id
stringlengths 6
15
| question_type
stringclasses 1
value | question
stringlengths 15
683
| choices
listlengths 4
4
| answer
stringclasses 5
values | explanation
stringclasses 481
values | prompt
stringlengths 1.75k
10.9k
|
|---|---|---|---|---|---|---|
sciq-4924
|
multiple_choice
|
Ocean water releases dissolved carbon dioxide into the atmosphere when what happens to the temperature?
|
[
"Later",
"Goes Down",
"it rises",
"Drops"
] |
C
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
The 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:::
The Force Concept Inventory is a test measuring mastery of concepts commonly taught in a first semester of physics developed by Hestenes, Halloun, Wells, and Swackhamer (1985). It was the first such "concept inventory" and several others have been developed since for a variety of topics. The FCI was designed to assess student understanding of the Newtonian concepts of force. Hestenes (1998) found that while "nearly 80% of the [students completing introductory college physics courses] could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered.
The 1995 version has 30 five-way multiple choice questions.
Example question (question 4):
Gender differences
The FCI shows a gender difference in favor of males that has been the subject of some research in regard to gender equity in education. Men score on average about 10% higher.
Document 3:::
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:::
Carbon sequestration (or carbon storage) is the process of storing carbon in a carbon pool. Carbon sequestration is a naturally occurring process but it can also be enhanced or achieved with technology, for example within carbon capture and storage projects. There are two main types of carbon sequestration: geologic and biologic (also called biosequestration).
Carbon dioxide () is naturally captured from the atmosphere through biological, chemical, and physical processes. These changes can be accelerated through changes in land use and agricultural practices, such as converting crop land into land for non-crop fast growing plants. Artificial processes have been devised to produce similar effects, including large-scale, artificial capture and sequestration of industrially produced using subsurface saline aquifers or aging oil fields. Other technologies that work with carbon sequestration include bio-energy with carbon capture and storage, biochar, enhanced weathering, direct air carbon capture and sequestration (DACCS).
Forests, kelp beds, and other forms of plant life absorb carbon dioxide from the air as they grow, and bind it into biomass. However, these biological stores are considered volatile carbon sinks as the long-term sequestration cannot be guaranteed. For example, natural events, such as wildfires or disease, economic pressures and changing political priorities can result in the sequestered carbon being released back into the atmosphere. Carbon dioxide that has been removed from the atmosphere can also be stored in the Earth's crust by injecting it into the subsurface, or in the form of insoluble carbonate salts (mineral sequestration). These methods are considered non-volatile because they remove carbon from the atmosphere and sequester it indefinitely and presumably for a considerable duration (thousands to millions of years).
To enhance carbon sequestration processes in oceans the following technologies have been proposed but none have achieved lar
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Ocean water releases dissolved carbon dioxide into the atmosphere when what happens to the temperature?
A. Later
B. Goes Down
C. it rises
D. Drops
Answer:
|
|
sciq-9915
|
multiple_choice
|
Adipose is a connective tissue made up of cells called what?
|
[
"oocytes",
"hepatocytes",
"keratinocytes",
"adipocytes"
] |
D
|
Relavent Documents:
Document 0:::
Outline
h1.00: Cytology
h2.00: General histology
H2.00.01.0.00001: Stem cells
H2.00.02.0.00001: Epithelial tissue
H2.00.02.0.01001: Epithelial cell
H2.00.02.0.02001: Surface epithelium
H2.00.02.0.03001: Glandular epithelium
H2.00.03.0.00001: Connective and supportive tissues
H2.00.03.0.01001: Connective tissue cells
H2.00.03.0.02001: Extracellular matrix
H2.00.03.0.03001: Fibres of connective tissues
H2.00.03.1.00001: Connective tissue proper
H2.00.03.1.01001: Ligaments
H2.00.03.2.00001: Mucoid connective tissue; Gelatinous connective tissue
H2.00.03.3.00001: Reticular tissue
H2.00.03.4.00001: Adipose tissue
H2.00.03.5.00001: Cartilage tissue
H2.00.03.6.00001: Chondroid tissue
H2.00.03.7.00001: Bone tissue; Osseous tissue
H2.00.04.0.00001: Haemotolymphoid complex
H2.00.04.1.00001: Blood cells
H2.00.04.1.01001: Erythrocyte; Red blood cell
H2.00.04.1.02001: Leucocyte; White blood cell
H2.00.04.1.03001: Platelet; Thrombocyte
H2.00.04.2.00001: Plasma
H2.00.04.3.00001: Blood cell production
H2.00.04.4.00001: Postnatal sites of haematopoiesis
H2.00.04.4.01001: Lymphoid tissue
H2.00.05.0.00001: Muscle tissue
H2.00.05.1.00001: Smooth muscle tissue
Document 1:::
A central or intermediate group of three or four large glands is imbedded in the adipose tissue near the base of the axilla.
Its afferent lymphatic vessels are the efferent vessels of all the preceding groups of axillary glands; its efferents pass to the subclavicular group.
Additional images
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:::
In biology, the extracellular matrix (ECM), is a network consisting of extracellular macromolecules and minerals, such as collagen, enzymes, glycoproteins and hydroxyapatite that provide structural and biochemical support to surrounding cells. Because multicellularity evolved independently in different multicellular lineages, the composition of ECM varies between multicellular structures; however, cell adhesion, cell-to-cell communication and differentiation are common functions of the ECM.
The animal extracellular matrix includes the interstitial matrix and the basement membrane. Interstitial matrix is present between various animal cells (i.e., in the intercellular spaces). Gels of polysaccharides and fibrous proteins fill the interstitial space and act as a compression buffer against the stress placed on the ECM. Basement membranes are sheet-like depositions of ECM on which various epithelial cells rest. Each type of connective tissue in animals has a type of ECM: collagen fibers and bone mineral comprise the ECM of bone tissue; reticular fibers and ground substance comprise the ECM of loose connective tissue; and blood plasma is the ECM of blood.
The plant ECM includes cell wall components, like cellulose, in addition to more complex signaling molecules. Some single-celled organisms adopt multicellular biofilms in which the cells are embedded in an ECM composed primarily of extracellular polymeric substances (EPS).
Structure
Components of the ECM are produced intracellularly by resident cells and secreted into the ECM via exocytosis. Once secreted, they then aggregate with the existing matrix. The ECM is composed of an interlocking mesh of fibrous proteins and glycosaminoglycans (GAGs).
Proteoglycans
Glycosaminoglycans (GAGs) are carbohydrate polymers and mostly attached to extracellular matrix proteins to form proteoglycans (hyaluronic acid is a notable exception; see below). Proteoglycans have a net negative charge that attracts positively charged sod
Document 4:::
In a multicellular organism, an organ is a collection of tissues joined in a structural unit to serve a common function. In the hierarchy of life, an organ lies between tissue and an organ system. Tissues are formed from same type cells to act together in a function. Tissues of different types combine to form an organ which has a specific function. The intestinal wall for example is formed by epithelial tissue and smooth muscle tissue. Two or more organs working together in the execution of a specific body function form an organ system, also called a biological system or body system.
An organ's tissues can be broadly categorized as parenchyma, the functional tissue, and stroma, the structural tissue with supportive, connective, or ancillary functions. For example, the gland's tissue that makes the hormones is the parenchyma, whereas the stroma includes the nerves that innervate the parenchyma, the blood vessels that oxygenate and nourish it and carry away its metabolic wastes, and the connective tissues that provide a suitable place for it to be situated and anchored. The main tissues that make up an organ tend to have common embryologic origins, such as arising from the same germ layer. Organs exist in most multicellular organisms. In single-celled organisms such as members of the eukaryotes, the functional analogue of an organ is known as an organelle. In plants, there are three main organs.
The number of organs in any organism depends on the definition used. By one widely adopted definition, 79 organs have been identified in the human body.
Animals
Except for placozoans, multicellular animals including humans have a variety of organ systems. These specific systems are widely studied in human anatomy. The functions of these organ systems often share significant overlap. For instance, the nervous and endocrine system both operate via a shared organ, the hypothalamus. For this reason, the two systems are combined and studied as the neuroendocrine system. The sam
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Adipose is a connective tissue made up of cells called what?
A. oocytes
B. hepatocytes
C. keratinocytes
D. adipocytes
Answer:
|
|
sciq-2818
|
multiple_choice
|
What monthy cycle causes changes in the ovaries and uterus?
|
[
"water cycle",
"sleep-wake cycle",
"tides",
"the menstrual cycle"
] |
D
|
Relavent Documents:
Document 0:::
Seed cycling is the rotation of different edible seeds into the diet at different times in the menstrual cycle. Practitioners believe that since some seeds promote estrogen production, and others promote progesterone production, that eating these seeds in the correct parts of the menstrual cycle will balance the hormonal rhythm.
There is no scientific evidence to support the belief that cycling the seeds actually regulates the hormonal rhythm, but the practice is probably harmless.
Overview
Seed cycling advocates note that the menstrual cycle is broken up into four interconnected phases. The first phase is menstruation, followed by the follicular phase, then ovulation, then the luteal phase.
Assuming a 28-day cycle, the first 13 days represent the menstrual and follicular phases, in which day 1 is when menstruation begins. During day-13, the seed cycling diet suggests consuming either flax or pumpkin seeds daily to boost estrogen, which helps support these phases and the move towards ovulation.
Days 14-28 represent the ovulatory phase and luteal phase, with ovulation around day 14. The seed cycling diet suggests sesame or sunflower seeds to boost progesterone at this time, ground up to increase the surface area for absorption of the essential fatty acids, minerals, and other nutrients.
The seed cycling diet relies on the belief that most women have a 28-day cycle. However, only 10-15% of women have 28-30 day cycles; most women's cycles vary, or run longer or shorter. For women with irregular or absent cycle, menopause, or post-menopause, the seed cycling diet suggests starting the seed cycle with any two weeks, and then rotating. However, many women who track their cycles through symptothermal methods (e.g. Basal Body Temperature and cervical mucus) are able to adapt the seed cycling protocol to their individual cycle and therefore do not need to rely on the belief that women have 28-day cycles.
Research
There is currently a lack of solid scientific eviden
Document 1:::
The corpus albicans (Latin for "whitening body"; also known as atretic corpus luteum, corpus candicans, or simply as albicans) is the regressed form of the corpus luteum. As the corpus luteum is being broken down by macrophages, fibroblasts lay down type I collagen, forming the corpus albicans. This process is called "luteolysis". The remains of the corpus albicans may persist as a scar on the surface of the ovary.
Background
During the first few hours after expulsion of the ovum from the follicle, the remaining granulosa and theca interna cells change rapidly into lutein cells. They enlarge in diameter two or more times and become filled with lipid inclusions that give them a yellowish appearance.
This process is called luteinization, and the total mass of cells together is called the corpus luteum. A well-developed vascular supply also grows into the corpus luteum.
The granulosa cells in the corpus luteum develop extensive intracellular smooth endoplasmic reticula that form large amounts of the female sex hormones progesterone and estrogen (more progesterone than estrogen during the luteal phase). The theca cells form mainly the androgens androstenedione and testosterone. These hormones may then be converted by aromatase in the granulosa cells into estrogens, including estradiol.
The corpus luteum normally grows to about 1.5 centimeters in diameter, reaching this stage of development 7 to 8 days after ovulation. Then it begins to involute and eventually loses its secretory function and its yellowish, lipid characteristic about 12 days after ovulation, becoming the corpus albicans. In the ensuing weeks, this is replaced by connective tissue and over months is reabsorbed.
Document 2:::
Menstruation is the shedding of the uterine lining (endometrium). It occurs on a regular basis in uninseminated sexually reproductive-age females of certain mammal species.
Although there is some disagreement in definitions between sources, menstruation is generally considered to be limited to primates. Overt menstruation (where there is bleeding from the uterus through the vagina) is found primarily in humans and close relatives such as chimpanzees. It is common in simians (Old World monkeys, New World monkeys, and apes), but completely lacking in strepsirrhine primates and possibly weakly present in tarsiers. Beyond primates, it is known only in bats, the elephant shrew, and the spiny mouse species Acomys cahirinus.
Females of other species of placental mammal undergo estrous cycles, in which the endometrium is completely reabsorbed by the animal (covert menstruation) at the end of its reproductive cycle. Many zoologists regard this as different from a "true" menstrual cycle. Female domestic animals used for breeding—for example dogs, pigs, cattle, or horses—are monitored for physical signs of an estrous cycle period, which indicates that the animal is ready for insemination.
Estrus and menstruation
Females of most mammal species advertise fertility to males with visual behavioral cues, pheromones, or both. This period of advertised fertility is known as oestrus, "estrus" or heat. In species that experience estrus, females are generally only receptive to copulation while they are in heat (dolphins are an exception). In the estrous cycles of most placental mammals, if no fertilization takes place, the uterus reabsorbs the endometrium. This breakdown of the endometrium without vaginal discharge is sometimes called covert menstruation. Overt menstruation (where there is blood flow from the vagina) occurs primarily in humans and close evolutionary relatives such as chimpanzees. Some species, such as domestic dogs, experience small amounts of vaginal bleeding
Document 3:::
The follicular phase, also known as the preovulatory phase or proliferative phase, is the phase of the estrous cycle (or, in primates for example, the menstrual cycle) during which follicles in the ovary mature from primary follicle to a fully mature graafian follicle. It ends with ovulation. The main hormones controlling this stage are secretion of gonadotropin-releasing hormones, which are follicle-stimulating hormones and luteinising hormones. They are released by pulsatile secretion. The duration of the follicular phase can differ depending on the length of the menstrual cycle, while the luteal phase is usually stable, does not really change and lasts 14 days.
Hormonal events
Protein secretion
Due to the increase of FSH, the protein inhibin B will be secreted by the granulosa cells. Inhibin B will eventually blunt the secretion of FSH toward the end of the follicular phase. Inhibin B levels will be highest during the LH surge before ovulation and will quickly decrease after.
Follicle recruitment
Follicle-stimulating hormone (FSH) is secreted by the anterior pituitary gland (Figure 2). FSH secretion begins to rise in the last few days of the previous menstrual cycle, and is the highest and most important during the first week of the follicular phase (Figure 1). The rise in FSH levels recruits five to seven tertiary-stage ovarian follicles (this stage follicle is also known as a Graafian follicle or antral follicle) for entry into the menstrual cycle. These follicles, that have been growing for the better part of a year in a process known as folliculogenesis, compete with each other for dominance.
FSH induces the proliferation of granulosa cells in the developing follicles, and the expression of luteinizing hormone (LH) receptors on these granulosa cells (Figure 1). Under the influence of FSH, aromatase and p450 enzymes are activated, causing the granulosa cells to begin to secrete estrogen. This increased level of estrogen stimulates production of gonadotrop
Document 4:::
Menarche ( ; ) is the first menstrual cycle, or first menstrual bleeding, in female humans. From both social and medical perspectives, it is often considered the central event of female puberty, as it signals the possibility of fertility.
Girls experience menarche at different ages. Having menarche occur between the ages of 9–14 in the West is considered normal. Canadian psychological researcher Niva Piran claims that menarche or the perceived average age of puberty is used in many cultures to separate girls from activity with boys, and to begin transition into womanhood.
The timing of menarche is influenced by female biology, as well as genetic and environmental factors, especially nutritional factors. The mean age of menarche has declined over the last century, but the magnitude of the decline and the factors responsible remain subjects of contention. The worldwide average age of menarche is very difficult to estimate accurately, and it varies significantly by geographical region, race, ethnicity and other characteristics, and occurs mostly during a span of ages from 8 to 16, with a small percentage of girls having menarche by age 10, and the vast majority having it by the time they were 14.
There is a later age of onset in Asian populations compared to the West, but it too is changing with time. For example a Korean study in 2011 showed an overall average age of 12.7, with around 20% before age 12, and more than 90% by age 14. A Chinese study from 2014 published in Acta Paediatrica showed similar results (overall average of age 12.8 in 2005 down to age 12.3 in 2014) and a similar trend in time, but also similar findings about ethnic, cultural, and environmental effects.
The average age of menarche was about 12.7 years in Canada in 2001, and 12.9 in the United Kingdom. A study of girls in Istanbul, Turkey, in 2011 found the median age at menarche to be 12.7 years. In the United States, an analysis of 10,590 women aged 15–44 taken from the 2013–2017 round of th
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What monthy cycle causes changes in the ovaries and uterus?
A. water cycle
B. sleep-wake cycle
C. tides
D. the menstrual cycle
Answer:
|
|
sciq-58
|
multiple_choice
|
Increasing the temperature of n2 molecules increases what energy of motion?
|
[
"emotional energy",
"kinetic energy",
"residual energy",
"compression energy"
] |
B
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
The Force Concept Inventory is a test measuring mastery of concepts commonly taught in a first semester of physics developed by Hestenes, Halloun, Wells, and Swackhamer (1985). It was the first such "concept inventory" and several others have been developed since for a variety of topics. The FCI was designed to assess student understanding of the Newtonian concepts of force. Hestenes (1998) found that while "nearly 80% of the [students completing introductory college physics courses] could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered.
The 1995 version has 30 five-way multiple choice questions.
Example question (question 4):
Gender differences
The FCI shows a gender difference in favor of males that has been the subject of some research in regard to gender equity in education. Men score on average about 10% higher.
Document 2:::
Elastic energy is the mechanical potential energy stored in the configuration of a material or physical system as it is subjected to elastic deformation by work performed upon it. Elastic energy occurs when objects are impermanently compressed, stretched or generally deformed in any manner. Elasticity theory primarily develops formalisms for the mechanics of solid bodies and materials. (Note however, the work done by a stretched rubber band is not an example of elastic energy. It is an example of entropic elasticity.) The elastic potential energy equation is used in calculations of positions of mechanical equilibrium. The energy is potential as it will be converted into other forms of energy, such as kinetic energy and sound energy, when the object is allowed to return to its original shape (reformation) by its elasticity.
The essence of elasticity is reversibility. Forces applied to an elastic material transfer energy into the material which, upon yielding that energy to its surroundings, can recover its original shape. However, all materials have limits to the degree of distortion they can endure without breaking or irreversibly altering their internal structure. Hence, the characterizations of solid materials include specification, usually in terms of strains, of its elastic limits. Beyond the elastic limit, a material is no longer storing all of the energy from mechanical work performed on it in the form of elastic energy.
Elastic energy of or within a substance is static energy of configuration. It corresponds to energy stored principally by changing the interatomic distances between nuclei. Thermal energy is the randomized distribution of kinetic energy within the material, resulting in statistical fluctuations of the material about the equilibrium configuration. There is some interaction, however. For example, for some solid objects, twisting, bending, and other distortions may generate thermal energy, causing the material's temperature to rise. Ther
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 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.
Increasing the temperature of n2 molecules increases what energy of motion?
A. emotional energy
B. kinetic energy
C. residual energy
D. compression energy
Answer:
|
|
scienceQA-10851
|
multiple_choice
|
Select the solid.
|
[
"caramel sauce",
"coffee",
"air from a hair dryer",
"ring"
] |
D
|
Caramel sauce is a liquid. A liquid takes the shape of any container it is in. If you pour caramel sauce into a container, the caramel sauce will take the shape of that container. But the caramel sauce will still take up the same amount of space.
Coffee is a liquid. A liquid takes the shape of any container it is in. If you pour coffee into a different container, the coffee will take the shape of that container. But the coffee will still take up the same amount of space.
A ring is a solid. A solid has a size and shape of its own. A ring keeps its shape, even when you take it off your finger.
The air from a hair dryer is a gas. A gas expands to fill a space. A hair dryer uses a fan to blow warm air out. When the air leaves the hair dryer, the air expands to fill a much large space.
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
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:::
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 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:::
Female education in STEM refers to child and adult female representation in the educational fields of science, technology, engineering, and mathematics (STEM). In 2017, 33% of students in STEM fields were women.
The organization UNESCO has stated that this gender disparity is due to discrimination, biases, social norms and expectations that influence the quality of education women receive and the subjects they study. UNESCO also believes that having more women in STEM fields is desirable because it would help bring about sustainable development.
Current status of girls and women in STEM education
Overall trends in STEM education
Gender differences in STEM education participation are already visible in early childhood care and education in science- and math-related play, and become more pronounced at higher levels of education. Girls appear to lose interest in STEM subjects with age, particularly between early and late adolescence. This decreased interest affects participation in advanced studies at the secondary level and in higher education. Female students represent 35% of all students enrolled in STEM-related fields of study at this level globally. Differences are also observed by disciplines, with female enrollment lowest in engineering, manufacturing and construction, natural science, mathematics and statistics and ICT fields. Significant regional and country differences in female representation in STEM studies can be observed, though, suggesting the presence of contextual factors affecting girls’ and women's engagement in these fields. Women leave STEM disciplines in disproportionate numbers during their higher education studies, in their transition to the world of work and even in their career cycle.
Learning achievement in STEM education
Data on gender differences in learning achievement present a complex picture, depending on what is measured (subject, knowledge acquisition against knowledge application), the level of education/age of students, and
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Select the solid.
A. caramel sauce
B. coffee
C. air from a hair dryer
D. ring
Answer:
|
sciq-6806
|
multiple_choice
|
When represented by a single letter dominant alleles are represented by what case letter?
|
[
"lowercase",
"uppercase",
"numeral",
"mixed letters"
] |
B
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
In mathematical psychology and education theory, a knowledge space is a combinatorial structure used to formulate mathematical models describing the progression of a human learner. Knowledge spaces were introduced in 1985 by Jean-Paul Doignon and Jean-Claude Falmagne, and remain in extensive use in the education theory. Modern applications include two computerized tutoring systems, ALEKS and the defunct RATH.
Formally, a knowledge space assumes that a domain of knowledge is a collection of concepts or skills, each of which must be eventually mastered. Not all concepts are interchangeable; some require other concepts as prerequisites. Conversely, competency at one skill may ease the acquisition of another through similarity. A knowledge space marks out which collections of skills are feasible: they can be learned without mastering any other skills. Under reasonable assumptions, the collection of feasible competencies forms the mathematical structure known as an antimatroid.
Researchers and educators usually explore the structure of a discipline's knowledge space as a latent class model.
Motivation
Knowledge Space Theory attempts to address shortcomings of standardized testing when used in educational psychometry. Common tests, such as the SAT and ACT, compress a student's knowledge into a very small range of ordinal ranks, in the process effacing the conceptual dependencies between questions. Consequently, the tests cannot distinguish between true understanding and guesses, nor can they identify a student's particular weaknesses, only the general proportion of skills mastered. The goal of knowledge space theory is to provide a language by which exams can communicate
What the student can do and
What the student is ready to learn.
Model structure
Knowledge Space Theory-based models presume that an educational subject can be modeled as a finite set of concepts, skills, or topics. Each feasible state of knowledge about is then a subset of ; the set of
Document 2:::
Computer science and engineering (CSE) is an academic program at many universities which comprises computer science classes (e.g. data structures and algorithms) and computer engineering classes (e.g computer architecture). There is no clear division in computing between science and engineering, just like in the field of materials science and engineering. CSE is also a term often used in Europe to translate the name of engineering informatics academic programs. It is offered in both undergraduate as well postgraduate with specializations.
Academic courses
Academic programs vary between colleges, but typically include a combination of topics in computer science, computer engineering, and electrical engineering. Undergraduate courses usually include programming, algorithms and data structures, computer architecture, operating systems, computer networks, parallel computing, embedded systems, algorithms design, circuit analysis and electronics, digital logic and processor design, computer graphics, scientific computing, software engineering, database systems, digital signal processing, virtualization, computer simulations and games programming. CSE programs also include core subjects of theoretical computer science such as theory of computation, numerical methods, machine learning, programming theory and paradigms. Modern academic programs also cover emerging computing fields like image processing, data science, robotics, bio-inspired computing, computational biology, autonomic computing and artificial intelligence. Most CSE programs require introductory mathematical knowledge, hence the first year of study is dominated by mathematical courses, primarily discrete mathematics, mathematical analysis, linear algebra, probability, and statistics, as well as the basics of electrical and electronic engineering, physics, and electromagnetism.
Example universities with CSE majors and departments
APJ Abdul Kalam Technological University
American International University-B
Document 3:::
Single Best Answer (SBA or One Best Answer) is a written examination form of multiple choice questions used extensively in medical education.
Structure
A single question is posed with typically five alternate answers, from which the candidate must choose the best answer. This method avoids the problems of past examinations of a similar form described as Single Correct Answer. The older form can produce confusion where more than one of the possible answers has some validity. The newer form makes it explicit that more than one answer may have elements that are correct, but that one answer will be superior.
Prior to the widespread introduction of SBAs into medical education, the typical form of examination was true-false multiple choice questions. But during the 2000s, educators found that SBAs would be superior.
Document 4:::
Advanced Placement (AP) Calculus (also known as AP Calc, Calc AB / Calc BC or simply AB / BC) is a set of two distinct Advanced Placement calculus courses and exams offered by the American nonprofit organization College Board. AP Calculus AB covers basic introductions to limits, derivatives, and integrals. AP Calculus BC covers all AP Calculus AB topics plus additional topics (including integration by parts, Taylor series, parametric equations, vector calculus, and polar coordinate functions).
AP Calculus AB
AP Calculus AB is an Advanced Placement calculus course. It is traditionally taken after precalculus and is the first calculus course offered at most schools except for possibly a regular calculus class. The Pre-Advanced Placement pathway for math helps prepare students for further Advanced Placement classes and exams.
Purpose
According to the College Board:
Topic outline
The material includes the study and application of differentiation and integration, and graphical analysis including limits, asymptotes, and continuity. An AP Calculus AB course is typically equivalent to one semester of college calculus.
Analysis of graphs (predicting and explaining behavior)
Limits of functions (one and two sided)
Asymptotic and unbounded behavior
Continuity
Derivatives
Concept
At a point
As a function
Applications
Higher order derivatives
Techniques
Integrals
Interpretations
Properties
Applications
Techniques
Numerical approximations
Fundamental theorem of calculus
Antidifferentiation
L'Hôpital's rule
Separable differential equations
AP Calculus BC
AP Calculus BC is equivalent to a full year regular college course, covering both Calculus I and II. After passing the exam, students may move on to Calculus III (Multivariable Calculus).
Purpose
According to the College Board,
Topic outline
AP Calculus BC includes all of the topics covered in AP Calculus AB, as well as the following:
Convergence tests for series
Taylor series
Parametric equations
Polar functions (inclu
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
When represented by a single letter dominant alleles are represented by what case letter?
A. lowercase
B. uppercase
C. numeral
D. mixed letters
Answer:
|
|
sciq-3323
|
multiple_choice
|
Which inducer turns on the expression of the lac genes?
|
[
"allolactose",
"xerophyte",
"galactose",
"glucose"
] |
A
|
Relavent Documents:
Document 0:::
When pyruvate or lactate is used as the precursor for glycerol 3-phosphate, glyceroneogenesis follows the same pathway as gluconeogenesis until it gene
Document 1:::
Lactase persistence is the continued activity of the lactase enzyme in adulthood, allowing the digestion of lactose in milk. In most mammals, the activity of the enzyme is dramatically reduced after weaning. In some human populations though, lactase persistence has recently evolved as an adaptation to the consumption of nonhuman milk and dairy products beyond infancy. Lactase persistence is very high among northern Europeans, especially Irish people. Worldwide, most people are lactase non-persistent, and are affected by varying degrees of lactose intolerance as adults. However, lactase persistence and lactose intolerance do not always overlap.
Global distribution of the phenotype
The distribution of the lactase persistence (LP) phenotype, or the ability to digest lactose into adulthood, is not homogeneous in the world. Lactase persistence frequencies are highly variable. In Europe, the distribution of the lactase persistence phenotype is clinal, with frequencies ranging from 15–54% in the south-east to 89–96% in the north-west. For example, only 17% of Greeks and 14% of Sardinians are predicted to possess this phenotype, while around 80% of Finns and Hungarians and 100% of Irish people are predicted to be lactase persistent. Similarly, the frequency of lactase-persistence is clinal in India, a 2011 study of 2,284 individuals identifying a prevalence of LP in the Ror community, of Haryana, in the North West, of 48.95%, declining to 1.5% in the Andamanese, of the South East, and 0.8% in the Tibeto-Burman communities, of the North East.
High frequencies of lactase persistence are also found in some places in Sub-Saharan Africa and in the Middle East. But the most common situation is intermediate to low lactase persistence: intermediate (11 to 32%) in Central Asia, low (<=5%) in Native Americans, East Asians, most Chinese populations and some African populations.
In Africa, the distribution of lactase persistence is "patchy": high variations of frequency are observ
Document 2:::
{{DISPLAYTITLE:Isopropyl β-D-1-thiogalactopyranoside}}
Isopropyl β--1-thiogalactopyranoside (IPTG) is a molecular biology reagent. This compound is a molecular mimic of allolactose, a lactose metabolite that triggers transcription of the lac operon, and it is therefore used to induce protein expression where the gene is under the control of the lac operator.
Mechanism of action
Like allolactose, IPTG binds to the lac repressor and releases the tetrameric repressor from the lac operator in an allosteric manner, thereby allowing the transcription of genes in the lac operon, such as the gene coding for beta-galactosidase, a hydrolase enzyme that catalyzes the hydrolysis of β-galactosides into monosaccharides. But unlike allolactose, the sulfur (S) atom creates a chemical bond which is non-hydrolyzable by the cell, preventing the cell from metabolizing or degrading the inducer. Therefore, its concentration remains constant during an experiment.
IPTG uptake by E. coli can be independent of the action of lactose permease, since other transport pathways are also involved. At low concentration, IPTG enters cells through lactose permease, but at high concentrations (typically used for protein induction), IPTG can enter the cells independently of lactose permease.
Use in laboratory
When stored as a powder at 4 °C or below, IPTG is stable for 5 years. It is significantly less stable in solution; Sigma recommends storage for no more than a month at room temperature. IPTG is an effective inducer of protein expression in the concentration range of 100 μmol/L to 3.0 mmol/L. Typically, a sterile, filtered 1 mol/L solution of IPTG is added 1:1000 to an exponentially growing bacterial culture, to give a final concentration of 1 mmol/L. The concentration used depends on the strength of induction required, as well as the genotype of cells or plasmid used. If lacIq, a mutant that over-produces the lac repressor, is present, then a higher concentration of IPTG may be necessary.
Document 3:::
Lacto-N-tetraose is a complex sugar found in human milk. It is one of the few characterized human milk oligosaccharides (HMOs) and is enzymatically synthesized from the substrate lactose. It is biologically relevant in the early development of the infant gut flora.
Structure
Lacto-N-tetraose is a tetrasaccharide composed of four monosaccharide units in the order galactose, N-acetylglucosamine, another galactose, and glucose, joined by "1-3 β-linkages" in a linear chain. It has the chemical formula C26H45NO21, shared with its related human milk oligosaccharide isomer lacto-N-neotetraose.
The molecule consisting of the first two monosaccharide units is called lacto-N-biose (presumably because it is a biose containing a nitrogen atom and involved in milk). and when this is attached to a lactose molecule the tetrasaccharide is called lacto-N-tetraose.
It is a reducing sugar with a free anomeric center at the terminal glucose molecule indicating an equilibrium between the alpha (α) and beta (β) anomers. This characteristic of reducing sugars is seen through a positive Benedict's Test.
Lactose-N-tetraose has the oligosaccharide nomenclature β-D-galactosyl-(1→3)-N-acetyl-β-D-glucosaminyl-(1→3)-β-D-galactosyl-(1→4)-D-glucose, and consists of lactose with an additional lactose-N-biose disaccharide at the non-reducing end.
Lacto-N-tetraose is classified as a type I chain oligosaccharide due to the β(1→3) linkage at the non-reducing end. The β(1→4) linkage at the non-reducing end of lacto-N-neotetraose makes it a type II chain.
Document 4:::
The Wheat Improvement Strategic Programme (WISP) is a Biotechnology and Biological Sciences Research Council (BBSRC) funded collaborative programme for wheat improvement, which brings together experts from five UK institutions: John Innes Centre, Rothamsted Research, the National Institute for Agricultural Botany (NIAB) and the University of Nottingham, and the University of Bristol.
The programme is divided into four pillars (Landraces, Synthetics, Alien Introgression, Elite Wheats) and two themes (Phenotyping and Genotyping).
Aims
Specific goals of the project are to:
Understand the genetics behind factors limiting grain yield, such as drought tolerance, plant shape and resistance to pests and diseases.
Identify new and useful genetic variation from related species and sources of wheat germplasm not adapted to target environments.
Cross wheat lines to produce germplasm that allows the identification of genes influencing key traits.
Generate a database of genetic markers, for use in precision breeding.
The new germplasm and the information generated by this project will be made freely available. Plant breeders can use the germplasm to cross with their existing lines, while academics will be able to make use of it to understand the mechanistic basis of key traits in bread wheat.
The WISP website gives access to current research outcomes and available resources.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which inducer turns on the expression of the lac genes?
A. allolactose
B. xerophyte
C. galactose
D. glucose
Answer:
|
|
sciq-8960
|
multiple_choice
|
What two substances do plants give off when they make food?
|
[
"chlorophyll and nitrogen",
"water and oil",
"oxygen and water",
"carbon dioxide and oxygen"
] |
C
|
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:::
Plant nutrition is the study of the chemical elements and compounds necessary for plant growth and reproduction, plant metabolism and their external supply. In its absence the plant is unable to complete a normal life cycle, or that the element is part of some essential plant constituent or metabolite. This is in accordance with Justus von Liebig’s law of the minimum. The total essential plant nutrients include seventeen different elements: carbon, oxygen and hydrogen which are absorbed from the air, whereas other nutrients including nitrogen are typically obtained from the soil (exceptions include some parasitic or carnivorous plants).
Plants must obtain the following mineral nutrients from their growing medium:
the macronutrients: nitrogen (N), phosphorus (P), potassium (K), calcium (Ca), sulfur (S), magnesium (Mg)
the micronutrients (or trace minerals): iron (Fe), boron (B), chlorine (Cl), manganese (Mn), zinc (Zn), copper (Cu), molybdenum (Mo), nickel (Ni)
These elements stay beneath soil as salts, so plants absorb these elements as ions. The macronutrients are taken-up in larger quantities; hydrogen, oxygen, nitrogen and carbon contribute to over 95% of a plant's entire biomass on a dry matter weight basis. Micronutrients are present in plant tissue in quantities measured in parts per million, ranging from 0.1 to 200 ppm, or less than 0.02% dry weight.
Most soil conditions across the world can provide plants adapted to that climate and soil with sufficient nutrition for a complete life cycle, without the addition of nutrients as fertilizer. However, if the soil is cropped it is necessary to artificially modify soil fertility through the addition of fertilizer to promote vigorous growth and increase or sustain yield. This is done because, even with adequate water and light, nutrient deficiency can limit growth and crop yield.
History
Carbon, hydrogen and oxygen are the basic nutrients plants receive from air and water. Justus von Liebig proved in 1840 tha
Document 2:::
Human uses of plants include both practical uses, such as for food, clothing, and medicine, and symbolic uses, such as in art, mythology and literature. The reliable provision of food through agriculture is the basis of civilization. The study of plant uses by native peoples is ethnobotany, while economic botany focuses on modern cultivated plants. Plants are used in medicine, providing many drugs from the earliest times to the present, and as the feedstock for many industrial products including timber and paper as well as a wide range of chemicals. Plants give millions of people pleasure through gardening.
In art, mythology, religion, literature and film, plants play important roles, symbolising themes such as fertility, growth, purity, and rebirth. In architecture and the decorative arts, plants provide many themes, such as Islamic arabesques and the acanthus forms carved on to classical Corinthian order column capitals.
Context
Culture consists of the social behaviour and norms found in human societies and transmitted through social learning. Cultural universals in all human societies include expressive forms like art, music, dance, ritual, religion, and technologies like tool usage, cooking, shelter, and clothing. The concept of material culture covers physical expressions such as technology, architecture and art, whereas immaterial culture includes principles of social organization, mythology, philosophy, literature, and science. This article describes the many roles played by plants in human culture.
Practical uses
As food
Humans depend on plants for food, either directly or as feed for domestic animals. Agriculture deals with the production of food crops, and has played a key role in the history of world civilizations. Agriculture includes agronomy for arable crops, horticulture for vegetables and fruit, and forestry for timber. About 7,000 species of plant have been used for food, though most of today's food is derived from only 30 species. The major s
Document 3:::
Phytotechnology (; ) implements solutions to scientific and engineering problems in the form of plants. It is distinct from ecotechnology and biotechnology as these fields encompass the use and study of ecosystems and living beings, respectively. Current study of this field has mostly been directed into contaminate removal (phytoremediation), storage (phytosequestration) and accumulation (see hyperaccumulators). Plant-based technologies have become alternatives to traditional cleanup procedures because of their low capital costs, high success rates, low maintenance requirements, end-use value, and aesthetic nature.
Overview
Phytotechnology is the application of plants to engineering and science problems. Phytotechnology uses ecosystem services to provide for a specifically engineered solution to a problem. Ecosystem services, broadly defined fall into four broad categories: provisioning (i.e. production of food and water), regulating (i.e. the control of climate and disease) supporting (i.e. nutrient cycles and crop pollination), and cultural (i.e. spiritual and recreational benefits). Many times only one of these ecosystem services is maximized in the design of the space. For instance a constructed wetland may attempt to maximize the cooling properties of the system to treat water from a wastewater treatment facility before introduction to a river. The designed benefit is a reduction of water temperature for the river system while the constructed wetland itself provides habitat and food for wildlife as well as walking trails for recreation. Most phytotechnology has been focused on the abilities of plants to remove pollutants from the environment. Other technologies such as green roofs, green walls and bioswales are generally considered phytotechnology. Taking a broad view: even parks and landscaping could be viewed as phytotechnology.
However, there is very little consensus over a definition of phytotechnology even within the field. The Phytotechnology Technical
Document 4:::
Guttation is the exudation of drops of xylem sap on the tips or edges of leaves of some vascular plants, such as grasses, and a number of fungi, which are not plants but were previously categorized as such and studied as part of botany.
Process
At night, transpiration usually does not occur, because most plants have their stomata closed. When there is a high soil moisture level, water will enter plant roots, because the water potential of the roots is lower than in the soil solution. The water will accumulate in the plant, creating a slight root pressure. The root pressure forces some water to exude through special leaf tip or edge structures, hydathodes or water glands, forming drops. Root pressure provides the impetus for this flow, rather than transpirational pull. Guttation is most noticeable when transpiration is suppressed and the relative humidity is high, such as during the night.
Guttation formation in fungi is important for visual identification, but the process causing it is unknown. However, due to its association with stages of rapid growth in the life cycle of fungi, it has been hypothesised that during rapid metabolism excess water produced by respiration is exuded.
Chemical content
Guttation fluid may contain a variety of organic and inorganic compounds, mainly sugars, and potassium. On drying, a white crust remains on the leaf surface.
Girolami et al. (2009) found that guttation drops from corn plants germinated from neonicotinoid-coated seeds could contain amounts of insecticide consistently higher than 10 mg/L, and up to 200 mg/L for the neonicotinoid imidacloprid. Concentrations this high are near those of active ingredients applied in field sprays for pest control and sometimes even higher. It was found that when bees consume guttation drops collected from plants grown from neonicotinoid-coated seeds, they die within a few minutes. This phenomenon may be a factor in bee deaths and, consequently, colony collapse disorder.
Nitrogen levels
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What two substances do plants give off when they make food?
A. chlorophyll and nitrogen
B. water and oil
C. oxygen and water
D. carbon dioxide and oxygen
Answer:
|
|
sciq-764
|
multiple_choice
|
In the tropics what are the prevailing winds called?
|
[
"crosswinds",
"a front",
"storm winds",
"tradewinds"
] |
D
|
Relavent Documents:
Document 0:::
Atmospheric circulation of a planet is largely specific to the planet in question and the study of atmospheric circulation of exoplanets is a nascent field as direct observations of exoplanet atmospheres are still quite sparse. However, by considering the fundamental principles of fluid dynamics and imposing various limiting assumptions, a theoretical understanding of atmospheric motions can be developed. This theoretical framework can also be applied to planets within the Solar System and compared against direct observations of these planets, which have been studied more extensively than exoplanets, to validate the theory and understand its limitations as well.
The theoretical framework first considers the Navier–Stokes equations, the governing equations of fluid motion. Then, limiting assumptions are imposed to produce simplified models of fluid motion specific to large scale motion atmospheric dynamics. These equations can then be studied for various conditions (i.e. fast vs. slow planetary rotation rate, stably stratified vs. unstably stratified atmosphere) to see how a planet's characteristics would impact its atmospheric circulation. For example, a planet may fall into one of two regimes based on its rotation rate: geostrophic balance or cyclostrophic balance.
Atmospheric motions
Coriolis force
When considering atmospheric circulation we tend to take the planetary body as the frame of reference. In fact, this is a non-inertial frame of reference which has acceleration due to the planet's rotation about its axis. Coriolis force is the force that acts on objects moving within the planetary frame of reference, as a result of the planet's rotation. Mathematically, the acceleration due to Coriolis force can be written as:
where
is the flow velocity
is the planet's angular velocity vector
This force acts perpendicular to the flow and velocity and the planet's angular velocity vector, and comes into play when considering the atmospheric motion of a rotat
Document 1:::
In geography and seamanship, windward () and leeward () are directions relative to the wind. Windward is upwind from the point of reference, i.e., towards the direction from which the wind is coming; leeward is downwind from the point of reference, i.e., along the direction towards which the wind is going.
The side of a ship that is towards the leeward is its "lee side". If the vessel is heeling under the pressure of crosswind, the lee side will be the "lower side". During the Age of Sail, the term weather was used as a synonym for windward in some contexts, as in the weather gage.
Since it captures rainfall, the windward side of a mountain tends to be wetter than the leeward side it blocks. The drier leeward area is said to be in a rain shadow.
Origin
The term "lee" comes from the middle-low German word // meaning "where the sea is not exposed to the wind" or "mild". The terms Luv and Lee (engl. Windward and Leeward) have been in use since the 17th century.
Usage
Windward and leeward directions (and the points of sail they create) are important factors to consider in such wind-powered or wind-impacted activities as sailing, wind-surfing, gliding, hang-gliding, and parachuting. Other terms with broadly the same meaning are widely used, particularly upwind and downwind.
Nautical
Among sailing craft, the windward vessel is normally the more maneuverable. For this reason, rule 12 of the International Regulations for Preventing Collisions at Sea, applying to sailing vessels, stipulates that where two are sailing in similar directions in relation to the wind, the windward vessel gives way to the leeward vessel.
Naval warfare
In naval warfare during the Age of Sail, a vessel always sought to use the wind to its advantage, maneuvering if possible to attack from windward. This was particularly important for less maneuverable square-rigged warships, which had limited ability to sail upwind, and sought to "hold the weather gage" entering battle.
This was particula
Document 2:::
In meteorology, wind speed, or wind flow speed, is a fundamental atmospheric quantity caused by air moving from high to low pressure, usually due to changes in temperature. Wind speed is now commonly measured with an anemometer.
Wind speed affects weather forecasting, aviation and maritime operations, construction projects, growth and metabolism rate of many plant species, and has countless other implications. Wind direction is usually almost parallel to isobars (and not perpendicular, as one might expect), due to Earth's rotation.
Units
The metre per second (m/s) is the SI unit for velocity and the unit recommended by the World Meteorological Organization for reporting wind speeds, and is amongst others used in weather forecasts in the Nordic countries. Since 2010 the International Civil Aviation Organization (ICAO) also recommends meters per second for reporting wind speed when approaching runways, replacing their former recommendation of using kilometres per hour (km/h).
For historical reasons, other units such as miles per hour (mph), knots (kn) or feet per second (ft/s) are also sometimes used to measure wind speeds. Historically, wind speeds have also been classified using the Beaufort scale, which is based on visual observations of specifically defined wind effects at sea or on land.
Factors affecting wind speed
Wind speed is affected by a number of factors and situations, operating on varying scales (from micro to macro scales). These include the pressure gradient, Rossby waves and jet streams, and local weather conditions. There are also links to be found between wind speed and wind direction, notably with the pressure gradient and terrain conditions.
Pressure gradient is a term to describe the difference in air pressure between two points in the atmosphere or on the surface of the Earth. It is vital to wind speed, because the greater the difference in pressure, the faster the wind flows (from the high to low pressure) to balance out the variation. Th
Document 3:::
In fluid dynamics, a secondary circulation or secondary flow is a weak circulation that plays a key maintenance role in sustaining a stronger primary circulation that contains most of the kinetic energy and momentum of a flow. For example, a tropical cyclone's primary winds are tangential (horizontally swirling), but its evolution and maintenance against friction involves an in-up-out secondary circulation flow that is also important to its clouds and rain. On a planetary scale, Earth's winds are mostly east–west or zonal, but that flow is maintained against friction by the Coriolis force acting on a small north–south or meridional secondary circulation.
See also
Hough function
Primitive equations
Secondary flow
Document 4:::
Zonal and meridional flow are directions and regions of fluid flow on a globe.
Zonal flow follows a pattern along latitudinal lines, latitudinal circles or in the west–east direction.
Meridional flow follows a pattern from north to south, or from south to north, along the Earth's longitude lines, longitudinal circles (meridian) or in the north–south direction.
These terms are often used in the atmospheric and earth sciences to describe global phenomena, such as "meridional wind", or "zonal average temperature".
In the context of physics, zonal flow connotes a tendency of flux to conform to a pattern parallel to the equator of a sphere. In meteorological term regarding atmospheric circulation, zonal flow brings a temperature contrast along the Earth's longitude. Extratropical cyclones in zonal flows tend to be weaker, moving faster and producing relatively little impact on local weather.
Extratropical cyclones in meridional flows tend to be stronger and move slower. This pattern is responsible for most instances of extreme weather, as not only are storms stronger in this type of flow regime, but temperatures can reach extremes as well, producing heat waves and cold waves depending on the equator-ward or poleward direction of the flow.
For vector fields (such as wind velocity), the zonal component (or x-coordinate) is denoted as u, while the meridional component (or y-coordinate) is denoted as v.
In plasma physics Zonal flow (plasma) means poloidal, which is the opposite from the meaning in planetary atmospheres and weather/climate studies.
See also
Zonal and poloidal
Zonal flow (plasma)
Meridione
Notes
Orientation (geometry)
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
In the tropics what are the prevailing winds called?
A. crosswinds
B. a front
C. storm winds
D. tradewinds
Answer:
|
|
sciq-10869
|
multiple_choice
|
What is the term for a system maintaining a stable internal environment in a changeable external environment?
|
[
"fetus",
"Pregnant",
"hypothesis",
"homeostasis"
] |
D
|
Relavent Documents:
Document 0:::
A glossary of terms relating to systems theory.
A
Adaptive capacity: An important part of the resilience of systems in the face of a perturbation, helping to minimise loss of function in individual human, and collective social and biological systems.
Allopoiesis: The process whereby a system produces something other than the system itself.
Allostasis: The process of achieving stability, or homeostasis, through physiological or behavioral change.
Autopoiesis: The process by which a system regenerates itself through the self-reproduction of its own elements and of the network of interactions that characterize them. An autopoietic system renews, repairs, and replicates or reproduces itself in a flow of matter and energy. Note: from a strictly Maturanian point of view, autopoiesis is an essential property of biological/living systems.
B
Black box: A technical term for a device or system or object when it is viewed primarily in terms of its input and output characteristics, without observing or describing its internal structure or behaviour.
Boundaries: The parametric conditions, often vague, always subjectively stipulated, that delimit and define a system and set it apart from its environment.
C
Cascading failure: Failure in a system of interconnected parts, where the service provided depends on the operation of a preceding part, and the failure of a preceding part can trigger the failure of successive parts.
Closed system: A system which can exchange energy (as heat or work), but not matter, with its surroundings.
Complexity: A complex system is characterised by components that interact in multiple ways and follow local rules. A complicated system is characterised by its layers.
Culture: The result of individual learning processes that distinguish one social group of higher animals from another. In humans culture is the set of interrelated concepts, products and activities through which humans group themselves, interact with each other, and become aware o
Document 1:::
This list of types of systems theory gives an overview of different types of systems theory, which are mentioned in scientific book titles or articles. The following more than 40 types of systems theory are all explicitly named systems theory and represent a unique conceptual framework in a specific field of science.
Systems theory has been formalized since the 1950s, and a long set of specialized systems theories and cybernetics exist. In the beginnings, general systems theory was developed by Ludwig von Bertalanffy to overcome the over-specialisation of the modern times and as a worldview using holism. The systems theories nowadays are closer to the traditional specialisation than to holism, by interdependencies and mutual division by mutually-different specialists.
A
Abstract systems theory (also see: formal system)
Action Theory
Adaptive systems theory (also see: complex adaptive system)
Applied general systems theory (also see: general systems theory)
Applied multidimensional systems theory
Archaeological systems theory (also see: Systems theory in archaeology)
Systems theory in anthropology
Associated systems theory
B
Behavioral systems theory
Biochemical systems theory
Biomatrix systems theory
Body system
C
Complex adaptive systems theory (also see: complex adaptive system)
Complex systems theory (also see: complex systems)
Computer-aided systems theory
Conceptual systems theory (also see: conceptual system)
Control systems theory (also see: control system)
Critical systems theory (also see: critical systems thinking, and critical theory)
Cultural Agency Theory
D
Developmental systems theory
Distributed parameter systems theory
Dynamical systems theory
E
Ecological systems theory (also see: ecosystem, ecosystem ecology)
Economic systems theory (also see: economic system)
Electric energy systems theory
F
Family systems theory (also see: systemic therapy)
Fuzzy systems theory (also see: fuzzy logic)
G
General sys
Document 2:::
An open system is a system that has external interactions. Such interactions can take the form of information, energy, or material transfers into or out of the system boundary, depending on the discipline which defines the concept. An open system is contrasted with the concept of an isolated system which exchanges neither energy, matter, nor information with its environment. An open system is also known as a flow system.
The concept of an open system was formalized within a framework that enabled one to interrelate the theory of the organism, thermodynamics, and evolutionary theory. This concept was expanded upon with the advent of information theory and subsequently systems theory. Today the concept has its applications in the natural and social sciences.
In the natural sciences an open system is one whose border is permeable to both energy and mass. By contrast, a closed system is permeable to energy but not to matter.
The definition of an open system assumes that there are supplies of energy that cannot be depleted; in practice, this energy is supplied from some source in the surrounding environment, which can be treated as infinite for the purposes of study. One type of open system is the radiant energy system, which receives its energy from solar radiation – an energy source that can be regarded as inexhaustible for all practical purposes.
Social sciences
In the social sciences an open system is a process that exchanges material, energy, people, capital and information with its environment. French/Greek philosopher Kostas Axelos argued that seeing the "world system" as inherently open (though unified) would solve many of the problems in the social sciences, including that of praxis (the relation of knowledge to practice), so that various social scientific disciplines would work together rather than create monopolies whereby the world appears only sociological, political, historical, or psychological. Axelos argues that theorizing a closed system contribut
Document 3:::
In systems theory, a system or a process is in a steady state if the variables (called state variables) which define the behavior of the system or the process are unchanging in time. In continuous time, this means that for those properties p of the system, the partial derivative with respect to time is zero and remains so:
In discrete time, it means that the first difference of each property is zero and remains so:
The concept of a steady state has relevance in many fields, in particular thermodynamics, economics, and engineering. If a system is in a steady state, then the recently observed behavior of the system will continue into the future. In stochastic systems, the probabilities that various states will be repeated will remain constant. See for example Linear difference equation#Conversion to homogeneous form for the derivation of the steady state.
In many systems, a steady state is not achieved until some time after the system is started or initiated. This initial situation is often identified as a transient state, start-up or warm-up period. For example, while the flow of fluid through a tube or electricity through a network could be in a steady state because there is a constant flow of fluid or electricity, a tank or capacitor being drained or filled with fluid is a system in transient state, because its volume of fluid changes with time.
Often, a steady state is approached asymptotically. An unstable system is one that diverges from the steady state. See for example Linear difference equation#Stability.
In chemistry, a steady state is a more general situation than dynamic equilibrium. While a dynamic equilibrium occurs when two or more reversible processes occur at the same rate, and such a system can be said to be in a steady state, a system that is in a steady state may not necessarily be in a state of dynamic equilibrium, because some of the processes involved are not reversible.
Applications
Economics
A steady state economy is an economy (es
Document 4:::
A state variable is one of the set of variables that are used to describe the mathematical "state" of a dynamical system. Intuitively, the state of a system describes enough about the system to determine its future behaviour in the absence of any external forces affecting the system. Models that consist of coupled first-order differential equations are said to be in state-variable form.
Examples
In mechanical systems, the position coordinates and velocities of mechanical parts are typical state variables; knowing these, it is possible to determine the future state of the objects in the system.
In thermodynamics, a state variable is an independent variable of a state function. Examples include internal energy, enthalpy, temperature, pressure, volume and entropy. Heat and work are not state functions, but process functions.
In electronic/electrical circuits, the voltages of the nodes and the currents through components in the circuit are usually the state variables. In any electrical circuit, the number of state variables are equal to the number of (independent) storage elements, which are inductors and capacitors. The state variable for an inductor is the current through the inductor, while that for a capacitor is the voltage across the capacitor.
In ecosystem models, population sizes (or concentrations) of plants, animals and resources (nutrients, organic material) are typical state variables.
Control systems engineering
In control engineering and other areas of science and engineering, state variables are used to represent the states of a general system. The set of possible combinations of state variable values is called the state space of the system. The equations relating the current state of a system to its most recent input and past states are called the state equations, and the equations expressing the values of the output variables in terms of the state variables and inputs are called the output equations. As shown below, the state equations and output equ
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the term for a system maintaining a stable internal environment in a changeable external environment?
A. fetus
B. Pregnant
C. hypothesis
D. homeostasis
Answer:
|
|
sciq-3697
|
multiple_choice
|
Banging on a drum is an example of which type of energy?
|
[
"potential",
"mechanical",
"molecular",
"solar."
] |
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:::
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 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:::
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 4:::
The tip-speed ratio, λ, or TSR for wind turbines is the ratio between the tangential speed of the tip of a blade and the actual speed of the wind, . The tip-speed ratio is related to efficiency, with the optimum varying with blade design. Higher tip speeds result in higher noise levels and require stronger blades due to larger centrifugal forces.
The tip speed of the blade can be calculated as times R, where is the rotational speed of the rotor in radians/second, and R is the rotor radius in metres. Therefore, we can also write:
where is the wind speed in metres/second at the height of the blade hub.
Cp–λ curves
The power coefficient, is a quantity that expresses what fraction of the power in the wind is being extracted by the wind turbine. It is generally assumed to be a function of both tip-speed ratio and pitch angle. Below is a plot of the variation of the power coefficient with variations in the tip-speed ratio when the pitch is held constant:
The case for variable speed wind turbines
Originally, wind turbines were fixed speed. This has the benefit that the rotor speed in the generator is constant, thus the frequency of the AC voltage is fixed. This allows the wind turbine to be directly connected to a transmission system. However, from the figure above, we can see that the power coefficient is a function of the tip-speed ratio. By extension, the efficiency of the wind turbine is a function of the tip-speed ratio.
Ideally, one would like to have a turbine operating at the maximum value of at all wind speeds. This means that as the wind speed changes, the rotor speed must change to such that . A wind turbine with a variable rotor speed is called a variable speed wind turbine. Whilst this does mean that the wind turbine operates at or close to for a range of wind speeds, the frequency of the AC voltage generator will not be constant. This can be seen in the following equation:
where is the rotor angular speed, is the frequency of the AC volta
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Banging on a drum is an example of which type of energy?
A. potential
B. mechanical
C. molecular
D. solar.
Answer:
|
|
scienceQA-11574
|
multiple_choice
|
Select the bird below.
|
[
"piranha",
"box turtle",
"water buffalo",
"loon"
] |
D
|
A loon is a bird. It has feathers, two wings, and a beak.
Loons usually live near lakes. They dive in the water to hunt for food.
A box turtle is a reptile. It has scaly, waterproof skin.
Box turtles can live to be over 100 years old!
A water buffalo is a mammal. It has hair and feeds its young milk.
Water buffaloes live in Asia. Some people raise water buffaloes for their milk.
A piranha is a fish. It lives underwater. It has fins, not limbs.
Piranhas have sharp teeth. Piranhas hunt in groups. A group of piranhas can eat a large animal.
|
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:::
This is a list of the fastest flying birds in the world. A bird's velocity is necessarily variable; a hunting bird will reach much greater speeds while diving to catch prey than when flying horizontally. The bird that can achieve the greatest airspeed is the peregrine falcon, able to exceed in its dives. A close relative of the common swift, the white-throated needletail (Hirundapus caudacutus), is commonly reported as the fastest bird in level flight with a reported top speed of . This record remains unconfirmed as the measurement methods have never been published or verified. The record for the fastest confirmed level flight by a bird is held by the common swift.
Birds by flying speed
See also
List of birds by flight heights
Note
Document 2:::
The difficulty of defining or measuring intelligence in non-human animals makes the subject difficult to study scientifically in birds. In general, birds have relatively large brains compared to their head size. The visual and auditory senses are well developed in most species, though the tactile and olfactory senses are well realized only in a few groups. Birds communicate using visual signals as well as through the use of calls and song. The testing of intelligence in birds is therefore usually based on studying responses to sensory stimuli.
The corvids (ravens, crows, jays, magpies, etc.) and psittacines (parrots, macaws, and cockatoos) are often considered the most intelligent birds, and are among the most intelligent animals in general. Pigeons, finches, domestic fowl, and birds of prey have also been common subjects of intelligence studies.
Studies
Bird intelligence has been studied through several attributes and abilities. Many of these studies have been on birds such as quail, domestic fowl, and pigeons kept under captive conditions. It has, however, been noted that field studies have been limited, unlike those of the apes. Birds in the crow family (corvids) as well as parrots (psittacines) have been shown to live socially, have long developmental periods, and possess large forebrains, all of which have been hypothesized to allow for greater cognitive abilities.
Counting has traditionally been considered an ability that shows intelligence. Anecdotal evidence from the 1960s has suggested that crows can count up to 3. Researchers need to be cautious, however, and ensure that birds are not merely demonstrating the ability to subitize, or count a small number of items quickly. Some studies have suggested that crows may indeed have a true numerical ability. It has been shown that parrots can count up to 6.
Cormorants used by Chinese fishermen were given every eighth fish as a reward, and found to be able to keep count up to 7. E.H. Hoh wrote in Natural Histo
Document 3:::
The Laotian giant flying squirrel (Biswamoyopterus laoensis) is an arboreal, flying squirrel endemic to Laos. It was the second described member in the genus Biswamoyopterus, after being first collected in September 2012 by scientists researching the animal corpses in the illegal Thongnami bushmeat market, Ban Thongnami, Pakkading District, Bolikhamxai Province.
Description
Biswamoyopterus laoensis has reddish, grizzled fur with white above. Its crown is pale grey, its patagium is orangish and its underparts are white.
Biswamoyopterus laoensis has one of the greatest lengths in the squirrel family, with a body length of and a tail length of , for a total length of , along with a mass of . This is slightly larger than the one other Biswamoyopterus species, B. biswasi, known from a single sample found in India in 1981.
Document 4:::
This is a list of birds by flight height.
Birds by flight height
See also
Organisms at high altitude
List of birds by flight speed
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Select the bird below.
A. piranha
B. box turtle
C. water buffalo
D. loon
Answer:
|
sciq-4937
|
multiple_choice
|
What is the second highest mountain in the world, at over 28,000 feet?
|
[
"makalu",
"k2",
"everest",
"pikes peak"
] |
B
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
A 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:::
is a world mathematics certification program and examination established in Japan in 1988.
Outline of Suken
Each Suken level (Kyu) has two sections. Section 1 is calculation and Section 2 is application.
Passing Rate
In order to pass the Suken, you must correctly answer approximately 70% of section 1 and approximately 60% of section 2.
Levels
Level 5 (7th grade math)
The examination time is 180 minutes for section 1, 60 minutes for section 2.
Level 4 (8th grade)
The examination time is 60 minutes for section 1, 60 minutes for section 2.
3rd Kyu, suits for 9th grade
The examination time is 60 minutes for section 1, 60 minutes for section 2.
Levels 5 - 3 include the following subjects:
Calculation with negative numbers
Inequalities
Simultaneous equations
Congruency and similarities
Square roots
Factorization
Quadratic equations and functions
The Pythagorean theorem
Probabilities
Level pre-2 (10th grade)
The examination time is 60 minutes for section 1, 90 minutes for section 2.
Level 2 (11th grade)
The examination time is 60 minutes for section 1, 90 minutes for section 2.
Level pre-1st (12th grade)
The examination time is 60 minutes for section 1, 120 minutes for section 2.
Levels pre-2 - pre-1 include the following subjects:
Quadratic functions
Trigonometry
Sequences
Vectors
Complex numbers
Basic calculus
Matrices
Simple curved lines
Probability
Level 1 (undergrad and graduate)
The examination time is 60 minutes for section 1, 120 minutes for section 2.
Level 1 includes the following subjects:
Linear algebra
Vectors
Matrices
Differential equations
Statistics
Probability
Document 3:::
Tech City College (Formerly STEM Academy) is a free school sixth form located in the Islington area of the London Borough of Islington, England.
It originally opened in September 2013, as STEM Academy Tech City and specialised in Science, Technology, Engineering and Maths (STEM) and the Creative Application of Maths and Science. In September 2015, STEM Academy joined the Aspirations Academy Trust was renamed Tech City College. Tech City College offers A-levels and BTECs as programmes of study for students.
Document 4:::
The Bachelor of Science in Aquatic Resources and Technology (B.Sc. in AQT) (or Bachelor of Aquatic Resource) is an undergraduate degree that prepares students to pursue careers in the public, private, or non-profit sector in areas such as marine science, fisheries science, aquaculture, aquatic resource technology, food science, management, biotechnology and hydrography. Post-baccalaureate training is available in aquatic resource management and related areas.
The Department of Animal Science and Export Agriculture, at the Uva Wellassa University of Badulla, Sri Lanka, has the largest enrollment of undergraduate majors in Aquatic Resources and Technology, with about 200 students as of 2014.
The Council on Education for Aquatic Resources and Technology includes undergraduate AQT degrees in the accreditation review of Aquatic Resources and Technology programs and schools.
See also
Marine Science
Ministry of Fisheries and Aquatic Resources Development
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the second highest mountain in the world, at over 28,000 feet?
A. makalu
B. k2
C. everest
D. pikes peak
Answer:
|
|
sciq-328
|
multiple_choice
|
What is our main source of aluminum ore?
|
[
"bauxite",
"cobalt",
"tin",
"coal"
] |
A
|
Relavent Documents:
Document 0:::
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 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:::
Female education in STEM refers to child and adult female representation in the educational fields of science, technology, engineering, and mathematics (STEM). In 2017, 33% of students in STEM fields were women.
The organization UNESCO has stated that this gender disparity is due to discrimination, biases, social norms and expectations that influence the quality of education women receive and the subjects they study. UNESCO also believes that having more women in STEM fields is desirable because it would help bring about sustainable development.
Current status of girls and women in STEM education
Overall trends in STEM education
Gender differences in STEM education participation are already visible in early childhood care and education in science- and math-related play, and become more pronounced at higher levels of education. Girls appear to lose interest in STEM subjects with age, particularly between early and late adolescence. This decreased interest affects participation in advanced studies at the secondary level and in higher education. Female students represent 35% of all students enrolled in STEM-related fields of study at this level globally. Differences are also observed by disciplines, with female enrollment lowest in engineering, manufacturing and construction, natural science, mathematics and statistics and ICT fields. Significant regional and country differences in female representation in STEM studies can be observed, though, suggesting the presence of contextual factors affecting girls’ and women's engagement in these fields. Women leave STEM disciplines in disproportionate numbers during their higher education studies, in their transition to the world of work and even in their career cycle.
Learning achievement in STEM education
Data on gender differences in learning achievement present a complex picture, depending on what is measured (subject, knowledge acquisition against knowledge application), the level of education/age of students, and
Document 3:::
The Bachelor of Science in Aquatic Resources and Technology (B.Sc. in AQT) (or Bachelor of Aquatic Resource) is an undergraduate degree that prepares students to pursue careers in the public, private, or non-profit sector in areas such as marine science, fisheries science, aquaculture, aquatic resource technology, food science, management, biotechnology and hydrography. Post-baccalaureate training is available in aquatic resource management and related areas.
The Department of Animal Science and Export Agriculture, at the Uva Wellassa University of Badulla, Sri Lanka, has the largest enrollment of undergraduate majors in Aquatic Resources and Technology, with about 200 students as of 2014.
The Council on Education for Aquatic Resources and Technology includes undergraduate AQT degrees in the accreditation review of Aquatic Resources and Technology programs and schools.
See also
Marine Science
Ministry of Fisheries and Aquatic Resources Development
Document 4:::
Advanced Placement (AP) Physics C: Electricity and Magnetism (also known as AP Physics C: E&M or AP E&M) is an introductory physics course administered by the College Board as part of its Advanced Placement program. It is intended to proxy a second-semester calculus-based university course in electricity and magnetism. The content of Physics C: E&M overlaps with that of AP Physics 2, but Physics 2 is algebra-based and covers other topics outside of electromagnetism, while Physics C is calculus-based and only covers electromagnetism. Physics C: E&M may be combined with its mechanics counterpart to form a year-long course that prepares for both exams.
Course content
E&M is equivalent to an introductory college course in electricity and magnetism for physics or engineering majors. The course modules are:
Electrostatics
Conductors, capacitors, and dielectrics
Electric circuits
Magnetic fields
Electromagnetism.
Methods of calculus are used wherever appropriate in formulating physical principles and in applying them to physical problems. Therefore, students should have completed or be concurrently enrolled in a calculus class.
AP test
The course culminates in an optional exam for which high-performing students may receive some credit towards their college coursework, depending on the institution.
Registration
The AP examination for AP Physics C: Electricity and Magnetism is separate from the AP examination for AP Physics C: Mechanics. Before 2006, test-takers paid only once and were given the choice of taking either one or two parts of the Physics C test.
Format
The exam is typically administered on a Monday afternoon in May. The exam is configured in two categories: a 35-question multiple choice section and a 3-question free response section. Test takers are allowed to use an approved calculator during the entire exam. The test is weighted such that each section is worth half of the final score. This and AP Physics C: Mechanics are the shortest AP exams, with
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is our main source of aluminum ore?
A. bauxite
B. cobalt
C. tin
D. coal
Answer:
|
|
sciq-6888
|
multiple_choice
|
Some isotopes are stable indefinitely, while others are radioactive and do what through a characteristic form of emission?
|
[
"expand",
"bond",
"decay",
"replicate"
] |
C
|
Relavent Documents:
Document 0:::
The isotopic resonance hypothesis (IsoRes) postulates that certain isotopic compositions of chemical elements affect kinetics of chemical reactions involving molecules built of these elements. The isotopic compositions for which this effect is predicted are called resonance isotopic compositions.
Fundamentally, the IsoRes hypothesis relies on a postulate that less complex systems exhibit faster kinetics than equivalent but more complex systems. Furthermore, system's complexity is affected by its symmetry (more symmetric systems are simpler), and symmetry (in general meaning) of reactants may be affected by their isotopic composition.
The term “resonance” relates to the use of this term in nuclear physics, where peaks in the dependence of a reaction cross section upon energy are called “resonances”. Similarly, a sharp increase (or decrease) in the reaction kinetics as a function of the average isotopic mass of a certain element is called here a resonance.
History of formulation
The concept of isotopes developed from radioactivity. The pioneering work on radioactivity by Henri Becquerel, Marie Curie and Pierre Curie was awarded the Nobel Prize in Physics in 1903. Later Frederick Soddy would take radioactivity from physics to chemistry and shed light on the nature of isotopes, something with rendered him the Nobel Prize in Chemistry in 1921 (awarded in 1922).
The question of stable, non-radioactive isotopes was more difficult and required the development by Francis Aston of a high-resolution mass spectrograph, which allowed the separation of different stable isotopes of one and the same element. Francis Aston was awarded the 1922 Nobel Prize in Chemistry for this achievement. With his enunciation of the whole-number rule, Aston solved a problem that had riddled chemistry for a hundred years. The understanding was that different isotopes of a given element would be chemically identical.
It was discovered in the 1930s by Harold Urey in 1932 (awarded the Nobel Pri
Document 1:::
Radiochemistry is the chemistry of radioactive materials, where radioactive isotopes of elements are used to study the properties and chemical reactions of non-radioactive isotopes (often within radiochemistry the absence of radioactivity leads to a substance being described as being inactive as the isotopes are stable). Much of radiochemistry deals with the use of radioactivity to study ordinary chemical reactions. This is very different from radiation chemistry where the radiation levels are kept too low to influence the chemistry.
Radiochemistry includes the study of both natural and man-made radioisotopes.
Main decay modes
All radioisotopes are unstable isotopes of elements— that undergo nuclear decay and emit some form of radiation. The radiation emitted can be of several types including alpha, beta, gamma radiation, proton, and neutron emission along with neutrino and antiparticle emission decay pathways.
1. α (alpha) radiation—the emission of an alpha particle (which contains 2 protons and 2 neutrons) from an atomic nucleus. When this occurs, the atom's atomic mass will decrease by 4 units and the atomic number will decrease by 2.
2. β (beta) radiation—the transmutation of a neutron into an electron and a proton. After this happens, the electron is emitted from the nucleus into the electron cloud.
3. γ (gamma) radiation—the emission of electromagnetic energy (such as gamma rays) from the nucleus of an atom. This usually occurs during alpha or beta radioactive decay.
These three types of radiation can be distinguished by their difference in penetrating power.
Alpha can be stopped quite easily by a few centimetres of air or a piece of paper and is equivalent to a helium nucleus. Beta can be cut off by an aluminium sheet just a few millimetres thick and are electrons. Gamma is the most penetrating of the three and is a massless chargeless high-energy photon. Gamma radiation requires an appreciable amount of heavy metal radiation shielding (usually lead or
Document 2:::
Stable nuclides are nuclides that are not radioactive and so (unlike radionuclides) do not spontaneously undergo radioactive decay. When such nuclides are referred to in relation to specific elements, they are usually termed stable isotopes.
The 80 elements with one or more stable isotopes comprise a total of 251 nuclides that have not been known to decay using current equipment (see list at the end of this article). Of these 80 elements, 26 have only one stable isotope; they are thus termed monoisotopic. The rest have more than one stable isotope. Tin has ten stable isotopes, the largest number of stable isotopes known for an element.
