but these directional changes do not persist indefinitely, and trends in opposite directions also occur (Gould, 1997). Evolution causes organisms to adapt to their local environment; when the environment changes, the direction of the trend may change. The question of whether there is evolutionary progress is better formulated as the question of whether The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Morphological and molecular data indicate that wings evolved how many times in insects? A. once B. twice C. many times D. never Answer:
sciq-10889	multiple_choice	The human genome has how many more alu elements than the chimpanzee genome?	[ "six times", "two times", "three times", "ten" ]	C		Relavent Documents: Document 0::: Several universities have designed interdisciplinary courses with a focus on human biology at the undergraduate level. There is a wide variation in emphasis ranging from business, social studies, public policy, healthcare and pharmaceutical research. Americas Human Biology major at Stanford University, Palo Alto (since 1970) Stanford's Human Biology Program is an undergraduate major; it integrates the natural and social sciences in the study of human beings. It is interdisciplinary and policy-oriented and was founded in 1970 by a group of Stanford faculty (Professors Dornbusch, Ehrlich, Hamburg, Hastorf, Kennedy, Kretchmer, Lederberg, and Pittendrigh). It is a very popular major and alumni have gone to post-graduate education, medical school, law, business and government. Human and Social Biology (Caribbean) Human and Social Biology is a Level 4 & 5 subject in the secondary and post-secondary schools in the Caribbean and is optional for the Caribbean Secondary Education Certification (CSEC) which is equivalent to Ordinary Level (O-Level) under the British school system. The syllabus centers on structure and functioning (anatomy, physiology, biochemistry) of human body and the relevance to human health with Caribbean-specific experience. The syllabus is organized under five main sections: Living organisms and the environment, life processes, heredity and variation, disease and its impact on humans, the impact of human activities on the environment. Human Biology Program at University of Toronto The University of Toronto offers an undergraduate program in Human Biology that is jointly offered by the Faculty of Arts & Science and the Faculty of Medicine. The program offers several major and specialist options in: human biology, neuroscience, health & disease, global health, and fundamental genetics and its applications. Asia BSc (Honours) Human Biology at All India Institute of Medical Sciences, New Delhi (1980–2002) BSc (honours) Human Biology at AIIMS (New Document 1::: Advanced Placement (AP) Biology (also known as AP Bio) is an Advanced Placement biology course and exam offered by the College Board in the United States. For the 2012–2013 school year, the College Board unveiled a new curriculum with a greater focus on "scientific practices". This course is designed for students who wish to pursue an interest in the life sciences. The College Board recommends successful completion of high school biology and high school chemistry before commencing AP Biology, although the actual prerequisites vary from school to school and from state to state. This course, nevertheless, is considered very challenging and one of the most difficult AP classes, as shown with AP Finals grade distributions. Topic outline The exam covers the following 8 units. The percentage indicates the portion of the multiple-choice section of the exam focused on each content area: The course is based on and tests six skills, called scientific practices which include: In addition to the topics above, students are required to be familiar with general lab procedure. Students should know how to collect data, analyze data to form conclusions, and apply those conclusions. Exam Students are allowed to use a four-function, scientific, or graphing calculator. The exam has two sections: a 90 minute multiple choice section and a 90 minute free response section. There are 60 multiple choice questions and six free responses, two long and four short. Both sections are worth 50% of the score. Score distribution Commonly used textbooks Biology, AP Edition by Sylvia Mader (2012, hardcover ) Life: The Science of Biology (Sadava, Heller, Orians, Purves, and Hillis, ) Campbell Biology AP Ninth Edition (Reece, Urry, Cain, Wasserman, Minorsky, and Andrew Jackson ) See also Glossary of biology A.P Bio (TV Show) Document 2::: The SAT Subject Test in Biology was the name of a one-hour multiple choice test given on biology by the College Board. A student chose whether to take the test depending upon college entrance requirements for the schools in which the student is planning to apply. Until 1994, the SAT Subject Tests were known as Achievement Tests; and from 1995 until January 2005, they were known as SAT IIs. Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800. The average for Molecular is 630 while Ecological is 591. On January 19 2021, the College Board discontinued all SAT Subject tests, including the SAT Subject Test in Biology E/M. This was effective immediately in the United States, and the tests were to be phased out by the following summer for international students. This was done as a response to changes in college admissions due to the impact of the COVID-19 pandemic on education. Format This test had 80 multiple-choice questions that were to be answered in one hour. All questions had five answer choices. Students received one point for each correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The student's score was based entirely on his or her performance in answering the multiple-choice questions. The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test. Preparation The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, a Document 3::: 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::: Biology by Team in German Biologie im Team - is the first Austrian biology contest for upper secondary schools. Students at upper secondary schools who are especially interested in biology can deepen their knowledge and broaden their competence in experimental biology within the framework of this contest. Each year, a team of teachers choose modules of key themes on which students work in the form of a voluntary exercise. The evaluation focuses in particular on the practical work, and, since the school year 2004/05, also on teamwork. In April, a two-day closing competition takes place, in which six groups of students from participating schools are given various problems to solve. A jury (persons from the science and corporate communities) evaluate the results and how they are presented. The concept was developed by a team of teachers in co-operation with the AHS (Academic Secondary Schools) - Department of the Pedagogical Institute in Carinthia. Since 2008 it is situated at the Science departement of the University College of Teacher Training Carinthia. The first contest in the school year 2002/03 took place under the motto: Hell is loose in the ground under us. Other themes included Beautiful but dangerous, www-worldwide water 1 and 2, Expedition forest, Relationship boxes, Mole's view, Biological timetravel, Biology at the University, Ecce Homo, Biodiversity, Death in tin cans, Sex sells, Without a trace, Biologists see more, Quo vadis biology? , Biology without limits?, Diversity instead of simplicity, Grid square, Diversity instead of simplicity 0.2, www-worldwide water 3.The theme for the year 2023/24 is I hear something you don't see. Till now the following schools were participating: BG/BRG Mössingerstraße Klagenfurt Ingeborg-Bachmann-Gymnasium, Klagenfurt BG/BRG St. Martinerstraße Villach BG/BRG Peraustraße Villach International school Carinthia, Velden Österreichisches Gymnasium Prag Europagymnasium Klagenfurt BRG Viktring Klagenfurt BORG Wo The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. The human genome has how many more alu elements than the chimpanzee genome? A. six times B. two times C. three times D. ten Answer:
sciq-8704	multiple_choice	Multiple sclerosis, huntington’s disease, and parkinson’s disease all affect what body system?	[ "circulatory system", "reproductive system", "lymph system", "nervous system" ]	D		Relavent Documents: Document 0::: Several universities have designed interdisciplinary courses with a focus on human biology at the undergraduate level. There is a wide variation in emphasis ranging from business, social studies, public policy, healthcare and pharmaceutical research. Americas Human Biology major at Stanford University, Palo Alto (since 1970) Stanford's Human Biology Program is an undergraduate major; it integrates the natural and social sciences in the study of human beings. It is interdisciplinary and policy-oriented and was founded in 1970 by a group of Stanford faculty (Professors Dornbusch, Ehrlich, Hamburg, Hastorf, Kennedy, Kretchmer, Lederberg, and Pittendrigh). It is a very popular major and alumni have gone to post-graduate education, medical school, law, business and government. Human and Social Biology (Caribbean) Human and Social Biology is a Level 4 & 5 subject in the secondary and post-secondary schools in the Caribbean and is optional for the Caribbean Secondary Education Certification (CSEC) which is equivalent to Ordinary Level (O-Level) under the British school system. The syllabus centers on structure and functioning (anatomy, physiology, biochemistry) of human body and the relevance to human health with Caribbean-specific experience. The syllabus is organized under five main sections: Living organisms and the environment, life processes, heredity and variation, disease and its impact on humans, the impact of human activities on the environment. Human Biology Program at University of Toronto The University of Toronto offers an undergraduate program in Human Biology that is jointly offered by the Faculty of Arts & Science and the Faculty of Medicine. The program offers several major and specialist options in: human biology, neuroscience, health & disease, global health, and fundamental genetics and its applications. Asia BSc (Honours) Human Biology at All India Institute of Medical Sciences, New Delhi (1980–2002) BSc (honours) Human Biology at AIIMS (New Document 1::: 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 2::: The School of Biological Sciences is a School within the Faculty Biology, Medicine and Health at The University of Manchester. Biology at University of Manchester and its precursor institutions has gone through a number of reorganizations (see History below), the latest of which was the change from a Faculty of Life Sciences to the current School. Academics Research The School, though unitary for teaching, is divided into a number of broadly defined sections for research purposes, these sections consist of: Cellular Systems, Disease Systems, Molecular Systems, Neuro Systems and Tissue Systems. Research in the School is structured into multiple research groups including the following themes: Cell-Matrix Research (part of the Wellcome Trust Centre for Cell-Matrix Research) Cell Organisation and Dynamics Computational and Evolutionary Biology Developmental Biology Environmental Research Eye and Vision Sciences Gene Regulation and Cellular Biotechnology History of Science, Technology and Medicine Immunology and Molecular Microbiology Molecular Cancer Studies Neurosciences (part of the University of Manchester Neurosciences Research Institute) Physiological Systems & Disease Structural and Functional Systems The School hosts a number of research centres, including: the Manchester Centre for Biophysics and Catalysis, the Wellcome Trust Centre for Cell-Matrix Research, the Centre of Excellence in Biopharmaceuticals, the Centre for the History of Science, Technology and Medicine, the Centre for Integrative Mammalian Biology, and the Healing Foundation Centre for Tissue Regeneration. The Manchester Collaborative Centre for Inflammation Research is a joint endeavour with the Faculty of Medical and Human Sciences of Manchester University and industrial partners. Research Assessment Exercise (2008) The faculty entered research into the units of assessment (UOA) for Biological Sciences and Pre-clinical and Human Biological Sciences. In Biological Sciences 20% of outputs Document 3::: Sarah Joanna Tabrizi FMedSci is a British neurologist and neuroscientist in the field of neurodegeneration, particularly Huntington's disease. She is a Professor and Joint Head of the Department of Neurodegenerative Diseases at the UCL Institute of Neurology; the founder and Director of the UCL Huntington's Disease Centre; a Principal Investigator at the UK Dementia Research Institute at UCL; and an Honorary Consultant Neurologist at the National Hospital for Neurology and Neurosurgery, Queen Square, London, where she established the Multidisciplinary Huntington's Disease Clinic. The UCL Huntington’s Disease Centre was officially opened on 1 March 2017 by UCL President and Provost Professor Michael Arthur. Education and career Tabrizi graduated with a first-class degree in biochemistry from Heriot-Watt University in 1986 and an MB ChB from the University of Edinburgh in 1992, where she graduated with the Gold Medal (Ettles Scholar) for the most distinguished medical graduate. She obtained a PhD at University College London in 2000. During her time as a trainee neurologist at the National Hospital for Neurology and Neurosurgery (NHNN), Queen Square, Sarah worked for Professors Anita Harding and David Marsden, both of whom would make a lasting impression on her. She undertook an MRC Clinical Training Fellowship PhD studying mitochondrial dysfunction in neurodegeneration with Tony Schapira and Gillian Bates from 1996 to 1999 then obtained a Department of Health National Clinician Scientist Fellowship at the UCL Institute of Neurology in 2002 to work with John Collinge and Charles Weissmann on prion cell biology. She was promoted to UCL Clinical Senior Lecturer and Honorary Consultant Neurologist in 2003, to Reader in 2007 and Full Professor in 2009. Research Tabrizi is distinguished for her work on mechanisms of cellular neurodegeneration and in particular Huntington's disease mechanistic pathobiology, novel therapeutics, biomarkers, outcome measures and first in Document 4::: 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. The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Multiple sclerosis, huntington’s disease, and parkinson’s disease all affect what body system? A. circulatory system B. reproductive system C. lymph system D. nervous system Answer:
sciq-4553	multiple_choice	Most fungi can reproduce in which 2 ways?	[ "sexually and autonomously", "binary fission and fusion", "sexually and binary fusion", "asexually and sexually" ]	D		Relavent Documents: Document 0::: Fungi are a diverse group of organisms that employ a huge variety of reproductive strategies, ranging from fully asexual to almost exclusively sexual species. Most species can reproduce both sexually and asexually, alternating between haploid and diploid forms. This contrasts with many eukaryotes such as mammals, where the adults are always diploid and produce haploid gametes which combine to form the next generation. In fungi, both haploid and diploid forms can reproduce – haploid individuals can undergo asexual reproduction while diploid forms can produce gametes that combine to give rise to the next generation. Mating in fungi is a complex process governed by mating types. Research on fungal mating has focused on several model species with different behaviour. Not all fungi reproduce sexually and many that do are isogamous; thus, for many members of the fungal kingdom, the terms "male" and "female" do not apply. Homothallic species are able to mate with themselves, while in heterothallic species only isolates of opposite mating types can mate. Mating between isogamous fungi may consist only of a transfer of a nucleus from one cell to another. Vegetative incompatibility within species often prevents a fungal isolate from mating with another isolate. Isolates of the same incompatibility group do not mate or mating does not lead to successful offspring. High variation has been reported including same-chemotype mating, sporophyte to gametophyte mating and biparental transfer of mitochondria. Mating in Zygomycota A zygomycete hypha grows towards a compatible mate and they both form a bridge, called a progametangia, by joining at the hyphal tips via plasmogamy. A pair of septa forms around the merged tips, enclosing nuclei from both isolates. A second pair of septa forms two adjacent cells, one on each side. These adjacent cells, called suspensors provide structural support. The central cell, called the zygosporangium, is destined to become a spore. The zygosporang Document 1::: Sexual selection has been observed in fungi as a part of their reproduction, although they also often reproduce asexually. In the basidiomycetes, the sex ratio is biased towards males, implying sexual selection there. Male–male competition to fertilize occurs in fungi including yeasts. Pheromone signaling is used by female gametes and by conidia, implying male choice in these cases. Female–female competition may also occur, indicated by the much faster evolution of female-biased genes in fungi. Fungal sexual selection requirements Most fungi can produce asexually and sexually. Currently, sexual selection has been studied to occur more predominantly in the Ascomycota and Basidiomycota phyla. Although different sexes are not present within fungi, sexual selection can act due to the presence of different sex roles as well as different mating types as most fungi are hermaphroditic. Sex roles can be distinguished in sexually producing filamentous fungi. For example, sexually producing ascomycetes can produce anisogamous gametes. The larger immobile gametes act as female gametes, while the smaller, motile gametes act as male gametes. Increased difference in the operational sex ratio (OSR) due to asymmetry between the sex roles leads to the production of more male gametes. In addition, variation within gamete quality which could affect offspring viability or fitness can also lead to differences in female/male gamete ratios. In addition, sexual selection can occur within fungi if there is a limiting number of a certain type of gamete. The limiting gamete is typically the female gamete as they tend to be more costly to produce and invest more, energetically, in the zygote. Most fungi have a haploid-diploid life cycle. Sexual selection is much more crucial in the diploid phase as the product of the phase immediately undergoes meiosis and can no longer be fertilized again. Sexual selection in mushroom fungi Mushroom-forming fungi within the phylum Basidiomycota produce se Document 2::: Fungal Genetics and Biology is a peer-reviewed scientific journal established in 1977 as Experimental Mycology, obtaining its current title in 1996. It covers experimental investigations of fungi and their traditional allies that relate structure and function to growth, reproduction, morphogenesis, and differentiation. External links Elsevier academic journals English-language journals Monthly journals Mycology journals Academic journals established in 1977 Document 3::: Mating types are the microorganism equivalent to sexes in multicellular lifeforms and are thought to be the ancestor to distinct sexes. They also occur in macro-organisms such as fungi. Definition Mating types are the microorganism equivalent to sex in higher organisms and occur in isogamous and anisogamous species. Depending on the group, different mating types are often referred to by numbers, letters, or simply "+" and "−" instead of "male" and "female", which refer to "sexes" or differences in size between gametes. Syngamy can only take place between gametes carrying different mating types. Occurrence Reproduction by mating types is especially prevalent in fungi. Filamentous ascomycetes usually have two mating types referred to as "MAT1-1" and "MAT1-2", following the yeast mating-type locus (MAT). Under standard nomenclature, MAT1-1 (which may informally be called MAT1) encodes for a regulatory protein with an alpha box motif, while MAT1-2 (informally called MAT2) encodes for a protein with a high motility-group (HMG) DNA-binding motif, as in the yeast mating type MATα1. The corresponding mating types in yeast, a non-filamentous ascomycete, are referred to as MATa and MATα. Mating type genes in ascomycetes are called idiomorphs rather than alleles due to the uncertainty of the origin by common descent. The proteins they encode are transcription factors which regulate both the early and late stages of the sexual cycle. Heterothallic ascomycetes produce gametes, which present a single Mat idiomorph, and syngamy will only be possible between gametes carrying complementary mating types. On the other hand, homothallic ascomycetes produce gametes that can fuse with every other gamete in the population (including its own mitotic descendants) most often because each haploid contains the two alternate forms of the Mat locus in its genome. Basidiomycetes can have thousands of different mating types. In the ascomycete Neurospora crassa matings are restricted to intera Document 4::: The life stage at which a fungus lives, grows, and develops, gathering nutrients and energy. The fungus uses this stage to proliferate itself through asexually created mitotic spores. Cycles through somatic hyphae, zoosporangia, zoospores, encystation & germination, and back to somatic hyphae. The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Most fungi can reproduce in which 2 ways? A. sexually and autonomously B. binary fission and fusion C. sexually and binary fusion D. asexually and sexually Answer:
sciq-5917	multiple_choice	The needle of a compass is made of what element?	[ "aluminum", "nickel", "iron", "tin" ]	C		Relavent Documents: Document 0::: Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas. Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well. Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in Document 1::: A 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::: 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::: 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::: A circumferentor, or surveyor's compass, is an instrument used in surveying to measure horizontal angles. It was superseded by the theodolite in the early 19th century. A circumferentor consists of a circular brass box containing a magnetic needle, which moves freely over a brass circle, or compass divided into 360 degrees. The needle is protected by a glass covering. A pair of sights is located on the North-South axis of the compass. Circumferentors were typically mounted on tripods and rotated on ball-and-socket joints. Circumferentors were made throughout Europe, including in England, France, Italy, and Holland. By the early 19th century, Europeans preferred theodolites to circumferentors. However, the circumferentor remained in common use in mines and in wooded or uncleared areas, such as in America. Usage Measuring angles To measure an angle with a circumferentor, such as angle EKG (Figure 1), place the instrument at K, with the fleur-de-lis in the card towards you. Then direct the sights, until through them you see E; and note the degree pointed at by the south end of the needle, such as 296°. Then, turn the instrument around, with the fleur-de-lis still towards you, and direct the sights to G; note the degree at which the south end of the needle point, such as 182°. Finally, subtract the lesser number, 182, from the greater, 296°; the remainder, 114°, is the number of degrees in the angle EKG. If the remainder is more than 180 degrees, it must be subtracted from 360 degrees. Surveying a region To take the plot of a field, forest, park, etc., with a circumferentor, consider region ABCDEFGHK in Figure 2, an area to be surveyed. Placing the instrument at A, the fleur-de-lis towards you, direct the sights to B; where suppose the south end of the needle cuts 191°; and the ditch, wall, or hedge, measuring with a Gunter's chain, contains 10 chains, 75 links. Placing the instrument at B, direct the sights as before to C; the south end of the needle, e.g. wi The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. The needle of a compass is made of what element? A. aluminum B. nickel C. iron D. tin Answer:
sciq-6472	multiple_choice	What does convection within the earth's mantel cause?	[ "microorganisms to move", "volcanos", "plates to move", "hurricanes" ]	C		Relavent Documents: Document 0::: 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 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::: Convection is single or multiphase fluid flow that occurs spontaneously due to the combined effects of material property heterogeneity and body forces on a fluid, most commonly density and gravity (see buoyancy). When the cause of the convection is unspecified, convection due to the effects of thermal expansion and buoyancy can be assumed. Convection may also take place in soft solids or mixtures where particles can flow. Convective flow may be transient (such as when a multiphase mixture of oil and water separates) or steady state (see Convection cell). The convection may be due to gravitational, electromagnetic or fictitious body forces. Heat transfer by natural convection plays a role in the structure of Earth's atmosphere, its oceans, and its mantle. Discrete convective cells in the atmosphere can be identified by clouds, with stronger convection resulting in thunderstorms. Natural convection also plays a role in stellar physics. Convection is often categorised or described by the main effect causing the convective flow, e.g. Thermal convection. Convection cannot take place in most solids because neither bulk current flows nor significant diffusion of matter can take place. Granular convection is a similar phenomenon in granular material instead of fluids. Advection is fluid motion created by velocity instead of thermal gradients. Convective heat transfer is the intentional use of convection as a method for heat transfer. Convection is a process in which heat is carried from place to place by the bulk movement of a fluid and gases History In the 1830s, in The Bridgewater Treatises, the term convection is attested in a scientific sense. In treatise VIII by William Prout, in the book on chemistry, it says: [...] This motion of heat takes place in three ways, which a common fire-place very well illustrates. If, for instance, we place a thermometer directly before a fire, it soon begins to rise, indicating an increase of temperature. In this case the heat has m Document 3::: Earth's internal heat budget is fundamental to the thermal history of the Earth. The flow of heat from Earth's interior to the surface is estimated at 47±2 terawatts (TW) and comes from two main sources in roughly equal amounts: the radiogenic heat produced by the radioactive decay of isotopes in the mantle and crust, and the primordial heat left over from the formation of Earth. Earth's internal heat travels along geothermal gradients and powers most geological processes. It drives mantle convection, plate tectonics, mountain building, rock metamorphism, and volcanism. Convective heat transfer within the planet's high-temperature metallic core is also theorized to sustain a geodynamo which generates Earth's magnetic field. Despite its geological significance, Earth's interior heat contributes only 0.03% of Earth's total energy budget at the surface, which is dominated by 173,000 TW of incoming solar radiation. This external energy source powers most of the planet's atmospheric, oceanic, and biologic processes. Nevertheless on land and at the ocean floor, the sensible heat absorbed from non-reflected insolation flows inward only by means of thermal conduction, and thus penetrates only several tens of centimeters on the daily cycle and only several tens of meters on the annual cycle. This renders solar radiation minimally relevant for processes internal to Earth's crust. Global data on heat-flow density are collected and compiled by the International Heat Flow Commission of the International Association of Seismology and Physics of the Earth's Interior. Heat and early estimate of Earth's age Based on calculations of Earth's cooling rate, which assumed constant conductivity in the Earth's interior, in 1862 William Thomson, later Lord Kelvin, estimated the age of the Earth at 98 million years, which contrasts with the age of 4.5 billion years obtained in the 20th century by radiometric dating. As pointed out by John Perry in 1895 a variable conductivity in the E Document 4::: The thermal history of Earth involves the study of the cooling history of Earth's interior. It is a sub-field of geophysics. (Thermal histories are also computed for the internal cooling of other planetary and stellar bodies.) The study of the thermal evolution of Earth's interior is uncertain and controversial in all aspects, from the interpretation of petrologic observations used to infer the temperature of the interior, to the fluid dynamics responsible for heat loss, to material properties that determine the efficiency of heat transport. Overview Observations that can be used to infer the temperature of Earth's interior range from the oldest rocks on Earth to modern seismic images of the inner core size. Ancient volcanic rocks can be associated with a depth and temperature of melting through their geochemical composition. Using this technique and some geological inferences about the conditions under which the rock is preserved, the temperature of the mantle can be inferred. The mantle itself is fully convective, so that the temperature in the mantle is basically constant with depth outside the top and bottom thermal boundary layers. This is not quite true because the temperature in any convective body under pressure must increase along an adiabat, but the adiabatic temperature gradient is usually much smaller than the temperature jumps at the boundaries. Therefore, the mantle is usually associated with a single or potential temperature that refers to the mid-mantle temperature extrapolated along the adiabat to the surface. The potential temperature of the mantle is estimated to be about 1350 C today. There is an analogous potential temperature of the core but since there are no samples from the core its present-day temperature relies on extrapolating the temperature along an adiabat from the inner core boundary, where the iron solidus is somewhat constrained. Thermodynamics The simplest mathematical formulation of the thermal history of Earth's interior i The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What does convection within the earth's mantel cause? A. microorganisms to move B. volcanos C. plates to move D. hurricanes Answer:
sciq-2716	multiple_choice	What do vectors possess that scalars do not?	[ "magnitude and direction", "height and polarity", "magnitude and weight", "direction and texture" ]	A		Relavent Documents: Document 0::: Vectors in Three-dimensional Space (1978) is a book concerned with physical quantities defined in "ordinary" 3-space. It was written by J. S. R. Chisholm, an English mathematical physicist, and published by Cambridge University Press. According to the author, such physical quantities are studied in Newtonian mechanics, fluid mechanics, theories of elasticity and plasticity, non-relativistic quantum mechanics, and many parts of solid state physics. The author further states that "the vector concept developed in two different ways: in a wide variety of physical applications, vector notation and techniques became, by the middle of this century, almost universal; on the other hand, pure mathematicians reduced vector algebra to an axiomatic system, and introduced wide generalisations of the concept of a three-dimensional 'vector space'." Chisholm explains that since these two developments proceeded largely independently, there is a need to show how one can be applied to the other. Summary Vectors in Three-Dimensional Space has six chapters, each divided into five or more subsections. The first on linear spaces and displacements including these sections: Introduction, Scalar multiplication of vectors, Addition and subtraction of vectors, Displacements in Euclidean space, Geometrical applications. The second on Scalar products and components including these sections: Scalar products, Linear dependence and dimension, Components of a vector, Geometrical applications, Coordinate systems. The third on Other products of vectors. The last three chapters round out Chisholm's integration of these two largely independent developments. Document 1::: In physics, scalars (or scalar quantities) are physical quantities that are unaffected by changes to a vector space basis (i.e., a coordinate system transformation). Scalars are often accompanied by units of measurement, as in "10cm". Examples of scalar quantities are mass, distance, charge, volume, time, speed, and the magnitude of physical vectors in general (such as velocity). A change of a vector space basis changes the description of a vector in terms of the basis used but does not change the vector itself, while a scalar has nothing to do with this change. In classical physics, like Newtonian mechanics, rotations and reflections preserve scalars, while in relativity, Lorentz transformations or space-time translations preserve scalars. The term "scalar" has origin in the multiplication of vectors by a unitless scalar, which is a uniform scaling transformation. Relationship with the mathematical concept A scalar in physics is also a scalar in mathematics, as an element of a mathematical field used to define a vector space. For example, the magnitude (or length) of an electric field vector is calculated as the square root of its absolute square (the inner product of the electric field with itself); so, the inner product's result is an element of the mathematical field for the vector space in which the electric field is described. As the vector space in this example and usual cases in physics is defined over the mathematical field of real numbers or complex numbers, the magnitude is also an element of the field, so it is mathematically a scalar. Since the inner product is independent of any vector space basis, the electric field magnitude is also physically a scalar. The mass of an object is unaffected by a change of vector space basis so it is also a physical scalar, described by a real number as an element of the real number field. Since a field is a vector space with addition defined based on vector addition and multiplication defined as scalar multiplicat Document 2::: There are two lists of mathematical identities related to vectors: Vector algebra relations — regarding operations on individual vectors such as dot product, cross product, etc. Vector calculus identities — regarding operations on vector fields such as divergence, gradient, curl, etc. Document 3::: The following are important identities in vector algebra. Identities that involve the magnitude of a vector , or the dot product (scalar product) of two vectors A·B, apply to vectors in any dimension. Identities that use the cross product (vector product) A×B are defined only in three dimensions. Magnitudes The magnitude of a vector A can be expressed using the dot product: In three-dimensional Euclidean space, the magnitude of a vector is determined from its three components using Pythagoras' theorem: Inequalities The Cauchy–Schwarz inequality: The triangle inequality: The reverse triangle inequality: Angles The vector product and the scalar product of two vectors define the angle between them, say θ: To satisfy the right-hand rule, for positive θ, vector B is counter-clockwise from A, and for negative θ it is clockwise. The Pythagorean trigonometric identity then provides: If a vector A = (Ax, Ay, Az) makes angles α, β, γ with an orthogonal set of x-, y- and z-axes, then: and analogously for angles β, γ. Consequently: with unit vectors along the axis directions. Areas and volumes The area Σ of a parallelogram with sides A and B containing the angle θ is: which will be recognized as the magnitude of the vector cross product of the vectors A and B lying along the sides of the parallelogram. That is: (If A, B are two-dimensional vectors, this is equal to the determinant of the 2 × 2 matrix with rows A, B.) The square of this expression is: where Γ(A, B) is the Gram determinant of A and B defined by: In a similar fashion, the squared volume V of a parallelepiped spanned by the three vectors A, B, C is given by the Gram determinant of the three vectors: Since A, B, C are three-dimensional vectors, this is equal to the square of the scalar triple product below. This process can be extended to n-dimensions. Addition and multiplication of vectors Commutativity of addition: . Commutativity of scalar product: . Anticommutativity of cross product Document 4::: In mathematics and physics, vector is a term that refers colloquially to some quantities that cannot be expressed by a single number (a scalar), or to elements of some vector spaces. Historically, vectors were introduced in geometry and physics (typically in mechanics) for quantities that have both a magnitude and a direction, such as displacements, forces and velocity. Such quantities are represented by geometric vectors in the same way as distances, masses and time are represented by real numbers. The term vector is also used, in some contexts, for tuples, which are finite sequences of numbers of a fixed length. Both geometric vectors and tuples can be added and scaled, and these vector operations led to the concept of a vector space, which is a set equipped with a vector addition and a scalar multiplication that satisfy some axioms generalizing the main properties of operations on the above sorts of vectors. A vector space formed by geometric vectors is called a Euclidean vector space, and a vector space formed by tuples is called a coordinate vector space. Many vector spaces are considered in mathematics, such as extension field, polynomial rings, algebras and function spaces. The term vector is generally not used for elements of these vectors spaces, and is generally reserved for geometric vectors, tuples, and elements of unspecified vector spaces (for example, when discussing general properties of vector spaces). Vectors in Euclidean geometry Vector spaces Vectors in algebra Every algebra over a field is a vector space, but elements of an algebra are generally not called vectors. However, in some cases, they are called vectors, mainly due to historical reasons. Vector quaternion, a quaternion with a zero real part Multivector or -vector, an element of the exterior algebra of a vector space. Spinors, also called spin vectors, have been introduced for extending the notion of rotation vector. In fact, rotation vectors represent well rotations locally, b The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What do vectors possess that scalars do not? A. magnitude and direction B. height and polarity C. magnitude and weight D. direction and texture Answer:
sciq-11408	multiple_choice	What is often a result of untreated atherosclerosis?	[ "cancer", "seizures", "heart disease", "a heart attack or stroke" ]	D		Relavent Documents: Document 0::: Atherosclerosis is a pattern of the disease arteriosclerosis, characterized by development of abnormalities called lesions in walls of arteries. These lesions may lead to narrowing of the arteries' walls due to buildup of atheromatous plaques. At onset there are usually no symptoms, but if they develop, symptoms generally begin around middle age. In severe cases, it can result in coronary artery disease, stroke, peripheral artery disease, or kidney disorders, depending on which body parts(s) the affected arteries are located in the body. The exact cause of atherosclerosis is unknown and is proposed to be multifactorial. Risk factors include abnormal cholesterol levels, elevated levels of inflammatory biomarkers, high blood pressure, diabetes, smoking (both active and passive smoking), obesity, genetic factors, family history, lifestyle habits, and an unhealthy diet. Plaque is made up of fat, cholesterol, calcium, and other substances found in the blood. The narrowing of arteries limits the flow of oxygen-rich blood to parts of the body. Diagnosis is based upon a physical exam, electrocardiogram, and exercise stress test, among others. Prevention is generally by eating a healthy diet, exercising, not smoking, and maintaining a normal weight. Treatment of established disease may include medications to lower cholesterol such as statins, blood pressure medication, or medications that decrease clotting, such as aspirin. A number of procedures may also be carried out such as percutaneous coronary intervention, coronary artery bypass graft, or carotid endarterectomy. Atherosclerosis generally starts when a person is young and worsens with age. Almost all people are affected to some degree by the age of 65. It is the number one cause of death and disability in developed countries. Though it was first described in 1575, there is evidence that the condition occurred in people more than 5,000 years ago. Signs and symptoms Atherosclerosis is asymptomatic for decades because Document 1::: The HDL-Atherosclerosis Treatment Study, also known as HATS, was a three-year double-blind trial involving 160 people with coronary heart disease (CHD) who had a low HDL and near normal LDL. The study compared a combination of simvastatin and niacin with antioxidant vitamin therapy. Using angiography, coronary artery stenosis progressed when using placebo or antioxidant alone, and regressed with the combination of simvastatin and niacin. The study demonstrated a 90% reduction in CHD death, nonfatal heart attacks, stroke, or revascularization for worsening angina. It was published in 2001. See also Heart Protection Study Scandinavian Simvastatin Survival Study Document 2::: Vitamin D and Omega-3 Trial (VITAL) was a clinical trial designed to investigate the use of daily dietary supplements of vitamin D and fish oil. The sponsor of the study was Brigham and Women's Hospital, collaborating with The National Cancer Institute, National Heart, Lung, and Blood Institute, Office of Dietary Supplements, National Institute of Neurological Disorders and Stroke, National Center for Complementary and Integrative Health, Pharmavite LLC, Pronova BioPharma and BASF. The studied aimed to enroll 20,000 participants (women 55 or over, men 50 or over) who were randomized into one of four groups: daily vitamin D (2000 IU) and fish oil (1 g); daily vitamin D and fish-oil placebo; daily vitamin-D placebo and fish oil; daily vitamin-D placebo and fish-oil placebo. Participants answered annual questionnaires to determine effects the risks of developing cancer, heart disease, stroke, osteoporosis, diabetes, memory loss and depression. The outcome of this study was: "The results of this trial indicate that supplementation with either n–3 fatty acid at a dose of 1 g/day or vitamin D3 at a dose of 2000 IU/day was not effective for primary prevention of CV or cancer events among healthy middle-aged men and women over 5 years of follow-up. There was also no difference in progression/development of CKD among patients with type 2 diabetes. This is one of the largest trials on this topic. The finding of a lower MI risk with n–3 fatty acid is hypothesis generating and deserves further study. The authors also noted some interaction with baseline fish consumption, with greater CV benefit observed among participants who had low fish intake at baseline." Document 3::: The Robertson Centre for Biostatistics is a specialised biostatistical research centre in Glasgow, Scotland. It is part of the College of Medical, Veterinary and Life Sciences and the Institute of Health and Wellbeing at the University of Glasgow. All scales of research are carried out at the centre from multi-site clinical trials to small scale research projects. The centre also has interests in the development of novel informatics solutions for clinical research, statistical issues in epidemiology and health economic evaluation. History The centre led the WOSCOP study (New England Journal of Medicine 1995; 333:1301-7) which found that treatment with Pravastatin significantly reduced the risk of myocardial infarction and the risk of death from cardiovascular causes without adversely affecting the risk of death from noncardiovascular causes in men with moderate hypercholesterolaemia and no history of myocardial infarction. The Robertson Centre joined with the Glasgow Clinical Research Facility and Greater Glasgow and Clyde NHS R&D division in November 2007 to create a UKCRN registered Clinical Trials Unit - the Glasgow Clinical Trials Unit. Document 4::: The following is a list of the causes of human deaths worldwide for different years arranged by their associated mortality rates. In 2002, there were about 57 million deaths. In 2005, according to the World Health Organization (WHO) using the International Classification of Diseases (ICD), about 58 million people died. In 2010, according to the Institute for Health Metrics and Evaluation, 52.8 million people died. In 2016, the WHO recorded 56.7 million deaths with the leading cause of death as cardiovascular disease causing more than 17 million deaths (about 31% of the total) as shown in the chart to the side. Some causes listed include deaths also included in more specific subordinate causes, and some causes are omitted, so the percentages may only sum approximately to 100%. The causes listed are relatively immediate medical causes, but the ultimate cause of death might be described differently. For example, tobacco smoking often causes lung disease or cancer, and alcohol use disorder can cause liver failure or a motor vehicle accident. For statistics on preventable ultimate causes, see preventable causes of death. Besides frequency, other measures to compare, consider and monitor trends of causes of deaths include disability-adjusted life year (DALY) and years of potential life lost (YPLL). By frequency Age standardized death rate, per 100,000, by cause, in 2017, and percentage change 2007–2017. Overview table This first table gives a convenient overview of the general categories and broad causes. The leading cause is cardiovascular disease at 31.59% of all deaths. Developed vs. developing economies Top causes of death, according to the World Health Organization report for the calendar year 2001: Detailed table This table gives a more detailed and specific breakdown of the causes for the year 2017: By lost years Underlying causes Causes of death can be structured into immediate causes of death or primary causes of death, conditions leading to cause of The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What is often a result of untreated atherosclerosis? A. cancer B. seizures C. heart disease D. a heart attack or stroke Answer:
ai2_arc-499	multiple_choice	A pharmaceutical company develops a new antibiotic to treat pneumonia. After limited testing, the researchers conclude that the antibiotic seems to be effective. How can the researchers strengthen their conclusions?	[ "Test the antibiotic on human volunteers.", "Publish their results in a medical journal.", "Ask an independent lab to retest the antibiotic.", "Test the effectiveness of the antibiotic at killing other bacteria." ]	C		Relavent Documents: Document 0::: MicrobeLibrary is a permanent collection of over 1400 original peer-reviewed resources for teaching undergraduate microbiology. It is provided by the American Society for Microbiology, Washington DC, United States. Contents include curriculum activities; images and animations; reviews of books, websites and other resources; and articles from Focus on Microbiology Education, Microbiology Education and Microbe. Around 40% of the materials are free to educators and students, the remainder require a subscription. the service is suspended with the message to: "Please check back with us in 2017". External links MicrobeLibrary Microbiology Document 1::: Medical education is education related to the practice of being a medical practitioner, including the initial training to become a physician (i.e., medical school and internship) and additional training thereafter (e.g., residency, fellowship, and continuing medical education). Medical education and training varies considerably across the world. Various teaching methodologies have been used in medical education, which is an active area of educational research. Medical education is also the subject-didactic academic field of educating medical doctors at all levels, including entry-level, post-graduate, and continuing medical education. Specific requirements such as entrustable professional activities must be met before moving on in stages of medical education. Common techniques and evidence base Medical education applies theories of pedagogy specifically in the context of medical education. Medical education has been a leader in the field of evidence-based education, through the development of evidence syntheses such as the Best Evidence Medical Education collection, formed in 1999, which aimed to "move from opinion-based education to evidence-based education". Common evidence-based techniques include the Objective structured clinical examination (commonly known as the 'OSCE) to assess clinical skills, and reliable checklist-based assessments to determine the development of soft skills such as professionalism. However, there is a persistence of ineffective instructional methods in medical education, such as the matching of teaching to learning styles and Edgar Dales' "Cone of Learning". Entry-level education Entry-level medical education programs are tertiary-level courses undertaken at a medical school. Depending on jurisdiction and university, these may be either undergraduate-entry (most of Europe, Asia, South America and Oceania), or graduate-entry programs (mainly Australia, Philippines and North America). Some jurisdictions and universities provide both u Document 2::: 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 3::: A biomedical scientist is a scientist trained in biology, particularly in the context of medical laboratory sciences or laboratory medicine. These scientists work to gain knowledge on the main principles of how the human body works and to find new ways to cure or treat disease by developing advanced diagnostic tools or new therapeutic strategies. The research of biomedical scientists is referred to as biomedical research. Description The specific activities of the biomedical scientist can differ in various parts of the world and vary with the level of education. Generally speaking, biomedical scientists conduct research in a laboratory setting, using living organisms as models to conduct experiments. These can include cultured human or animal cells grown outside of the whole organism, small animals such as flies, worms, fish, mice, and rats, or, rarely, larger animals and primates. Biomedical scientists may also work directly with human tissue specimens to perform experiments as well as participate in clinical research. Biomedical scientists employ a variety of techniques in order to carry out laboratory experiments. These include: Molecular and biochemical techniques Electrophoresis and blotting Immunostaining Chromatography Mass spectrometry PCR and sequencing Microarrays Imaging technologies Light, fluorescence, and electron microscopy MRI PET X-ray Genetic engineering/modification Transfection Viral transduction Transgenic model organisms Electrophysiology techniques Patch clamp EEG, EKG, ERG In silico techniques Bioinformatics Computational biology Level of education Biomedical scientists typically obtain a bachelor of science degree, and usually take postgraduate studies leading to a diploma, master or doctorate. This degree is necessary for faculty positions at academic institutions, as well as senior scientist positions at most companies. Some biomedical scientists also possess a medical degree (MD, DO, PharmD, Doctor of Medical Laboratory Sciences[MLSD] 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. A pharmaceutical company develops a new antibiotic to treat pneumonia. After limited testing, the researchers conclude that the antibiotic seems to be effective. How can the researchers strengthen their conclusions? A. Test the antibiotic on human volunteers. B. Publish their results in a medical journal. C. Ask an independent lab to retest the antibiotic. D. Test the effectiveness of the antibiotic at killing other bacteria. Answer:
sciq-4625	multiple_choice	Colliding-beam accelerators create matter from what?	[ "magnetism", "sound", "energy", "minerals" ]	C		Relavent Documents: Document 0::: Applied physics is the application of physics to solve scientific or engineering problems. It is usually considered a bridge or a connection between physics and engineering. "Applied" is distinguished from "pure" by a subtle combination of factors, such as the motivation and attitude of researchers and the nature of the relationship to the technology or science that may be affected by the work. Applied physics is rooted in the fundamental truths and basic concepts of the physical sciences but is concerned with the utilization of scientific principles in practical devices and systems and with the application of physics in other areas of science and high technology. Examples of research and development areas Accelerator physics Acoustics Atmospheric physics Biophysics Brain–computer interfacing Chemistry Chemical physics Differentiable programming Artificial intelligence Scientific computing Engineering physics Chemical engineering Electrical engineering Electronics Sensors Transistors Materials science and engineering Metamaterials Nanotechnology Semiconductors Thin films Mechanical engineering Aerospace engineering Astrodynamics Electromagnetic propulsion Fluid mechanics Military engineering Lidar Radar Sonar Stealth technology Nuclear engineering Fission reactors Fusion reactors Optical engineering Photonics Cavity optomechanics Lasers Photonic crystals Geophysics Materials physics Medical physics Health physics Radiation dosimetry Medical imaging Magnetic resonance imaging Radiation therapy Microscopy Scanning probe microscopy Atomic force microscopy Scanning tunneling microscopy Scanning electron microscopy Transmission electron microscopy Nuclear physics Fission Fusion Optical physics Nonlinear optics Quantum optics Plasma physics Quantum technology Quantum computing Quantum cryptography Renewable energy Space physics Spectroscopy See also Applied science Applied mathematics Engineering Engineering Physics High Technology Document 1::: Physics education or physics teaching refers to the education methods currently used to teach physics. The occupation is called physics educator or physics teacher. Physics education research refers to an area of pedagogical research that seeks to improve those methods. Historically, physics has been taught at the high school and college level primarily by the lecture method together with laboratory exercises aimed at verifying concepts taught in the lectures. These concepts are better understood when lectures are accompanied with demonstration, hand-on experiments, and questions that require students to ponder what will happen in an experiment and why. Students who participate in active learning for example with hands-on experiments learn through self-discovery. By trial and error they learn to change their preconceptions about phenomena in physics and discover the underlying concepts. Physics education is part of the broader area of science education. Ancient Greece Aristotle wrote what is considered now as the first textbook of physics. Aristotle's ideas were taught unchanged until the Late Middle Ages, when scientists started making discoveries that didn't fit them. For example, Copernicus' discovery contradicted Aristotle's idea of an Earth-centric universe. Aristotle's ideas about motion weren't displaced until the end of the 17th century, when Newton published his ideas. Today's physics students often think of physics concepts in Aristotelian terms, despite being taught only Newtonian concepts. Hong Kong High schools In Hong Kong, physics is a subject for public examination. Local students in Form 6 take the public exam of Hong Kong Diploma of Secondary Education (HKDSE). Compare to the other syllabus include GCSE, GCE etc. which learn wider and boarder of different topics, the Hong Kong syllabus is learning more deeply and more challenges with calculations. Topics are narrow down to a smaller amount compared to the A-level due to the insufficient teachi Document 2::: Physics First is an educational program in the United States, that teaches a basic physics course in the ninth grade (usually 14-year-olds), rather than the biology course which is more standard in public schools. This course relies on the limited math skills that the students have from pre-algebra and algebra I. With these skills students study a broad subset of the introductory physics canon with an emphasis on topics which can be experienced kinesthetically or without deep mathematical reasoning. Furthermore, teaching physics first is better suited for English Language Learners, who would be overwhelmed by the substantial vocabulary requirements of Biology. Physics First began as an organized movement among educators around 1990, and has been slowly catching on throughout the United States. The most prominent movement championing Physics First is Leon Lederman's ARISE (American Renaissance in Science Education). Many proponents of Physics First argue that turning this order around lays the foundations for better understanding of chemistry, which in turn will lead to more comprehension of biology. Due to the tangible nature of most introductory physics experiments, Physics First also lends itself well to an introduction to inquiry-based science education, where students are encouraged to probe the workings of the world in which they live. The majority of high schools which have implemented "physics first" do so by way of offering two separate classes, at two separate levels: simple physics concepts in 9th grade, followed by more advanced physics courses in 11th or 12th grade. In schools with this curriculum, nearly all 9th grade students take a "Physical Science", or "Introduction to Physics Concepts" course. These courses focus on concepts that can be studied with skills from pre-algebra and algebra I. With these ideas in place, students then can be exposed to ideas with more physics related content in chemistry, and other science electives. After th Document 3::: A collider is a type of particle accelerator that brings two opposing particle beams together such that the particles collide. Colliders may either be ring accelerators or linear accelerators. Colliders are used as a research tool in particle physics by accelerating particles to very high kinetic energy and letting them impact other particles. Analysis of the byproducts of these collisions gives scientists good evidence of the structure of the subatomic world and the laws of nature governing it. These may become apparent only at high energies and for tiny periods of time, and therefore may be hard or impossible to study in other ways. Explanation In particle physics one gains knowledge about elementary particles by accelerating particles to very high kinetic energy and letting them impact on other particles. For sufficiently high energy, a reaction occurs that transforms the particles into other particles. Detecting these products gives insight into the physics involved. To do such experiments there are two possible setups: Fixed target setup: A beam of particles (the projectiles) is accelerated with a particle accelerator, and as collision partner, one puts a stationary target into the path of the beam. Collider: Two beams of particles are accelerated and the beams are directed against each other, so that the particles collide while flying in opposite directions. This process can be used to make strange and anti-matter. The collider setup is harder to construct but has the great advantage that according to special relativity the energy of an inelastic collision between two particles approaching each other with a given velocity is not just 4 times as high as in the case of one particle resting (as it would be in non-relativistic physics); it can be orders of magnitude higher if the collision velocity is near the speed of light. In the case of a collider where the collision point is at rest in the laboratory frame (i.e. ), the center of mass energy (the ene 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. Colliding-beam accelerators create matter from what? A. magnetism B. sound C. energy D. minerals Answer:
scienceQA-5081	multiple_choice	Select the vertebrate.	[ "barrel jellyfish", "redback spider", "sea turtle", "monarch butterfly" ]	C	A monarch butterfly is an insect. Like other insects, a monarch butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton. Like other spiders, a redback spider is an invertebrate. It does not have a backbone. It has an exoskeleton. A sea turtle is a reptile. Like other reptiles, a sea turtle is a vertebrate. It has a backbone. Like other jellyfishes, a barrel jellyfish 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::: Roshd Biological Education is a quarterly science educational magazine covering recent developments in biology and biology education for a biology teacher Persian -speaking audience. Founded in 1985, it is published by The Teaching Aids Publication Bureau, Organization for Educational Planning and Research, Ministry of Education, Iran. Roshd Biological Education has an editorial board composed of Iranian biologists, experts in biology education, science journalists and biology teachers. It is read by both biology teachers and students, as a way of launching innovations and new trends in biology education, and helping biology teachers to teach biology in better and more effective ways. Magazine layout As of Autumn 2012, the magazine is laid out as follows: Editorial—often offering a view of point from editor in chief on an educational and/or biological topics. Explore— New research methods and results on biology and/or education. World— Reports and explores on biological education worldwide. In Brief—Summaries of research news and discoveries. Trends—showing how new technology is altering the way we live our lives. Point of View—Offering personal commentaries on contemporary topics. Essay or Interview—often with a pioneer of a biological and/or educational researcher or an influential scientific educational leader. Muslim Biologists—Short histories of Muslim Biologists. Environment—An article on Iranian environment and its problems. News and Reports—Offering short news and reports events on biology education. In Brief—Short articles explaining interesting facts. Questions and Answers—Questions about biology concepts and their answers. Book and periodical Reviews—About new publication on biology and/or education. Reactions—Letter to the editors. Editorial staff Mohammad Karamudini, editor in chief History Roshd Biological Education started in 1985 together with many other magazines in other science and art. The first editor was Dr. Nouri-Dalooi, th Document 4::: The Cichlid Room Companion (CRC) is a membership-based webpage dedicated to the fishes of the Cichlid family (Cichlidae). The site was launched in May 1996 and offers arguably the most comprehensive authoritative catalogue of cichlids on the web, which is illustrated with more than 25,000 photographs of fishes and 2,000 of habitats, as well as over 300 videos of cichlids and their habitats. It also “offers access to ample information about 253 genera and 2371 species”, a discussion forum as well as many articles about taxonomy, natural history, fish-keeping, field accounts, conservation, and other cichlid related topics; mostly written by citizen scientists and people who specialize in cichlids. The species summaries provided in the form of profiles include taxonomic, distribution and habitat, distribution maps, conservation, natural history, captive maintenance, images, videos, collection records, and an extensive bibliography of the species included and have been prepared by world-class specialists. A document establishes the standards followed in the preparation and maintenance of the cichlid catalogue. The site is administered by its creator and editor, Juan Miguel Artigas-Azas, a naturalist, who is also an aquarist and a nature photographer. In 2008, the American Cichlid Association (ACA) awarded Artigas-Azas the Guy Jordan Retrospective Award, which is the maximum honor that association gives to people who have done extensive contribution to the international cichlid hobby. Contributions to public understanding of science In the past decade, the Internet has fundamentally transformed the relationships between the scientific community and society as a whole, as the boundaries between public and private, professionals and hobbyists fade away; allowing for a wider range of participants to engage with science in unprecedented ways. The educational and citizens science task of the CRC has been acknowledged in the formal scientific literature, both as a source of d The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Select the vertebrate. A. barrel jellyfish B. redback spider C. sea turtle D. monarch butterfly Answer:
sciq-2733	multiple_choice	What forms when cells start to grow out of control?	[ "inflammation", "moles", "fat", "tumor" ]	D		Relavent Documents: Document 0::: Cell proliferation is the process by which a cell grows and divides to produce two daughter cells. Cell proliferation leads to an exponential increase in cell number and is therefore a rapid mechanism of tissue growth. Cell proliferation requires both cell growth and cell division to occur at the same time, such that the average size of cells remains constant in the population. Cell division can occur without cell growth, producing many progressively smaller cells (as in cleavage of the zygote), while cell growth can occur without cell division to produce a single larger cell (as in growth of neurons). Thus, cell proliferation is not synonymous with either cell growth or cell division, despite these terms sometimes being used interchangeably. Stem cells undergo cell proliferation to produce proliferating "transit amplifying" daughter cells that later differentiate to construct tissues during normal development and tissue growth, during tissue regeneration after damage, or in cancer. The total number of cells in a population is determined by the rate of cell proliferation minus the rate of cell death. Cell size depends on both cell growth and cell division, with a disproportionate increase in the rate of cell growth leading to production of larger cells and a disproportionate increase in the rate of cell division leading to production of many smaller cells. Cell proliferation typically involves balanced cell growth and cell division rates that maintain a roughly constant cell size in the exponentially proliferating population of cells. Cell proliferation occurs by combining cell growth with regular "G1-S-M-G2" cell cycles to produce many diploid cell progeny. In single-celled organisms, cell proliferation is largely responsive to the availability of nutrients in the environment (or laboratory growth medium). In multicellular organisms, the process of cell proliferation is tightly controlled by gene regulatory networks encoded in the genome and executed mainly Document 1::: 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 2::: Cell growth refers to an increase in the total mass of a cell, including both cytoplasmic, nuclear and organelle volume. Cell growth occurs when the overall rate of cellular biosynthesis (production of biomolecules or anabolism) is greater than the overall rate of cellular degradation (the destruction of biomolecules via the proteasome, lysosome or autophagy, or catabolism). Cell growth is not to be confused with cell division or the cell cycle, which are distinct processes that can occur alongside cell growth during the process of cell proliferation, where a cell, known as the mother cell, grows and divides to produce two daughter cells. Importantly, cell growth and cell division can also occur independently of one another. During early embryonic development (cleavage of the zygote to form a morula and blastoderm), cell divisions occur repeatedly without cell growth. Conversely, some cells can grow without cell division or without any progression of the cell cycle, such as growth of neurons during axonal pathfinding in nervous system development. In multicellular organisms, tissue growth rarely occurs solely through cell growth without cell division, but most often occurs through cell proliferation. This is because a single cell with only one copy of the genome in the cell nucleus can perform biosynthesis and thus undergo cell growth at only half the rate of two cells. Hence, two cells grow (accumulate mass) at twice the rate of a single cell, and four cells grow at 4-times the rate of a single cell. This principle leads to an exponential increase of tissue growth rate (mass accumulation) during cell proliferation, owing to the exponential increase in cell number. Cell size depends on both cell growth and cell division, with a disproportionate increase in the rate of cell growth leading to production of larger cells and a disproportionate increase in the rate of cell division leading to production of many smaller cells. Cell proliferation typically involves bala Document 3::: Lymph node stromal cells are essential to the structure and function of the lymph node whose functions include: creating an internal tissue scaffold for the support of hematopoietic cells; the release of small molecule chemical messengers that facilitate interactions between hematopoietic cells; the facilitation of the migration of hematopoietic cells; the presentation of antigens to immune cells at the initiation of the adaptive immune system; and the homeostasis of lymphocyte numbers. Stromal cells originate from multipotent mesenchymal stem cells. Structure Lymph nodes are enclosed in an external fibrous capsule, from which thin walls of sinew called trabeculae penetrate into the lymph node, partially dividing it. Beneath the external capsule and along the courses of the trabeculae, are peritrabecular and subcapsular sinuses. These sinuses are cavities containing macrophages (specialised cells which help to keep the extracellular matrix in order). The interior of the lymph node has two regions: the cortex and the medulla. In the cortex, lymphoid tissue is organized into nodules. In the nodules, T lymphocytes are located in the T cell zone. B lymphocytes are located in the B cell follicle. The primary B cell follicle matures in germinal centers. In the medulla are hematopoietic cells (which contribute to the formation of the blood) and stromal cells. Near the medulla is the hilum of lymph node. This is the place where blood vessels enter and leave the lymph node and lymphatic vessels leave the lymph node. Lymph vessels entering the node do so along the perimeter (outer surface). Function The lymph nodes, the spleen and Peyer's patches, together are known as secondary lymphoid organs. Lymph nodes are found between lymphatic ducts and blood vessels. Afferent lymphatic vessels bring lymph fluid from the peripheral tissues to the lymph nodes. The lymph tissue in the lymph nodes consists of immune cells (95%), for example lymphocytes, and stromal cells (1% to Document 4::: Stem cell markers are genes and their protein products used by scientists to isolate and identify stem cells. Stem cells can also be identified by functional assays. Below is a list of genes/protein products that can be used to identify various types of stem cells, or functional assays that do the same. The initial version of the list below was obtained by mining the PubMed database as described in Stem cell marker names The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What forms when cells start to grow out of control? A. inflammation B. moles C. fat D. tumor Answer:
sciq-3145	multiple_choice	Lymph capillaries collect the fluid that leaks from blood capillaries and slowly return it to what system?	[ "muscular", "cardiovascular", "gastrointestinal", "circulatory" ]	B		Relavent Documents: Document 0::: The Starling principle holds that extracellular fluid movements between blood and tissues are determined by differences in hydrostatic pressure and colloid osmotic (oncotic) pressure between plasma inside microvessels and interstitial fluid outside them. The Starling Equation, proposed many years after the death of Starling, describes that relationship in mathematical form and can be applied to many biological and non-biological semipermeable membranes. The classic Starling principle and the equation that describes it have in recent years been revised and extended. Every day around 8 litres of water (solvent) containing a variety of small molecules (solutes) leaves the blood stream of an adult human and perfuses the cells of the various body tissues. Interstitial fluid drains by afferent lymph vessels to one of the regional lymph node groups, where around 4 litres per day is reabsorbed to the blood stream. The remainder of the lymphatic fluid is rich in proteins and other large molecules and rejoins the blood stream via the thoracic duct which empties into the great veins close to the heart. Filtration from plasma to interstitial (or tissue) fluid occurs in microvascular capillaries and post-capillary venules. In most tissues the micro vessels are invested with a continuous internal surface layer that includes a fibre matrix now known as the endothelial glycocalyx whose interpolymer spaces function as a system of small pores, radius circa 5 nm. Where the endothelial glycocalyx overlies a gap in the junction molecules that bind endothelial cells together (inter endothelial cell cleft), the plasma ultrafiltrate may pass to the interstitial space, leaving larger molecules reflected back into the plasma. A small number of continuous capillaries are specialised to absorb solvent and solutes from interstitial fluid back into the blood stream through fenestrations in endothelial cells, but the volume of solvent absorbed every day is small. Discontinuous capillaries as Document 1::: 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::: The blood circulatory system is a system of organs that includes the heart, blood vessels, and blood which is circulated throughout the entire body of a human or other vertebrate. It includes the cardiovascular system, or vascular system, that consists of the heart and blood vessels (from Greek kardia meaning heart, and from Latin vascula meaning vessels). The circulatory system has two divisions, a systemic circulation or circuit, and a pulmonary circulation or circuit. Some sources use the terms cardiovascular system and vascular system interchangeably with the circulatory system. The network of blood vessels are the great vessels of the heart including large elastic arteries, and large veins; other arteries, smaller arterioles, capillaries that join with venules (small veins), and other veins. The circulatory system is closed in vertebrates, which means that the blood never leaves the network of blood vessels. Some invertebrates such as arthropods have an open circulatory system. Diploblasts such as sponges, and comb jellies lack a circulatory system. Blood is a fluid consisting of plasma, red blood cells, white blood cells, and platelets; it is circulated around the body carrying oxygen and nutrients to the tissues and collecting and disposing of waste materials. Circulated nutrients include proteins and minerals and other components include hemoglobin, hormones, and gases such as oxygen and carbon dioxide. These substances provide nourishment, help the immune system to fight diseases, and help maintain homeostasis by stabilizing temperature and natural pH. In vertebrates, the lymphatic system is complementary to the circulatory system. The lymphatic system carries excess plasma (filtered from the circulatory system capillaries as interstitial fluid between cells) away from the body tissues via accessory routes that return excess fluid back to blood circulation as lymph. The lymphatic system is a subsystem that is essential for the functioning of the bloo Document 3::: The lymphatic system, or lymphoid system, is an organ system in vertebrates that is part of the immune system, and complementary to the circulatory system. It consists of a large network of lymphatic vessels, lymph nodes, lymphoid organs, lymphoid tissues and lymph. Lymph is a clear fluid carried by the lymphatic vessels back to the heart for re-circulation. (The Latin word for lymph, lympha, refers to the deity of fresh water, "Lympha"). Unlike the circulatory system that is a closed system, the lymphatic system is open. The human circulatory system processes an average of 20 litres of blood per day through capillary filtration, which removes plasma from the blood. Roughly 17 litres of the filtered blood is reabsorbed directly into the blood vessels, while the remaining three litres are left in the interstitial fluid. One of the main functions of the lymphatic system is to provide an accessory return route to the blood for the surplus three litres. The other main function is that of immune defense. Lymph is very similar to blood plasma, in that it contains waste products and cellular debris, together with bacteria and proteins. The cells of the lymph are mostly lymphocytes. Associated lymphoid organs are composed of lymphoid tissue, and are the sites either of lymphocyte production or of lymphocyte activation. These include the lymph nodes (where the highest lymphocyte concentration is found), the spleen, the thymus, and the tonsils. Lymphocytes are initially generated in the bone marrow. The lymphoid organs also contain other types of cells such as stromal cells for support. Lymphoid tissue is also associated with mucosas such as mucosa-associated lymphoid tissue (MALT). Fluid from circulating blood leaks into the tissues of the body by capillary action, carrying nutrients to the cells. The fluid bathes the tissues as interstitial fluid, collecting waste products, bacteria, and damaged cells, and then drains as lymph into the lymphatic capillaries and lymphatic Document 4::: H2.00.04.4.01001: Lymphoid tissue H2.00.05.0.00001: Muscle tissue H2.00.05.1.00001: Smooth muscle tissue H2.00.05.2.00001: Striated muscle tissue H2.00.06.0.00001: Nerve tissue H2.00.06.1.00001: Neuron H2.00.06.2.00001: Synapse H2.00.06.2.00001: Neuroglia h3.01: Bones h3.02: Joints h3.03: Muscles h3.04: Alimentary system h3.05: Respiratory system h3.06: Urinary system h3.07: Genital system h3.08: The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Lymph capillaries collect the fluid that leaks from blood capillaries and slowly return it to what system? A. muscular B. cardiovascular C. gastrointestinal D. circulatory Answer:
scienceQA-56	multiple_choice	Select the reptile.	[ "eagle ray", "dwarf crocodile", "California newt", "harbor seal" ]	B	An eagle ray is a fish. It lives underwater. It has fins, not limbs. Rays have a different shape than many other fish. Rays are large and flat. They have wide, triangle-shaped fins that help them swim long distances. A harbor seal is a mammal. It has fur and feeds its young milk. Seals have flippers instead of arms! They use their flippers to swim underwater or to crawl on the beach. A dwarf crocodile is a reptile. It has scaly, waterproof skin. Crocodiles hunt their prey in or near water. A California newt is an amphibian. It has moist skin and begins its life in water. Some newts live in water. Other newts live on land but lay their eggs in water.	Relavent Documents: Document 0::: 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 1::: The Reptile Database is a scientific database that collects taxonomic information on all living reptile species (i.e. no fossil species such as dinosaurs). The database focuses on species (as opposed to higher ranks such as families) and has entries for all currently recognized ~13,000 species and their subspecies, although there is usually a lag time of up to a few months before newly described species become available online. The database collects scientific and common names, synonyms, literature references, distribution information, type information, etymology, and other taxonomically relevant information. History The database was founded in 1995 as EMBL Reptile Database when the founder, Peter Uetz, was a graduate student at the European Molecular Biology Laboratory (EMBL) in Heidelberg, Germany. Thure Etzold had developed the first web interface for the EMBL DNA sequence database which was also used as interface for the Reptile Database. In 2006 the database moved to The Institute of Genomic Research (TIGR) and briefly operated as TIGR Reptile Database until TIGR was merged into the J Craig Venter Institute (JCVI) where Uetz was an associate professor until 2010. Since 2010 the database has been maintained on servers in the Czech Republic under the supervision of Peter Uetz and Jirí Hošek, a Czech programmer. The database celebrated its 25th anniversary together with AmphibiaWeb which had its 20th anniversary in 2021. Content As of September 2020, the Reptile Database lists about 11,300 species (including another ~2,200 subspecies) in about 1200 genera (see figure), and has more than 50,000 literature references and about 15,000 photos. The database has constantly grown since its inception with an average of 100 to 200 new species described per year over the preceding decade. Recently, the database also added a more or less complete list of primary type specimens. Relationship to other databases The Reptile Database has been a member of the Species 2000 pro Document 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, have myocytes and are able to move, can reproduce sexually, and grow from a hollow sphere of cells, the blastula, during embryonic development. As of 2022, 2.16 million living animal species have been described—of which around 1.05 million are insects, over 85,000 are molluscs, and around 65,000 are vertebrates. It has been estimated there are around 7.77 million animal species. Animals range in length from to . They have complex interactions with each other and their environments, forming intricate food webs. The scientific study of animals is known as zoology. Most living animal species are in Bilateria, a clade whose members have a bilaterally symmetric body plan. The Bilateria include the protostomes, containing animals such as nematodes, arthropods, flatworms, annelids and molluscs, and the deuterostomes, containing the echinoderms and the chordates, the latter including the vertebrates. Life forms interpreted as early animals were present in the Ediacaran biota of the late Precambrian. Many modern animal phyla became clearly established in the fossil record as marine species during the Cambrian explosion, which began around 539 million years ago. 6,331 groups of genes common to all living animals have been identified; these may have arisen from a single common ancestor that lived 650 million years ago. Historically, Aristotle divided animals into those with blood and those without. Carl Linnaeus created the first hierarchical biological classification for animals in 1758 with his Systema Naturae, which Jean-Baptiste Lamarck expanded into 14 phyla by 1809. In 1874, Ernst Haeckel divided the animal kingdom into the multicellular Metazoa (now synonymous with Animalia) and the Protozoa, single-celled organisms no longer considered animals. In modern times, the biological classification of animals relies on ad Document 4::: Iguania is an infraorder of squamate reptiles that includes iguanas, chameleons, agamids, and New World lizards like anoles and phrynosomatids. Using morphological features as a guide to evolutionary relationships, the Iguania are believed to form the sister group to the remainder of the Squamata, which comprise nearly 11,000 named species, roughly 2000 of which are iguanians. However, molecular information has placed Iguania well within the Squamata as sister taxa to the Anguimorpha and closely related to snakes. The order has been under debate and revisions after being classified by Charles Lewis Camp in 1923 due to difficulties finding adequate synapomorphic morphological characteristics. Most Iguanias are arboreal but there are several terrestrial groups. They usually have primitive fleshy, non-prehensile tongues, although the tongue is highly modified in chameleons. The group has a fossil record that extends back to the Early Jurassic (the oldest known member is Bharatagama, which lived about 190 million years ago in what is now India). Today they are scattered occurring in Madagascar, the Fiji and Friendly Islands and Western Hemisphere. Classification The Iguania currently include these extant families: Clade Acrodonta Family Agamidae – agamid lizards, Old World arboreal lizards Family Chamaeleonidae – chameleons Clade Pleurodonta – American arboreal lizards, chuckwallas, iguanas Family Leiocephalidae Genus Leiocephalus: curly-tailed lizards Family Corytophanidae – helmet lizards Family Crotaphytidae – collared lizards, leopard lizards Family Hoplocercidae – dwarf and spinytail iguanas Family Iguanidae – marine, Fijian, Galapagos land, spinytail, rock, desert, green, and chuckwalla iguanas Family Tropiduridae – tropidurine lizards subclade of Tropiduridae Tropidurini – neotropical ground lizards Family Dactyloidae – anoles Family Polychrotidae subclade of Polychrotidae Polychrus Family Phrynosomatidae – North American spiny lizards Family Liolaem The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Select the reptile. A. eagle ray B. dwarf crocodile C. California newt D. harbor seal Answer:
sciq-2931	multiple_choice	Nearly all apicomplexans are parasites of what?	[ "plants", "fungi", "stars", "animals" ]	D		Relavent Documents: Document 0::: Endoparasites Protozoan organisms Helminths (worms) Helminth organisms (also called helminths or intestinal worms) include: Tapeworms Flukes Roundworms Other organisms Ectoparasites Document 1::: Entomology, the scientific study of insects and closely related terrestrial arthropods, has been impelled by the necessity of societies to protect themselves from insect-borne diseases, crop losses to pest insects, and insect-related discomfort, as well as by people's natural curiosity. This timeline article traces the history of entomology. Timelines of entomology Timeline of entomology – prior to 1800 Timeline of entomology – 1800–1850 Timeline of entomology – 1850–1900 Timeline of entomology – post 1900 History of classification Many different classifications were proposed by early entomologists. It is important to realise that whilst many early names survive, they may be at different levels in the phylogenetic hierarchy. For instance, many families were first published as genera, as for example the genus Mymar, proposed by Alexander Henry Haliday in 1829, is now represented by the family Mymaridae. History of forensic entomology See also European and American voyages of scientific exploration List of natural history dealers Document 2::: Animal science is described as "studying the biology of animals that are under the control of humankind". It can also be described as the production and management of farm animals. Historically, the degree was called animal husbandry and the animals studied were livestock species, like cattle, sheep, pigs, poultry, and horses. Today, courses available look at a broader area, including companion animals, like dogs and cats, and many exotic species. Degrees in Animal Science are offered at a number of colleges and universities. Animal science degrees are often offered at land-grant universities, which will often have on-campus farms to give students hands-on experience with livestock animals. Education Professional education in animal science prepares students for careers in areas such as animal breeding, food and fiber production, nutrition, animal agribusiness, animal behavior, and welfare. Courses in a typical Animal Science program may include genetics, microbiology, animal behavior, nutrition, physiology, and reproduction. Courses in support areas, such as genetics, soils, agricultural economics and marketing, legal aspects, and the environment also are offered. Bachelor degree At many universities, a Bachelor of Science (BS) degree in Animal Science allows emphasis in certain areas. Typical areas are species-specific or career-specific. Species-specific areas of emphasis prepare students for a career in dairy management, beef management, swine management, sheep or small ruminant management, poultry production, or the horse industry. Other career-specific areas of study include pre-veterinary medicine studies, livestock business and marketing, animal welfare and behavior, animal nutrition science, animal reproduction science, or genetics. Youth programs are also an important part of animal science programs. Pre-veterinary emphasis Many schools that offer a degree option in Animal Science also offer a pre-veterinary emphasis such as Iowa State University, th Document 3::: This glossary of entomology describes terms used in the formal study of insect species by entomologists. A–C A synthetic chlorinated hydrocarbon insecticide, toxic to vertebrates. Though its phytotoxicity is low, solvents in some formulations may damage certain crops. cf. the related Dieldrin, Endrin, Isodrin D–F A synthetic chlorinated hydrocarbon insecticide, toxic to vertebrates. cf. the related Aldrin, Endrin, Isodrin A synthetic chlorinated hydrocarbon insecticide, toxic to vertebrates. Though its phytotoxicity is low, solvents in some formulations may damage certain crops. cf. the related Dieldrin, Aldrin, Isodrin G–L A synthetic chlorinated hydrocarbon insecticide, toxic to vertebrates. Though its phytotoxicity is low, solvents in some formulations may damage certain crops. cf. the related Dieldrin, Aldrin, Endrin M–O P–R S–Z Figures See also Anatomical terms of location Butterfly Caterpillar Comstock–Needham system External morphology of Lepidoptera Glossary of ant terms Glossary of spider terms Glossary of scientific names Insect wing Pupa Document 4::: In 1989, a sudden invasion of Mediterranean fruit flies (Ceratitis capitata, "medflies") appeared in California and began devastating crops. Scientists were puzzled and said that the sudden appearance of the insects "defies logic", and some speculated "biological terrorists" were responsible. Analysis suggested that an outside hand played a role in the dense infestation. A person or group calling itself "The Breeders" took responsibility for the bioterrorist attack, as financial retaliation for the environmental damage caused by the state's Malathion aerial spraying; the group's members were never identified. Subsequently, three months after "The Breeders" announced the medfly release, the state ended its decade-long Malathion program and sought alternate ways to handle destructive insects. Background Largely because of its sunny Mediterranean climate and widespread irrigation, California is the world's fifth largest supplier of food and agriculture commodities. According to the California Department of Food and Agriculture, "California agriculture is nearly a $36.6 billion dollar industry that generates $100 billion in related economic activity." The state’s agricultural sales first exceeded $30 billion in 2004, Since 1975, California had seen small annual infestations of the medfly, typically ascribing their appearance to the casual shipping of fruit, and visits, between relatives and friends in California and Hawaii. Medflies breed rapidly and eat fruit with a voracious appetite. Notably, they represent a risk to 22 crops in California, including apples, apricots, avocados, bell peppers, cherries, dates, figs, grapes, grapefruits, kiwis, limes, mandarin oranges, nectarines, olives, oranges, peaches, pears, persimmons, plums, prunes and tomatoes. Medfly infestations are not without precedent, both in California and elsewhere in North America. Between 1975 and 1993 the state of California spent more than $170 million on medfly eradication programs meant to con The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Nearly all apicomplexans are parasites of what? A. plants B. fungi C. stars D. animals Answer:
sciq-8552	multiple_choice	Noble gases are monatomic because they only contain one of what?	[ "charges", "ions", "atoms", "molecules" ]	C		Relavent Documents: Document 0::: Nitric oxide (nitrogen oxide or nitrogen monoxide) is a colorless gas with the formula . It is one of the principal oxides of nitrogen. Nitric oxide is a free radical: it has an unpaired electron, which is sometimes denoted by a dot in its chemical formula (•N=O or •NO). Nitric oxide is also a heteronuclear diatomic molecule, a class of molecules whose study spawned early modern theories of chemical bonding. An important intermediate in industrial chemistry, nitric oxide forms in combustion systems and can be generated by lightning in thunderstorms. In mammals, including humans, nitric oxide is a signaling molecule in many physiological and pathological processes. It was proclaimed the "Molecule of the Year" in 1992. The 1998 Nobel Prize in Physiology or Medicine was awarded for discovering nitric oxide's role as a cardiovascular signalling molecule. Nitric oxide should not be confused with nitrogen dioxide (NO2), a brown gas and major air pollutant, or with nitrous oxide (N2O), an anesthetic gas. Physical properties Electronic configuration The ground state electronic configuration of NO is, in united atom notation: The first two orbitals are actually pure atomic 1sO and 1sN from oxygen and nitrogen respectively and therefore are usually not noted in the united atom notation. Orbitals noted with an asterisk are antibonding. The ordering of 5σ and 1π according to their binding energies is subject to discussion. Removal of a 1π electron leads to 6 states whose energies span over a range starting at a lower level than a 5σ electron an extending to a higher level. This is due to the different orbital momentum couplings between a 1π and a 2π electron. The lone electron in the 2π orbital makes NO a doublet (X ²Π) in its ground state whose degeneracy is split in the fine structure from spin-orbit coupling with a total momentum J= or J=. Dipole The dipole of NO has been measured experimentally to 0.15740 D and is oriented from O to N (⁻NO⁺) due to the transf Document 1::: Computer science and engineering (CSE) is an academic program at many universities which comprises computer science classes (e.g. data structures and algorithms) and computer engineering classes (e.g computer architecture). There is no clear division in computing between science and engineering, just like in the field of materials science and engineering. CSE is also a term often used in Europe to translate the name of engineering informatics academic programs. It is offered in both undergraduate as well postgraduate with specializations. Academic courses Academic programs vary between colleges, but typically include a combination of topics in computer science, computer engineering, and electrical engineering. Undergraduate courses usually include programming, algorithms and data structures, computer architecture, operating systems, computer networks, parallel computing, embedded systems, algorithms design, circuit analysis and electronics, digital logic and processor design, computer graphics, scientific computing, software engineering, database systems, digital signal processing, virtualization, computer simulations and games programming. CSE programs also include core subjects of theoretical computer science such as theory of computation, numerical methods, machine learning, programming theory and paradigms. Modern academic programs also cover emerging computing fields like image processing, data science, robotics, bio-inspired computing, computational biology, autonomic computing and artificial intelligence. Most CSE programs require introductory mathematical knowledge, hence the first year of study is dominated by mathematical courses, primarily discrete mathematics, mathematical analysis, linear algebra, probability, and statistics, as well as the basics of electrical and electronic engineering, physics, and electromagnetism. Example universities with CSE majors and departments APJ Abdul Kalam Technological University American International University-B Document 2::: 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 mathematical psychology and education theory, a knowledge space is a combinatorial structure used to formulate mathematical models describing the progression of a human learner. Knowledge spaces were introduced in 1985 by Jean-Paul Doignon and Jean-Claude Falmagne, and remain in extensive use in the education theory. Modern applications include two computerized tutoring systems, ALEKS and the defunct RATH. Formally, a knowledge space assumes that a domain of knowledge is a collection of concepts or skills, each of which must be eventually mastered. Not all concepts are interchangeable; some require other concepts as prerequisites. Conversely, competency at one skill may ease the acquisition of another through similarity. A knowledge space marks out which collections of skills are feasible: they can be learned without mastering any other skills. Under reasonable assumptions, the collection of feasible competencies forms the mathematical structure known as an antimatroid. Researchers and educators usually explore the structure of a discipline's knowledge space as a latent class model. Motivation Knowledge Space Theory attempts to address shortcomings of standardized testing when used in educational psychometry. Common tests, such as the SAT and ACT, compress a student's knowledge into a very small range of ordinal ranks, in the process effacing the conceptual dependencies between questions. Consequently, the tests cannot distinguish between true understanding and guesses, nor can they identify a student's particular weaknesses, only the general proportion of skills mastered. The goal of knowledge space theory is to provide a language by which exams can communicate What the student can do and What the student is ready to learn. Model structure Knowledge Space Theory-based models presume that an educational subject can be modeled as a finite set of concepts, skills, or topics. Each feasible state of knowledge about is then a subset of ; the set of Document 4::: Fernand Marcel Devienne (20 February 1913 (Marseille)–19 April 2003 (Cannes)) was a French physicist who developed research on molecular beams and spectrum analysis in rarefied gas environment. Life A Doctor of physics, F. Marcel Devienne was director of a research laboratory (Laboratoire de physique moléculaire des hautes énergies de Peymeinade, now closed) near Nice. He also presided yearly symposiums on molecular beams. He was one of the first to study the energy properties of triatomic hydrogen molecules and triatomic deuterium. His researches also sought to recreate interstellar-like conditions to experiment synthesis of biological compounds in such environments. Devienne also conducted extensive fast atom bombardment experiments in mass spectrometry. Honours F. M. Devienne was chevalier of the Legion of Honour, member of the New York Academy of Sciences, Fellow of the International Symposiulm on Molecular Beams, laureate of the 1997 Lazare-Carnot Prize and of the 1972 Gustave Ribaud Prize of the French Academy of Sciences. Works F. M. Devienne (ed.) Rarefied Gas Dynamics, Pergamon Press, 1960 F. M. Devienne Jets Moléculaires de Hautes Énergies, 1961 Resources F. M. Devienne facts on WorldCat F-Marcel Devienne facts on SciTech The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Noble gases are monatomic because they only contain one of what? A. charges B. ions C. atoms D. molecules Answer:
ai2_arc-167	multiple_choice	Elisa was classifying types of energy as either potential or kinetic. Which is a type of potential energy?	[ "sound energy", "radiant energy", "thermal energy", "chemical energy" ]	D		Relavent Documents: Document 0::: Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas. Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well. Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in Document 1::: Advanced Placement (AP) Physics C: Electricity and Magnetism (also known as AP Physics C: E&M or AP E&M) is an introductory physics course administered by the College Board as part of its Advanced Placement program. It is intended to proxy a second-semester calculus-based university course in electricity and magnetism. The content of Physics C: E&M overlaps with that of AP Physics 2, but Physics 2 is algebra-based and covers other topics outside of electromagnetism, while Physics C is calculus-based and only covers electromagnetism. Physics C: E&M may be combined with its mechanics counterpart to form a year-long course that prepares for both exams. Course content E&M is equivalent to an introductory college course in electricity and magnetism for physics or engineering majors. The course modules are: Electrostatics Conductors, capacitors, and dielectrics Electric circuits Magnetic fields Electromagnetism. Methods of calculus are used wherever appropriate in formulating physical principles and in applying them to physical problems. Therefore, students should have completed or be concurrently enrolled in a calculus class. AP test The course culminates in an optional exam for which high-performing students may receive some credit towards their college coursework, depending on the institution. Registration The AP examination for AP Physics C: Electricity and Magnetism is separate from the AP examination for AP Physics C: Mechanics. Before 2006, test-takers paid only once and were given the choice of taking either one or two parts of the Physics C test. Format The exam is typically administered on a Monday afternoon in May. The exam is configured in two categories: a 35-question multiple choice section and a 3-question free response section. Test takers are allowed to use an approved calculator during the entire exam. The test is weighted such that each section is worth half of the final score. This and AP Physics C: Mechanics are the shortest AP exams, with Document 2::: This is a list of topics that are included in high school physics curricula or textbooks. Mathematical Background SI Units Scalar (physics) Euclidean vector Motion graphs and derivatives Pythagorean theorem Trigonometry Motion and forces Motion Force Linear motion Linear motion Displacement Speed Velocity Acceleration Center of mass Mass Momentum Newton's laws of motion Work (physics) Free body diagram Rotational motion Angular momentum (Introduction) Angular velocity Centrifugal force Centripetal force Circular motion Tangential velocity Torque Conservation of energy and momentum Energy Conservation of energy Elastic collision Inelastic collision Inertia Moment of inertia Momentum Kinetic energy Potential energy Rotational energy Electricity and magnetism Ampère's circuital law Capacitor Coulomb's law Diode Direct current Electric charge Electric current Alternating current Electric field Electric potential energy Electron Faraday's law of induction Ion Inductor Joule heating Lenz's law Magnetic field Ohm's law Resistor Transistor Transformer Voltage Heat Entropy First law of thermodynamics Heat Heat transfer Second law of thermodynamics Temperature Thermal energy Thermodynamic cycle Volume (thermodynamics) Work (thermodynamics) Waves Wave Longitudinal wave Transverse waves Transverse wave Standing Waves Wavelength Frequency Light Light ray Speed of light Sound Speed of sound Radio waves Harmonic oscillator Hooke's law Reflection Refraction Snell's law Refractive index Total internal reflection Diffraction Interference (wave propagation) Polarization (waves) Vibrating string Doppler effect Gravity Gravitational potential Newton's law of universal gravitation Newtonian constant of gravitation See also Outline of physics Physics education Document 3::: 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::: Advanced Placement (AP) Physics C: Mechanics (also known as AP Mechanics) is an introductory physics course administered by the College Board as part of its Advanced Placement program. It is intended to proxy a one-semester calculus-based university course in mechanics. The content of Physics C: Mechanics overlaps with that of AP Physics 1, but Physics 1 is algebra-based, while Physics C is calculus-based. Physics C: Mechanics may be combined with its electricity and magnetism counterpart to form a year-long course that prepares for both exams. Course content Intended to be equivalent to an introductory college course in mechanics for physics or engineering majors, the course modules are: Kinematics Newton's laws of motion Work, energy and power Systems of particles and linear momentum Circular motion and rotation Oscillations and gravitation. Methods of calculus are used wherever appropriate in formulating physical principles and in applying them to physical problems. Therefore, students should have completed or be concurrently enrolled in a Calculus I class. This course is often compared to AP Physics 1: Algebra Based for its similar course material involving kinematics, work, motion, forces, rotation, and oscillations. However, AP Physics 1: Algebra Based lacks concepts found in Calculus I, like derivatives or integrals. This course may be combined with AP Physics C: Electricity and Magnetism to make a unified Physics C course that prepares for both exams. AP test The course culminates in an optional exam for which high-performing students may receive some credit towards their college coursework, depending on the institution. Registration The AP examination for AP Physics C: Mechanics is separate from the AP examination for AP Physics C: Electricity and Magnetism. Before 2006, test-takers paid only once and were given the choice of taking either one or two parts of the Physics C test. Format The exam is typically administered on a Monday aftern The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Elisa was classifying types of energy as either potential or kinetic. Which is a type of potential energy? A. sound energy B. radiant energy C. thermal energy D. chemical energy Answer:
sciq-10787	multiple_choice	Data from paleontology offer insights into the early evolution of what?	[ "fungi", "acids", "cells", "neurons" ]	A		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::: The history of life on Earth seems to show a clear trend; for example, it seems intuitive that there is a trend towards increasing complexity in living organisms. More recently evolved organisms, such as mammals, appear to be much more complex than organisms, such as bacteria, which have existed for a much longer period of time. However, there are theoretical and empirical problems with this claim. From a theoretical perspective, it appears that there is no reason to expect evolution to result in any largest-scale trends, although small-scale trends, limited in time and space, are expected (Gould, 1997). From an empirical perspective, it is difficult to measure complexity and, when it has been measured, the evidence does not support a largest-scale trend (McShea, 1996). History Many of the founding figures of evolution supported the idea of Evolutionary progress which has fallen from favour, but the work of Francisco J. Ayala and Michael Ruse suggests is still influential. Hypothetical largest-scale trends McShea (1998) discusses eight features of organisms that might indicate largest-scale trends in evolution: entropy, energy intensiveness, evolutionary versatility, developmental depth, structural depth, adaptedness, size, complexity. He calls these "live hypotheses", meaning that trends in these features are currently being considered by evolutionary biologists. McShea observes that the most popular hypothesis, among scientists, is that there is a largest-scale trend towards increasing complexity. Evolutionary theorists agree that there are local trends in evolution, such as increasing brain size in hominids, but these directional changes do not persist indefinitely, and trends in opposite directions also occur (Gould, 1997). Evolution causes organisms to adapt to their local environment; when the environment changes, the direction of the trend may change. The question of whether there is evolutionary progress is better formulated as the question of whether Document 2::: In biology, cell theory is a scientific theory first formulated in the mid-nineteenth century, that organisms are made up of cells, that they are the basic structural/organizational unit of all organisms, and that all cells come from pre-existing cells. Cells are the basic unit of structure in all organisms and also the basic unit of reproduction. The theory was once universally accepted, but now some biologists consider non-cellular entities such as viruses living organisms, and thus disagree with the first tenet. As of 2021: "expert opinion remains divided roughly a third each between yes, no and don’t know". As there is no universally accepted definition of life, discussion still continues. History 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 it was believed no one else had seen these. To further support his theory, Matthias Schleiden and Theodor Schwann both also studied cells of both animal and plants. What they discovered were significant differences between the two types of cells. This put forth the idea that cells were not only fundamental to plants, but animals as well. Microscopes The discovery of the cell was made possible through the invention of the microscope. In the first century BC, Romans were able to make glass. They discovered that objects appeared to be larger under the glass. The expanded use of lenses in eyeglasses in the 13th century probably led to wider spread use of simple microscopes (magnifying glasses) with limited magnification. Compound microscopes, which combine an objective lens with an eyepiece to view a real image achieving much higher magnification, first appeared in Europe around 1620. In 1665, Robert Hooke used a microscope Document 3::: In evolutionary biology, megatrajectories are the major evolutionary milestones and directions in the evolution of life. Posited by A. H. Knoll and Richard K. Bambach in their 2000 collaboration, "Directionality in the History of Life," Knoll and Bamback argue that, in consideration of the problem of progress in evolutionary history, a middle road that encompasses both contingent and convergent features of biological evolution may be attainable through the idea of the megatrajectory: We believe that six broad megatrajectories capture the essence of vectoral change in the history of life. The megatrajectories for a logical sequence dictated by the necessity for complexity level N to exist before N+1 can evolve...In the view offered here, each megatrajectory adds new and qualitatively distinct dimensions to the way life utilizes ecospace. According to Knoll and Bambach, the six megatrajectories outlined by biological evolution thus far are: the origin of life to the "Last Common Ancestor" prokaryote diversification unicellular eukaryote diversification multicellular organisms land organisms appearance of intelligence and technology Milan M. Ćirković and Robert Bradbury, have taken the megatrajectory concept one step further by theorizing that a seventh megatrajectory exists: postbiological evolution triggered by the emergence of artificial intelligence at least equivalent to the biologically-evolved one, as well as the invention of several key technologies of the similar level of complexity and environmental impact, such as molecular nanoassembling or stellar uplifting. See also Intelligence principle Document 4::: Gerd B. Müller (born 1953) is an Austrian biologist who is emeritus professor at the University of Vienna where he was the head of the Department of Theoretical Biology in the Center for Organismal Systems Biology. His research interests focus on vertebrate limb development, evolutionary novelties, evo-devo theory, and the Extended Evolutionary Synthesis. He is also concerned with the development of 3D based imaging tools in developmental biology. Biography Müller received an M.D. in 1979 and a Ph.D. in zoology in 1985, both from the University of Vienna. He has been a sabbatical fellow at the Department of Developmental Biology, Dalhousie University, Canada, (1988) and a visiting scholar at the Museum of Comparative Zoology, Harvard University, and received his Habilitation in Anatomy and Embryology in 1989. He is a founding member of the Konrad Lorenz Institute for Evolution and Cognition Research, Klosterneuburg, Austria, of which he has been President since 1997. Müller is on the editorial boards of several scientific journals, including Biological Theory where he serves as an associate editor. He is editor-in-chief of the Vienna Series in Theoretical Biology, a book series devoted to theoretical developments in the biosciences, published by MIT Press. Scientific contribution Müller has published on developmental imaging, vertebrate limb development, the origins of phenotypic novelty, EvoDevo theory, and evolutionary theory. With the cell and developmental biologist Stuart Newman, Müller co-edited the book Origination of Organismal Form (MIT Press, 2003). This book on evolutionary developmental biology is a collection of papers on generative mechanisms that were plausibly involved in the origination of disparate body forms during early periods of organismal life. Particular attention is given to epigenetic factors, such as physical determinants and environmental parameters, that may have led to the spontaneous emergence of bodyplans and organ forms during a The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Data from paleontology offer insights into the early evolution of what? A. fungi B. acids C. cells D. neurons Answer:
sciq-2294	multiple_choice	What is the biogeochemical cycle that recycles water called?	[ "water cycle", "water theory", "Liquid Cycle", "Water Table" ]	A		Relavent Documents: Document 0::: The water cycle, also known as the hydrologic cycle or the hydrological cycle, is a biogeochemical cycle that describes the continuous movement of water on, above and below the surface of the Earth. The mass of water on Earth remains fairly constant over time but the partitioning of the water into the major reservoirs of ice, fresh water, saline water (salt water) and atmospheric water is variable depending on a wide range of climatic variables. The water moves from one reservoir to another, such as from river to ocean, or from the ocean to the atmosphere, by the physical processes of evaporation, transpiration, condensation, precipitation, infiltration, surface runoff, and subsurface flow. In doing so, the water goes through different forms: liquid, solid (ice) and vapor. The ocean plays a key role in the water cycle as it is the source of 86% of global evaporation. The water cycle involves the exchange of energy, which leads to temperature changes. When water evaporates, it takes up energy from its surroundings and cools the environment. When it condenses, it releases energy and warms the environment. These heat exchanges influence climate. The evaporative phase of the cycle purifies water, causing salts and other solids picked up during the cycle to be left behind, and then the condensation phase in the atmosphere replenishes the land with freshwater. The flow of liquid water and ice transports minerals across the globe. It is also involved in reshaping the geological features of the Earth, through processes including erosion and sedimentation. The water cycle is also essential for the maintenance of most life and ecosystems on the planet. Description Overall process The water cycle is powered from the energy emitted by the sun. This energy heats water in the ocean and seas. Water evaporates as water vapor into the air. Some ice and snow sublimates directly into water vapor. Evapotranspiration is water transpired from plants and evaporated from the soil. Th Document 1::: A biogeochemical cycle, or more generally a cycle of matter, is the movement and transformation of chemical elements and compounds between living organisms, the atmosphere, and the Earth's crust. Major biogeochemical cycles include the carbon cycle, the nitrogen cycle and the water cycle. In each cycle, the chemical element or molecule is transformed and cycled by living organisms and through various geological forms and reservoirs, including the atmosphere, the soil and the oceans. It can be thought of as the pathway by which a chemical substance cycles (is turned over or moves through) the biotic compartment and the abiotic compartments of Earth. The biotic compartment is the biosphere and the abiotic compartments are the atmosphere, lithosphere and hydrosphere. For example, in the carbon cycle, atmospheric carbon dioxide is absorbed by plants through photosynthesis, which converts it into organic compounds that are used by organisms for energy and growth. Carbon is then released back into the atmosphere through respiration and decomposition. Additionally, carbon is stored in fossil fuels and is released into the atmosphere through human activities such as burning fossil fuels. In the nitrogen cycle, atmospheric nitrogen gas is converted by plants into usable forms such as ammonia and nitrates through the process of nitrogen fixation. These compounds can be used by other organisms, and nitrogen is returned to the atmosphere through denitrification and other processes. In the water cycle, the universal solvent water evaporates from land and oceans to form clouds in the atmosphere, and then precipitates back to different parts of the planet. Precipitation can seep into the ground and become part of groundwater systems used by plants and other organisms, or can runoff the surface to form lakes and rivers. Subterranean water can then seep into the ocean along with river discharges, rich with dissolved and particulate organic matter and other nutrients. There are bio Document 2::: A nutrient cycle (or ecological recycling) is the movement and exchange of inorganic and organic matter back into the production of matter. Energy flow is a unidirectional and noncyclic pathway, whereas the movement of mineral nutrients is cyclic. Mineral cycles include the carbon cycle, sulfur cycle, nitrogen cycle, water cycle, phosphorus cycle, oxygen cycle, among others that continually recycle along with other mineral nutrients into productive ecological nutrition. Overview The nutrient cycle is nature's recycling system. All forms of recycling have feedback loops that use energy in the process of putting material resources back into use. Recycling in ecology is regulated to a large extent during the process of decomposition. Ecosystems employ biodiversity in the food webs that recycle natural materials, such as mineral nutrients, which includes water. Recycling in natural systems is one of the many ecosystem services that sustain and contribute to the well-being of human societies. There is much overlap between the terms for the biogeochemical cycle and nutrient cycle. Most textbooks integrate the two and seem to treat them as synonymous terms. However, the terms often appear independently. Nutrient cycle is more often used in direct reference to the idea of an intra-system cycle, where an ecosystem functions as a unit. From a practical point, it does not make sense to assess a terrestrial ecosystem by considering the full column of air above it as well as the great depths of Earth below it. While an ecosystem often has no clear boundary, as a working model it is practical to consider the functional community where the bulk of matter and energy transfer occurs. Nutrient cycling occurs in ecosystems that participate in the "larger biogeochemical cycles of the earth through a system of inputs and outputs." Complete and closed loop Ecosystems are capable of complete recycling. Complete recycling means that 100% of the waste material can be reconstituted inde 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::: 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 The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What is the biogeochemical cycle that recycles water called? A. water cycle B. water theory C. Liquid Cycle D. Water Table Answer:
sciq-10004	multiple_choice	What must be overcome to change the motion of an object?	[ "density", "pressure", "inertia", "weight" ]	C		Relavent Documents: Document 0::: <noinclude> Physics education research (PER) is a form of discipline-based education research specifically related to the study of the teaching and learning of physics, often with the aim of improving the effectiveness of student learning. PER draws from other disciplines, such as sociology, cognitive science, education and linguistics, and complements them by reflecting the disciplinary knowledge and practices of physics. Approximately eighty-five institutions in the United States conduct research in science and physics education. Goals One primary goal of PER is to develop pedagogical techniques and strategies that will help students learn physics more effectively and help instructors to implement these techniques. Because even basic ideas in physics can be confusing, together with the possibility of scientific misconceptions formed from teaching through analogies, lecturing often does not erase common misconceptions about physics that students acquire before they are taught physics. Research often focuses on learning more about common misconceptions that students bring to the physics classroom so that techniques can be devised to help students overcome these misconceptions. In most introductory physics courses, mechanics is usually the first area of physics that is taught. Newton's laws of motion about interactions between forces and objects are central to the study of mechanics. Many students hold the Aristotelian misconception that a net force is required to keep a body moving; instead, motion is modeled in modern physics with Newton's first law of inertia, stating that a body will keep its state of rest or movement unless a net force acts on the body. Like students who hold this misconception, Newton arrived at his three laws of motion through empirical analysis, although he did it with an extensive study of data that included astronomical observations. Students can erase such as misconception in a nearly frictionless environment, where they find that Document 1::: Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas. Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below: During adiabatic expansion of an ideal gas, its temperatureincreases decreases stays the same Impossible to tell/need more information The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well. Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in Document 2::: In physics, a number of noted theories of the motion of objects have developed. Among the best known are: Classical mechanics Newton's laws of motion Euler's laws of motion Cauchy's equations of motion Kepler's laws of planetary motion General relativity Special relativity Quantum mechanics Motion (physics) Document 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::: 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 The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What must be overcome to change the motion of an object? A. density B. pressure C. inertia D. weight Answer:
sciq-6017	multiple_choice	What is the largest taxonomic rank?	[ "domain", "sublet", "core", "top" ]	A		Relavent Documents: Document 0::: Several universities have designed interdisciplinary courses with a focus on human biology at the undergraduate level. There is a wide variation in emphasis ranging from business, social studies, public policy, healthcare and pharmaceutical research. Americas Human Biology major at Stanford University, Palo Alto (since 1970) Stanford's Human Biology Program is an undergraduate major; it integrates the natural and social sciences in the study of human beings. It is interdisciplinary and policy-oriented and was founded in 1970 by a group of Stanford faculty (Professors Dornbusch, Ehrlich, Hamburg, Hastorf, Kennedy, Kretchmer, Lederberg, and Pittendrigh). It is a very popular major and alumni have gone to post-graduate education, medical school, law, business and government. Human and Social Biology (Caribbean) Human and Social Biology is a Level 4 & 5 subject in the secondary and post-secondary schools in the Caribbean and is optional for the Caribbean Secondary Education Certification (CSEC) which is equivalent to Ordinary Level (O-Level) under the British school system. The syllabus centers on structure and functioning (anatomy, physiology, biochemistry) of human body and the relevance to human health with Caribbean-specific experience. The syllabus is organized under five main sections: Living organisms and the environment, life processes, heredity and variation, disease and its impact on humans, the impact of human activities on the environment. Human Biology Program at University of Toronto The University of Toronto offers an undergraduate program in Human Biology that is jointly offered by the Faculty of Arts & Science and the Faculty of Medicine. The program offers several major and specialist options in: human biology, neuroscience, health & disease, global health, and fundamental genetics and its applications. Asia BSc (Honours) Human Biology at All India Institute of Medical Sciences, New Delhi (1980–2002) BSc (honours) Human Biology at AIIMS (New Document 1::: 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::: The School of Textile and Clothing industries (ESITH) is a Moroccan engineering school, established in 1996, that focuses on textiles and clothing. It was created in collaboration with ENSAIT and ENSISA, as a result of a public private partnership designed to grow a key sector in the Moroccan economy. The partnership was successful and has been used as a model for other schools. ESITH is the only engineering school in Morocco that provides a comprehensive program in textile engineering with internships for students at the Canadian Group CTT. Edith offers three programs in industrial engineering: product management, supply chain, and logistics, and textile and clothing Document 3::: 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. What is the largest taxonomic rank? A. domain B. sublet C. core D. top Answer:
sciq-7716	multiple_choice	Air temperature changes as what increases?	[ "density", "pressure", "salinity", "altitude" ]	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 temperature gradient is a physical quantity that describes in which direction and at what rate the temperature changes the most rapidly around a particular location. The temperature gradient is a dimensional quantity expressed in units of degrees (on a particular temperature scale) per unit length. The SI unit is kelvin per meter (K/m). Temperature gradients in the atmosphere are important in the atmospheric sciences (meteorology, climatology and related fields). Mathematical description Assuming that the temperature T is an intensive quantity, i.e., a single-valued, continuous and differentiable function of three-dimensional space (often called a scalar field), i.e., that where x, y and z are the coordinates of the location of interest, then the temperature gradient is the vector quantity defined as Physical processes Climatology On a global and annual basis, the dynamics of the atmosphere (and the oceans) can be understood as attempting to reduce the large difference of temperature between the poles and the equator by redistributing warm and cold air and water, known as Earth's heat engine. Meteorology Differences in air temperature between different locations are critical in weather forecasting and climate. The absorption of solar light at or near the planetary surface increases the temperature gradient and may result in convection (a major process of cloud formation, often associated with precipitation). Meteorological fronts are regions where the horizontal temperature gradient may reach relatively high values, as these are boundaries between air masses with rather distinct properties. Clearly, the temperature gradient may change substantially in time, as a result of diurnal or seasonal heating and cooling for instance. This most likely happens during an inversion. For instance, during the day the temperature at ground level may be cold while it's warmer up in the atmosphere. As the day shifts over to night the temperature might drop rapidly while 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::: In atmospheric science, an atmospheric model is a mathematical model constructed around the full set of primitive, dynamical equations which govern atmospheric motions. It can supplement these equations with parameterizations for turbulent diffusion, radiation, moist processes (clouds and precipitation), heat exchange, soil, vegetation, surface water, the kinematic effects of terrain, and convection. Most atmospheric models are numerical, i.e. they discretize equations of motion. They can predict microscale phenomena such as tornadoes and boundary layer eddies, sub-microscale turbulent flow over buildings, as well as synoptic and global flows. The horizontal domain of a model is either global, covering the entire Earth, or regional (limited-area), covering only part of the Earth. The different types of models run are thermotropic, barotropic, hydrostatic, and nonhydrostatic. Some of the model types make assumptions about the atmosphere which lengthens the time steps used and increases computational speed. Forecasts are computed using mathematical equations for the physics and dynamics of the atmosphere. These equations are nonlinear and are impossible to solve exactly. Therefore, numerical methods obtain approximate solutions. Different models use different solution methods. Global models often use spectral methods for the horizontal dimensions and finite-difference methods for the vertical dimension, while regional models usually use finite-difference methods in all three dimensions. For specific locations, model output statistics use climate information, output from numerical weather prediction, and current surface weather observations to develop statistical relationships which account for model bias and resolution issues. Types The main assumption made by the thermotropic model is that while the magnitude of the thermal wind may change, its direction does not change with respect to height, and thus the baroclinicity in the atmosphere can be simulated usi Document 4::: A reference atmospheric model describes how the ideal gas properties (namely: pressure, temperature, density, and molecular weight) of an atmosphere change, primarily as a function of altitude, and sometimes also as a function of latitude, day of year, etc. A static atmospheric model has a more limited domain, excluding time. A standard atmosphere is defined by the World Meteorological Organization as "a hypothetical vertical distribution of atmospheric temperature, pressure and density which, by international agreement, is roughly representative of year-round, midlatitude conditions." Typical usages are as a basis for pressure altimeter calibrations, aircraft performance calculations, aircraft and rocket design, ballistic tables, and meteorological diagrams." For example, the U.S. Standard Atmosphere derives the values for air temperature, pressure, and mass density, as a function of altitude above sea level. Other static atmospheric models may have other outputs, or depend on inputs besides altitude. Basic assumptions The gas which comprises an atmosphere is usually assumed to be an ideal gas, which is to say: Where ρ is mass density, M is average molecular weight, P is pressure, T is temperature, and R is the ideal gas constant. The gas is held in place by so-called "hydrostatic" forces. That is to say, for a particular layer of gas at some altitude: the downward (towards the planet) force of its weight, the downward force exerted by pressure in the layer above it, and the upward force exerted by pressure in the layer below, all sum to zero. Mathematically this is: Finally, these variables describing the system do not change with time; i.e. it is a static system. g_0, gravitational acceleration is used here as a constant, with same value as standard gravity (average acceleration due to gravity on the surface of the Earth or other big body). For the basis of simplicity it doesn't vary with latitude, altitude or location. The variation due to all these The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. Air temperature changes as what increases? A. density B. pressure C. salinity D. altitude Answer:
scienceQA-1493	multiple_choice	What do these two changes have in common? cutting a piece of rope breaking a stick in half	[ "Both are chemical changes.", "Both are caused by cooling.", "Both are caused by heating.", "Both are only physical changes." ]	D	Step 1: Think about each change. Cutting a piece of rope is a physical change. The rope is shorter after you cut it. But it is still made of the same type of matter as the uncut rope. Breaking a stick in half is a physical change. The stick gets broken into two pieces. But the pieces are still made of the same type of matter as the original stick. 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::: Adaptive comparative judgement is a technique borrowed from psychophysics which is able to generate reliable results for educational assessment – as such it is an alternative to traditional exam script marking. In the approach, judges are presented with pairs of student work and are then asked to choose which is better, one or the other. By means of an iterative and adaptive algorithm, a scaled distribution of student work can then be obtained without reference to criteria. Introduction Traditional exam script marking began in Cambridge 1792 when, with undergraduate numbers rising, the importance of proper ranking of students was growing. So in 1792 the new Proctor of Examinations, William Farish, introduced marking, a process in which every examiner gives a numerical score to each response by every student, and the overall total mark puts the students in the final rank order. Francis Galton (1869) noted that, in an unidentified year about 1863, the Senior Wrangler scored 7,634 out of a maximum of 17,000, while the Second Wrangler scored 4,123. (The 'Wooden Spoon' scored only 237.) Prior to 1792, a team of Cambridge examiners convened at 5pm on the last day of examining, reviewed the 19 papers each student had sat – and published their rank order at midnight. Marking solved the problems of numbers and prevented unfair personal bias, and its introduction was a step towards modern objective testing, the format it is best suited to. But the technology of testing that followed, with its major emphasis on reliability and the automatisation of marking, has been an uncomfortable partner for some areas of educational achievement: assessing writing or speaking, and other kinds of performance need something more qualitative and judgemental. The technique of Adaptive Comparative Judgement is an alternative to marking. It returns to the pre-1792 idea of sorting papers according to their quality, but retains the guarantee of reliability and fairness. It is by far the most rel Document 3::: Analysis (: analyses) is the process of breaking a complex topic or substance into smaller parts in order to gain a better understanding of it. The technique has been applied in the study of mathematics and logic since before Aristotle (384–322 B.C.), though analysis as a formal concept is a relatively recent development. The word comes from the Ancient Greek (analysis, "a breaking-up" or "an untying;" from ana- "up, throughout" and lysis "a loosening"). From it also comes the word's plural, analyses. As a formal concept, the method has variously been ascribed to Alhazen, René Descartes (Discourse on the Method), and Galileo Galilei. It has also been ascribed to Isaac Newton, in the form of a practical method of physical discovery (which he did not name). The converse of analysis is synthesis: putting the pieces back together again in a new or different whole. Applications Science The field of chemistry uses analysis in three ways: to identify the components of a particular chemical compound (qualitative analysis), to identify the proportions of components in a mixture (quantitative analysis), and to break down chemical processes and examine chemical reactions between elements of matter. For an example of its use, analysis of the concentration of elements is important in managing a nuclear reactor, so nuclear scientists will analyze neutron activation to develop discrete measurements within vast samples. A matrix can have a considerable effect on the way a chemical analysis is conducted and the quality of its results. Analysis can be done manually or with a device. Types of Analysis: A) Qualitative Analysis: It is concerned with which components are in a given sample or compound. Example: Precipitation reaction B) Quantitative Analysis: It is to determine the quantity of individual component present in a given sample or compound. Example: To find concentration by uv-spectrophotometer. Isotopes Chemists can use isotope analysis to assist analysts with i Document 4::: Test equating traditionally refers to the statistical process of determining comparable scores on different forms of an exam. It can be accomplished using either classical test theory or item response theory. In item response theory, equating is the process of placing scores from two or more parallel test forms onto a common score scale. The result is that scores from two different test forms can be compared directly, or treated as though they came from the same test form. When the tests are not parallel, the general process is called linking. It is the process of equating the units and origins of two scales on which the abilities of students have been estimated from results on different tests. The process is analogous to equating degrees Fahrenheit with degrees Celsius by converting measurements from one scale to the other. The determination of comparable scores is a by-product of equating that results from equating the scales obtained from test results. Purpose Suppose that Dick and Jane both take a test to become licensed in a certain profession. Because the high stakes (you get to practice the profession if you pass the test) may create a temptation to cheat, the organization that oversees the test creates two forms. If we know that Dick scored 60% on form A and Jane scored 70% on form B, do we know for sure which one has a better grasp of the material? What if form A is composed of very difficult items, while form B is relatively easy? Equating analyses are performed to address this very issue, so that scores are as fair as possible. Equating in item response theory In item response theory, person "locations" (measures of some quality being assessed by a test) are estimated on an interval scale; i.e., locations are estimated in relation to a unit and origin. It is common in educational assessment to employ tests in order to assess different groups of students with the intention of establishing a common scale by equating the origins, and when appropri The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What do these two changes have in common? cutting a piece of rope breaking a stick in half A. Both are chemical changes. B. Both are caused by cooling. C. Both are caused by heating. D. Both are only physical changes. Answer:
sciq-2973	multiple_choice	What part of an animal helps to prevent water loss and gives support and protection?	[ "membrane", "cuticle", "exoskeleton", "backbone" ]	C		Relavent Documents: Document 0::: Tissue hydration is the process of absorbing and retaining water in biological tissues. Plants Land plants maintain adequate tissue hydration by means of an outer waterproof layer. In soft or green tissues, this is usually a waxy cuticle over the outer epidermis. In older, woody tissues, waterproofing chemicals are present in the secondary cell wall that limit or inhibit the flow of water. Vascular plants also possess an internal vascular system that distributes fluids throughout the plant. Some xerophytes, such as cacti and other desert plants, have mucilage in their tissues. This is a sticky substance that holds water within the plant, reducing the rate of dehydration. Some seeds and spores remain dormant until adequate moisture is present, at which time the seed or spore begins to germinate. Animals Animals maintain adequate tissue hydration by means of (1) an outer skin, shell, or cuticle; (2) a fluid-filled coelom cavity; and (3) a circulatory system. Hydration of fat free tissues, ratio of total body water to fat free body mass, is stable at 0.73 in mammals. In humans, a significant drop in tissue hydration can lead to the medical condition of dehydration. This may result from loss of water itself, loss of electrolytes, or a loss of blood plasma. Administration of hydrational fluids as part of sound dehydration management is necessary to avoid severe complications, and in some cases, death. Some invertebrates are able to survive extreme desiccation of their tissues by entering a state of cryptobiosis. See also Osmoregulation Document 1::: A muscular hydrostat is a biological structure found in animals. It is used to manipulate items (including food) or to move its host about and consists mainly of muscles with no skeletal support. It performs its hydraulic movement without fluid in a separate compartment, as in a hydrostatic skeleton. A muscular hydrostat, like a hydrostatic skeleton, relies on the fact that water is effectively incompressible at physiological pressures. In contrast to a hydrostatic skeleton, where muscle surrounds a fluid-filled cavity, a muscular hydrostat is composed mainly of muscle tissue. Since muscle tissue itself is mainly made of water and is also effectively incompressible, similar principles apply. Muscular anatomy Muscles provide the force to move a muscular hydrostat. Since muscles are only able to produce force by contracting and becoming shorter, different groups of muscles have to work against each other, with one group relaxing and lengthening as the other group provides the force by contracting. Such complementary muscle groups are termed antagonistic pairs. The muscle fibers in a muscular hydrostat are oriented in three directions: parallel to the long axis, perpendicular to the long axis, and wrapped obliquely around the long axis. The muscles parallel to the long axis are arranged in longitudinal bundles. The more peripherally these are located, the more elaborate bending movements are possible. A more peripheral distribution is found in tetrapod tongues, octopus arms, nautilus tentacles, and elephant trunks. Tongues that are adapted for protrusion typically have centrally located longitudinal fibers. These are found in snake tongues, many lizard tongues, and the mammalian anteaters. The muscles perpendicular to the long axis may be arranged in a transverse, circular, or radial pattern. A transverse arrangement involves sheets of muscle fibers running perpendicular to the long axis, usually alternating between horizontal and vertical orientations. Document 2::: A hydroid is a type of vascular cell that occurs in certain bryophytes. In some mosses such as members of the Polytrichaceae family, hydroids form the innermost layer of cells in the stem. At maturity they are long, colourless, thin walled cells of small diameter, containing water but no living protoplasm. Collectively, hydroids function as a conducting tissue, known as the hydrome, transporting water and minerals drawn from the soil. They are surrounded by bundles of living cells known as leptoids which carry sugars and other nutrients in solution. The hydroids are analogous to the tracheids of vascular plants but there is no lignin present in the cell walls to provide structural support. Hydroids have been found in some fossilised plants from the Rhynie chert, including Aglaophyton, where they were initially mistaken for xylem tracheids. See also Leptoid, a related sucrose-transporting vessel analogous to the phloem of vascular plants Document 3::: Fish anatomy is the study of the form or morphology of fish. It can be contrasted with fish physiology, which is the study of how the component parts of fish function together in the living fish. In practice, fish anatomy and fish physiology complement each other, the former dealing with the structure of a fish, its organs or component parts and how they are put together, such as might be observed on the dissecting table or under the microscope, and the latter dealing with how those components function together in living fish. The anatomy of fish is often shaped by the physical characteristics of water, the medium in which fish live. Water is much denser than air, holds a relatively small amount of dissolved oxygen, and absorbs more light than air does. The body of a fish is divided into a head, trunk and tail, although the divisions between the three are not always externally visible. The skeleton, which forms the support structure inside the fish, is either made of cartilage (cartilaginous fish) or bone (bony fish). The main skeletal element is the vertebral column, composed of articulating vertebrae which are lightweight yet strong. The ribs attach to the spine and there are no limbs or limb girdles. The main external features of the fish, the fins, are composed of either bony or soft spines called rays which, with the exception of the caudal fins, have no direct connection with the spine. They are supported by the muscles which compose the main part of the trunk. The heart has two chambers and pumps the blood through the respiratory surfaces of the gills and then around the body in a single circulatory loop. The eyes are adapted for seeing underwater and have only local vision. There is an inner ear but no external or middle ear. Low-frequency vibrations are detected by the lateral line system of sense organs that run along the length of the sides of fish, which responds to nearby movements and to changes in water pressure. Sharks and rays are basal fish with Document 4::: Catch connective tissue (also called mutable collagenous tissue) is a kind of connective tissue found in echinoderms (such as starfish and sea cucumbers) which can change its mechanical properties in a few seconds or minutes through nervous control rather than by muscular means. Connective tissue, including dermis, tendons and ligaments, is one of four main animal tissues. Usual connective tissue does not change its stiffness except in the slow process of aging. Catch connective tissue, however, shows rapid, large and reversible stiffness changes in response to stimulation under nervous control. This connective tissue is specific to echinoderms in which it works in posture maintenance and mechanical defense with low energy expenditure, and in body fission and autotomy. The stiffness changes of this tissue are due to the changes in the stiffness of extracellular materials. The small amount of muscle cells that are sometimes found scattered in this tissue has little influence on the stiffness-change mechanisms. Tissue distribution Catch connective tissue is found in all the extant classes of echinoderms. Sea lilies and feather stars: ligaments connecting ossicles of arms, stalks and cirri. Starfish: body-wall dermis; walls of tube feet. Brittle stars: intervertebral ligaments; autotomy tendons of arm muscles. Sea urchins: ligaments or catch apparatus, connecting spines to tests of sea urchins; tooth ligaments; compass depressor "muscles", which are in fact mostly made of connective tissues. Sea cucumbers: body-wall dermis. Early echinoderms were sessile organisms that fed on suspended particles carried by water currents. Their body was covered with imbricate small skeletal plates. The arrangement of plates suggests that plates worked as sliding joints so as animals to be able to change their body shape: they could possibly take an extended feeding posture and a flat "hiding" posture. The body plates might be connected with catch connective tissue that allowed early The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What part of an animal helps to prevent water loss and gives support and protection? A. membrane B. cuticle C. exoskeleton D. backbone Answer:
sciq-6697	multiple_choice	What type of power is generated using a nonrenewable resource?	[ "water power", "wind power", "solar power", "nuclear power" ]	D		Relavent Documents: Document 0::: This page lists examples of the power in watts produced by various sources of energy. They are grouped by orders of magnitude from small to large. Below 1 W 1 to 102 W 103 to 108 W The productive capacity of electrical generators operated by utility companies is often measured in MW. Few things can sustain the transfer or consumption of energy on this scale; some of these events or entities include: lightning strikes, naval craft (such as aircraft carriers and submarines), engineering hardware, and some scientific research equipment (such as supercolliders and large lasers). For reference, about 10,000 100-watt lightbulbs or 5,000 computer systems would be needed to draw 1 MW. Also, 1 MW is approximately 1360 horsepower. Modern high-power diesel-electric locomotives typically have a peak power of 3–5 MW, while a typical modern nuclear power plant produces on the order of 500–2000 MW peak output. 109 to 1014 W 1015 to 1026 W Over 1027 W See also Orders of magnitude (energy) Orders of magnitude (voltage) World energy resources and consumption International System of Units (SI) SI prefix Notes Document 1::: A non-renewable resource (also called a finite resource) is a natural resource that cannot be readily replaced by natural means at a pace quick enough to keep up with consumption. An example is carbon-based fossil fuels. The original organic matter, with the aid of heat and pressure, becomes a fuel such as oil or gas. Earth minerals and metal ores, fossil fuels (coal, petroleum, natural gas) and groundwater in certain aquifers are all considered non-renewable resources, though individual elements are always conserved (except in nuclear reactions, nuclear decay or atmospheric escape). Conversely, resources such as timber (when harvested sustainably) and wind (used to power energy conversion systems) are considered renewable resources, largely because their localized replenishment can occur within time frames meaningful to humans as well. Earth minerals and metal ores Earth minerals and metal ores are examples of non-renewable resources. The metals themselves are present in vast amounts in Earth's crust, and their extraction by humans only occurs where they are concentrated by natural geological processes (such as heat, pressure, organic activity, weathering and other processes) enough to become economically viable to extract. These processes generally take from tens of thousands to millions of years, through plate tectonics, tectonic subsidence and crustal recycling. The localized deposits of metal ores near the surface which can be extracted economically by humans are non-renewable in human time-frames. There are certain rare earth minerals and elements that are more scarce and exhaustible than others. These are in high demand in manufacturing, particularly for the electronics industry. Fossil fuels Natural resources such as coal, petroleum(crude oil) and natural gas take thousands of years to form naturally and cannot be replaced as fast as they are being consumed. Eventually it is considered that fossil-based resources will become too costly to harvest and 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::: Peltric set is a term referring to the combination of a Pelton wheel and an electric generator, and is a useful water-powered turbine for mountainous regions where the head available is generally high but the flow is low. This set can be economically connected in an existing break pressure tank of a drinking water supply line. Electrical generators Water turbines Document 4::: Energy quality is a measure of the ease with which a form of energy can be converted to useful work or to another form of energy: i.e. its content of thermodynamic free energy. A high quality form of energy has a high content of thermodynamic free energy, and therefore a high proportion of it can be converted to work; whereas with low quality forms of energy, only a small proportion can be converted to work, and the remainder is dissipated as heat. The concept of energy quality is also used in ecology, where it is used to track the flow of energy between different trophic levels in a food chain and in thermoeconomics, where it is used as a measure of economic output per unit of energy. Methods of evaluating energy quality often involve developing a ranking of energy qualities in hierarchical order. Examples: Industrialization, Biology The consideration of energy quality was a fundamental driver of industrialization from the 18th through 20th centuries. Consider for example the industrialization of New England in the 18th century. This refers to the construction of textile mills containing power looms for weaving cloth. The simplest, most economical and straightforward source of energy was provided by water wheels, extracting energy from a millpond behind a dam on a local creek. If another nearby landowner also decided to build a mill on the same creek, the construction of their dam would lower the overall hydraulic head to power the existing waterwheel, thus hurting power generation and efficiency. This eventually became an issue endemic to the entire region, reducing the overall profitability of older mills as newer ones were built. The search for higher quality energy was a major impetus throughout the 19th and 20th centuries. For example, burning coal to make steam to generate mechanical energy would not have been imaginable in the 18th century; by the end of the 19th century, the use of water wheels was long outmoded. Similarly, the quality of energy from elec The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses. What type of power is generated using a nonrenewable resource? A. water power B. wind power C. solar power D. nuclear power Answer:
sciq-5122	multiple_choice	Hydrocarbons are made up of carbon and what else?	[ "silicon", "hydrogen", "helium", "nitrogen" ]	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::: Bisnorhopanes (BNH) are a group of demethylated hopanes found in oil shales across the globe and can be used for understanding depositional conditions of the source rock. The most common member, 28,30-bisnorhopane, can be found in high concentrations in petroleum source rocks, most notably the Monterey Shale, as well as in oil and tar samples. 28,30-Bisnorhopane was first identified in samples from the Monterey Shale Formation in 1985. It occurs in abundance throughout the formation and appears in stratigraphically analogous locations along the California coast. Since its identification and analysis, 28,30-bisnorhopane has been discovered in oil shales around the globe, including lacustrine and offshore deposits of Brazil, silicified shales of the Eocene in Gabon, the Kimmeridge Clay Formation in the North Sea, and in Western Australian oil shales. Chemistry 28,30-bisnorhopane exists in three epimers: 17α,18α21β(H), 17β,18α,21α(H), and 17β,18α,21β(H). During GC-MS, the three epimers coelute at the same time and are nearly indistinguishable. However, mass spectral fragmentation of the 28,30-bisnorhopane is predominantly characterized by m/z 191, 177, and 163. The ratios of 163/191 fragments can be used to distinguish the epimers, where the βαβ orientation has the highest, m/z 163/191 ratio. Further, the D/E ring ratios can be used to create a hierarchy of epimer maturity. From this, it is believed that the ααβ epimer is the first-formed, diagenetically, supported also by its percent dominance in younger shales. 28,30-bisnorhopane is created independently from kerogen, instead derived from bitumen, unbound as free oil-hydrocarbons. As such, as oil generation increases with source maturation, the concentration of 28,30-bisnorhopane decreases. Bisnorhopane may not be a reliable diagnostic for oil maturity due to microbial biodegradation. Nomenclature Norhopanes are a family of demethylated hopanes, identical to the methylated hopane structure, minus indicated desmet Document 2::: A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field. Overview The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion. With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies. Example programs The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University. A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes Document 3::: The STEM (Science, Technology, Engineering, and Mathematics) pipeline is a critical infrastructure for fostering the development of future scientists, engineers, and problem solvers. It's the educational and career pathway that guides individuals from early childhood through to advanced research and innovation in STEM-related fields. Description The "pipeline" metaphor is based on the idea that having sufficient graduates requires both having sufficient input of students at the beginning of their studies, and retaining these students through completion of their academic program. The STEM pipeline is a key component of workplace diversity and of workforce development that ensures sufficient qualified candidates are available to fill scientific and technical positions. The STEM pipeline was promoted in the United States from the 1970s onwards, as “the push for STEM (science, technology, engineering, and mathematics) education appears to have grown from a concern for the low number of future professionals to fill STEM jobs and careers and economic and educational competitiveness.” Today, this metaphor is commonly used to describe retention problems in STEM fields, called “leaks” in the pipeline. For example, the White House reported in 2012 that 80% of minority groups and women who enroll in a STEM field switch to a non-STEM field or drop out during their undergraduate education. These leaks often vary by field, gender, ethnic and racial identity, socioeconomic background, and other factors, drawing attention to structural inequities involved in STEM education and careers. Current efforts The STEM pipeline concept is a useful tool for programs aiming at increasing the total number of graduates, and is especially important in efforts to increase the number of underrepresented minorities and women in STEM fields. Using STEM methodology, educational policymakers can examine the quantity and retention of students at all stages of the K–12 educational process and beyo Document 4::: 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. Hydrocarbons are made up of carbon and what else? A. silicon B. hydrogen C. helium D. nitrogen Answer:

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