Definition of stability, and naturally occurring nuclides
Most naturally occurring nuclides are stable (about 251; see list at the end of this article), and about 35 more (total of 286) are known to be radioactive with sufficiently long half-lives (also known) to occur primordially. If the half-life of a nuclide is comparable to, or greater than, the Earth's age (4.5 billion years), a significant amount will have survived since the formation of the Solar System, and then is said to be primordial. It will then contribute in that way to the natural isotopic composition of a chemical element. Primordially present radioisotopes are easily detected with half-lives as short as 700 million years (e.g., 235U). This is the present limit of detection, as shorter-lived nuclides have not yet been detected undisputedly in nature except when recently produced, such as decay products or cosmic ray spallation.
Many naturally occurring radioisotopes (another 53 or so, for a total of about 339) exhibit still shorter half-lives than 700 million years, but they are made freshly, as daughter products of decay processes of primordial nuclides (for example, radium from uranium) or from ongoing energetic reactions, such as cosmogenic nuclides produced by present bombardment of Earth by cosmic rays (for example, 14C made from nitrogen).
Some isotopes th
Document 3:::
Neutron emission is a mode of radioactive decay in which one or more neutrons are ejected from a nucleus. It occurs in the most neutron-rich/proton-deficient nuclides, and also from excited states of other nuclides as in photoneutron emission and beta-delayed neutron emission. As only a neutron is lost by this process the number of protons remains unchanged, and an atom does not become an atom of a different element, but a different isotope of the same element.
Neutrons are also produced in the spontaneous and induced fission of certain heavy nuclides.
Spontaneous neutron emission
As a consequence of the Pauli exclusion principle, nuclei with an excess of protons or neutrons have a higher average energy per nucleon. Nuclei with a sufficient excess of neutrons have a greater energy than the combination of a free neutron and a nucleus with one less neutron, and therefore can decay by neutron emission. Nuclei which can decay by this process are described as lying beyond the neutron drip line.
Two examples of isotopes that emit neutrons are beryllium-13 (decaying to beryllium-12 with a mean life ) and helium-5 (helium-4, ).
In tables of nuclear decay modes, neutron emission is commonly denoted by the abbreviation n.
{| class="wikitable" align="left"
|+ Neutron emitters to the left of lower dashed line (see also: Table of nuclides)
|-
|-
|-
|-
|-
|-
|-
|-
|-
|-
|-
|-
|-
|-
|-
|-
|-
|}
Double neutron emission
Some neutron-rich isotopes decay by the emission of two or more neutrons. For example hydrogen-5 and helium-10 decay by the emission of two neutrons, hydrogen-6 by the emission of 3 or 4 neutrons, and hydrogen-7 by emission of 4 neutrons.
Photoneutron emission
Some nuclides can be induced to eject a neutron by gamma radiation. One such nuclide is 9Be; its photodisintegration is significant in nuclear astrophysics, pertaining to the abundance of beryllium and the consequences of the instability of 8Be. This also makes this isotope useful as a
Document 4:::
A synthetic radioisotope is a radionuclide that is not found in nature: no natural process or mechanism exists which produces it, or it is so unstable that it decays away in a very short period of time. Examples include technetium-95 and promethium-146. Many of these are found in, and harvested from, spent nuclear fuel assemblies. Some must be manufactured in particle accelerators.
Production
Some synthetic radioisotopes are extracted from spent nuclear reactor fuel rods, which contain various fission products. For example, it is estimated that up to 1994, about 49,000 terabecquerels (78 metric ton) of technetium was produced in nuclear reactors, which is by far the dominant source of terrestrial technetium.
Some synthetic isotopes are produced in significant quantities by fission but are not yet being reclaimed. Other isotopes are manufactured by neutron irradiation of parent isotopes in a nuclear reactor (for example, Tc-97 can be made by neutron irradiation of Ru-96) or by bombarding parent isotopes with high energy particles from a particle accelerator.
Many isotopes are produced in cyclotrons, for example fluorine-18 and oxygen-15 which are widely used for positron emission tomography.
Uses
Most synthetic radioisotopes have a short half-life. Though a health hazard, radioactive materials have many medical and industrial uses.
Nuclear medicine
The field of nuclear medicine covers use of radioisotopes for diagnosis or treatment.
Diagnosis
Radioactive tracer compounds, radiopharmaceuticals, are used to observe the function of various organs and body systems. These compounds use a chemical tracer which is attracted to or concentrated by the activity which is being studied. That chemical tracer incorporates a short lived radioactive isotope, usually one which emits a gamma ray which is energetic enough to travel through the body and be captured outside by a gamma camera to map the concentrations. Gamma cameras and other similar detectors are highly efficient
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Some isotopes are stable indefinitely, while others are radioactive and do what through a characteristic form of emission?
A. expand
B. bond
C. decay
D. replicate
Answer:
|
|
sciq-5586
|
multiple_choice
|
What is the name for the water-splitting step of photosynthesis?
|
[
"photolysis",
"peristalsis",
"cellular respiration",
"hydrolysis"
] |
A
|
Relavent Documents:
Document 0:::
{{DISPLAYTITLE: C3 carbon fixation}}
carbon fixation is the most common of three metabolic pathways for carbon fixation in photosynthesis, the other two being and CAM. This process converts carbon dioxide and ribulose bisphosphate (RuBP, a 5-carbon sugar) into two molecules of 3-phosphoglycerate through the following reaction:
CO2 + H2O + RuBP → (2) 3-phosphoglycerate
This reaction was first discovered by Melvin Calvin, Andrew Benson and James Bassham in 1950. C3 carbon fixation occurs in all plants as the first step of the Calvin–Benson cycle. (In and CAM plants, carbon dioxide is drawn out of malate and into this reaction rather than directly from the air.)
Plants that survive solely on fixation ( plants) tend to thrive in areas where sunlight intensity is moderate, temperatures are moderate, carbon dioxide concentrations are around 200 ppm or higher, and groundwater is plentiful. The plants, originating during Mesozoic and Paleozoic eras, predate the plants and still represent approximately 95% of Earth's plant biomass, including important food crops such as rice, wheat, soybeans and barley.
plants cannot grow in very hot areas at today's atmospheric CO2 level (significantly depleted during hundreds of millions of years from above 5000 ppm) because RuBisCO incorporates more oxygen into RuBP as temperatures increase. This leads to photorespiration (also known as the oxidative photosynthetic carbon cycle, or C2 photosynthesis), which leads to a net loss of carbon and nitrogen from the plant and can therefore limit growth.
plants lose up to 97% of the water taken up through their roots by transpiration. In dry areas, plants shut their stomata to reduce water loss, but this stops from entering the leaves and therefore reduces the concentration of in the leaves. This lowers the :O2 ratio and therefore also increases photorespiration. and CAM plants have adaptations that allow them to survive in hot and dry areas, and they can therefore out-compete
Document 1:::
Photosynthate partitioning is the deferential distribution of photosynthates to plant tissues. A photosynthate is the resulting product of photosynthesis, these products are generally sugars. These sugars that are created from photosynthesis are broken down to create energy for use by the plant. Sugar and other compounds move via the phloem to tissues that have an energy demand. These areas of demand are called sinks. While areas with an excess of sugars and a low energy demand are called sources. Many times sinks are the actively growing tissues of the plant while the sources are where sugars are produced by photosynthesis—the leaves of plants. Sugars are actively loaded into the phloem and moved by a positive pressure flow created by solute concentrations and turgor pressure between xylem and phloem vessel elements (specialized plant cells). This movement of sugars is referred to as translocation. When sugars arrive at the sink they are unloaded for storage or broken down/metabolized.
The partitioning of these sugars depends on multiple factors such as the vascular connections that exist, the location of the sink to source, the developmental stage, and the strength of that sink. Vascular connections exist between sources and sinks and those that are the most direct have been shown to receive more photosynthates than those that must travel through extensive connections. This also goes for proximity: those closer to the source are easier to translocate sugars to. Developmental stage plays a large role in partitioning, organs that are young such as meristems and new leaves have a higher demand, as well as those that are entering reproductive maturity—creating fruits, flowers, and seeds. Many of these developing organs have a higher sink strength. Those with higher sink strengths receive more photosynthates than lower strength sinks. Sinks compete to receive these compounds and combination of factors playing in determining how much and how fast sinks rece
Document 2:::
Photodissociation, photolysis, photodecomposition, or photofragmentation is a chemical reaction in which molecules of a chemical compound are broken down by photons. It is defined as the interaction of one or more photons with one target molecule.
Photodissociation is not limited to visible light. Any photon with sufficient energy can affect the chemical bonds of a chemical compound. Since a photon's energy is inversely proportional to its wavelength, electromagnetic radiations with the energy of visible light or higher, such as ultraviolet light, X-rays, and gamma rays can induce such reactions.
Photolysis in photosynthesis
Photolysis is part of the light-dependent reaction or light phase or photochemical phase or Hill reaction of photosynthesis. The general reaction of photosynthetic photolysis can be given in terms of photons as:
The chemical nature of "A" depends on the type of organism. Purple sulfur bacteria oxidize hydrogen sulfide () to sulfur (S). In oxygenic photosynthesis, water () serves as a substrate for photolysis resulting in the generation of diatomic oxygen (). This is the process which returns oxygen to Earth's atmosphere. Photolysis of water occurs in the thylakoids of cyanobacteria and the chloroplasts of green algae and plants.
Energy transfer models
The conventional semi-classical model describes the photosynthetic energy transfer process as one in which excitation energy hops from light-capturing pigment molecules to reaction center molecules step-by-step down the molecular energy ladder.
The effectiveness of photons of different wavelengths depends on the absorption spectra of the photosynthetic pigments in the organism. Chlorophylls absorb light in the violet-blue and red parts of the spectrum, while accessory pigments capture other wavelengths as well. The phycobilins of red algae absorb blue-green light which penetrates deeper into water than red light, enabling them to photosynthesize in deep waters. Each absorbed photon causes
Document 3:::
Excretion is a process in which metabolic waste
is eliminated from an organism. In vertebrates this is primarily carried out by the lungs, kidneys, and skin. This is in contrast with secretion, where the substance may have specific tasks after leaving the cell. Excretion is an essential process in all forms of life. For example, in mammals, urine is expelled through the urethra, which is part of the excretory system. In unicellular organisms, waste products are discharged directly through the surface of the cell.
During life activities such as cellular respiration, several chemical reactions take place in the body. These are known as metabolism. These chemical reactions produce waste products such as carbon dioxide, water, salts, urea and uric acid. Accumulation of these wastes beyond a level inside the body is harmful to the body. The excretory organs remove these wastes. This process of removal of metabolic waste from the body is known as excretion.
Green plants excrete carbon dioxide and water as respiratory products. In green plants, the carbon dioxide released during respiration gets used during photosynthesis. Oxygen is a by product generated during photosynthesis, and exits through stomata, root cell walls, and other routes. Plants can get rid of excess water by transpiration and guttation. It has been shown that the leaf acts as an 'excretophore' and, in addition to being a primary organ of photosynthesis, is also used as a method of excreting toxic wastes via diffusion. Other waste materials that are exuded by some plants — resin, saps, latex, etc. are forced from the interior of the plant by hydrostatic pressures inside the plant and by absorptive forces of plant cells. These latter processes do not need added energy, they act passively. However, during the pre-abscission phase, the metabolic levels of a leaf are high. Plants also excrete some waste substances into the soil around them.
In animals, the main excretory products are carbon dioxide, ammoni
Document 4:::
The evolution of photosynthesis refers to the origin and subsequent evolution of photosynthesis, the process by which light energy is used to assemble sugars from carbon dioxide and a hydrogen and electron source such as water. The process of photosynthesis was discovered by Jan Ingenhousz, a Dutch-born British physician and scientist, first publishing about it in 1779.
The first photosynthetic organisms probably evolved early in the evolutionary history of life and most likely used reducing agents such as hydrogen rather than water. There are three major metabolic pathways by which photosynthesis is carried out: C3 photosynthesis, C4 photosynthesis, and CAM photosynthesis. C3 photosynthesis is the oldest and most common form. A C3 plant uses the Calvin cycle for the initial steps that incorporate into organic material. A C4 plant prefaces the Calvin cycle with reactions that incorporate into four-carbon compounds. A CAM plant uses crassulacean acid metabolism, an adaptation for photosynthesis in arid conditions. C4 and CAM plants have special adaptations that save water.
Origin
Available evidence from geobiological studies of Archean (>2500 Ma) sedimentary rocks indicates that life existed 3500 Ma. Fossils of what are thought to be filamentous photosynthetic organisms have been dated at 3.4 billion years old, consistent with recent studies of photosynthesis. Early photosynthetic systems, such as those from green and purple sulfur and green and purple nonsulfur bacteria, are thought to have been anoxygenic, using various molecules as electron donors. Green and purple sulfur bacteria are thought to have used hydrogen and hydrogen sulfide as electron and hydrogen donors. Green nonsulfur bacteria used various amino and other organic acids. Purple nonsulfur bacteria used a variety of nonspecific organic and inorganic molecules. It is suggested that photosynthesis likely originated at low-wavelength geothermal light from acidic hydrothermal vents, Zn-tetrapyrroles w
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the name for the water-splitting step of photosynthesis?
A. photolysis
B. peristalsis
C. cellular respiration
D. hydrolysis
Answer:
|
|
sciq-9116
|
multiple_choice
|
What land mammal has the longest gestation period?
|
[
"Giraffe",
"Asian elephant",
"african elephant",
"Rhino"
] |
C
|
Relavent Documents:
Document 0:::
The heaviest land mammal is the African bush elephant, which has a weight of up to . It measures 10–13 ft at the shoulder and consumes around of vegetation a day. Its tusks have been known to reach in length, although in modern populations they are most commonly recorded at a length of . The average walking speed of an elephant is , but they can run at recorded speeds of up to .
Heaviest extant land mammals
See also
Largest organisms
Notes
Document 1:::
The largest animal currently alive is the blue whale. The maximum recorded weight was 190 tonnes for a specimen measuring , whereas longer ones, up to , have been recorded but not weighed. It is estimated, this individual could have a mass of 250 tonnes. The longest non-colonial animal is the lion's mane jellyfish (36.6m / 120 ft).
In 2023, paleontologists estimated that the extinct whale Perucetus, discovered in Peru, may have outweighed the blue whale, with a mass of 85-340 t (84-335 long tons; 94-375 short tonnes.) While controversial, estimates for the weight of the sauropod Bruhathkayosaurus suggest it was around 110-170 tons, with the highest estimate being 240 tons, if scaled with Patagotitan, although actual fossil remains no longer exist, and that estimation is based on described dimensions in 1987. The upper estimates of weight for these two prehistoric animals would have easily rivaled or exceeded the blue whale.
The African bush elephant (Loxodonta africana) is the largest living land animal. A native of various open habitats in sub-Saharan Africa, males weigh about on average. The largest elephant ever recorded was shot in Angola in 1974. It was a male measuring from trunk to tail and lying on its side in a projected line from the highest point of the shoulder, to the base of the forefoot, indicating a standing shoulder height of . This male had a computed weight of 10.4 tonnes.
Heaviest living animals
The heaviest living animals are all whales. Since no scale can accommodate the whole body of a large whale, most have been weighed by parts.
Heaviest terrestrial animals
The heaviest land animals are all mammals. The African elephant is now listed as two species, the African bush elephant and the African forest elephant, as they are now generally considered to be two separate species.
Vertebrates
Mammals (Mammalia)
The blue whale is the largest mammal of all time, with the largest known specimen being long and the largest weighted specimen b
Document 2:::
This is a chronologically organized listing of notable zoological events and discoveries.
Ancient world
28000 BC. Cave paintings (e.g. Chauvet Cave) in Southern France and northern Spain depict animals in a stylized fashion. These European cave paintings depict Mammoths (the same species is later seen thawed ice in Siberia).
12000-8000 BC. Bubalus Period creation of rock art in the Central Sahara depicting a range of animals including elephants, antelopes, rhinoceros and catfish.
10000 BC. Humans (Homo sapiens) domesticated dogs, pigs, sheep, goats, fowl, and other animals in Europe, northern Africa and the Near East.
6500 BC. The aurochs, ancestors of domestic cattle, were domesticated in the next two centuries if not earlier (Obre I, Yugoslavia). This was the last major animal to be tamed as a source of milk, meat, power, and leather in the Old World.
3500 BC. Sumerian animal-drawn wheeled vehicles and plows were developed in Mesopotamia, the region called the "Fertile Crescent". Irrigation was probably done using animal power. Since Sumeria had no natural defenses, armies with mounted cavalry and chariots became important, increasing the importance of equines (horses and donkeys).
2000 BC. Domestication of the silkworm in China.
1100 BC. Won Chang (China), first of the Zhou emperors, stocked his imperial zoological garden with deer, goats, birds, and fish from many parts of the world. The emperor also enjoyed sporting events with the use of animals.
850 BC. Homer (Greek) wrote the epics Iliad and Odyssey, which both contain animals as monsters and metaphors (gross soldiers turned into pigs by the witch Circe), but also some correct observations on bees and fly maggots. Both epics make reference to mules.
610 BC. Anaximander (Greek, 610 BC–545 BC) was a student of Thales of Miletus. He taught that the first life was formed by spontaneous generation in the mud. Later animals came into being by transmutations, left the water, and reached dry land. Man was derived
Document 3:::
Megaherbivores (Greek μέγας megas "large" and Latin herbivora "herbivore") are large terrestrial herbivores that can exceed in weight. This polyphyletic group of megafauna includes elephants, rhinos, hippos, and giraffes. The largest bovids (gaurs and American bisons) occasionally reach a weight of , but they are generally not considered to be megaherbivores. There are nine extant species of megaherbivores living in Africa and Asia. The African bush elephant is the largest extant species with bulls reaching a height of up to and a maximum weight of .
All megaherbivores are keystone species in their environment. Their ecological role is to change the vegetative structure through feeding behavior, and seed dispersal. Megaherbivores like most large mammals are K-selected species. They are characterized by their large size, invulnerability to predators, their impact on vegetation and their dietary tolerance. Megaherbivores have been around for over 300 million years, but they are now extirpated from much of their historic range.
Species
This is a list of all nine extant species of megaherbivores, with a brief description for each.
Ecology
Elephants are mixed feeders, giraffes and Javan rhinos are browsers, while white and Indian rhinoceroses are true grazers. Megaherbivores consume graminoid, which are dicotyledon proportions which also includes non-graminaceous monocots with dicots. They prefer eating the foliage, stemmy material and fruits of the plant. Elephants and rhinos exhibit hindgut fermentation while giraffes, like all bovids are ruminants with foregut fermentation. Hippos display foregut fermentation but they lack the distinctly divided section and remastication that are typical in ruminants.
Due to their size, megaherbivores can defoliate the landscape. Because of this they are considered keystone species in their environment. They use their size, power and feeding behavior to change the structure and composition of vegetation, which affects both
Document 4:::
Motty (11 July – 21 July 1978) was the only proven hybrid between an Asian and an African elephant. The male calf was born in Chester Zoo, to Asian mother Sheba and African father Jumbolino. He was named after George Mottershead, who founded the Chester Zoo in 1931.
Appearance
Motty's head and ears were morphologically like Loxodonta (African), while the toenail numbers, with five on the front feet and four on the hind were that of Elephas (Asian). The trunk had a single trunk finger as seen in Elephas but the trunk length was more similar to Loxodonta. His vertebral column showed an Loxodonta profile above the shoulders transitioning to the convex hump profile of Elephas below the shoulders.
Cause of death
Due to being born six weeks early, Motty was considered underweight by . Despite intensive human care, Motty died of an umbilical infection 10 days after his birth on 21 July. The necropsy revealed death to be due to necrotizing enterocolitis and E. coli septicaemia present in both his colon and the umbilical cord.
Preservation
His body was preserved by a private company, and is a mounted specimen at the Natural History Museum in London.
Other hybrids
The straight-tusked elephant, an extinct elephant whose closest extant relative is the African forest elephant, interbred with the Asian elephant, as recovered DNA has shown.
Although the Asian elephant Elephas maximus and the African elephant Loxodonta africana belong to different genera, they share the same number of chromosomes, thus making hybridisation possible.
See also
List of individual elephants
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What land mammal has the longest gestation period?
A. Giraffe
B. Asian elephant
C. african elephant
D. Rhino
Answer:
|
|
sciq-11508
|
multiple_choice
|
Within the first 8 weeks of gestation, a developing embryo establishes the rudimentary structures of all of its organs and tissues from the ectoderm, mesoderm, and endoderm. this process is called what?
|
[
"abiogenesis",
"parthenogenesis",
"organogenesis",
"biosynthesis"
] |
C
|
Relavent Documents:
Document 0:::
Organogenesis is the phase of embryonic development that starts at the end of gastrulation and continues until birth. During organogenesis, the three germ layers formed from gastrulation (the ectoderm, endoderm, and mesoderm) form the internal organs of the organism.
The cells of each of the three germ layers undergo differentiation, a process where less-specialized cells become more-specialized through the expression of a specific set of genes. Cell differentiation is driven by cell signaling cascades. Differentiation is influenced by extracellular signals such as growth factors that are exchanged to adjacent cells which is called juxtracrine signaling or to neighboring cells over short distances which is called paracrine signaling. Intracellular signals - a cell signaling itself (autocrine signaling) - also play a role in organ formation. These signaling pathways allow for cell rearrangement and ensure that organs form at specific sites within the organism. The organogenesis process can be studied using embryos and organoids.
Organs produced by the germ layers
The endoderm is the inner most germ layer of the embryo which gives rise to gastrointestinal and respiratory organs by forming epithelial linings and organs such as the liver, lungs, and pancreas. The mesoderm or middle germ layer of the embryo will form the blood, heart, kidney, muscles, and connective tissues. The ectoderm or outermost germ layer of the developing embryo forms epidermis, the brain, and the nervous system.
Mechanism of organ formation
While each germ layer forms specific organs, in the 1820s, embryologist Heinz Christian Pander discovered that the germ layers cannot form their respective organs without the cellular interactions from other tissues. In humans, internal organs begin to develop within 3–8 weeks after fertilization. The germ layers form organs by three processes: folds, splits, and condensation. Folds form in the germinal sheet of cells and usually form an enclosed tube
Document 1:::
Histogenesis is the formation of different tissues from undifferentiated cells. These cells are constituents of three primary germ layers, the endoderm, mesoderm, and ectoderm. The science of the microscopic structures of the tissues formed within histogenesis is termed histology.
Germ layers
A germ layer is a collection of cells, formed during animal and mammalian embryogenesis. Germ layers are typically pronounced within vertebrate organisms; however, animals or mammals more complex than sponges (eumetazoans and agnotozoans) produce two or three primary tissue layers. Animals with radial symmetry, such as cnidarians, produce two layers, called the ectoderm and endoderm. They are diploblastic. Animals with bilateral symmetry produce a third layer in-between called mesoderm, making them triploblastic. Germ layers will eventually give rise to all of an animal's or mammal's tissues and organs through a process called organogenesis.
Endoderm
The endoderm is one of the germ layers formed during animal embryogenesis. Cells migrating inward along the archenteron form the inner layer of the gastrula, which develops into the endoderm. Initially, the endoderm consists of flattened cells, which subsequently become columnar...
Mesoderm
The mesoderm germ layer forms in the embryos of animals and mammals more complex than cnidarians, making them triploblastic. During gastrulation, some of the cells migrating inward to form the endoderm form an additional layer between the endoderm and the ectoderm. A theory suggests that this key innovation evolved hundreds of millions of years ago and led to the evolution of nearly all large, complex animals. The formation of a mesoderm led to the formation of a coelom. Organs formed inside a coelom can freely move, grow, and develop independently of the body wall while fluid cushions and protects them from shocks.
Ectoderm
The ectoderm is the start of a tissue that covers the body surfaces. It emerges first and forms from the outermost
Document 2:::
Development of the human body is the process of growth to maturity. The process begins with fertilization, where an egg released from the ovary of a female is penetrated by a sperm cell from a male. The resulting zygote develops through mitosis and cell differentiation, and the resulting embryo then implants in the uterus, where the embryo continues development through a fetal stage until birth. Further growth and development continues after birth, and includes both physical and psychological development that is influenced by genetic, hormonal, environmental and other factors. This continues throughout life: through childhood and adolescence into adulthood.
Before birth
Development before birth, or prenatal development () is the process in which a zygote, and later an embryo, and then a fetus develops during gestation. Prenatal development starts with fertilization and the formation of the zygote, the first stage in embryonic development which continues in fetal development until birth.
Fertilization
Fertilization occurs when the sperm successfully enters the ovum's membrane. The chromosomes of the sperm are passed into the egg to form a unique genome. The egg becomes a zygote and the germinal stage of embryonic development begins. The germinal stage refers to the time from fertilization, through the development of the early embryo, up until implantation. The germinal stage is over at about 10 days of gestation.
The zygote contains a full complement of genetic material with all the biological characteristics of a single human being, and develops into the embryo. Embryonic development has four stages: the morula stage, the blastula stage, the gastrula stage, and the neurula stage. Prior to implantation, the embryo remains in a protein shell, the zona pellucida, and undergoes a series of rapid mitotic cell divisions called cleavage. A week after fertilization the embryo still has not grown in size, but hatches from the zona pellucida and adheres to the lining o
Document 3:::
Endoderm is the innermost of the three primary germ layers in the very early embryo. The other two layers are the ectoderm (outside layer) and mesoderm (middle layer). Cells migrating inward along the archenteron form the inner layer of the gastrula, which develops into the endoderm.
The endoderm consists at first of flattened cells, which subsequently become columnar. It forms the epithelial lining of multiple systems.
In plant biology, endoderm corresponds to the innermost part of the cortex (bark) in young shoots and young roots often consisting of a single cell layer. As the plant becomes older, more endoderm will lignify.
Production
The following chart shows the tissues produced by the endoderm.
The embryonic endoderm develops into the interior linings of two tubes in the body, the digestive and respiratory tube.
Liver and pancreas cells are believed to derive from a common precursor.
In humans, the endoderm can differentiate into distinguishable organs after 5 weeks of embryonic development.
Additional images
See also
Ectoderm
Germ layer
Histogenesis
Mesoderm
Organogenesis
Endodermal sinus tumor
Gastrulation
Cell differentiation
Triploblasty
List of human cell types derived from the germ layers
Document 4:::
Human embryonic development, or human embryogenesis, is the development and formation of the human embryo. It is characterised by the processes of cell division and cellular differentiation of the embryo that occurs during the early stages of development. In biological terms, the development of the human body entails growth from a one-celled zygote to an adult human being. Fertilization occurs when the sperm cell successfully enters and fuses with an egg cell (ovum). The genetic material of the sperm and egg then combine to form the single cell zygote and the germinal stage of development commences. Embryonic development in the human, covers the first eight weeks of development; at the beginning of the ninth week the embryo is termed a fetus.
The eight weeks has 23 stages.
Human embryology is the study of this development during the first eight weeks after fertilization. The normal period of gestation (pregnancy) is about nine months or 40 weeks.
The germinal stage refers to the time from fertilization through the development of the early embryo until implantation is completed in the uterus. The germinal stage takes around 10 days. During this stage, the zygote begins to divide, in a process called cleavage. A blastocyst is then formed and implants in the uterus. Embryogenesis continues with the next stage of gastrulation, when the three germ layers of the embryo form in a process called histogenesis, and the processes of neurulation and organogenesis follow.
In comparison to the embryo, the fetus has more recognizable external features and a more complete set of developing organs. The entire process of embryogenesis involves coordinated spatial and temporal changes in gene expression, cell growth and cellular differentiation. A nearly identical process occurs in other species, especially among chordates.
Germinal stage
Fertilization
Fertilization takes place when the spermatozoon has successfully entered the ovum and the two sets of genetic material carried b
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Within the first 8 weeks of gestation, a developing embryo establishes the rudimentary structures of all of its organs and tissues from the ectoderm, mesoderm, and endoderm. this process is called what?
A. abiogenesis
B. parthenogenesis
C. organogenesis
D. biosynthesis
Answer:
|
|
sciq-8903
|
multiple_choice
|
The solution with the higher solute concentration is called what?
|
[
"unsaturated",
"hypertonic",
"acetic",
"hypotonic"
] |
B
|
Relavent Documents:
Document 0:::
In physical chemistry, supersaturation occurs with a solution when the concentration of a solute exceeds the concentration specified by the value of solubility at equilibrium. Most commonly the term is applied to a solution of a solid in a liquid, but it can also be applied to liquids and gases dissolved in a liquid. A supersaturated solution is in a metastable state; it may return to equilibrium by separation of the excess of solute from the solution, by dilution of the solution by adding solvent, or by increasing the solubility of the solute in the solvent.
History
Early studies of the phenomenon were conducted with sodium sulfate, also known as Glauber's Salt because, unusually, the solubility of this salt in water may decrease with increasing temperature. Early studies have been summarised by Tomlinson. It was shown that the crystallization of a supersaturated solution does not simply come from its agitation, (the previous belief) but from solid matter entering and acting as a "starting" site for crystals to form, now called "seeds". Expanding upon this, Gay-Lussac brought attention to the kinematics of salt ions and the characteristics of the container having an impact on the supersaturation state. He was also able to expand upon the number of salts with which a supersaturated solution can be obtained. Later Henri Löwel came to the conclusion that both nuclei of the solution and the walls of the container have a catalyzing effect on the solution that cause crystallization. Explaining and providing a model for this phenomenon has been a task taken on by more recent research. Désiré Gernez contributed to this research by discovering that nuclei must be of the same salt that is being crystallized in order to promote crystallization.
Occurrence and examples
Solid precipitate, liquid solvent
A solution of a chemical compound in a liquid will become supersaturated when the temperature of the saturated solution is changed. In most cases solubility decreases wit
Document 1:::
In chemical biology, tonicity is a measure of the effective osmotic pressure gradient; the water potential of two solutions separated by a partially-permeable cell membrane. Tonicity depends on the relative concentration of selective membrane-impermeable solutes across a cell membrane which determine the direction and extent of osmotic flux. It is commonly used when describing the swelling-versus-shrinking response of cells immersed in an external solution.
Unlike osmotic pressure, tonicity is influenced only by solutes that cannot cross the membrane, as only these exert an effective osmotic pressure. Solutes able to freely cross the membrane do not affect tonicity because they will always equilibrate with equal concentrations on both sides of the membrane without net solvent movement. It is also a factor affecting imbibition.
There are three classifications of tonicity that one solution can have relative to another: hypertonic, hypotonic, and isotonic. A hypotonic solution example is distilled water.
Hypertonic solution
A hypertonic solution has a greater concentration of non-permeating solutes than another solution. In biology, the tonicity of a solution usually refers to its solute concentration relative to that of another solution on the opposite side of a cell membrane; a solution outside of a cell is called hypertonic if it has a greater concentration of solutes than the cytosol inside the cell. When a cell is immersed in a hypertonic solution, osmotic pressure tends to force water to flow out of the cell in order to balance the concentrations of the solutes on either side of the cell membrane. The cytosol is conversely categorized as hypotonic, opposite of the outer solution.
When plant cells are in a hypertonic solution, the flexible cell membrane pulls away from the rigid cell wall, but remains joined to the cell wall at points called plasmodesmata. The cells often take on the appearance of a pincushion, and the plasmodesmata almost cease to function b
Document 2:::
Semper rehydration solution is a mixture used for the management of dehydration. Each liter of Semper rehydration solution contains 189 mmol glucose, 40 mmol Na+, 35 mmol Cl−, 20 mmol K+ and 25 mmol HCO3−.
Document 3:::
In chemistry, solvent effects are the influence of a solvent on chemical reactivity or molecular associations. Solvents can have an effect on solubility, stability and reaction rates and choosing the appropriate solvent allows for thermodynamic and kinetic control over a chemical reaction.
A solute dissolves in a solvent when solvent-solute interactions are more favorable than solute-solute interaction.
Effects on stability
Different solvents can affect the equilibrium constant of a reaction by differential stabilization of the reactant or product. The equilibrium is shifted in the direction of the substance that is preferentially stabilized.
Stabilization of the reactant or product can occur through any of the different non-covalent interactions with the solvent such as H-bonding, dipole-dipole interactions, van der Waals interactions etc.
Acid-base equilibria
The ionization equilibrium of an acid or a base is affected by a solvent change. The effect of the solvent is not only because of its acidity or basicity but also because of its dielectric constant and its ability to preferentially solvate and thus stabilize certain species in acid-base equilibria. A change in the solvating ability or dielectric constant can thus influence the acidity or basicity.
In the table above, it can be seen that water is the most polar-solvent, followed by DMSO, and then acetonitrile. Consider the following acid dissociation equilibrium:
HA A− + H+
Water, being the most polar-solvent listed above, stabilizes the ionized species to a greater extent than does DMSO or Acetonitrile. Ionization - and, thus, acidity - would be greatest in water and lesser in DMSO and Acetonitrile, as seen in the table below, which shows pKa values at 25 °C for acetonitrile (ACN) and dimethyl sulfoxide (DMSO) and water.
Keto–enol equilibria
Many carbonyl compounds exhibit keto–enol tautomerism. This effect is especially pronounced in 1,3-dicarbonyl compounds that can form hydrogen-bonded enols. The e
Document 4:::
In chemistry, solubility is the ability of a substance, the solute, to form a solution with another substance, the solvent. Insolubility is the opposite property, the inability of the solute to form such a solution.
The extent of the solubility of a substance in a specific solvent is generally measured as the concentration of the solute in a saturated solution, one in which no more solute can be dissolved. At this point, the two substances are said to be at the solubility equilibrium. For some solutes and solvents, there may be no such limit, in which case the two substances are said to be "miscible in all proportions" (or just "miscible").
The solute can be a solid, a liquid, or a gas, while the solvent is usually solid or liquid. Both may be pure substances, or may themselves be solutions. Gases are always miscible in all proportions, except in very extreme situations, and a solid or liquid can be "dissolved" in a gas only by passing into the gaseous state first.
The solubility mainly depends on the composition of solute and solvent (including their pH and the presence of other dissolved substances) as well as on temperature and pressure. The dependency can often be explained in terms of interactions between the particles (atoms, molecules, or ions) of the two substances, and of thermodynamic concepts such as enthalpy and entropy.
Under certain conditions, the concentration of the solute can exceed its usual solubility limit. The result is a supersaturated solution, which is metastable and will rapidly exclude the excess solute if a suitable nucleation site appears.
The concept of solubility does not apply when there is an irreversible chemical reaction between the two substances, such as the reaction of calcium hydroxide with hydrochloric acid; even though one might say, informally, that one "dissolved" the other. The solubility is also not the same as the rate of solution, which is how fast a solid solute dissolves in a liquid solvent. This property de
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The solution with the higher solute concentration is called what?
A. unsaturated
B. hypertonic
C. acetic
D. hypotonic
Answer:
|
|
sciq-5604
|
multiple_choice
|
What is the movement of muscle in the digestive system called?
|
[
"peristalsis",
"apoptosis",
"acid reflux",
"labor contractions"
] |
A
|
Relavent Documents:
Document 0:::
The gastrointestinal wall of the gastrointestinal tract is made up of four layers of specialised tissue. From the inner cavity of the gut (the lumen) outwards, these are:
Mucosa
Submucosa
Muscular layer
Serosa or adventitia
The mucosa is the innermost layer of the gastrointestinal tract. It surrounds the lumen of the tract and comes into direct contact with digested food (chyme). The mucosa itself is made up of three layers: the epithelium, where most digestive, absorptive and secretory processes occur; the lamina propria, a layer of connective tissue, and the muscularis mucosae, a thin layer of smooth muscle.
The submucosa contains nerves including the submucous plexus (also called Meissner's plexus), blood vessels and elastic fibres with collagen, that stretches with increased capacity but maintains the shape of the intestine.
The muscular layer surrounds the submucosa. It comprises layers of smooth muscle in longitudinal and circular orientation that also helps with continued bowel movements (peristalsis) and the movement of digested material out of and along the gut. In between the two layers of muscle lies the myenteric plexus (also called Auerbach's plexus).
The serosa/adventitia are the final layers. These are made up of loose connective tissue and coated in mucus so as to prevent any friction damage from the intestine rubbing against other tissue. The serosa is present if the tissue is within the peritoneum, and the adventitia if the tissue is retroperitoneal.
Structure
When viewed under the microscope, the gastrointestinal wall has a consistent general form, but with certain parts differing along its course.
Mucosa
The mucosa is the innermost layer of the gastrointestinal tract. It surrounds the cavity (lumen) of the tract and comes into direct contact with digested food (chyme). The mucosa is made up of three layers:
The epithelium is the innermost layer. It is where most digestive, absorptive and secretory processes occur.
The lamina propr
Document 1:::
The muscular layer (muscular coat, muscular fibers, muscularis propria, muscularis externa) is a region of muscle in many organs in the vertebrate body, adjacent to the submucosa. It is responsible for gut movement such as peristalsis. The Latin, tunica muscularis, may also be used.
Structure
It usually has two layers of smooth muscle:
inner and "circular"
outer and "longitudinal"
However, there are some exceptions to this pattern.
In the stomach there are three layers to the muscular layer. Stomach contains an additional oblique muscle layer just interior to circular muscle layer.
In the upper esophagus, part of the externa is skeletal muscle, rather than smooth muscle.
In the vas deferens of the spermatic cord, there are three layers: inner longitudinal, middle circular, and outer longitudinal.
In the ureter the smooth muscle orientation is opposite that of the GI tract. There is an inner longitudinal and an outer circular layer.
The inner layer of the muscularis externa forms a sphincter at two locations of the gastrointestinal tract:
in the pylorus of the stomach, it forms the pyloric sphincter.
in the anal canal, it forms the internal anal sphincter.
In the colon, the fibres of the external longitudinal smooth muscle layer are collected into three longitudinal bands, the teniae coli.
The thickest muscularis layer is found in the stomach (triple layered) and thus maximum peristalsis occurs in the stomach. Thinnest muscularis layer in the alimentary canal is found in the rectum, where minimum peristalsis occurs.
Function
The muscularis layer is responsible for the peristaltic movements and segmental contractions in and the alimentary canal. The Auerbach's nerve plexus (myenteric nerve plexus) is found between longitudinal and circular muscle layers, it starts muscle contractions to initiate peristalsis.
Document 2:::
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 3:::
Gastrointestinal physiology is the branch of human physiology that addresses the physical function of the gastrointestinal (GI) tract. The function of the GI tract is to process ingested food by mechanical and chemical means, extract nutrients and excrete waste products. The GI tract is composed of the alimentary canal, that runs from the mouth to the anus, as well as the associated glands, chemicals, hormones, and enzymes that assist in digestion. The major processes that occur in the GI tract are: motility, secretion, regulation, digestion and circulation. The proper function and coordination of these processes are vital for maintaining good health by providing for the effective digestion and uptake of nutrients.
Motility
The gastrointestinal tract generates motility using smooth muscle subunits linked by gap junctions. These subunits fire spontaneously in either a tonic or a phasic fashion. Tonic contractions are those contractions that are maintained from several minutes up to hours at a time. These occur in the sphincters of the tract, as well as in the anterior stomach. The other type of contractions, called phasic contractions, consist of brief periods of both relaxation and contraction, occurring in the posterior stomach and the small intestine, and are carried out by the muscularis externa.
Motility may be overactive (hypermotility), leading to diarrhea or vomiting, or underactive (hypomotility), leading to constipation or vomiting; either may cause abdominal pain.
Stimulation
The stimulation for these contractions likely originates in modified smooth muscle cells called interstitial cells of Cajal. These cells cause spontaneous cycles of slow wave potentials that can cause action potentials in smooth muscle cells. They are associated with the contractile smooth muscle via gap junctions. These slow wave potentials must reach a threshold level for the action potential to occur, whereupon Ca2+ channels on the smooth muscle open and an action potential
Document 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the movement of muscle in the digestive system called?
A. peristalsis
B. apoptosis
C. acid reflux
D. labor contractions
Answer:
|
|
sciq-542
|
multiple_choice
|
Matter can be described with what two encompassing types of properties?
|
[
"velocity and energy",
"color and distance",
"physical and chemical",
"thermal and magnetic"
] |
C
|
Relavent Documents:
Document 0:::
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 1:::
A material property is an intensive property of a material, i.e., a physical property or chemical property that does not depend on the amount of the material. These quantitative properties may be used as a metric by which the benefits of one material versus another can be compared, thereby aiding in materials selection.
A property having a fixed value for a given material or substance is called material constant or constant of matter.
(Material constants should not be confused with physical constants, that have a universal character.)
A material property may also be a function of one or more independent variables, such as temperature. Materials properties often vary to some degree according to the direction in the material in which they are measured, a condition referred to as anisotropy. Materials properties that relate to different physical phenomena often behave linearly (or approximately so) in a given operating range . Modeling them as linear functions can significantly simplify the differential constitutive equations that are used to describe the property.
Equations describing relevant materials properties are often used to predict the attributes of a system.
The properties are measured by standardized test methods. Many such methods have been documented by their respective user communities and published through the Internet; see ASTM International.
Acoustical properties
Acoustical absorption
Speed of sound
Sound reflection
Sound transfer
Third order elasticity (Acoustoelastic effect)
Atomic properties
Atomic mass: (applies to each element) the average mass of the atoms of an element, in daltons (Da), a.k.a. atomic mass units (amu).
Atomic number: (applies to individual atoms or pure elements) the number of protons in each nucleus
Relative atomic mass, a.k.a. atomic weight: (applies to individual isotopes or specific mixtures of isotopes of a given element) (no units)
Standard atomic weight: the average relative atomic mass of a typical sample of the ele
Document 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:::
Physical or chemical properties of materials and systems can often be categorized as being either intensive or extensive, according to how the property changes when the size (or extent) of the system changes.
The terms "intensive and extensive quantities" were introduced into physics by German mathematician Georg Helm in 1898, and by American physicist and chemist Richard C. Tolman in 1917.
According to International Union of Pure and Applied Chemistry (IUPAC), an intensive property or intensive quantity is one whose magnitude is independent of the size of the system.
An intensive property is not necessarily homogeneously distributed in space; it can vary from place to place in a body of matter and radiation. Examples of intensive properties include temperature, T; refractive index, n; density, ρ; and hardness, η.
By contrast, an extensive property or extensive quantity is one whose magnitude is additive for subsystems.
Examples include mass, volume and entropy.
Not all properties of matter fall into these two categories. For example, the square root of the volume is neither intensive nor extensive. If a system is doubled in size by juxtaposing a second identical system, the value of an intensive property equals the value for each subsystem and the value of an extensive property is twice the value for each subsystem. However the property √V is instead multiplied by √2 .
Intensive properties
An intensive property is a physical quantity whose value does not depend on the amount of substance which was measured. The most obvious intensive quantities are ratios of extensive quantities. In a homogeneous system divided into two halves, all its extensive properties, in particular its volume and its mass, are divided into two halves. All its intensive properties, such as the mass per volume (mass density) or volume per mass (specific volume), must remain the same in each half.
The temperature of a system in thermal equilibrium is the same as the temperature of any part
Document 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Matter can be described with what two encompassing types of properties?
A. velocity and energy
B. color and distance
C. physical and chemical
D. thermal and magnetic
Answer:
|
|
sciq-3067
|
multiple_choice
|
What process is involved in the formation of a waterfall, when a stream flows from an area of harder to softer rock?
|
[
"calcification",
"erosion",
"migration",
"evaporation"
] |
B
|
Relavent Documents:
Document 0:::
Large woody debris (LWD) are the logs, sticks, branches, and other wood that falls into streams and rivers. This debris can influence the flow and the shape of the stream channel. Large woody debris, grains, and the shape of the bed of the stream are the three main providers of flow resistance, and are thus, a major influence on the shape of the stream channel. Some stream channels have less LWD than they would naturally because of removal by watershed managers for flood control and aesthetic reasons.
The study of woody debris is important for its forestry management implications. Plantation thinning can reduce the potential for recruitment of LWD into proximal streams. The presence of large woody debris is important in the formation of pools which serve as salmon habitat in the Pacific Northwest. Entrainment of the large woody debris in a stream can also cause erosion and scouring around and under the LWD. The amount of scouring and erosion is determined by the ratio of the diameter of the piece, to the depth of the stream, and the embedding and orientation of the piece.
Influence on stream flow around bends
Large woody debris slow the flow through a bend in the stream, while accelerating flow in the constricted area downstream of the obstruction.
See also
Beaver dam
Coarse woody debris
Driftwood
Log jam
Stream restoration
Document 1:::
Stream capture, river capture, river piracy or stream piracy is a geomorphological phenomenon occurring when a stream or river drainage system or watershed is diverted from its own bed, and flows instead down the bed of a neighbouring stream. This can happen for several reasons, including:
Tectonic earth movements, where the slope of the land changes, and the stream is tipped out of its former course
Natural damming, such as by a landslide or ice sheet
Erosion, either
Headward erosion of one stream valley upwards into another, or
Lateral erosion of a meander through the higher ground dividing the adjacent streams.
Within an area of karst topography, where streams may sink, or flow underground (a sinking or losing stream) and then reappear in a nearby stream valley
Glacier retreat
The additional water flowing down the capturing stream may accelerate erosion and encourage the development of a canyon (gorge).
The now-dry valley of the original stream is known as a wind gap.
Capture mechanisms
Sea level rise
The Kaituna and Pelorus rivers, New Zealand: About 8,000 years ago, a single river was divided by sea water to form two rivers.
Tectonic uplift
Barmah Choke: About 25,000 years ago, an uplift of the plains near Moama on the Cadell Fault first dammed the Murray River and then forced it to take a new course. The new course dug its way through the so-called Barmah Choke and captured the lower course of the Goulburn River for .
Indus-Sutlej-Sarasvati-Yamuna: The Yamuna earlier flowed into the Ghaggar-Hakra River (identified with the Sarasvati River) and later changed its course due to plate tectonics. The Sutlej River flowed into the current channel of the Ghaggar-Hakra River until the 13th century after which it was captured by the Indus River due to plate tectonics.
Barrier Range: It was theorised that the original course of the Murray River was to a mouth near Port Pirie where a large delta is still visible protruding into the calm waters of Spencer Gulf.
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 hydrology, pipeflow is a type of subterranean water flow where water travels along cracks in the soil or old root systems found in above ground vegetation.
In such soils which have a high vegetation content water is able to travel along the 'pipes', allowing water to travel faster than throughflow. Here, water can move at speeds between 50 and 500 m/h.
Hydrology
Aquatic ecology
Document 4:::
Stream restoration or river restoration, also sometimes referred to as river reclamation, is work conducted to improve the environmental health of a river or stream, in support of biodiversity, recreation, flood management and/or landscape development.
Stream restoration approaches can be divided into two broad categories: form-based restoration, which relies on physical interventions in a stream to improve its conditions; and process-based restoration, which advocates the restoration of hydrological and geomorphological processes (such as sediment transport or connectivity between the channel and the floodplain) to ensure a stream's resilience and ecological health. Form-based restoration techniques include deflectors; cross-vanes; weirs, step-pools and other grade-control structures; engineered log jams; bank stabilization methods and other channel-reconfiguration efforts. These induce immediate change in a stream, but sometimes fail to achieve the desired effects if degradation originates at a wider scale. Process-based restoration includes restoring lateral or longitudinal connectivity of water and sediment fluxes and limiting interventions within a corridor defined based on the stream's hydrology and geomorphology. The beneficial effects of process-based restoration projects may sometimes take time to be felt since changes in the stream will occur at a pace that depends on the stream dynamics.
Despite the significant number of stream-restoration projects worldwide, the effectiveness of stream restoration remains poorly quantified, partly due to insufficient monitoring. However, in response to growing environmental awareness, stream-restoration requirements are increasingly adopted in legislation in different parts of the world.
Definition, objectives and popularity
Stream restoration or river restoration, sometimes called river reclamation in the United Kingdom, is a set of activities that aim to improve the environmental health of a river or stream. These
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What process is involved in the formation of a waterfall, when a stream flows from an area of harder to softer rock?
A. calcification
B. erosion
C. migration
D. evaporation
Answer:
|
|
sciq-8374
|
multiple_choice
|
Transverse divisions are associated with leaf elongation, and longitudinal divisions are associated with what?
|
[
"leaf broadening",
"leaf shedding",
"leaf multiplying",
"leaf coloring"
] |
A
|
Relavent Documents:
Document 0:::
In botany, available space theory (also known as first available space theory) is a theory used to explain why most plants have an alternating leaf pattern on their stems. The theory states that the location of a new leaf on a stem is determined by the physical space between existing leaves. In other words, the location of a new leaf on a growing stem is directly related to the amount of space between the previous two leaves. Building on ideas first put forth by Hoffmeister in 1868, Snow and Snow hypothesized in 1947 that leaves sprouted in the first available space on the stem.
See also
Repulsion theory
Phyllotaxis
Document 1:::
Phytomorphology is the study of the physical form and external structure of plants. This is usually considered distinct from plant anatomy, which is the study of the internal structure of plants, especially at the microscopic level. Plant morphology is useful in the visual identification of plants. Recent studies in molecular biology started to investigate the molecular processes involved in determining the conservation and diversification of plant morphologies. In these studies transcriptome conservation patterns were found to mark crucial ontogenetic transitions during the plant life cycle which may result in evolutionary constraints limiting diversification.
Scope
Plant morphology "represents a study of the development, form, and structure of plants, and, by implication, an attempt to interpret these on the basis of similarity of plan and origin". There are four major areas of investigation in plant morphology, and each overlaps with another field of the biological sciences.
First of all, morphology is comparative, meaning that the morphologist examines structures in many different plants of the same or different species, then draws comparisons and formulates ideas about similarities. When structures in different species are believed to exist and develop as a result of common, inherited genetic pathways, those structures are termed homologous. For example, the leaves of pine, oak, and cabbage all look very different, but share certain basic structures and arrangement of parts. The homology of leaves is an easy conclusion to make. The plant morphologist goes further, and discovers that the spines of cactus also share the same basic structure and development as leaves in other plants, and therefore cactus spines are homologous to leaves as well. This aspect of plant morphology overlaps with the study of plant evolution and paleobotany.
Secondly, plant morphology observes both the vegetative (somatic) structures of plants, as well as the reproductive str
Document 2:::
Division, in horticulture and gardening, is a method of asexual plant propagation, where the plant (usually an herbaceous perennial) is broken up into two or more parts. Each part has an intact root and crown. The technique is of ancient origin, and has long been used to propagate bulbs such as garlic and saffron. Another type of division is though a plant tissue culture. In this method the meristem (a type of plant tissue) is divided.
Overview
Division is one of the three main methods used by gardeners to increase stocks of plants (the other two are seed-sowing and cuttings). Division is usually applied to mature perennial plants, but may also be used for shrubs with suckering roots, such as gaultheria, kerria and sarcococca. Annual and biennial plants do not lend themselves to this procedure, as their lifespan is too short.
Practice
Most perennials should be divided and replanted every few years to keep them healthy. Plants that do not have enough space between them will start to compete for resources. Additionally, plants that are too close together will stay damp longer due to poor air circulation. This can cause the leaves develop a fungal disease. Most perennials bloom during the fall or during the spring/summer. The best time to divide a perennial is when it is not blooming. Perennials that bloom in the fall should be divided in the spring and perennials that bloom in the spring/summer should be divided in the fall. The ideal day to divide a plant is when it is cool and there is rain in the forecast.
Start by digging a circle around the plant about 4-6 inches from the base. Next, dig underneath the plant and lift it out of the hole. Use a shovel, gardening shears, or knife to physically divide the plant into multiple "divisions". This is also a good time to remove any bare patches or old growth. Each division should have a good number of healthy leaves and roots. If the division is not being replanted immediately, it should be watered and kept in a shady p
Document 3:::
A lateral shoot, commonly known as a branch, is a part of a plant's shoot system that develops from axillary buds on the stem's surface, extending laterally from the plant's stem.
Importance to photosynthesis
As a plant grows it requires more energy, it also is required to out-compete nearby plants for this energy. One of the ways a plant can compete for this energy is to increase its height, another is to increase its overall surface area. That is to say, the more lateral shoots a plant develops, the more foliage the plant can support increases how much photosynthesis the plant can perform as it allows for more area for the plant to uptake carbon dioxide as well as sunlight.
Genes, transcription factors, and growth
Through testing with Arabidopsis thaliana (A plant considered a model organism for plant genetic studies) genes including MAX1 and MAX2 have been found to affect growth of lateral shoots. Gene knockouts of these genes cause abnormal proliferation of the plants affected, implying they are used for repressing said growth in wild type plants. Another set of experiments with Arabidopsis thaliana testing genes in the plant hormone florigen, two genes FT and TSF (which are abbreviations for Flowering Locus T, and Twin Sister of FT) when knocked out, appear to affect lateral shoot in a negative fashion. These mutants cause slower growth and improper formation of lateral shoots, which could also mean that lateral shoots are important to florigen's function. Along with general growth there are also transcription factors that directly effect the production of additional lateral shoots like the TCP family (also known as Teosinte branched 1/cycloidea/proliferating cell factor) which are plant specific proteins that suppress lateral shoot branching. Additionally the TCP family has been found to be partially responsible for inhibiting the cell's Growth hormone–releasing hormone (GHRF) which means it also inhibits cell proliferation.
See also
Apical dominance
Sho
Document 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Transverse divisions are associated with leaf elongation, and longitudinal divisions are associated with what?
A. leaf broadening
B. leaf shedding
C. leaf multiplying
D. leaf coloring
Answer:
|
|
sciq-4911
|
multiple_choice
|
Which element has atomic number 87?
|
[
"barium",
"argon",
"iron",
"francium"
] |
D
|
Relavent Documents:
Document 0:::
In chemistry and physics, the iron group refers to elements that are in some way related to iron; mostly in period (row) 4 of the periodic table. The term has different meanings in different contexts.
In chemistry, the term is largely obsolete, but it often means iron, cobalt, and nickel, also called the iron triad; or, sometimes, other elements that resemble iron in some chemical aspects.
In astrophysics and nuclear physics, the term is still quite common, and it typically means those three plus chromium and manganese—five elements that are exceptionally abundant, both on Earth and elsewhere in the universe, compared to their neighbors in the periodic table. Titanium and vanadium are also produced in Type Ia supernovae.
General chemistry
In chemistry, "iron group" used to refer to iron and the next two elements in the periodic table, namely cobalt and nickel. These three comprised the "iron triad". They are the top elements of groups 8, 9, and 10 of the periodic table; or the top row of "group VIII" in the old (pre-1990) IUPAC system, or of "group VIIIB" in the CAS system. These three metals (and the three of the platinum group, immediately below them) were set aside from the other elements because they have obvious similarities in their chemistry, but are not obviously related to any of the other groups. The iron group and its alloys exhibit ferromagnetism.
The similarities in chemistry were noted as one of Döbereiner's triads and by Adolph Strecker in 1859. Indeed, Newlands' "octaves" (1865) were harshly criticized for separating iron from cobalt and nickel. Mendeleev stressed that groups of "chemically analogous elements" could have similar atomic weights as well as atomic weights which increase by equal increments, both in his original 1869 paper and his 1889 Faraday Lecture.
Analytical chemistry
In the traditional methods of qualitative inorganic analysis, the iron group consists of those cations which
have soluble chlorides; and
are not precipitated
Document 1:::
The periodic table is an arrangement of the chemical elements, structured by their atomic number, electron configuration and recurring chemical properties. In the basic form, elements are presented in order of increasing atomic number, in the reading sequence. Then, rows and columns are created by starting new rows and inserting blank cells, so that rows (periods) and columns (groups) show elements with recurring properties (called periodicity). For example, all elements in group (column) 18 are noble gases that are largely—though not completely—unreactive.
The history of the periodic table reflects over two centuries of growth in the understanding of the chemical and physical properties of the elements, with major contributions made by Antoine-Laurent de Lavoisier, Johann Wolfgang Döbereiner, John Newlands, Julius Lothar Meyer, Dmitri Mendeleev, Glenn T. Seaborg, and others.
Early history
Nine chemical elements – carbon, sulfur, iron, copper, silver, tin, gold, mercury, and lead, have been known since before antiquity, as they are found in their native form and are relatively simple to mine with primitive tools. Around 330 BCE, the Greek philosopher Aristotle proposed that everything is made up of a mixture of one or more roots, an idea originally suggested by the Sicilian philosopher Empedocles. The four roots, which the Athenian philosopher Plato called elements, were earth, water, air and fire. Similar ideas about these four elements existed in other ancient traditions, such as Indian philosophy.
A few extra elements were known in the age of alchemy: zinc, arsenic, antimony, and bismuth. Platinum was also known to pre-Columbian South Americans, but knowledge of it did not reach Europe until the 16th century.
First categorizations
The history of the periodic table is also a history of the discovery of the chemical elements. The first person in recorded history to discover a new element was Hennig Brand, a bankrupt German merchant. Brand tried to discover
Document 2:::
An extended periodic table theorises about chemical elements beyond those currently known in the periodic table and proven. The element with the highest atomic number known is oganesson (Z = 118), which completes the seventh period (row) in the periodic table. All elements in the eighth period and beyond thus remain purely hypothetical.
Elements beyond 118 will be placed in additional periods when discovered, laid out (as with the existing periods) to illustrate periodically recurring trends in the properties of the elements concerned. Any additional periods are expected to contain a larger number of elements than the seventh period, as they are calculated to have an additional so-called g-block, containing at least 18 elements with partially filled g-orbitals in each period. An eight-period table containing this block was suggested by Glenn T. Seaborg in 1969. The first element of the g-block may have atomic number 121, and thus would have the systematic name unbiunium. Despite many searches, no elements in this region have been synthesized or discovered in nature.
According to the orbital approximation in quantum mechanical descriptions of atomic structure, the g-block would correspond to elements with partially filled g-orbitals, but spin–orbit coupling effects reduce the validity of the orbital approximation substantially for elements of high atomic number. Seaborg's version of the extended period had the heavier elements following the pattern set by lighter elements, as it did not take into account relativistic effects. Models that take relativistic effects into account predict that the pattern will be broken. Pekka Pyykkö and Burkhard Fricke used computer modeling to calculate the positions of elements up to Z = 172, and found that several were displaced from the Madelung rule. As a result of uncertainty and variability in predictions of chemical and physical properties of elements beyond 120, there is currently no consensus on their placement in the extende
Document 3:::
Superheavy elements, also known as transactinide elements, transactinides, or super-heavy elements, are the chemical elements with atomic number greater than 103. The superheavy elements are those beyond the actinides in the periodic table; the last actinide is lawrencium (atomic number 103). By definition, superheavy elements are also transuranium elements, i.e., having atomic numbers greater than that of uranium (92). Depending on the definition of group 3 adopted by authors, lawrencium may also be included to complete the 6d series.
Glenn T. Seaborg first proposed the actinide concept, which led to the acceptance of the actinide series. He also proposed a transactinide series ranging from element 104 to 121 and a superactinide series approximately spanning elements 122 to 153 (although more recent work suggests the end of the superactinide series to occur at element 157 instead). The transactinide seaborgium was named in his honor.
Superheavy elements are radioactive and have only been obtained synthetically in laboratories. No macroscopic sample of any of these elements have ever been produced. Superheavy elements are all named after physicists and chemists or important locations involved in the synthesis of the elements.
IUPAC defines an element to exist if its lifetime is longer than 10−14 second, which is the time it takes for the atom to form an electron cloud.
The known superheavy elements form part of the 6d and 7p series in the periodic table. Except for rutherfordium and dubnium (and lawrencium if it is included), even the longest-lasting isotopes of superheavy elements have half-lives of minutes or less. The element naming controversy involved elements 102–109. Some of these elements thus used systematic names for many years after their discovery was confirmed. (Usually the systematic names are replaced with permanent names proposed by the discoverers relatively shortly after a discovery has been confirmed.)
Introduction
Synthesis of superheavy nu
Document 4:::
In nuclear chemistry, the actinide concept (also known as actinide hypothesis) proposed that the actinides form a second inner transition series homologous to the lanthanides. Its origins stem from observation of lanthanide-like properties in transuranic elements in contrast to the distinct complex chemistry of previously known actinides. Glenn Theodore Seaborg, one of the researchers who synthesized transuranic elements, proposed the actinide concept in 1944 as an explanation for observed deviations and a hypothesis to guide future experiments. It was accepted shortly thereafter, resulting in the placement of a new actinide series comprising elements 89 (actinium) to 103 (lawrencium) below the lanthanides in Dmitri Mendeleev's periodic table of the elements.
Origin
In the late 1930s, the first four actinides (actinium, thorium, protactinium, and uranium) were known. They were believed to form a fourth series of transition metals, characterized by the filling of 6d orbitals, in which thorium, protactinium, and uranium were respective homologs of hafnium, tantalum, and tungsten. This view was widely accepted as chemical investigations of these elements revealed various high oxidation states and characteristics that closely resembled the 5d transition metals. Nevertheless, research into quantum theory by Niels Bohr and subsequent publications proposed that these elements should constitute a 5f series analogous to the lanthanides, with calculations that the first 5f electron should appear in the range from atomic number 90 (thorium) to 99 (einsteinium). Inconsistencies between theoretical models and known chemical properties thus made it difficult to place these elements in the periodic table.
The first appearance of the actinide concept may have been in a 32-column periodic table constructed by Alfred Werner in 1905. Upon determining the arrangement of the lanthanides in the periodic table, he placed thorium as a heavier homolog of cerium, and left spaces for hypot
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which element has atomic number 87?
A. barium
B. argon
C. iron
D. francium
Answer:
|
|
sciq-10263
|
multiple_choice
|
The ozone layer protects the earth from what?
|
[
"uv radiation",
"radio waves",
"light waves",
"pollution"
] |
A
|
Relavent Documents:
Document 0:::
The ozone–oxygen cycle is the process by which ozone is continually regenerated in Earth's stratosphere, converting ultraviolet radiation (UV) into heat. In 1930 Sydney Chapman resolved the chemistry involved. The process is commonly called the Chapman cycle by atmospheric scientists.
Most of the ozone production occurs in the tropical upper stratosphere and mesosphere. The total mass of ozone produced per day over the globe is about 400 million metric tons. The global mass of ozone is relatively constant at about 3 billion metric tons, meaning the Sun produces about 12% of the ozone layer each day.
Photochemistry
The Chapman cycle describes the main reactions that naturally determine, to first approximation, the concentration of ozone in the stratosphere. It includes four processes - and a fifth, less important one - all involving oxygen atoms and molecules, and UV radiation:
Creation
An oxygen molecule is split (photolyzed) by higher frequency UV light (top end of UV-B, UV-C and above) into two oxygen atoms (see figure):
1. oxygen photodissociation: O2 + ℎν(<242 nm) → 2 O
Each oxygen atom may then combine with an oxygen molecule to form an ozone molecule:
2. ozone creation: O + O2 + A → O3 + A
where A denotes an additional molecule or atom, such as N2 or O2, required to maintain the conservation of energy and momentum in the reaction. Any excess energy is produced as kinetic energy.
The ozone–oxygen cycle
The ozone molecules formed by the reaction (above) absorb radiation with an appropriate wavelength between UV-C and UV-B. The triatomic ozone molecule becomes diatomic molecular oxygen, plus a free oxygen atom (see figure):
3. ozone photodissociation: O3 + ℎν(240–310 nm) → O2 + O
The atomic oxygen produced may react with another oxygen molecule to reform ozone via the ozone creation reaction (reaction 2 above).
These two reactions thus form the ozone–oxygen cycle, wherein the chemical energy released by ozone creation becomes molecular kinetic energy. The n
Document 1:::
The National Air Pollution Monitoring Network (NABEL) is a joint project of the Swiss Federal Office for the Environment (BAFU) and the Swiss Federal Laboratories for Materials Science and Technology (EMPA), based in Dübendorf, in the canton of Zurich.
Establishment of the National Monitoring Network
As part of an international collaboration of 11 countries, EMPA has been continuously measuring air pollutants since 1968, initially with four stations. From 1972 to 1977, the measurements were continued in the OECD Base Program, and the project was expanded to eight stations in 1978. The international measurements of the European Monitoring and Evaluation Programme (EMEP) were integrated following the signing of the United Nations Economic Commission for Europe (UN/ECE) Convention on Long Range Transboundary Air Pollution the following year. Within the framework of the research program "Forest Damage and Air Pollution in Switzerland" (NFP14), measurements were taken at three forest sites. The measurement network was expanded to its current level of 16 stations in 1990/91.
Activities and Monitoring Stations
NABEL monitors the current air pollutant levels and tracks the long-term development of air quality in Switzerland. The monitoring network consists of 16 stations distributed throughout Switzerland: Basel Sternwarte St. Margarethen, Bern, Beromünster (replacing the former Lägern station since summer 2016), Chaumont, Davos, Dübendorf (replaced in 2020), Härkingen, Jungfraujoch, Lausanne, Lugano, Magadino, Payerne, Rigi, Sion, Tänikon, and Zurich. These locations reflect the most common air pollution situations in Switzerland, ranging from low to high levels of pollution. Despite the relatively small number of measurement points, a detailed picture of air quality in Switzerland can be obtained.
Some of the stations are part of international measurement programs, namely the European Monitoring and Evaluation Programme (EMEP) and the Global Atmosphere Watch (GAW).
Document 2:::
The Science, Technology, Engineering and Mathematics Network or STEMNET is an educational charity in the United Kingdom that seeks to encourage participation at school and college in science and engineering-related subjects (science, technology, engineering, and mathematics) and (eventually) work.
History
It is based at Woolgate Exchange near Moorgate tube station in London and was established in 1996. The chief executive is Kirsten Bodley. The STEMNET offices are housed within the Engineering Council.
Function
Its chief aim is to interest children in science, technology, engineering and mathematics. Primary school children can start to have an interest in these subjects, leading secondary school pupils to choose science A levels, which will lead to a science career. It supports the After School Science and Engineering Clubs at schools. There are also nine regional Science Learning Centres.
STEM ambassadors
To promote STEM subjects and encourage young people to take up jobs in these areas, STEMNET have around 30,000 ambassadors across the UK. these come from a wide selection of the STEM industries and include TV personalities like Rob Bell.
Funding
STEMNET used to receive funding from the Department for Education and Skills. Since June 2007, it receives funding from the Department for Children, Schools and Families and Department for Innovation, Universities and Skills, since STEMNET sits on the chronological dividing point (age 16) of both of the new departments.
See also
The WISE Campaign
Engineering and Physical Sciences Research Council
National Centre for Excellence in Teaching Mathematics
Association for Science Education
Glossary of areas of mathematics
Glossary of astronomy
Glossary of biology
Glossary of chemistry
Glossary of engineering
Glossary of physics
Document 3:::
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:::
Longwave (LW) radiation, in the context of climate science, is electromagnetic thermal radiation emitted by Earth's surface, atmosphere, and clouds. Longwave radiation may also be referred to as terrestrial radiation, thermal infrared radiation, or thermal radiation. This radiation is in the infrared portion of the spectrum, but is distinct from (i.e., has a longer wavelength than) the shortwave (SW) near-infrared radiation found in sunlight.
Outgoing longwave radiation (OLR) is the longwave radiation emitted to space from the top of Earth's atmosphere. It may also be referred to as emitted terrestrial radiation. Outgoing longwave radiation plays an important role in planetary cooling.
Longwave radiation generally spans wavelengths ranging from 3–100 microns (μm). A cutoff of 4 μm is sometimes used to differentiate sunlight from longwave radiation. Less than 1% of sunlight has wavelengths greater than 4 μm. Over 99% of outgoing longwave radiation has wavelengths between 4 μm and 100 μm.
The flux of energy transported by outgoing longwave radiation is typically measured in units of watts per meter squared (W m−2). In the case of global energy flux, the W/m2 value is obtained by dividing the total energy flow over the surface of the globe (measured in watts) by the surface area of the Earth, .
Emitting outgoing longwave radiation is the only way Earth loses energy to space, i.e., the only way the planet cools itself. Radiative heating from absorbed sunlight, and radiative cooling to space via OLR power the heat engine that drives atmospheric dynamics.
The balance between OLR (energy lost) and incoming solar shortwave radiation (energy gained) determines whether the Earth is experiencing global heating or cooling (see Earth's energy budget).
Planetary energy balance
Outgoing longwave radiation (OLR) constitutes a critical component of Earth's energy budget.
The principle of conservation of energy says that energy cannot appear or disappear. Thus, any energy
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The ozone layer protects the earth from what?
A. uv radiation
B. radio waves
C. light waves
D. pollution
Answer:
|
|
ai2_arc-657
|
multiple_choice
|
When a battery operated train is turned on, it moves along the track. Which best identifies the order of the types of energy used to make the train move?
|
[
"mechanical, chemical, electrical",
"electrical, chemical, mechanical",
"electrical, mechanical, chemical",
"chemical, electrical, mechanical"
] |
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 term ideal machine refers to a hypothetical mechanical system in which energy and power are not lost or dissipated through friction, deformation, wear, or other inefficiencies. Ideal machines have the theoretical maximum performance, and therefore are used as a baseline for evaluating the performance of real machine systems.
A simple machine, such as a lever, pulley, or gear train, is "ideal" if the power input is equal to the power output of the device, which means there are no losses. In this case, the mechanical efficiency is 100%.
Mechanical efficiency is the performance of the machine compared to its theoretical maximum as performed by an ideal machine. The mechanical efficiency of a simple machine is calculated by dividing the actual power output by the ideal power output. This is usually expressed as a percentage.
Power loss in a real system can occur in many ways, such as through friction, deformation, wear, heat losses, incomplete chemical conversion, magnetic and electrical losses.
Criteria
A machine consists of a power source and a mechanism for the controlled use of this power. The power source often relies on chemical conversion to generate heat which is then used to generate power. Each stage of the process of power generation has a maximum performance limit which is identified as ideal.
Once the power is generated the mechanism components of the machine direct it toward useful forces and movement. The ideal mechanism does not absorb any power, which means the power input is equal to the power output.
An example is the automobile engine (internal combustion engine) which burns fuel (an exothermic chemical reaction) inside a cylinder and uses the expanding gases to drive a piston. The movement of the piston rotates the crank shaft. The remaining mechanical components such as the transmission, drive shaft, differential, axles and wheels form the power transmission mechanism that directs the power from the engine into friction forces o
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:::
This is an alphabetical list of articles pertaining specifically to mechanical engineering. For a broad overview of engineering, please see List of engineering topics. For biographies please see List of engineers.
A
Acceleration –
Accuracy and precision –
Actual mechanical advantage –
Aerodynamics –
Agitator (device) –
Air handler –
Air conditioner –
Air preheater –
Allowance –
American Machinists' Handbook –
American Society of Mechanical Engineers –
Ampere –
Applied mechanics –
Antifriction –
Archimedes' screw –
Artificial intelligence –
Automaton clock –
Automobile –
Automotive engineering –
Axle –
Air Compressor
B
Backlash –
Balancing –
Beale Number –
Bearing –
Belt (mechanical) –
Bending –
Biomechatronics –
Bogie –
Brittle –
Buckling –
Bus--
Bushing –
Boilers & boiler systems
BIW--
C
CAD –
CAM –
CAID –
Calculator –
Calculus –
Car handling –
Carbon fiber –
Classical mechanics –
Clean room design –
Clock –
Clutch –
CNC –
Coefficient of thermal expansion –
Coil spring –
Combustion –
Composite material –
Compression ratio –
Compressive strength –
Computational fluid dynamics –
Computer –
Computer-aided design –
Computer-aided industrial design –
Computer-numerically controlled –
Conservation of mass –
Constant-velocity joint –
Constraint –
Continuum mechanics –
Control theory –
Corrosion –
Cotter pin –
Crankshaft –
Cybernetics –
D
Damping ratio –
Deformation (engineering) –
Delamination –
Design –
Diesel Engine –
Differential –
Dimensionless number –
Diode –
Diode laser –
Drafting –
Drifting –
Driveshaft –
Dynamics –
Design for Manufacturability for CNC machining –
E
Elasticity –
Elasticity tensor -
Electric motor –
Electrical engineering –
Electrical circuit –
Electrical network –
Electromagnetism –
Electronic circuit –
Electronics –
Energy –
Engine –
Engineering –
Engineering cybernetics –
Engineering drawing –
Engineering economics –
Engineering ethics –
Engineering management –
Engineering society –
Exploratory engineering –
F
( Fits and tolerances)---
Fa
Document 4:::
This is a list of the world's largest machines, both static and movable in history.
Building structure
Large Hadron Collider – The world's largest single machine
Ground vehicles
Mining vehicles
Engineering and transport vehicles
Military vehicles
Air vehicles
Lighter-than-air vehicles
Heavier-than-air vehicles
Sea vehicles
Industrial and cargo vessels
Passenger vessels
Military vessels
Space vehicles
Space stations
Launch vehicles
See also
List of largest passenger vehicles
List of large aircraft
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
When a battery operated train is turned on, it moves along the track. Which best identifies the order of the types of energy used to make the train move?
A. mechanical, chemical, electrical
B. electrical, chemical, mechanical
C. electrical, mechanical, chemical
D. chemical, electrical, mechanical
Answer:
|
|
sciq-1305
|
multiple_choice
|
What is the diffusion of water through a semipermeable membrane according to the concentration gradient of water across the membrane
|
[
"mirrors",
"nutrients",
"Gravity",
"osmosis"
] |
D
|
Relavent Documents:
Document 0:::
Passive transport is a type of membrane transport that does not require energy to move substances across cell membranes. Instead of using cellular energy, like active transport, passive transport relies on the second law of thermodynamics to drive the movement of substances across cell membranes. Fundamentally, substances follow Fick's first law, and move from an area of high concentration to an area of low concentration because this movement increases the entropy of the overall system. The rate of passive transport depends on the permeability of the cell membrane, which, in turn, depends on the organization and characteristics of the membrane lipids and proteins. The four main kinds of passive transport are simple diffusion, facilitated diffusion, filtration, and/or osmosis.
Passive transport follows Fick's first law.
Diffusion
Diffusion is the net movement of material from an area of high concentration to an area with lower concentration. The difference of concentration between the two areas is often termed as the concentration gradient, and diffusion will continue until this gradient has been eliminated. Since diffusion moves materials from an area of higher concentration to an area of lower concentration, it is described as moving solutes "down the concentration gradient" (compared with active transport, which often moves material from area of low concentration to area of higher concentration, and therefore referred to as moving the material "against the concentration gradient").
However, in many cases (e.g. passive drug transport) the driving force of passive transport can not be simplified to the concentration gradient. If there are different solutions at the two sides of the membrane with different equilibrium solubility of the drug, the difference in the degree of saturation is the driving force of passive membrane transport. It is also true for supersaturated solutions which are more and more important owing to the spreading of the application of amorph
Document 1:::
In cellular biology, membrane transport refers to the collection of mechanisms that regulate the passage of solutes such as ions and small molecules through biological membranes, which are lipid bilayers that contain proteins embedded in them. The regulation of passage through the membrane is due to selective membrane permeability – a characteristic of biological membranes which allows them to separate substances of distinct chemical nature. In other words, they can be permeable to certain substances but not to others.
The movements of most solutes through the membrane are mediated by membrane transport proteins which are specialized to varying degrees in the transport of specific molecules. As the diversity and physiology of the distinct cells is highly related to their capacities to attract different external elements, it is postulated that there is a group of specific transport proteins for each cell type and for every specific physiological stage. This differential expression is regulated through the differential transcription of the genes coding for these proteins and its translation, for instance, through genetic-molecular mechanisms, but also at the cell biology level: the production of these proteins can be activated by cellular signaling pathways, at the biochemical level, or even by being situated in cytoplasmic vesicles. The cell membrane regulates the transport of materials entering and exiting the cell.
Background
Thermodynamically the flow of substances from one compartment to another can occur in the direction of a concentration or electrochemical gradient or against it. If the exchange of substances occurs in the direction of the gradient, that is, in the direction of decreasing potential, there is no requirement for an input of energy from outside the system; if, however, the transport is against the gradient, it will require the input of energy, metabolic energy in this case.
For example, a classic chemical mechanism for separation that does
Document 2:::
Transcellular transport involves the transportation of solutes by a cell through a cell. Transcellular transport can occur in three different ways active transport, passive transport, and transcytosis.
Active Transport
Main article: Active transport
Active transport is the process of moving molecules from an area of low concentrations to an area of high concentration. There are two types of active transport, primary active transport and secondary active transport. Primary active transport uses adenosine triphosphate (ATP) to move specific molecules and solutes against its concentration gradient. Examples of molecules that follow this process are potassium K+, sodium Na+, and calcium Ca2+. A place in the human body where this occurs is in the intestines with the uptake of glucose. Secondary active transport is when one solute moves down the electrochemical gradient to produce enough energy to force the transport of another solute from low concentration to high concentration. An example of where this occurs is in the movement of glucose within the proximal convoluted tubule (PCT).
Passive Transport
Main article: Passive transport
Passive transport is the process of moving molecules from an area of high concentration to an area of low concentration without expelling any energy. There are two types of passive transport, passive diffusion and facilitated diffusion. Passive diffusion is the unassisted movement of molecules from high concentration to low concentration across a permeable membrane. One example of passive diffusion is the gas exchange that occurs between the oxygen in the blood and the carbon dioxide present in the lungs. Facilitated diffusion is the movement of polar molecules down the concentration gradient with the assistance of membrane proteins. Since the molecules associated with facilitated diffusion are polar, they are repelled by the hydrophobic sections of permeable membrane, therefore they need to be assisted by the membrane proteins. Both t
Document 3:::
Semipermeable membrane is a type of biological or synthetic, polymeric membrane that will allow certain molecules or ions to pass through it by osmosis. The rate of passage depends on the pressure, concentration, and temperature of the molecules or solutes on either side, as well as the permeability of the membrane to each solute. Depending on the membrane and the solute, permeability may depend on solute size, solubility, properties, or chemistry. How the membrane is constructed to be selective in its permeability will determine the rate and the permeability. Many natural and synthetic materials which are rather thick are also semipermeable. One example of this is the thin film on the inside of the egg.
Biological membranes are selectively permeable, with the passage of molecules controlled by facilitated diffusion, passive transport or active transport regulated by proteins embedded in the membrane.
Biological membranes
An example of a biological semi-permeable membrane is the lipid bilayer, on which is based the plasma membrane that surrounds all biological cells. A group of phospholipids (consisting of a phosphate head and two fatty acid tails) arranged into a double layer, the phospholipid bilayer is a semipermeable membrane that is very specific in its permeability. The hydrophilic phosphate heads are in the outside layer and exposed to the water content outside and within the cell. The hydrophobic tails are the layer hidden in the inside of the membrane. Cholesterol molecules are also found throughout the plasma membrane and act as a buffer of membrane fluidity. The phospholipid bilayer is most permeable to small, uncharged solutes. Protein channels are embedded in or through phospholipids, and, collectively, this model is known as the fluid mosaic model. Aquaporins are protein channel pores permeable to water.
Cellular communication
Information can also pass through the plasma membrane when signaling molecules bind to receptors in the cell membrane. Th
Document 4:::
Paracellular transport refers to the transfer of substances across an epithelium by passing through the intercellular space between the cells. It is in contrast to transcellular transport, where the substances travel through the cell, passing through both the apical membrane and basolateral membrane.
The distinction has particular significance in renal physiology and intestinal physiology. Transcellular transport often involves energy expenditure whereas paracellular transport is unmediated and passive down a concentration gradient, or by osmosis (for water) and solvent drag for solutes. Paracellular transport also has the benefit that absorption rate is matched to load because it has no transporters that can be saturated.
In most mammals, intestinal absorption of nutrients is thought to be dominated by transcellular transport, e.g., glucose is primarily absorbed via the SGLT1 transporter and other glucose transporters. Paracellular absorption therefore plays only a minor role in glucose absorption, although there is evidence that paracellular pathways become more available when nutrients are present in the intestinal lumen. In contrast, small flying vertebrates (small birds and bats) rely on the paracellular pathway for the majority of glucose absorption in the intestine. This has been hypothesized to compensate for an evolutionary pressure to reduce mass in flying animals, which resulted in a reduction in intestine size and faster transit time of food through the gut.
Capillaries of the blood–brain barrier have only transcellular transport, in contrast with normal capillaries which have both transcellular and paracellular transport.
The paracellular pathway of transport is also important for the absorption of drugs in the gastrointestinal tract. The paracellular pathway allows the permeation of hydrophilic molecules that are not able to permeate through the lipid membrane by the transcellular pathway of absorption. This is particularly important for hydrophi
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the diffusion of water through a semipermeable membrane according to the concentration gradient of water across the membrane
A. mirrors
B. nutrients
C. Gravity
D. osmosis
Answer:
|
|
sciq-5311
|
multiple_choice
|
What is the condition in which distant objects are seen clearly, but nearby objects appear blurry?
|
[
"synthesise , or hyperopia",
"farsightedness, or hyperopia",
"gleam , or hyperopia",
"nearsightedness or hyperopia"
] |
B
|
Relavent Documents:
Document 0:::
Rudolf Karl Lüneburg (30 March 1903, Volkersheim (Bockenem) - 19 August 1949, Great Falls, Montana), after his emigration at first Lueneburg, later Luneburg, sometimes misspelled Luneberg or Lunenberg) was a professor of mathematics and optics at the Dartmouth College Eye Institute. He was born in Germany, received his doctorate at Göttingen, and emigrated to the United States in 1935.
His work included an analysis of the geometry of visual space as expected from physiology and the assumption that the angle of vergence provides a constant measure of distance. From these premises he concluded that near field visual space is hyperbolic.
Bibliography
published in:
Reprint:
See also
Luneburg lens
Luneburg method
1903 births
1949 deaths
Emigrants from Nazi Germany to the United States
Geometers
Optical physicists
Dartmouth College faculty
20th-century German mathematicians
Academic staff of Leiden University
University of Göttingen alumni
New York University faculty
University of Southern California faculty
Brown University faculty
Document 1:::
Quasioptics concerns the propagation of electromagnetic radiation where the wavelength is comparable to the size of the optical components (e.g. lenses, mirrors, and apertures) and hence diffraction effects may become significant. It commonly describes the propagation of Gaussian beams where the beam width is comparable to the wavelength. This is in contrast to geometrical optics, where the wavelength is small compared to the relevant length scales. Quasioptics is so named because it represents an intermediate regime between conventional optics and electronics, and is often relevant to the description of signals in the far-infrared or terahertz region of the electromagnetic spectrum. It represents a simplified version of the more rigorous treatment of physical optics. Quasi-optical systems may also operate at lower frequencies such as millimeter wave, microwave, and even lower.
See also
Optoelectronics
Document 2:::
In optics, spatial cutoff frequency is a precise way to quantify the smallest object resolvable by an optical system. Due to diffraction at the image plane, all optical systems act as low pass filters with a finite ability to resolve detail. If it were not for the effects of diffraction, a 2" aperture telescope could theoretically be used to read newspapers on a planet circling Alpha Centauri, over four light-years distant. Unfortunately, the wave nature of light will never permit this to happen.
The spatial cutoff frequency for a perfectly corrected incoherent optical system is given by
where is the wavelength expressed in millimeters and is the lens' focal ratio. As an example, a telescope having an objective and imaging at 0.55 micrometers has a spatial cutoff frequency of 303 cycles/millimeter. High-resolution black-and-white film is capable of resolving details on the film as small as 3 micrometers or smaller, thus its cutoff frequency is about 150 cycles/millimeter. So, the telescope's optical resolution is about twice that of high-resolution film, and a crisp, sharp picture would result (provided focus is perfect and atmospheric turbulence is at a minimum).
This formula gives the best-case resolution performance and is valid only for perfect optical systems. The presence of aberrations reduces image contrast and can effectively reduce the system spatial cutoff frequency if the image contrast falls below the ability of the imaging device to discern.
The coherent case is given by
See also
Modulation transfer function
Superlens
Document 3:::
A hypercentric or pericentric lens is a lens system where the entrance pupil is located in front of the lens, in the space where an object could be located. This has the result that, in a certain region, objects that are farther away from the lens produce larger images than objects that are closer to the lens, in stark contrast to the behavior of the human eye or any ordinary camera (both entocentric lenses), where farther-away objects always appear smaller.
The geometry of a hypercentric lens can be visualized by imagining a point source of light at the center of the entrance pupil sending rays in all directions. Any point on the object will be imaged to the point on the image plane found by continuing the ray that passes through it, so the shape of the image will be the same as that of the shadow cast by the object from the imaginary point of light. So the closer an object gets to that point (the center of the entrance pupil), the larger its image will be.
This inversion of normal perspectivity can be useful for machine vision. Imagine a six-sided die sitting on a conveyor belt being imaged by a hypercentric lens system directly above, whose entrance pupil is below the conveyor belt. The image of the die would contain the top and all four sides at once, because the bottom of the die appears larger than the top.
See also
Entocentric lens
Telecentric lens
Document 4:::
A point source is a single identifiable localised source of something. A point source has negligible extent, distinguishing it from other source geometries. Sources are called point sources because in mathematical modeling, these sources can usually be approximated as a mathematical point to simplify analysis.
The actual source need not be physically small, if its size is negligible relative to other length scales in the problem. For example, in astronomy, stars are routinely treated as point sources, even though they are in actuality much larger than the Earth.
In three dimensions, the density of something leaving a point source decreases in proportion to the inverse square of the distance from the source, if the distribution is isotropic, and there is no absorption or other loss.
Mathematics
In mathematics, a point source is a singularity from which flux or flow is emanating. Although singularities such as this do not exist in the observable universe, mathematical point sources are often used as approximations to reality in physics and other fields.
Visible electromagnetic radiation (light)
Generally, a source of light can be considered a point source if the resolution of the imaging instrument is too low to resolve the source's apparent size. There are two types and sources of light: a point source and an extended source.
Mathematically an object may be considered a point source if its angular size, , is much smaller than the resolving power of the telescope:
, where is the wavelength of light and is the telescope diameter.
Examples:
Light from a distant star seen through a small telescope
Light passing through a pinhole or other small aperture, viewed from a distance much greater than the size of the hole
Light from a street light in a large-scale study of light pollution or street illumination
Other electromagnetic radiation
Radio wave sources which are smaller than one radio wavelength are also generally treated as point sources. Radio emissions g
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the condition in which distant objects are seen clearly, but nearby objects appear blurry?
A. synthesise , or hyperopia
B. farsightedness, or hyperopia
C. gleam , or hyperopia
D. nearsightedness or hyperopia
Answer:
|
|
sciq-2029
|
multiple_choice
|
Newly duplicated chromosomes are divided into two daughter nuclei during what stage?
|
[
"symphysis",
"mitosis",
"prophase",
"meiosis"
] |
B
|
Relavent Documents:
Document 0:::
Chromosome segregation is the process in eukaryotes by which two sister chromatids formed as a consequence of DNA replication, or paired homologous chromosomes, separate from each other and migrate to opposite poles of the nucleus. This segregation process occurs during both mitosis and meiosis. Chromosome segregation also occurs in prokaryotes. However, in contrast to eukaryotic chromosome segregation, replication and segregation are not temporally separated. Instead segregation occurs progressively following replication.
Mitotic chromatid segregation
During mitosis chromosome segregation occurs routinely as a step in cell division (see mitosis diagram). As indicated in the mitosis diagram, mitosis is preceded by a round of DNA replication, so that each chromosome forms two copies called chromatids. These chromatids separate to opposite poles, a process facilitated by a protein complex referred to as cohesin. Upon proper segregation, a complete set of chromatids ends up in each of two nuclei, and when cell division is completed, each DNA copy previously referred to as a chromatid is now called a chromosome.
Meiotic chromosome and chromatid segregation
Chromosome segregation occurs at two separate stages during meiosis called anaphase I and anaphase II (see meiosis diagram). In a diploid cell there are two sets of homologous chromosomes of different parental origin (e.g. a paternal and a maternal set). During the phase of meiosis labeled “interphase s” in the meiosis diagram there is a round of DNA replication, so that each of the chromosomes initially present is now composed of two copies called chromatids. These chromosomes (paired chromatids) then pair with the homologous chromosome (also paired chromatids) present in the same nucleus (see prophase I in the meiosis diagram). The process of alignment of paired homologous chromosomes is called synapsis (see Synapsis). During synapsis, genetic recombination usually occurs. Some of the recombination even
Document 1:::
Interkinesis or interphase II is a period of rest that cells of some species enter during meiosis between meiosis I and meiosis II. No DNA replication occurs during interkinesis; however, replication does occur during the interphase I stage of meiosis (See meiosis I). During interkinesis, the spindles of the first meiotic division disassembles and the microtubules reassemble into two new spindles for the second meiotic division. Interkinesis follows telophase I; however, many plants skip telophase I and interkinesis, going immediately into prophase II. Each chromosome still consists of two chromatids. In this stage other organelle number may also increase.
Document 2:::
A kinetochore (, ) is a disc-shaped protein structure associated with duplicated chromatids in eukaryotic cells where the spindle fibers attach during cell division to pull sister chromatids apart. The kinetochore assembles on the centromere and links the chromosome to microtubule polymers from the mitotic spindle during mitosis and meiosis. The term kinetochore was first used in a footnote in a 1934 Cytology book by Lester W. Sharp and commonly accepted in 1936. Sharp's footnote reads: "The convenient term kinetochore (= movement place) has been suggested to the author by J. A. Moore", likely referring to John Alexander Moore who had joined Columbia University as a freshman in 1932.
Monocentric organisms, including vertebrates, fungi, and most plants, have a single centromeric region on each chromosome which assembles a single, localized kinetochore. Holocentric organisms, such as nematodes and some plants, assemble a kinetochore along the entire length of a chromosome.
Kinetochores start, control, and supervise the striking movements of chromosomes during cell division. During mitosis, which occurs after the amount of DNA is doubled in each chromosome (while maintaining the same number of chromosomes) in S phase, two sister chromatids are held together by a centromere. Each chromatid has its own kinetochore, which face in opposite directions and attach to opposite poles of the mitotic spindle apparatus. Following the transition from metaphase to anaphase, the sister chromatids separate from each other, and the individual kinetochores on each chromatid drive their movement to the spindle poles that will define the two new daughter cells. The kinetochore is therefore essential for the chromosome segregation that is classically associated with mitosis and meiosis.
Structure of Kinetochore
The kinetochore contains two regions:
an inner kinetochore, which is tightly associated with the centromere DNA and assembled in a specialized form of chromatin that persists t
Document 3:::
In cell biology, the spindle apparatus is the cytoskeletal structure of eukaryotic cells that forms during cell division to separate sister chromatids between daughter cells. It is referred to as the mitotic spindle during mitosis, a process that produces genetically identical daughter cells, or the meiotic spindle during meiosis, a process that produces gametes with half the number of chromosomes of the parent cell.
Besides chromosomes, the spindle apparatus is composed of hundreds of proteins. Microtubules comprise the most abundant components of the machinery.
Spindle structure
Attachment of microtubules to chromosomes is mediated by kinetochores, which actively monitor spindle formation and prevent premature anaphase onset. Microtubule polymerization and depolymerization dynamic drive chromosome congression. Depolymerization of microtubules generates tension at kinetochores; bipolar attachment of sister kinetochores to microtubules emanating from opposite cell poles couples opposing tension forces, aligning chromosomes at the cell equator and poising them for segregation to daughter cells. Once every chromosome is bi-oriented, anaphase commences and cohesin, which couples sister chromatids, is severed, permitting the transit of the sister chromatids to opposite poles.
The cellular spindle apparatus includes the spindle microtubules, associated proteins, which include kinesin and dynein molecular motors, condensed chromosomes, and any centrosomes or asters that may be present at the spindle poles depending on the cell type. The spindle apparatus is vaguely ellipsoid in cross section and tapers at the ends. In the wide middle portion, known as the spindle midzone, antiparallel microtubules are bundled by kinesins. At the pointed ends, known as spindle poles, microtubules are nucleated by the centrosomes in most animal cells. Acentrosomal or anastral spindles lack centrosomes or asters at the spindle poles, respectively, and occur for example during female meio
Document 4:::
An aster is a cellular structure shaped like a star, consisting of a centrosome and its associated microtubules during the early stages of mitosis in an animal cell. Asters do not form during mitosis in plants. Astral rays, composed of microtubules, radiate from the centrosphere and look like a cloud. Astral rays are one variant of microtubule which comes out of the centrosome; others include kinetochore microtubules and polar microtubules.
During mitosis, there are five stages of cell division: Prophase, Prometaphase, Metaphase, Anaphase, and Telophase. During prophase, two aster-covered centrosomes migrate to opposite sides of the nucleus in preparation of mitotic spindle formation. During prometaphase there is fragmentation of the nuclear envelope and formation of the mitotic spindles. During metaphase, the kinetochore microtubules extending from each centrosome connect to the centromeres of the chromosomes. Next, during anaphase, the kinetochore microtubules pull the sister chromatids apart into individual chromosomes and pull them towards the centrosomes, located at opposite ends of the cell. This allows the cell to divide properly with each daughter cell containing full replicas of chromosomes. In some cells, the orientation of the asters determines the plane of division upon which the cell will divide.
Astral microtubules
Astral microtubules are a subpopulation of microtubules, which only exist during and immediately before mitosis. They are defined as any microtubule originating from the centrosome which does not connect to a kinetochore. Astral microtubules develop in the actin skeleton and interact with the cell cortex to aid in spindle orientation. They are organized into radial arrays around the centrosomes. The turn-over rate of this population of microtubules is higher than any other population.
The role of astral microtubules is assisted by dyneins specific to this role. These dyneins have their light chains (static portion) attached to the cell m
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Newly duplicated chromosomes are divided into two daughter nuclei during what stage?
A. symphysis
B. mitosis
C. prophase
D. meiosis
Answer:
|
|
sciq-11014
|
multiple_choice
|
What has increased in the atmosphere throughout the history of the earth?
|
[
"wind",
"nitrogen",
"carbon",
"oxygen"
] |
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 carbon cycle is that part of the biogeochemical cycle by which carbon is exchanged among the biosphere, pedosphere, geosphere, hydrosphere, and atmosphere of Earth. Other major biogeochemical cycles include the nitrogen cycle and the water cycle. Carbon is the main component of biological compounds as well as a major component of many minerals such as limestone. The carbon cycle comprises a sequence of events that are key to making Earth capable of sustaining life. It describes the movement of carbon as it is recycled and reused throughout the biosphere, as well as long-term processes of carbon sequestration (storage) to and release from carbon sinks.
To describe the dynamics of the carbon cycle, a distinction can be made between the fast and slow carbon cycle. The fast carbon cycle is also referred to as the biological carbon cycle. Fast carbon cycles can complete within years, moving substances from atmosphere to biosphere, then back to the atmosphere. Slow or geological cycles (also called deep carbon cycle) can take millions of years to complete, moving substances through the Earth's crust between rocks, soil, ocean and atmosphere.
Human activities have disturbed the fast carbon cycle for many centuries by modifying land use, and moreover with the recent industrial-scale mining of fossil carbon (coal, petroleum, and gas extraction, and cement manufacture) from the geosphere. Carbon dioxide in the atmosphere had increased nearly 52% over pre-industrial levels by 2020, forcing greater atmospheric and Earth surface heating by the Sun. The increased carbon dioxide has also caused a reduction in the ocean's pH value and is fundamentally altering marine chemistry. The majority of fossil carbon has been extracted over just the past half century, and rates continue to rise rapidly, contributing to human-caused climate change.
Main compartments
The carbon cycle was first described by Antoine Lavoisier and Joseph Priestley, and popularised by Humphry Davy. The g
Document 2:::
An atmosphere () is a layer of gas or layers of gases that envelop a planet, and is held in place by the gravity of the planetary body. A planet retains an atmosphere when the gravity is great and the temperature of the atmosphere is low. A stellar atmosphere is the outer region of a star, which includes the layers above the opaque photosphere; stars of low temperature might have outer atmospheres containing compound molecules.
The atmosphere of Earth is composed of nitrogen (78 %), oxygen (21 %), argon (0.9 %), carbon dioxide (0.04 %) and trace gases. Most organisms use oxygen for respiration; lightning and bacteria perform nitrogen fixation to produce ammonia that is used to make nucleotides and amino acids; plants, algae, and cyanobacteria use carbon dioxide for photosynthesis. The layered composition of the atmosphere minimises the harmful effects of sunlight, ultraviolet radiation, solar wind, and cosmic rays to protect organisms from genetic damage. The current composition of the atmosphere of the Earth is the product of billions of years of biochemical modification of the paleoatmosphere by living organisms.
Composition
The initial gaseous composition of an atmosphere is determined by the chemistry and temperature of the local solar nebula from which a planet is formed, and the subsequent escape of some gases from the interior of the atmosphere proper. The original atmosphere of the planets originated from a rotating disc of gases, which collapsed onto itself and then divided into a series of spaced rings of gas and matter that, which later condensed to form the planets of the Solar System. The atmospheres of the planets Venus and Mars are principally composed of carbon dioxide and nitrogen, argon and oxygen.
The composition of Earth's atmosphere is determined by the by-products of the life that it sustains. Dry air (mixture of gases) from Earth's atmosphere contains 78.08% nitrogen, 20.95% oxygen, 0.93% argon, 0.04% carbon dioxide, and traces of hydrogen,
Document 3:::
An ecosphere is a planetary closed ecological system. In this global ecosystem, the various forms of energy and matter that constitute a given planet interact on a continual basis. The forces of the four Fundamental interactions cause the various forms of matter to settle into identifiable layers. These layers are referred to as component spheres with the type and extent of each component sphere varying significantly from one particular ecosphere to another. Component spheres that represent a significant portion of an ecosphere are referred to as a primary component spheres. For instance, Earth's ecosphere consists of five primary component spheres which are the Geosphere, Hydrosphere, Biosphere, Atmosphere, and Magnetosphere.
Types of component spheres
Geosphere
The layer of an ecosphere that exists at a Terrestrial planet's Center of mass and which extends radially outward until ending in a solid and spherical layer known as the Crust (geology).
This includes rocks and minerals that are present on the Earth as well as parts of soil and skeletal remains of animals that have become fossilized over the years. This is all about process how rocks metamorphosize. They go through solids to weathered to washing away and back to being buried and resurrected. The primary agent driving these processes is the movement of Earth’s tectonic plates, which creates mountains, volcanoes, and ocean basins. The inner core of the Earth contains liquid iron, which is an important factor in the geosphere as well as the magnetosphere.
Hydrosphere
The total mass of water, regardless of phase (e.g. liquid, solid, gas), that exists within an ecosphere. It's possible for the hydrosphere to be highly distributed throughout other component spheres such as the geosphere and atmosphere.
There are about 1.4 billion km of water on Earth. That includes liquid water in the ocean, lakes, and rivers. It includes frozen water in snow, ice, and glaciers, and water that’s underground in soils and rocks
Document 4:::
Biogeology is the study of the interactions between the Earth's biosphere and the lithosphere.
Biogeology examines biotic, hydrologic, and terrestrial systems in relation to each other, to help understand the Earth's climate, oceans, and other effects on geologic systems.
For example, bacteria are responsible for the formation of some minerals such as pyrite, and can concentrate economically important metals such as tin and uranium. Bacteria are also responsible for the chemical composition of the atmosphere, which affects weathering rates of rocks.
Prior to the late Devonian period, there was little plant life beyond lichens, and bryophytes. At this time large vascular plants evolved, growing up to in height. These large plants changed the atmosphere, and altered the composition of the soil by increasing the amount of organic carbon. This helped prevent the soil being washed away through erosion.
See also
Pedology
Geobiology
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What has increased in the atmosphere throughout the history of the earth?
A. wind
B. nitrogen
C. carbon
D. oxygen
Answer:
|
|
scienceQA-8067
|
multiple_choice
|
Select the vertebrate.
|
[
"hissing cockroach",
"mosquito",
"forest scorpion",
"cardinalfish"
] |
D
|
A mosquito is an insect. Like other insects, a mosquito is an invertebrate. It does not have a backbone. It has an exoskeleton.
Like other scorpions, a forest scorpion is an invertebrate. It does not have a backbone. It has an exoskeleton.
A cardinalfish is a fish. Like other fish, a cardinalfish is a vertebrate. It has a backbone.
A hissing cockroach is an insect. Like other insects, a hissing cockroach is an invertebrate. It does not have a backbone. It has an exoskeleton.
|
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:::
International Society for Invertebrate Morphology (ISIM) was founded during the 1st International Congress on Invertebrate Morphology, in Copenhagen, August 2008. The objectives of the society are to promote international collaboration and provide educational opportunities and training on invertebrate morphology, and to organize and promote the international congresses of invertebrate morphology, international meetings and other forms of scientific exchange.
The ISIM has its own Constitution
ISIM board 2014-2017
Gerhard Scholtz (President) Institute of Biology, Humboldt-Universität zu Berlin, Germany. https://www.biologie.hu-berlin.de/de/gruppenseiten/compzool/people/gerhard_scholtz_page
Natalia Biserova (President-Elect) Moscow State University, Moscow, Russia.
Gonzalo Giribet (Past-President) Museum of Comparative Zoology, Harvard University, Cambridge, MA, USA.
Julia Sigwart (Secretary)
Katrina Worsaae (Treasurer)
Greg Edgecombe (2nd term)
Andreas Hejnol (2nd term)
Sally Leys (2nd term)
Fernando Pardos (2nd term)
Katharina Jörger (1st term)
Marymegan Daly (1st term)
Georg Mayer (1st term)
ISIM board 2017-2020
Natalia Biserova (President), Lomonosov Moscow State University, Moscow, Russian Federation http://invert.bio.msu.ru/en/staff-en/33-biserova-en .
Andreas Wanninger (President-elect), Department of Integrative Zoology, University of Vienna, Vienna, Austria.
Gerhard Scholtz (Past-president), Department of Biology, Humboldt-Universität zu Berlin, Germany.
Julia Sigwart (Secretary), School of Biological Sciences, Queen's University Belfast, UK.
Katrine Worsaae (Treasurer), Department of Biology, University of Copenhagen, Copenhagen, Denmark.
Advisory Council:
Ariel Chipman (Israel)
D. Bruce Conn (USA)
Conrad Helm (Germany)
Xiaoya Ma (UK)
Pedro Martinez (Spain)
Ana Riesgo (Spain)
Nadezhda Rimskaya-Korsakova (Russia)
Elected 23-08-2017, Moscow
Former meetings
ICIM 1 (2008) University of Copenhagen, Denmark
ICIM 2 (2011) H
Document 4:::
In zoology, mammalogy is the study of mammals – a class of vertebrates with characteristics such as homeothermic metabolism, fur, four-chambered hearts, and complex nervous systems. Mammalogy has also been known as "mastology," "theriology," and "therology." The archive of number of mammals on earth is constantly growing, but is currently set at 6,495 different mammal species including recently extinct. There are 5,416 living mammals identified on earth and roughly 1,251 have been newly discovered since 2006. The major branches of mammalogy include natural history, taxonomy and systematics, anatomy and physiology, ethology, ecology, and management and control. The approximate salary of a mammalogist varies from $20,000 to $60,000 a year, depending on their experience. Mammalogists are typically involved in activities such as conducting research, managing personnel, and writing proposals.
Mammalogy branches off into other taxonomically-oriented disciplines such as primatology (study of primates), and cetology (study of cetaceans). Like other studies, mammalogy is also a part of zoology which is also a part of biology, the study of all living things.
Research purposes
Mammalogists have stated that there are multiple reasons for the study and observation of mammals. Knowing how mammals contribute or thrive in their ecosystems gives knowledge on the ecology behind it. Mammals are often used in business industries, agriculture, and kept for pets. Studying mammals habitats and source of energy has led to aiding in survival. The domestication of some small mammals has also helped discover several different diseases, viruses, and cures.
Mammalogist
A mammalogist studies and observes mammals. In studying mammals, they can observe their habitats, contributions to the ecosystem, their interactions, and the anatomy and physiology. A mammalogist can do a broad variety of things within the realm of mammals. A mammalogist on average can make roughly $58,000 a year. This dep
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Select the vertebrate.
A. hissing cockroach
B. mosquito
C. forest scorpion
D. cardinalfish
Answer:
|
sciq-5176
|
multiple_choice
|
Though viruses are not considered living, they share two important traits with living organisms: they have genetic material and they can undergo what process?
|
[
"generation",
"learning",
"sexual reproduction",
"evolution"
] |
D
|
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:::
Virophysics is a branch of biophysics in which the theoretical concepts and experimental techniques of physics are applied to study the mechanics and dynamics driving the interactions between virions and cells.
Overview
Research in virophysics typically focuses on resolving the physical structure and structural properties of viruses, the dynamics of their assembly and disassembly, their population kinetics over the course of an infection, and the emergence and evolution of various strains. The common aim of these efforts is to establish a set of models (expressions or laws) that quantitatively describe the details of all processes involved in viral infections with reliable predictive power. Having such a quantitative understanding of viruses would not only rationalize the development of strategies to prevent, guide, or control the course of viral infections, but could also be used to exploit virus processes and put virus to work in areas such as nanosciences, materials, and biotechnologies.
Traditionally, in vivo and in vitro experimentation has been the only way to study viral infections. This approach for deriving knowledge based solely on experimental observations relies on common-sense assumptions (e.g., a higher virus count means a fitter virus). These assumptions often go untested due to difficulties controlling individual components of these complex systems without affecting others. The use of mathematical models and computer simulations to describe such systems, however, makes it possible to deconstruct an experimental system into individual components and determine how the pieces combine to create the infection we observe.
Virophysics has large overlaps with other fields. For example, the modelling of infectious disease dynamics is a popular research topic in mathematics, notably in applied mathematics or mathematical biology. While most modelling efforts in mathematics have focused on elucidating the dynamics of spread of infectious diseases at an epid
Document 2:::
Astrovirology is an emerging subdiscipline of astrobiology which aims to understand what role viruses played in the origin and evolution of life on Earth as well as the potential for viruses beyond Earth.
Viruses and early life on Earth
Viruses drive evolution
Viruses are a major driving force in evolution; the arms race between viruses and their host, or the Red Queen hypothesis, causes strong evolutionary pressures in both the host and viruses. The host evolves to evade and destroy viruses, while the virus evolves mechanisms to continue infecting the host. Evolution is also influenced by viral horizontal gene transfer. Viral genes can be inserted into the host genome (ex. Retroviruses) and sometimes these genes are evolutionarily favorable. One common example of beneficial horizontal gene transfer in humans is the gene for syncytin, which came from ancient viruses and is important in placenta development.
Viruses influence major evolutionary events
Though unproven, some virologists posit that viruses may have played an important role in major evolutionary events, including the emergence of a DNA genome from an RNA world, divergence from LUCA to the three domains of life, archaea, bacteria, and eukarya, and development of multicellularity. Emergence of a DNA genome and divergence from LUCA may have been aided by horizontal gene transfer of polymerases and other gene-editing enzymes from viruses. Meanwhile, viral selection pressures could have also aided divergence from LUCA to defend against different viruses, while multicellularity provides greater cell population protection from viruses.
Viruses and Earth's environment
Viruses influence biogeochemical cycles
Viruses cause nutrient cycling in the ocean via the viral shunt, and up to 25% of the available carbon in the upper ocean is attributed to virus-induced cell lysis.
Around 5% of Earth's oxygen is thought to be produced by cells infected by viruses encoding photosynthetic genes otherwise absent from t
Document 3:::
Non-cellular life, also known as acellular life, is life that exists without a cellular structure for at least part of its life cycle. Historically, most definitions of life postulated that an organism must be composed of one or more cells, but this is no longer considered necessary, and modern criteria allow for forms of life based on other structural arrangements.
The primary candidates for non-cellular life are viruses. Some biologists consider viruses to be organisms, but others do not. Their primary objection is that no known viruses are capable of autonomous reproduction; they must rely on cells to copy them.
Viruses as non-cellular life
The nature of viruses was unclear for many years following their discovery as pathogens. They were described as poisons or toxins at first, then as "infectious proteins", but with advances in microbiology it became clear that they also possessed genetic material, a defined structure, and the ability to spontaneously assemble from their constituent parts. This spurred extensive debate as to whether they should be regarded as fundamentally organic or inorganic — as very small biological organisms or very large biochemical molecules — and since the 1950s many scientists have thought of viruses as existing at the border between chemistry and life; a gray area between living and nonliving.
Viral replication and self-assembly has implications for the study of the origin of life, as it lends further credence to the hypotheses that cells and viruses could have started as a pool of replicators where selfish genetic information was parasitizing on producers in RNA world, as two strategies to survive, gained in response to environmental conditions, or as self-assembling organic molecules.
Viroids
Viroids are the smallest infectious pathogens known to biologists, consisting solely of short strands of circular, single-stranded RNA without protein coats. They are mostly plant pathogens and some are animal pathogens, from which some ar
Document 4:::
Contagium vivum fluidum (Latin: "contagious living fluid") was a phrase first used to describe a virus, and underlined its ability to slip through the finest ceramic filters then available, giving it almost liquid properties. Martinus Beijerinck (1851–1931), a Dutch microbiologist and botanist, first used the term when studying the tobacco mosaic virus, becoming convinced that the virus had a liquid nature.
The word "virus", from the Latin for "poison", was originally used to refer to any infectious agent, and gradually became used to refer to infectious particles. Bacteria could be seen under microscope, and cultured on agar plates. In 1890, Louis Pasteur declared "tout virus est un microbe": "all infectious diseases are caused by microbes".
In 1892, Dmitri Ivanovsky discovered that the cause of tobacco mosaic disease could pass through Chamberland's porcelain filter. Infected sap, passed through the filter, retained its infectious properties. Ivanovsky thought the disease was caused by an extremely small bacteria, too small to see under microscope, which secreted a toxin. It was this toxin, he thought, which passed through the filter. However, he was unable to culture the purported bacteria.
In 1898, Beijerinck independently found the cause of the disease could pass through porcelain filters. He disproved Ivanovsky's toxin theory by demonstrating infection in series. He found that although he could not culture the infectious agent, it would diffuse through an agar gel. This diffusion inspired him to put forward the idea of a non-cellular "contagious living fluid", which he called a "virus". This was somewhere between a molecule and a cell.
Ivanovsky, irked that Beijerinck had not cited him, demonstrated that particles of ink could also diffuse through agar gel, thus leaving the particulate or fluid nature of the pathogen unresolved. Beijerinck's critics including Ivanovsky argued that the idea of a "contagious living fluid" was a contradiction in terms. Howeve
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Though viruses are not considered living, they share two important traits with living organisms: they have genetic material and they can undergo what process?
A. generation
B. learning
C. sexual reproduction
D. evolution
Answer:
|
|
sciq-7680
|
multiple_choice
|
Why is it necessary to maintain proper levels of cations in intercellular fluids?
|
[
"reverse homeostasis",
"cell division",
"keep cells healthy",
"for digestion"
] |
C
|
Relavent Documents:
Document 0:::
The human body and even its individual body fluids may be conceptually divided into various fluid compartments, which, although not literally anatomic compartments, do represent a real division in terms of how portions of the body's water, solutes, and suspended elements are segregated. The two main fluid compartments are the intracellular and extracellular compartments. The intracellular compartment is the space within the organism's cells; it is separated from the extracellular compartment by cell membranes.
About two-thirds of the total body water of humans is held in the cells, mostly in the cytosol, and the remainder is found in the extracellular compartment. The extracellular fluids may be divided into three types: interstitial fluid in the "interstitial compartment" (surrounding tissue cells and bathing them in a solution of nutrients and other chemicals), blood plasma and lymph in the "intravascular compartment" (inside the blood vessels and lymphatic vessels), and small amounts of transcellular fluid such as ocular and cerebrospinal fluids in the "transcellular compartment".
The normal processes by which life self-regulates its biochemistry (homeostasis) produce fluid balance across the fluid compartments. Water and electrolytes are continuously moving across barriers (eg, cell membranes, vessel walls), albeit often in small amounts, to maintain this healthy balance. The movement of these molecules is controlled and restricted by various mechanisms. When illnesses upset the balance, electrolyte imbalances can result.
The interstitial and intravascular compartments readily exchange water and solutes, but the third extracellular compartment, the transcellular, is thought of as separate from the other two and not in dynamic equilibrium with them.
The science of fluid balance across fluid compartments has practical application in intravenous therapy, where doctors and nurses must predict fluid shifts and decide which IV fluids to give (for example, isot
Document 1:::
Body fluids, bodily fluids, or biofluids, sometimes body liquids, are liquids within the human body. In lean healthy adult men, the total body water is about 60% (60–67%) of the total body weight; it is usually slightly lower in women (52–55%). The exact percentage of fluid relative to body weight is inversely proportional to the percentage of body fat. A lean man, for example, has about 42 (42–47) liters of water in his body.
The total body of water is divided into fluid compartments, between the intracellular fluid compartment (also called space, or volume) and the extracellular fluid (ECF) compartment (space, volume) in a two-to-one ratio: 28 (28–32) liters are inside cells and 14 (14–15) liters are outside cells.
The ECF compartment is divided into the interstitial fluid volume – the fluid outside both the cells and the blood vessels – and the intravascular volume (also called the vascular volume and blood plasma volume) – the fluid inside the blood vessels – in a three-to-one ratio: the interstitial fluid volume is about 12 liters; the vascular volume is about 4 liters.
The interstitial fluid compartment is divided into the lymphatic fluid compartment – about 2/3, or 8 (6–10) liters, and the transcellular fluid compartment (the remaining 1/3, or about 4 liters).
The vascular volume is divided into the venous volume and the arterial volume; and the arterial volume has a conceptually useful but unmeasurable subcompartment called the effective arterial blood volume.
Compartments by location
intracellular fluid (ICF), which consist of cytosol and fluids in the cell nucleus
Extracellular fluid
Intravascular fluid (blood plasma)
Interstitial fluid
Lymphatic fluid (sometimes included in interstitial fluid)
Transcellular fluid
Health
Body fluid is the term most often used in medical and health contexts. Modern medical, public health, and personal hygiene practices treat body fluids as potentially unclean. This is because they can be vectors for infectious
Document 2:::
In cell biology, extracellular fluid (ECF) denotes all body fluid outside the cells of any multicellular organism. Total body water in healthy adults is about 50–60% (range 45 to 75%) of total body weight; women and the obese typically have a lower percentage than lean men. Extracellular fluid makes up about one-third of body fluid, the remaining two-thirds is intracellular fluid within cells. The main component of the extracellular fluid is the interstitial fluid that surrounds cells.
Extracellular fluid is the internal environment of all multicellular animals, and in those animals with a blood circulatory system, a proportion of this fluid is blood plasma. Plasma and interstitial fluid are the two components that make up at least 97% of the ECF. Lymph makes up a small percentage of the interstitial fluid. The remaining small portion of the ECF includes the transcellular fluid (about 2.5%). The ECF can also be seen as having two components – plasma and lymph as a delivery system, and interstitial fluid for water and solute exchange with the cells.
The extracellular fluid, in particular the interstitial fluid, constitutes the body's internal environment that bathes all of the cells in the body. The ECF composition is therefore crucial for their normal functions, and is maintained by a number of homeostatic mechanisms involving negative feedback. Homeostasis regulates, among others, the pH, sodium, potassium, and calcium concentrations in the ECF. The volume of body fluid, blood glucose, oxygen, and carbon dioxide levels are also tightly homeostatically maintained.
The volume of extracellular fluid in a young adult male of 70 kg (154 lbs) is 20% of body weight – about fourteen liters. Eleven liters are interstitial fluid and the remaining three liters are plasma.
Components
The main component of the extracellular fluid (ECF) is the interstitial fluid, or tissue fluid, which surrounds the cells in the body. The other major component of the ECF is the intravascula
Document 3:::
Cellular components are the complex biomolecules and structures of which cells, and thus living organisms, are composed. Cells are the structural and functional units of life. The smallest organisms are single cells, while the largest organisms are assemblages of trillions of cells. DNA, double stranded macromolecule that carries the hereditary information of the cell and found in all living cells; each cell carries chromosome(s) having a distinctive DNA sequence.
Examples include macromolecules such as proteins and nucleic acids, biomolecular complexes such as a ribosome, and structures such as membranes, and organelles. While the majority of cellular components are located within the cell itself, some may exist in extracellular areas of an organism.
Cellular components may also be called biological matter or biological material. Most biological matter has the characteristics of soft matter, being governed by relatively small energies. All known life is made of biological matter. To be differentiated from other theoretical or fictional life forms, such life may be called carbon-based, cellular, organic, biological, or even simply living – as some definitions of life exclude hypothetical types of biochemistry.
See also
Cell (biology)
Cell biology
Biomolecule
Organelle
Tissue (biology)
External links
https://web.archive.org/web/20130918033010/http://bioserv.fiu.edu/~walterm/FallSpring/review1_fall05_chap_cell3.htm
Document 4:::
Chloride is an anion in the human body needed for metabolism (the process of turning food into energy). It also helps keep the body's acid-base balance. The amount of serum chloride is carefully controlled by the kidneys.
Chloride ions have important physiological roles. For instance, in the central nervous system, the inhibitory action of glycine and some of the action of GABA relies on the entry of Cl− into specific neurons. Also, the chloride-bicarbonate exchanger biological transport protein relies on the chloride ion to increase the blood's capacity of carbon dioxide, in the form of the bicarbonate ion; this is the mechanism underpinning the chloride shift occurring as the blood passes through oxygen-consuming capillary beds.
The normal blood reference range of chloride for adults in most labs is 96 to 106 milliequivalents (mEq) per liter. The normal range may vary slightly from lab to lab. Normal ranges are usually shown next to results in the lab report. A diagnostic test may use a chloridometer to determine the serum chloride level.
The North American Dietary Reference Intake recommends a daily intake of between 2300 and 3600 mg/day for 25-year-old males.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Why is it necessary to maintain proper levels of cations in intercellular fluids?
A. reverse homeostasis
B. cell division
C. keep cells healthy
D. for digestion
Answer:
|
|
sciq-6322
|
multiple_choice
|
Of the three basic types of radioactive emissions, what particle is the most penetrating?
|
[
"beta",
"neutron",
"alpha",
"gamma"
] |
D
|
Relavent Documents:
Document 0:::
In nuclear and materials physics, stopping power is the retarding force acting on charged particles, typically alpha and beta particles, due to interaction with matter, resulting in loss of particle kinetic energy.
Stopping power is also interpreted as the rate at which a material absorbs the kinetic energy of a charged particle. Its application is important in a wide range of thermodynamic areas such as radiation protection, ion implantation and nuclear medicine.
Definition and Bragg curve
Both charged and uncharged particles lose energy while passing through matter. Positive ions are considered in most cases below.
The stopping power depends on the type and energy of the radiation and on the properties of the material it passes. Since the production of an ion pair (usually a positive ion and a (negative) electron) requires a fixed amount of energy (for example, 33.97 eV in dry air), the number of ionizations per path length is proportional to the stopping power. The stopping power of the material is numerically equal to the loss of energy per unit path length, :
The minus sign makes positive.
The force usually increases toward the end of range and reaches a maximum, the Bragg peak, shortly before the energy drops to zero. The curve that describes the force as function of the material depth is called the Bragg curve. This is of great practical importance for radiation therapy.
The equation above defines the linear stopping power which in the international system is expressed in N but is usually indicated in other units like MeV/mm or similar. If a substance is compared in gaseous and solid form, then the linear stopping powers of the two states are very different just because of the different density. One therefore often divides the force by the density of the material to obtain the mass stopping power which in the international system is expressed in m4/s2 but is usually found in units like MeV/(mg/cm2) or similar. The mass stopping power then depends
Document 1:::
absorbed dose
Electromagnetic radiation
equivalent dose
hormesis
Ionizing radiation
Louis Harold Gray (British physicist)
rad (unit)
radar
radar astronomy
radar cross section
radar detector
radar gun
radar jamming
(radar reflector) corner reflector
radar warning receiver
(Radarange) microwave oven
radiance
(radiant: see) meteor shower
radiation
Radiation absorption
Radiation acne
Radiation angle
radiant barrier
(radiation belt: see) Van Allen radiation belt
Radiation belt electron
Radiation belt model
Radiation Belt Storm Probes
radiation budget
Radiation burn
Radiation cancer
(radiation contamination) radioactive contamination
Radiation contingency
Radiation damage
Radiation damping
Radiation-dominated era
Radiation dose reconstruction
Radiation dosimeter
Radiation effect
radiant energy
Radiation enteropathy
(radiation exposure) radioactive contamination
Radiation flux
(radiation gauge: see) gauge fixing
radiation hardening
(radiant heat) thermal radiation
radiant heating
radiant intensity
radiation hormesis
radiation impedance
radiation implosion
Radiation-induced lung injury
Radiation Laboratory
radiation length
radiation mode
radiation oncologist
radiation pattern
radiation poisoning (radiation sickness)
radiation pressure
radiation protection (radiation shield) (radiation shielding)
radiation resistance
Radiation Safety Officer
radiation scattering
radiation therapist
radiation therapy (radiotherapy)
(radiation treatment) radiation therapy
(radiation units: see) :Category:Units of radiation dose
(radiation weight factor: see) equivalent dose
radiation zone
radiative cooling
radiative forcing
radiator
radio
(radio amateur: see) amateur radio
(radio antenna) antenna (radio)
radio astronomy
radio beacon
(radio broadcasting: see) broadcasting
radio clock
(radio communications) radio
radio control
radio controlled airplane
radio controlled car
radio-controlled helicopter
radio control
Document 2:::
A gamma ray, also known as gamma radiation (symbol γ or ), is a penetrating form of electromagnetic radiation arising from the radioactive decay of atomic nuclei. It consists of the shortest wavelength electromagnetic waves, typically shorter than those of X-rays. With frequencies above 30 exahertz (), it imparts the highest photon energy. Paul Villard, a French chemist and physicist, discovered gamma radiation in 1900 while studying radiation emitted by radium. In 1903, Ernest Rutherford named this radiation gamma rays based on their relatively strong penetration of matter; in 1900 he had already named two less penetrating types of decay radiation (discovered by Henri Becquerel) alpha rays and beta rays in ascending order of penetrating power.
Gamma rays from radioactive decay are in the energy range from a few kiloelectronvolts (keV) to approximately 8 megaelectronvolts (MeV), corresponding to the typical energy levels in nuclei with reasonably long lifetimes. The energy spectrum of gamma rays can be used to identify the decaying radionuclides using gamma spectroscopy. Very-high-energy gamma rays in the 100–1000 teraelectronvolt (TeV) range have been observed from sources such as the Cygnus X-3 microquasar.
Natural sources of gamma rays originating on Earth are mostly a result of radioactive decay and secondary radiation from atmospheric interactions with cosmic ray particles. However, there are other rare natural sources, such as terrestrial gamma-ray flashes, which produce gamma rays from electron action upon the nucleus. Notable artificial sources of gamma rays include fission, such as that which occurs in nuclear reactors, and high energy physics experiments, such as neutral pion decay and nuclear fusion.
Gamma rays and X-rays are both electromagnetic radiation, and since they overlap in the electromagnetic spectrum, the terminology varies between scientific disciplines. In some fields of physics, they are distinguished by their origin: Gamma rays are creat
Document 3:::
ӀA Gammator was a gamma irradiator made by the Radiation Machinery Corporation during the U.S. Atoms for Peace project of the 1950s and 1960s. The gammator was distributed by the "Atomic Energy Commission to schools, hospitals, and private firms to promote nuclear understanding." Around 120-140 Gammators were distributed throughout the U.S. and the whereabouts of several of them are unknown, although the Department of Energy has removed and destroyed many of the units.
Specifications
A Gammator weighed about 1,850 pounds and contained about 400 curies of caesium-137 in a pellet roughly the size of a pen.
Concerns
Because of the massive shielding of a Gammator, the machine is very safe when used as intended (e.g. school science experiments); according to the Los Alamos National Laboratory, it is similar to machines used to irradiate blood. However, this amount of nuclear material could pose a significant problem if used as the radioactive component in a dirty bomb.
Document 4:::
A microbeam is a narrow beam of radiation, of micrometer or sub-micrometer dimensions. Together with integrated imaging techniques, microbeams allow precisely defined quantities of damage to be introduced at precisely defined locations. Thus, the microbeam is a tool for investigators to study intra- and inter-cellular mechanisms of damage signal transduction.
A schematic of microbeam operation is shown on the right. Essentially, an automated imaging system locates user-specified targets, and these targets are sequentially irradiated, one by one, with a highly-focused radiation beam. Targets can be single cells, sub-cellular locations, or precise locations in 3D tissues. Key features of a microbeam are throughput, precision, and accuracy. While irradiating targeted regions, the system must guarantee that adjacent locations receive no energy deposition.
History
The first microbeam facilities were developed in the mid-90s. These facilities were a response to challenges in studying radiobiological processes using broadbeam exposures. Microbeams were originally designed to address two main issues:
The belief that the radiation-sensitivity of the nucleus was not uniform, and
The need to be able to hit an individual cell with an exact number (particularly one) of particles for low dose risk assessment.
Additionally, microbeams were seen as ideal vehicles to investigate the mechanisms of radiation response.
Radiation-sensitivity of the cell
At the time it was believed that radiation damage to cells was entirely the result of damage to DNA. Charged particle microbeams could probe the radiation sensitivity of the nucleus, which at the time appeared not to be uniformly sensitive. Experiments performed at microbeam facilities have since shown the existence of a bystander effect. A bystander effect is any biological response to radiation in cells or tissues that did not experience a radiation traversal. These "bystander" cells are neighbors of cells that have experience
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Of the three basic types of radioactive emissions, what particle is the most penetrating?
A. beta
B. neutron
C. alpha
D. gamma
Answer:
|
|
sciq-4259
|
multiple_choice
|
Viroids are plant pathogens much simpler than what, but like them can reproduce only within a host cell?
|
[
"parasites",
"viruses",
"pests",
"bacteria"
] |
B
|
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:::
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 2:::
A microbiologist (from Greek ) is a scientist who studies microscopic life forms and processes. This includes study of the growth, interactions and characteristics of microscopic organisms such as bacteria, algae, fungi, and some types of parasites and their vectors. Most microbiologists work in offices and/or research facilities, both in private biotechnology companies and in academia. Most microbiologists specialize in a given topic within microbiology such as bacteriology, parasitology, virology, or immunology.
Duties
Microbiologists generally work in some way to increase scientific knowledge or to utilise that knowledge in a way that improves outcomes in medicine or some industry. For many microbiologists, this work includes planning and conducting experimental research projects in some kind of laboratory setting. Others may have a more administrative role, supervising scientists and evaluating their results. Microbiologists working in the medical field, such as clinical microbiologists, may see patients or patient samples and do various tests to detect disease-causing organisms.
For microbiologists working in academia, duties include performing research in an academic laboratory, writing grant proposals to fund research, as well as some amount of teaching and designing courses. Microbiologists in industry roles may have similar duties except research is performed in industrial labs in order to develop or improve commercial products and processes. Industry jobs may also not include some degree of sales and marketing work, as well as regulatory compliance duties. Microbiologists working in government may have a variety of duties, including laboratory research, writing and advising, developing and reviewing regulatory processes, and overseeing grants offered to outside institutions. Some microbiologists work in the field of patent law, either with national patent offices or private law practices. Her duties include research and navigation of intellectual proper
Document 3:::
The Investigative Biology Teaching Laboratories are located at Cornell University on the first floor Comstock Hall. They are well-equipped biology teaching laboratories used to provide hands-on laboratory experience to Cornell undergraduate students. Currently, they are the home of the Investigative Biology Laboratory Course, (BioG1500), and frequently being used by the Cornell Institute for Biology Teachers, the Disturbance Ecology course and Insectapalooza. In the past the Investigative Biology Teaching Laboratories hosted the laboratory portion of the Introductory Biology Course with the course number of Bio103-104 (renumbered to BioG1103-1104).
The Investigative Biology Teaching Laboratories house the Science Communication and Public Engagement Undergraduate Minor.
History
Bio103-104
BioG1103-1104 Biological Sciences Laboratory course was a two-semester, two-credit course. BioG1103 was offered in the spring, while 1104 was offered in the fall.
BioG1500
This course was first offered in Fall 2010. It is a one semester course, offered in the Fall, Spring and Summer for 2 credits. One credit is being awarded for the letter and one credit for the three-hour-long lab, following the SUNY system.
Document 4:::
The SAT Subject Test in Biology was the name of a one-hour multiple choice test given on biology by the College Board. A student chose whether to take the test depending upon college entrance requirements for the schools in which the student is planning to apply. Until 1994, the SAT Subject Tests were known as Achievement Tests; and from 1995 until January 2005, they were known as SAT IIs. Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800. The average for Molecular is 630 while Ecological is 591.
On January 19 2021, the College Board discontinued all SAT Subject tests, including the SAT Subject Test in Biology E/M. This was effective immediately in the United States, and the tests were to be phased out by the following summer for international students. This was done as a response to changes in college admissions due to the impact of the COVID-19 pandemic on education.
Format
This test had 80 multiple-choice questions that were to be answered in one hour. All questions had five answer choices. Students received one point for each correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The student's score was based entirely on his or her performance in answering the multiple-choice questions.
The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Preparation
The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, a
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Viroids are plant pathogens much simpler than what, but like them can reproduce only within a host cell?
A. parasites
B. viruses
C. pests
D. bacteria
Answer:
|
|
sciq-5400
|
multiple_choice
|
What term is used to describe viruses that live in a dormant state inside the body?
|
[
"potential",
"dorment",
"hidden",
"latency"
] |
D
|
Relavent Documents:
Document 0:::
This glossary of virology is a list of definitions of terms and concepts used in virology, the study of viruses, particularly in the description of viruses and their actions. Related fields include microbiology, molecular biology, and genetics.
A
B
C
D
E
G
H
I
K
L
M
N
O
P
Q
R
S
T
U
V
Z
See also
Glossary of biology
Glossary of genetics
Glossary of scientific naming
Introduction to viruses
List of viruses
Document 1:::
Contagium vivum fluidum (Latin: "contagious living fluid") was a phrase first used to describe a virus, and underlined its ability to slip through the finest ceramic filters then available, giving it almost liquid properties. Martinus Beijerinck (1851–1931), a Dutch microbiologist and botanist, first used the term when studying the tobacco mosaic virus, becoming convinced that the virus had a liquid nature.
The word "virus", from the Latin for "poison", was originally used to refer to any infectious agent, and gradually became used to refer to infectious particles. Bacteria could be seen under microscope, and cultured on agar plates. In 1890, Louis Pasteur declared "tout virus est un microbe": "all infectious diseases are caused by microbes".
In 1892, Dmitri Ivanovsky discovered that the cause of tobacco mosaic disease could pass through Chamberland's porcelain filter. Infected sap, passed through the filter, retained its infectious properties. Ivanovsky thought the disease was caused by an extremely small bacteria, too small to see under microscope, which secreted a toxin. It was this toxin, he thought, which passed through the filter. However, he was unable to culture the purported bacteria.
In 1898, Beijerinck independently found the cause of the disease could pass through porcelain filters. He disproved Ivanovsky's toxin theory by demonstrating infection in series. He found that although he could not culture the infectious agent, it would diffuse through an agar gel. This diffusion inspired him to put forward the idea of a non-cellular "contagious living fluid", which he called a "virus". This was somewhere between a molecule and a cell.
Ivanovsky, irked that Beijerinck had not cited him, demonstrated that particles of ink could also diffuse through agar gel, thus leaving the particulate or fluid nature of the pathogen unresolved. Beijerinck's critics including Ivanovsky argued that the idea of a "contagious living fluid" was a contradiction in terms. Howeve
Document 2:::
Viremia is a medical condition where viruses enter the bloodstream and hence have access to the rest of the body. It is similar to bacteremia, a condition where bacteria enter the bloodstream. The name comes from combining the word "virus" with the Greek word for "blood" (haima). It usually lasts for 4 to 5 days in the primary condition.
Primary versus secondary
Primary viremia refers to the initial spread of virus in the blood from the first site of infection.
Secondary viremia occurs when primary viremia has resulted in infection of additional tissues via bloodstream, in which the virus has replicated and once more entered the circulation.
Usually secondary viremia results in higher viral shedding and viral loads within the bloodstream due to the possibility that the virus is able to reach its natural host cell from the bloodstream and replicate more efficiently than the initial site. An excellent example to profile this distinction is the rabies virus. Usually the virus will replicate briefly within the first site of infection, within the muscle tissues. Viral replication then leads to viremia and the virus spreads to its secondary site of infection, the central nervous system (CNS). Upon infection of the CNS, secondary viremia results and symptoms usually begin. Vaccination at this point is useless, as the spread to the brain is unstoppable. Vaccination must be done before secondary viremia takes place for the individual to avoid brain damage or death.
Active versus passive
Active viremia is caused by the replication of viruses which results in viruses being introduced into the bloodstream. Examples include the measles, in which primary viremia occurs in the epithelial lining of the respiratory tract before replicating and budding out of the cell basal layer (viral shedding), resulting in viruses budding into capillaries and blood vessels.
Passive viremia is the introduction of viruses in the bloodstream without the need of active viral replication. Exampl
Document 3:::
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 4:::
In biology, a strain is a genetic variant, a subtype or a culture within a biological species. Strains are often seen as inherently artificial concepts, characterized by a specific intent for genetic isolation. This is most easily observed in microbiology where strains are derived from a single cell colony and are typically quarantined by the physical constraints of a Petri dish. Strains are also commonly referred to within virology, botany, and with rodents used in experimental studies.
Microbiology and virology
It has been said that "there is no universally accepted definition for the terms 'strain', 'variant', and 'isolate' in the virology community, and most virologists simply copy the usage of terms from others".
A strain is a genetic variant or subtype of a microorganism (e.g., a virus, bacterium or fungus). For example, a "flu strain" is a certain biological form of the influenza or "flu" virus. These flu strains are characterized by their differing isoforms of surface proteins. New viral strains can be created due to mutation or swapping of genetic components when two or more viruses infect the same cell in nature. These phenomena are known respectively as antigenic drift and antigenic shift. Microbial strains can also be differentiated by their genetic makeup using metagenomic methods to maximize resolution within species. This has become a valuable tool to analyze the microbiome.
Artificial constructs
Scientists have modified strains of viruses in order to study their behavior, as in the case of the H5N1 influenza virus. While funding for such research has aroused controversy at times due to safety concerns, leading to a temporary pause, it has subsequently proceeded.
In biotechnology, microbial strains have been constructed to establish metabolic pathways suitable for treating a variety of applications. Historically, a major effort of metabolic research has been devoted to the field of biofuel production. Escherichia coli is most common species for
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What term is used to describe viruses that live in a dormant state inside the body?
A. potential
B. dorment
C. hidden
D. latency
Answer:
|
|
sciq-7907
|
multiple_choice
|
What often relies on cooperation between the motor and autonomic nervous systems?
|
[
"hypothalamus",
"homeostasis",
"thermoregulation",
"ketosis"
] |
B
|
Relavent Documents:
Document 0:::
In physiology, motor coordination is the orchestrated movement of multiple body parts as required to accomplish intended actions, like walking. This coordination is achieved by adjusting kinematic and kinetic parameters associated with each body part involved in the intended movement. The modifications of these parameters typically relies on sensory feedback from one or more sensory modalities (see multisensory integration), such as proprioception and vision.
Properties
Large Degrees of Freedom
Goal-directed and coordinated movement of body parts is inherently variable because there are many ways of coordinating body parts to achieve the intended movement goal. This is because the degrees of freedom (DOF) is large for most movements due to the many associated neuro-musculoskeletal elements. Some examples of non-repeatable movements are when pointing or standing up from sitting. Actions and movements can be executed in multiple ways because synergies (as described below) can vary without changing the outcome. Early work from Nikolai Bernstein worked to understand how coordination was developed in executing a skilled movement. In this work, he remarked that there was no one-to-one relationship between the desired movement and coordination patterns to execute that movement. This equivalence suggests that any desired action does not have a particular coordination of neurons, muscles, and kinematics.
Complexity
The complexity of motor coordination goes unnoticed in everyday tasks, such as in the task of picking up and pouring a bottle of water into a glass. This seemingly simple task is actually composed of multiple complex tasks. For instance, this task requires the following:
(1) properly reaching for the water bottle and then configuring the hand in a way that enables grasping the bottle.
(2) applying the correct amount of grip force to grasp the bottle without crushing it.
(3) coordinating the muscles required for lifting and articulating the bottle so that
Document 1:::
Psychomotor learning is the relationship between cognitive functions and physical movement. Psychomotor learning is demonstrated by physical skills such as movement, coordination, manipulation, dexterity, grace, strength, speed—actions which demonstrate the fine or gross motor skills, such as use of precision instruments or tools, and walking. Sports and dance are the richest realms of gross psychomotor skills.
Behavioral examples include driving a car, throwing a ball, and playing a musical instrument. In psychomotor learning research, attention is given to the learning of coordinated activity involving the arms, hands, fingers, and feet, while verbal processes are not emphasized.
Stages of psychomotor development
According to Paul Fitts and Michael Posner's three-stage model, when learning psychomotor skills, individuals progress through the cognitive stages, the associative stage, and the autonomic stage. The cognitive stage is marked by awkward slow and choppy movements that the learner tries to control. The learner has to think about each movement before attempting it. In the associative stage, the learner spends less time thinking about every detail, however, the movements are still not a permanent part of the brain. In the autonomic stage, the learner can refine the skill through practice, but no longer needs to think about the movement.
Factors affecting psychomotor skills
Psychological feedback
Amount of practice
Task complexity
Work distribution
Motive-incentive conditions
Environmental factors
How motor behaviors are recorded
The motor cortices are involved in the formation and retention of memories and skills. When an individual learns physical movements, this leads to changes in the motor cortex. The more practiced a movement is, the stronger the neural encoding becomes. A study cited how the cortical areas include neurons that process movements and that these neurons change their behavior during and after being exposed to tasks. Psychomotor le
Document 2:::
In neuroscience and motor control , the degrees of freedom problem or motor equivalence problem states that there are multiple ways for humans or animals to perform a movement in order to achieve the same goal. In other words, under normal circumstances, no simple one-to-one correspondence exists between a motor problem (or task) and a motor solution to the problem. The motor equivalence problem was first formulated by the Russian neurophysiologist Nikolai Bernstein: "It is clear that the basic difficulties for co-ordination consist precisely in the extreme abundance of degrees of freedom, with which the [nervous] centre is not at first in a position to deal."
Although the question of how the nervous system selects which particular degrees of freedom (DOFs) to use in a movement may be a problem to scientists, the abundance of DOFs is almost certainly an advantage to the mammalian and the invertebrate nervous systems. The human body has redundant anatomical DOFs (at muscles and joints), redundant kinematic DOFs (movements can have different trajectories, velocities, and accelerations and yet achieve the same goal), and redundant neurophysiological DOFs (multiple motoneurons synapsing on the same muscle, and vice versa). How the nervous system "chooses" a subset of these near-infinite DOFs is an overarching difficulty in understanding motor control and motor learning.
History
The study of motor control historically breaks down into two broad areas: "Western" neurophysiological studies, and "Bernsteinian" functional analysis of movement. The latter has become predominant in motor control, as Bernstein's theories have held up well and are considered founding principles of the field as it exists today.
Pre-Bernstein
In the latter 19th and early 20th centuries, many scientists believed that all motor control came from the spinal cord, as experiments with stimulation in frogs displayed patterned movement ("motor primitives"), and spinalized cats were shown to be able
Document 3:::
The sensory nervous system is a part of the nervous system responsible for processing sensory information. A sensory system consists of sensory neurons (including the sensory receptor cells), neural pathways, and parts of the brain involved in sensory perception and interoception. Commonly recognized sensory systems are those for vision, hearing, touch, taste, smell, balance and visceral sensation. Sense organs are transducers that convert data from the outer physical world to the realm of the mind where people interpret the information, creating their perception of the world around them.
The receptive field is the area of the body or environment to which a receptor organ and receptor cells respond. For instance, the part of the world an eye can see, is its receptive field; the light that each rod or cone can see, is its receptive field. Receptive fields have been identified for the visual system, auditory system and somatosensory system.
Stimulus
Organisms need information to solve at least three kinds of problems: (a) to maintain an appropriate environment, i.e., homeostasis; (b) to time activities (e.g., seasonal changes in behavior) or synchronize activities with those of conspecifics; and (c) to locate and respond to resources or threats (e.g., by moving towards resources or evading or attacking threats). Organisms also need to transmit information in order to influence another's behavior: to identify themselves, warn conspecifics of danger, coordinate activities, or deceive.
Sensory systems code for four aspects of a stimulus; type (modality), intensity, location, and duration. Arrival time of a sound pulse and phase differences of continuous sound are used for sound localization. Certain receptors are sensitive to certain types of stimuli (for example, different mechanoreceptors respond best to different kinds of touch stimuli, like sharp or blunt objects). Receptors send impulses in certain patterns to send information about the intensity of a stimul
Document 4:::
A motor program is an abstract metaphor of the central organization of movement and control of the many degrees of freedom involved in performing an action.p. 182 Signals transmitted through efferent and afferent pathways allow the central nervous system to anticipate, plan or guide movement. Evidence for the concept of motor programs include the following:p. 182
Processing of afferent information (feedback) is too slow for on-going regulation of rapid movements.
Reaction time (time between “go” signal and movement initiation) increases with movement complexity, suggesting that movements are planned in advance.
Movement is possible even without feedback from the moving limb. Moreover, velocity and acceleration of feedforward movements such as reaching are highly proportional to the distance of the target.
The existence of motor equivalence, i.e., the ability to perform the same action in multiple ways for instance using different muscles or the same muscles under different conditions. This suggests that a general code specifying the final output exists which is translated into specific muscle action sequences
Brain activation precedes that of movement. For example, the supplementary motor area becomes active one second before voluntary movement.
This is not meant to underestimate the importance of feedback information, merely that another level of control beyond feedback is used:
Before the movement as information about initial position, or perhaps to tune the spinal apparatus.
During the movement, when it is either “monitored” for the presence of error or used directly in the modulation of movements reflexively.
After the movement to determine the success of the response and contribute to motor learning.
Central organization
Open and closed-loop theories
Response-chaining hypothesis
The response-chaining, or reflex-chaining hypothesis, proposed by William James (1890), was one of the earliest descriptions of movement control. This open-loop hypothes
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What often relies on cooperation between the motor and autonomic nervous systems?
A. hypothalamus
B. homeostasis
C. thermoregulation
D. ketosis
Answer:
|
|
sciq-7603
|
multiple_choice
|
What man-made substance tends to break down ozone in the stratosphere?
|
[
"gasoline",
"plastic",
"steel",
"cfcs"
] |
D
|
Relavent Documents:
Document 0:::
An inert gas is a gas that does not readily undergo chemical reactions with other chemical substances and therefore does not readily form chemical compounds. The noble gases often do not react with many substances and were historically referred to as the inert gases. Inert gases are used generally to avoid unwanted chemical reactions degrading a sample. These undesirable chemical reactions are often oxidation and hydrolysis reactions with the oxygen and moisture in air. The term inert gas is context-dependent because several of the noble gases can be made to react under certain conditions.
Purified argon gas is the most commonly used inert gas due to its high natural abundance (78.3% N2, 1% Ar in air) and low relative cost.
Unlike noble gases, an inert gas is not necessarily elemental and is often a compound gas. Like the noble gases, the tendency for non-reactivity is due to the valence, the outermost electron shell, being complete in all the inert gases. This is a tendency, not a rule, as all noble gases and other "inert" gases can react to form compounds under some conditions.
Need and necessity
The inert gases are obtained by fractional distillation of air, with the exception of helium which is separated from a few natural gas sources rich in this element, through cryogenic distillation or membrane separation. For specialized applications, purified inert gas shall be produced by specialized generators on-site. They are often used by chemical tankers and product carriers (smaller vessels). Benchtop specialized generators are also available for laboratories.
Applications on inert gas
Because of the non-reactive properties of inert gases, they are often useful to prevent undesirable chemical reactions from taking place. Food is packed in an inert gas to remove oxygen gas. This prevents bacteria from growing. It also prevents chemical oxidation by oxygen in normal air. An example is the rancidification (caused by oxidation) of edible oils. In food packaging, ine
Document 1:::
Nitrogen dioxide is a chemical compound with the formula and is one of several nitrogen oxides. is an intermediate in the industrial synthesis of nitric acid, millions of tons of which are produced each year for use (primarily in the production of fertilizers). At higher temperatures, nitrogen dioxide is a reddish-brown gas. It can be fatal if inhaled in large quantities. The LC50 (median lethal dose) for humans has been estimated to be 174 ppm for a 1-hour exposure. Nitrogen dioxide is a paramagnetic, bent molecule with C2v point group symmetry.
It is included in the NOx family of atmospheric pollutants.
Properties
Nitrogen dioxide is a reddish-brown gas with a pungent, acrid odor above and becomes a yellowish-brown liquid below . It forms an equilibrium with its dimer, dinitrogen tetroxide (), and converts almost entirely to below .
The bond length between the nitrogen atom and the oxygen atom is 119.7 pm. This bond length is consistent with a bond order between one and two.
Unlike ozone () the ground electronic state of nitrogen dioxide is a doublet state, since nitrogen has one unpaired electron, which decreases the alpha effect compared with nitrite and creates a weak bonding interaction with the oxygen lone pairs. The lone electron in also means that this compound is a free radical, so the formula for nitrogen dioxide is often written as .
The reddish-brown color is a consequence of preferential absorption of light in the blue region of the spectrum (400–500 nm), although the absorption extends throughout the visible (at shorter wavelengths) and into the infrared (at longer wavelengths). Absorption of light at wavelengths shorter than about 400 nm results in photolysis (to form , atomic oxygen); in the atmosphere the addition of the oxygen atom so formed to results in ozone.
Preparation
Nitrogen dioxide typically arises via the oxidation of nitric oxide by oxygen in air (e.g. as result of corona discharge):
+
Nitrogen dioxide is formed in m
Document 2:::
Trashing the Planet: How Science Can Help Us Deal With Acid Rain, Depletion of the Ozone, and Nuclear Waste (Among Other Things) is a 1990 book by zoologist and Governor of Washington Dixy Lee Ray. The book talks about the seriousness about acid rain, the problems with the ozone layer and other environmental issues. Ray co-wrote the book with journalist Lou Guzzo.
Document 3:::
In situ chemical reduction (ISCR) is a type of environmental remediation technique used for soil and/or groundwater remediation to reduce the concentrations of targeted environmental contaminants to acceptable levels. It is the mirror process of In Situ Chemical Oxidation (ISCO). ISCR is usually applied in the environment by injecting chemically reductive additives in liquid form into the contaminated area or placing a solid medium of chemical reductants in the path of a contaminant plume. It can be used to remediate a variety of organic compounds, including some that are resistant to natural degradation.
The in situ in ISCR is just Latin for "in place", signifying that ISCR is a chemical reduction reaction that occurs at the site of the contamination. Like ISCO, it is able to decontaminate many compounds, and, in theory, ISCR could be more effective in ground water remediation than ISCO.
Chemical reduction is one half of a redox reaction, which results in the gain of electrons. One of the reactants in the reaction becomes oxidized, or loses electrons, while the other reactant becomes reduced, or gains electrons. In ISCR, reducing compounds, compounds that accept electrons given by other compounds in a reaction, are used to change the contaminants into harmless compounds.
History
Early work examined the dechlorinations with copper. Substrates included DDT, endrin, chloroform, and hexachlorocyclopentadiene. Aluminum and magnesium behave similarly in the laboratory. Ground water treatment most generally focuses on the use of iron.
Reductants
Zero valent metals (ZVMs)
Zero-valent metals are the main reductants used in ISCR. The most common metal used is iron, in the form of ZVI (zero valent iron), and it is also the metal longest in use. However, some studies show that zero valent zinc (ZVZ) could be up to ten times more effective at eradicating the contaminants than ZVI. Some applications of ZVMs are to clean up Trichloroethylene (TCE) and Hexavalent chromium
Document 4:::
Carbon is a primary component of all known life on Earth, representing approximately 45–50% of all dry biomass. Carbon compounds occur naturally in great abundance on Earth. Complex biological molecules consist of carbon atoms bonded with other elements, especially oxygen and hydrogen and frequently also nitrogen, phosphorus, and sulfur (collectively known as CHNOPS).
Because it is lightweight and relatively small in size, carbon molecules are easy for enzymes to manipulate. It is frequently assumed in astrobiology that if life exists elsewhere in the Universe, it will also be carbon-based. Critics refer to this assumption as carbon chauvinism.
Characteristics
Carbon is capable of forming a vast number of compounds, more than any other element, with almost ten million compounds described to date, and yet that number is but a fraction of the number of theoretically possible compounds under standard conditions. The enormous diversity of carbon-containing compounds, known as organic compounds, has led to a distinction between them and compounds that do not contain carbon, known as inorganic compounds. The branch of chemistry that studies organic compounds is known as organic chemistry.
Carbon is the 15th most abundant element in the Earth's crust, and the fourth most abundant element in the universe by mass, after hydrogen, helium, and oxygen. Carbon's widespread abundance, its ability to form stable bonds with numerous other elements, and its unusual ability to form polymers at the temperatures commonly encountered on Earth enables it to serve as a common element of all known living organisms. In a 2018 study, carbon was found to compose approximately 550 billion tons of all life on Earth. It is the second most abundant element in the human body by mass (about 18.5%) after oxygen.
The most important characteristics of carbon as a basis for the chemistry of life are that each carbon atom is capable of forming up to four valence bonds with other atoms simultaneously
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What man-made substance tends to break down ozone in the stratosphere?
A. gasoline
B. plastic
C. steel
D. cfcs
Answer:
|
|
sciq-9176
|
multiple_choice
|
What kind of behaviors are adaptive because they are flexible, capable of changing if the environment changes?
|
[
"human",
"passed behavior",
"learned behavior",
"studied behavior"
] |
C
|
Relavent Documents:
Document 0:::
Computerized adaptive testing (CAT) is a form of computer-based test that adapts to the examinee's ability level. For this reason, it has also been called tailored testing. In other words, it is a form of computer-administered test in which the next item or set of items selected to be administered depends on the correctness of the test taker's responses to the most recent items administered.
How it works
CAT successively selects questions for the purpose of maximizing the precision of the exam based on what is known about the examinee from previous questions. From the examinee's perspective, the difficulty of the exam seems to tailor itself to their level of ability. For example, if an examinee performs well on an item of intermediate difficulty, they will then be presented with a more difficult question. Or, if they performed poorly, they would be presented with a simpler question. Compared to static tests that nearly everyone has experienced, with a fixed set of items administered to all examinees, computer-adaptive tests require fewer test items to arrive at equally accurate scores.
The basic computer-adaptive testing method is an iterative algorithm with the following steps:
The pool of available items is searched for the optimal item, based on the current estimate of the examinee's ability
The chosen item is presented to the examinee, who then answers it correctly or incorrectly
The ability estimate is updated, based on all prior answers
Steps 1–3 are repeated until a termination criterion is met
Nothing is known about the examinee prior to the administration of the first item, so the algorithm is generally started by selecting an item of medium, or medium-easy, difficulty as the first item.
As a result of adaptive administration, different examinees receive quite different tests. Although examinees are typically administered different tests, their ability scores are comparable to one another (i.e., as if they had received the same test, as is common
Document 1:::
Behavior (American English) or behaviour (British English) is the range of actions and mannerisms made by individuals, organisms, systems or artificial entities in some environment. These systems can include other systems or organisms as well as the inanimate physical environment. It is the computed response of the system or organism to various stimuli or inputs, whether internal or external, conscious or subconscious, overt or covert, and voluntary or involuntary.
Taking a behavior informatics perspective, a behavior consists of actor, operation, interactions, and their properties. This can be represented as a behavior vector.
Models
Biology
Although disagreement exists as to how to precisely define behavior in a biological context, one common interpretation based on a meta-analysis of scientific literature states that "behavior is the internally coordinated responses (actions or inactions) of whole living organisms (individuals or groups) to internal or external stimuli".
A broader definition of behavior, applicable to plants and other organisms, is similar to the concept of phenotypic plasticity. It describes behavior as a response to an event or environment change during the course of the lifetime of an individual, differing from other physiological or biochemical changes that occur more rapidly, and excluding changes that are a result of development (ontogeny).
Behaviors can be either innate or learned from the environment.
Behavior can be regarded as any action of an organism that changes its relationship to its environment. Behavior provides outputs from the organism to the environment.
Human behavior
The endocrine system and the nervous system likely influence human behavior. Complexity in the behavior of an organism may be correlated to the complexity of its nervous system. Generally, organisms with more complex nervous systems have a greater capacity to learn new responses and thus adjust their behavior.
Animal behavior
Ethology is the scientifi
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:::
Behavioral modernity is a suite of behavioral and cognitive traits that distinguishes current Homo sapiens from other anatomically modern humans, hominins, and primates. Most scholars agree that modern human behavior can be characterized by abstract thinking, planning depth, symbolic behavior (e.g., art, ornamentation), music and dance, exploitation of large game, and blade technology, among others. Underlying these behaviors and technological innovations are cognitive and cultural foundations that have been documented experimentally and ethnographically by evolutionary and cultural anthropologists. These human universal patterns include cumulative cultural adaptation, social norms, language, and extensive help and cooperation beyond close kin.
Within the tradition of evolutionary anthropology and related disciplines, it has been argued that the development of these modern behavioral traits, in combination with the climatic conditions of the Last Glacial Period and Last Glacial Maximum causing population bottlenecks, contributed to the evolutionary success of Homo sapiens worldwide relative to Neanderthals, Denisovans, and other archaic humans.
Debate continues as to whether anatomically modern humans were behaviorally modern as well. There are many theories on the evolution of behavioral modernity. These generally fall into two camps: cognitive and gradualist approaches. The Later Upper Paleolithic Model theorizes that modern human behavior arose through cognitive, genetic changes in Africa abruptly around 40,000–50,000 years ago around the time of the Out-of-Africa migration, prompting the movement of modern humans out of Africa and across the world.
Other models focus on how modern human behavior may have arisen through gradual steps, with the archaeological signatures of such behavior appearing only through demographic or subsistence-based changes. Many cite evidence of behavioral modernity earlier (by at least about 150,000–75,000 years ago and possibly ear
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 kind of behaviors are adaptive because they are flexible, capable of changing if the environment changes?
A. human
B. passed behavior
C. learned behavior
D. studied behavior
Answer:
|
|
sciq-9784
|
multiple_choice
|
Many transition metals and their compounds are used as what?
|
[
"bases",
"catalysts",
"insulators",
"sealants"
] |
B
|
Relavent Documents:
Document 0:::
The purpose of this annotated list is to provide a chronological, consolidated list of nonmetal monographs, which could enable the interested reader to further trace classification approaches in this area. Those marked with a ▲ classify the following 14 elements as nonmetals: H, N; O, S; the stable halogens; and the noble gases.
Document 1:::
In materials science, MXenes are a class of two-dimensional inorganic compounds , that consist of atomically thin layers of transition metal carbides, nitrides, or carbonitrides. MXenes accept a variety of hydrophilic terminations. MXenes were first reported in 2012.
Structure
As-synthesized MXenes prepared via HF etching have an accordion-like morphology, which can be referred to as multi-layer MXene (ML-MXene), or few-layer MXene (FL-MXene) given fewer than five layers. Because the surfaces of MXenes can be terminated by functional groups, the naming convention Mn+1XnTx can be used, where T is a functional group (e.g. O, F, OH, Cl).
Mono transition
MXenes adopt three structures with one metal on the M site, as inherited from the parent MAX phases: M2C, M3C2, and M4C3. They are produced by selectively etching out the A element from a MAX phase or other layered precursor (e.g., Mo2Ga2C), which has the general formula Mn+1AXn, where M is an early transition metal, A is an element from group 13 or 14 of the periodic table, X is C and/or N, and n = 1–4. MAX phases have a layered hexagonal structure with P63/mmc symmetry, where M layers are nearly closed packed and X atoms fill octahedral sites. Therefore, Mn+1Xn layers are interleaved with the A element, which is metallically bonded to the M element.
Double transition
Double transition metal MXenes can take two forms, ordered double transition metal MXenes or solid solution MXenes. For ordered double transition metal MXenes, they have the general formulas: M'2M"C2 or M'2M"2C3 where M' and M" are different transition metals. Double transition metal carbides that have been synthesized include Mo2TiC2, Mo2Ti2C3, Cr2TiC2, and Mo4VC4. In some of these MXenes (such as Mo2TiC2, Mo2Ti2C3, and Cr2TiC2), the Mo or Cr atoms are on outer edges of the MXene and these atoms control electrochemical properties of the MXenes.
Document 2:::
This is a list of analysis methods used in materials science. Analysis methods are listed by their acronym, if one exists.
Symbols
μSR – see muon spin spectroscopy
χ – see magnetic susceptibility
A
AAS – Atomic absorption spectroscopy
AED – Auger electron diffraction
AES – Auger electron spectroscopy
AFM – Atomic force microscopy
AFS – Atomic fluorescence spectroscopy
Analytical ultracentrifugation
APFIM – Atom probe field ion microscopy
APS – Appearance potential spectroscopy
ARPES – Angle resolved photoemission spectroscopy
ARUPS – Angle resolved ultraviolet photoemission spectroscopy
ATR – Attenuated total reflectance
B
BET – BET surface area measurement (BET from Brunauer, Emmett, Teller)
BiFC – Bimolecular fluorescence complementation
BKD – Backscatter Kikuchi diffraction, see EBSD
BRET – Bioluminescence resonance energy transfer
BSED – Back scattered electron diffraction, see EBSD
C
CAICISS – Coaxial impact collision ion scattering spectroscopy
CARS – Coherent anti-Stokes Raman spectroscopy
CBED – Convergent beam electron diffraction
CCM – Charge collection microscopy
CDI – Coherent diffraction imaging
CE – Capillary electrophoresis
CET – Cryo-electron tomography
CL – Cathodoluminescence
CLSM – Confocal laser scanning microscopy
COSY – Correlation spectroscopy
Cryo-EM – Cryo-electron microscopy
Cryo-SEM – Cryo-scanning electron microscopy
CV – Cyclic voltammetry
D
DE(T)A – Dielectric thermal analysis
dHvA – De Haas–van Alphen effect
DIC – Differential interference contrast microscopy
Dielectric spectroscopy
DLS – Dynamic light scattering
DLTS – Deep-level transient spectroscopy
DMA – Dynamic mechanical analysis
DPI – Dual polarisation interferometry
DRS – Diffuse reflection spectroscopy
DSC – Differential scanning calorimetry
DTA – Differential thermal analysis
DVS – Dynamic vapour sorption
E
EBIC – Electron beam induced current (see IBIC: ion beam induced charge)
EBS – Elastic (non-Rutherford) backscatterin
Document 3:::
In chemistry, metal vapor synthesis (MVS) is a method for preparing metal complexes by combining freshly produced metal atoms or small particles with ligands. In contrast to the high reactivity of such freshly produced metal atoms, bulk metals typically are unreactive toward neutral ligands. The method has been used to prepare compounds that cannot be prepared by traditional synthetic methods, e.g. Ti(η6-toluene)2. The technique relies on a reactor that evaporates the metal, allowing the vapor to impinge on a cold reactor wall that is coated with the organic ligand. The metal evaporates upon being heated resistively or irradiated with an electron beam. The apparatus operates under high vacuum. In a common implementation, the metal vapor and the organic ligand are co-condensed at liquid nitrogen temperatures.
In several case where compounds are prepared by MVS, related preparations employ conventional routes. Thus, tris(butadiene)molybdenum was first prepared by co-condensation of butadiene and Mo vapor, but yields are higher for the reduction of molybdenum(V) chloride in the presence of the diene.
Document 4:::
Material is a substance or mixture of substances that constitutes an object. Materials can be pure or impure, living or non-living matter. Materials can be classified on the basis of their physical and chemical properties, or on their geological origin or biological function. Materials science is the study of materials, their properties and their applications.
Raw materials can be processed in different ways to influence their properties, by purification, shaping or the introduction of other materials. New materials can be produced from raw materials by synthesis.
In industry, materials are inputs to manufacturing processes to produce products or more complex materials.
Historical elements
Materials chart the history of humanity. The system of the three prehistoric ages (Stone Age, Bronze Age, Iron Age) were succeeded by historical ages: steel age in the 19th century, polymer age in the middle of the following century (plastic age) and silicon age in the second half of the 20th century.
Classification by use
Materials can be broadly categorized in terms of their use, for example:
Building materials are used for construction
Building insulation materials are used to retain heat within buildings
Refractory materials are used for high-temperature applications
Nuclear materials are used for nuclear power and weapons
Aerospace materials are used in aircraft and other aerospace applications
Biomaterials are used for applications interacting with living systems
Material selection is a process to determine which material should be used for a given application.
Classification by structure
The relevant structure of materials has a different length scale depending on the material. The structure and composition of a material can be determined by microscopy or spectroscopy.
Microstructure
In engineering, materials can be categorised according to their microscopic structure:
Plastics: a wide range of synthetic or semi-synthetic materials that use polymers as a main ingred
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Many transition metals and their compounds are used as what?
A. bases
B. catalysts
C. insulators
D. sealants
Answer:
|
|
sciq-5886
|
multiple_choice
|
When substances pass through the cell membrane without needing any energy what is it called?
|
[
"energetic transport",
"active transport",
"passive transport",
"kinetic transport"
] |
C
|
Relavent Documents:
Document 0:::
Passive transport is a type of membrane transport that does not require energy to move substances across cell membranes. Instead of using cellular energy, like active transport, passive transport relies on the second law of thermodynamics to drive the movement of substances across cell membranes. Fundamentally, substances follow Fick's first law, and move from an area of high concentration to an area of low concentration because this movement increases the entropy of the overall system. The rate of passive transport depends on the permeability of the cell membrane, which, in turn, depends on the organization and characteristics of the membrane lipids and proteins. The four main kinds of passive transport are simple diffusion, facilitated diffusion, filtration, and/or osmosis.
Passive transport follows Fick's first law.
Diffusion
Diffusion is the net movement of material from an area of high concentration to an area with lower concentration. The difference of concentration between the two areas is often termed as the concentration gradient, and diffusion will continue until this gradient has been eliminated. Since diffusion moves materials from an area of higher concentration to an area of lower concentration, it is described as moving solutes "down the concentration gradient" (compared with active transport, which often moves material from area of low concentration to area of higher concentration, and therefore referred to as moving the material "against the concentration gradient").
However, in many cases (e.g. passive drug transport) the driving force of passive transport can not be simplified to the concentration gradient. If there are different solutions at the two sides of the membrane with different equilibrium solubility of the drug, the difference in the degree of saturation is the driving force of passive membrane transport. It is also true for supersaturated solutions which are more and more important owing to the spreading of the application of amorph
Document 1:::
Transcellular transport involves the transportation of solutes by a cell through a cell. Transcellular transport can occur in three different ways active transport, passive transport, and transcytosis.
Active Transport
Main article: Active transport
Active transport is the process of moving molecules from an area of low concentrations to an area of high concentration. There are two types of active transport, primary active transport and secondary active transport. Primary active transport uses adenosine triphosphate (ATP) to move specific molecules and solutes against its concentration gradient. Examples of molecules that follow this process are potassium K+, sodium Na+, and calcium Ca2+. A place in the human body where this occurs is in the intestines with the uptake of glucose. Secondary active transport is when one solute moves down the electrochemical gradient to produce enough energy to force the transport of another solute from low concentration to high concentration. An example of where this occurs is in the movement of glucose within the proximal convoluted tubule (PCT).
Passive Transport
Main article: Passive transport
Passive transport is the process of moving molecules from an area of high concentration to an area of low concentration without expelling any energy. There are two types of passive transport, passive diffusion and facilitated diffusion. Passive diffusion is the unassisted movement of molecules from high concentration to low concentration across a permeable membrane. One example of passive diffusion is the gas exchange that occurs between the oxygen in the blood and the carbon dioxide present in the lungs. Facilitated diffusion is the movement of polar molecules down the concentration gradient with the assistance of membrane proteins. Since the molecules associated with facilitated diffusion are polar, they are repelled by the hydrophobic sections of permeable membrane, therefore they need to be assisted by the membrane proteins. Both t
Document 2:::
In cellular biology, membrane transport refers to the collection of mechanisms that regulate the passage of solutes such as ions and small molecules through biological membranes, which are lipid bilayers that contain proteins embedded in them. The regulation of passage through the membrane is due to selective membrane permeability – a characteristic of biological membranes which allows them to separate substances of distinct chemical nature. In other words, they can be permeable to certain substances but not to others.
The movements of most solutes through the membrane are mediated by membrane transport proteins which are specialized to varying degrees in the transport of specific molecules. As the diversity and physiology of the distinct cells is highly related to their capacities to attract different external elements, it is postulated that there is a group of specific transport proteins for each cell type and for every specific physiological stage. This differential expression is regulated through the differential transcription of the genes coding for these proteins and its translation, for instance, through genetic-molecular mechanisms, but also at the cell biology level: the production of these proteins can be activated by cellular signaling pathways, at the biochemical level, or even by being situated in cytoplasmic vesicles. The cell membrane regulates the transport of materials entering and exiting the cell.
Background
Thermodynamically the flow of substances from one compartment to another can occur in the direction of a concentration or electrochemical gradient or against it. If the exchange of substances occurs in the direction of the gradient, that is, in the direction of decreasing potential, there is no requirement for an input of energy from outside the system; if, however, the transport is against the gradient, it will require the input of energy, metabolic energy in this case.
For example, a classic chemical mechanism for separation that does
Document 3:::
Paracellular transport refers to the transfer of substances across an epithelium by passing through the intercellular space between the cells. It is in contrast to transcellular transport, where the substances travel through the cell, passing through both the apical membrane and basolateral membrane.
The distinction has particular significance in renal physiology and intestinal physiology. Transcellular transport often involves energy expenditure whereas paracellular transport is unmediated and passive down a concentration gradient, or by osmosis (for water) and solvent drag for solutes. Paracellular transport also has the benefit that absorption rate is matched to load because it has no transporters that can be saturated.
In most mammals, intestinal absorption of nutrients is thought to be dominated by transcellular transport, e.g., glucose is primarily absorbed via the SGLT1 transporter and other glucose transporters. Paracellular absorption therefore plays only a minor role in glucose absorption, although there is evidence that paracellular pathways become more available when nutrients are present in the intestinal lumen. In contrast, small flying vertebrates (small birds and bats) rely on the paracellular pathway for the majority of glucose absorption in the intestine. This has been hypothesized to compensate for an evolutionary pressure to reduce mass in flying animals, which resulted in a reduction in intestine size and faster transit time of food through the gut.
Capillaries of the blood–brain barrier have only transcellular transport, in contrast with normal capillaries which have both transcellular and paracellular transport.
The paracellular pathway of transport is also important for the absorption of drugs in the gastrointestinal tract. The paracellular pathway allows the permeation of hydrophilic molecules that are not able to permeate through the lipid membrane by the transcellular pathway of absorption. This is particularly important for hydrophi
Document 4:::
In cellular biology, active transport is the movement of molecules or ions across a cell membrane from a region of lower concentration to a region of higher concentration—against the concentration gradient. Active transport requires cellular energy to achieve this movement. There are two types of active transport: primary active transport that uses adenosine triphosphate (ATP), and secondary active transport that uses an electrochemical gradient. This process is in contrast to passive transport, which allows molecules or ions to move down their concentration gradient, from an area of high concentration to an area of low concentration, without energy.
Active transport is essential for various physiological processes, such as nutrient uptake, hormone secretion, and nerve impulse transmission. For example, the sodium-potassium pump uses ATP to pump sodium ions out of the cell and potassium ions into the cell, maintaining a concentration gradient essential for cellular function. Active transport is highly selective and regulated, with different transporters specific to different molecules or ions. Dysregulation of active transport can lead to various disorders, including cystic fibrosis, caused by a malfunctioning chloride channel, and diabetes, resulting from defects in glucose transport into cells.
Active cellular transportation (ACT)
Unlike passive transport, which uses the kinetic energy and natural entropy of molecules moving down a gradient, active transport uses cellular energy to move them against a gradient, polar repulsion, or other resistance. Active transport is usually associated with accumulating high concentrations of molecules that the cell needs, such as ions, glucose and amino acids. Examples of active transport include the uptake of glucose in the intestines in humans and the uptake of mineral ions into root hair cells of plants.
History
In 1848, the German physiologist Emil du Bois-Reymond suggested the possibility of active transport of subst
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
When substances pass through the cell membrane without needing any energy what is it called?
A. energetic transport
B. active transport
C. passive transport
D. kinetic transport
Answer:
|
|
sciq-3975
|
multiple_choice
|
Organisms such as goldfish that can tolerate only a relatively narrow range of salinity are referred to as what?
|
[
"antisaline",
"saline intolerant",
"trichina",
"stenohaline"
] |
D
|
Relavent Documents:
Document 0:::
Stenohaline describes an organism, usually fish, that cannot tolerate a wide fluctuation in the salinity of water. Stenohaline is derived from the words: "steno" meaning narrow, and "haline" meaning salt. Many fresh water fish, such as goldfish (Carassius auratus), tend to be stenohaline and die in environments of high salinity such as the ocean. Many marine fish, such as haddock, are also stenohaline and die in water with lower salinity.
Alternatively, fish living in coastal estuaries and tide pools are often euryhaline (tolerant to changes in salinity), as are many species which have life cycle requiring tolerance to both fresh water and seawater environments such as salmon and herring.
See also
Fish migration
Osmoconformer
Osmoregulation
Euryhaline
Document 1:::
Artemia is a genus of aquatic crustaceans also known as brine shrimp. It is the only genus in the family Artemiidae. The first historical record of the existence of Artemia dates back to the first half of the 10th century AD from Lake Urmia, Iran, with an example called by an Iranian geographer an "aquatic dog", although the first unambiguous record is the report and drawings made by Schlösser in 1757 of animals from Lymington, England. Artemia populations are found worldwide, typically in inland saltwater lakes, but occasionally in oceans. Artemia are able to avoid cohabiting with most types of predators, such as fish, by their ability to live in waters of very high salinity (up to 25%).
The ability of the Artemia to produce dormant eggs, known as cysts, has led to extensive use of Artemia in aquaculture. The cysts may be stored indefinitely and hatched on demand to provide a convenient form of live feed for larval fish and crustaceans. Nauplii of the brine shrimp Artemia constitute the most widely used food item, and over of dry Artemia cysts are marketed worldwide annually. In addition, the resilience of Artemia makes them ideal animals running biological toxicity assays and it has become a model organism used to test the toxicity of chemicals. Breeds of Artemia are sold as novelty gifts under the marketing name Sea-Monkeys.
Description
The brine shrimp Artemia comprises a group of seven to nine species very likely to have diverged from an ancestral form living in the Mediterranean area about , around the time of the Messinian salinity crisis.
The Laboratory of Aquaculture & Artemia Reference Center at Ghent University possesses the largest known Artemia cyst collection, a cyst bank containing over 1,700 Artemia population samples collected from different locations around the world.
Artemia is a typical primitive arthropod with a segmented body to which is attached broad leaf-like appendages. The body usually consists of 19 segments, the first 11 of which ha
Document 2:::
This glossary of ichthyology is a list of definitions of terms and concepts used in ichthyology, the study of fishes.
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
R
S
T
U
V
W
Document 3:::
Daphnia pulex is the most common species of water flea. It has a cosmopolitan distribution: the species is found throughout the Americas, Europe, and Australia. It is a model species, and was the first crustacean to have its genome sequenced.
Description
D. pulex is an arthropod whose body segments are difficult to distinguish. It can only be recognised by its appendages (only ever one pair per segment), and by studying its internal anatomy. The head is distinct and is made up of six segments, which are fused together even as an embryo. It bears the mouthparts, and two pairs of antennae, the second pair of which is enlarged into powerful organs used for swimming. No clear division is seen between the thorax and abdomen, which collectively bear five pairs of appendages. The shell surrounding the animal extends posteriorly into a spine. Like most other Daphnia species, D. pulex reproduces by cyclical parthenogenesis, alternating between sexual and asexual reproduction.
Ecology
D. pulex occurs in a wide range of aquatic habitats, although it is most closely associated with small, shaded pools. In oligotrophic lakes, D. pulex has little pigmentation, while it may become bright red in hypereutrophic waters, due to the production of haemoglobin.
Predation
Daphnia species are prey for a variety of both vertebrate and invertebrate predators. The role of predation on D. pulex population ecology is extensively studied, and has been shown to be a major axis of variation in shaping population dynamics and landscape-level distribution. In addition to the direct population ecological effects of predation, the process contributes to phenotypic evolution in contrasting ways; larger D. pulex individuals are more visible to vertebrate predators, but invertebrate predators are unable to handle larger ones. As a result, larger water fleas tend to be found with invertebrate predators, while smaller size is associated with vertebrate predators.
Similar to some other Daphnia species,
Document 4:::
Fish migration is mass relocation by fish from one area or body of water to another. Many types of fish migrate on a regular basis, on time scales ranging from daily to annually or longer, and over distances ranging from a few metres to thousands of kilometres. Such migrations are usually done for better feeding or to reproduce, but in other cases the reasons are unclear.
Fish migrations involve movements of schools of fish on a scale and duration larger than those arising during normal daily activities. Some particular types of migration are anadromous, in which adult fish live in the sea and migrate into fresh water to spawn; and catadromous, in which adult fish live in fresh water and migrate into salt water to spawn.
Marine forage fish often make large migrations between their spawning, feeding and nursery grounds. Movements are associated with ocean currents and with the availability of food in different areas at different times of year. The migratory movements may partly be linked to the fact that the fish cannot identify their own offspring and moving in this way prevents cannibalism. Some species have been described by the United Nations Convention on the Law of the Sea as highly migratory species. These are large pelagic fish that move in and out of the exclusive economic zones of different nations, and these are covered differently in the treaty from other fish.
Salmon and striped bass are well-known anadromous fish, and freshwater eels are catadromous fish that make large migrations. The bull shark is a euryhaline species that moves at will from fresh to salt water, and many marine fish make a diel vertical migration, rising to the surface to feed at night and sinking to lower layers of the ocean by day. Some fish such as tuna move to the north and south at different times of year following temperature gradients. The patterns of migration are of great interest to the fishing industry. Movements of fish in fresh water also occur; often the fish swim upr
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Organisms such as goldfish that can tolerate only a relatively narrow range of salinity are referred to as what?
A. antisaline
B. saline intolerant
C. trichina
D. stenohaline
Answer:
|
|
sciq-6449
|
multiple_choice
|
Supercontinents have formed at least how many times in earth history?
|
[
"nine",
"twenty",
"two",
"five"
] |
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:::
This is a list of former oceans that disappeared due to tectonic movements and other geographical and climatic changes. In alphabetic order:
List
Bridge River Ocean, the ocean between the ancient Insular Islands (that is, Stikinia) and North America
Cache Creek Ocean, a Paleozoic ocean between the Wrangellia Superterrane and Yukon-Tanana Terrane
Iapetus Ocean, the Southern hemisphere ocean between Baltica and Avalonia
Kahiltna-Nutotzin Ocean, Mesozoic
Khanty Ocean, the Precambrian to Silurian ocean between Baltica and the Siberian continent
Medicine Hat Ocean
Mezcalera Ocean, the ocean between the Guerrero Terrane and Laurentia
Mirovia, the ocean that surrounded the Rodinia supercontinent
Mongol-Okhotsk Ocean, the early Mesozoic ocean between the North China and Siberia cratons
Oimyakon Ocean, the northernmost part of the Mesozoic Panthalassa Ocean
Paleo-Tethys Ocean, the ocean between Gondwana and the Hunic terranes
Pan-African Ocean, the ocean that surrounded the Pannotia supercontinent
Panthalassa, the vast world ocean that surrounded the Pangaea supercontinent, also referred to as the Paleo-Pacific Ocean
Pharusian Ocean, Neoproterozoic
Poseidon Ocean, Mesoproterozoic
Pontus Ocean, the western part of the early Mesozoic Panthalassa Ocean
Proto-Tethys Ocean, Neoproterozoic
Rheic Ocean, the Paleozoic ocean between Gondwana and Laurussia
Slide Mountain Ocean, the Mesozoic ocean between the ancient Intermontane Islands (that is, Wrangellia) and North America
South Anuyi Ocean, Mesozoic ocean related to the formation of the Arctic Ocean
Tethys Ocean, the ocean between the ancient continents of Gondwana and Laurasia
Thalassa Ocean, the eastern part of the early Mesozoic Panthalassa Ocean
Ural Ocean, the Paleozoic ocean between Siberia and Baltica
See also
:Category:Historical oceans
, an ocean that surrounds a global supercontinent
ancient oceans
ancient oceans
Historical oceans
Mesozoic paleogeography
Paleozoic paleogeography
Pro
Document 2:::
is a world mathematics certification program and examination established in Japan in 1988.
Outline of Suken
Each Suken level (Kyu) has two sections. Section 1 is calculation and Section 2 is application.
Passing Rate
In order to pass the Suken, you must correctly answer approximately 70% of section 1 and approximately 60% of section 2.
Levels
Level 5 (7th grade math)
The examination time is 180 minutes for section 1, 60 minutes for section 2.
Level 4 (8th grade)
The examination time is 60 minutes for section 1, 60 minutes for section 2.
3rd Kyu, suits for 9th grade
The examination time is 60 minutes for section 1, 60 minutes for section 2.
Levels 5 - 3 include the following subjects:
Calculation with negative numbers
Inequalities
Simultaneous equations
Congruency and similarities
Square roots
Factorization
Quadratic equations and functions
The Pythagorean theorem
Probabilities
Level pre-2 (10th grade)
The examination time is 60 minutes for section 1, 90 minutes for section 2.
Level 2 (11th grade)
The examination time is 60 minutes for section 1, 90 minutes for section 2.
Level pre-1st (12th grade)
The examination time is 60 minutes for section 1, 120 minutes for section 2.
Levels pre-2 - pre-1 include the following subjects:
Quadratic functions
Trigonometry
Sequences
Vectors
Complex numbers
Basic calculus
Matrices
Simple curved lines
Probability
Level 1 (undergrad and graduate)
The examination time is 60 minutes for section 1, 120 minutes for section 2.
Level 1 includes the following subjects:
Linear algebra
Vectors
Matrices
Differential equations
Statistics
Probability
Document 3:::
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 4:::
Blood Falls is an outflow of an iron oxide–tainted plume of saltwater, flowing from the tongue of Taylor Glacier onto the ice-covered surface of West Lake Bonney in the Taylor Valley of the McMurdo Dry Valleys in Victoria Land, East Antarctica.
Iron-rich hypersaline water sporadically emerges from small fissures in the ice cascades. The saltwater source is a subglacial pool of unknown size overlain by about of ice several kilometers from its tiny outlet at Blood Falls.
The reddish deposit was found in 1911 by the Australian geologist Thomas Griffith Taylor, who first explored the valley that bears his name. The Antarctica pioneers first attributed the red color to red algae, but later it was proven to be due to iron oxides.
Geochemistry
Poorly soluble hydrous ferric oxides are deposited at the surface of ice after the ferrous ions present in the unfrozen saltwater are oxidized in contact with atmospheric oxygen. The more soluble ferrous ions initially are dissolved in old seawater trapped in an ancient pocket remaining from the Antarctic Ocean when a fjord was isolated by the glacier in its progression during the Miocene period, some 5 million years ago, when the sea level was higher than today.
Unlike most Antarctic glaciers, the Taylor Glacier is not frozen to the bedrock, probably because of the presence of salts concentrated by the crystallization of the ancient seawater imprisoned below it. Salt cryo-concentration occurred in the deep relict seawater when pure ice crystallized and expelled its dissolved salts as it cooled down because of the heat exchange of the captive liquid seawater with the enormous ice mass of the glacier. As a consequence, the trapped seawater was concentrated in brines with a salinity two to three times that of the mean ocean water. A second mechanism sometimes also explaining the formation of hypersaline brines is the water evaporation of surface lakes directly exposed to the very dry polar atmosphere in the McMurdo Dry Valleys. Th
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Supercontinents have formed at least how many times in earth history?
A. nine
B. twenty
C. two
D. five
Answer:
|
|
sciq-5609
|
multiple_choice
|
Most chromosomal disorders involve which chromosomes?
|
[
"ribosomes",
"protosomes",
"sex chromosomes",
"autosomes"
] |
C
|
Relavent Documents:
Document 0:::
Chromosome engineering is "the controlled generation of chromosomal deletions, inversions, or translocations with defined endpoints." By combining chromosomal translocation, chromosomal inversion, and chromosomal deletion, chromosome engineering has been shown to identify the underlying genes that cause certain diseases in mice. In coming years, it is very likely that chromosomal engineering will be able to do the same identification for diseases in humans, as well as all other organisms.
The Three Types of Chromosome Engineering
Experiments of Chromosome Engineering
In an experiment pertaining to chromosome engineering that was conducted in 2006, it was found that chromosome engineering can be effectively used as a method of identifying the causes of genetic disorders such as the continuous gene and aneuploidy syndromes. The experiment was conducted by infecting mice with the human disease, ES, to see the effectiveness of chromosomal engineering in the gene identification of those diseases. After much experimenting, it was found that manipulating chromosomes, or chromosome engineering, is an excellent and efficient method of determining underlying genes in genetic orders and diseases.
In the future, chromosome engineering will experiment in removing more common disorders such as asthma, diabetes, and cancer. If it can be recognized by the medical community as effective and safe, it should be able to be used regularly in the near future.
See also
Genetics
Chromosome
Chromosomal deletion
Chromosomal inversion
Chromosomal translocation
DNA
Disease
Document 1:::
The International System for Human Cytogenomic Nomenclature (previously International System for Human Cytogenetic Nomenclature), ISCN in short, is an international standard for human chromosome nomenclature, which includes band names, symbols and abbreviated terms used in the description of human chromosome and chromosome abnormalities.
The ISCN has been used as the central reference among cytogeneticists since 1960.
Abbreviations of this system include a minus sign (-) for chromosome deletions, and del for deletions of parts of a chromosome.
Revision history
ISCN (2020). S. Karger Publishing.
ISCN (2016). S. Karger Publishing.
ISCN (2013). S. Karger Publishing.
ISCN (2009). S. Karger Publishing.
ISCN (2005). S. Karger Publishing.
ISCN (1995). S. Karger Publishing.
ISCN (1991). S. Karger Publishing.
ISCN (1985). S. Karger Publishing.
ISCN (1981). S. Karger Publishing.
ISCN (1978). S. Karger Publishing.
Paris Conference (1971): "Standardization in Human Cytogenetics." (PDF) Birth Defects: Original Article Series, Vol 8, No 7 (The National Foundation, New York 1972)
Chicago Conference (1966): "Standardization in Human Cytogenetics." Birth Defects: Original Article Series, Vol 2, No 2 (The National Foundation, New York 1966).
London Conference (1963): "London Conference on the Normal Human Karyotype." Cytogenetics 2:264–268 (1963)
Denver Conference (1960): "A proposed standard system of nomenclature of human mitotic chromosomes." The Lancet 275.7133 (1960): 1063-1065.
See also
Locus (genetics)
Cytogenetic notation
Document 2:::
A microchromosome is a chromosome defined for its relatively small size. They are typical components of the karyotype of birds, some reptiles, fish, amphibians, and monotremes. As many bird genomes have chromosomes of widely different lengths, the name was meant to distinguish them from the comparatively large macrochromosomes. The distinction referred to the measured size of the chromosome while staining for karyotype, and while there is not a strict definition, chromosomes resembling the large chromosomes of mammals were called macrochromosomes (roughly 3 to 6 µm), while the much smaller ones of less than around 0.5 µm were called microchromosomes. In terms of base pairs, by convention, those of less than 20Mb were called microchromosomes, those between 20 and 40 Mb are classified as intermediate chromosomes, and those larger than 40Mb are macrochromosomes. By this definition, all normal chromosomes in organisms with relatively small genomes (less than 100-200Mb) would be considered microchromosomes.
Function
Microchromosomes are characteristically very small and often cytogenetically indistinguishable in a karyotype, which makes ordering and identifying chromosomes into a coherent karyotype particularly difficult. While originally thought to be insignificant fragments of chromosomes, in species where they have been studied they have been found to be rich in genes and high in GC content. In chickens, microchromosomes have been estimated to contain between 50 and 75% of all genes. During metaphase, they appear merely as 0.5-1.5 μm long specks. Their small size and poor condensation into heterochromatin means they generally lack the diagnostic banding patterns and distinct centromere locations used for chromosome identification.
Occurrence
Microchromosomes are found in many vertebrates, but not in most mammals. Important comparisons were made using the genomic organization of the Florida lancelet – part of a sister group to all vertebrates – suggests that the an
Document 3:::
In addition to the normal karyotype, wild populations of many animal, plant, and fungi species contain B chromosomes (also known as supernumerary, accessory, (conditionally-)dispensable, or lineage-specific chromosomes). By definition, these chromosomes are not essential for the life of a species, and are lacking in some (usually most) of the individuals. Thus a population would consist of individuals with 0, 1, 2, 3 (etc.) B chromosomes. B chromosomes are distinct from marker chromosomes or additional copies of normal chromosomes as they occur in trisomies.
Origin
The evolutionary origin of supernumerary chromosomes is obscure, but presumably, they must have been derived from heterochromatic segments of normal chromosomes in the remote past. In general "we may regard supernumeraries as a very special category of genetic polymorphism which, because of manifold types of accumulation mechanisms, does not obey the ordinary Mendelian laws of inheritance." (White 1973 p173)
Next generation sequencing has shown that the B chromosomes from rye are amalgamations of the rye A chromosomes. Similarly, B chromosomes of the cichlid fish Haplochromis latifasciatus also have been shown to arise from rearrangements of normal A chromosomes.
Function
Most B chromosomes are mainly or entirely heterochromatic (i.e. largely non-coding), but some contain sizeable euchromatic segments (e.g. such as the B chromosomes of maize). In some cases, B chromosomes act as selfish genetic elements. In other cases, B chromosomes provide some positive adaptive advantage. For instance, the British grasshopper Myrmeleotettix maculatus has two structural types of B chromosomes: metacentrics and submetacentric. The supernumeraries, which have a satellite DNA, occur in warm, dry environments, and are scarce or absent in humid, cooler localities.
There is evidence of deleterious effects of supernumeraries on pollen fertility, and favourable effects or associations with particular habitats are also kno
Document 4:::
Single-cell DNA template strand sequencing, or Strand-seq, is a technique for the selective sequencing of a daughter cell's parental template strands.
This technique offers a wide variety of applications, including the identification of sister chromatid exchanges in the parental cell prior to segregation, the assessment of non-random segregation of sister chromatids, the identification of misoriented contigs in genome assemblies, de novo genome assembly of both haplotypes in diploid organisms including humans, whole-chromosome haplotyping, and the identification of germline and somatic genomic structural variation, the latter of which can be detected robustly even in single cells.
Background
Strand-seq (single-cell and single-strand sequencing) was one of the first single-cell sequencing protocols described in 2012. This genomic technique selectively sequencings the parental template strands in single daughter cells DNA libraries. As a proof of concept study, the authors demonstrated the ability to acquire sequence information from the Watson and/or Crick chromosomal strands in an individual DNA library, depending on the mode of chromatid segregation; a typical DNA library will always contain DNA from both strands. The authors were specifically interested in showing the utility of strand-seq in detecting sister chromatid exchanges (SCEs) at high-resolution. They successfully identified eight putative SCEs in the murine (mouse) embryonic stem (meS) cell line with resolution up to 23 bp. This methodology has also been shown to hold great utility in discerning patterns of non-random chromatid segregation, especially in stem cell lineages. Furthermore, SCEs have been implicated as diagnostic indicators of genome stress, information that has utility in cancer biology. Most research on this topic involves observing the assortment of chromosomal template strands through many cell development cycles and correlating non-random assortment with particular cell fates. Single
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Most chromosomal disorders involve which chromosomes?
A. ribosomes
B. protosomes
C. sex chromosomes
D. autosomes
Answer:
|
|
sciq-4571
|
multiple_choice
|
Hundreds of organelles called myofibrils, made up of two types of protein filaments, are contained in each fiber of what?
|
[
"hair",
"bone",
"cartilage",
"muscle"
] |
D
|
Relavent Documents:
Document 0:::
H2.00.04.4.01001: Lymphoid tissue
H2.00.05.0.00001: Muscle tissue
H2.00.05.1.00001: Smooth muscle tissue
H2.00.05.2.00001: Striated muscle tissue
H2.00.06.0.00001: Nerve tissue
H2.00.06.1.00001: Neuron
H2.00.06.2.00001: Synapse
H2.00.06.2.00001: Neuroglia
h3.01: Bones
h3.02: Joints
h3.03: Muscles
h3.04: Alimentary system
h3.05: Respiratory system
h3.06: Urinary system
h3.07: Genital system
h3.08:
Document 1:::
Myofilaments are the three protein filaments of myofibrils in muscle cells. The main proteins involved are myosin, actin, and titin. Myosin and actin are the contractile proteins and titin is an elastic protein. The myofilaments act together in muscle contraction, and in order of size are a thick one of mostly myosin, a thin one of mostly actin, and a very thin one of mostly titin.
Types of muscle tissue are striated skeletal muscle and cardiac muscle, obliquely striated muscle (found in some invertebrates), and non-striated smooth muscle. Various arrangements of myofilaments create different muscles. Striated muscle has transverse bands of filaments. In obliquely striated muscle, the filaments are staggered. Smooth muscle has irregular arrangements of filaments.
Structure
There are three different types of myofilaments: thick, thin, and elastic filaments.
Thick filaments consist primarily of a type of myosin, a motor protein – myosin II. Each thick filament is approximately 15 nm in diameter, and each is made of several hundred molecules of myosin. A myosin molecule is shaped like a golf club, with a tail formed of two intertwined chains and a double globular head projecting from it at an angle. Half of the myosin heads angle to the left and half of them angle to the right, creating an area in the middle of the filament known as the M-region or bare zone.
Thin filaments, are 7 nm in diameter, and consist primarily of the protein actin, specifically filamentous F-actin. Each F-actin strand is composed of a string of subunits called globular G-actin. Each G-actin has an active site that can bind to the head of a myosin molecule. Each thin filament also has approximately 40 to 60 molecules of tropomyosin, the protein that blocks the active sites of the thin filaments when the muscle is relaxed. Each tropomyosin molecule has a smaller calcium-binding protein called troponin bound to it. All thin filaments are attached to the Z-line.
Elastic filaments, 1 nm in
Document 2:::
In a multicellular organism, an organ is a collection of tissues joined in a structural unit to serve a common function. In the hierarchy of life, an organ lies between tissue and an organ system. Tissues are formed from same type cells to act together in a function. Tissues of different types combine to form an organ which has a specific function. The intestinal wall for example is formed by epithelial tissue and smooth muscle tissue. Two or more organs working together in the execution of a specific body function form an organ system, also called a biological system or body system.
An organ's tissues can be broadly categorized as parenchyma, the functional tissue, and stroma, the structural tissue with supportive, connective, or ancillary functions. For example, the gland's tissue that makes the hormones is the parenchyma, whereas the stroma includes the nerves that innervate the parenchyma, the blood vessels that oxygenate and nourish it and carry away its metabolic wastes, and the connective tissues that provide a suitable place for it to be situated and anchored. The main tissues that make up an organ tend to have common embryologic origins, such as arising from the same germ layer. Organs exist in most multicellular organisms. In single-celled organisms such as members of the eukaryotes, the functional analogue of an organ is known as an organelle. In plants, there are three main organs.
The number of organs in any organism depends on the definition used. By one widely adopted definition, 79 organs have been identified in the human body.
Animals
Except for placozoans, multicellular animals including humans have a variety of organ systems. These specific systems are widely studied in human anatomy. The functions of these organ systems often share significant overlap. For instance, the nervous and endocrine system both operate via a shared organ, the hypothalamus. For this reason, the two systems are combined and studied as the neuroendocrine system. The sam
Document 3:::
A microfibril is a very fine fibril, or fiber-like strand, consisting of glycoproteins and cellulose. It is usually, but not always, used as a general term in describing the structure of protein fiber, e.g. hair and sperm tail. Its most frequently observed structural pattern is the 9+2 pattern in which two central protofibrils are surrounded by nine other pairs. Cellulose inside plants is one of the examples of non-protein compounds that are using this term with the same purpose. Cellulose microfibrils are laid down in the inner surface of the primary cell wall. As the cell absorbs water, its volume increases and the existing microfibrils separate and new ones are formed to help increase cell strength.
Synthesis and function
Cellulose is synthesized by cellulose synthase or Rosette terminal complexes which reside on a cells membrane. As cellulose fibrils are synthesized and grow extracellularly they push up against neighboring cells. Since the neighboring cell can not move easily the Rosette complex is instead pushed around the cell through the fluid phospholipid membrane. Eventually this results in the cell becoming wrapped in a microfibril layer. This layer becomes the cell wall. The organization of microfibrils forming the primary cell wall is rather disorganized. However, another mechanism is used in secondary cell walls leading to its organization. Essentially, lanes on the secondary cell wall are built with microtubules. These lanes force microfibrils to remain in a certain area while they wrap. During this process microtubules can spontaneously depolymerize and repolymerize in a different orientation. This leads to a different direction in which the cell continues getting wrapped.
Fibrillin microfibrils are found in connective tissues, which mainly makes up fibrillin-1 and provides elasticity. During the assembly, mirofibrils exhibit a repeating stringed-beads arrangement produced by the cross-linking of molecules forming a striated pattern with a given
Document 4:::
Outline
h1.00: Cytology
h2.00: General histology
H2.00.01.0.00001: Stem cells
H2.00.02.0.00001: Epithelial tissue
H2.00.02.0.01001: Epithelial cell
H2.00.02.0.02001: Surface epithelium
H2.00.02.0.03001: Glandular epithelium
H2.00.03.0.00001: Connective and supportive tissues
H2.00.03.0.01001: Connective tissue cells
H2.00.03.0.02001: Extracellular matrix
H2.00.03.0.03001: Fibres of connective tissues
H2.00.03.1.00001: Connective tissue proper
H2.00.03.1.01001: Ligaments
H2.00.03.2.00001: Mucoid connective tissue; Gelatinous connective tissue
H2.00.03.3.00001: Reticular tissue
H2.00.03.4.00001: Adipose tissue
H2.00.03.5.00001: Cartilage tissue
H2.00.03.6.00001: Chondroid tissue
H2.00.03.7.00001: Bone tissue; Osseous tissue
H2.00.04.0.00001: Haemotolymphoid complex
H2.00.04.1.00001: Blood cells
H2.00.04.1.01001: Erythrocyte; Red blood cell
H2.00.04.1.02001: Leucocyte; White blood cell
H2.00.04.1.03001: Platelet; Thrombocyte
H2.00.04.2.00001: Plasma
H2.00.04.3.00001: Blood cell production
H2.00.04.4.00001: Postnatal sites of haematopoiesis
H2.00.04.4.01001: Lymphoid tissue
H2.00.05.0.00001: Muscle tissue
H2.00.05.1.00001: Smooth muscle tissue
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Hundreds of organelles called myofibrils, made up of two types of protein filaments, are contained in each fiber of what?
A. hair
B. bone
C. cartilage
D. muscle
Answer:
|
|
sciq-645
|
multiple_choice
|
Approximately how many weeks does the fetal period last?
|
[
"10 weeks",
"25 weeks",
"27 weeks",
"30 weeks"
] |
D
|
Relavent Documents:
Document 0:::
In obstetrics, gestational age is a measure of the age of a pregnancy taken from the beginning of the woman's last menstrual period (LMP), or the corresponding age of the gestation as estimated by a more accurate method, if available. Such methods include adding 14 days to a known duration since fertilization (as is possible in in vitro fertilization), or by obstetric ultrasonography. The popularity of using this measure of pregnancy is largely due to convenience: menstruation is usually noticed, while there is generally no convenient way to discern when fertilization or implantation occurred.
Gestational age is contrasted with fertilization age which takes the date of fertilization as the start date of gestation. There are different approaches to defining the start of a pregnancy. This definition is unusual for saying that women become "pregnant" two weeks before having sex. The definition of pregnancy and the calculation of gestational age are also relevant in the context of the abortion debate and the beginning of human personhood.
Methods
According to American College of Obstetricians and Gynecologists, the main methods to calculate gestational age are:
Directly calculating the days since the beginning of the last menstrual period
Early obstetric ultrasound, comparing the size of an embryo or fetus to that of a reference group of pregnancies of known gestational age (such as calculated from last menstrual periods) and using the mean gestational age of other embryos or fetuses of the same size. If the gestational age as calculated from an early ultrasound is contradictory to the one calculated directly from the last menstrual period, it is still the one from the early ultrasound that is used for the rest of the pregnancy.
In case of in vitro fertilization, calculating days since oocyte retrieval or co-incubation and adding 14 days.
Gestational age can also be estimated by calculating days from ovulation if it was estimated from related signs or ovulati
Document 1:::
A fetus or foetus (; : fetuses, feti, foetuses, or foeti) is the unborn offspring that develops from an animal embryo. Following embryonic development the fetal stage of development takes place. In human prenatal development, fetal development begins from the ninth week after fertilization (or eleventh week gestational age) and continues until birth. Prenatal development is a continuum, with no clear defining feature distinguishing an embryo from a fetus. However, a fetus is characterized by the presence of all the major body organs, though they will not yet be fully developed and functional and some not yet situated in their final anatomical location.
Etymology
The word fetus (plural fetuses or feti) is related to the Latin fētus ("offspring", "bringing forth", "hatching of young") and the Greek "φυτώ" to plant. The word "fetus" was used by Ovid in Metamorphoses, book 1, line 104.
The predominant British, Irish, and Commonwealth spelling is foetus, which has been in use since at least 1594. The spelling with -oe- arose in Late Latin, in which the distinction between the vowel sounds -oe- and -e- had been lost. This spelling is the most common in most Commonwealth nations, except in the medical literature, where the fetus is used. The more classical spelling fetus is used in Canada and the United States. In addition, fetus is now the standard English spelling throughout the world in medical journals. The spelling faetus was also used historically.
Development in humans
Weeks 9 to 16 (2 to 3.6 months)
In humans, the fetal stage starts nine weeks after fertilization. At the start of the fetal stage, the fetus is typically about in length from crown-rump, and weighs about 8 grams. The head makes up nearly half of the size of the fetus. Breathing-like movements of the fetus are necessary for the stimulation of lung development, rather than for obtaining oxygen. The heart, hands, feet, brain, and other organs are present, but are only at the beginning of developme
Document 2:::
Prenatal development () includes the development of the embryo and of the fetus during a viviparous animal's gestation. Prenatal development starts with fertilization, in the germinal stage of embryonic development, and continues in fetal development until birth.
In human pregnancy, prenatal development is also called antenatal development. The development of the human embryo follows fertilization, and continues as fetal development. By the end of the tenth week of gestational age the embryo has acquired its basic form and is referred to as a fetus. The next period is that of fetal development where many organs become fully developed. This fetal period is described both topically (by organ) and chronologically (by time) with major occurrences being listed by gestational age.
The very early stages of embryonic development are the same in all mammals, but later stages of development, and the length of gestation varies.
Terminology
In the human:
Different terms are used to describe prenatal development, meaning development before birth. A term with the same meaning is the "antepartum" (from Latin ante "before" and parere "to give birth") Sometimes "antepartum" is however used to denote the period between the 24th/26th week of gestational age until birth, for example in antepartum hemorrhage.
The perinatal period (from Greek peri, "about, around" and Latin nasci "to be born") is "around the time of birth". In developed countries and at facilities where expert neonatal care is available, it is considered from 22 completed weeks (usually about 154 days) of gestation (the time when birth weight is normally 500 g) to 7 completed days after birth. In many of the developing countries the starting point of this period is considered 28 completed weeks of gestation (or weight more than 1000 g).
Fertilization
Fertilization marks the first germinal stage of embryonic development. When semen is released into the vagina, the spermatozoa travel through the cervix, along the bo
Document 3:::
The fetal pole is a thickening on the margin of the yolk sac of a fetus during pregnancy.
It is usually identified at six weeks with vaginal ultrasound and at six and a half weeks with abdominal ultrasound. However, it is not unheard of for the fetal pole to not be visible until about 9 weeks. The fetal pole may be seen at 2–4 mm crown-rump length (CRL).
Document 4:::
The estimated date of delivery (EDD), also known as expected date of confinement, and estimated due date or simply due date, is a term describing the estimated delivery date for a pregnant person. Normal pregnancies last between 38 and 42 weeks. Children are delivered on their expected due date about 4% of the time.
Origins of the term
Confinement is a traditional term referring to the period of pregnancy when an upper-class, noble, or royal woman would withdraw from society in medieval and Tudor times and be confined to their rooms with midwives, ladies-in-waiting and female family members only to attend them. This was believed to calm the mother and reduce the risk of premature delivery. "Lying-in" or bedrest is no longer a standard part of antenatal care.
Estimation methods
Due date estimation basically follows two steps:
Determination of which time point is to be used as the origin for gestational age. This starting point is the person's last normal menstrual period (LMP) or the corresponding time as estimated by a more accurate method if available. Such methods include adding 14 days to a known duration since fertilization (as is possible in in vitro fertilization) or by obstetric ultrasonography.
Adding the estimated gestational age at childbirth to the above time point. Childbirth on average occurs at a gestational age of 280 days (40 weeks), which is therefore often used as a standard estimation for individual pregnancies. However, alternative durations as well as more individualized methods have also been suggested.
Estimation of gestational age
According to American College of Obstetricians and Gynecologists, the main methods to calculate gestational age are:
Directly calculating the days since the beginning of the last menstrual period
Early obstetric ultrasound, comparing the size of an embryo or fetus to that of a reference group of pregnancies of known gestational age (such as calculated from last menstrual periods), and using the mean gestational
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Approximately how many weeks does the fetal period last?
A. 10 weeks
B. 25 weeks
C. 27 weeks
D. 30 weeks
Answer:
|
|
sciq-5338
|
multiple_choice
|
When conditions deteriorate, hydras can reproduce sexually, forming resistant zygotes that remain dormant until when?
|
[
"conditions improve",
"Temperature rise",
"Spring",
"Hydras choose"
] |
A
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
The School of Biological Sciences is one of the academic units of the University of California, Irvine (UCI). The school is divided into four departments: developmental and cell biology, ecology and evolutionary biology, molecular biology and biochemistry, and neurobiology and behavior. With over 3,700 students it is in the top four largest schools in the university.<ref></http://grad-schools.usnews.rankingsandreviews.com/best-graduate-schools/top-medical-schools/research-rankings/page+2> In 2013, the Francisco J. Ayala School of Biological Sciences contained 19.4 percent of the student population
</ref>
It is consistently ranked in the top one hundred in U.S. News & World Report’s yearly list of best graduate schools.
History
The School of Biological Sciences first opened in 1965 at the University of California, Irvine and was one of the first schools founded when the university campus opened. The school's founding Dean, Edward A. Steinhaus, had four founding department chairs and started out with 17 professors.
On March 12, 2014, the School was officially renamed after UCI professor and donor Francisco J. Ayala by then-Chancellor Michael V. Drake. Ayala had previously pledged to donate $10 million to the School of Biological Sciences in 2011. The school reverted to its previous name in June 2018, after a university investigation confirmed that Ayala had sexually harassed at least four women colleagues and graduate students.
Notes
External links
University of California, Irvine
Biology education
Science education in the United States
Science and technology in Greater Los Angeles
University subdivisions in California
Educational institutions established in 1965
1965 establishments in California
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:::
Life history theory is an analytical framework designed to study the diversity of life history strategies used by different organisms throughout the world, as well as the causes and results of the variation in their life cycles. It is a theory of biological evolution that seeks to explain aspects of organisms' anatomy and behavior by reference to the way that their life histories—including their reproductive development and behaviors, post-reproductive behaviors, and lifespan (length of time alive)—have been shaped by natural selection. A life history strategy is the "age- and stage-specific patterns" and timing of events that make up an organism's life, such as birth, weaning, maturation, death, etc. These events, notably juvenile development, age of sexual maturity, first reproduction, number of offspring and level of parental investment, senescence and death, depend on the physical and ecological environment of the organism.
The theory was developed in the 1950s and is used to answer questions about topics such as organism size, age of maturation, number of offspring, life span, and many others. In order to study these topics, life history strategies must be identified, and then models are constructed to study their effects. Finally, predictions about the importance and role of the strategies are made, and these predictions are used to understand how evolution affects the ordering and length of life history events in an organism's life, particularly the lifespan and period of reproduction. Life history theory draws on an evolutionary foundation, and studies the effects of natural selection on organisms, both throughout their lifetime and across generations. It also uses measures of evolutionary fitness to determine if organisms are able to maximize or optimize this fitness, by allocating resources to a range of different demands throughout the organism's life. It serves as a method to investigate further the "many layers of complexity of organisms and their worl
Document 4:::
The STEM (Science, Technology, Engineering, and Mathematics) pipeline is a critical infrastructure for fostering the development of future scientists, engineers, and problem solvers. It's the educational and career pathway that guides individuals from early childhood through to advanced research and innovation in STEM-related fields.
Description
The "pipeline" metaphor is based on the idea that having sufficient graduates requires both having sufficient input of students at the beginning of their studies, and retaining these students through completion of their academic program. The STEM pipeline is a key component of workplace diversity and of workforce development that ensures sufficient qualified candidates are available to fill scientific and technical positions.
The STEM pipeline was promoted in the United States from the 1970s onwards, as “the push for STEM (science, technology, engineering, and mathematics) education appears to have grown from a concern for the low number of future professionals to fill STEM jobs and careers and economic and educational competitiveness.”
Today, this metaphor is commonly used to describe retention problems in STEM fields, called “leaks” in the pipeline. For example, the White House reported in 2012 that 80% of minority groups and women who enroll in a STEM field switch to a non-STEM field or drop out during their undergraduate education. These leaks often vary by field, gender, ethnic and racial identity, socioeconomic background, and other factors, drawing attention to structural inequities involved in STEM education and careers.
Current efforts
The STEM pipeline concept is a useful tool for programs aiming at increasing the total number of graduates, and is especially important in efforts to increase the number of underrepresented minorities and women in STEM fields. Using STEM methodology, educational policymakers can examine the quantity and retention of students at all stages of the K–12 educational process and beyo
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
When conditions deteriorate, hydras can reproduce sexually, forming resistant zygotes that remain dormant until when?
A. conditions improve
B. Temperature rise
C. Spring
D. Hydras choose
Answer:
|
|
sciq-10941
|
multiple_choice
|
Where does visible light fall in between on the electromagnetic spectrum?
|
[
"infrared light and gamma ray",
"infrared light and ultraviolet light",
"infrared light and specific light",
"radio and infrared"
] |
B
|
Relavent Documents:
Document 0:::
In the physical sciences, the term spectrum was introduced first into optics by Isaac Newton in the 17th century, referring to the range of colors observed when white light was dispersed through a prism.
Soon the term referred to a plot of light intensity or power as a function of frequency or wavelength, also known as a spectral density plot.
Later it expanded to apply to other waves, such as sound waves and sea waves that could also be measured as a function of frequency (e.g., noise spectrum, sea wave spectrum). It has also been expanded to more abstract "signals", whose power spectrum can be analyzed and processed. The term now applies to any signal that can be measured or decomposed along a continuous variable, such as energy in electron spectroscopy or mass-to-charge ratio in mass spectrometry. Spectrum is also used to refer to a graphical representation of the signal as a function of the dependent variable.
Etymology
Electromagnetic spectrum
Electromagnetic spectrum refers to the full range of all frequencies of electromagnetic radiation and also to the characteristic distribution of electromagnetic radiation emitted or absorbed by that particular object. Devices used to measure an electromagnetic spectrum are called spectrograph or spectrometer. The visible spectrum is the part of the electromagnetic spectrum that can be seen by the human eye. The wavelength of visible light ranges from 390 to 700 nm. The absorption spectrum of a chemical element or chemical compound is the spectrum of frequencies or wavelengths of incident radiation that are absorbed by the compound due to electron transitions from a lower to a higher energy state. The emission spectrum refers to the spectrum of radiation emitted by the compound due to electron transitions from a higher to a lower energy state.
Light from many different sources contains various colors, each with its own brightness or intensity. A rainbow, or prism, sends these component colors in different direction
Document 1:::
In infrared astronomy, the L band is an atmospheric transmission window centred on 3.5 micrometres (in the mid-infrared).
Electromagnetic spectrum
Infrared imaging
Document 2:::
Optical radiation is part of the electromagnetic spectrum. It is a type of non-ionising radiation (NIR), with electromagnetic fields (EMFs).
Types
Optical radiation may be distinguished in:
artificial optical radiation: produced by artificial sources, including coherent sources (lasers) and non-coherent sources (i.e. all the other artificial sources, such as UV lights, common light bulbs, radiant heaters, welding equipment, etc.).
natural optical radiation: produced by the sun (that is a non-coherent source).
It is subdivided into ultraviolet radiation (UV), the spectrum of light visible for man (VIS) and infrared radiation (IR). It ranges between wavelengths of 100 nm to 1 mm. Electromagnetic waves in this range obey the laws of optics – they can be focused and refracted with lenses, for example.
Effects
Exposure to optical radiation can result in negative health effects. All wavelengths across this range of the spectrum, from UV to IR, can produce thermal injury to the surface layers of the skin, including the eye. When it comes from natural sources, this sort of thermal injury might be called a sunburn. However, thermal injury from infrared radiation could also occur in a workplace, such as a foundry, where such radiation is generated by industrial processes. At the other end of this range, UV light has enough photon energy that it can cause direct effects to protein structure in tissues, and is well established as carcinogenic in humans. Occupational exposures to UV light occur in welding and brazing operations, for example.
Excessive exposure to natural or artificial UV-radiation means immediate (acute) and long-term (chronic) damage to the eye and skin. Occupational exposure limits may be one of two types: rate limited or dose limited. Rate limits characterize the exposure based on effective energy (radiance or irradiance, depending on the type of radiation and the health effect of concern) per area per time, and dose limits characterize the exp
Document 3:::
The visible and near-infrared (VNIR) portion of the electromagnetic spectrum has wavelengths between approximately 400 and 1100 nanometers (nm). It combines the full visible spectrum with an adjacent portion of the infrared spectrum up to the water absorption band between 1400 and 1500 nm.
Some definitions also include the short-wavelength infrared band from 1400 nm up to the water absorption band at 2500 nm.
VNIR multi-spectral image cameras have wide applications in remote sensing and imaging spectroscopy. Hyperspectral Imaging Satellite carried two payloads, among which one was working on the spectral range of VNIR.
See also
Advanced Spaceborne Thermal Emission and Reflection Radiometer
Airborne Real-time Cueing Hyperspectral Enhanced Reconnaissance
Mars Reconnaissance Orbiter
Near infrared spectroscopy
Document 4:::
The visible spectrum is the portion of the electromagnetic spectrum that is visible to the human eye. Electromagnetic radiation in this range of wavelengths is called visible light or simply light. A typical human eye will respond to wavelengths from about 380 to about 750 nanometers. In terms of frequency, this corresponds to a band in the vicinity of 400–790 terahertz. These boundaries are not sharply defined and may vary per individual. Under optimal conditions these limits of human perception can extend to 310 nm (ultraviolet) and 1100 nm (near infrared).
The optical spectrum is sometimes considered to be the same as the visible spectrum, but some authors define the term more broadly, to include the ultraviolet and infrared parts of the electromagnetic spectrum as well.
The spectrum does not contain all the colors that the human visual system can distinguish. Unsaturated colors such as pink, or purple variations like magenta, for example, are absent because they can only be made from a mix of multiple wavelengths. Colors containing only one wavelength are also called pure colors or spectral colors.
Visible wavelengths pass largely unattenuated through the Earth's atmosphere via the "optical window" region of the electromagnetic spectrum. An example of this phenomenon is when clean air scatters blue light more than red light, and so the midday sky appears blue (apart from the area around the Sun which appears white because the light is not scattered as much). The optical window is also referred to as the "visible window" because it overlaps the human visible response spectrum. The near infrared (NIR) window lies just out of the human vision, as well as the medium wavelength infrared (MWIR) window, and the long-wavelength or far-infrared (LWIR or FIR) window, although other animals may perceive them.
Spectral colors
Colors that can be produced by visible light of a narrow band of wavelengths (monochromatic light) are called pure spectral colors. The various co
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Where does visible light fall in between on the electromagnetic spectrum?
A. infrared light and gamma ray
B. infrared light and ultraviolet light
C. infrared light and specific light
D. radio and infrared
Answer:
|
|
sciq-7345
|
multiple_choice
|
All carbon atoms have how many protons?
|
[
"one",
"two",
"six",
"eight"
] |
C
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
The 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:::
There are four Advanced Placement (AP) Physics courses administered by the College Board as part of its Advanced Placement program: the algebra-based Physics 1 and Physics 2 and the calculus-based Physics C: Mechanics and Physics C: Electricity and Magnetism. All are intended to be at the college level. Each AP Physics course has an exam for which high-performing students may receive credit toward their college coursework.
AP Physics 1 and 2
AP Physics 1 and AP Physics 2 were introduced in 2015, replacing AP Physics B. The courses were designed to emphasize critical thinking and reasoning as well as learning through inquiry. They are algebra-based and do not require any calculus knowledge.
AP Physics 1
AP Physics 1 covers Newtonian mechanics, including:
Unit 1: Kinematics
Unit 2: Dynamics
Unit 3: Circular Motion and Gravitation
Unit 4: Energy
Unit 5: Momentum
Unit 6: Simple Harmonic Motion
Unit 7: Torque and Rotational Motion
Until 2020, the course also covered topics in electricity (including Coulomb's Law and resistive DC circuits), mechanical waves, and sound. These units were removed because they are included in AP Physics 2.
AP Physics 2
AP Physics 2 covers the following topics:
Unit 1: Fluids
Unit 2: Thermodynamics
Unit 3: Electric Force, Field, and Potential
Unit 4: Electric Circuits
Unit 5: Magnetism and Electromagnetic Induction
Unit 6: Geometric and Physical Optics
Unit 7: Quantum, Atomic, and Nuclear Physics
AP Physics C
From 1969 to 1972, AP Physics C was a single course with a single exam that covered all standard introductory university physics topics, including mechanics, fluids, electricity and magnetism, optics, and modern physics. In 1973, the College Board split the course into AP Physics C: Mechanics and AP Physics C: Electricity and Magnetism. The exam was also split into two separate 90-minute tests, each equivalent to a semester-length calculus-based college course. Until 2006, both exams could be taken for a single
Document 3:::
Advanced Placement (AP) Physics 1 is a year-long introductory physics course administered by the College Board as part of its Advanced Placement program. It is intended to proxy a one-semester algebra-based university course in mechanics. Along with AP Physics 2, the first AP Physics 1 exam was administered in 2015.
In its first five years, AP Physics 1 covered forces and motion, conservation laws, waves, and electricity. As of 2021, AP Physics 1 includes mechanics topics only.
History
The heavily computational AP Physics B course served for four decades as the College Board's algebra-based offering. As part of the College Board's redesign of science courses, AP Physics B was discontinued; therefore, AP Physics 1 and 2 were created with guidance from the National Research Council and the National Science Foundation. The course covers material of a first-semester university undergraduate physics course offered at American universities that use best practices of physics pedagogy. The first AP Physics 1 classes had begun in the 2014–2015 school year, with the first AP exams administered in May 2015.
Curriculum
AP Physics 1 is an algebra-based, introductory college-level physics course that includes mechanics topics such as motion, force, momentum, energy, harmonic motion, and rotation; The College Board published a curriculum framework that includes seven big ideas on which the AP Physics 1 and 2 courses are based, along with "enduring understandings" students are expected to acquire within each of the big ideas.:
Questions for the exam are constructed with direct reference to items in the curriculum framework. Student understanding of each topic is tested with reference to multiple skills—that is, questions require students to use quantitative, semi-quantitative, qualitative, and experimental reasoning in each content area.
Exam
Science Practices Assessed
Multiple Choice and Free Response Sections of the AP® Physics 1 exam are also assessed on scientific prac
Document 4:::
In mathematical psychology and education theory, a knowledge space is a combinatorial structure used to formulate mathematical models describing the progression of a human learner. Knowledge spaces were introduced in 1985 by Jean-Paul Doignon and Jean-Claude Falmagne, and remain in extensive use in the education theory. Modern applications include two computerized tutoring systems, ALEKS and the defunct RATH.
Formally, a knowledge space assumes that a domain of knowledge is a collection of concepts or skills, each of which must be eventually mastered. Not all concepts are interchangeable; some require other concepts as prerequisites. Conversely, competency at one skill may ease the acquisition of another through similarity. A knowledge space marks out which collections of skills are feasible: they can be learned without mastering any other skills. Under reasonable assumptions, the collection of feasible competencies forms the mathematical structure known as an antimatroid.
Researchers and educators usually explore the structure of a discipline's knowledge space as a latent class model.
Motivation
Knowledge Space Theory attempts to address shortcomings of standardized testing when used in educational psychometry. Common tests, such as the SAT and ACT, compress a student's knowledge into a very small range of ordinal ranks, in the process effacing the conceptual dependencies between questions. Consequently, the tests cannot distinguish between true understanding and guesses, nor can they identify a student's particular weaknesses, only the general proportion of skills mastered. The goal of knowledge space theory is to provide a language by which exams can communicate
What the student can do and
What the student is ready to learn.
Model structure
Knowledge Space Theory-based models presume that an educational subject can be modeled as a finite set of concepts, skills, or topics. Each feasible state of knowledge about is then a subset of ; the set of
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
All carbon atoms have how many protons?
A. one
B. two
C. six
D. eight
Answer:
|
|
sciq-11292
|
multiple_choice
|
What 2 things keep polar bears warm in their arctic ecosystem?
|
[
"hibernation, thick fur",
"thick fur, blubber",
"camouflage, blubber",
"colourful fur , blubber"
] |
B
|
Relavent Documents:
Document 0:::
Animal science is described as "studying the biology of animals that are under the control of humankind". It can also be described as the production and management of farm animals. Historically, the degree was called animal husbandry and the animals studied were livestock species, like cattle, sheep, pigs, poultry, and horses. Today, courses available look at a broader area, including companion animals, like dogs and cats, and many exotic species. Degrees in Animal Science are offered at a number of colleges and universities. Animal science degrees are often offered at land-grant universities, which will often have on-campus farms to give students hands-on experience with livestock animals.
Education
Professional education in animal science prepares students for careers in areas such as animal breeding, food and fiber production, nutrition, animal agribusiness, animal behavior, and welfare. Courses in a typical Animal Science program may include genetics, microbiology, animal behavior, nutrition, physiology, and reproduction. Courses in support areas, such as genetics, soils, agricultural economics and marketing, legal aspects, and the environment also are offered.
Bachelor degree
At many universities, a Bachelor of Science (BS) degree in Animal Science allows emphasis in certain areas. Typical areas are species-specific or career-specific. Species-specific areas of emphasis prepare students for a career in dairy management, beef management, swine management, sheep or small ruminant management, poultry production, or the horse industry. Other career-specific areas of study include pre-veterinary medicine studies, livestock business and marketing, animal welfare and behavior, animal nutrition science, animal reproduction science, or genetics. Youth programs are also an important part of animal science programs.
Pre-veterinary emphasis
Many schools that offer a degree option in Animal Science also offer a pre-veterinary emphasis such as Iowa State University, th
Document 1:::
Allen's rule is an ecogeographical rule formulated by Joel Asaph Allen in 1877, broadly stating that animals adapted to cold climates have shorter and thicker limbs and bodily appendages than animals adapted to warm climates. More specifically, it states that the body surface-area-to-volume ratio for homeothermic animals varies with the average temperature of the habitat to which they are adapted (i.e. the ratio is low in cold climates and high in hot climates).
Explanation
Allen's rule predicts that endothermic animals with the same body volume should have different surface areas that will either aid or impede their heat dissipation.
Because animals living in cold climates need to conserve as much heat as possible, Allen's rule predicts that they should have evolved comparatively low surface area-to-volume ratios to minimize the surface area by which they dissipate heat, allowing them to retain more heat. For animals living in warm climates, Allen's rule predicts the opposite: that they should have comparatively high ratios of surface area to volume. Because animals with low surface area-to-volume ratios would overheat quickly, animals in warm climates should, according to the rule, have high surface area-to-volume ratios to maximize the surface area through which they dissipate heat.
In animals
Though there are numerous exceptions, many animal populations appear to conform to the predictions of Allen's rule. The polar bear has stocky limbs and very short ears that are in accordance with the predictions of Allen's rule. In 2007, R.L. Nudds and S.A. Oswald studied the exposed lengths of seabirds' legs and found that the exposed leg lengths were negatively correlated with Tmaxdiff (body temperature minus minimum ambient temperature), supporting the predictions of Allen's rule. J.S. Alho and colleagues argued that tibia and femur lengths are highest in populations of the common frog that are indigenous to the middle latitudes, consistent with the predictions of A
Document 2:::
Thermal ecology is the study of the interactions between temperature and organisms. Such interactions include the effects of temperature on an organism's physiology, behavioral patterns, and relationship with its environment. While being warmer is usually associated with greater fitness, maintaining this level of heat costs a significant amount of energy. Organisms will make various trade-offs so that they can continue to operate at their preferred temperatures and optimize metabolic functions. With the emergence of climate change scientists are investigating how species will be affected and what changes they will undergo in response.
History
While it is not known exactly when thermal ecology began being recognized as a new branch of science, in 1969, the Savanna River Ecology Laboratory (SREL) developed a research program on thermal stress due to heated water previously used to cool nuclear reactors being released into various nearby bodies of water. The SREL alongside the DuPont Company Savanna River Laboratory and the Atomic Energy Commission sponsored the first scientific symposium on thermal ecology in 1974 to discuss this issue as well as similar instances and the second symposium was held the next year in 1975.
Animals
Temperature has a notable effect on animals, contributing to body growth and size, and behavioral and physical adaptations. Ways that animals can control their body temperature include generating heat through daily activity and cooling down through prolonged inactivity at night. Because this cannot be done by marine animals, they have adapted to have traits such as a small surface-area-to-volume ratio to minimize heat transfer with their environment and the creation of antifreeze in the body for survival in extreme cold conditions.
Endotherms
Endotherms expend a large amount of energy keeping their body temperatures warm and therefore require a large energy intake to make up for it. There are several ways that they have evolved to solve t
Document 3:::
The Bachelor of Science in Aquatic Resources and Technology (B.Sc. in AQT) (or Bachelor of Aquatic Resource) is an undergraduate degree that prepares students to pursue careers in the public, private, or non-profit sector in areas such as marine science, fisheries science, aquaculture, aquatic resource technology, food science, management, biotechnology and hydrography. Post-baccalaureate training is available in aquatic resource management and related areas.
The Department of Animal Science and Export Agriculture, at the Uva Wellassa University of Badulla, Sri Lanka, has the largest enrollment of undergraduate majors in Aquatic Resources and Technology, with about 200 students as of 2014.
The Council on Education for Aquatic Resources and Technology includes undergraduate AQT degrees in the accreditation review of Aquatic Resources and Technology programs and schools.
See also
Marine Science
Ministry of Fisheries and Aquatic Resources Development
Document 4:::
Several universities have designed interdisciplinary courses with a focus on human biology at the undergraduate level. There is a wide variation in emphasis ranging from business, social studies, public policy, healthcare and pharmaceutical research.
Americas
Human Biology major at Stanford University, Palo Alto (since 1970)
Stanford's Human Biology Program is an undergraduate major; it integrates the natural and social sciences in the study of human beings. It is interdisciplinary and policy-oriented and was founded in 1970 by a group of Stanford faculty (Professors Dornbusch, Ehrlich, Hamburg, Hastorf, Kennedy, Kretchmer, Lederberg, and Pittendrigh). It is a very popular major and alumni have gone to post-graduate education, medical school, law, business and government.
Human and Social Biology (Caribbean)
Human and Social Biology is a Level 4 & 5 subject in the secondary and post-secondary schools in the Caribbean and is optional for the Caribbean Secondary Education Certification (CSEC) which is equivalent to Ordinary Level (O-Level) under the British school system. The syllabus centers on structure and functioning (anatomy, physiology, biochemistry) of human body and the relevance to human health with Caribbean-specific experience. The syllabus is organized under five main sections: Living organisms and the environment, life processes, heredity and variation, disease and its impact on humans, the impact of human activities on the environment.
Human Biology Program at University of Toronto
The University of Toronto offers an undergraduate program in Human Biology that is jointly offered by the Faculty of Arts & Science and the Faculty of Medicine. The program offers several major and specialist options in: human biology, neuroscience, health & disease, global health, and fundamental genetics and its applications.
Asia
BSc (Honours) Human Biology at All India Institute of Medical Sciences, New Delhi (1980–2002)
BSc (honours) Human Biology at AIIMS (New
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What 2 things keep polar bears warm in their arctic ecosystem?
A. hibernation, thick fur
B. thick fur, blubber
C. camouflage, blubber
D. colourful fur , blubber
Answer:
|
|
sciq-312
|
multiple_choice
|
Reasoning can be broken down into two categories: deduction and?
|
[
"preduction",
"induction",
"invention",
"conduction"
] |
B
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
In mathematical psychology and education theory, a knowledge space is a combinatorial structure used to formulate mathematical models describing the progression of a human learner. Knowledge spaces were introduced in 1985 by Jean-Paul Doignon and Jean-Claude Falmagne, and remain in extensive use in the education theory. Modern applications include two computerized tutoring systems, ALEKS and the defunct RATH.
Formally, a knowledge space assumes that a domain of knowledge is a collection of concepts or skills, each of which must be eventually mastered. Not all concepts are interchangeable; some require other concepts as prerequisites. Conversely, competency at one skill may ease the acquisition of another through similarity. A knowledge space marks out which collections of skills are feasible: they can be learned without mastering any other skills. Under reasonable assumptions, the collection of feasible competencies forms the mathematical structure known as an antimatroid.
Researchers and educators usually explore the structure of a discipline's knowledge space as a latent class model.
Motivation
Knowledge Space Theory attempts to address shortcomings of standardized testing when used in educational psychometry. Common tests, such as the SAT and ACT, compress a student's knowledge into a very small range of ordinal ranks, in the process effacing the conceptual dependencies between questions. Consequently, the tests cannot distinguish between true understanding and guesses, nor can they identify a student's particular weaknesses, only the general proportion of skills mastered. The goal of knowledge space theory is to provide a language by which exams can communicate
What the student can do and
What the student is ready to learn.
Model structure
Knowledge Space Theory-based models presume that an educational subject can be modeled as a finite set of concepts, skills, or topics. Each feasible state of knowledge about is then a subset of ; the set of
Document 2:::
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 Force Concept Inventory is a test measuring mastery of concepts commonly taught in a first semester of physics developed by Hestenes, Halloun, Wells, and Swackhamer (1985). It was the first such "concept inventory" and several others have been developed since for a variety of topics. The FCI was designed to assess student understanding of the Newtonian concepts of force. Hestenes (1998) found that while "nearly 80% of the [students completing introductory college physics courses] could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered.
The 1995 version has 30 five-way multiple choice questions.
Example question (question 4):
Gender differences
The FCI shows a gender difference in favor of males that has been the subject of some research in regard to gender equity in education. Men score on average about 10% higher.
Document 4:::
Advanced Level (A-Level) Mathematics is a qualification of further education taken in the United Kingdom (and occasionally other countries as well). In the UK, A-Level exams are traditionally taken by 17-18 year-olds after a two-year course at a sixth form or college. Advanced Level Further Mathematics is often taken by students who wish to study a mathematics-based degree at university, or related degree courses such as physics or computer science.
Like other A-level subjects, mathematics has been assessed in a modular system since the introduction of Curriculum 2000, whereby each candidate must take six modules, with the best achieved score in each of these modules (after any retake) contributing to the final grade. Most students will complete three modules in one year, which will create an AS-level qualification in their own right and will complete the A-level course the following year—with three more modules.
The system in which mathematics is assessed is changing for students starting courses in 2017 (as part of the A-level reforms first introduced in 2015), where the reformed specifications have reverted to a linear structure with exams taken only at the end of the course in a single sitting.
In addition, while schools could choose freely between taking Statistics, Mechanics or Discrete Mathematics (also known as Decision Mathematics) modules with the ability to specialise in one branch of applied Mathematics in the older modular specification, in the new specifications, both Mechanics and Statistics were made compulsory, with Discrete Mathematics being made exclusive as an option to students pursuing a Further Mathematics course. The first assessment opportunity for the new specification is 2018 and 2019 for A-levels in Mathematics and Further Mathematics, respectively.
2000s specification
Prior to the 2017 reform, the basic A-Level course consisted of six modules, four pure modules (C1, C2, C3, and C4) and two applied modules in Statistics, Mechanics
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Reasoning can be broken down into two categories: deduction and?
A. preduction
B. induction
C. invention
D. conduction
Answer:
|
|
sciq-6288
|
multiple_choice
|
What is fluid friction with air called?
|
[
"buoyancy",
"air resistance",
"wind resistance",
"gravity"
] |
B
|
Relavent Documents:
Document 0:::
Rheometry () generically refers to the experimental techniques used to determine the rheological properties of materials, that is the qualitative and quantitative relationships between stresses and strains and their derivatives. The techniques used are experimental. Rheometry investigates materials in relatively simple flows like steady shear flow, small amplitude oscillatory shear, and extensional flow.
The choice of the adequate experimental technique depends on the rheological property which has to be determined. This can be the steady shear viscosity, the linear viscoelastic properties (complex viscosity respectively elastic modulus), the elongational properties, etc.
For all real materials, the measured property will be a function of the flow conditions during which it is being measured (shear rate, frequency, etc.) even if for some materials this dependence is vanishingly low under given conditions (see Newtonian fluids).
Rheometry is a specific concern for smart fluids such as electrorheological fluids and magnetorheological fluids, as it is the primary method to quantify the useful properties of these materials.
Rheometry is considered useful in the fields of quality control, process control, and industrial process modelling, among others. For some, the techniques, particularly the qualitative rheological trends, can yield the classification of materials based on the main interactions between different possible elementary components and how they qualitatively affect the rheological behavior of the materials. Novel applications of these concepts include measuring cell mechanics in thin layers, especially in drug screening contexts.
Of non-Newtonian fluids
The viscosity of a non-Newtonian fluid is defined by a power law:
where η is the viscosity after shear is applied, η0 is the initial viscosity, γ is the shear rate, and if
, the fluid is shear thinning,
, the fluid is shear thickening,
, the fluid is Newtonian.
In rheometry, shear forces are applied t
Document 1:::
In scientific visualization skin friction lines are used to visualize flows on 3D-surfaces. They are obtained by calculating the streamlines of a derived vector field on the surface, the wall shear stress. Skin friction arises from the friction of the fluid against the "skin" of the object that is moving through it and forms a vector at each point on the surface. A skin friction line is a curve on the surface tangent to skin friction vectors. A limit streamline is a streamline where the distance normal to the surface tends to zero. Limit streamlines and skin friction lines coincide.
The lines can be visualized by placing a viscous film on the surface.
The skin friction lines may exhibit a number of different types of singularities: attachment nodes, detachment nodes, isotropic nodes, saddle points, and foci.
Document 2:::
Fluid kinematics is a term from fluid mechanics, usually referring to a mere mathematical description or specification of a flow field, divorced from any account of the forces and conditions that might actually create such a flow. The term fluids includes liquids or gases, but also may refer to materials that behave with fluid-like properties, including crowds of people or large numbers of grains if those are describable approximately under the continuum hypothesis as used in continuum mechanics.
Unsteady and convective effects
The composition of the material contains two types of terms: those involving the time derivative and those involving spatial derivatives. The time derivative portion is denoted as the local derivative, and represents the effects of unsteady flow. The local derivative occurs during unsteady flow, and becomes zero for steady flow.
The portion of the material derivative represented by the spatial derivatives is called the convective derivative. It accounts for the variation in fluid property, be it velocity or temperature for example, due to the motion of a fluid particle in space where its values are different.
Acceleration field
The acceleration of a particle is the time rate of change of its velocity. Using an Eulerian description for velocity, the velocity field V = V(x,y,z,t) and employing the material derivative, we obtain the acceleration field.
Document 3:::
In fluid dynamics, drag (sometimes called fluid resistance) is a force acting opposite to the relative motion of any object moving with respect to a surrounding fluid. This can exist between two fluid layers (or surfaces) or between a fluid and a solid surface.
Unlike other resistive forces, such as dry friction, which are nearly independent of velocity, the drag force depends on velocity. Drag force is proportional to the velocity for low-speed flow and the squared velocity for high speed flow, where the distinction between low and high speed is measured by the Reynolds number.
Drag forces always tend to decrease fluid velocity relative to the solid object in the fluid's path.
Examples
Examples of drag include the component of the net aerodynamic or hydrodynamic force acting opposite to the direction of movement of a solid object such as cars (automobile drag coefficient), aircraft and boat hulls; or acting in the same geographical direction of motion as the solid, as for sails attached to a down wind sail boat, or in intermediate directions on a sail depending on points of sail. In the case of viscous drag of fluid in a pipe, drag force on the immobile pipe decreases fluid velocity relative to the pipe.
In the physics of sports, the drag force is necessary to explain the motion of balls, javelins, arrows and frisbees and the performance of runners and swimmers.
Types
Types of drag are generally divided into the following categories:
form drag or pressure drag due to the size and shape of a body
skin friction drag or viscous drag due to the friction between the fluid and a surface which may be the outside of an object or inside such as the bore of a pipe
The effect of streamlining on the relative proportions of skin friction and form drag is shown for two different body sections, an airfoil, which is a streamlined body, and a cylinder, which is a bluff body. Also shown is a flat plate illustrating the effect that orientation has on the relative proportions o
Document 4:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is fluid friction with air called?
A. buoyancy
B. air resistance
C. wind resistance
D. gravity
Answer:
|
|
sciq-7564
|
multiple_choice
|
What are seamounts that rise above the water surface called?
|
[
"coasts",
"reefs",
"islands",
"sandbars"
] |
C
|
Relavent Documents:
Document 0:::
A seamount is a large submarine landform that rises from the ocean floor without reaching the water surface (sea level), and thus is not an island, islet, or cliff-rock. Seamounts are typically formed from extinct volcanoes that rise abruptly and are usually found rising from the seafloor to in height. They are defined by oceanographers as independent features that rise to at least above the seafloor, characteristically of conical form. The peaks are often found hundreds to thousands of meters below the surface, and are therefore considered to be within the deep sea. During their evolution over geologic time, the largest seamounts may reach the sea surface where wave action erodes the summit to form a flat surface. After they have subsided and sunk below the sea surface such flat-top seamounts are called "guyots" or "tablemounts".
Earth's oceans contain more than 14,500 identified seamounts, of which 9,951 seamounts and 283 guyots, covering a total area of , have been mapped but only a few have been studied in detail by scientists. Seamounts and guyots are most abundant in the North Pacific Ocean, and follow a distinctive evolutionary pattern of eruption, build-up, subsidence and erosion. In recent years, several active seamounts have been observed, for example Kamaʻehuakanaloa (formerly Lōʻihi) in the Hawaiian Islands.
Because of their abundance, seamounts are one of the most common marine ecosystems in the world. Interactions between seamounts and underwater currents, as well as their elevated position in the water, attract plankton, corals, fish, and marine mammals alike. Their aggregational effect has been noted by the commercial fishing industry, and many seamounts support extensive fisheries. There are ongoing concerns on the negative impact of fishing on seamount ecosystems, and well-documented cases of stock decline, for example with the orange roughy (Hoplostethus atlanticus). 95% of ecological damage is done by bottom trawling, which scrapes whole eco
Document 1:::
Discovery Seamounts are a chain of seamounts in the Southern Atlantic Ocean, which include the Discovery Seamount. The seamounts lie east of Gough Island and once rose above sea level. Various volcanic rocks as well as glacial dropstones and sediments have been dredged from the seamounts.
The Discovery Seamounts appear to be a volcanic seamount chain controlled by the Discovery hotspot, which had its starting point either in the ocean, Cretaceous kimberlite fields in southern Namibia or the Karoo-Ferrar large igneous province. The seamounts formed between 41 and 35 million years ago; presently the hotspot is thought to lie southwest of the seamounts, where there are geological anomalies in the Mid-Atlantic Ridge that may reflect the presence of a neighbouring hotspot.
Name and discovery
Discovery Seamount was discovered in 1936 by the research ship RRS Discovery II and was originally named Discovery Bank by the crew of a German research ship, RV Schwabenland. The seamount received another name, Discovery Tablemount, in 1963. In 1993 the name "Discovery Bank" was transferred by the General Bathymetric Chart of the Oceans to another seamount at Kerguelen, leaving the name "Discovery Seamounts" for the seamounts.
Geography and geomorphology
The Discovery Seamounts are a group of 12 seamounts east of Gough Island and southwest from Cape Town which extend over an east-west region of over length. The seamounts rise over to depths of and have the shape of guyots; this implies that they formerly rose above sea level, guyots form when islands are eroded to a flat plateau that is then submerged through thermal subsidence of the lithosphere. The shallowest area reaches depths of ; the highest seamount might reach a depth of or . These seamounts are also referred to as the Discovery Rise and subdivided into a northwestern and a southeastern trend.
The largest of these seamounts is named Discovery Seamount, which given its shape might once have been an island. The
Document 2:::
Global Census of Marine Life on Seamounts (commonly CenSeam) is a global scientific initiative, launched in 2005, that is designed to expand the knowledge base of marine life at seamounts. Seamounts are underwater mountains, not necessarily volcanic in origin, which often form subsurface archipelagoes and are found throughout the world's ocean basins, with almost half in the Pacific. There are estimated to be as many as 100,000 seamounts at least one kilometer in height, and more if lower rises are included. However, they have not been explored very much—in fact, only about half of one percent have been sampled—and almost every expedition to a seamount discovers new species and new information. There is evidence that seamounts can host concentrations of biologic diversity, each with its own unique local ecosystem; they seem to affect oceanic currents, resulting among other things in local concentration of plankton which in turn attracts species that graze on it, and indeed are probably a significant overall factor in biogeography of the oceans. They also may serve as way stations in the migration of whales and other pelagic species. Despite being poorly studied, they are heavily targeted by commercial fishing, including dredging. In addition they are of interest to potential seabed mining.
The overall goal of CenSeam is "to determine the role of seamounts in the biogeography, biodiversity, productivity, and evolution of marine organisms, and to evaluate the effects of human exploitation on seamounts." To this effect, the group organizes and contributes to various research efforts about seamount biodiversity. Specifically, the project aims to act as a standardized scaffold for future studies and samplings, citing inefficiency and incompatibility between individual research efforts in the past. To give a scale of their mission, there are an estimated 100,000 seamounts in the ocean, but only 350 of them have been sampled, and only about 100 sampled thoroughly. Althoug
Document 3:::
The Eratosthenes Seamount or Eratosthenes Tablemount is a seamount in the Eastern Mediterranean, in the Levantine basin about south of western Cyprus. Unlike most seamounts, it is a carbonate platform not a volcano. It is a large, submerged massif, about . Its peak lies at the depth of and it rises above the surrounding seafloor, which is located at the depth of up to and is a part of the Herodotus Abyssal Plain. It is one of the largest features on the Eastern Mediterranean seafloor.
In 2010 and 2012 the Ocean Exploration Trust's vessel EV Nautilus explored the seamount looking for shipwrecks. Three were found; two were Ottoman vessels from the 19th century and the third was from the 4th century BC. Such seamounts are considered to be ideal for the preservation of shipwrecks because at depths of around the areas are not disturbed by trawlers or by sediments coming off land.
Oceanography
The Cyprus eddy is a sustained mesoscale eddy with a diameter about , regularly appearing above Eratosthenes Seamount. It was surveyed by oceanographic cruises notably in 1995, 2000, 2001 and 2009.
Geology
During the Messinian crisis, as the sea level in the Mediterranean dropped by about , the seamount emerged.
See also
CenSeam
Ferdinandea
Eratosthenes (crater)
Document 4:::
Davidson Seamount is a seamount (underwater volcano) located off the coast of Central California, southwest of Monterey and west of San Simeon. At long and wide, it is one of the largest known seamounts in the world. From base to crest, the seamount is tall, yet its summit is still below the sea surface. The seamount is biologically diverse, with 237 species and 27 types of deep-sea coral having been identified.
Discovered during the mapping of California's coast in 1933, Davidson Seamount is named after geographer George Davidson of the United States Coast and Geodetic Survey. Studied only sparsely for decades, NOAA expeditions to the seamount in 2002 and 2006 cast light upon its unique deep-sea coral ecosystem. Davidson Seamount is populated by a dense population of large, ancient corals, some of which are over 100 years of age. The data gathered during the studies fueled the making of Davidson Seamount into a part of the Monterey Bay National Marine Sanctuary in 2009.
Geology
A seamount such as Davidson is an underwater volcano; this one rises above the surrounding ocean floor. Although there are over 30,000 seamounts in the Pacific Ocean alone, only about 0.1% of them have been explored. The aqueous environment of the seamount means that it behaves differently from volcanoes on land. Its surface is composed mostly of blocky lava flows, although some pillow lava, which is the typical lava type of a seamount, prevails at the deeper flank. The summit is composed of layered deposits of volcanic ash and pyroclastic material. These rocks indicate mildly explosive eruptions of gas-rich lava near the summit of the volcano. The base of Davidson is probably buried in a deep layer of muds.
At long and wide, Davidson Seamount is impressively large. If it were on land, it would dominate the landscape in a way similar to how Mount Shasta dominates the horizon of northern California. Put in perspective, the size of the seamount is enough to fill Monterey Bay from t
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What are seamounts that rise above the water surface called?
A. coasts
B. reefs
C. islands
D. sandbars
Answer:
|
|
sciq-1254
|
multiple_choice
|
What do you call the movement of molecules across a membrane without the input of energy?
|
[
"passive transport",
"obvious transport",
"reactive transport",
"active transport"
] |
A
|
Relavent Documents:
Document 0:::
Transcellular transport involves the transportation of solutes by a cell through a cell. Transcellular transport can occur in three different ways active transport, passive transport, and transcytosis.
Active Transport
Main article: Active transport
Active transport is the process of moving molecules from an area of low concentrations to an area of high concentration. There are two types of active transport, primary active transport and secondary active transport. Primary active transport uses adenosine triphosphate (ATP) to move specific molecules and solutes against its concentration gradient. Examples of molecules that follow this process are potassium K+, sodium Na+, and calcium Ca2+. A place in the human body where this occurs is in the intestines with the uptake of glucose. Secondary active transport is when one solute moves down the electrochemical gradient to produce enough energy to force the transport of another solute from low concentration to high concentration. An example of where this occurs is in the movement of glucose within the proximal convoluted tubule (PCT).
Passive Transport
Main article: Passive transport
Passive transport is the process of moving molecules from an area of high concentration to an area of low concentration without expelling any energy. There are two types of passive transport, passive diffusion and facilitated diffusion. Passive diffusion is the unassisted movement of molecules from high concentration to low concentration across a permeable membrane. One example of passive diffusion is the gas exchange that occurs between the oxygen in the blood and the carbon dioxide present in the lungs. Facilitated diffusion is the movement of polar molecules down the concentration gradient with the assistance of membrane proteins. Since the molecules associated with facilitated diffusion are polar, they are repelled by the hydrophobic sections of permeable membrane, therefore they need to be assisted by the membrane proteins. Both t
Document 1:::
Passive transport is a type of membrane transport that does not require energy to move substances across cell membranes. Instead of using cellular energy, like active transport, passive transport relies on the second law of thermodynamics to drive the movement of substances across cell membranes. Fundamentally, substances follow Fick's first law, and move from an area of high concentration to an area of low concentration because this movement increases the entropy of the overall system. The rate of passive transport depends on the permeability of the cell membrane, which, in turn, depends on the organization and characteristics of the membrane lipids and proteins. The four main kinds of passive transport are simple diffusion, facilitated diffusion, filtration, and/or osmosis.
Passive transport follows Fick's first law.
Diffusion
Diffusion is the net movement of material from an area of high concentration to an area with lower concentration. The difference of concentration between the two areas is often termed as the concentration gradient, and diffusion will continue until this gradient has been eliminated. Since diffusion moves materials from an area of higher concentration to an area of lower concentration, it is described as moving solutes "down the concentration gradient" (compared with active transport, which often moves material from area of low concentration to area of higher concentration, and therefore referred to as moving the material "against the concentration gradient").
However, in many cases (e.g. passive drug transport) the driving force of passive transport can not be simplified to the concentration gradient. If there are different solutions at the two sides of the membrane with different equilibrium solubility of the drug, the difference in the degree of saturation is the driving force of passive membrane transport. It is also true for supersaturated solutions which are more and more important owing to the spreading of the application of amorph
Document 2:::
In cellular biology, membrane transport refers to the collection of mechanisms that regulate the passage of solutes such as ions and small molecules through biological membranes, which are lipid bilayers that contain proteins embedded in them. The regulation of passage through the membrane is due to selective membrane permeability – a characteristic of biological membranes which allows them to separate substances of distinct chemical nature. In other words, they can be permeable to certain substances but not to others.
The movements of most solutes through the membrane are mediated by membrane transport proteins which are specialized to varying degrees in the transport of specific molecules. As the diversity and physiology of the distinct cells is highly related to their capacities to attract different external elements, it is postulated that there is a group of specific transport proteins for each cell type and for every specific physiological stage. This differential expression is regulated through the differential transcription of the genes coding for these proteins and its translation, for instance, through genetic-molecular mechanisms, but also at the cell biology level: the production of these proteins can be activated by cellular signaling pathways, at the biochemical level, or even by being situated in cytoplasmic vesicles. The cell membrane regulates the transport of materials entering and exiting the cell.
Background
Thermodynamically the flow of substances from one compartment to another can occur in the direction of a concentration or electrochemical gradient or against it. If the exchange of substances occurs in the direction of the gradient, that is, in the direction of decreasing potential, there is no requirement for an input of energy from outside the system; if, however, the transport is against the gradient, it will require the input of energy, metabolic energy in this case.
For example, a classic chemical mechanism for separation that does
Document 3:::
Transport by molecular motor proteins (Kinesin, Dynein and unconventional Myosin) is essential for cell functioning and survival. Studies of multiple motors are inspired by the fact that multiple motors are involved in many biological processes such as intra-cellular transport and mitosis. This increasing interest in modeling multiple motor transport is particularly due to improved understanding of single motor function. Several models have been proposed in recent year to understand the transport by multiple motors.
Models developed can be broadly divided into two categories (1) mean-field/steady state model and (2) stochastic model. The mean-field model is useful for describing transport by a large group of motors. In mean-field description, fluctuation in the forces that individual motors feel while pulling the cargo is ignored. In stochastic model, fluctuation in the forces that motors feel are not ignored. Steady-state/mean-field model is useful for modeling transport by a large group of motors whereas stochastic model is useful for modeling transport by few motors.
Document 4:::
Molecular motors are natural (biological) or artificial molecular machines that are the essential agents of movement in living organisms. In general terms, a motor is a device that consumes energy in one form and converts it into motion or mechanical work; for example, many protein-based molecular motors harness the chemical free energy released by the hydrolysis of ATP in order to perform mechanical work. In terms of energetic efficiency, this type of motor can be superior to currently available man-made motors. One important difference between molecular motors and macroscopic motors is that molecular motors operate in the thermal bath, an environment in which the fluctuations due to thermal noise are significant.
Examples
Some examples of biologically important molecular motors:
Cytoskeletal motors
Myosins are responsible for muscle contraction, intracellular cargo transport, and producing cellular tension.
Kinesin moves cargo inside cells away from the nucleus along microtubules, in anterograde transport.
Dynein produces the axonemal beating of cilia and flagella and also transports cargo along microtubules towards the cell nucleus, in retrograde transport.
Polymerisation motors
Actin polymerization generates forces and can be used for propulsion. ATP is used.
Microtubule polymerization using GTP.
Dynamin is responsible for the separation of clathrin buds from the plasma membrane. GTP is used.
Rotary motors:
FoF1-ATP synthase family of proteins convert the chemical energy in ATP to the electrochemical potential energy of a proton gradient across a membrane or the other way around. The catalysis of the chemical reaction and the movement of protons are coupled to each other via the mechanical rotation of parts of the complex. This is involved in ATP synthesis in the mitochondria and chloroplasts as well as in pumping of protons across the vacuolar membrane.
The bacterial flagellum responsible for the swimming and tumbling of E. coli and other bacteria
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What do you call the movement of molecules across a membrane without the input of energy?
A. passive transport
B. obvious transport
C. reactive transport
D. active transport
Answer:
|
|
sciq-8791
|
multiple_choice
|
After spermatids form, they move where to mature into sperm?
|
[
"into the vans deferens",
"into the volaris",
"into the epididymis",
"into the prostate"
] |
C
|
Relavent Documents:
Document 0:::
Spermatogenesis is the process by which haploid spermatozoa develop from germ cells in the seminiferous tubules of the testis. This process starts with the mitotic division of the stem cells located close to the basement membrane of the tubules. These cells are called spermatogonial stem cells. The mitotic division of these produces two types of cells. Type A cells replenish the stem cells, and type B cells differentiate into primary spermatocytes. The primary spermatocyte divides meiotically (Meiosis I) into two secondary spermatocytes; each secondary spermatocyte divides into two equal haploid spermatids by Meiosis II. The spermatids are transformed into spermatozoa (sperm) by the process of spermiogenesis. These develop into mature spermatozoa, also known as sperm cells. Thus, the primary spermatocyte gives rise to two cells, the secondary spermatocytes, and the two secondary spermatocytes by their subdivision produce four spermatozoa and four haploid cells.
Spermatozoa are the mature male gametes in many sexually reproducing organisms. Thus, spermatogenesis is the male version of gametogenesis, of which the female equivalent is oogenesis. In mammals it occurs in the seminiferous tubules of the male testes in a stepwise fashion. Spermatogenesis is highly dependent upon optimal conditions for the process to occur correctly, and is essential for sexual reproduction. DNA methylation and histone modification have been implicated in the regulation of this process. It starts during puberty and usually continues uninterrupted until death, although a slight decrease can be discerned in the quantity of produced sperm with increase in age (see Male infertility).
Spermatogenesis starts in the bottom part of seminiferous tubes and, progressively, cells go deeper into tubes and moving along it until mature spermatozoa reaches the lumen, where mature spermatozoa are deposited. The division happens asynchronically; if the tube is cut transversally one could observe different
Document 1:::
Fish reproductive organs include testes and ovaries. In most species, gonads are paired organs of similar size, which can be partially or totally fused. There may also be a range of secondary organs that increase reproductive fitness. The genital papilla is a small, fleshy tube behind the anus in some fishes, from which the sperm or eggs are released; the sex of a fish can often be determined by the shape of its papilla.
Anatomy
Testes
Most male fish have two testes of similar size. In the case of sharks, the testes on the right side is usually larger. The primitive jawless fish have only a single testis, located in the midline of the body, although even this forms from the fusion of paired structures in the embryo.
Under a tough membranous shell, the tunica albuginea, the testis of some teleost fish, contains very fine coiled tubes called seminiferous tubules. The tubules are lined with a layer of cells (germ cells) that from puberty into old age, develop into sperm cells (also known as spermatozoa or male gametes). The developing sperm travel through the seminiferous tubules to the rete testis located in the mediastinum testis, to the efferent ducts, and then to the epididymis where newly created sperm cells mature (see spermatogenesis). The sperm move into the vas deferens, and are eventually expelled through the urethra and out of the urethral orifice through muscular contractions.
However, most fish do not possess seminiferous tubules. Instead, the sperm are produced in spherical structures called sperm ampullae. These are seasonal structures, releasing their contents during the breeding season, and then being reabsorbed by the body. Before the next breeding season, new sperm ampullae begin to form and ripen. The ampullae are otherwise essentially identical to the seminiferous tubules in higher vertebrates, including the same range of cell types.
In terms of spermatogonia distribution, the structure of teleosts testes has two types: in the most common, spe
Document 2:::
Spermatozoa develop in the seminiferous tubules of the testes. During their development the spermatogonia proceed through meiosis to become spermatozoa. Many changes occur during this process: the DNA in nuclei becomes condensed; the acrosome develops as a structure close to the nucleus. The acrosome is derived from the Golgi apparatus and contains hydrolytic enzymes important for fusion of the spermatozoon with an egg cell. During spermiogenesis the nucleus condenses and changes shape. Abnormal shape change is a feature of sperm in male infertility.
The acroplaxome is a structure found between the acrosomal membrane and the nuclear membrane. The acroplaxome contains structural proteins including keratin 5, F-actin and profilin IV.
Document 3:::
Sperm (: sperm or sperms) is the male reproductive cell, or gamete, in anisogamous forms of sexual reproduction (forms in which there is a larger, female reproductive cell and a smaller, male one). Animals produce motile sperm with a tail known as a flagellum, which are known as spermatozoa, while some red algae and fungi produce non-motile sperm cells, known as spermatia. Flowering plants contain non-motile sperm inside pollen, while some more basal plants like ferns and some gymnosperms have motile sperm.
Sperm cells form during the process known as spermatogenesis, which in amniotes (reptiles and mammals) takes place in the seminiferous tubules of the testes. This process involves the production of several successive sperm cell precursors, starting with spermatogonia, which differentiate into spermatocytes. The spermatocytes then undergo meiosis, reducing their chromosome number by half, which produces spermatids. The spermatids then mature and, in animals, construct a tail, or flagellum, which gives rise to the mature, motile sperm cell. This whole process occurs constantly and takes around 3 months from start to finish.
Sperm cells cannot divide and have a limited lifespan, but after fusion with egg cells during fertilization, a new organism begins developing, starting as a totipotent zygote. The human sperm cell is haploid, so that its 23 chromosomes can join the 23 chromosomes of the female egg to form a diploid cell with 46 paired chromosomes. In mammals, sperm is stored in the epididymis and is released from the penis during ejaculation in a fluid known as semen.
The word sperm is derived from the Greek word σπέρμα, sperma, meaning "seed".
Evolution
It is generally accepted that isogamy is the ancestor to sperm and eggs. However, there are no fossil records for the evolution of sperm and eggs from isogamy leading there to be a strong emphasis on mathematical models to understand the evolution of sperm.
A widespread hypothesis states that sperm evolve
Document 4:::
The spermatid is the haploid male gametid that results from division of secondary spermatocytes. As a result of meiosis, each spermatid contains only half of the genetic material present in the original primary spermatocyte.
Spermatids are connected by cytoplasmic material and have superfluous cytoplasmic material around their nuclei.
When formed, early round spermatids must undergo further maturational events to develop into spermatozoa, a process termed spermiogenesis (also termed spermeteliosis).
The spermatids begin to grow a living thread, develop a thickened mid-piece where the mitochondria become localised, and form an acrosome. Spermatid DNA also undergoes packaging, becoming highly condensed. The DNA is packaged firstly with specific nuclear basic proteins, which are subsequently replaced with protamines during spermatid elongation. The resultant tightly packed chromatin is transcriptionally inactive.
In 2016 scientists at Nanjing Medical University claimed they had produced cells resembling mouse spermatids artificially from stem cells. They injected these spermatids into mouse eggs and produced pups.
DNA repair
As postmeiotic germ cells develop to mature sperm they progressively lose the ability to repair DNA damage that may then accumulate and be transmitted to the zygote and ultimately the embryo. In particular, the repair of DNA double-strand breaks by the non-homologous end joining pathway, although present in round spermatids, appears to be lost as they develop into elongated spermatids.
Additional images
See also
List of distinct cell types in the adult human body
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
After spermatids form, they move where to mature into sperm?
A. into the vans deferens
B. into the volaris
C. into the epididymis
D. into the prostate
Answer:
|
|
sciq-11034
|
multiple_choice
|
Where do ectotherms get most of their heat?
|
[
"external sources",
"internally",
"food",
"metabolism"
] |
A
|
Relavent Documents:
Document 0:::
An energy budget is a balance sheet of energy income against expenditure. It is studied in the field of Energetics which deals with the study of energy transfer and transformation from one form to another. Calorie is the basic unit of measurement. An organism in a laboratory experiment is an open thermodynamic system, exchanging energy with its surroundings in three ways - heat, work and the potential energy of biochemical compounds.
Organisms use ingested food resources (C=consumption) as building blocks in the synthesis of tissues (P=production) and as fuel in the metabolic process that power this synthesis and other physiological processes (R=respiratory loss). Some of the resources are lost as waste products (F=faecal loss, U=urinary loss). All these aspects of metabolism can be represented in energy units. The basic model of energy budget may be shown as:
P = C - R - U - F or
P = C - (R + U + F) or
C = P + R + U + F
All the aspects of metabolism can be represented in energy units (e.g. joules (J);1 calorie = 4.2 kJ).
Energy used for metabolism will be
R = C - (F + U + P)
Energy used in the maintenance will be
R + F + U = C - P
Endothermy and ectothermy
Energy budget allocation varies for endotherms and ectotherms. Ectotherms rely on the environment as a heat source while endotherms maintain their body temperature through the regulation of metabolic processes. The heat produced in association with metabolic processes facilitates the active lifestyles of endotherms and their ability to travel far distances over a range of temperatures in the search for food. Ectotherms are limited by the ambient temperature of the environment around them but the lack of substantial metabolic heat production accounts for an energetically inexpensive metabolic rate. The energy demands for ectotherms are generally one tenth of that required for endotherms.
Document 1:::
A eurytherm is an organism, often an endotherm, that can function at a wide range of ambient temperatures. To be considered a eurytherm, all stages of an organism's life cycle must be considered, including juvenile and larval stages. These wide ranges of tolerable temperatures are directly derived from the tolerance of a given eurythermal organism's proteins. Extreme examples of eurytherms include Tardigrades (Tardigrada), the desert pupfish (Cyprinodon macularis), and green crabs (Carcinus maenas), however, nearly all mammals, including humans, are considered eurytherms. Eurythermy can be an evolutionary advantage: adaptations to cold temperatures, called cold-eurythemy, are seen as essential for the survival of species during ice ages. In addition, the ability to survive in a wide range of temperatures increases a species' ability to inhabit other areas, an advantage for natural selection.
Eurythermy is an aspect of thermoregulation in organisms. It is in contrast with the idea of stenothermic organisms, which can only operate within a relatively narrow range of ambient temperatures. Through a wide variety of thermal coping mechanisms, eurythermic organisms can either provide or expel heat for themselves in order to survive in cold or hot, respectively, or otherwise prepare themselves for extreme temperatures. Certain species of eurytherm have been shown to have unique protein synthesis processes that differentiate them from relatively stenothermic, but otherwise similar, species.
Examples
Tardigrades, known for their ability to survive in nearly any environment, are extreme examples of eurytherms. Certain species of tardigrade, including Mi. tardigradum, are able to withstand and survive temperatures ranging from –273 °C (near absolute zero) to 150 °C in their anhydrobiotic state.
The desert pupfish, a rare bony fish that occupies places like the Colorado River Delta in Baja California, small ponds in Sonora, Mexico, and drainage sites near the Salton Sea
Document 2:::
Endothermic organisms known as homeotherms maintain internal temperatures with minimal metabolic regulation within a range of ambient temperatures called the thermal neutral zone (TNZ). Within the TNZ the basal rate of heat production is equal to the rate of heat loss to the environment. Homeothermic organisms adjust to the temperatures within the TNZ through different responses requiring little energy.
Environmental temperatures can cause fluctuations in a homeothermic organism's metabolic rate. This response is due to the energy required to maintain a relatively constant body temperature above ambient temperature by controlling heat loss and heat gain. The degree of this response depends not only on the species, but also on the levels of insulative and metabolic adaptation. Environmental temperatures below the TNZ, the lower critical temperature (LCT), require an organism to increase its metabolic rate to meet the environmental demands for heat. The Regulation about the TNZ requires metabolic heat production when the LCT is reached, as heat is lost to the environment. The organism reaches the LCT when the Ta (ambient temp.) decreases.
When an organism reaches this stage the metabolic rate increases significantly and thermogenesis increases the Tb (body temp.) If the Ta continues to decrease far below the LCT hypothermia occurs. Alternatively, evaporative heat loss for cooling occurs when temperatures above the TNZ, the upper critical zone (UCT), are realized (Speakman and Keijer 2013). When the Ta reaches too far above the UCT, the rate of heat gain and rate of heat production become higher than the rate of heat dissipation (heat loss through evaporative cooling), resulting in hyperthermia.
It can show postural changes where it changes its body shape or moves and exposes different areas to the sun/shade, and through radiation, convection and conduction, heat exchange occurs. Vasomotor responses allow control of the flow of blood between the periphery and the c
Document 3:::
Gigantothermy (sometimes called ectothermic homeothermy or inertial homeothermy) is a phenomenon with significance in biology and paleontology, whereby large, bulky ectothermic animals are more easily able to maintain a constant, relatively high body temperature than smaller animals by virtue of their smaller surface-area-to-volume ratio. A bigger animal has proportionately less of its body close to the outside environment than a smaller animal of otherwise similar shape, and so it gains heat from, or loses heat to, the environment much more slowly.
The phenomenon is important in the biology of ectothermic megafauna, such as large turtles, and aquatic reptiles like ichthyosaurs and mosasaurs. Gigantotherms, though almost always ectothermic, generally have a body temperature similar to that of endotherms. It has been suggested that the larger dinosaurs would have been gigantothermic, rendering them virtually homeothermic.
Disadvantages
Gigantothermy allows animals to maintain body temperature, but is most likely detrimental to endurance and muscle power as compared with endotherms due to decreased anaerobic efficiency. Mammals' bodies have roughly four times as much surface area occupied by mitochondria as reptiles, necessitating larger energy demands, and consequently producing more heat to use in thermoregulation. An ectotherm the same size of an endotherm would not be able to remain as active as the endotherm, as heat is modulated behaviorally rather than biochemically. More time is dedicated to basking than eating.
Advantages
Large ectotherms displaying the same body size as large endotherms have the advantage of a slow metabolic rate, meaning that it takes reptiles longer to digest their food. Consequently gigantothermic ectotherms would not have to eat as often as large endotherms that need to maintain a constant influx of food to meet energy demands. Although lions are much smaller than crocodiles, the lions must eat more often than crocodiles because o
Document 4:::
An endotherm (from Greek ἔνδον endon "within" and θέρμη thermē "heat") is an organism that maintains its body at a metabolically favorable temperature, largely by the use of heat released by its internal bodily functions instead of relying almost purely on ambient heat. Such internally generated heat is mainly an incidental product of the animal's routine metabolism, but under conditions of excessive cold or low activity an endotherm might apply special mechanisms adapted specifically to heat production. Examples include special-function muscular exertion such as shivering, and uncoupled oxidative metabolism, such as within brown adipose tissue.
Only birds and mammals are extant universally endothermic groups of animals. However, Argentine black and white tegu, leatherback sea turtles, lamnid sharks, tuna and billfishes, cicadas, and winter moths are also endothermic. Unlike mammals and birds, some reptiles, particularly some species of python and tegu, possess seasonal reproductive endothermy in which they are endothermic only during their reproductive season.
In common parlance, endotherms are characterized as "warm-blooded". The opposite of endothermy is ectothermy, although in general, there is no absolute or clear separation between the nature of endotherms and ectotherms.
Origin
Endothermy was thought to have originated towards the end of the Permian Period. One recent study claimed the origin of endothermy within Synapsida (the mammalian lineage) was among Mammaliamorpha, a node calibrated during the Late Triassic period, about 233 million years ago. Another study instead argued that endothermy only appeared later, during the Middle Jurassic, among crown-group mammals.
Evidence for endothermy has been found in basal synapsids ("pelycosaurs"), pareiasaurs, ichthyosaurs, plesiosaurs, mosasaurs, and basal archosauromorphs. Even the earliest amniotes might have been endotherms.
Mechanisms
Generating and conserving heat
Many endotherms have a larger amount
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Where do ectotherms get most of their heat?
A. external sources
B. internally
C. food
D. metabolism
Answer:
|
|
sciq-6613
|
multiple_choice
|
What element chemically weathers rock by combining with a metal?
|
[
"oxygen",
"hydrogen",
"nitrogen",
"carbon"
] |
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:::
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 2:::
The Goldschmidt classification,
developed by Victor Goldschmidt (1888–1947), is a geochemical classification which groups the chemical elements within the Earth according to their preferred host phases into lithophile (rock-loving), siderophile (iron-loving), chalcophile (sulfide ore-loving or chalcogen-loving), and atmophile (gas-loving) or volatile (the element, or a compound in which it occurs, is liquid or gaseous at ambient surface conditions).
Some elements have affinities to more than one phase. The main affinity is given in the table below and a discussion of each group follows that table.
Lithophile elements
Lithophile elements are those that remain on or close to the surface because they combine readily with oxygen, forming compounds that do not sink into the Earth's core. The lithophile elements include: Al, B, Ba, Be, Br, Ca, Cl, Cr, Cs, F, I, Hf, K, Li, Mg, Na, Nb, O, P, Rb, Sc, Si, Sr, Ta, Th, Ti, U, V, Y, Zr, W and the lanthanides or rare earth elements (REE).
Lithophile elements mainly consist of the highly reactive metals of the s- and f-blocks. They also include a small number of reactive nonmetals, and the more reactive metals of the d-block such as titanium, zirconium and vanadium. Lithophile derives from "lithos" which means "rock", and "phileo" which means "love".
Most lithophile elements form very stable ions with an electron configuration of a noble gas (sometimes with additional f-electrons). The few that do not, such as silicon, phosphorus and boron, form extremely strong covalent bonds with oxygen – often involving pi bonding. Their strong affinity for oxygen causes lithophile elements to associate very strongly with silica, forming relatively low-density minerals that thus float to the Earth's crust. The more soluble minerals formed by the alkali metals tend to concentrate in seawater or extremely arid regions where they can crystallise. The less soluble lithophile elements are concentrated on ancient continental shields where all so
Document 3:::
See also
List of minerals
Document 4:::
Carbon is a primary component of all known life on Earth, representing approximately 45–50% of all dry biomass. Carbon compounds occur naturally in great abundance on Earth. Complex biological molecules consist of carbon atoms bonded with other elements, especially oxygen and hydrogen and frequently also nitrogen, phosphorus, and sulfur (collectively known as CHNOPS).
Because it is lightweight and relatively small in size, carbon molecules are easy for enzymes to manipulate. It is frequently assumed in astrobiology that if life exists elsewhere in the Universe, it will also be carbon-based. Critics refer to this assumption as carbon chauvinism.
Characteristics
Carbon is capable of forming a vast number of compounds, more than any other element, with almost ten million compounds described to date, and yet that number is but a fraction of the number of theoretically possible compounds under standard conditions. The enormous diversity of carbon-containing compounds, known as organic compounds, has led to a distinction between them and compounds that do not contain carbon, known as inorganic compounds. The branch of chemistry that studies organic compounds is known as organic chemistry.
Carbon is the 15th most abundant element in the Earth's crust, and the fourth most abundant element in the universe by mass, after hydrogen, helium, and oxygen. Carbon's widespread abundance, its ability to form stable bonds with numerous other elements, and its unusual ability to form polymers at the temperatures commonly encountered on Earth enables it to serve as a common element of all known living organisms. In a 2018 study, carbon was found to compose approximately 550 billion tons of all life on Earth. It is the second most abundant element in the human body by mass (about 18.5%) after oxygen.
The most important characteristics of carbon as a basis for the chemistry of life are that each carbon atom is capable of forming up to four valence bonds with other atoms simultaneously
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What element chemically weathers rock by combining with a metal?
A. oxygen
B. hydrogen
C. nitrogen
D. carbon
Answer:
|
|
sciq-1041
|
multiple_choice
|
Branching food chains and complex trophic interactions form what?
|
[
"food maps",
"food fields",
"food trees",
"food webs"
] |
D
|
Relavent Documents:
Document 0:::
Consumer–resource interactions are the core motif of ecological food chains or food webs, and are an umbrella term for a variety of more specialized types of biological species interactions including prey-predator (see predation), host-parasite (see parasitism), plant-herbivore and victim-exploiter systems. These kinds of interactions have been studied and modeled by population ecologists for nearly a century. Species at the bottom of the food chain, such as algae and other autotrophs, consume non-biological resources, such as minerals and nutrients of various kinds, and they derive their energy from light (photons) or chemical sources. Species higher up in the food chain survive by consuming other species and can be classified by what they eat and how they obtain or find their food.
Classification of consumer types
The standard categorization
Various terms have arisen to define consumers by what they eat, such as meat-eating carnivores, fish-eating piscivores, insect-eating insectivores, plant-eating herbivores, seed-eating granivores, and fruit-eating frugivores and omnivores are meat eaters and plant eaters. An extensive classification of consumer categories based on a list of feeding behaviors exists.
The Getz categorization
Another way of categorizing consumers, proposed by South African American ecologist Wayne Getz, is based on a biomass transformation web (BTW) formulation that organizes resources into five components: live and dead animal, live and dead plant, and particulate (i.e. broken down plant and animal) matter. It also distinguishes between consumers that gather their resources by moving across landscapes from those that mine their resources by becoming sessile once they have located a stock of resources large enough for them to feed on during completion of a full life history stage.
In Getz's scheme, words for miners are of Greek etymology and words for gatherers are of Latin etymology. Thus a bestivore, such as a cat, preys on live animal
Document 1:::
The trophic level of an organism is the position it occupies in a food web. A food chain is a succession of organisms that eat other organisms and may, in turn, be eaten themselves. The trophic level of an organism is the number of steps it is from the start of the chain. A food web starts at trophic level 1 with primary producers such as plants, can move to herbivores at level 2, carnivores at level 3 or higher, and typically finish with apex predators at level 4 or 5. The path along the chain can form either a one-way flow or a food "web". Ecological communities with higher biodiversity form more complex trophic paths.
The word trophic derives from the Greek τροφή (trophē) referring to food or nourishment.
History
The concept of trophic level was developed by Raymond Lindeman (1942), based on the terminology of August Thienemann (1926): "producers", "consumers", and "reducers" (modified to "decomposers" by Lindeman).
Overview
The three basic ways in which organisms get food are as producers, consumers, and decomposers.
Producers (autotrophs) are typically plants or algae. Plants and algae do not usually eat other organisms, but pull nutrients from the soil or the ocean and manufacture their own food using photosynthesis. For this reason, they are called primary producers. In this way, it is energy from the sun that usually powers the base of the food chain. An exception occurs in deep-sea hydrothermal ecosystems, where there is no sunlight. Here primary producers manufacture food through a process called chemosynthesis.
Consumers (heterotrophs) are species that cannot manufacture their own food and need to consume other organisms. Animals that eat primary producers (like plants) are called herbivores. Animals that eat other animals are called carnivores, and animals that eat both plants and other animals are called omnivores.
Decomposers (detritivores) break down dead plant and animal material and wastes and release it again as energy and nutrients into
Document 2:::
The soil food web is the community of organisms living all or part of their lives in the soil. It describes a complex living system in the soil and how it interacts with the environment, plants, and animals.
Food webs describe the transfer of energy between species in an ecosystem. While a food chain examines one, linear, energy pathway through an ecosystem, a food web is more complex and illustrates all of the potential pathways. Much of this transferred energy comes from the sun. Plants use the sun’s energy to convert inorganic compounds into energy-rich, organic compounds, turning carbon dioxide and minerals into plant material by photosynthesis. Plant flowers exude energy-rich nectar above ground and plant roots exude acids, sugars, and ectoenzymes into the rhizosphere, adjusting the pH and feeding the food web underground.
Plants are called autotrophs because they make their own energy; they are also called producers because they produce energy available for other organisms to eat. Heterotrophs are consumers that cannot make their own food. In order to obtain energy they eat plants or other heterotrophs.
Above ground food webs
In above ground food webs, energy moves from producers (plants) to primary consumers (herbivores) and then to secondary consumers (predators). The phrase, trophic level, refers to the different levels or steps in the energy pathway. In other words, the producers, consumers, and decomposers are the main trophic levels. This chain of energy transferring from one species to another can continue several more times, but eventually ends. At the end of the food chain, decomposers such as bacteria and fungi break down dead plant and animal material into simple nutrients.
Methodology
The nature of soil makes direct observation of food webs difficult. Since soil organisms range in size from less than 0.1 mm (nematodes) to greater than 2 mm (earthworms) there are many different ways to extract them. Soil samples are often taken using a metal
Document 3:::
An ecological network is a representation of the biotic interactions in an ecosystem, in which species (nodes) are connected by pairwise interactions (links). These interactions can be trophic or symbiotic. Ecological networks are used to describe and compare the structures of real ecosystems, while network models are used to investigate the effects of network structure on properties such as ecosystem stability.
Properties
Historically, research into ecological networks developed from descriptions of trophic relationships in aquatic food webs; however, recent work has expanded to look at other food webs as well as webs of mutualists. Results of this work have identified several important properties of ecological networks.
Complexity (linkage density): the average number of links per species. Explaining the observed high levels of complexity in ecosystems has been one of the main challenges and motivations for ecological network analysis, since early theory predicted that complexity should lead to instability.
Connectance: the proportion of possible links between species that are realized (links/species2). In food webs, the level of connectance is related to the statistical distribution of the links per species. The distribution of links changes from (partial) power-law to exponential to uniform as the level of connectance increases. The observed values of connectance in empirical food webs appear to be constrained by the variability of the physical environment, by habitat type, which will reflect on an organism's diet breadth driven by optimal foraging behaviour. This ultimately links the structure of these ecological networks to the behaviour of individual organisms.
Degree distribution: the degree distribution of an ecological network is the cumulative distribution for the number of links each species has. The degree distributions of food webs have been found to display the same universal functional form. The degree distribution can be split into its two
Document 4:::
John Harry Vandermeer (born 1940) is an American ecologist, a mathematical ecologist, tropical ecologist and agroecologist. He is the Asa Gray Distinguished University Professor of Ecology and Evolutionary Biology and the Arthur F. Thurnau Professor at the University of Michigan, where he has taught since 1971. His research focuses on the ecology of agricultural systems, and he has operated a plot of coffee plants in Mexico for his research for more than fifteen years. In 2016, the symposium "Science with Passion and a Moral Compass" was held to honor his career as a scientist and activist. The symposium, also known as VandyFest, was held in Ann Arbor, Michigan from May 6 to May 8.
Early life and education
Vandermeer was born in 1940 in Chicago, Illinois. He was educated at the University of Illinois, the University of Kansas, and the University of Michigan.
Vandermeer has conducted field research mainly in Mexico, Puerto Rico, Costa Rica, Nicaragua and Guatemala. His research has focused on the dynamics of spatially explicit biological interactions in coffee farms in Mexico.
His long-term collaboration with a multi-national team of scientists focused on tropical rainforest dynamics after major hurricane disturbance in Nicaragua. Their research provides strong evidence in favor of the assertion that it is the chance to reach a recruitment space into the forest canopy that governs the maintenance of hundreds of tree species and to some lesser extent the multiple tree species competition for nutrients and light. This diverges from tropical tree species niche identity notion thus proposing that the tree species assemblage are to some extent the result of random dispersal and recruitment events.
Vandermeer and his colleagues Dr. Ivette Perfecto, Dr. Douglas Boucher and Dr. Inigo Granzow de la Cerda contributed to the groundwork that evolved into the university system in the Autonomous Regions of the Atlantic Coast of Nicaragua.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Branching food chains and complex trophic interactions form what?
A. food maps
B. food fields
C. food trees
D. food webs
Answer:
|
|
ai2_arc-586
|
multiple_choice
|
Which of the following characteristics is used when classifying organisms within the plant kingdom?
|
[
"type of vascular tissue",
"use of photosynthesis",
"presence of cell walls",
"production of oxygen"
] |
A
|
Relavent Documents:
Document 0:::
In biology, tissue is a historically derived biological organizational level between cells and a complete organ. A tissue is therefore often thought of as an assembly of similar cells and their extracellular matrix from the same embryonic origin that together carry out a specific function. Organs are then formed by the functional grouping together of multiple tissues.
Biological organisms follow this hierarchy:
Cells < Tissue < Organ < Organ System < Organism
The English word "tissue" derives from the French word "tissu", the past participle of the verb tisser, "to weave".
The study of tissues is known as histology or, in connection with disease, as histopathology. Xavier Bichat is considered as the "Father of Histology". Plant histology is studied in both plant anatomy and physiology. The classical tools for studying tissues are the paraffin block in which tissue is embedded and then sectioned, the histological stain, and the optical microscope. Developments in electron microscopy, immunofluorescence, and the use of frozen tissue-sections have enhanced the detail that can be observed in tissues. With these tools, the classical appearances of tissues can be examined in health and disease, enabling considerable refinement of medical diagnosis and prognosis.
Plant tissue
In plant anatomy, tissues are categorized broadly into three tissue systems: the epidermis, the ground tissue, and the vascular tissue.
Epidermis – Cells forming the outer surface of the leaves and of the young plant body.
Vascular tissue – The primary components of vascular tissue are the xylem and phloem. These transport fluids and nutrients internally.
Ground tissue – Ground tissue is less differentiated than other tissues. Ground tissue manufactures nutrients by photosynthesis and stores reserve nutrients.
Plant tissues can also be divided differently into two types:
Meristematic tissues
Permanent tissues.
Meristematic tissue
Meristematic tissue consists of actively dividing cell
Document 1:::
Phytomorphology is the study of the physical form and external structure of plants. This is usually considered distinct from plant anatomy, which is the study of the internal structure of plants, especially at the microscopic level. Plant morphology is useful in the visual identification of plants. Recent studies in molecular biology started to investigate the molecular processes involved in determining the conservation and diversification of plant morphologies. In these studies transcriptome conservation patterns were found to mark crucial ontogenetic transitions during the plant life cycle which may result in evolutionary constraints limiting diversification.
Scope
Plant morphology "represents a study of the development, form, and structure of plants, and, by implication, an attempt to interpret these on the basis of similarity of plan and origin". There are four major areas of investigation in plant morphology, and each overlaps with another field of the biological sciences.
First of all, morphology is comparative, meaning that the morphologist examines structures in many different plants of the same or different species, then draws comparisons and formulates ideas about similarities. When structures in different species are believed to exist and develop as a result of common, inherited genetic pathways, those structures are termed homologous. For example, the leaves of pine, oak, and cabbage all look very different, but share certain basic structures and arrangement of parts. The homology of leaves is an easy conclusion to make. The plant morphologist goes further, and discovers that the spines of cactus also share the same basic structure and development as leaves in other plants, and therefore cactus spines are homologous to leaves as well. This aspect of plant morphology overlaps with the study of plant evolution and paleobotany.
Secondly, plant morphology observes both the vegetative (somatic) structures of plants, as well as the reproductive str
Document 2:::
Plant taxonomy is the science that finds, identifies, describes, classifies, and names plants. It is one of the main branches of taxonomy (the science that finds, describes, classifies, and names living things).
Plant taxonomy is closely allied to plant systematics, and there is no sharp boundary between the two. In practice, "plant systematics" involves relationships between plants and their evolution, especially at the higher levels, whereas "plant taxonomy" deals with the actual handling of plant specimens. The precise relationship between taxonomy and systematics, however, has changed along with the goals and methods employed.
Plant taxonomy is well known for being turbulent, and traditionally not having any close agreement on circumscription and placement of taxa. See the list of systems of plant taxonomy.
Background
Classification systems serve the purpose of grouping organisms by characteristics common to each group. Plants are distinguished from animals by various traits: they have cell walls made of cellulose, polyploidy, and they exhibit sedentary growth. Where animals have to eat organic molecules, plants are able to change energy from light into organic energy by the process of photosynthesis. The basic unit of classification is species, a group able to breed amongst themselves and bearing mutual resemblance, a broader classification is the genus. Several genera make up a family, and several families an order.
History of classification
The botanical term "angiosperm", from Greek words ( 'bottle, vessel') and ( 'seed'), was coined in the form "Angiospermae" by Paul Hermann in 1690 but he used this term to refer to a group of plants which form only a subset of what today are known as angiosperms. Hermannn's Angiospermae including only flowering plants possessing seeds enclosed in capsules, distinguished from his Gymnospermae, which were flowering plants with achenial or schizo-carpic fruits, the whole fruit or each of its pieces being here regarded
Document 3:::
Vascular plants (), also called tracheophytes () or collectively Tracheophyta (), form a large group of land plants ( accepted known species) that have lignified tissues (the xylem) for conducting water and minerals throughout the plant. They also have a specialized non-lignified tissue (the phloem) to conduct products of photosynthesis. Vascular plants include the clubmosses, horsetails, ferns, gymnosperms (including conifers), and angiosperms (flowering plants). Scientific names for the group include Tracheophyta, Tracheobionta and Equisetopsida sensu lato. Some early land plants (the rhyniophytes) had less developed vascular tissue; the term eutracheophyte has been used for all other vascular plants, including all living ones.
Historically, vascular plants were known as "higher plants", as it was believed that they were further evolved than other plants due to being more complex organisms. However, this is an antiquated remnant of the obsolete scala naturae, and the term is generally considered to be unscientific.
Characteristics
Botanists define vascular plants by three primary characteristics:
Vascular plants have vascular tissues which distribute resources through the plant. Two kinds of vascular tissue occur in plants: xylem and phloem. Phloem and xylem are closely associated with one another and are typically located immediately adjacent to each other in the plant. The combination of one xylem and one phloem strand adjacent to each other is known as a vascular bundle. The evolution of vascular tissue in plants allowed them to evolve to larger sizes than non-vascular plants, which lack these specialized conducting tissues and are thereby restricted to relatively small sizes.
In vascular plants, the principal generation or phase is the sporophyte, which produces spores and is diploid (having two sets of chromosomes per cell). (By contrast, the principal generation phase in non-vascular plants is the gametophyte, which produces gametes and is haploid - with
Document 4:::
Plant life-form schemes constitute a way of classifying plants alternatively to the ordinary species-genus-family scientific classification. In colloquial speech, plants may be classified as trees, shrubs, herbs (forbs and graminoids), etc. The scientific use of life-form schemes emphasizes plant function in the ecosystem and that the same function or "adaptedness" to the environment may be achieved in a number of ways, i.e. plant species that are closely related phylogenetically may have widely different life-form, for example Adoxa moschatellina and Sambucus nigra are from the same family, but the former is a small herbaceous plant and the latter is a shrub or tree. Conversely, unrelated species may share a life-form through convergent evolution.
While taxonomic classification is concerned with the production of natural classifications (being natural understood either in philosophical basis for pre-evolutionary thinking, or phylogenetically as non-polyphyletic), plant life form classifications uses other criteria than naturalness, like morphology, physiology and ecology.
Life-form and growth-form are essentially synonymous concepts, despite attempts to restrict the meaning of growth-form to types differing in shoot architecture. Most life form schemes are concerned with vascular plants only. Plant construction types may be used in a broader sense to encompass planktophytes, benthophytes (mainly algae) and terrestrial plants.
A popular life-form scheme is the Raunkiær system.
History
One of the earliest attempts to classify the life-forms of plants and animals was made by Aristotle, whose writings are lost. His pupil, Theophrastus, in Historia Plantarum (c. 350 BC), was the first who formally recognized plant habits: trees, shrubs and herbs.
Some earlier authors (e.g., Humboldt, 1806) did classify species according to physiognomy, but were explicit about the entities being merely practical classes without any relation to plant function. A marked exception was
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which of the following characteristics is used when classifying organisms within the plant kingdom?
A. type of vascular tissue
B. use of photosynthesis
C. presence of cell walls
D. production of oxygen
Answer:
|
|
sciq-1895
|
multiple_choice
|
What is used to prevent some infectious diseases?
|
[
"pesticides",
"vaccines",
"radiation",
"pathogens"
] |
B
|
Relavent Documents:
Document 0:::
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 1:::
MicrobeLibrary is a permanent collection of over 1400 original peer-reviewed resources for teaching undergraduate microbiology. It is provided by the American Society for Microbiology, Washington DC, United States.
Contents include curriculum activities; images and animations; reviews of books, websites and other resources; and articles from Focus on Microbiology Education, Microbiology Education and Microbe. Around 40% of the materials are free to educators and students, the remainder require a subscription. the service is suspended with the message to:
"Please check back with us in 2017".
External links
MicrobeLibrary
Microbiology
Document 2:::
Biorisk generally refers to the risk associated with biological materials and/or infectious agents, also known as pathogens. The term has been used frequently for various purposes since the early 1990s. The term is used by regulators, security experts, laboratory personnel and industry alike, and is used by the World Health Organization (WHO). WHO/Europe also provides tools and training courses in biosafety and biosecurity.
An international Laboratory Biorisk Management Standard developed under the auspices of the European Committee for Standardization, defines biorisk as the combination of the probability of occurrence of harm and the severity of that harm where the source of harm is a biological agent or toxin. The source of harm may be an unintentional exposure, accidental release or loss, theft, misuse, diversion, unauthorized access or intentional unauthorized release.
Biorisk reduction
Biorisk reduction involves creating expertise in managing high-consequence pathogens, by providing training on safe handling and control of pathogens that pose significant health risks.
See also
Biocontainment, related to laboratory biosafety levels
Biodefense
Biodiversity
Biohazard
Biological warfare
Biological Weapons Convention
Biosecurity
Bioterrorism
Cyberbiosecurity
Endangered species
Document 3:::
The Bioinformatics Resource Centers (BRCs) are a group of five Internet-based research centers established in 2004 and funded by NIAID (the National Institute of Allergy and Infectious Diseases.) The BRCs were formed in response to the threats posed by emerging and re-emerging pathogens, particularly Centers for Disease Control and Prevention (CDC) Category A, B, and C pathogens, and their potential use in bioterrorism. The intention of NIAID in funding these bioinformatics centers is to assist researchers involved in the experimental characterization of such pathogens and the formation of drugs, vaccines, or diagnostic tools to combat them.
The main goals of the BRCs are as follows:
1) To create comprehensive databases of reliable, up-to-date bioinformatic data (genetic, proteomic, biochemical, or microbiological) related to the pathogens of interest;
2) To provide researchers with easy access to this data through Internet-based search and data retrieval user interfaces;
3) To provide researchers with relevant, state-of-the art computational tools for bioinformatic analysis of these data.
Currently there are two BRC contracts awarded, one for bacteria and viruses, and the other for vectors, Eukaryotic protozoan and fungal pathogens and host response to pathogen infections.
See also
National Institutes of Health
National Institute of Allergy and Infectious Diseases
Bioinformatics
Categories of biological agents
Document 4:::
Biosafety is the prevention of large-scale loss of biological integrity, focusing both on ecology and human health.
These prevention mechanisms include the conduction of regular reviews of biosafety in laboratory settings, as well as strict guidelines to follow. Biosafety is used to protect from harmful incidents. Many laboratories handling biohazards employ an ongoing risk management assessment and enforcement process for biosafety. Failures to follow such protocols can lead to increased risk of exposure to biohazards or pathogens. Human error and poor technique contribute to unnecessary exposure and compromise the best safeguards set into place for protection.
The international Cartagena Protocol on Biosafety deals primarily with the agricultural definition but many advocacy groups seek to expand it to include post-genetic threats: new molecules, artificial life forms, and even robots which may compete directly in the natural food chain.
Biosafety in agriculture, chemistry, medicine, exobiology and beyond will likely require the application of the precautionary principle, and a new definition focused on the biological nature of the threatened organism rather than the nature of the threat.
When biological warfare or new, currently hypothetical, threats (i.e., robots, new artificial bacteria) are considered, biosafety precautions are generally not sufficient. The new field of biosecurity addresses these complex threats.
Biosafety level refers to the stringency of biocontainment precautions deemed necessary by the Centers for Disease Control and Prevention (CDC) for laboratory work with infectious materials.
Typically, institutions that experiment with or create potentially harmful biological material will have a committee or board of supervisors that is in charge of the institution's biosafety. They create and monitor the biosafety standards that must be met by labs in order to prevent the accidental release of potentially destructive biological material. (not
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is used to prevent some infectious diseases?
A. pesticides
B. vaccines
C. radiation
D. pathogens
Answer:
|
|
sciq-10262
|
multiple_choice
|
Like quarks, gluons may be confined to systems having a total color of what?
|
[
"blue",
"white",
"red",
"yellow"
] |
B
|
Relavent Documents:
Document 0:::
In particle physics phenomenology, chiral color is a speculative model which extends quantum chromodynamics (QCD), the generally accepted theory for the strong interactions of quarks. QCD is a gauge field theory based on a gauge group known as color SU(3)C with an octet of colored gluons acting as the force carriers between a triplet of colored quarks.
In Chiral Color, QCD is extended to a gauge group which is SU(3)L × SU(3)R and leads to a second octet of force carriers. SU(3)C is identified with a diagonal subgroup of these two factors. The gluons correspond to the unbroken gauge bosons and the color octet axigluons – which couple strongly to the quarks – are massive. Hence the name is Chiral Color. Although Chiral Color has presently no experimental support, it has the "aesthetic" advantage of rendering the Standard Model more similar in its treatment of the two short range forces, strong and weak interactions.
Unlike gluons, the axigluons are predicted to be massive. Extensive searches for axigluons at CERN and Fermilab have placed a lower bound on the axigluon mass of about . Axigluons may be discovered when collisions are studied with higher energy at the Large Hadron Collider.
Document 1:::
In theoretical particle physics, the gluon field strength tensor is a second order tensor field characterizing the gluon interaction between quarks.
The strong interaction is one of the fundamental interactions of nature, and the quantum field theory (QFT) to describe it is called quantum chromodynamics (QCD). Quarks interact with each other by the strong force due to their color charge, mediated by gluons. Gluons themselves possess color charge and can mutually interact.
The gluon field strength tensor is a rank 2 tensor field on the spacetime with values in the adjoint bundle of the chromodynamical SU(3) gauge group (see vector bundle for necessary definitions).
Convention
Throughout this article, Latin indices (typically ) take values 1, 2, ..., 8 for the eight gluon color charges, while Greek indices (typically ) take values 0 for timelike components and 1, 2, 3 for spacelike components of four-vectors and four-dimensional spacetime tensors. In all equations, the summation convention is used on all color and tensor indices, unless the text explicitly states that there is no sum to be taken (e.g. “no sum”).
Definition
Below the definitions (and most of the notation) follow K. Yagi, T. Hatsuda, Y. Miake and Greiner, Schäfer.
Tensor components
The tensor is denoted , (or , , or some variant), and has components defined proportional to the commutator of the quark covariant derivative :
where:
in which
is the imaginary unit;
is the coupling constant of the strong force;
are the Gell-Mann matrices divided by 2;
is a color index in the adjoint representation of SU(3) which take values 1, 2, ..., 8 for the eight generators of the group, namely the Gell-Mann matrices;
is a spacetime index, 0 for timelike components and 1, 2, 3 for spacelike components;
expresses the gluon field, a spin-1 gauge field or, in differential-geometric parlance, a connection in the SU(3) principal bundle;
are its four (coordinate-system dependent) components, that in a fi
Document 2:::
In particle physics, the baryon number is a strictly conserved additive quantum number of a system. It is defined as
where is the number of quarks, and is the number of antiquarks. Baryons (three quarks) have a baryon number of +1, mesons (one quark, one antiquark) have a baryon number of 0, and antibaryons (three antiquarks) have a baryon number of −1. Exotic hadrons like pentaquarks (four quarks, one antiquark) and tetraquarks (two quarks, two antiquarks) are also classified as baryons and mesons depending on their baryon number.
Baryon number vs. quark number
Quarks carry not only electric charge, but also charges such as color charge and weak isospin. Because of a phenomenon known as color confinement, a hadron cannot have a net color charge; that is, the total color charge of a particle has to be zero ("white"). A quark can have one of three "colors", dubbed "red", "green", and "blue"; while an antiquark may be either "anti-red", "anti-green" or "anti-blue".
For normal hadrons, a white color can thus be achieved in one of three ways:
A quark of one color with an antiquark of the corresponding anticolor, giving a meson with baryon number 0,
Three quarks of different colors, giving a baryon with baryon number +1,
Three antiquarks of different anticolors, giving an antibaryon with baryon number −1.
The baryon number was defined long before the quark model was established, so rather than changing the definitions, particle physicists simply gave quarks one third the baryon number. Nowadays it might be more accurate to speak of the conservation of quark number.
In theory, exotic hadrons can be formed by adding pairs of quarks and antiquarks, provided that each pair has a matching color/anticolor. For example, a pentaquark (four quarks, one antiquark) could have the individual quark colors: red, green, blue, blue, and antiblue. In 2015, the LHCb collaboration at CERN reported results consistent with pentaquark states in the decay of bottom Lambda baryons
Document 3:::
Color-glass condensate (CGC) is a type of matter theorized to exist in atomic nuclei when they collide at near the speed of light. During such collision, one is sensitive to the gluons that have very small momenta, or more precisely a very small Bjorken scaling variable.
The small momenta gluons dominate the description of the collision because their density is very large. This is because a high-momentum gluon is likely to split into smaller momentum gluons.
When the gluon density becomes large enough, gluon-gluon recombination puts a limit on how large the gluon density can be. When gluon recombination balances gluon splitting, the density of gluons saturate, producing new and universal properties of hadronic matter. This state of saturated gluon matter is called the color-glass condensate.
"Color" in the name "color-glass condensate" refers to a type of charge that quarks and gluons carry as a result of the strong nuclear force. The word "glass" is borrowed from the term for silica and other materials that are disordered and act like solids on short time scales but liquids on long time scales. In the CGC phase, the gluons themselves are disordered and do not change their positions rapidly. "Condensate" means that the gluons have a very high density.
The color-glass condensate describes an intrinsic property of matter that can only be observed under high-energy conditions such as those at RHIC, the Large Hadron Collider as well as the future Electron Ion Collider.
The color-glass condensate is important because it is proposed as a universal form of matter that describes the properties of all high-energy, strongly interacting particles. It has simple properties that follow from first principles in the theory of strong interactions, quantum chromodynamics. It has the potential to explain many unsolved problems such as how particles are produced in high-energy collisions, and the distribution of matter itself inside of these particles.
Researchers at CERN beli
Document 4:::
In quantum chromodynamics (QCD), color confinement, often simply called confinement, is the phenomenon that color-charged particles (such as quarks and gluons) cannot be isolated, and therefore cannot be directly observed in normal conditions below the Hagedorn temperature of approximately 2 terakelvin (corresponding to energies of approximately 130–140 MeV per particle). Quarks and gluons must clump together to form hadrons. The two main types of hadron are the mesons (one quark, one antiquark) and the baryons (three quarks). In addition, colorless glueballs formed only of gluons are also consistent with confinement, though difficult to identify experimentally. Quarks and gluons cannot be separated from their parent hadron without producing new hadrons.
Origin
There is not yet an analytic proof of color confinement in any non-abelian gauge theory. The phenomenon can be understood qualitatively by noting that the force-carrying gluons of QCD have color charge, unlike the photons of quantum electrodynamics (QED). Whereas the electric field between electrically charged particles decreases rapidly as those particles are separated, the gluon field between a pair of color charges forms a narrow flux tube (or string) between them. Because of this behavior of the gluon field, the strong force between the particles is constant regardless of their separation.
Therefore, as two color charges are separated, at some point it becomes energetically favorable for a new quark–antiquark pair to appear, rather than extending the tube further. As a result of this, when quarks are produced in particle accelerators, instead of seeing the individual quarks in detectors, scientists see "jets" of many color-neutral particles (mesons and baryons), clustered together. This process is called hadronization, fragmentation, or string breaking.
The confining phase is usually defined by the behavior of the action of the Wilson loop, which is simply the path in spacetime traced out by a q
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Like quarks, gluons may be confined to systems having a total color of what?
A. blue
B. white
C. red
D. yellow
Answer:
|
|
ai2_arc-806
|
multiple_choice
|
Which event occurs on a daily cycle?
|
[
"The Sun rises and sets.",
"Earth tilts on its axis.",
"Earth revolves around the Sun.",
"The Moon revolves around Earth."
] |
A
|
Relavent Documents:
Document 0:::
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 1:::
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 2:::
Earth's rotation or Earth's spin is the rotation of planet Earth around its own axis, as well as changes in the orientation of the rotation axis in space. Earth rotates eastward, in prograde motion. As viewed from the northern polar star Polaris, Earth turns counterclockwise.
The North Pole, also known as the Geographic North Pole or Terrestrial North Pole, is the point in the Northern Hemisphere where Earth's axis of rotation meets its surface. This point is distinct from Earth's North Magnetic Pole. The South Pole is the other point where Earth's axis of rotation intersects its surface, in Antarctica.
Earth rotates once in about 24 hours with respect to the Sun, but once every 23 hours, 56 minutes and 4 seconds with respect to other distant stars (see below). Earth's rotation is slowing slightly with time; thus, a day was shorter in the past. This is due to the tidal effects the Moon has on Earth's rotation. Atomic clocks show that the modern day is longer by about 1.7 milliseconds than a century ago, slowly increasing the rate at which UTC is adjusted by leap seconds. Analysis of historical astronomical records shows a slowing trend; the length of a day increased by about 2.3 milliseconds per century since the 8th century BCE.
Scientists reported that in 2020 Earth had started spinning faster, after consistently spinning slower than 86,400 seconds per day in the decades before. On June 29, 2022, Earth's spin was completed in 1.59 milliseconds under 24 hours, setting a new record. Because of that trend, engineers worldwide are discussing a 'negative leap second' and other possible timekeeping measures.
This increase in speed is thought to be due to various factors, including the complex motion of its molten core, oceans, and atmosphere, the effect of celestial bodies such as the Moon, and possibly climate change, which is causing the ice at Earth's poles to melt. The masses of ice account for the Earth's shape being that of an oblate spheroid, bulging around t
Document 3:::
The length of the day (LOD), which has increased over the long term of Earth's history due to tidal effects, is also subject to fluctuations on a shorter scale of time. Exact measurements of time by atomic clocks and satellite laser ranging have revealed that the LOD is subject to a number of different changes. These subtle variations have periods that range from a few weeks to a few years. They are attributed to interactions between the dynamic atmosphere and Earth itself. The International Earth Rotation and Reference Systems Service monitors the changes.
In the absence of external torques, the total angular momentum of Earth as a whole system must be constant. Internal torques are due to relative movements and mass redistribution of Earth's core, mantle, crust, oceans, atmosphere, and cryosphere. In order to keep the total angular momentum constant, a change of the angular momentum in one region must necessarily be balanced by angular momentum changes in the other regions.
Crustal movements (such as continental drift) or polar cap melting are slow secular events. The characteristic coupling time between core and mantle has been estimated to be on the order of ten years, and the so-called 'decade fluctuations' of Earth's rotation rate are thought to result from fluctuations within the core, transferred to the mantle. The length of day (LOD) varies significantly even for time scales from a few years down to weeks (Figure), and the observed fluctuations in the LOD - after eliminating the effects of external torques - are a direct consequence of the action of internal torques. These short term fluctuations are very probably generated by the interaction between the solid Earth and the atmosphere.
The length of day of other planets also varies, particularly of the planet Venus, which has such a dynamic and strong atmosphere that its length of day fluctuates by up to 20 minutes.
Observations
Any change of the axial component of the atmospheric angular momentum (A
Document 4:::
Solar physics is the branch of astrophysics that specializes in the study of the Sun. It deals with detailed measurements that are possible only for our closest star. It intersects with many disciplines of pure physics, astrophysics, and computer science, including fluid dynamics, plasma physics including magnetohydrodynamics, seismology, particle physics, atomic physics, nuclear physics, stellar evolution, space physics, spectroscopy, radiative transfer, applied optics, signal processing, computer vision, computational physics, stellar physics and solar astronomy.
Because the Sun is uniquely situated for close-range observing (other stars cannot be resolved with anything like the spatial or temporal resolution that the Sun can), there is a split between the related discipline of observational astrophysics (of distant stars) and observational solar physics.
The study of solar physics is also important as it provides a "physical laboratory" for the study of plasma physics.
History
Ancient times
Babylonians were keeping a record of solar eclipses, with the oldest record originating from the ancient city of Ugarit, in modern-day Syria. This record dates to about 1300 BC. Ancient Chinese astronomers were also observing solar phenomena (such as solar eclipses and visible sunspots) with the purpose of keeping track of calendars, which were based on lunar and solar cycles. Unfortunately, records kept before 720 BC are very vague and offer no useful information. However, after 720 BC, 37 solar eclipses were noted over the course of 240 years.
Medieval times
Astronomical knowledge flourished in the Islamic world during medieval times. Many observatories were built in cities from Damascus to Baghdad, where detailed astronomical observations were taken. Particularly, a few solar parameters were measured and detailed observations of the Sun were taken. Solar observations were taken with the purpose of navigation, but mostly for timekeeping. Islam requires its followers to
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which event occurs on a daily cycle?
A. The Sun rises and sets.
B. Earth tilts on its axis.
C. Earth revolves around the Sun.
D. The Moon revolves around Earth.
Answer:
|
|
sciq-4158
|
multiple_choice
|
When a stalactite and stalagmite join together, they form a what?
|
[
"column",
"cave",
"joint",
"ladder"
] |
A
|
Relavent Documents:
Document 0:::
The Science, Technology, Engineering and Mathematics Network or STEMNET is an educational charity in the United Kingdom that seeks to encourage participation at school and college in science and engineering-related subjects (science, technology, engineering, and mathematics) and (eventually) work.
History
It is based at Woolgate Exchange near Moorgate tube station in London and was established in 1996. The chief executive is Kirsten Bodley. The STEMNET offices are housed within the Engineering Council.
Function
Its chief aim is to interest children in science, technology, engineering and mathematics. Primary school children can start to have an interest in these subjects, leading secondary school pupils to choose science A levels, which will lead to a science career. It supports the After School Science and Engineering Clubs at schools. There are also nine regional Science Learning Centres.
STEM ambassadors
To promote STEM subjects and encourage young people to take up jobs in these areas, STEMNET have around 30,000 ambassadors across the UK. these come from a wide selection of the STEM industries and include TV personalities like Rob Bell.
Funding
STEMNET used to receive funding from the Department for Education and Skills. Since June 2007, it receives funding from the Department for Children, Schools and Families and Department for Innovation, Universities and Skills, since STEMNET sits on the chronological dividing point (age 16) of both of the new departments.
See also
The WISE Campaign
Engineering and Physical Sciences Research Council
National Centre for Excellence in Teaching Mathematics
Association for Science Education
Glossary of areas of mathematics
Glossary of astronomy
Glossary of biology
Glossary of chemistry
Glossary of engineering
Glossary of physics
Document 1:::
The Elevation Science Institute (ESI), formerly known as the Bighorn Basin Paleontological Institute, is a non-profit 501(c)(3) organization dedicated to paleontology and earth science research, education, and outreach. The organization conducts paleontological field work in the Bighorn Basin of Montana and Wyoming, largely focusing on vertebrates from the Mesozoic. During the off-season, the ESI is primarily based in Philadelphia, Pennsylvania, where they work to provide free outreach and education programs in the natural sciences to the public. The ESI is the official scientific and educational partner of Field Station: Dinosaurs. The ESI also operates the Fossil Preparation Lab at the Academy of Natural Sciences of Drexel University, which serves as the ESI's base of operations for fossil preparation and research. The ESI also works very closely with the Academy to develop and implement educational programming. The Cincinnati Museum Center, Museum of Natural History and Science is the official repository for all fossils collected by the ESI.
Programs
The ESI runs a six-week field expedition each summer in southern Montana and northern Wyoming to collect fossils of dinosaurs and other Mesozoic vertebrates. Field programs generally run from late June through mid-August. These field expeditions are open to sign-ups for individuals to learn about the geology, paleontology, and natural history of the region while aiding ESI paleontologists in collecting fossils for research. For students, the program is available as a for-credit field paleontology course through Rocky Mountain College.
From 2017 to 2019, the ESI also offered a dinosaur-themed summer camp program entitled Dinosaur Treasures in Our Backyard for children throughout rural Carbon County, Montana and in Cody, Wyoming. The program features several lessons and hands-on activities to teach children about dinosaurs, paleontology, and the fossil discoveries that have been made within their region.
Dig sites
Document 2:::
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 3:::
Macle is a term used in crystallography. It is a crystalline form, twin-crystal or double crystal (such as chiastolite). It is crystallographic twin according to the spinel twin law and is seen in octahedral crystals or minerals such as diamond and spinel. The twin law name comes from the fact that is commonly observed in the mineral spinel.
Macle is an old French word, a heraldic term for a voided lozenge (one diamond shape within another). Etymologically the word is derived from the Latin macula meaning spot, mesh, or hole.
Bibliography
Georges Friedel (1904) "Étude sur les groupements cristallins", Extrait du Bulletin de la Société de l'Industrie minérale, Quatrième série, Tomes III e IV. Saint-Étienne, Société de l’Imprimerie Théolier J. Thomas et C., 485 pp.
Georges Friedel (1920) "Contribution à l'étude géométrique des macles", Bulletin de la Société française de Minéralogie 43: 246-295.
Georges Friedel (1926) Leçons de Cristallographie, Berger-Levrault, Nancy, Paris, Strasbourg XIX+602 pp.
Georges Friedel (1933) "Sur un nouveau type de macles", Bulletin de la Société française de Minéralogie 56: 262-274.
J.D.H. Donnay (1940) "Width of Albite-Twinning Lamellae", Am. Mineral., 25: 578-586.
See also
Macle on the French Wikipedia about "macle" in cristallography
Crystallography
fr:Macle (cristallographie)
Document 4:::
Tech City College (Formerly STEM Academy) is a free school sixth form located in the Islington area of the London Borough of Islington, England.
It originally opened in September 2013, as STEM Academy Tech City and specialised in Science, Technology, Engineering and Maths (STEM) and the Creative Application of Maths and Science. In September 2015, STEM Academy joined the Aspirations Academy Trust was renamed Tech City College. Tech City College offers A-levels and BTECs as programmes of study for students.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
When a stalactite and stalagmite join together, they form a what?
A. column
B. cave
C. joint
D. ladder
Answer:
|
|
sciq-8844
|
multiple_choice
|
What is determined by the amount of energy in molecules?
|
[
"kingdom",
"momentum",
"radioactivity",
"state of matter"
] |
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:::
GRE Subject Biochemistry, Cell and Molecular Biology was a standardized exam provided by ETS (Educational Testing Service) that was discontinued in December 2016. It is a paper-based exam and there are no computer-based versions of it. ETS places this exam three times per year: once in April, once in October and once in November. Some graduate programs in the United States recommend taking this exam, while others require this exam score as a part of the application to their graduate programs. ETS sends a bulletin with a sample practice test to each candidate after registration for the exam. There are 180 questions within the biochemistry subject test.
Scores are scaled and then reported as a number between 200 and 990; however, in recent versions of the test, the maximum and minimum reported scores have been 760 (corresponding to the 99 percentile) and 320 (1 percentile) respectively. The mean score for all test takers from July, 2009, to July, 2012, was 526 with a standard deviation of 95.
After learning that test content from editions of the GRE® Biochemistry, Cell and Molecular Biology (BCM) Test has been compromised in Israel, ETS made the decision not to administer this test worldwide in 2016–17.
Content specification
Since many students who apply to graduate programs in biochemistry do so during the first half of their fourth year, the scope of most questions is largely that of the first three years of a standard American undergraduate biochemistry curriculum. A sampling of test item content is given below:
Biochemistry (36%)
A Chemical and Physical Foundations
Thermodynamics and kinetics
Redox states
Water, pH, acid-base reactions and buffers
Solutions and equilibria
Solute-solvent interactions
Chemical interactions and bonding
Chemical reaction mechanisms
B Structural Biology: Structure, Assembly, Organization and Dynamics
Small molecules
Macromolecules (e.g., nucleic acids, polysaccharides, proteins and complex lipids)
Supramolecular complexes (e.g.
Document 2:::
Physical biochemistry is a branch of biochemistry that deals with the theory, techniques, and methodology used to study the physical chemistry of biomolecules.
It also deals with the mathematical approaches for the analysis of biochemical reaction and the modelling of biological systems. It provides insight into the structure of macromolecules, and how chemical structure influences the physical properties of a biological substance.
It involves the use of physics, physical chemistry principles, and methodology to study biological systems. It employs various physical chemistry techniques such as chromatography, spectroscopy, Electrophoresis, X-ray crystallography, electron microscopy, and hydrodynamics.
See also
Physical chemistry
Document 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:::
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.
What is determined by the amount of energy in molecules?
A. kingdom
B. momentum
C. radioactivity
D. state of matter
Answer:
|
|
sciq-9097
|
multiple_choice
|
Double-replacement reactions generally occur between substances in what kind of solution?
|
[
"reactive",
"saline",
"aqueous",
"solid"
] |
C
|
Relavent Documents:
Document 0:::
An elementary reaction is a chemical reaction in which one or more chemical species react directly to form products in a single reaction step and with a single transition state. In practice, a reaction is assumed to be elementary if no reaction intermediates have been detected or need to be postulated to describe the reaction on a molecular scale. An apparently elementary reaction may be in fact a stepwise reaction, i.e. a complicated sequence of chemical reactions, with reaction intermediates of variable lifetimes.
In a unimolecular elementary reaction, a molecule dissociates or isomerises to form the products(s)
At constant temperature, the rate of such a reaction is proportional to the concentration of the species
In a bimolecular elementary reaction, two atoms, molecules, ions or radicals, and , react together to form the product(s)
The rate of such a reaction, at constant temperature, is proportional to the product of the concentrations of the species and
The rate expression for an elementary bimolecular reaction is sometimes referred to as the Law of Mass Action as it was first proposed by Guldberg and Waage in 1864. An example of this type of reaction is a cycloaddition reaction.
This rate expression can be derived from first principles by using collision theory for ideal gases. For the case of dilute fluids equivalent results have been obtained from simple probabilistic arguments.
According to collision theory the probability of three chemical species reacting simultaneously with each other in a termolecular elementary reaction is negligible. Hence such termolecular reactions are commonly referred as non-elementary reactions and can be broken down into a more fundamental set of bimolecular reactions, in agreement with the law of mass action. It is not always possible to derive overall reaction schemes, but solutions based on rate equations are often possible in terms of steady-state or Michaelis-Menten approximations.
Notes
Chemical kinetics
Phy
Document 1:::
Conversion and its related terms yield and selectivity are important terms in chemical reaction engineering. They are described as ratios of how much of a reactant has reacted (X — conversion, normally between zero and one), how much of a desired product was formed (Y — yield, normally also between zero and one) and how much desired product was formed in ratio to the undesired product(s) (S — selectivity).
There are conflicting definitions in the literature for selectivity and yield, so each author's intended definition should be verified.
Conversion can be defined for (semi-)batch and continuous reactors and as instantaneous and overall conversion.
Assumptions
The following assumptions are made:
The following chemical reaction takes place:
,
where and are the stoichiometric coefficients. For multiple parallel reactions, the definitions can also be applied, either per reaction or using the limiting reaction.
Batch reaction assumes all reactants are added at the beginning.
Semi-Batch reaction assumes some reactants are added at the beginning and the rest fed during the batch.
Continuous reaction assumes reactants are fed and products leave the reactor continuously and in steady state.
Conversion
Conversion can be separated into instantaneous conversion and overall conversion. For continuous processes the two are the same, for batch and semi-batch there are important differences. Furthermore, for multiple reactants, conversion can be defined overall or per reactant.
Instantaneous conversion
Semi-batch
In this setting there are different definitions. One definition regards the instantaneous conversion as the ratio of the instantaneously converted amount to
the amount fed at any point in time:
.
with as the change of moles with time of species i.
This ratio can become larger than 1. It can be used to indicate whether reservoirs are built
up and it is ideally close to 1. When the feed stops, its value is not defined.
In semi-batch polymerisation,
Document 2:::
With Sn2+ ions, N2O is formed:
2 HNO2 + 6 HCl + 2 SnCl2 → 2 SnCl4 + N2O + 3 H2O + 2 KCl
With SO2 gas, NH2OH is formed:
2 HNO2 + 6 H2O + 4 SO2 → 3 H2SO4 + K2SO4 + 2 NH2OH
With Zn in alkali solution, NH3 is formed:
5 H2O + KNO2 + 3 Zn → NH3 + KOH + 3 Zn(OH)2
With , both HN3
Document 3:::
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 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.
Double-replacement reactions generally occur between substances in what kind of solution?
A. reactive
B. saline
C. aqueous
D. solid
Answer:
|
|
sciq-1029
|
multiple_choice
|
The variable is the speed of light. for the relationship to hold mathematically, if the speed of light is used in m/s, the wavelength must be in meters and the frequency in what?
|
[
"centimeters",
"hertz",
"gigawatts",
"miles"
] |
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 mathematics, physics, and engineering, spatial frequency is a characteristic of any structure that is periodic across position in space. The spatial frequency is a measure of how often sinusoidal components (as determined by the Fourier transform) of the structure repeat per unit of distance.
The SI unit of spatial frequency is the reciprocal metre (m-1), although cycles per meter (c/m) is also common. In image-processing applications, spatial frequency is often expressed in units of cycles per millimeter (c/mm) or also line pairs per millimeter (LP/mm).
In wave propagation, the spatial frequency is also known as wavenumber. Ordinary wavenumber is defined as the reciprocal of wavelength and is commonly denoted by or sometimes :
Angular wavenumber , expressed in radian per metre (rad/m), is related to ordinary wavenumber and wavelength by
Visual perception
In the study of visual perception, sinusoidal gratings are frequently used to probe the capabilities of the visual system, such as contrast sensitivity. In these stimuli, spatial frequency is expressed as the number of cycles per degree of visual angle. Sine-wave gratings also differ from one another in amplitude (the magnitude of difference in intensity between light and dark stripes), orientation, and phase.
Spatial-frequency theory
The spatial-frequency theory refers to the theory that the visual cortex operates on a code of spatial frequency, not on the code of straight edges and lines hypothesised by Hubel and Wiesel on the basis of early experiments on V1 neurons in the cat. In support of this theory is the experimental observation that the visual cortex neurons respond even more robustly to sine-wave gratings that are placed at specific angles in their receptive fields than they do to edges or bars. Most neurons in the primary visual cortex respond best when a sine-wave grating of a particular frequency is presented at a particular angle in a particular location in the visual field. (However, a
Document 2:::
In the physical sciences, the wavenumber (or wave number), also known as repetency, is the spatial frequency of a wave, measured in cycles per unit distance (ordinary wavenumber) or radians per unit distance (angular wavenumber). It is analogous to temporal frequency, which is defined as the number of wave cycles per unit time (ordinary frequency) or radians per unit time (angular frequency).
In multidimensional systems, the wavenumber is the magnitude of the wave vector. The space of wave vectors is called reciprocal space. Wave numbers and wave vectors play an essential role in optics and the physics of wave scattering, such as X-ray diffraction, neutron diffraction, electron diffraction, and elementary particle physics. For quantum mechanical waves, the wavenumber multiplied by the reduced Planck's constant is the canonical momentum.
Wavenumber can be used to specify quantities other than spatial frequency. For example, in optical spectroscopy, it is often used as a unit of temporal frequency assuming a certain speed of light.
Definition
Wavenumber, as used in spectroscopy and most chemistry fields, is defined as the number of wavelengths per unit distance, typically centimeters (cm−1):
where λ is the wavelength. It is sometimes called the "spectroscopic wavenumber". It equals the spatial frequency.
For example, a wavenumber in inverse centimeters can be converted to a frequency in gigahertz by multiplying by 29.9792458 cm/ns (the speed of light, in centimeters per nanosecond); conversely, an electromagnetic wave at 29.9792458 GHz has a wavelength of 1 cm in free space.
In theoretical physics, a wave number, defined as the number of radians per unit distance, sometimes called "angular wavenumber", is more often used:
When wavenumber is represented by the symbol , a frequency is still being represented, albeit indirectly. As described in the spectroscopy section, this is done through the relationship , where s is a frequency in hertz. This is done for con
Document 3:::
The transmission curve or transmission characteristic is the mathematical function or graph that describes the transmission fraction of an optical or electronic filter as a function of frequency or wavelength. It is an instance of a transfer function but, unlike the case of, for example, an amplifier, output never exceeds input (maximum transmission is 100%). The term is often used in commerce, science, and technology to characterise filters.
The term has also long been used in fields such as geophysics and astronomy to characterise the properties of regions through which radiation passes, such as the ionosphere.
See also
Electronic filter — examples of transmission characteristics of electronic filters
Document 4:::
In mathematical psychology and education theory, a knowledge space is a combinatorial structure used to formulate mathematical models describing the progression of a human learner. Knowledge spaces were introduced in 1985 by Jean-Paul Doignon and Jean-Claude Falmagne, and remain in extensive use in the education theory. Modern applications include two computerized tutoring systems, ALEKS and the defunct RATH.
Formally, a knowledge space assumes that a domain of knowledge is a collection of concepts or skills, each of which must be eventually mastered. Not all concepts are interchangeable; some require other concepts as prerequisites. Conversely, competency at one skill may ease the acquisition of another through similarity. A knowledge space marks out which collections of skills are feasible: they can be learned without mastering any other skills. Under reasonable assumptions, the collection of feasible competencies forms the mathematical structure known as an antimatroid.
Researchers and educators usually explore the structure of a discipline's knowledge space as a latent class model.
Motivation
Knowledge Space Theory attempts to address shortcomings of standardized testing when used in educational psychometry. Common tests, such as the SAT and ACT, compress a student's knowledge into a very small range of ordinal ranks, in the process effacing the conceptual dependencies between questions. Consequently, the tests cannot distinguish between true understanding and guesses, nor can they identify a student's particular weaknesses, only the general proportion of skills mastered. The goal of knowledge space theory is to provide a language by which exams can communicate
What the student can do and
What the student is ready to learn.
Model structure
Knowledge Space Theory-based models presume that an educational subject can be modeled as a finite set of concepts, skills, or topics. Each feasible state of knowledge about is then a subset of ; the set of
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The variable is the speed of light. for the relationship to hold mathematically, if the speed of light is used in m/s, the wavelength must be in meters and the frequency in what?
A. centimeters
B. hertz
C. gigawatts
D. miles
Answer:
|
|
sciq-898
|
multiple_choice
|
The group 18 gases that have 8 valence electrons are referred to as what type of gases?
|
[
"noble",
"metal",
"important",
"novel"
] |
A
|
Relavent Documents:
Document 0:::
In chemistry and physics, valence electrons are electrons in the outermost shell of an atom, and that can participate in the formation of a chemical bond if the outermost shell is not closed. In a single covalent bond, a shared pair forms with both atoms in the bond each contributing one valence electron.
The presence of valence electrons can determine the element's chemical properties, such as its valence—whether it may bond with other elements and, if so, how readily and with how many. In this way, a given element's reactivity is highly dependent upon its electronic configuration. For a main-group element, a valence electron can exist only in the outermost electron shell; for a transition metal, a valence electron can also be in an inner shell.
An atom with a closed shell of valence electrons (corresponding to a noble gas configuration) tends to be chemically inert. Atoms with one or two valence electrons more than a closed shell are highly reactive due to the relatively low energy to remove the extra valence electrons to form a positive ion. An atom with one or two electrons fewer than a closed shell is reactive due to its tendency either to gain the missing valence electrons and form a negative ion, or else to share valence electrons and form a covalent bond.
Similar to a core electron, a valence electron has the ability to absorb or release energy in the form of a photon. An energy gain can trigger the electron to move (jump) to an outer shell; this is known as atomic excitation. Or the electron can even break free from its associated atom's shell; this is ionization to form a positive ion. When an electron loses energy (thereby causing a photon to be emitted), then it can move to an inner shell which is not fully occupied.
Overview
Electron configuration
The electrons that determine valence – how an atom reacts chemically – are those with the highest energy.
For a main-group element, the valence electrons are defined as those electrons residing in the e
Document 1:::
In chemistry and physics, the iron group refers to elements that are in some way related to iron; mostly in period (row) 4 of the periodic table. The term has different meanings in different contexts.
In chemistry, the term is largely obsolete, but it often means iron, cobalt, and nickel, also called the iron triad; or, sometimes, other elements that resemble iron in some chemical aspects.
In astrophysics and nuclear physics, the term is still quite common, and it typically means those three plus chromium and manganese—five elements that are exceptionally abundant, both on Earth and elsewhere in the universe, compared to their neighbors in the periodic table. Titanium and vanadium are also produced in Type Ia supernovae.
General chemistry
In chemistry, "iron group" used to refer to iron and the next two elements in the periodic table, namely cobalt and nickel. These three comprised the "iron triad". They are the top elements of groups 8, 9, and 10 of the periodic table; or the top row of "group VIII" in the old (pre-1990) IUPAC system, or of "group VIIIB" in the CAS system. These three metals (and the three of the platinum group, immediately below them) were set aside from the other elements because they have obvious similarities in their chemistry, but are not obviously related to any of the other groups. The iron group and its alloys exhibit ferromagnetism.
The similarities in chemistry were noted as one of Döbereiner's triads and by Adolph Strecker in 1859. Indeed, Newlands' "octaves" (1865) were harshly criticized for separating iron from cobalt and nickel. Mendeleev stressed that groups of "chemically analogous elements" could have similar atomic weights as well as atomic weights which increase by equal increments, both in his original 1869 paper and his 1889 Faraday Lecture.
Analytical chemistry
In the traditional methods of qualitative inorganic analysis, the iron group consists of those cations which
have soluble chlorides; and
are not precipitated
Document 2:::
This page shows the electron configurations of the neutral gaseous atoms in their ground states. For each atom the subshells are given first in concise form, then with all subshells written out, followed by the number of electrons per shell. Electron configurations of elements beyond hassium (element 108) have never been measured; predictions are used below.
As an approximate rule, electron configurations are given by the Aufbau principle and the Madelung rule. However there are numerous exceptions; for example the lightest exception is chromium, which would be predicted to have the configuration , written as , but whose actual configuration given in the table below is .
Note that these electron configurations are given for neutral atoms in the gas phase, which are not the same as the electron configurations for the same atoms in chemical environments. In many cases, multiple configurations are within a small range of energies and the irregularities shown below do not necessarily have a clear relation to chemical behaviour. For the undiscovered eighth-row elements, mixing of configurations is expected to be very important, and sometimes the result can no longer be well-described by a single configuration.
See also
Extended periodic table#Electron configurations – Predictions for undiscovered elements 119–173 and 184
Document 3:::
Steudel R 2020, Chemistry of the Non-metals: Syntheses - Structures - Bonding - Applications, in collaboration with D Scheschkewitz, Berlin, Walter de Gruyter, . ▲
An updated translation of the 5th German edition of 2013, incorporating the literature up to Spring 2019. Twenty-three nonmetals, including B, Si, Ge, As, Se, Te, and At but not Sb (nor Po). The nonmetals are identified on the basis of their electrical conductivity at absolute zero putatively being close to zero, rather than finite as in the case of metals. That does not work for As however, which has the electronic structure of a semimetal (like Sb).
Halka M & Nordstrom B 2010, "Nonmetals", Facts on File, New York,
A reading level 9+ book covering H, C, N, O, P, S, Se. Complementary books by the same authors examine (a) the post-transition metals (Al, Ga, In, Tl, Sn, Pb and Bi) and metalloids (B, Si, Ge, As, Sb, Te and Po); and (b) the halogens and noble gases.
Woolins JD 1988, Non-Metal Rings, Cages and Clusters, John Wiley & Sons, Chichester, .
A more advanced text that covers H; B; C, Si, Ge; N, P, As, Sb; O, S, Se and Te.
Steudel R 1977, Chemistry of the Non-metals: With an Introduction to Atomic Structure and Chemical Bonding, English edition by FC Nachod & JJ Zuckerman, Berlin, Walter de Gruyter, . ▲
Twenty-four nonmetals, including B, Si, Ge, As, Se, Te, Po and At.
Powell P & Timms PL 1974, The Chemistry of the Non-metals, Chapman & Hall, London, . ▲
Twenty-two nonmetals including B, Si, Ge, As and Te. Tin and antimony are shown as being intermediate between metals and nonmetals; they are later shown as either metals or nonmetals. Astatine is counted as a metal.
Document 4:::
An octatomic element is a chemical element that, when standard conditions for temperature and pressure is stable, is in a configuration of eight atoms grouped together. The canonical example is sulfur, S8, but red selenium is also an octatomic element stable at room temperature. Octaoxygen is also known, but it is extremely unstable.
See also
Diatomic element
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The group 18 gases that have 8 valence electrons are referred to as what type of gases?
A. noble
B. metal
C. important
D. novel
Answer:
|
|
scienceQA-8092
|
multiple_choice
|
What do these two changes have in common?
an engine using gasoline to power a car
melting glass
|
[
"Both are caused by cooling.",
"Both are only physical changes.",
"Both are chemical changes.",
"Both are caused by heating."
] |
D
|
Step 1: Think about each change.
An engine using gasoline to power a car is a chemical change. High temperatures in the engine break the chemical bonds in the molecules of gasoline and release energy. The atoms then link together to form new molecules, such as water, carbon dioxide, and other chemicals.
Melting glass is a change of state. So, it is a physical change. The glass changes from solid to liquid. But a different type of matter is not formed.
Step 2: Look at each answer choice.
Both are only physical changes.
Melting glass is a physical change. But an engine using gasoline to power a car is not.
Both are chemical changes.
An engine using gasoline to power a car is a chemical change. But melting glass is not.
Both are caused by heating.
Both changes are caused by heating.
Both are caused by cooling.
Neither change is caused by cooling.
|
Relavent Documents:
Document 0:::
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:::
Thermofluids is a branch of science and engineering encompassing four intersecting fields:
Heat transfer
Thermodynamics
Fluid mechanics
Combustion
The term is a combination of "thermo", referring to heat, and "fluids", which refers to liquids, gases and vapors. Temperature, pressure, equations of state, and transport laws all play an important role in thermofluid problems. Phase transition and chemical reactions may also be important in a thermofluid context. The subject is sometimes also referred to as "thermal fluids".
Heat transfer
Heat transfer is a discipline of thermal engineering that concerns the transfer of thermal energy from one physical system to another. Heat transfer is classified into various mechanisms, such as heat conduction, convection, thermal radiation, and phase-change transfer. Engineers also consider the transfer of mass of differing chemical species, either cold or hot, to achieve heat transfer.
Sections include :
Energy transfer by heat, work and mass
Laws of thermodynamics
Entropy
Refrigeration Techniques
Properties and nature of pure substances
Applications
Engineering : Predicting and analysing the performance of machines
Thermodynamics
Thermodynamics is the science of energy conversion involving heat and other forms of energy, most notably mechanical work. It studies and interrelates the macroscopic variables, such as temperature, volume and pressure, which describe physical, thermodynamic systems.
Fluid mechanics
Fluid Mechanics the study of the physical forces at work during fluid flow. Fluid mechanics can be divided into fluid kinematics, the study of fluid motion, and fluid kinetics, the study of the effect of forces on fluid motion. Fluid mechanics can further be divided into fluid statics, the study of fluids at rest, and fluid dynamics, the study of fluids in motion. Some of its more interesting concepts include momentum and reactive forces in fluid flow and fluid machinery theory and performance.
Sections include:
Flu
Document 3:::
A 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:::
Heat transfer is a discipline of thermal engineering that concerns the generation, use, conversion, and exchange of thermal energy (heat) between physical systems. Heat transfer is classified into various mechanisms, such as thermal conduction, thermal convection, thermal radiation, and transfer of energy by phase changes. Engineers also consider the transfer of mass of differing chemical species (mass transfer in the form of advection), either cold or hot, to achieve heat transfer. While these mechanisms have distinct characteristics, they often occur simultaneously in the same system.
Heat conduction, also called diffusion, is the direct microscopic exchanges of kinetic energy of particles (such as molecules) or quasiparticles (such as lattice waves) through the boundary between two systems. When an object is at a different temperature from another body or its surroundings, heat flows so that the body and the surroundings reach the same temperature, at which point they are in thermal equilibrium. Such spontaneous heat transfer always occurs from a region of high temperature to another region of lower temperature, as described in the second law of thermodynamics.
Heat convection occurs when the bulk flow of a fluid (gas or liquid) carries its heat through the fluid. All convective processes also move heat partly by diffusion, as well. The flow of fluid may be forced by external processes, or sometimes (in gravitational fields) by buoyancy forces caused when thermal energy expands the fluid (for example in a fire plume), thus influencing its own transfer. The latter process is often called "natural convection". The former process is often called "forced convection." In this case, the fluid is forced to flow by use of a pump, fan, or other mechanical means.
Thermal radiation occurs through a vacuum or any transparent medium (solid or fluid or gas). It is the transfer of energy by means of photons or electromagnetic waves governed by the same laws.
Overview
Heat
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?
an engine using gasoline to power a car
melting glass
A. Both are caused by cooling.
B. Both are only physical changes.
C. Both are chemical changes.
D. Both are caused by heating.
Answer:
|
sciq-6562
|
multiple_choice
|
Through what does urine enter the bladder?
|
[
"the tubules",
"the vas deferens",
"the ureters",
"the enterocytes"
] |
C
|
Relavent Documents:
Document 0:::
Urination is the release of urine from the bladder through the urethra to the outside of the body. It is the urinary system's form of excretion. It is also known medically as micturition, voiding, uresis, or, rarely, emiction, and known colloquially by various names including peeing, weeing, pissing, and euphemistically going (for a) number one. In healthy humans and other animals, the process of urination is under voluntary control. In infants, some elderly individuals, and those with neurological injury, urination may occur as a reflex. It is normal for adult humans to urinate up to seven times during the day.
In some animals, in addition to expelling waste material, urination can mark territory or express submissiveness. Physiologically, urination involves coordination between the central, autonomic, and somatic nervous systems. Brain centres that regulate urination include the pontine micturition center, periaqueductal gray, and the cerebral cortex. In placental mammals, urine is drained through the urinary meatus, a urethral opening in the male penis or female vulval vestibule.
Anatomy and physiology
Anatomy of the bladder and outlet
The main organs involved in urination are the urinary bladder and the urethra. The smooth muscle of the bladder, known as the detrusor, is innervated by sympathetic nervous system fibers from the lumbar spinal cord and parasympathetic fibers from the sacral spinal cord. Fibers in the pelvic nerves constitute the main afferent limb of the voiding reflex; the parasympathetic fibers to the bladder that constitute the excitatory efferent limb also travel in these nerves. Part of the urethra is surrounded by the male or female external urethral sphincter, which is innervated by the somatic pudendal nerve originating in the cord, in an area termed Onuf's nucleus.
Smooth muscle bundles pass on either side of the urethra, and these fibers are sometimes called the internal urethral sphincter, although they do not encircle the urethra.
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:::
The urachus is a fibrous remnant of the allantois, a canal that drains the urinary bladder of the fetus that joins and runs within the umbilical cord. The fibrous remnant lies in the space of Retzius, between the transverse fascia anteriorly and the peritoneum posteriorly.
Development
The part of the urogenital sinus related to the bladder and urethra absorbs the ends of the Wolffian ducts and the associated ends of the renal diverticula. This gives rise to the trigone of the bladder and part of the prostatic urethra.
The remainder of this part of the urogenital sinus forms the body of the bladder and part of the prostatic urethra. The apex of the bladder stretches and is connected to the umbilicus as a narrow canal. This canal is initially open, but later closes as the urachus goes on to definitively form the median umbilical ligament.
Clinical significance
Failure of the inside of the urachus to be filled in leaves the urachus open. The telltale sign is leakage of urine through the umbilicus. This is often managed surgically. There are four anatomical causes:
Urachal cyst: there is no longer a connection between the bladder and the umbilicus, however a fluid filled cavity with uroepithelium lining persists between these two structures.
Urachal fistula: there is free communication between the bladder and umbilicus
Urachal diverticulum (vesicourachal diverticulum): the bladder exhibits outpouching
Urachal sinus: the pouch opens toward the umbilicus
The urachus is also subject to neoplasia. Urachal adenocarcinoma is histologically similar to adenocarcinoma of the bowel. Rarely, urachus carcinomas can metastasise to other regions of the body, including pelvic bones and the lung.
One urachal mass has been reported that was found to be a manifestation of IgG4-related disease.
Additional images
Document 3:::
Urine flow rate or urinary flow rate is the volumetric flow rate of urine during urination. It is a measure of the quantity of urine excreted in a specified period of time (per second or per minute). It is measured with uroflowmetry, a type of flow measurement.
The letters "V" (for volume) and "Q" (a conventional symbol for flow rate) are both used as a symbol for urine flow rate. The V often has a dot (overdot), that is, V̇ ("V-dot"). Qmax indicates the maximum flow rate. Qmax is used as an indicator for the diagnosis of enlarged prostate. A lower Qmax may indicate that the enlarged prostate puts pressure on the urethra, partially occluding it.
Uroflowmetry is performed by urinating into a special urinal, toilet, or disposable device that has a measuring device built in. The average rate changes with age.
Clinical usage
Changes in the urine flow rate can be indicative of kidney, prostate or other renal disorders. Similarly, by measuring urine flow rate, it is possible to calculate the clearance of metabolites that are used as clinical markers for disease.
The urinary flow rate in males with benign prostate hyperplasia is influenced, although not statistically by voiding position. In a meta-analysis on the influence of voiding position in males on urodynamics, males with this condition showed an improvement of 1.23 ml/s in the sitting position. Healthy, young males were not influenced by changing voiding position.
See also
Urodynamics
Document 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Through what does urine enter the bladder?
A. the tubules
B. the vas deferens
C. the ureters
D. the enterocytes
Answer:
|
|
sciq-6985
|
multiple_choice
|
What effect does taking anabolic steroids have on testosterone production?
|
[
"reduces it",
"eliminates it",
"does nothing",
"increases it"
] |
A
|
Relavent Documents:
Document 0:::
Since their discovery, anabolic steroids (AAS) have been widely used as performance-enhancing drugs to improve performance in sports, to improve one's physical appearance, as self-medication to recover from injury, and as an anti-aging aid. Use of anabolic steroids for purposes other than treating medical conditions is controversial and, in some cases, illegal. Major sports organizations have moved to ban the use of anabolic steroids. There is a wide range of health concerns for users. Legislation in many countries restricts and criminalizes AAS possession and trade.
History
Performance-enhancing substances have been used for thousands of years in traditional medicine by societies around the world, with the aim of promoting vitality and strength. The use of gonadal hormones pre-dates their identification and isolation. Medical use of testicle extract began in the late 19th century, while its effects on strength were still being studied. In 1889, the 72-year-old Mauritian neurologist Charles-Édouard Brown-Séquard injected himself with an extract of dog and guinea pig testicles, and reported at a scientific meeting that these injections had led to a variety of beneficial effects. However, almost all experts, including some of Brown-Sequard's contemporaries, had agreed that these positive effects were induced by Brown-Séquard himself. In 2002, a study replicating Brown-Séquard's method determined that the amount of testosterone obtained was too low to have any clinical effect.
Testosterone, the most active anabolic-androgenic steroid produced by Leydig cells in the testes, was first isolated in 1935 and chemically synthesized later in the same year. Synthetic derivatives of testosterone quickly followed. By the end of the following decade, both testosterone and its derivatives were applied with varying degrees of success for a number of medical conditions. It was not until the 1950s, however, that athletes began to discover that anabolic steroids could increase the
Document 1:::
Here are some of the steroids, grouped by catalytic activity of the CYP11B1 isozyme:
strong activity:
11-deoxycortisol to cortisol,
11-deoxycorticosterone to corticosterone;
medium activity:
progesterone to
Document 2:::
Testosterone sulfate is an endogenous, naturally occurring steroid and minor urinary metabolite of testosterone.
See also
Androstanediol glucuronide
Androsterone glucuronide
Etiocholanolone glucuronide
Testosterone glucuronide
Document 3:::
Norsteroids (nor-, L. norma, from "normal" in chemistry, indicating carbon removal) are a structural class of steroids that have had an atom or atoms (typically carbon) removed, biosynthetically or synthetically, from positions of branching off of rings or side chains (e.g., removal of methyl groups), or from within rings of the steroid ring system. For instance, 19-norsteroids (e.g., 19-norprogesterone) constitute an important class of natural and synthetic steroids derived by removal of the methyl group of the natural product progesterone; the equivalent change between testosterone and 19-nortestosterone (nandrolone) is illustrated below.
Examples
Norsteroid examples include: 19-norpregnane (from pregnane), desogestrel, ethylestrenol, etynodiol diacetate, ethinylestradiol, gestrinone, levonorgestrel, norethisterone (norethindrone), norgestrel, norpregnatriene (from pregnatriene), quinestrol, 19-norprogesterone (from a progesterone), Nomegestrol acetate, 19-nortestosterone (from a testosterone), and norethisterone acetate.
Document 4:::
Anabolic steroids, also known as anabolic-androgenic steroids (AAS), are a class of drugs that are structurally related to testosterone, the main male sex hormone, and produce effects by binding to the androgen receptor. Anabolic steroids have a number of medical uses, but are also used by athletes to increase muscle size, strength, and performance.
Health risks can be produced by long-term use or excessive doses of AAS. These effects include harmful changes in cholesterol levels (increased low-density lipoprotein and decreased high-density lipoprotein), acne, high blood pressure, liver damage (mainly with most oral AAS), and left ventricular hypertrophy. These risks are further increased when athletes take steroids alongside other drugs, causing significantly more damage to their bodies. The effect of anabolic steroids on the heart can cause myocardial infarction and strokes. Conditions pertaining to hormonal imbalances such as gynecomastia and testicular size reduction may also be caused by AAS. In women and children, AAS can cause irreversible masculinization.
Ergogenic uses for AAS in sports, racing, and bodybuilding as performance-enhancing drugs are controversial because of their adverse effects and the potential to gain advantage in physical competitions. Their use is referred to as doping and banned by most major sporting bodies. Athletes have been looking for drugs to enhance their athletic abilities since the Olympics started in Ancient Greece. For many years, AAS have been by far the most detected doping substances in IOC-accredited laboratories. Anabolic steroids are classified as Schedule III controlled substances in many countries. In countries where AAS are controlled substances, there is often a black market in which smuggled, clandestinely manufactured or even counterfeit drugs are sold to users.
Uses
Medical
Since the discovery and synthesis of testosterone in the 1930s, AAS have been used by physicians for many purposes, with varying degrees
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What effect does taking anabolic steroids have on testosterone production?
A. reduces it
B. eliminates it
C. does nothing
D. increases it
Answer:
|
|
sciq-6429
|
multiple_choice
|
What process provides over 99% of the energy supply for life on earth?
|
[
"nutrients",
"gases",
"Carbon",
"photosynthesis"
] |
D
|
Relavent Documents:
Document 0:::
In ecology, primary production is the synthesis of organic compounds from atmospheric or aqueous carbon dioxide. It principally occurs through the process of photosynthesis, which uses light as its source of energy, but it also occurs through chemosynthesis, which uses the oxidation or reduction of inorganic chemical compounds as its source of energy. Almost all life on Earth relies directly or indirectly on primary production. The organisms responsible for primary production are known as primary producers or autotrophs, and form the base of the food chain. In terrestrial ecoregions, these are mainly plants, while in aquatic ecoregions algae predominate in this role. Ecologists distinguish primary production as either net or gross, the former accounting for losses to processes such as cellular respiration, the latter not.
Overview
Primary production is the production of chemical energy in organic compounds by living organisms. The main source of this energy is sunlight but a minute fraction of primary production is driven by lithotrophic organisms using the chemical energy of inorganic molecules.Regardless of its source, this energy is used to synthesize complex organic molecules from simpler inorganic compounds such as carbon dioxide () and water (H2O). The following two equations are simplified representations of photosynthesis (top) and (one form of) chemosynthesis (bottom):
+ H2O + light → CH2O + O2
+ O2 + 4 H2S → CH2O + 4 S + 3 H2O
In both cases, the end point is a polymer of reduced carbohydrate, (CH2O)n, typically molecules such as glucose or other sugars. These relatively simple molecules may be then used to further synthesise more complicated molecules, including proteins, complex carbohydrates, lipids, and nucleic acids, or be respired to perform work. Consumption of primary producers by heterotrophic organisms, such as animals, then transfers these organic molecules (and the energy stored within them) up the food web, fueling all of the Earth'
Document 1:::
Carbon is a primary component of all known life on Earth, representing approximately 45–50% of all dry biomass. Carbon compounds occur naturally in great abundance on Earth. Complex biological molecules consist of carbon atoms bonded with other elements, especially oxygen and hydrogen and frequently also nitrogen, phosphorus, and sulfur (collectively known as CHNOPS).
Because it is lightweight and relatively small in size, carbon molecules are easy for enzymes to manipulate. It is frequently assumed in astrobiology that if life exists elsewhere in the Universe, it will also be carbon-based. Critics refer to this assumption as carbon chauvinism.
Characteristics
Carbon is capable of forming a vast number of compounds, more than any other element, with almost ten million compounds described to date, and yet that number is but a fraction of the number of theoretically possible compounds under standard conditions. The enormous diversity of carbon-containing compounds, known as organic compounds, has led to a distinction between them and compounds that do not contain carbon, known as inorganic compounds. The branch of chemistry that studies organic compounds is known as organic chemistry.
Carbon is the 15th most abundant element in the Earth's crust, and the fourth most abundant element in the universe by mass, after hydrogen, helium, and oxygen. Carbon's widespread abundance, its ability to form stable bonds with numerous other elements, and its unusual ability to form polymers at the temperatures commonly encountered on Earth enables it to serve as a common element of all known living organisms. In a 2018 study, carbon was found to compose approximately 550 billion tons of all life on Earth. It is the second most abundant element in the human body by mass (about 18.5%) after oxygen.
The most important characteristics of carbon as a basis for the chemistry of life are that each carbon atom is capable of forming up to four valence bonds with other atoms simultaneously
Document 2:::
The Bionic Leaf is a biomimetic system that gathers solar energy via photovoltaic cells that can be stored or used in a number of different functions. Bionic leaves can be composed of both synthetic (metals, ceramics, polymers, etc.) and organic materials (bacteria), or solely made of synthetic materials. The Bionic Leaf has the potential to be implemented in communities, such as urbanized areas to provide clean air as well as providing needed clean energy.
History
In 2009 at MIT, Daniel Nocera's lab first developed the "artificial leaf", a device made from silicon and an anode electrocatalyst for the oxidation of water, capable of splitting water into hydrogen and oxygen gases. In 2012, Nocera came to Harvard and The Silver Lab of Harvard Medical School joined Nocera’s team. Together the teams expanded the existing technology to create the Bionic Leaf. It merged the concept of the artificial leaf with genetically engineered bacteria that feed on the hydrogen and convert CO2 in the air into alcohol fuels or chemicals.
The first version of the teams Bionic Leaf was created in 2015 but the catalyst used was harmful to the bacteria. In 2016, a new catalyst was designed to solve this issue, named the "Bionic Leaf 2.0". Other versions of artificial leaves have been developed by the California Institute of Technology and the Joint Center for Artificial Photosynthesis, the University of Waterloo, and the University of Cambridge.
Mechanics
Photosynthesis
In natural photosynthesis, photosynthetic organisms produce energy-rich organic molecules from water and carbon dioxide by using solar radiation. Therefore, the process of photosynthesis removes carbon dioxide, a greenhouse gas, from the air. Artificial photosynthesis, as performed by the Bionic Leaf, is approximately 10 times more efficient than natural photosynthesis. Using a catalyst, the Bionic Leaf can remove excess carbon dioxide in the air and convert that to useful alcohol fuels, like isopropanol and isobutan
Document 3:::
The energy content of biofuel is the chemical energy contained in a given biofuel, measured per unit mass of that fuel, as specific energy, or per unit of volume of the fuel, as energy density.
A biofuel is a fuel produced from recently living organisms. Biofuels include bioethanol, an alcohol made by fermentation—often used as a gasoline additive, and biodiesel, which is usually used as a diesel additive. Specific energy is energy per unit mass, which is used to describe the chemical energy content of a fuel, expressed in SI units as joule per kilogram (J/kg) or equivalent units. Energy density is the amount of chemical energy per unit volume of the fuel, expressed in SI units as joule per litre (J/L) or equivalent units.
Energy and CO2 output of common biofuels
The table below includes entries for popular substances already used for their energy, or being discussed for such use.
The second column shows specific energy, the energy content in megajoules per unit of mass in kilograms, useful in understanding the energy that can be extracted from the fuel.
The third column in the table lists energy density, the energy content per liter of volume, which is useful for understanding the space needed for storing the fuel.
The final two columns deal with the carbon footprint of the fuel. The fourth column contains the proportion of CO2 released when the fuel is converted for energy, with respect to its starting mass, and the fifth column lists the energy produced per kilogram of CO2 produced. As a guideline, a higher number in this column is better for the environment. But these numbers do not account for other green house gases released during burning, production, storage, or shipping. For example, methane may have hidden environmental costs that are not reflected in the table.
Notes
Yields of common crops associated with biofuels production
Notes
See also
Eichhornia crassipes#Bioenergy
Syngas
Conversion of units
Energy density
Heat of combustion
Document 4:::
Electrochemical energy conversion is a field of energy technology concerned with electrochemical methods of energy conversion including fuel cells and photoelectrochemical. This field of technology also includes electrical storage devices like batteries and supercapacitors. It is increasingly important in context of automotive propulsion systems. There has been the creation of more powerful, longer running batteries allowing longer run times for electric vehicles. These systems would include the energy conversion fuel cells and photoelectrochemical mentioned above.
See also
Bioelectrochemical reactor
Chemotronics
Electrochemical cell
Electrochemical engineering
Electrochemical reduction of carbon dioxide
Electrofuels
Electrohydrogenesis
Electromethanogenesis
Enzymatic biofuel cell
Photoelectrochemical cell
Photoelectrochemical reduction of CO2
Notes
External links
International Journal of Energy Research
MSAL
NIST
scientific journal article
Georgia tech
Electrochemistry
Electrochemical engineering
Energy engineering
Energy conversion
Biochemical engineering
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What process provides over 99% of the energy supply for life on earth?
A. nutrients
B. gases
C. Carbon
D. photosynthesis
Answer:
|
|
sciq-663
|
multiple_choice
|
Fossil fuel consumption is a major contributor to global emissions of what gas?
|
[
"carbon dioxide",
"carbon monoxide",
"oxygen",
"methane"
] |
A
|
Relavent Documents:
Document 0:::
The indirect land use change impacts of biofuels, also known as ILUC or iLUC (pronounced as i-luck), relates to the unintended consequence of releasing more carbon emissions due to land-use changes around the world induced by the expansion of croplands for ethanol or biodiesel production in response to the increased global demand for biofuels.
As farmers worldwide respond to higher crop prices in order to maintain the global food supply-and-demand balance, pristine lands are cleared to replace the food crops that were diverted elsewhere to biofuels' production. Because natural lands, such as rainforests and grasslands, store carbon in their soil and biomass as plants grow each year, clearance of wilderness for new farms translates to a net increase in greenhouse gas emissions. Due to this off-site change in the carbon stock of the soil and the biomass, indirect land use change has consequences in the greenhouse gas (GHG) balance of a biofuel.
Other authors have also argued that indirect land use changes produce other significant social and environmental impacts, affecting biodiversity, water quality, food prices and supply, land tenure, worker migration, and community and cultural stability.
History
The estimates of carbon intensity for a given biofuel depend on the assumptions regarding several variables. As of 2008, multiple full life cycle studies had found that corn ethanol, cellulosic ethanol and Brazilian sugarcane ethanol produce lower greenhouse gas emissions than gasoline. None of these studies, however, considered the effects of indirect land-use changes, and though land use impacts were acknowledged, estimation was considered too complex and difficult to model. A controversial paper published in February 2008 in Sciencexpress by a team led by Searchinger from Princeton University concluded that such effects offset the (positive) direct effects of both corn and cellulosic ethanol and that Brazilian sugarcane performed better, but still resulted in a sma
Document 1:::
Roland Geyer is professor of industrial ecology at the Bren School of Environmental Science and Management, University of California at Santa Barbara. He is a specialist in the ecological impact of plastics.
In March 2021, Geyer wrote in The Guardian that humanity should ban fossil fuels, just at it had earlier banned tetraethyllead (TEL) and chlorofluorocarbons (CFC).
Document 2:::
At the global scale sustainability and environmental management involves managing the oceans, freshwater systems, land and atmosphere, according to sustainability principles.
Land use change is fundamental to the operations of the biosphere because alterations in the relative proportions of land dedicated to urbanisation, agriculture, forest, woodland, grassland and pasture have a marked effect on the global water, carbon and nitrogen biogeochemical cycles. Management of the Earth's atmosphere involves assessment of all aspects of the carbon cycle to identify opportunities to address human-induced climate change and this has become a major focus of scientific research because of the potential catastrophic effects on biodiversity and human communities. Ocean circulation patterns have a strong influence on climate and weather and, in turn, the food supply of both humans and other organisms.
Atmosphere
In March 2009, at a meeting of the Copenhagen Climate Council, 2,500 climate experts from 80 countries issued a keynote statement that there is now "no excuse" for failing to act on global warming and without strong carbon reduction targets "abrupt or irreversible" shifts in climate may occur that "will be very difficult for contemporary societies to cope with". Management of the global atmosphere now involves assessment of all aspects of the carbon cycle to identify opportunities to address human-induced climate change and this has become a major focus of scientific research because of the potential catastrophic effects on biodiversity and human communities.
Other human impacts on the atmosphere include the air pollution in cities, the pollutants including toxic chemicals like nitrogen oxides, sulphur oxides, volatile organic compounds and airborne particulate matter that produce photochemical smog and acid rain, and the chlorofluorocarbons that degrade the ozone layer. Anthropogenic particulates such as sulfate aerosols in the atmosphere reduce the direct irradianc
Document 3:::
Twisted: The Distorted Mathematics of Greenhouse Denial is a 2007 book by Ian G. Enting, who is the Professorial Research Fellow in the ARC Centre of Excellence for Mathematics and Statistics of Complex Systems (MASCOS) based at the University of Melbourne. The book analyses the arguments of climate change deniers and the use and presentation of statistics. Enting contends there are contradictions in their various arguments. The author also presents calculations of the actual emission levels that would be required to stabilise CO2 concentrations. This is an update of calculations that he contributed to the pre-Kyoto IPCC report on Radiative Forcing of Climate.
See also
Climate change
Greenhouse effect
Radiative forcing
Document 4:::
There are various social, economic, environmental and technical issues with biofuel production and use, which have been discussed in the popular media and scientific journals. These include: the effect of moderating oil prices, the "food vs fuel" debate, poverty reduction potential, carbon emissions levels, sustainable biofuel production, deforestation and soil erosion, loss of biodiversity, effect on water resources, the possible modifications necessary to run the engine on biofuel, as well as energy balance and efficiency. The International Resource Panel, which provides independent scientific assessments and expert advice on a variety of resource-related themes, assessed the issues relating to biofuel use in its first report Towards sustainable production and use of resources: Assessing Biofuels. In it, it outlined the wider and interrelated factors that need to be considered when deciding on the relative merits of pursuing one biofuel over another. It concluded that not all biofuels perform equally in terms of their effect on climate, energy security and ecosystems, and suggested that environmental and social effects need to be assessed throughout the entire life-cycle.
Social and economic effects
Oil price moderation
The International Energy Agency's World Energy Outlook 2006 concludes that rising oil demand, if left unchecked,
would accentuate the consuming countries' vulnerability to a severe supply disruption and resulting price shock. The report suggested that biofuels may one day offer a viable alternative, but also that "the implications of the use of biofuels for global security as well as for economic, environmental, and public health need to be further evaluated".
According to Francisco Blanch, a commodity strategist for Merrill Lynch, crude oil would be trading 15 per cent higher and gasoline would be as much as 25 per cent more expensive, if it were not for biofuels. Gordon Quaiattini, president of the Canadian Renewable Fuels Association, argued
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Fossil fuel consumption is a major contributor to global emissions of what gas?
A. carbon dioxide
B. carbon monoxide
C. oxygen
D. methane
Answer:
|
|
sciq-3365
|
multiple_choice
|
Examples of organ systems in a human include the skeletal, nervous, and what?
|
[
"immune systems",
"nervous systems",
"reproductive systems",
"affecting systems"
] |
C
|
Relavent Documents:
Document 0:::
A biological system is a complex network which connects several biologically relevant entities. Biological organization spans several scales and are determined based different structures depending on what the system is. Examples of biological systems at the macro scale are populations of organisms. On the organ and tissue scale in mammals and other animals, examples include the circulatory system, the respiratory system, and the nervous system. On the micro to the nanoscopic scale, examples of biological systems are cells, organelles, macromolecular complexes and regulatory pathways. A biological system is not to be confused with a living system, such as a living organism.
Organ and tissue systems
These specific systems are widely studied in human anatomy and are also present in many other animals.
Respiratory system: the organs used for breathing, the pharynx, larynx, bronchi, lungs and diaphragm.
Digestive system: digestion and processing food with salivary glands, oesophagus, stomach, liver, gallbladder, pancreas, intestines, rectum and anus.
Cardiovascular system (heart and circulatory system): pumping and channeling blood to and from the body and lungs with heart, blood and blood vessels.
Urinary system: kidneys, ureters, bladder and urethra involved in fluid balance, electrolyte balance and excretion of urine.
Integumentary system: skin, hair, fat, and nails.
Skeletal system: structural support and protection with bones, cartilage, ligaments and tendons.
Endocrine system: communication within the body using hormones made by endocrine glands such as the hypothalamus, pituitary gland, pineal body or pineal gland, thyroid, parathyroid and adrenals, i.e., adrenal glands.
Lymphatic system: structures involved in the transfer of lymph between tissues and the blood stream; includes the lymph and the nodes and vessels. The lymphatic system includes functions including immune responses and development of antibodies.
Immune system: protects the organism from
Document 1:::
In a multicellular organism, an organ is a collection of tissues joined in a structural unit to serve a common function. In the hierarchy of life, an organ lies between tissue and an organ system. Tissues are formed from same type cells to act together in a function. Tissues of different types combine to form an organ which has a specific function. The intestinal wall for example is formed by epithelial tissue and smooth muscle tissue. Two or more organs working together in the execution of a specific body function form an organ system, also called a biological system or body system.
An organ's tissues can be broadly categorized as parenchyma, the functional tissue, and stroma, the structural tissue with supportive, connective, or ancillary functions. For example, the gland's tissue that makes the hormones is the parenchyma, whereas the stroma includes the nerves that innervate the parenchyma, the blood vessels that oxygenate and nourish it and carry away its metabolic wastes, and the connective tissues that provide a suitable place for it to be situated and anchored. The main tissues that make up an organ tend to have common embryologic origins, such as arising from the same germ layer. Organs exist in most multicellular organisms. In single-celled organisms such as members of the eukaryotes, the functional analogue of an organ is known as an organelle. In plants, there are three main organs.
The number of organs in any organism depends on the definition used. By one widely adopted definition, 79 organs have been identified in the human body.
Animals
Except for placozoans, multicellular animals including humans have a variety of organ systems. These specific systems are widely studied in human anatomy. The functions of these organ systems often share significant overlap. For instance, the nervous and endocrine system both operate via a shared organ, the hypothalamus. For this reason, the two systems are combined and studied as the neuroendocrine system. The sam
Document 2:::
This article contains a list of organs of the human body. A general consensus is widely believed to be 79 organs (this number goes up if you count each bone and muscle as an organ on their own, which is becoming more common practice to do); however, there is no universal standard definition of what constitutes an organ, and some tissue groups' status as one is debated. Since there is no single standard definition of what an organ is, the number of organs varies depending on how one defines an organ. For example, this list contains more than 79 organs (about ~103).
It is still not clear which definition of an organ is used for all the organs in this list, it seemed that it may have been compiled based on what wikipedia articles were available on organs.
Musculoskeletal system
Skeleton
Joints
Ligaments
Muscular system
Tendons
Digestive system
Mouth
Teeth
Tongue
Lips
Salivary glands
Parotid glands
Submandibular glands
Sublingual glands
Pharynx
Esophagus
Stomach
Small intestine
Duodenum
Jejunum
Ileum
Large intestine
Cecum
Ascending colon
Transverse colon
Descending colon
Sigmoid colon
Rectum
Liver
Gallbladder
Mesentery
Pancreas
Anal canal
Appendix
Respiratory system
Nasal cavity
Pharynx
Larynx
Trachea
Bronchi
Bronchioles and smaller air passages
Lungs
Muscles of breathing
Urinary system
Kidneys
Ureter
Bladder
Urethra
Reproductive systems
Female reproductive system
Internal reproductive organs
Ovaries
Fallopian tubes
Uterus
Cervix
Vagina
External reproductive organs
Vulva
Clitoris
Male reproductive system
Internal reproductive organs
Testicles
Epididymis
Vas deferens
Prostate
External reproductive organs
Penis
Scrotum
Endocrine system
Pituitary gland
Pineal gland
Thyroid gland
Parathyroid glands
Adrenal glands
Pancreas
Circulatory system
Circulatory system
Heart
Arteries
Veins
Capillaries
Lymphatic system
Lymphatic vessel
Lymph node
Bone marrow
Thymus
Spleen
Gut-associated lymphoid tissue
Tonsils
Interstitium
Nervous system
Central nervous system
Document 3:::
Splanchnology is the study of the visceral organs, i.e. digestive, urinary, reproductive and respiratory systems.
The term derives from the Neo-Latin splanchno-, from the Greek σπλάγχνα, meaning "viscera". More broadly, splanchnology includes all the components of the Neuro-Endo-Immune (NEI) Supersystem. An organ (or viscus) is a collection of tissues joined in a structural unit to serve a common function. In anatomy, a viscus is an internal organ, and viscera is the plural form. Organs consist of different tissues, one or more of which prevail and determine its specific structure and function. Functionally related organs often cooperate to form whole organ systems.
Viscera are the soft organs of the body. There are organs and systems of organs that differ in structure and development but they are united for the performance of a common function. Such functional collection of mixed organs, form an organ system. These organs are always made up of special cells that support its specific function. The normal position and function of each visceral organ must be known before the abnormal can be ascertained.
Healthy organs all work together cohesively and gaining a better understanding of how, helps to maintain a healthy lifestyle. Some functions cannot be accomplished only by one organ. That is why organs form complex systems. The system of organs is a collection of homogeneous organs, which have a common plan of structure, function, development, and they are connected to each other anatomically and communicate through the NEI supersystem.
Document 4:::
The human body is the structure of a human being. It is composed of many different types of cells that together create tissues and subsequently organs and then organ systems. They ensure homeostasis and the viability of the human body.
It comprises a head, hair, neck, torso (which includes the thorax and abdomen), arms and hands, legs and feet.
The study of the human body includes anatomy, physiology, histology and embryology. The body varies anatomically in known ways. Physiology focuses on the systems and organs of the human body and their functions. Many systems and mechanisms interact in order to maintain homeostasis, with safe levels of substances such as sugar and oxygen in the blood.
The body is studied by health professionals, physiologists, anatomists, and artists to assist them in their work.
Composition
The human body is composed of elements including hydrogen, oxygen, carbon, calcium and phosphorus. These elements reside in trillions of cells and non-cellular components of the body.
The adult male body is about 60% water for a total water content of some . This is made up of about of extracellular fluid including about of blood plasma and about of interstitial fluid, and about of fluid inside cells. The content, acidity and composition of the water inside and outside cells is carefully maintained. The main electrolytes in body water outside cells are sodium and chloride, whereas within cells it is potassium and other phosphates.
Cells
The body contains trillions of cells, the fundamental unit of life. At maturity, there are roughly 3037trillion cells in the body, an estimate arrived at by totaling the cell numbers of all the organs of the body and cell types. The body is also host to about the same number of non-human cells as well as multicellular organisms which reside in the gastrointestinal tract and on the skin. Not all parts of the body are made from cells. Cells sit in an extracellular matrix that consists of proteins such as collagen,
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Examples of organ systems in a human include the skeletal, nervous, and what?
A. immune systems
B. nervous systems
C. reproductive systems
D. affecting systems
Answer:
|
|
sciq-8587
|
multiple_choice
|
Which group of the periodic table consists of hydrogen and the alkali metals?
|
[
"group 1",
"group 2",
"group 3",
"group 4"
] |
A
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
The periodic table is an arrangement of the chemical elements, structured by their atomic number, electron configuration and recurring chemical properties. In the basic form, elements are presented in order of increasing atomic number, in the reading sequence. Then, rows and columns are created by starting new rows and inserting blank cells, so that rows (periods) and columns (groups) show elements with recurring properties (called periodicity). For example, all elements in group (column) 18 are noble gases that are largely—though not completely—unreactive.
The history of the periodic table reflects over two centuries of growth in the understanding of the chemical and physical properties of the elements, with major contributions made by Antoine-Laurent de Lavoisier, Johann Wolfgang Döbereiner, John Newlands, Julius Lothar Meyer, Dmitri Mendeleev, Glenn T. Seaborg, and others.
Early history
Nine chemical elements – carbon, sulfur, iron, copper, silver, tin, gold, mercury, and lead, have been known since before antiquity, as they are found in their native form and are relatively simple to mine with primitive tools. Around 330 BCE, the Greek philosopher Aristotle proposed that everything is made up of a mixture of one or more roots, an idea originally suggested by the Sicilian philosopher Empedocles. The four roots, which the Athenian philosopher Plato called elements, were earth, water, air and fire. Similar ideas about these four elements existed in other ancient traditions, such as Indian philosophy.
A few extra elements were known in the age of alchemy: zinc, arsenic, antimony, and bismuth. Platinum was also known to pre-Columbian South Americans, but knowledge of it did not reach Europe until the 16th century.
First categorizations
The history of the periodic table is also a history of the discovery of the chemical elements. The first person in recorded history to discover a new element was Hennig Brand, a bankrupt German merchant. Brand tried to discover
Document 2:::
In chemistry and physics, the iron group refers to elements that are in some way related to iron; mostly in period (row) 4 of the periodic table. The term has different meanings in different contexts.
In chemistry, the term is largely obsolete, but it often means iron, cobalt, and nickel, also called the iron triad; or, sometimes, other elements that resemble iron in some chemical aspects.
In astrophysics and nuclear physics, the term is still quite common, and it typically means those three plus chromium and manganese—five elements that are exceptionally abundant, both on Earth and elsewhere in the universe, compared to their neighbors in the periodic table. Titanium and vanadium are also produced in Type Ia supernovae.
General chemistry
In chemistry, "iron group" used to refer to iron and the next two elements in the periodic table, namely cobalt and nickel. These three comprised the "iron triad". They are the top elements of groups 8, 9, and 10 of the periodic table; or the top row of "group VIII" in the old (pre-1990) IUPAC system, or of "group VIIIB" in the CAS system. These three metals (and the three of the platinum group, immediately below them) were set aside from the other elements because they have obvious similarities in their chemistry, but are not obviously related to any of the other groups. The iron group and its alloys exhibit ferromagnetism.
The similarities in chemistry were noted as one of Döbereiner's triads and by Adolph Strecker in 1859. Indeed, Newlands' "octaves" (1865) were harshly criticized for separating iron from cobalt and nickel. Mendeleev stressed that groups of "chemically analogous elements" could have similar atomic weights as well as atomic weights which increase by equal increments, both in his original 1869 paper and his 1889 Faraday Lecture.
Analytical chemistry
In the traditional methods of qualitative inorganic analysis, the iron group consists of those cations which
have soluble chlorides; and
are not precipitated
Document 3:::
Sometimes the Tits group is considered a 17th non-strict simple group of Lie type, or a 27th sporadic group, which would yield a total of 45 finite simple groups.
In science
The atomic number of ruthenium
Astronomy
Messier object M44, a magnitude 4.0 open cluster in the constellation Cancer, also known as the Beehive Cluster
The New General Catalogue object NGC 44, a doubl
Document 4:::
Order and structure
The order of a group G and the orders of its elements give much information about the structure of the group. Roughly speaking, the more complicated the factorization of |G|, the more complicated the structure of G.
For |G| = 1, the group is trivial. In any group, only the identity element a = e has ord(a) = 1. If every non-identity element in G is equal to its inverse (so that a2 = e), then ord(a) = 2; this implies G is abelian since . The converse is not true; for example, the (additive) cyclic g
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which group of the periodic table consists of hydrogen and the alkali metals?
A. group 1
B. group 2
C. group 3
D. group 4
Answer:
|
|
sciq-4738
|
multiple_choice
|
What type of air do plants take in and use?
|
[
"carbon dioxide",
"liquid dioxide",
"carbon",
"oxygen"
] |
A
|
Relavent Documents:
Document 0:::
The soil-plant-atmosphere continuum (SPAC) is the pathway for water moving from soil through plants to the atmosphere. Continuum in the description highlights the continuous nature of water connection through the pathway. The low water potential of the atmosphere, and relatively higher (i.e. less negative) water potential inside leaves, leads to a diffusion gradient across the stomatal pores of leaves, drawing water out of the leaves as vapour. As water vapour transpires out of the leaf, further water molecules evaporate off the surface of mesophyll cells to replace the lost molecules since water in the air inside leaves is maintained at saturation vapour pressure. Water lost at the surface of cells is replaced by water from the xylem, which due to the cohesion-tension properties of water in the xylem of plants pulls additional water molecules through the xylem from the roots toward the leaf.
Components
The transport of water along this pathway occurs in components, variously defined among scientific disciplines:
Soil physics characterizes water in soil in terms of tension,
Physiology of plants and animals characterizes water in organisms in terms of diffusion pressure deficit, and
Meteorology uses vapour pressure or relative humidity to characterize atmospheric water.
SPAC integrates these components and is defined as a:
...concept recognising that the field with all its components (soil, plant, animals and the ambient atmosphere taken together) constitutes a physically integrated, dynamic system in which the various flow processes involving energy and matter occur simultaneously and independently like links in the chain.
This characterises the state of water in different components of the SPAC as expressions of the energy level or water potential of each. Modelling of water transport between components relies on SPAC, as do studies of water potential gradients between segments.
See also
Ecohydrology
Evapotranspiration
Hydraulic redistribution; a p
Document 1:::
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 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:::
Aerenchyma or aeriferous parenchyma or lacunae, is a modification of the parenchyma to form a spongy tissue that creates spaces or air channels in the leaves, stems and roots of some plants, which allows exchange of gases between the shoot and the root. The channels of air-filled cavities (see image to right) provide a low-resistance internal pathway for the exchange of gases such as oxygen, carbon dioxide and ethylene between the plant above the water and the submerged tissues. Aerenchyma is also widespread in aquatic and wetland plants which must grow in hypoxic soils.
The word "aerenchyma" is Modern Latin derived from Latin for "air" and Greek for "infusion."
Aerenchyma formation and hypoxia
When soil is flooded, hypoxia develops, as soil microorganisms consume oxygen faster than diffusion occurs. The presence of hypoxic soils is one of the defining characteristics of wetlands. Many wetland plants possess aerenchyma, and in some, such as water-lilies, there is mass flow of atmospheric air through leaves and rhizomes. There are many other chemical consequences of hypoxia. For example, nitrification is inhibited as low oxygen occurs and toxic compounds are formed, as anaerobic bacteria use nitrate, manganese, and sulfate as alternative electron acceptors. The reduction-oxidation potential of the soil decreases and metal oxides such as iron and manganese dissolve, however, radial oxygen loss allows re-oxidation of these ions in the rhizosphere.
In general, low oxygen stimulates trees and plants to produce ethylene.
Advantages
The large air-filled cavities provide a low-resistance internal pathway for the exchange of gases between the plant organs above the water and the submerged tissues. This allows plants to grow without incurring the metabolic costs of anaerobic respiration. Moreover, the degradation of cortical cells during aerenchyma formation reduce the metabolic costs of plants during stresses such as drought. Some of the oxygen transported throu
Document 4:::
{{DISPLAYTITLE: C3 carbon fixation}}
carbon fixation is the most common of three metabolic pathways for carbon fixation in photosynthesis, the other two being and CAM. This process converts carbon dioxide and ribulose bisphosphate (RuBP, a 5-carbon sugar) into two molecules of 3-phosphoglycerate through the following reaction:
CO2 + H2O + RuBP → (2) 3-phosphoglycerate
This reaction was first discovered by Melvin Calvin, Andrew Benson and James Bassham in 1950. C3 carbon fixation occurs in all plants as the first step of the Calvin–Benson cycle. (In and CAM plants, carbon dioxide is drawn out of malate and into this reaction rather than directly from the air.)
Plants that survive solely on fixation ( plants) tend to thrive in areas where sunlight intensity is moderate, temperatures are moderate, carbon dioxide concentrations are around 200 ppm or higher, and groundwater is plentiful. The plants, originating during Mesozoic and Paleozoic eras, predate the plants and still represent approximately 95% of Earth's plant biomass, including important food crops such as rice, wheat, soybeans and barley.
plants cannot grow in very hot areas at today's atmospheric CO2 level (significantly depleted during hundreds of millions of years from above 5000 ppm) because RuBisCO incorporates more oxygen into RuBP as temperatures increase. This leads to photorespiration (also known as the oxidative photosynthetic carbon cycle, or C2 photosynthesis), which leads to a net loss of carbon and nitrogen from the plant and can therefore limit growth.
plants lose up to 97% of the water taken up through their roots by transpiration. In dry areas, plants shut their stomata to reduce water loss, but this stops from entering the leaves and therefore reduces the concentration of in the leaves. This lowers the :O2 ratio and therefore also increases photorespiration. and CAM plants have adaptations that allow them to survive in hot and dry areas, and they can therefore out-compete
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What type of air do plants take in and use?
A. carbon dioxide
B. liquid dioxide
C. carbon
D. oxygen
Answer:
|
|
sciq-10597
|
multiple_choice
|
What are the light highlands of the moon called?
|
[
"terrae",
"mariae",
"kepler hills",
"craters"
] |
A
|
Relavent Documents:
Document 0:::
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
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:::
Computer science and engineering (CSE) is an academic program at many universities which comprises computer science classes (e.g. data structures and algorithms) and computer engineering classes (e.g computer architecture). There is no clear division in computing between science and engineering, just like in the field of materials science and engineering. CSE is also a term often used in Europe to translate the name of engineering informatics academic programs. It is offered in both undergraduate as well postgraduate with specializations.
Academic courses
Academic programs vary between colleges, but typically include a combination of topics in computer science, computer engineering, and electrical engineering. Undergraduate courses usually include programming, algorithms and data structures, computer architecture, operating systems, computer networks, parallel computing, embedded systems, algorithms design, circuit analysis and electronics, digital logic and processor design, computer graphics, scientific computing, software engineering, database systems, digital signal processing, virtualization, computer simulations and games programming. CSE programs also include core subjects of theoretical computer science such as theory of computation, numerical methods, machine learning, programming theory and paradigms. Modern academic programs also cover emerging computing fields like image processing, data science, robotics, bio-inspired computing, computational biology, autonomic computing and artificial intelligence. Most CSE programs require introductory mathematical knowledge, hence the first year of study is dominated by mathematical courses, primarily discrete mathematics, mathematical analysis, linear algebra, probability, and statistics, as well as the basics of electrical and electronic engineering, physics, and electromagnetism.
Example universities with CSE majors and departments
APJ Abdul Kalam Technological University
American International University-B
Document 3:::
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
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 are the light highlands of the moon called?
A. terrae
B. mariae
C. kepler hills
D. craters
Answer:
|
|
sciq-7268
|
multiple_choice
|
What term describes a specific statement that is thought to be never violated by the entire natural universe?
|
[
"hypothesis",
"theory",
"evidence",
"scientific law"
] |
D
|
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:::
In mathematics and empirical science, quantification (or quantitation) is the act of counting and measuring that maps human sense observations and experiences into quantities. Quantification in this sense is fundamental to the scientific method.
Natural science
Some measure of the undisputed general importance of quantification in the natural sciences can be gleaned from the following comments:
"these are mere facts, but they are quantitative facts and the basis of science."
It seems to be held as universally true that "the foundation of quantification is measurement."
There is little doubt that "quantification provided a basis for the objectivity of science."
In ancient times, "musicians and artists ... rejected quantification, but merchants, by definition, quantified their affairs, in order to survive, made them visible on parchment and paper."
Any reasonable "comparison between Aristotle and Galileo shows clearly that there can be no unique lawfulness discovered without detailed quantification."
Even today, "universities use imperfect instruments called 'exams' to indirectly quantify something they call knowledge."
This meaning of quantification comes under the heading of pragmatics.
In some instances in the natural sciences a seemingly intangible concept may be quantified by creating a scale—for example, a pain scale in medical research, or a discomfort scale at the intersection of meteorology and human physiology such as the heat index measuring the combined perceived effect of heat and humidity, or the wind chill factor measuring the combined perceived effects of cold and wind.
Social sciences
In the social sciences, quantification is an integral part of economics and psychology. Both disciplines gather data – economics by empirical observation and psychology by experimentation – and both use statistical techniques such as regression analysis to draw conclusions from it.
In some instances a seemingly intangible property may be quantified by asking
Document 2:::
In physics and cosmology, the mathematical universe hypothesis (MUH), also known as the ultimate ensemble theory, is a speculative "theory of everything" (TOE) proposed by cosmologist Max Tegmark.
Description
Tegmark's MUH is the hypothesis that our external physical reality is a mathematical structure. That is, the physical universe is not merely described by mathematics, but is mathematics — specifically, a mathematical structure. Mathematical existence equals physical existence, and all structures that exist mathematically exist physically as well. Observers, including humans, are "self-aware substructures (SASs)". In any mathematical structure complex enough to contain such substructures, they "will subjectively perceive themselves as existing in a physically 'real' world".
The theory can be considered a form of Pythagoreanism or Platonism in that it proposes the existence of mathematical entities; a form of mathematicism in that it denies that anything exists except mathematical objects; and a formal expression of ontic structural realism.
Tegmark claims that the hypothesis has no free parameters and is not observationally ruled out. Thus, he reasons, it is preferred over other theories-of-everything by Occam's Razor. Tegmark also considers augmenting the MUH with a second assumption, the computable universe hypothesis (CUH), which says that the mathematical structure that is our external physical reality is defined by computable functions.
The MUH is related to Tegmark's categorization of four levels of the multiverse. This categorization posits a nested hierarchy of increasing diversity, with worlds corresponding to different sets of initial conditions (level 1), physical constants (level 2), quantum branches (level 3), and altogether different equations or mathematical structures (level 4).
Criticisms and responses
Andreas Albrecht of Imperial College in London called it a "provocative" solution to one of the central problems facing physics. Alth
Document 3:::
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 4:::
Scientific laws or laws of science are statements, based on repeated experiments or observations, that describe or predict a range of natural phenomena. The term law has diverse usage in many cases (approximate, accurate, broad, or narrow) across all fields of natural science (physics, chemistry, astronomy, geoscience, biology). Laws are developed from data and can be further developed through mathematics; in all cases they are directly or indirectly based on empirical evidence. It is generally understood that they implicitly reflect, though they do not explicitly assert, causal relationships fundamental to reality, and are discovered rather than invented.
Scientific laws summarize the results of experiments or observations, usually within a certain range of application. In general, the accuracy of a law does not change when a new theory of the relevant phenomenon is worked out, but rather the scope of the law's application, since the mathematics or statement representing the law does not change. As with other kinds of scientific knowledge, scientific laws do not express absolute certainty, as mathematical theorems or identities do. A scientific law may be contradicted, restricted, or extended by future observations.
A law can often be formulated as one or several statements or equations, so that it can predict the outcome of an experiment. Laws differ from hypotheses and postulates, which are proposed during the scientific process before and during validation by experiment and observation. Hypotheses and postulates are not laws, since they have not been verified to the same degree, although they may lead to the formulation of laws. Laws are narrower in scope than scientific theories, which may entail one or several laws. Science distinguishes a law or theory from facts. Calling a law a fact is ambiguous, an overstatement, or an equivocation. The nature of scientific laws has been much discussed in philosophy, but in essence scientific laws are simply empirical
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What term describes a specific statement that is thought to be never violated by the entire natural universe?
A. hypothesis
B. theory
C. evidence
D. scientific law
Answer:
|
|
sciq-2150
|
multiple_choice
|
What are used to balance chemical equations?
|
[
"isotopes",
"outputs",
"coefficients",
"densities"
] |
C
|
Relavent Documents:
Document 0:::
Chemometrics is the science of extracting information from chemical systems by data-driven means. Chemometrics is inherently interdisciplinary, using methods frequently employed in core data-analytic disciplines such as multivariate statistics, applied mathematics, and computer science, in order to address problems in chemistry, biochemistry, medicine, biology and chemical engineering. In this way, it mirrors other interdisciplinary fields, such as psychometrics and econometrics.
Background
Chemometrics is applied to solve both descriptive and predictive problems in experimental natural sciences, especially in chemistry. In descriptive applications, properties of chemical systems are modeled with the intent of learning the underlying relationships and structure of the system (i.e., model understanding and identification). In predictive applications, properties of chemical systems are modeled with the intent of predicting new properties or behavior of interest. In both cases, the datasets can be small but are often large and complex, involving hundreds to thousands of variables, and hundreds to thousands of cases or observations.
Chemometric techniques are particularly heavily used in analytical chemistry and metabolomics, and the development of improved chemometric methods of analysis also continues to advance the state of the art in analytical instrumentation and methodology. It is an application-driven discipline, and thus while the standard chemometric methodologies are very widely used industrially, academic groups are dedicated to the continued development of chemometric theory, method and application development.
Origins
Although one could argue that even the earliest analytical experiments in chemistry involved a form of chemometrics, the field is generally recognized to have emerged in the 1970s as computers became increasingly exploited for scientific investigation. The term 'chemometrics' was coined by Svante Wold in a 1971 grant application, and
Document 1:::
A chemical equation is the symbolic representation of a chemical reaction in the form of symbols and chemical formulas. The reactant entities are given on the left-hand side and the product entities are on the right-hand side with a plus sign between the entities in both the reactants and the products, and an arrow that points towards the products to show the direction of the reaction. The chemical formulas may be symbolic, structural (pictorial diagrams), or intermixed. The coefficients next to the symbols and formulas of entities are the absolute values of the stoichiometric numbers. The first chemical equation was diagrammed by Jean Beguin in 1615.
Structure
A chemical equation (see an example below) consists of a list of reactants (the starting substances) on the left-hand side, an arrow symbol, and a list of products (substances formed in the chemical reaction) on the right-hand side. Each substance is specified by its chemical formula, optionally preceded by a number called stoichiometric coefficient. The coefficient specifies how many entities (e.g. molecules) of that substance are involved in the reaction on a molecular basis. If not written explicitly, the coefficient is equal to 1. Multiple substances on any side of the equation are separated from each other by a plus sign.
As an example, the equation for the reaction of hydrochloric acid with sodium can be denoted:
Given the formulas are fairly simple, this equation could be read as "two H-C-L plus two N-A yields two N-A-C-L and H two." Alternately, and in general for equations involving complex chemicals, the chemical formulas are read using IUPAC nomenclature, which could verbalise this equation as "two hydrochloric acid molecules and two sodium atoms react to form two formula units of sodium chloride and a hydrogen gas molecule."
Reaction types
Different variants of the arrow symbol are used to denote the type of a reaction:
{|
| style="text-align: center; padding-right: 0.5em;" | -> || net forwa
Document 2:::
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 3:::
Multimedia fugacity model is a model in environmental chemistry that summarizes the processes controlling chemical behavior in environmental media by developing and applying of mathematical statements or "models" of chemical fate.
Most chemicals have the potential to migrate from the medium to medium. Multimedia fugacity models are utilized to study and predict the behavior of chemicals in different environmental compartments.
The models are formulated using the concept of fugacity, which was introduced by Gilbert N. Lewis in 1901 as a criterion of equilibrium and convenient method of calculating multimedia equilibrium partitioning.
The fugacity of chemicals is a mathematical expression that describes the rates at which chemicals diffuse, or are transported between phases. The transfer rate is proportional to the fugacity difference that exists between the source and destination phases.
For building the model, the initial step is to set up a mass balance equation for each phase in question that includes fugacities, concentrations, fluxes and amounts. The important values are the proportionality constant, called fugacity capacity expressed as Z-values (SI unit: mol/m3 Pa) for a variety of media, and transport parameters expressed as D-values (SI unit: mol/Pa h) for processes such as advection, reaction and intermedia transport. The Z-values are calculated using the equilibrium partitioning coefficients of the chemicals, Henry's law constant and other related physical-chemical properties.
Application of models
There are four levels of multimedia fugacity Models applied for prediction of fate and transport of organic chemicals in the multicompartmental environment:
Depending on the number of phases and complexity of processes different level models are applied. Many of the models apply to steady-state conditions and can be reformulated to describe time-varying conditions by using differential equations. The concept has been used to assess the relative propensity fo
Document 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What are used to balance chemical equations?
A. isotopes
B. outputs
C. coefficients
D. densities
Answer:
|
|
sciq-3811
|
multiple_choice
|
What does the large central vacuole do?
|
[
"store water",
"heat water",
"create glucose",
"use water"
] |
A
|
Relavent Documents:
Document 0:::
The food vacuole, or digestive vacuole, is an organelle found in simple eukaryotes such as protists. This organelle is essentially a lysosome. During the stage of the symbiont parasites' lifecycle where it resides within a human (or other mammalian) red blood cell, it is the site of haemoglobin digestion and the formation of the large haemozoin crystals that can be seen under a light microscope.
See also
Protists
Eukaryote
Amoeba
Lysosome
Enzymes
Euglenids
Paramecia
Document 1:::
MicrobeLibrary is a permanent collection of over 1400 original peer-reviewed resources for teaching undergraduate microbiology. It is provided by the American Society for Microbiology, Washington DC, United States.
Contents include curriculum activities; images and animations; reviews of books, websites and other resources; and articles from Focus on Microbiology Education, Microbiology Education and Microbe. Around 40% of the materials are free to educators and students, the remainder require a subscription. the service is suspended with the message to:
"Please check back with us in 2017".
External links
MicrobeLibrary
Microbiology
Document 2:::
The New Research Building (or NRB for short) is the largest building ever built by Harvard University, and was dedicated on September 24, 2003 by the then president of Harvard University, Lawrence H. Summers and the dean of the Harvard Medical School, Joseph Martin.
It is an integrated biomedical research facility, located at 77 Avenue Louis Pasteur, Boston, Massachusetts, at the Longwood Medical Area and has of space. It cost $260 million to build, and houses more than 800 researchers, and many more graduate students, lab assistants, and staff workers. The building sits across the street from the Boston Latin School on the former site of Boston English High School.
It constitutes the largest expansion of Harvard Medical school witnessed in the last 100 years. It houses the Department of Genetics of the Harvard Medical School, among many other centers and institutes it houses. It is also home to many meetings, and has a 500-seat auditorium.
The architects were Architectural Resources Cambridge, Inc. (ARC) who are active in the Boston/Cambridge area and have built other educational and research facilities.
Document 3:::
Body fluids, bodily fluids, or biofluids, sometimes body liquids, are liquids within the human body. In lean healthy adult men, the total body water is about 60% (60–67%) of the total body weight; it is usually slightly lower in women (52–55%). The exact percentage of fluid relative to body weight is inversely proportional to the percentage of body fat. A lean man, for example, has about 42 (42–47) liters of water in his body.
The total body of water is divided into fluid compartments, between the intracellular fluid compartment (also called space, or volume) and the extracellular fluid (ECF) compartment (space, volume) in a two-to-one ratio: 28 (28–32) liters are inside cells and 14 (14–15) liters are outside cells.
The ECF compartment is divided into the interstitial fluid volume – the fluid outside both the cells and the blood vessels – and the intravascular volume (also called the vascular volume and blood plasma volume) – the fluid inside the blood vessels – in a three-to-one ratio: the interstitial fluid volume is about 12 liters; the vascular volume is about 4 liters.
The interstitial fluid compartment is divided into the lymphatic fluid compartment – about 2/3, or 8 (6–10) liters, and the transcellular fluid compartment (the remaining 1/3, or about 4 liters).
The vascular volume is divided into the venous volume and the arterial volume; and the arterial volume has a conceptually useful but unmeasurable subcompartment called the effective arterial blood volume.
Compartments by location
intracellular fluid (ICF), which consist of cytosol and fluids in the cell nucleus
Extracellular fluid
Intravascular fluid (blood plasma)
Interstitial fluid
Lymphatic fluid (sometimes included in interstitial fluid)
Transcellular fluid
Health
Body fluid is the term most often used in medical and health contexts. Modern medical, public health, and personal hygiene practices treat body fluids as potentially unclean. This is because they can be vectors for infectious
Document 4:::
A central or intermediate group of three or four large glands is imbedded in the adipose tissue near the base of the axilla.
Its afferent lymphatic vessels are the efferent vessels of all the preceding groups of axillary glands; its efferents pass to the subclavicular group.
Additional images
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What does the large central vacuole do?
A. store water
B. heat water
C. create glucose
D. use water
Answer:
|
|
sciq-5069
|
multiple_choice
|
What secretion initiates chemical digestion while also protecting the oral cavity?
|
[
"lymph",
"stomach acid",
"saliva",
"mucus"
] |
C
|
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:::
The Joan Mott Prize Lecture is a prize lecture awarded annually by The Physiological Society in honour of Joan Mott.
Laureates
Laureates of the award have included:
- Intestinal absorption of sugars and peptides: from textbook to surprises
See also
Physiological Society Annual Review Prize Lecture
Document 2:::
The mouth is the body orifice through which many animals ingest food and vocalize. The body cavity immediately behind the mouth opening, known as the oral cavity (or in Latin), is also the first part of the alimentary canal which leads to the pharynx and the gullet. In tetrapod vertebrates, the mouth is bounded on the outside by the lips and cheeks — thus the oral cavity is also known as the buccal cavity (from Latin , meaning "cheek") — and contains the tongue on the inside. Except for some groups like birds and lissamphibians, vertebrates usually have teeth in their mouths, although some fish species have pharyngeal teeth instead of oral teeth.
Most bilaterian phyla, including arthropods, molluscs and chordates, have a two-opening gut tube with a mouth at one end and an anus at the other. Which end forms first in ontogeny is a criterion used to classify bilaterian animals into protostomes and deuterostomes.
Development
In the first multicellular animals, there was probably no mouth or gut and food particles were engulfed by the cells on the exterior surface by a process known as endocytosis. The particles became enclosed in vacuoles into which enzymes were secreted and digestion took place intracellularly. The digestive products were absorbed into the cytoplasm and diffused into other cells. This form of digestion is used nowadays by simple organisms such as Amoeba and Paramecium and also by sponges which, despite their large size, have no mouth or gut and capture their food by endocytosis.
However, most animals have a mouth and a gut, the lining of which is continuous with the epithelial cells on the surface of the body. A few animals which live parasitically originally had guts but have secondarily lost these structures. The original gut of diploblastic animals probably consisted of a mouth and a one-way gut. Some modern invertebrates still have such a system: food being ingested through the mouth, partially broken down by enzymes secreted in the gut, and t
Document 3:::
S cells are cells which release secretin, found in the jejunum and duodenum. They are stimulated by a drop in pH to 4 or below in the small intestine's lumen. The released secretin will increase the secretion of bicarbonate (HCO3−) into the lumen, via the pancreas. This is primarily accomplished by an increase in cyclic AMP that activates CFTR to release chloride anions into the lumen. The luminal Cl− is then involved in a bicarbonate transporter protein exchange, in which the chloride is reabsorbed by the cell and HCO3− is secreted into the lumen. S cells are also one of the main producers of cyclosamatin.
Human cells
Digestive system
Document 4:::
Tuft cells are chemosensory cells in the epithelial lining of the intestines. Similar tufted cells are found in the respiratory epithelium where they are known as brush cells. The name "tuft" refers to the brush-like microvilli projecting from the cells. Ordinarily there are very few tuft cells present but they have been shown to greatly increase at times of a parasitic infection. Several studies have proposed a role for tuft cells in defense against parasitic infection. In the intestine, tuft cells are the sole source of secreted interleukin 25 (IL-25).
ATOH1 is required for tuft cell specification but not for maintenance of a mature differentiated state, and knockdown of Notch results in increased numbers of tuft cells.
Human tuft cells
The human gastrointestinal (GI) tract is full of tuft cells for its entire length. These cells were located between the crypts and villi. On the basal pole of all cells was expressed DCLK1. They did not have the same morphology as was describe in animal studies but they showed an apical brush border the same thickness. Colocalization of synaptophysin and DCLK1 were found in the duodenum, this suggests that these cells play a neuroendocrine role in this region. A specific marker of intestinal tuft cells is microtubule kinase - Double cortin-like kinase 1 (DCLK1). Tuft cells that are positive in this kinase are important in gastrointestinal chemosensation, inflammation or can make repairs after injuries in the intestine.
Function
One key to understanding the role of tuft cells is that they share many characteristics with chemosensory cells in taste buds. For instance, they express many taste receptors and taste signaling apparatus. This might suggest that tuft cells could function as chemoreceptive cells that can sense many chemical signals around them. However, with more new research suggests that tuft cells can also be activated by the taste receptor apparatus. These can also be triggered by different small molecules, such as
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What secretion initiates chemical digestion while also protecting the oral cavity?
A. lymph
B. stomach acid
C. saliva
D. mucus
Answer:
|
|
sciq-5194
|
multiple_choice
|
An electric transformer connects two circuits with an iron core that becomes what?
|
[
"electromagnet",
"inductive",
"radioactive",
"actuator"
] |
A
|
Relavent Documents:
Document 0:::
The ampere-turn (symbol A⋅t) is the MKS (metre–kilogram–second) unit of magnetomotive force (MMF), represented by a direct current of one ampere flowing in a single-turn loop in a vacuum. "Turns" refers to the winding number of an electrical conductor composing an inductor.
For example, a current of flowing through a coil of 10 turns produces an MMF of .
The corresponding physical quantity is N⋅I, the product of the number of turns, N, and the current, I; it has been used in industry, specifically, US-based coil-making industries.
By maintaining the same current and increasing the number of loops or turns of the coil, the strength of the magnetic field increases because each loop or turn of the coil sets up its own magnetic field. The magnetic field unites with the fields of the other loops to produce the field around the entire coil, making the total magnetic field stronger.
The strength of the magnetic field is not linearly related to the ampere-turns when a magnetic material is used as a part of the system. Also, the material within the magnet carrying the magnetic flux "saturates" at some point, after which adding more ampere-turns has little effect.
The ampere-turn corresponds to gilberts, the corresponding CGS unit.
In Thomas Edison's laboratory Francis Upton was the lead mathematician. Trained with Helmholtz in Germany, he used weber as the name of the unit of current, modified to ampere later:
When conducting his investigations, Upton always noted the Weber turns and with his other data had all that was necessary to put the results of his work in proper form.
He discovered that a Weber turn (that is, an ampere turn) was a constant factor, a given number of which always produced the same effect magnetically.
See also
Inductance
Solenoid
Document 1:::
In electromagnetism and electronics, electromotive force (also electromotance, abbreviated emf, denoted or ) is an energy transfer to an electric circuit per unit of electric charge, measured in volts. Devices called electrical transducers provide an emf by converting other forms of energy into electrical energy. Other electrical equipment also produce an emf, such as batteries, which convert chemical energy, and generators, which convert mechanical energy. This energy conversion is achieved by physical forces applying physical work on electric charges. However, electromotive force itself is not a physical force, and ISO/IEC standards have deprecated the term in favor of source voltage or source tension instead (denoted ).
An electronic–hydraulic analogy may view emf as the mechanical work done to water by a pump, which results in a pressure difference (analogous to voltage).
In electromagnetic induction, emf can be defined around a closed loop of a conductor as the electromagnetic work that would be done on an elementary electric charge (such as an electron) if it travels once around the loop.
For two-terminal devices modeled as a Thévenin equivalent circuit, an equivalent emf can be measured as the open-circuit voltage between the two terminals. This emf can drive an electric current if an external circuit is attached to the terminals, in which case the device becomes the voltage source of that circuit.
Although an emf gives rise to a voltage and can be measured as a voltage and may sometimes informally be called a "voltage", they are not the same phenomenon (see ).
Overview
Devices that can provide emf include electrochemical cells, thermoelectric devices, solar cells, photodiodes, electrical generators, inductors, transformers and even Van de Graaff generators. In nature, emf is generated when magnetic field fluctuations occur through a surface. For example, the shifting of the Earth's magnetic field during a geomagnetic storm induces currents in an electr
Document 2:::
This article details the history of electronics engineering. Chambers Twentieth Century Dictionary (1972) defines electronics as "The science and technology of the conduction of electricity in a vacuum, a gas, or a semiconductor, and devices based thereon".
Electronics engineering as a profession sprang from technological improvements in the telegraph industry during the late 19th century and in the radio and telephone industries during the early 20th century. People gravitated to radio, attracted by the technical fascination it inspired, first in receiving and then in transmitting. Many who went into broadcasting in the 1920s had become "amateurs" in the period before World War I. The modern discipline of electronics engineering was to a large extent born out of telephone-, radio-, and television-equipment development and the large amount of electronic-systems development during World War II of radar, sonar, communication systems, and advanced munitions and weapon systems. In the interwar years, the subject was known as radio engineering. The word electronics began to be used in the 1940s In the late 1950s, the term electronics engineering started to emerge.
Electronic laboratories (Bell Labs, for instance) created and subsidized by large corporations in the industries of radio, television, and telephone equipment, began churning out a series of electronic advances. The electronics industry was revolutionized by the inventions of the first transistor in 1948, the integrated circuit chip in 1959, and the silicon MOSFET (metal–oxide–semiconductor field-effect transistor) in 1959. In the UK, the subject of electronics engineering became distinct from electrical engineering as a university-degree subject around 1960. (Before this time, students of electronics and related subjects like radio and telecommunications had to enroll in the electrical engineering department of the university as no university had departments of electronics. Electrical engineering was the nea
Document 3:::
Electronic engineering is a sub-discipline of electrical engineering which emerged in the early 20th century and is distinguished by the additional use of active components such as semiconductor devices to amplify and control electric current flow. Previously electrical engineering only used passive devices such as mechanical switches, resistors, inductors, and capacitors.
It covers fields such as: analog electronics, digital electronics, consumer electronics, embedded systems and power electronics. It is also involved in many related fields, for example solid-state physics, radio engineering, telecommunications, control systems, signal processing, systems engineering, computer engineering, instrumentation engineering, electric power control, photonics and robotics.
The Institute of Electrical and Electronics Engineers (IEEE) is one of the most important professional bodies for electronics engineers in the US; the equivalent body in the UK is the Institution of Engineering and Technology (IET). The International Electrotechnical Commission (IEC) publishes electrical standards including those for electronics engineering.
History and development
Electronics engineering as a profession emerged following the identification of the electron in 1897 and the subsequent invention of the vacuum tube which could amplify and rectify small electrical signals, that inaugurated the field of electronics. Practical applications started with the invention of the diode by Ambrose Fleming and the triode by Lee De Forest in the early 1900s, which made the detection of small electrical voltages such as radio signals from a radio antenna possible with a non-mechanical device. The growth of electronics was rapid. By the early 1920s, commercial radio broadcasting and communications were becoming widespread and electronic amplifiers were being used in such diverse applications as long-distance telephony and the music recording industry.
The discipline was further enhanced by the large a
Document 4:::
Power engineering, also called power systems engineering, is a subfield of electrical engineering that deals with the generation, transmission, distribution, and utilization of electric power, and the electrical apparatus connected to such systems. Although much of the field is concerned with the problems of three-phase AC power – the standard for large-scale power transmission and distribution across the modern world – a significant fraction of the field is concerned with the conversion between AC and DC power and the development of specialized power systems such as those used in aircraft or for electric railway networks. Power engineering draws the majority of its theoretical base from electrical engineering and mechanical engineering.
History
Pioneering years
Electricity became a subject of scientific interest in the late 17th century. Over the next two centuries a number of important discoveries were made including the incandescent light bulb and the voltaic pile. Probably the greatest discovery with respect to power engineering came from Michael Faraday who in 1831 discovered that a change in magnetic flux induces an electromotive force in a loop of wire—a principle known as electromagnetic induction that helps explain how generators and transformers work.
In 1881 two electricians built the world's first power station at Godalming in England. The station employed two waterwheels to produce an alternating current that was used to supply seven Siemens arc lamps at 250 volts and thirty-four incandescent lamps at 40 volts. However supply was intermittent and in 1882 Thomas Edison and his company, The Edison Electric Light Company, developed the first steam-powered electric power station on Pearl Street in New York City. The Pearl Street Station consisted of several generators and initially powered around 3,000 lamps for 59 customers. The power station used direct current and operated at a single voltage. Since the direct current power could not be easily transf
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
An electric transformer connects two circuits with an iron core that becomes what?
A. electromagnet
B. inductive
C. radioactive
D. actuator
Answer:
|
|
sciq-10658
|
multiple_choice
|
Chains of small molecules called nucleotides make up what?
|
[
"nucleic acids",
"chromosomes",
"proteins",
"peptides"
] |
A
|
Relavent Documents:
Document 0:::
Biomolecular structure is the intricate folded, three-dimensional shape that is formed by a molecule of protein, DNA, or RNA, and that is important to its function. The structure of these molecules may be considered at any of several length scales ranging from the level of individual atoms to the relationships among entire protein subunits. This useful distinction among scales is often expressed as a decomposition of molecular structure into four levels: primary, secondary, tertiary, and quaternary. The scaffold for this multiscale organization of the molecule arises at the secondary level, where the fundamental structural elements are the molecule's various hydrogen bonds. This leads to several recognizable domains of protein structure and nucleic acid structure, including such secondary-structure features as alpha helixes and beta sheets for proteins, and hairpin loops, bulges, and internal loops for nucleic acids.
The terms primary, secondary, tertiary, and quaternary structure were introduced by Kaj Ulrik Linderstrøm-Lang in his 1951 Lane Medical Lectures at Stanford University.
Primary structure
The primary structure of a biopolymer is the exact specification of its atomic composition and the chemical bonds connecting those atoms (including stereochemistry). For a typical unbranched, un-crosslinked biopolymer (such as a molecule of a typical intracellular protein, or of DNA or RNA), the primary structure is equivalent to specifying the sequence of its monomeric subunits, such as amino acids or nucleotides.
The primary structure of a protein is reported starting from the amino N-terminus to the carboxyl C-terminus, while the primary structure of DNA or RNA molecule is known as the nucleic acid sequence reported from the 5' end to the 3' end.
The nucleic acid sequence refers to the exact sequence of nucleotides that comprise the whole molecule. Often, the primary structure encodes sequence motifs that are of functional importance. Some examples of such motif
Document 1:::
A nucleic acid sequence is a succession of bases within the nucleotides forming alleles within a DNA (using GACT) or RNA (GACU) molecule. This succession is denoted by a series of a set of five different letters that indicate the order of the nucleotides. By convention, sequences are usually presented from the 5' end to the 3' end. For DNA, with its double helix, there are two possible directions for the notated sequence; of these two, the sense strand is used. Because nucleic acids are normally linear (unbranched) polymers, specifying the sequence is equivalent to defining the covalent structure of the entire molecule. For this reason, the nucleic acid sequence is also termed the primary structure.
The sequence represents biological information. Biological deoxyribonucleic acid represents the information which directs the functions of an organism.
Nucleic acids also have a secondary structure and tertiary structure. Primary structure is sometimes mistakenly referred to as "primary sequence". However there is no parallel concept of secondary or tertiary sequence.
Nucleotides
Nucleic acids consist of a chain of linked units called nucleotides. Each nucleotide consists of three subunits: a phosphate group and a sugar (ribose in the case of RNA, deoxyribose in DNA) make up the backbone of the nucleic acid strand, and attached to the sugar is one of a set of nucleobases. The nucleobases are important in base pairing of strands to form higher-level secondary and tertiary structures such as the famed double helix.
The possible letters are A, C, G, and T, representing the four nucleotide bases of a DNA strand – adenine, cytosine, guanine, thymine – covalently linked to a phosphodiester backbone. In the typical case, the sequences are printed abutting one another without gaps, as in the sequence AAAGTCTGAC, read left to right in the 5' to 3' direction. With regards to transcription, a sequence is on the coding strand if it has the same order as the transcribed RNA.
Document 2:::
This is a list of topics in molecular biology. See also index of biochemistry articles.
Document 3:::
In molecular biology, a polynucleotide () is a biopolymer composed of nucleotide monomers that are covalently bonded in a chain. DNA (deoxyribonucleic acid) and RNA (ribonucleic acid) are examples of polynucleotides with distinct biological functions. DNA consists of two chains of polynucleotides, with each chain in the form of a helix (like a spiral staircase).
Sequence
Although DNA and RNA do not generally occur in the same polynucleotide, the four species of nucleotides may occur in any order in the chain. The sequence of DNA or RNA species for a given polynucleotide is the main factor determining its function in a living organism or a scientific experiment.
Polynucleotides in organisms
Polynucleotides occur naturally in all living organisms. The genome of an organism consists of complementary pairs of enormously long polynucleotides wound around each other in the form of a double helix. Polynucleotides have a variety of other roles in organisms.
Polynucleotides in scientific experiments
Polynucleotides are used in biochemical experiments such as polymerase chain reaction (PCR) or DNA sequencing. Polynucleotides are made artificially from oligonucleotides, smaller nucleotide chains with generally fewer than 30 subunits. A polymerase enzyme is used to extend the chain by adding nucleotides according to a pattern specified by the scientist.
Prebiotic condensation of nucleobases with ribose
In order to understand how life arose, knowledge is required of the chemical pathways that permit formation of the key building blocks of life under plausible prebiotic conditions. According to the RNA world hypothesis free-floating ribonucleotides were present in the primitive soup. These were the fundamental molecules that combined in series to form RNA. Molecules as complex as RNA must have arisen from small molecules whose reactivity was governed by physico-chemical processes. RNA is composed of purine and pyrimidine nucleotides, both of which are necessary for re
Document 4:::
What Is Life? The Physical Aspect of the Living Cell is a 1944 science book written for the lay reader by physicist Erwin Schrödinger. The book was based on a course of public lectures delivered by Schrödinger in February 1943, under the auspices of the Dublin Institute for Advanced Studies, where he was Director of Theoretical Physics, at Trinity College, Dublin. The lectures attracted an audience of about 400, who were warned "that the subject-matter was a difficult one and that the lectures could not be termed popular, even though the physicist’s most dreaded weapon, mathematical deduction, would hardly be utilized." Schrödinger's lecture focused on one important question: "how can the events in space and time which take place within the spatial boundary of a living organism be accounted for by physics and chemistry?"
In the book, Schrödinger introduced the idea of an "aperiodic crystal" that contained genetic information in its configuration of covalent chemical bonds. In the 1950s, this idea stimulated enthusiasm for discovering the chemical basis of genetic inheritance. Although the existence of some form of hereditary information had been hypothesized since 1869, its role in reproduction and its helical shape were still unknown at the time of Schrödinger's lecture. In retrospect, Schrödinger's aperiodic crystal can be viewed as a well-reasoned theoretical prediction of what biologists should have been looking for during their search for genetic material. In 1953, James D. Watson and Francis Crick jointly proposed the double helix structure of deoxyribonucleic acid (DNA) on the basis of, amongst other theoretical insights, X-ray diffraction experiments conducted by Rosalind Franklin. They both credited Schrödinger's book with presenting an early theoretical description of how the storage of genetic information would work, and each independently acknowledged the book as a source of inspiration for their initial researches.
Background
The book, published i
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Chains of small molecules called nucleotides make up what?
A. nucleic acids
B. chromosomes
C. proteins
D. peptides
Answer:
|
|
sciq-4536
|
multiple_choice
|
What do we call the energy of motion?
|
[
"electromagnetic energy",
"harmonic energy",
"kinetic energy",
"binary energy"
] |
C
|
Relavent Documents:
Document 0:::
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 1:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 2:::
Advanced Placement (AP) 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 3:::
In physics, work is the energy transferred to or from an object via the application of force along a displacement. In its simplest form, for a constant force aligned with the direction of motion, the work equals the product of the force strength and the distance traveled. A force is said to do positive work if when applied it has a component in the direction of the displacement of the point of application. A force does negative work if it has a component opposite to the direction of the displacement at the point of application of the force.
For example, when a ball is held above the ground and then dropped, the work done by the gravitational force on the ball as it falls is positive, and is equal to the weight of the ball (a force) multiplied by the distance to the ground (a displacement). If the ball is thrown upwards, the work done by the gravitational force is negative, and is equal to the weight multiplied by the displacement in the upwards direction.
Both force and displacement are vectors. The work done is given by the dot product of the two vectors. When the force is constant and the angle between the force and the displacement is also constant, then the work done is given by:
Work is a scalar quantity, so it has only magnitude and no direction. Work transfers energy from one place to another, or one form to another. The SI unit of work is the joule (J), the same unit as for energy.
History
The ancient Greek understanding of physics was limited to the statics of simple machines (the balance of forces), and did not include dynamics or the concept of work. During the Renaissance the dynamics of the Mechanical Powers, as the simple machines were called, began to be studied from the standpoint of how far they could lift a load, in addition to the force they could apply, leading eventually to the new concept of mechanical work. The complete dynamic theory of simple machines was worked out by Italian scientist Galileo Galilei in 1600 in Le Meccaniche (On Me
Document 4:::
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)
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What do we call the energy of motion?
A. electromagnetic energy
B. harmonic energy
C. kinetic energy
D. binary energy
Answer:
|
|
sciq-11062
|
multiple_choice
|
Ectotherms undergo a variety of changes at the cellular level to acclimatize to shifts in what?
|
[
"air pressure",
"oxygen",
"precipitation",
"temperature"
] |
D
|
Relavent Documents:
Document 0:::
Acclimatization or acclimatisation (also called acclimation or acclimatation) is the process in which an individual organism adjusts to a change in its environment (such as a change in altitude, temperature, humidity, photoperiod, or pH), allowing it to maintain fitness across a range of environmental conditions. Acclimatization occurs in a short period of time (hours to weeks), and within the organism's lifetime (compared to adaptation, which is evolution, taking place over many generations). This may be a discrete occurrence (for example, when mountaineers acclimate to high altitude over hours or days) or may instead represent part of a periodic cycle, such as a mammal shedding heavy winter fur in favor of a lighter summer coat. Organisms can adjust their morphological, behavioral, physical, and/or biochemical traits in response to changes in their environment. While the capacity to acclimate to novel environments has been well documented in thousands of species, researchers still know very little about how and why organisms acclimate the way that they do.
Names
The nouns acclimatization and acclimation (and the corresponding verbs acclimatize and acclimate) are widely regarded as synonymous, both in general vocabulary and in medical vocabulary. The synonym acclimatation is less commonly encountered, and fewer dictionaries enter it.
Methods
Biochemical
In order to maintain performance across a range of environmental conditions, there are several strategies organisms use to acclimate. In response to changes in temperature, organisms can change the biochemistry of cell membranes making them more fluid in cold temperatures and less fluid in warm temperatures by increasing the number of membrane proteins. In response to certain stressors, some organisms express so-called heat shock proteins that act as molecular chaperones and reduce denaturation by guiding the folding and refolding of proteins. It has been shown that organisms which are acclimated to high or low t
Document 1:::
Cold and heat adaptations in humans are a part of the broad adaptability of Homo sapiens. Adaptations in humans can be physiological, genetic, or cultural, which allow people to live in a wide variety of climates. There has been a great deal of research done on developmental adjustment, acclimatization, and cultural practices, but less research on genetic adaptations to colder and hotter temperatures.
The human body always works to remain in homeostasis. One form of homeostasis is thermoregulation. Body temperature varies in every individual, but the average internal temperature is . Sufficient stress from extreme external temperature may cause injury or death if it exceeds the ability of the body to thermoregulate. Hypothermia can set in when the core temperature drops to . Hyperthermia can set in when the core body temperature rises above . Humans have adapted to living in climates where hypothermia and hyperthermia were common primarily through culture and technology, such as the use of clothing and shelter.
Origin of cold and heat adaptations
Modern humans emerged from Africa approximately 70,000 years ago during a period of unstable climate, leading to a variety of new traits among the population. When modern humans spread into Europe, they outcompeted Neanderthals. Researchers hypothesize that this suggests early modern humans were more evolutionarily fit to live in various climates. This is supported in the variability selection hypothesis proposed by Richard Potts, which says that human adaptability came from environmental change over the long term.
Ecogeographic rules
Bergmann's rule states that endothermic animal subspecies living in colder climates have larger bodies than those of the subspecies living in warmer climates. Individuals with larger bodies are better suited for colder climates because larger bodies produce more heat due to having more cells, and have a smaller surface area to volume ratio compared to smaller individuals, which reduces he
Document 2:::
The beneficial acclimation hypothesis (BAH) is the physiological hypothesis that acclimating to a particular environment (usually thermal) provides an organism with advantages in that environment. First formally tested by Armand Marie Leroi, Albert Bennett, and Richard Lenski in 1994, it has however been a central assumption in historical physiological work that acclimation is adaptive. Further refined by Raymond B. Huey and David Berrigan under the strong inference approach, the hypothesis has been falsified as a general rule by a series of multiple hypotheses experiments.
History and definition
Acclimation is a set of physiological responses that occurs during an individual's lifetime to chronic laboratory-induced environmental conditions (in contrast to acclimatization). It is one component of adaptation. While physiologists have traditionally assumed that acclimation is beneficial (or explicitly defined it as such), criticism of the adaptationist program by Stephen Jay Gould and Richard Lewontin led to a call for increased robustness in testing adaptationist hypotheses.
The initial definition of the BAH, as published in 1994 in the Proceedings of the National Academy of Sciences by Leroi et al., is that "acclimation to a particular environment gives an organism a performance advantage in that environment over another organism that has not had the opportunity to acclimate to that particular environment." This definition was further reworked in an article in American Zoologist 1999 by Raymond B. Huey, David Berrigan, George W. Gilchrist, and Jon C. Herron. They determined that, following Platt's strong inference approach, multiple competing hypotheses were needed to properly assess beneficial acclimation. These included:
1. Beneficial Acclimation. Acclimating to a particular environment confers fitness advantages in that environment.
2. Optimal Developmental Temperature. There is an ideal temperature to develop at so individuals reared at an optimal temp
Document 3:::
Ecophysiology (from Greek , oikos, "house(hold)"; , physis, "nature, origin"; and , -logia), environmental physiology or physiological ecology is a biological discipline that studies the response of an organism's physiology to environmental conditions. It is closely related to comparative physiology and evolutionary physiology. Ernst Haeckel's coinage bionomy is sometimes employed as a synonym.
Plants
Plant ecophysiology is concerned largely with two topics: mechanisms (how plants sense and respond to environmental change) and scaling or integration (how the responses to highly variable conditions—for example, gradients from full sunlight to 95% shade within tree canopies—are coordinated with one another), and how their collective effect on plant growth and gas exchange can be understood on this basis.
In many cases, animals are able to escape unfavourable and changing environmental factors such as heat, cold, drought or floods, while plants are unable to move away and therefore must endure the adverse conditions or perish (animals go places, plants grow places). Plants are therefore phenotypically plastic and have an impressive array of genes that aid in acclimating to changing conditions. It is hypothesized that this large number of genes can be partly explained by plant species' need to live in a wider range of conditions.
Light
Light is the food of plants, i.e. the form of energy that plants use to build themselves and reproduce. The organs harvesting light in plants are leaves and the process through which light is converted into biomass is photosynthesis. The response of photosynthesis to light is called light response curve of net photosynthesis (PI curve). The shape is typically described by a non-rectangular hyperbola. Three quantities of the light response curve are particularly useful in characterising a plant's response to light intensities. The inclined asymptote has a positive slope representing the efficiency of light use, and is called quantum
Document 4:::
Thermal ecology is the study of the interactions between temperature and organisms. Such interactions include the effects of temperature on an organism's physiology, behavioral patterns, and relationship with its environment. While being warmer is usually associated with greater fitness, maintaining this level of heat costs a significant amount of energy. Organisms will make various trade-offs so that they can continue to operate at their preferred temperatures and optimize metabolic functions. With the emergence of climate change scientists are investigating how species will be affected and what changes they will undergo in response.
History
While it is not known exactly when thermal ecology began being recognized as a new branch of science, in 1969, the Savanna River Ecology Laboratory (SREL) developed a research program on thermal stress due to heated water previously used to cool nuclear reactors being released into various nearby bodies of water. The SREL alongside the DuPont Company Savanna River Laboratory and the Atomic Energy Commission sponsored the first scientific symposium on thermal ecology in 1974 to discuss this issue as well as similar instances and the second symposium was held the next year in 1975.
Animals
Temperature has a notable effect on animals, contributing to body growth and size, and behavioral and physical adaptations. Ways that animals can control their body temperature include generating heat through daily activity and cooling down through prolonged inactivity at night. Because this cannot be done by marine animals, they have adapted to have traits such as a small surface-area-to-volume ratio to minimize heat transfer with their environment and the creation of antifreeze in the body for survival in extreme cold conditions.
Endotherms
Endotherms expend a large amount of energy keeping their body temperatures warm and therefore require a large energy intake to make up for it. There are several ways that they have evolved to solve t
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Ectotherms undergo a variety of changes at the cellular level to acclimatize to shifts in what?
A. air pressure
B. oxygen
C. precipitation
D. temperature
Answer:
|
|
sciq-4652
|
multiple_choice
|
Tapeworms are what type of flatworms?
|
[
"single-celled",
"symbiotic",
"endogenous",
"parasitic"
] |
D
|
Relavent Documents:
Document 0:::
Animal science is described as "studying the biology of animals that are under the control of humankind". It can also be described as the production and management of farm animals. Historically, the degree was called animal husbandry and the animals studied were livestock species, like cattle, sheep, pigs, poultry, and horses. Today, courses available look at a broader area, including companion animals, like dogs and cats, and many exotic species. Degrees in Animal Science are offered at a number of colleges and universities. Animal science degrees are often offered at land-grant universities, which will often have on-campus farms to give students hands-on experience with livestock animals.
Education
Professional education in animal science prepares students for careers in areas such as animal breeding, food and fiber production, nutrition, animal agribusiness, animal behavior, and welfare. Courses in a typical Animal Science program may include genetics, microbiology, animal behavior, nutrition, physiology, and reproduction. Courses in support areas, such as genetics, soils, agricultural economics and marketing, legal aspects, and the environment also are offered.
Bachelor degree
At many universities, a Bachelor of Science (BS) degree in Animal Science allows emphasis in certain areas. Typical areas are species-specific or career-specific. Species-specific areas of emphasis prepare students for a career in dairy management, beef management, swine management, sheep or small ruminant management, poultry production, or the horse industry. Other career-specific areas of study include pre-veterinary medicine studies, livestock business and marketing, animal welfare and behavior, animal nutrition science, animal reproduction science, or genetics. Youth programs are also an important part of animal science programs.
Pre-veterinary emphasis
Many schools that offer a degree option in Animal Science also offer a pre-veterinary emphasis such as Iowa State University, th
Document 1:::
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:::
Endoparasites
Protozoan organisms
Helminths (worms)
Helminth organisms (also called helminths or intestinal worms) include:
Tapeworms
Flukes
Roundworms
Other organisms
Ectoparasites
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 SAT Subject Test in Biology was the name of a one-hour multiple choice test given on biology by the College Board. A student chose whether to take the test depending upon college entrance requirements for the schools in which the student is planning to apply. Until 1994, the SAT Subject Tests were known as Achievement Tests; and from 1995 until January 2005, they were known as SAT IIs. Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800. The average for Molecular is 630 while Ecological is 591.
On January 19 2021, the College Board discontinued all SAT Subject tests, including the SAT Subject Test in Biology E/M. This was effective immediately in the United States, and the tests were to be phased out by the following summer for international students. This was done as a response to changes in college admissions due to the impact of the COVID-19 pandemic on education.
Format
This test had 80 multiple-choice questions that were to be answered in one hour. All questions had five answer choices. Students received one point for each correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The student's score was based entirely on his or her performance in answering the multiple-choice questions.
The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Preparation
The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, a
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Tapeworms are what type of flatworms?
A. single-celled
B. symbiotic
C. endogenous
D. parasitic
Answer:
|
|
ai2_arc-23
|
multiple_choice
|
How many times does Earth rotate on its axis in one day?
|
[
"once",
"twice",
"24 times",
"365 times"
] |
A
|
Relavent Documents:
Document 0:::
Earth's rotation or Earth's spin is the rotation of planet Earth around its own axis, as well as changes in the orientation of the rotation axis in space. Earth rotates eastward, in prograde motion. As viewed from the northern polar star Polaris, Earth turns counterclockwise.
The North Pole, also known as the Geographic North Pole or Terrestrial North Pole, is the point in the Northern Hemisphere where Earth's axis of rotation meets its surface. This point is distinct from Earth's North Magnetic Pole. The South Pole is the other point where Earth's axis of rotation intersects its surface, in Antarctica.
Earth rotates once in about 24 hours with respect to the Sun, but once every 23 hours, 56 minutes and 4 seconds with respect to other distant stars (see below). Earth's rotation is slowing slightly with time; thus, a day was shorter in the past. This is due to the tidal effects the Moon has on Earth's rotation. Atomic clocks show that the modern day is longer by about 1.7 milliseconds than a century ago, slowly increasing the rate at which UTC is adjusted by leap seconds. Analysis of historical astronomical records shows a slowing trend; the length of a day increased by about 2.3 milliseconds per century since the 8th century BCE.
Scientists reported that in 2020 Earth had started spinning faster, after consistently spinning slower than 86,400 seconds per day in the decades before. On June 29, 2022, Earth's spin was completed in 1.59 milliseconds under 24 hours, setting a new record. Because of that trend, engineers worldwide are discussing a 'negative leap second' and other possible timekeeping measures.
This increase in speed is thought to be due to various factors, including the complex motion of its molten core, oceans, and atmosphere, the effect of celestial bodies such as the Moon, and possibly climate change, which is causing the ice at Earth's poles to melt. The masses of ice account for the Earth's shape being that of an oblate spheroid, bulging around t
Document 1:::
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 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 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 Force Concept Inventory is a test measuring mastery of concepts commonly taught in a first semester of physics developed by Hestenes, Halloun, Wells, and Swackhamer (1985). It was the first such "concept inventory" and several others have been developed since for a variety of topics. The FCI was designed to assess student understanding of the Newtonian concepts of force. Hestenes (1998) found that while "nearly 80% of the [students completing introductory college physics courses] could state Newton's Third Law at the beginning of the course, FCI data showed that less than 15% of them fully understood it at the end". These results have been replicated in a number of studies involving students at a range of institutions (see sources section below), and have led to greater recognition in the physics education research community of the importance of students' "active engagement" with the materials to be mastered.
The 1995 version has 30 five-way multiple choice questions.
Example question (question 4):
Gender differences
The FCI shows a gender difference in favor of males that has been the subject of some research in regard to gender equity in education. Men score on average about 10% higher.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
How many times does Earth rotate on its axis in one day?
A. once
B. twice
C. 24 times
D. 365 times
Answer:
|
|
sciq-3034
|
multiple_choice
|
Amoebas and paramecia are examples of what?
|
[
"protozoa",
"protists",
"vertebrates",
"bacteria"
] |
A
|
Relavent Documents:
Document 0:::
Ministeria vibrans is a bacterivorous amoeba with filopodia that was originally described to be suspended by a flagellum-like stalk attached to the substrate. Molecular and experimental work later on demonstrated the stalk is indeed a flagellar apparatus.
The amoeboid protist Ministeria vibrans occupies a key position to understand animal origins. It is a member of the Filasterea, that is the sister-group to Choanoflagellatea and Metazoa. Two Ministeria amoebae species have been reported so far, both of them from coastal marine water samples: M. vibrans and M. marisola. However, there is currently only one culture available, that of Ministeria vibrans.
The life cycle of Ministeria remains unknown.
Microvilli in Ministeria suggest their presence in the common ancestor of Filasterea and Choanoflagellata. The kinetid structure of Ministeria is similar to that of the choanocytes of the most deep-branching sponges, differing essentially from the kinetid of choanoflagellates. Thus, kinetid and microvilli of Ministeria illustrate features of the common ancestor of three holozoan groups: Filasterea, Metazoa and Choanoflagellata.
Document 1:::
Endoparasites
Protozoan organisms
Helminths (worms)
Helminth organisms (also called helminths or intestinal worms) include:
Tapeworms
Flukes
Roundworms
Other organisms
Ectoparasites
Document 2:::
In eumycetozoans where sexual reproduction is well studied, the zygote cannibalizes on haploid amoebae.
Evolution
Eumycetozoa is a well supported clade within Amoebozoa. In independent phylogenetic analyses, it has been consistently recovered as the sister group to Archamoebae. The Eumycetozoa+Archamoebae clade is, in turn, the sister group to Variosea. Within Eumycetozoa, Dictyostelia has a basal position while Myxogastria and Protosporangiida form a clade. Together, these three groups are part of the large
Document 3:::
An amoeba (; less commonly spelled ameba or amœba; : am(o)ebas or am(o)ebae ), often called an amoeboid, is a type of cell or unicellular organism with the ability to alter its shape, primarily by extending and retracting pseudopods. Amoebae do not form a single taxonomic group; instead, they are found in every major lineage of eukaryotic organisms. Amoeboid cells occur not only among the protozoa, but also in fungi, algae, and animals.
Microbiologists often use the terms "amoeboid" and "amoeba" interchangeably for any organism that exhibits amoeboid movement.
In older classification systems, most amoebae were placed in the class or subphylum Sarcodina, a grouping of single-celled organisms that possess pseudopods or move by protoplasmic flow. However, molecular phylogenetic studies have shown that Sarcodina is not a monophyletic group whose members share common descent. Consequently, amoeboid organisms are no longer classified together in one group.
The best known amoeboid protists are Chaos carolinense and Amoeba proteus, both of which have been widely cultivated and studied in classrooms and laboratories. Other well known species include the so-called "brain-eating amoeba" Naegleria fowleri, the intestinal parasite Entamoeba histolytica, which causes amoebic dysentery, and the multicellular "social amoeba" or slime mould Dictyostelium discoideum.
Shape, movement and nutrition
Amoeba do not have cell walls, which allows for free movement. Amoeba move and feed by using pseudopods, which are bulges of cytoplasm formed by the coordinated action of actin microfilaments pushing out the plasma membrane that surrounds the cell. The appearance and internal structure of pseudopods are used to distinguish groups of amoebae from one another. Amoebozoan species, such as those in the genus Amoeba, typically have bulbous (lobose) pseudopods, rounded at the ends and roughly tubular in cross-section. Cercozoan amoeboids, such as Euglypha and Gromia, have slender, thread-like
Document 4:::
Anaeramoeba is a genus of anaerobic protists of uncertain phylogenetic position, first described in 2016.
Description
As the name implies, Anaeramoeba are anaerobic amoeboid organisms which form a fan-like shape similar to that of Flamella. At least two species can also sometimes assume flagellate forms; with either two or four flagella. They contain double-membrane bound organelles called hydrogenosomes, assumed to be derived from mitochondria, usually associated with colonies of unidentified, rod-shaped bacteria.
Discovery and classification
Anaeramoeba specimens were first isolated in 2016, from samples shallow water anoxic ocean sediments collected from around the world. Despite the similarities to Flamella in both morphology and environment, genetic analyses found that Anaeramoeba do not belong within Amoebozoa. The precise phylogenetic position was not identified with strong support, and the genus may represent a newly identified, deep-branching group of protists. Recent classifications have listed them as sister to Parabasalia in Metamonada.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Amoebas and paramecia are examples of what?
A. protozoa
B. protists
C. vertebrates
D. bacteria
Answer:
|
|
sciq-4824
|
multiple_choice
|
Triggering a blink when something touches the surface of the eye, the corneal reflex is what type of reflex?
|
[
"somatic",
"dendritic",
"sensory",
"orgasmic"
] |
A
|
Relavent Documents:
Document 0:::
Dazzle reflex is a type of reflex blink where the eyelids involuntarily blink in response to a sudden bright light (glare).
Neurological pathways for the dazzle reflex involve subcortical pathways, such as the supraoptic nucleus and superior colliculus.
Document 1:::
Retinomorphic sensors are a type of event-driven optical sensor which produce a signal in response to changes in light intensity, rather than to light intensity itself. This is in contrast to conventional optical sensors such as charge coupled device (CCD) or complementary metal oxide semiconductor (CMOS) based sensors, which output a signal that increases with increasing light intensity. Because they respond to movement only, retinomorphic sensors are hoped to enable faster tracking of moving objects than conventional image sensors, and have potential applications in autonomous vehicles, robotics, and neuromorphic engineering.
Naming and history
The first so-called artificial retina were reported in the late 1980's by Carver Mead and his doctoral students Misha Mahowald, and Tobias Delbrück. These silicon-based sensors were based on small circuits involving differential amplifiers, capacitors, and resistors. The sensors produced a spike and subsequent decay in output voltage in response to a step-change in illumination intensity. This response is analogous to that of animal retinal cells, which in the 1920's were observed to fire more frequently when the intensity of light was changed than when it was constant. The name silicon retina has hence been used to describe these sensors.
The term retinomorphic was first used in a conference paper by Lex Akers in 1990. The term received wider use by Stanford Professor of Engineering Kwabena Boahen, and has since been applied to a wide range of event-driven sensing strategies. The word is analogous to neuromorphic, which is applied to hardware elements (such as processors) designed to replicate the way the brain processes information.
Operating principles
There are several retinomorphic sensor designs which yield a similar response. The first designs employed a differential amplifier which compared the input signal from of a conventional sensor (e.g. a phototransistor) to a filtered version of the output, resultin
Document 2:::
Tactile discrimination is the ability to differentiate information through the sense of touch. The somatosensory system is the nervous system pathway that is responsible for this essential survival ability used in adaptation. There are various types of tactile discrimination. One of the most well known and most researched is two-point discrimination, the ability to differentiate between two different tactile stimuli which are relatively close together. Other types of discrimination like graphesthesia and spatial discrimination also exist but are not as extensively researched. Tactile discrimination is something that can be stronger or weaker in different people and two major conditions, chronic pain and blindness, can affect it greatly. Blindness increases tactile discrimination abilities which is extremely helpful for tasks like reading braille. In contrast, chronic pain conditions, like arthritis, decrease a person's tactile discrimination. One other major application of tactile discrimination is in new prosthetics and robotics which attempt to mimic the abilities of the human hand. In this case tactile sensors function similarly to mechanoreceptors in a human hand to differentiate tactile stimuli.
Pathways
Somatosensory system
The somatosensory system includes multiple types of sensations from the body. This includes light, touch, pain, pressure, temperature, and joint /muscle sense. Each of these are categorized in three different areas: discriminative touch, pain and temperature, and proprioception. Discriminative touch includes touch, pressure, being able to recognize vibrations, etc. Pain and temperature includes the perception of pain/ amounts of pain and the severity of temperatures. The pain and temperature category of sensations also includes itching and tickling. Proprioception includes receptors for everything that occurs below the surface of the skin. This includes sensations on various muscles, joints, and tendons. Each of these three categories ha
Document 3:::
The glabellar reflex, also known as the "glabellar tap sign", is a primitive reflex elicited by repetitive tapping of the the smooth part of the forehead above the nose and between the eyebrows. Subjects respond to the first several taps by blinking; if tapping were to then be made to persist, in cognitively intact individuals this would lead to habituation and consequent suppression of blinking. If instead the blinking were to persist along with the tapping, this is known as Myerson's sign, and is abnormal and a sign of frontal release; it is often seen in people who have Parkinson's disease.
The afferent sensory signals are transmitted by the trigeminal nerve to the brain stem; the efferent signals go to the orbicularis oculi muscle via the facial nerve, causing the muscle to reflexively contract, yielding blinking.
This reflex was first identified by Walker Overend.
See also
Glabella
Document 4:::
A consensual response is any reflex observed on one side of the body when the other side has been stimulated.
For example, if an individual's right eye is shielded from light, while light shines into the left eye, constriction of the right pupil will still occur (the consensual response), along with the left (the direct response). This is because the afferent signal sent through one optic nerve connects to the Edinger-Westphal nucleus, whose axons run to both the right and the left oculomotor nerves.
See also
Pupillary light reflex - Clinical significance section.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Triggering a blink when something touches the surface of the eye, the corneal reflex is what type of reflex?
A. somatic
B. dendritic
C. sensory
D. orgasmic
Answer:
|
|
sciq-4677
|
multiple_choice
|
What is the total range of the energy from the sun called?
|
[
"measured spectrum",
"molecular spectrum",
"solar spectrum",
"electromagnetic spectrum"
] |
D
|
Relavent Documents:
Document 0:::
In the physical sciences, the term spectrum was introduced first into optics by Isaac Newton in the 17th century, referring to the range of colors observed when white light was dispersed through a prism.
Soon the term referred to a plot of light intensity or power as a function of frequency or wavelength, also known as a spectral density plot.
Later it expanded to apply to other waves, such as sound waves and sea waves that could also be measured as a function of frequency (e.g., noise spectrum, sea wave spectrum). It has also been expanded to more abstract "signals", whose power spectrum can be analyzed and processed. The term now applies to any signal that can be measured or decomposed along a continuous variable, such as energy in electron spectroscopy or mass-to-charge ratio in mass spectrometry. Spectrum is also used to refer to a graphical representation of the signal as a function of the dependent variable.
Etymology
Electromagnetic spectrum
Electromagnetic spectrum refers to the full range of all frequencies of electromagnetic radiation and also to the characteristic distribution of electromagnetic radiation emitted or absorbed by that particular object. Devices used to measure an electromagnetic spectrum are called spectrograph or spectrometer. The visible spectrum is the part of the electromagnetic spectrum that can be seen by the human eye. The wavelength of visible light ranges from 390 to 700 nm. The absorption spectrum of a chemical element or chemical compound is the spectrum of frequencies or wavelengths of incident radiation that are absorbed by the compound due to electron transitions from a lower to a higher energy state. The emission spectrum refers to the spectrum of radiation emitted by the compound due to electron transitions from a higher to a lower energy state.
Light from many different sources contains various colors, each with its own brightness or intensity. A rainbow, or prism, sends these component colors in different direction
Document 1:::
A spectral energy distribution (SED) is a plot of energy versus frequency or wavelength of light (not to be confused with a 'spectrum' of flux density vs frequency or wavelength). It is used in many branches of astronomy to characterize astronomical sources. For example, in radio astronomy they are used to show the emission from synchrotron radiation, free-free emission and other emission mechanisms. In infrared astronomy, SEDs can be used to classify young stellar objects.
Detector for spectral energy distribution
The count rates observed from a given astronomical radiation source have no simple relationship to the flux from that source, such as might be incident at the top of the Earth's atmosphere. This lack of a simple relationship is due in no small part to the complex properties of radiation detectors.
These detector properties can be divided into
those that merely attenuate the beam, including
residual atmosphere between source and detector,
absorption in the detector window when present,
quantum efficiency of the detecting medium,
those that redistribute the beam in detected energy, such as
fluorescent photon escape phenomena,
inherent energy resolution of the detector.
See also
Astronomical radio source
Astronomical X-ray sources
Background radiation
Bremsstrahlung
Cosmic microwave background spectral distortions
Cyclotron radiation
Electromagnetic radiation
Synchrotron radiation
Wavelength dispersive X-ray spectroscopy
Document 2:::
Solar irradiance is the power per unit area (surface power density) received from the Sun in the form of electromagnetic radiation in the wavelength range of the measuring instrument.
Solar irradiance is measured in watts per square metre (W/m2) in SI units.
Solar irradiance is often integrated over a given time period in order to report the radiant energy emitted into the surrounding environment (joule per square metre, J/m2) during that time period. This integrated solar irradiance is called solar irradiation, solar exposure, solar insolation, or insolation.
Irradiance may be measured in space or at the Earth's surface after atmospheric absorption and scattering. Irradiance in space is a function of distance from the Sun, the solar cycle, and cross-cycle changes.
Irradiance on the Earth's surface additionally depends on the tilt of the measuring surface, the height of the Sun above the horizon, and atmospheric conditions.
Solar irradiance affects plant metabolism and animal behavior.
The study and measurement of solar irradiance have several important applications, including the prediction of energy generation from solar power plants, the heating and cooling loads of buildings, climate modeling and weather forecasting, passive daytime radiative cooling applications, and space travel.
Types
There are several measured types of solar irradiance.
Total solar irradiance (TSI) is a measure of the solar power over all wavelengths per unit area incident on the Earth's upper atmosphere. It is measured perpendicular to the incoming sunlight. The solar constant is a conventional measure of mean TSI at a distance of one astronomical unit (AU).
Direct normal irradiance (DNI), or beam radiation, is measured at the surface of the Earth at a given location with a surface element perpendicular to the Sun direction. It excludes diffuse solar radiation (radiation that is scattered or reflected by atmospheric components). Direct irradiance is equal to the extraterrestria
Document 3:::
In signal processing, the energy of a continuous-time signal x(t) is defined as the area under the squared magnitude of the considered signal i.e., mathematically
Unit of will be (unit of signal)2.
And the energy of a discrete-time signal x(n) is defined mathematically as
Relationship to energy in physics
Energy in this context is not, strictly speaking, the same as the conventional notion of energy in physics and the other sciences. The two concepts are, however, closely related, and it is possible to convert from one to the other:
where Z represents the magnitude, in appropriate units of measure, of the load driven by the signal.
For example, if x(t) represents the potential (in volts) of an electrical signal propagating across a transmission line, then Z would represent the characteristic impedance (in ohms) of the transmission line. The units of measure for the signal energy would appear as volt2·seconds, which is not dimensionally correct for energy in the sense of the physical sciences. After dividing by Z, however, the dimensions of E would become volt2·seconds per ohm,
which is equivalent to joules, the SI unit for energy as defined in the physical sciences.
Spectral energy density
Similarly, the spectral energy density of signal x(t) is
where X(f) is the Fourier transform of x(t).
For example, if x(t) represents the magnitude of the electric field component (in volts per meter) of an optical signal propagating through free space, then the dimensions of X(f) would become volt·seconds per meter and would represent the signal's spectral energy density (in volts2·second2 per meter2) as a function of frequency f (in hertz). Again, these units of measure are not dimensionally correct in the true sense of energy density as defined in physics. Dividing by Zo, the characteristic impedance of free space (in ohms), the dimensions become joule-seconds per meter2 or, equivalently, joules per meter2 per hertz, which is dimensionally correct in SI
Document 4:::
The spectral resolution of a spectrograph, or, more generally, of a frequency spectrum, is a measure of its ability to resolve features in the electromagnetic spectrum. It is usually denoted by , and is closely related to the resolving power of the spectrograph, defined as
where is the smallest difference in wavelengths that can be distinguished at a wavelength of . For example, the Space Telescope Imaging Spectrograph (STIS) can distinguish features 0.17 nm apart at a wavelength of 1000 nm, giving it a resolution of 0.17 nm and a resolving power of about 5,900. An example of a high resolution spectrograph is the Cryogenic High-Resolution IR Echelle Spectrograph (CRIRES+) installed at ESO's Very Large Telescope, which has a spectral resolving power of up to 100,000.
Doppler effect
The spectral resolution can also be expressed in terms of physical quantities, such as velocity; then it describes the difference between velocities that can be distinguished through the Doppler effect. Then, the resolution is and the resolving power is
where is the speed of light. The STIS example above then has a spectral resolution of 51 km/s.
IUPAC definition
IUPAC defines resolution in optical spectroscopy as the minimum wavenumber, wavelength or frequency difference between two lines in a spectrum that can be distinguished. Resolving power, R, is given by the transition wavenumber, wavelength or frequency, divided by the resolution.
See also
Angular resolution
Resolution (mass spectrometry)
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the total range of the energy from the sun called?
A. measured spectrum
B. molecular spectrum
C. solar spectrum
D. electromagnetic spectrum
Answer:
|
|
sciq-6541
|
multiple_choice
|
What is most of the water used in agriculture used for?
|
[
"irrigation",
"sowing",
"cleaning",
"construction"
] |
A
|
Relavent Documents:
Document 0:::
Irrigation informatics is a newly emerging academic field that is a cross-disciplinary science using informatics to study the information flows and data management related to irrigation. The field is one of many new informatics sub-specialities that uses the science of information, the practice of information processing, and the engineering of information systems to advance a biophysical science or engineering field.
Background
Agricultural productivity increases are eagerly sought by governments and industry, spurred by the realisation that world food production must double in the 21st century to feed growing populations and that as irrigation makes up 36% of global food production, but that new land for irrigation growth is very limited, irrigation efficiency must increase. Since irrigation science is a mature and stable field, irrigation researchers are looking to cross-disciplinary science to bring about production gains and informatics is one such science along with others such as social science. Much of the driver for work in the area of irrigation informatics is the perceived success of other informatics fields such as health informatics.
Current research
Irrigation informatics is very much a part of the wider research into irrigation wherever information technology or data systems are used, however the term informatics is not always used to describe research involving computer systems and data management so that information science or information technology may alternatively be used. This leads to a great number of irrigation informatics articles not using the term irrigation informatics. There are currently no formal publications (journals) that focus on irrigation informatics with the publication most likely to present articles on the topic being Computers and electronics in Agriculture or one of the many irrigation science journals such as Irrigation Science.
Recent work in the general area of irrigation informatics has mentioned the exact phrase "Ir
Document 1:::
Water-use efficiency (WUE) refers to the ratio of water used in plant metabolism to water lost by the plant through transpiration. Two types of water-use efficiency are referred to most frequently:
photosynthetic water-use efficiency (also called instantaneous water-use efficiency), which is defined as the ratio of the rate of carbon assimilation (photosynthesis) to the rate of transpiration, and
water-use efficiency of productivity (also called integrated water-use efficiency), which is typically defined as the ratio of biomass produced to the rate of transpiration.
Increases in water-use efficiency are commonly cited as a response mechanism of plants to moderate to severe soil water deficits and have been the focus of many programs that seek to increase crop tolerance to drought. However, there is some question as to the benefit of increased water-use efficiency of plants in agricultural systems, as the processes of increased yield production and decreased water loss due to transpiration (that is, the main driver of increases in water-use efficiency) are fundamentally opposed. If there existed a situation where water deficit induced lower transpirational rates without simultaneously decreasing photosynthetic rates and biomass production, then water-use efficiency would be both greatly improved and the desired trait in crop production.
Document 2:::
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 3:::
An aquatic weed harvester, also known as a water mower, mowing boat and weed cutting boat, is an aquatic machine specifically designed for inland watercourse management to cut and harvest underwater weeds, reeds and other aquatic plant life. The action of removing aquatic plant life in such a manner has been referred to as "aquatic harvesting".
Overview
Water is an important resource and in many countries, waterways are increasingly clogged by aquatic plant growth. This is particularly so in tropical countries where warmer water means the plants grow more quickly, and increasing run-off of fertilisers and effluent has exacerbated the problem. Irrigation ditches and pumps can become overgrown with vegetation, power station and factory water intakes can get blocked, boats can get hindered, fish stocks can be disrupted, and water moves more slowly, resulting in greater evapotranspiration and a greater risk of flooding. In some large irrigation projects in India, canals have become so overgrown with vegetation that water flow has been reduced to a fifth of its previous amount. In Bangladesh, floodwater has washed mats of water hyacinth onto paddy fields, overwhelming the emerging rice crops. Small fish can become entangled in excessive algal growth.
Rice is the main aquatic plant grown for human food, but smaller areas of watercress and water chestnut are also cultivated. In their native environments, aquatic weeds are part of a balanced ecosystem, and it is mainly introduced species of water plant that become invasive and cause problems by congesting water bodies. The worst culprits, found in both temperate and tropical waterways, are floating plants such as water hyacinth, water lettuce and Salvinia, fully submerged rooting plants such as Hydrilla and water milfoil and rooting plants that reach the surface such as cattail, papyrus, bulrush and reed.
Weed harvesting equipment
Weed cutting boats are developed to enable the maintenance of canals, lakes and rivers and
Document 4:::
The Centre of Ecology & Rural Development (CERD) is an Indian organisation that is part of the Pondicherry Science Forum. It was exclusively formed for taking up meaningful interventions in Health, Sanitation, Natural Resource Management, Energy, Watershed management and ICT for development.
CERD was set up in the year 1994 by the Pondicherry Science Forum and Tamil Nadu Science Forum to take up S&T based development initiatives improving the rural livelihoods of weaker sections. The earlier works included interventions in sericulture, vegetable leather tanning, fish aggregation device etc.
CERD has a field station at Bahoor called the Kalanjiyam (meaning Granary in Tamil) which acts as a hub of agriculture and technology options for the surrounding area.
CERD has a full-time manpower structure with a team of scientists working on a variety of areas ranging from women’s technology, science communication, Continuing Education, Participatory Irrigation management through local democratic people’s institutions, women’s microcredit networks etc.
The latest of the projects that CERD is now implementing includes the AICP Project on BIOFARM, a watershed development project in Sedappatti Block of Madurai funded by NABARD, the Tank Rehabilitation Project-Pondicherry etc.
Soil Fertility Management
R&D Work on Alternate Soil Fertility Management Strategies Systems for Irrigated and dryland crops. Developed Decision System (DSS) for Soil Fertility Mgmt.
Bioresource integrated Farming
Reduction of external inputs. Increasing internal resource flows in the farming system. Ensuring nutritional security of the whole farming system.
Watershed Development
Initiated programmes in Madurai district. Participatory planning, implementation and management of the Watershed through people’s organizations.
Participatory Irrigation Management
Pilot work on irrigation tanks in Pondicherry. Evolved guidelines for sustainable institutional structures. All stakeholder participation was
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is most of the water used in agriculture used for?
A. irrigation
B. sowing
C. cleaning
D. construction
Answer:
|
|
sciq-11656
|
multiple_choice
|
The maintenance of constant conditions in the body is also known as what?
|
[
"mononucleosis",
"consciousness",
"hypothesis",
"homeostasis"
] |
D
|
Relavent Documents:
Document 0:::
In medicine the term course generally takes one of two meanings, both reflecting the sense of "path that something or someone moves along...process or sequence or steps":
A course of medication is a period of continual treatment with drugs, sometimes with variable dosage and in particular combinations. For instance treatment with some drugs should not end abruptly. Instead, their course should end with a tapering dosage.
Antibiotics: Taking the full course of antibiotics is important to prevent reinfection and/or development of drug-resistant bacteria.
Steroids: For both short-term and long-term steroid treatment, when stopping treatment, the dosage is tapered rather than abruptly ended. This permits the adrenal glands to resume the body's natural production of cortisol. Abrupt discontinuation can result in adrenal insufficiency; and/or steroid withdrawal syndrome (a rebound effect in which exaggerated symptoms return).
The course of a disease, also called its natural history, is the development of the disease in a patient, including the sequence and speed of the stages and forms they take. Typical courses of diseases include:
chronic
recurrent or relapsing
subacute: somewhere between an acute and a chronic course
acute: beginning abruptly, intensifying rapidly, not lasting long
fulminant or peracute: particularly acute, especially if unusually violent
A patient may be said to be at the beginning, the middle or the end, or at a particular stage of the course of a disease or a treatment. A precursor is a sign or event that precedes the course or a particular stage in the course of a disease, for example chills often are precursors to fevers.
Document 1:::
Continuing medical education (CME) is continuing education (CE) that helps those in the medical field maintain competence and learn about new and developing areas of their field. These activities may take place as live events, written publications, online programs, audio, video, or other electronic media. Content for these programs is developed, reviewed, and delivered by faculty who are experts in their individual clinical areas. Similar to the process used in academic journals, any potentially conflicting financial relationships for faculty members must be both disclosed and resolved in a meaningful way. However, critics complain that drug and device manufacturers often use their financial sponsorship to bias CMEs towards marketing their own products.
Historical context
Continuing medical education is not a new concept. From essentially the beginning of institutionalized medical instruction (medical instruction affiliated with medical colleges and teaching hospitals), health practitioners continued their learning by meeting with their peers. Grand rounds, case discussions, and meetings to discuss published medical papers constituted the continuing learning experience. In the 1950s through to the 1980s, CME was increasingly funded by the pharmaceutical industry. Concerns regarding informational bias (both intentional and unintentional) led to increasing scrutiny of the CME funding sources. This led to the establishment of certifying agencies such as the Society for Academic Continuing Medical Education which is an umbrella organization representing medical associations and bodies of academic medicine from the United States, Canada, Great Britain and Europe. The pharmaceutical industry has also developed guidelines regarding drug detailing and industry sponsorship of CME, such as the Pharmaceutical Advertising Advisory Board (PAAB) and Canada's Research-Based Pharmaceutical Companies (Rx&D).
Requirements
In the United States, many states require CME for medical p
Document 2:::
Medical physics deals with the application of the concepts and methods of physics to the prevention, diagnosis and treatment of human diseases with a specific goal of improving human health and well-being. Since 2008, medical physics has been included as a health profession according to International Standard Classification of Occupation of the International Labour Organization.
Although medical physics may sometimes also be referred to as biomedical physics, medical biophysics, applied physics in medicine, physics applications in medical science, radiological physics or hospital radio-physics, a "medical physicist" is specifically a health professional with specialist education and training in the concepts and techniques of applying physics in medicine and competent to practice independently in one or more of the subfields of medical physics. Traditionally, medical physicists are found in the following healthcare specialties: radiation oncology (also known as radiotherapy or radiation therapy), diagnostic and interventional radiology (also known as medical imaging), nuclear medicine, and radiation protection. Medical physics of radiation therapy can involve work such as dosimetry, linac quality assurance, and brachytherapy. Medical physics of diagnostic and interventional radiology involves medical imaging techniques such as magnetic resonance imaging, ultrasound, computed tomography and x-ray. Nuclear medicine will include positron emission tomography and radionuclide therapy. However one can find Medical Physicists in many other areas such as physiological monitoring, audiology, neurology, neurophysiology, cardiology and others.
Medical physics departments may be found in institutions such as universities, hospitals, and laboratories. University departments are of two types. The first type are mainly concerned with preparing students for a career as a hospital Medical Physicist and research focuses on improving the practice of the profession. A second type (in
Document 3:::
The following outline is provided as an overview of and topical guide to physiology:
Physiology – scientific study of the normal function in living systems. A branch of biology, its focus is in how organisms, organ systems, organs, cells, and biomolecules carry out the chemical or physical functions that exist in a living system.
What type of thing is physiology?
Physiology can be described as all of the following:
An academic discipline
A branch of science
A branch of biology
Branches of physiology
By approach
Applied physiology
Clinical physiology
Exercise physiology
Nutrition physiology
Comparative physiology
Mathematical physiology
Yoga physiology
By organism
Animal physiology
Mammal physiology
Human physiology
Fish physiology
Insect physiology
Plant physiology
By process
Developmental physiology
Ecophysiology
Evolutionary physiology
By subsystem
Cardiovascular physiology
Renal physiology
Defense physiology
Gastrointestinal physiology
Musculoskeletal physiology
Neurophysiology
Respiratory physiology
History of physiology
History of physiology
General physiology concepts
Physiology organizations
American Physiological Society
International Union of Physiological Sciences
Physiology publications
American Journal of Physiology
Experimental Physiology
Journal of Applied Physiology
Persons influential in physiology
List of Nobel laureates in Physiology or Medicine
List of physiologists
See also
Outline of biology
Document 4:::
Medical biology is a field of biology that has practical applications in medicine, health care and laboratory diagnostics. It includes many biomedical disciplines and areas of specialty that typically contains the "bio-" prefix such as:
molecular biology, biochemistry, biophysics, biotechnology, cell biology, embryology,
nanobiotechnology, biological engineering, laboratory medical biology,
cytogenetics, genetics, gene therapy,
bioinformatics, biostatistics, systems biology,
microbiology, virology, parasitology,
physiology, pathology,
toxicology, and many others that generally concern life sciences as applied to medicine.
Medical biology is the cornerstone of modern health care and laboratory diagnostics. It concerned a wide range of scientific and technological approaches: from an in vitro diagnostics to the in vitro fertilisation, from the molecular mechanisms of a cystic fibrosis to the population dynamics of the HIV, from the understanding molecular interactions to the study of the carcinogenesis, from a single-nucleotide polymorphism (SNP) to the gene therapy.
Medical biology based on molecular biology combines all issues of developing molecular medicine into large-scale structural and functional relationships of the human genome, transcriptome, proteome and metabolome with the particular point of view of devising new technologies for prediction, diagnosis and therapy.
See also
External links
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The maintenance of constant conditions in the body is also known as what?
A. mononucleosis
B. consciousness
C. hypothesis
D. homeostasis
Answer:
|
|
sciq-11234
|
multiple_choice
|
What is a type of cell that supports neurons and maintains their environment?
|
[
"neurofilament cell",
"glial cell",
"interneuron cell",
"axon cell"
] |
B
|
Relavent Documents:
Document 0:::
Endogenous regeneration in the brain is the ability of cells to engage in the repair and regeneration process. While the brain has a limited capacity for regeneration, endogenous neural stem cells, as well as numerous pro-regenerative molecules, can participate in replacing and repairing damaged or diseased neurons and glial cells. Another benefit that can be achieved by using endogenous regeneration could be avoiding an immune response from the host.
Neural stem cells in the adult brain
During the early development of a human, neural stem cells lie in the germinal layer of the developing brain, ventricular and subventricular zones. In brain development, multipotent stem cells (those that can generate different types of cells) are present in these regions, and all of these cells differentiate into neural cell forms, such as neurons, oligodendrocytes and astrocytes. A long-held belief states that the multipotency of neural stem cells would be lost in the adult human brain. However, it is only in vitro, using neurosphere and adherent monolayer cultures, that stem cells from the adult mammalian brain have shown multipotent capacity, while the in vivo study is not convincing. Therefore, the term "neural progenitor" is used instead of "stem cell" to describe limited regeneration ability in the adult brain stem cell.
Neural stem cells (NSC) reside in the subventricular zone (SVZ) of the adult human brain and the dentate gyrus of the adult mammalian hippocampus. Newly formed neurons from these regions participate in learning, memory, olfaction and mood modulation. It has not been definitively determined whether or not these stem cells are multipotents. NSC from the hippocampus of rodents, which can differentiate into dentate granule cells, have developed into many cell types when studied in culture. However, another in vivo study, using NSCs in the postnatal SVZ, showed that the stem cell is restricted to developing into different neuronal sub-type cells in the olfactory
Document 1:::
Catherina Gwynne Becker (née Krüger) is an Alexander von Humboldt Professor at TU Dresden, and was formerly Professor of Neural Development and Regeneration at the University of Edinburgh.
Early life and education
Catherina Becker was born in Marburg, Germany in 1964. She was educated at the in Bremen, before going on to study at the University of Bremen where she obtained an MSci of Biology and her PhD (Dr. rer. nat.) in 1993, investigating visual system development and regeneration in frogs and salamanders under the supervision of Gerhard Roth. She then trained as post-doctorate at the Swiss Federal Institute of Technology in Zürich, the Department Dev Cell Biol funded by an EMBO long-term fellowship, at the University of California, Irvine in USA and the Centre for Molecular Neurobiology Hamburg (ZMNH), Germany where she took a position of group leader in 2000 and finished her ‚Habilitation‘ in neurobiology in 2012.
Career
Becker joined the University of Edinburgh in 2005 as senior Lecturer and was appointed personal chair in neural development and regeneration in 2013. She was also the Director of Postgraduate Training at the Centre for Neuroregeneration up to 2015, then centre director up to 2017. In 2021 she received an Alexander von Humboldt Professorship, joining the at the Technical University of Dresden.
Research
Becker's research focuses on a better understanding of the factors governing the generation of neurons and axonal pathfinding in the CNS during development and regeneration using the zebrafish model to identify fundamental mechanisms in vertebrates with clear translational implications for CNS injury and neurodegenerative diseases.
The Becker group established the zebrafish as a model for spinal cord regeneration.
Their research found that functional regeneration is near perfect, but anatomical repair does not fully recreate the previous network, instead, new neurons are generated and extensive rewiring occurs.
They have identified neurotra
Document 2:::
These are timelines of brain development events in different animal species.
Mouse brain development timeline
Macaque brain development timeline
Human brain development timeline
See also
Encephalization quotient
Evolution of the brain
Neural development
External links
Translating Neurodevelopmental Time Across Mammalian Species
Vertebrate developmental biology
Embryology of nervous system
Developmental neuroscience
Document 3:::
Nervous tissue, also called neural tissue, is the main tissue component of the nervous system. The nervous system regulates and controls body functions and activity. It consists of two parts: the central nervous system (CNS) comprising the brain and spinal cord, and the peripheral nervous system (PNS) comprising the branching peripheral nerves. It is composed of neurons, also known as nerve cells, which receive and transmit impulses, and neuroglia, also known as glial cells or glia, which assist the propagation of the nerve impulse as well as provide nutrients to the neurons.
Nervous tissue is made up of different types of neurons, all of which have an axon. An axon is the long stem-like part of the cell that sends action potentials to the next cell. Bundles of axons make up the nerves in the PNS and tracts in the CNS.
Functions of the nervous system are sensory input, integration, control of muscles and glands, homeostasis, and mental activity.
Structure
Nervous tissue is composed of neurons, also called nerve cells, and neuroglial cells. Four types of neuroglia found in the CNS are astrocytes, microglial cells, ependymal cells, and oligodendrocytes. Two types of neuroglia found in the PNS are satellite glial cells and Schwann cells. In the central nervous system (CNS), the tissue types found are grey matter and white matter. The tissue is categorized by its neuronal and neuroglial components.
Components
Neurons are cells with specialized features that allow them to receive and facilitate nerve impulses, or action potentials, across their membrane to the next neuron. They possess a large cell body (soma), with cell projections called dendrites and an axon. Dendrites are thin, branching projections that receive electrochemical signaling (neurotransmitters) to create a change in voltage in the cell. Axons are long projections that carry the action potential away from the cell body toward the next neuron. The bulb-like end of the axon, called the axon terminal, i
Document 4:::
An injury-induced stem-cell niche is a cellular microenvironments generated during tissue injury. These environments are triggered by injury and the local responses of support cells, and enable the possibility of repair by endogenous or transplanted neural stem cells. These environments have been demonstrated in several injury models, most notable in the CNS. The term was coined by Jaime Imitola and Evan Y. Snyder when they demonstrated that astrocytes and endothelial cells during stroke are able to create a permissive environment for neural regeneration, that is most striking for exogenous transplanted neural stem cells. Previous work by the Snyder Laboratory have shown that the interactions between NSCs and local cells is reciprocal, underlying a bystander beneficial effect of neural stem cells without neural differentiation, once thought to be the only mechanism for therapeutical benefit of stem cells in CNS injury.
More recently these findings have been reproduced and extended by others to different models of CNS injury, such as experimental autoimmune encephalomyelitis (EAE), a model of Multiple sclerosis, where transplanted neural stem cells persisted undifferentiated in perivascular areas, also called atypical stem cell niches, work that was done by Gianvito Martino and Stefano Pluchino.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is a type of cell that supports neurons and maintains their environment?
A. neurofilament cell
B. glial cell
C. interneuron cell
D. axon cell
Answer:
|
|
sciq-6876
|
multiple_choice
|
What is damaged in the inner ear by loud sounds that cause hearing loss?
|
[
"hammer and anvil",
"hair cells",
"ear drum",
"tympanic membrane"
] |
B
|
Relavent Documents:
Document 0:::
Audiology (from Latin , "to hear"; and from Greek , -logia) is a branch of science that studies hearing, balance, and related disorders. Audiologists treat those with hearing loss and proactively prevent related damage. By employing various testing strategies (e.g. behavioral hearing tests, otoacoustic emission measurements, and electrophysiologic tests), audiologists aim to determine whether someone has normal sensitivity to sounds. If hearing loss is identified, audiologists determine which portions of hearing (high, middle, or low frequencies) are affected, to what degree (severity of loss), and where the lesion causing the hearing loss is found (outer ear, middle ear, inner ear, auditory nerve and/or central nervous system). If an audiologist determines that a hearing loss or vestibular abnormality is present, they will provide recommendations for interventions or rehabilitation (e.g. hearing aids, cochlear implants, appropriate medical referrals).
In addition to diagnosing audiologic and vestibular pathologies, audiologists can also specialize in rehabilitation of tinnitus, hyperacusis, misophonia, auditory processing disorders, cochlear implant use and/or hearing aid use. Audiologists can provide hearing health care from birth to end-of-life.
Audiologist
An audiologist is a health care provider specializing in identifying, diagnosing, treating, and monitoring disorders of the auditory and vestibular systems. Audiologists are trained to diagnose, manage and/or treat hearing, tinnitus, or balance problems. They dispense, manage, and rehabilitate hearing aids and assess candidacy for and map hearing implants, such as cochlear implants, middle ear implants and bone conduction implants. They counsel families through a new diagnosis of hearing loss in infants, and help teach coping and compensation skills to late-deafened adults. They also help design and implement personal and industrial hearing safety programs, newborn hearing screening programs, school hearing
Document 1:::
The endocochlear potential (EP; also called endolymphatic potential) is the positive voltage of 80-100mV seen in the cochlear endolymphatic spaces. Within the cochlea the EP varies in the magnitude all along its length. When a sound is presented, the endocochlear potential changes either positive or negative in the endolymph, depending on the stimulus. The change in the potential is called the summating potential.
With the movement of the basilar membrane, a shear force is created and a small potential is generated due to a difference in potential between the endolymph (scala media, +80 mV) and the perilymph (vestibular and tympanic ducts, 0 mV). EP is highest in the basal turn of the cochlea (95 mV in mice) and decreases in the magnitude towards the apex (87 mV). In saccule and utricle, endolymphatic potential is about +9 mV and +3mV in the semicircular canal. EP is highly dependent on the metabolism and ionic transport.
An acoustic stimulus produces a simultaneous change in conductance at the membrane of the receptor cell. Because there is a steep gradient (150 mV), changes in membrane conductance are accompanied by rapid influx and efflux of ions which in turn produce the receptor potential. This is known as the Battery Hypothesis. The receptor potential for each hair cell causes a release of neurotransmitter at its basal pole, which elicits excitation of the afferent nerve fibres.
Anatomy
Document 2:::
An otoacoustic emission (OAE) is a sound that is generated from within the inner ear. Having been predicted by Austrian astrophysicist Thomas Gold in 1948, its existence was first demonstrated experimentally by British physicist David Kemp in 1978, and otoacoustic emissions have since been shown to arise through a number of different cellular and mechanical causes within the inner ear. Studies have shown that OAEs disappear after the inner ear has been damaged, so OAEs are often used in the laboratory and the clinic as a measure of inner ear health.
Broadly speaking, there are two types of otoacoustic emissions: spontaneous otoacoustic emissions (SOAEs), which occur without external stimulation, and evoked otoacoustic emissions (EOAEs), which require an evoking stimulus.
Mechanism of occurrence
OAEs are considered to be related to the amplification function of the cochlea. In the absence of external stimulation, the activity of the cochlear amplifier increases, leading to the production of sound. Several lines of evidence suggest that, in mammals, outer hair cells are the elements that enhance cochlear sensitivity and frequency selectivity and hence act as the energy sources for amplification.
Types
Spontaneous
Spontaneous otoacoustic emissions (SOAEs) are sounds that are emitted from the ear without external stimulation and are measurable with sensitive microphones in the external ear canal. At least one SOAE can be detected in approximately 35–50% of the population. The sounds are frequency-stable between 500 Hz and 4,500 Hz and have unstable volumes between -30 dB SPL and +10 dB SPL. The majority of those with SOAEs are unaware of them, however 1–9% perceive a SOAE as an annoying tinnitus. It has been suggested that "The Hum" phenomena are SOAEs.
Evoked
Evoked otoacoustic emissions are currently evoked using three different methodologies.
Stimulus-frequency OAEs (SFOAEs) are measured during the application of a pure-tone stimulus and are detected by the vec
Document 3:::
A middle ear implant is a hearing device that is surgically implanted into the middle ear. They help people with conductive, sensorineural or mixed hearing loss to hear.
Middle ear implants work by improving the conduction of sound vibrations from the middle ear to the inner ear. There are two types of middle ear devices: active and passive. Active middle ear implants (AMEI) consist of an external audio processor and an internal implant, which actively vibrates the structures of the middle ear. Passive middle ear implants (PMEIs) are sometimes known as ossicular replacement prostheses, TORPs or PORPs. They replace damaged or missing parts of the middle ear, creating a bridge between the outer ear and the inner ear, so that sound vibrations can be conducted through the middle ear and on to the cochlea. Unlike AMEIs, PMEIs contain no electronics and are not powered by an external source.
PMEIs are the usual first-line surgical treatment for conductive hearing loss, due to their lack of external components and cost-effectiveness. However, each patient is assessed individually as to whether an AMEI or PMEI would bring more benefit. This is especially true if the patient has already had several surgeries with PMEIs.
Active middle ear implant
Parts
An active middle ear implant (AMEI) has two parts: an internal implant and an external audio processor. The microphone of the audio processor picks up sounds from the environment. The processor then converts these acoustic signals into digital signals and sends them to the implant through the skin. The implant sends the signals to the Floating Mass Transducer (FMT): a small vibratory part that is surgically fixed either on one of the three ossicles or against the round window of the cochlea. The FMT vibrates and sends sound vibrations to the cochlea. The cochlea converts these vibrations into nerve signals and sends them to the brain, where they are interpreted as sound.
Indications
AMEIs are intended for patients wit
Document 4:::
Earwax, also known by the medical term cerumen, is a waxy substance secreted in the ear canal of humans and other mammals. Earwax can be many colors, including brown, orange, red, yellowish, and gray. Earwax protects the skin of the human ear canal, assists in cleaning and lubrication, and provides protection against bacteria, fungi, particulate matter, and water.
Major components of earwax include cerumen, produced by a type of modified sweat gland, and sebum, an oily substance. Both components are made by glands located in the outer ear canal. The chemical composition of earwax includes long chain fatty acids, both saturated and unsaturated, alcohols, squalene, and cholesterol. Earwax also contains dead skin cells and hair.
Excess or compacted cerumen is the buildup of ear wax causing a blockage in the ear canal and it can press against the eardrum or block the outside ear canal or hearing aids, potentially causing hearing loss.
Physiology
Cerumen is produced in the cartilaginous outer third portion of the ear canal. It is a mixture of secretions from sebaceous glands and less-viscous ones from modified apocrine sweat glands. The primary components of both wet and dry earwax are shed layers of skin, with, on average, 60% of the earwax consisting of keratin, 12–20% saturated and unsaturated long-chain fatty acids, alcohols, squalene and 6–9% cholesterol.
Wet or dry
There are two genetically-determined types of earwax: the wet type, which is dominant, and the dry type, which is recessive. This distinction is caused by a single base change in the "ATP-binding cassette C11 gene". Dry-type individuals are homozygous for adenine (AA) whereas wet-type requires at least one guanine (AG or GG). Dry earwax is gray or tan and brittle, and is about 20% lipid. It has a smaller concentration of lipid and pigment granules than wet earwax. Wet earwax is light brown or dark brown and has a viscous and sticky consistency, and is about 50% lipid. Wet-type earwax is associated
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is damaged in the inner ear by loud sounds that cause hearing loss?
A. hammer and anvil
B. hair cells
C. ear drum
D. tympanic membrane
Answer:
|
|
sciq-3912
|
multiple_choice
|
Compared to thoracic and lumbar types, the cervical type of what structures carry the least amount of body weight?
|
[
"nuclei",
"vertebrae",
"nasal",
"ametic"
] |
B
|
Relavent Documents:
Document 0:::
In vertebrates, thoracic vertebrae compose the middle segment of the vertebral column, between the cervical vertebrae and the lumbar vertebrae. In humans, there are twelve thoracic vertebrae and they are intermediate in size between the cervical and lumbar vertebrae; they increase in size going towards the lumbar vertebrae, with the lower ones being much larger than the upper. They are distinguished by the presence of facets on the sides of the bodies for articulation with the heads of the ribs, as well as facets on the transverse processes of all, except the eleventh and twelfth, for articulation with the tubercles of the ribs. By convention, the human thoracic vertebrae are numbered T1–T12, with the first one (T1) located closest to the skull and the others going down the spine toward the lumbar region.
General characteristics
These are the general characteristics of the second through eighth thoracic vertebrae. The first and ninth through twelfth vertebrae contain certain peculiarities, and are detailed below.
The bodies in the middle of the thoracic region are heart-shaped and as broad in the anteroposterior as in the transverse direction. At the ends of the thoracic region they resemble respectively those of the cervical and lumbar vertebrae. They are slightly thicker behind than in front, flat above and below, convex from side to side in front, deeply concave behind, and slightly constricted laterally and in front. They present, on either side, two costal demi-facets, one above, near the root of the pedicle, the other below, in front of the inferior vertebral notch; these are covered with cartilage in the fresh state, and, when the vertebrae are articulated with one another, form, with the intervening intervertebral fibrocartilages, oval surfaces for the reception of the heads of the ribs.
The pedicles are directed backward and slightly upward, and the inferior vertebral notches are of large size, and deeper than in any other region of the vertebral column
Document 1:::
The lumbar vertebrae are, in human anatomy, the five vertebrae between the rib cage and the pelvis. They are the largest segments of the vertebral column and are characterized by the absence of the foramen transversarium within the transverse process (since it is only found in the cervical region) and by the absence of facets on the sides of the body (as found only in the thoracic region). They are designated L1 to L5, starting at the top. The lumbar vertebrae help support the weight of the body, and permit movement.
Human anatomy
General characteristics
The adjacent figure depicts the general characteristics of the first through fourth lumbar vertebrae. The fifth vertebra contains certain peculiarities, which are detailed below.
As with other vertebrae, each lumbar vertebra consists of a vertebral body and a vertebral arch. The vertebral arch, consisting of a pair of pedicles and a pair of laminae, encloses the vertebral foramen (opening) and supports seven processes.
Body
The vertebral body of each lumbar vertebra is kidney shaped, wider from side to side than from front to back, and a little thicker in front than in back. It is flattened or slightly concave above and below, concave behind, and deeply constricted in front and at the sides.
Arch
The pedicles are very strong, directed backward from the upper part of the vertebral body; consequently, the inferior vertebral notches are of considerable depth. The pedicles change in morphology from the upper lumbar to the lower lumbar. They increase in sagittal width from 9 mm to up to 18 mm at L5. They increase in angulation in the axial plane from 10 degrees to 20 degrees by L5. The pedicle is sometimes used as a portal of entrance into the vertebral body for fixation with pedicle screws or for placement of bone cement as with kyphoplasty or vertebroplasty.
The laminae are broad, short, and strong. They form the posterior portion of the vertebral arch. In the upper lumbar region the lamina are taller than
Document 2:::
In tetrapods, cervical vertebrae (: vertebra) are the vertebrae of the neck, immediately below the skull. Truncal vertebrae (divided into thoracic and lumbar vertebrae in mammals) lie caudal (toward the tail) of cervical vertebrae. In sauropsid species, the cervical vertebrae bear cervical ribs. In lizards and saurischian dinosaurs, the cervical ribs are large; in birds, they are small and completely fused to the vertebrae. The vertebral transverse processes of mammals are homologous to the cervical ribs of other amniotes. Most mammals have seven cervical vertebrae, with the only three known exceptions being the manatee with six, the two-toed sloth with five or six, and the three-toed sloth with nine.
In humans, cervical vertebrae are the smallest of the true vertebrae and can be readily distinguished from those of the thoracic or lumbar regions by the presence of a foramen (hole) in each transverse process, through which the vertebral artery, vertebral veins, and inferior cervical ganglion pass. The remainder of this article focuses upon human anatomy.
Structure
By convention, the cervical vertebrae are numbered, with the first one (C1) closest to the skull and higher numbered vertebrae (C2–C7) proceeding away from the skull and down the spine.
The general characteristics of the third through sixth cervical vertebrae are described here. The first, second, and seventh vertebrae are extraordinary, and are detailed later.
The bodies of these four vertebrae are small, and broader from side to side than from front to back.
The anterior and posterior surfaces are flattened and of equal depth; the former is placed on a lower level than the latter, and its inferior border is prolonged downward, so as to overlap the upper and forepart of the vertebra below.
The upper surface is concave transversely, and presents a projecting lip on either side.
The lower surface is concave from front to back, convex from side to side, and presents laterally shallow concavities that
Document 3:::
Each vertebra (: vertebrae) is an irregular bone with a complex structure composed of bone and some hyaline cartilage, that make up the vertebral column or spine, of vertebrates. The proportions of the vertebrae differ according to their spinal segment and the particular species.
The basic configuration of a vertebra varies; the bone is the body, and the central part of the body
is the centrum. The upper and lower surfaces of the vertebra body give attachment to the intervertebral discs. The posterior part of a vertebra forms a vertebral arch, in eleven parts, consisting of two pedicles (pedicle of vertebral arch), two laminae, and seven processes. The laminae give attachment to the ligamenta flava (ligaments of the spine). There are vertebral notches formed from the shape of the pedicles, which form the intervertebral foramina when the vertebrae articulate. These foramina are the entry and exit conduits for the spinal nerves. The body of the vertebra and the vertebral arch form the vertebral foramen, the larger, central opening that accommodates the spinal canal, which encloses and protects the spinal cord.
Vertebrae articulate with each other to give strength and flexibility to the spinal column, and the shape at their back and front aspects determines the range of movement. Structurally, vertebrae are essentially alike across the vertebrate species, with the greatest difference seen between an aquatic animal and other vertebrate animals. As such, vertebrates take their name from the vertebrae that compose the vertebral column.
Structure
General structure
In the human vertebral column the size of the vertebrae varies according to placement in the vertebral column, spinal loading, posture and pathology. Along the length of the spine the vertebrae change to accommodate different needs related to stress and mobility. Each vertebra is an irregular bone.
Every vertebra has a body (vertebral body), which consists of a large anterior middle portion called the cen
Document 4:::
The lumbar trunks are formed by the union of the efferent vessels from the lateral aortic lymph nodes.
They receive the lymph from the lower limbs, from the walls and viscera of the pelvis, from the kidneys and suprarenal glands and the deep lymphatics of the greater part of the abdominal wall.
Ultimately, the lumbar trunks empty into the cisterna chyli, a dilatation at the beginning of the thoracic duct.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Compared to thoracic and lumbar types, the cervical type of what structures carry the least amount of body weight?
A. nuclei
B. vertebrae
C. nasal
D. ametic
Answer:
|
|
sciq-6771
|
multiple_choice
|
What is the process called in which a magnet loses its magnetic properties?
|
[
"vectorization",
"demagnetization",
"diffusion",
"polarization"
] |
B
|
Relavent Documents:
Document 0:::
In classical electromagnetism, magnetization is the vector field that expresses the density of permanent or induced magnetic dipole moments in a magnetic material. Accordingly, physicists and engineers usually define magnetization as the quantity of magnetic moment per unit volume.
It is represented by a pseudovector M. Magnetization can be compared to electric polarization, which is the measure of the corresponding response of a material to an electric field in electrostatics.
Magnetization also describes how a material responds to an applied magnetic field as well as the way the material changes the magnetic field, and can be used to calculate the forces that result from those interactions.
The origin of the magnetic moments responsible for magnetization can be either microscopic electric currents resulting from the motion of electrons in atoms, or the spin of the electrons or the nuclei. Net magnetization results from the response of a material to an external magnetic field.
Paramagnetic materials have a weak induced magnetization in a magnetic field, which disappears when the magnetic field is removed. Ferromagnetic and ferrimagnetic materials have strong magnetization in a magnetic field, and can be magnetized to have magnetization in the absence of an external field, becoming a permanent magnet. Magnetization is not necessarily uniform within a material, but may vary between different points.
Definition
The magnetization field or M-field can be defined according to the following equation:
Where is the elementary magnetic moment and is the volume element; in other words, the M-field is the distribution of magnetic moments in the region or manifold concerned. This is better illustrated through the following relation:
where m is an ordinary magnetic moment and the triple integral denotes integration over a volume. This makes the M-field completely analogous to the electric polarisation field, or P-field, used to determine the electric dipole moment
Document 1:::
Remanence or remanent magnetization or residual magnetism is the magnetization left behind in a ferromagnetic material (such as iron) after an external magnetic field is removed. Colloquially, when a magnet is "magnetized", it has remanence. The remanence of magnetic materials provides the magnetic memory in magnetic storage devices, and is used as a source of information on the past Earth's magnetic field in paleomagnetism. The word remanence is from remanent + -ence, meaning "that which remains".
The equivalent term residual magnetization is generally used in engineering applications. In transformers, electric motors and generators a large residual magnetization is not desirable (see also electrical steel) as it is an unwanted contamination, for example a magnetization remaining in an electromagnet after the current in the coil is turned off. Where it is unwanted, it can be removed by degaussing.
Sometimes the term retentivity is used for remanence measured in units of magnetic flux density.
Types
Saturation remanence
The default definition of magnetic remanence is the magnetization remaining in zero field after a large magnetic field is applied (enough to achieve saturation). The effect of a magnetic hysteresis loop is measured using instruments such as a vibrating sample magnetometer; and the zero-field intercept is a measure of the remanence. In physics this measure is converted to an average magnetization (the total magnetic moment divided by the volume of the sample) and denoted in equations as Mr. If it must be distinguished from other kinds of remanence, then it is called the saturation remanence or saturation isothermal remanence (SIRM) and denoted by Mrs.
In engineering applications the residual magnetization is often measured using a B-H analyzer, which measures the response to an AC magnetic field (as in Fig. 1). This is represented by a flux density Br. This value of remanence is one of the most important parameters characterizing permanent ma
Document 2:::
The demagnetizing field, also called the stray field (outside the magnet), is the magnetic field (H-field) generated by the magnetization in a magnet. The total magnetic field in a region containing magnets is the sum of the demagnetizing fields of the magnets and the magnetic field due to any free currents or displacement currents. The term demagnetizing field reflects its tendency to act on the magnetization so as to reduce the total magnetic moment. It gives rise to shape anisotropy in ferromagnets with a single magnetic domain and to magnetic domains in larger ferromagnets.
The demagnetizing field of an arbitrarily shaped object requires a numerical solution of Poisson's equation even for the simple case of uniform magnetization. For the special case of ellipsoids (including infinite cylinders) the demagnetization field is linearly related to the magnetization by a geometry dependent constant called the demagnetizing factor. Since the magnetization of a sample at a given location depends on the total magnetic field at that point, the demagnetization factor must be used in order to accurately determine how a magnetic material responds to a magnetic field. (See magnetic hysteresis.)
Magnetostatic principles
Maxwell's equations
In general the demagnetizing field is a function of position . It is derived from the magnetostatic equations for a body with no electric currents. These are Ampère's law
and Gauss's law
The magnetic field and flux density are related by
where is the permeability of vacuum and is the magnetisation.
The magnetic potential
The general solution of the first equation can be expressed as the gradient of a scalar potential :
Inside the magnetic body, the potential is determined by substituting () and () in ():
Outside the body, where the magnetization is zero,
At the surface of the magnet, there are two continuity requirements:
The component of parallel to the surface must be continuous (no jump in value at the surface).
The compo
Document 3:::
Biomagnetism is the phenomenon of magnetic fields produced by living organisms; it is a subset of bioelectromagnetism. In contrast, organisms' use of magnetism in navigation is magnetoception and the study of the magnetic fields' effects on organisms is magnetobiology. (The word biomagnetism has also been used loosely to include magnetobiology, further encompassing almost any combination of the words magnetism, cosmology, and biology, such as "magnetoastrobiology".)
The origin of the word biomagnetism is unclear, but seems to have appeared several hundred years ago, linked to the expression "animal magnetism". The present scientific definition took form in the 1970s, when an increasing number of researchers began to measure the magnetic fields produced by the human body. The first valid measurement was actually made in 1963, but the field of research began to expand only after a low-noise technique was developed in 1970. Today the community of biomagnetic researchers does not have a formal organization, but international conferences are held every two years, with about 600 attendees. Most conference activity centers on the MEG (magnetoencephalogram), the measurement of the magnetic field of the brain.
Prominent researchers
David Cohen
John Wikswo
Samuel Williamson
See also
Bioelectrochemistry
Human magnetism
Magnetite
Magnetocardiography
Magnetoception - sensing of magnetic fields by organisms
Magnetoelectrochemistry
Magnetoencephalography
Magnetogastrography
Magnetomyography
SQUID
Notes
Further reading
Williamson SH, Romani GL, Kaufman L, Modena I, editors. Biomagnetism: An Interdisciplinary Approach. 1983. NATO ASI series. New York: Plenum Press.
Cohen, D. Boston and the history of biomagnetism. Neurology and Clinical Neurophysiology 2004; 30: 1.
History of Biomagnetism
Bioelectromagnetics
Magnetism
Document 4:::
A magnetic circuit is made up of one or more closed loop paths containing a magnetic flux. The flux is usually generated by permanent magnets or electromagnets and confined to the path by magnetic cores consisting of ferromagnetic materials like iron, although there may be air gaps or other materials in the path. Magnetic circuits are employed to efficiently channel magnetic fields in many devices such as electric motors, generators, transformers, relays, lifting electromagnets, SQUIDs, galvanometers, and magnetic recording heads.
The relation between magnetic flux, magnetomotive force, and magnetic reluctance in an unsaturated magnetic circuit can be described by Hopkinson's law, which bears a superficial resemblance to Ohm's law in electrical circuits, resulting in a one-to-one correspondence between properties of a magnetic circuit and an analogous electric circuit. Using this concept the magnetic fields of complex devices such as transformers can be quickly solved using the methods and techniques developed for electrical circuits.
Some examples of magnetic circuits are:
horseshoe magnet with iron keeper (low-reluctance circuit)
horseshoe magnet with no keeper (high-reluctance circuit)
electric motor (variable-reluctance circuit)
some types of pickup cartridge (variable-reluctance circuits)
Magnetomotive force (MMF)
Similar to the way that electromotive force (EMF) drives a current of electrical charge in electrical circuits, magnetomotive force (MMF) 'drives' magnetic flux through magnetic circuits. The term 'magnetomotive force', though, is a misnomer since it is not a force nor is anything moving. It is perhaps better to call it simply MMF. In analogy to the definition of EMF, the magnetomotive force around a closed loop is defined as:
The MMF represents the potential that a hypothetical magnetic charge would gain by completing the loop. The magnetic flux that is driven is not a current of magnetic charge; it merely has the same relationshi
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the process called in which a magnet loses its magnetic properties?
A. vectorization
B. demagnetization
C. diffusion
D. polarization
Answer:
|
|
ai2_arc-642
|
multiple_choice
|
Agnes learned that the brain, spinal cord, and nerves work together. What do they combine to form?
|
[
"a cell",
"a tissue",
"an organ",
"a system"
] |
D
|
Relavent Documents:
Document 0:::
In a multicellular organism, an organ is a collection of tissues joined in a structural unit to serve a common function. In the hierarchy of life, an organ lies between tissue and an organ system. Tissues are formed from same type cells to act together in a function. Tissues of different types combine to form an organ which has a specific function. The intestinal wall for example is formed by epithelial tissue and smooth muscle tissue. Two or more organs working together in the execution of a specific body function form an organ system, also called a biological system or body system.
An organ's tissues can be broadly categorized as parenchyma, the functional tissue, and stroma, the structural tissue with supportive, connective, or ancillary functions. For example, the gland's tissue that makes the hormones is the parenchyma, whereas the stroma includes the nerves that innervate the parenchyma, the blood vessels that oxygenate and nourish it and carry away its metabolic wastes, and the connective tissues that provide a suitable place for it to be situated and anchored. The main tissues that make up an organ tend to have common embryologic origins, such as arising from the same germ layer. Organs exist in most multicellular organisms. In single-celled organisms such as members of the eukaryotes, the functional analogue of an organ is known as an organelle. In plants, there are three main organs.
The number of organs in any organism depends on the definition used. By one widely adopted definition, 79 organs have been identified in the human body.
Animals
Except for placozoans, multicellular animals including humans have a variety of organ systems. These specific systems are widely studied in human anatomy. The functions of these organ systems often share significant overlap. For instance, the nervous and endocrine system both operate via a shared organ, the hypothalamus. For this reason, the two systems are combined and studied as the neuroendocrine system. The sam
Document 1:::
A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field.
Overview
The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion.
With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies.
Example programs
The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University.
A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes
Document 2:::
The Science, Technology, Engineering and Mathematics Network or STEMNET is an educational charity in the United Kingdom that seeks to encourage participation at school and college in science and engineering-related subjects (science, technology, engineering, and mathematics) and (eventually) work.
History
It is based at Woolgate Exchange near Moorgate tube station in London and was established in 1996. The chief executive is Kirsten Bodley. The STEMNET offices are housed within the Engineering Council.
Function
Its chief aim is to interest children in science, technology, engineering and mathematics. Primary school children can start to have an interest in these subjects, leading secondary school pupils to choose science A levels, which will lead to a science career. It supports the After School Science and Engineering Clubs at schools. There are also nine regional Science Learning Centres.
STEM ambassadors
To promote STEM subjects and encourage young people to take up jobs in these areas, STEMNET have around 30,000 ambassadors across the UK. these come from a wide selection of the STEM industries and include TV personalities like Rob Bell.
Funding
STEMNET used to receive funding from the Department for Education and Skills. Since June 2007, it receives funding from the Department for Children, Schools and Families and Department for Innovation, Universities and Skills, since STEMNET sits on the chronological dividing point (age 16) of both of the new departments.
See also
The WISE Campaign
Engineering and Physical Sciences Research Council
National Centre for Excellence in Teaching Mathematics
Association for Science Education
Glossary of areas of mathematics
Glossary of astronomy
Glossary of biology
Glossary of chemistry
Glossary of engineering
Glossary of physics
Document 3:::
There are yet unsolved problems in neuroscience, although some of these problems have evidence supporting a hypothesized solution, and the field is rapidly evolving. One major problem is even enumerating what would belong on a list such as this. However, these problems include:
Consciousness
Consciousness:
How can consciousness be defined?
What is the neural basis of subjective experience, cognition, wakefulness, alertness, arousal, and attention?
Quantum mind: Does quantum mechanical phenomena, such as entanglement and superposition, play an important part in the brain's function and can it explain critical aspects of consciousness?
Is there a "hard problem of consciousness"?
If so, how is it solved?
What, if any, is the function of consciousness?
What is the nature and mechanism behind near-death experiences?
How can death be defined? Can consciousness exist after death?
If consciousness is generated by brain activity, then how do some patients with physically deteriorated brains suddenly gain a brief moment of restored consciousness prior to death, a phenomenon known as terminal lucidity?
Problem of representation: How exactly does the mind function (or how does the brain interpret and represent information about the world)?
Bayesian mind: Does the mind make sense of the world by constantly trying to make predictions according to the rules of Bayesian probability?
Computational theory of mind: Is the mind a symbol manipulation system, operating on a model of computation, similar to a computer?
Connectionism: Can the mind be explained by mathematical models known as artificial neural networks?
Embodied cognition: Is the cognition of an organism affected by the organism's entire body (rather than just simply its brain), including its interactions with the environment?
Extended mind thesis: Does the mind not only exist in the brain, but also functions in the outside world by using physical objects as mental processes? Or just as prosthetic limbs can becom
Document 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Agnes learned that the brain, spinal cord, and nerves work together. What do they combine to form?
A. a cell
B. a tissue
C. an organ
D. a system
Answer:
|
|
sciq-6000
|
multiple_choice
|
What do you call the first cell of a new organism?
|
[
"starter cell",
"embryo",
"zygote",
"egg"
] |
C
|
Relavent Documents:
Document 0:::
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 1:::
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 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:::
An organism () is any biological living system that functions as an individual life form. All organisms are composed of cells. The idea of organism is based on the concept of minimal functional unit of life. Three traits have been proposed to play the main role in qualification as an organism:
noncompartmentability – structure that cannot be divided without its functionality loss,
individuality – the entity has simultaneous holding of genetic uniqueness, genetic homogeneity and autonomy,
distinctness – genetic information has to maintain open-system (a cell).
Organisms include multicellular animals, plants, and fungi; or unicellular microorganisms such as protists, bacteria, and archaea. All types of organisms are capable of reproduction, growth and development, maintenance, and some degree of response to stimuli. Most multicellular organisms differentiate into specialized tissues and organs during their development.
In 2016, a set of 355 genes from the last universal common ancestor (LUCA) of all organisms from Earth was identified.
Etymology
The term "organism" (from Greek ὀργανισμός, organismos, from ὄργανον, organon, i.e. "instrument, implement, tool, organ of sense or apprehension") first appeared in the English language in 1703 and took on its current definition by 1834 (Oxford English Dictionary). It is directly related to the term "organization". There is a long tradition of defining organisms as self-organizing beings, going back at least to Immanuel Kant's 1790 Critique of Judgment.
Definitions
An organism may be defined as an assembly of molecules functioning as a more or less stable whole that exhibits the properties of life. Dictionary definitions can be broad, using phrases such as "any living structure, such as a plant, animal, fungus or bacterium, capable of growth and reproduction". Many definitions exclude viruses and possible synthetic non-organic life forms, as viruses are dependent on the biochemical machinery of a host cell for repr
Document 4:::
Embryomics is the identification, characterization and study of the diverse cell types which arise during embryogenesis, especially as this relates to the location and developmental history of cells in the embryo. Cell type may be determined according to several criteria: location in the developing embryo, gene expression as indicated by protein and nucleic acid markers and surface antigens, and also position on the embryogenic tree.
Embryome
There are many cell markers useful in distinguishing, classifying, separating and purifying the numerous cell types present at any given time in a developing organism. These cell markers consist of select RNAs and proteins present inside, and surface antigens present on the surface of, the cells making up the embryo. For any given cell type, these RNA and protein markers reflect the genes characteristically active in that cell type. The catalog of all these cell types and their characteristic markers is known as the organism's embryome. The word is a portmanteau of embryo and genome. “Embryome” may also refer to the totality of the physical cell markers themselves.
Embryogenesis
As an embryo develops from a fertilized egg, the single egg cell splits into many cells, which grow in number and migrate to the appropriate locations inside the embryo at appropriate times during development. As the embryo's cells grow in number and migrate, they also differentiate into an increasing number of different cell types, ultimately turning into the stable, specialized cell types characteristic of the adult organism. Each of the cells in an embryo contains the same genome, characteristic of the species, but the level of activity of each of the many thousands of genes that make up the complete genome varies with, and determines, a particular cell's type (e.g. neuron, bone cell, skin cell, muscle cell, etc.).
During embryo development (embryogenesis), many cell types are present which are not present in the adult organism. These temporary c
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What do you call the first cell of a new organism?
A. starter cell
B. embryo
C. zygote
D. egg
Answer:
|
|
sciq-1728
|
multiple_choice
|
What is it called when breaks in bone occur that is usually caused by excessive stress on the bone?
|
[
"fractures",
"fragments",
"ruptures",
"faults"
] |
A
|
Relavent Documents:
Document 0:::
Fracture of biological materials may occur in biological tissues making up the musculoskeletal system, commonly called orthopedic tissues: bone, cartilage, ligaments, and tendons. Bone and cartilage, as load-bearing biological materials, are of interest to both a medical and academic setting for their propensity to fracture. For example, a large health concern is in preventing bone fractures in an aging population, especially since fracture risk increases ten fold with aging. Cartilage damage and fracture can contribute to osteoarthritis, a joint disease that results in joint stiffness and reduced range of motion.
Biological materials, especially orthopedic materials, have specific material properties which allow them to resist damage and fracture for a prolonged period of time. Nevertheless, acute damage or continual wear through a lifetime of use can contribute to breakdown of biological materials. Studying bone and cartilage can motivate the design of resilient synthetic materials that could aid in joint replacements. Similarly, studying polymer fracture and soft material fracture could aid in understanding biological material fracture.
The analysis of fracture in biological materials is complicated by multiple factors such as anisotropy, complex loading conditions, and the biological remodeling response and inflammatory response.
Bone fracture
For the medical perspective, see bone fracture.
Fracture in bone could occur because of an acute injury (monotonic loading) or fatigue (cyclic loading). Generally, bone can withstand physiological loading conditions, but aging and diseases like osteoporosis that compromise the hierarchical structure of bone can contribute to bone breakage. Furthermore, the analysis of bone fracture is complicated by the bone remodeling response, where there is a competition between microcrack accumulation and the remodeling rate. If the remodeling rate is slower than the rate microcracks accumulate, bone fracture can occur.
Furthe
Document 1:::
A rib fracture is a break in a rib bone. This typically results in chest pain that is worse with inspiration. Bruising may occur at the site of the break. When several ribs are broken in several places a flail chest results. Potential complications include a pneumothorax, pulmonary contusion, and pneumonia.
Rib fractures usually occur from a direct blow to the chest such as during a motor vehicle collision or from a crush injury. Coughing or metastatic cancer may also result in a broken rib. The middle ribs are most commonly fractured. Fractures of the first or second ribs are more likely to be associated with complications. Diagnosis can be made based on symptoms and supported by medical imaging.
Pain control is an important part of treatment. This may include the use of paracetamol (acetaminophen), NSAIDs, or opioids. A nerve block may be another option. While fractured ribs can be wrapped, this may increase complications. In those with a flail chest, surgery may improve outcomes. They are a common injury following trauma.
Signs and symptoms
This typically results in chest pain that is worse with inspiration. Bruising may occur at the site of the break.
Complications
When several ribs are broken in several places a flail chest results. Potential complications include a pneumothorax, pulmonary contusion, and pneumonia.
Causes
Rib fractures can occur with or without direct trauma during recreational activity. Cardiopulmonary resuscitation (CPR) has also been known to cause thoracic injury, including but not limited to rib and sternum fractures. They can also occur as a consequence of diseases such as cancer or rheumatoid arthritis. While for elderly individuals a fall can cause a rib fracture, in adults automobile accidents are a common event for such an injury.
Diagnosis
Signs of a broken rib may include:
Pain on inhalation
Swelling in chest area
Bruise in chest area
Increasing shortness of breath
Coughing up blood (rib may have damaged lung)
Plain X-ra
Document 2:::
The Winquist and Hansen classification is a system of categorizing femoral shaft fractures based upon the degree of comminution.
Classification
Document 3:::
A crus fracture is a fracture of the lower legs bones meaning either or both of the tibia and fibula.
Tibia fractures
Pilon fracture
Tibial plateau fracture
Tibia shaft fracture
Bumper fracture - a fracture of the lateral tibial plateau caused by a forced valgus applied to the knee
Segond fracture - an avulsion fracture of the lateral tibial condyle
Gosselin fracture - a fractures of the tibial plafond into anterior and posterior fragments
Toddler's fracture - an undisplaced and spiral fracture of the distal third to distal half of the tibia
Fibular fracture
Maisonneuve fracture - a spiral fracture of the proximal third of the fibula associated with a tear of the distal tibiofibular syndesmosis and the interosseous membrane.
Le Fort fracture of ankle - a vertical fracture of the antero-medial part of the distal fibula with avulsion of the anterior tibiofibular ligament.
Bosworth fracture - a fracture with an associated fixed posterior dislocation of the proximal fibular fragment which becomes trapped behind the posterior tibial tubercle. The injury is caused by severe external rotation of the ankle.
or , a fracture of the postero-lateral rim of the distal fibula.
Combined tibia and fibula fracture
A tib-fib fracture is a fracture of both the tibia and fibula of the same leg in the same incident. In 78% of cases, a fracture of the fibula is associated with a tibial fracture. Since the fibula is smaller and weaker than the tibia, a force strong enough to fracture the tibia often fractures the fibula as well. Types include:
Trimalleolar fracture - involving the lateral malleolus, medial malleolus and the distal posterior aspect of the tibia
Bimalleolar fracture - involving the lateral malleolus and the medial malleolus.
Pott's fracture - an archaic term loosely applied to a variety of bimalleolar ankle fractures.
Document 4:::
A fibrocartilage callus is a temporary formation of fibroblasts and chondroblasts which forms at the area of a bone fracture as the bone attempts to heal itself. The cells eventually dissipate and become dormant, lying in the resulting extracellular matrix that is the new bone.
The callus is the first sign of union visible on x-rays, usually 3 weeks after the fracture. Callus formation is slower in adults than in children, and in cortical bones than in cancellous bones.
See also
Bone healing
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is it called when breaks in bone occur that is usually caused by excessive stress on the bone?
A. fractures
B. fragments
C. ruptures
D. faults
Answer:
|
|
sciq-6951
|
multiple_choice
|
What are the properties of solutions called that depend only on the concentration of dissolved particles and not on their identity?
|
[
"platyhelminth properties",
"colligative properties",
"platyhelminth properties",
"platyhelminth properties"
] |
B
|
Relavent Documents:
Document 0:::
In chemistry, colligative properties are those properties of solutions that depend on the ratio of the number of solute particles to the number of solvent particles in a solution, and not on the nature of the chemical species present.<ref>McQuarrie, Donald, et al. Colligative properties of Solutions" General Chemistry Mill Valley: Library of Congress, 2011. .</ref> The number ratio can be related to the various units for concentration of a solution such as molarity, molality, normality (chemistry), etc. The assumption that solution properties are independent of nature of solute particles is exact only for ideal solutions, which are solutions that exhibit thermodynamic properties analogous to those of an ideal gas, and is approximate for dilute real solutions. In other words, colligative properties are a set of solution properties that can be reasonably approximated by the assumption that the solution is ideal.
Only properties which result from the dissolution of a nonvolatile solute in a volatile liquid solvent are considered. They are essentially solvent properties which are changed by the presence of the solute. The solute particles displace some solvent molecules in the liquid phase and thereby reduce the concentration of solvent and increase its entropy, so that the colligative properties are independent of the nature of the solute. The word colligative is derived from the Latin colligatus meaning bound together. This indicates that all colligative properties have a common feature, namely that they are related only to the number of solute molecules relative to the number of solvent molecules and not to the nature of the solute.
Colligative properties include:
Relative lowering of vapor pressure (Raoult's law)
Elevation of boiling point
Depression of freezing point
Osmotic pressure
For a given solute-solvent mass ratio, all colligative properties are inversely proportional to solute molar mass.
Measurement of colligative properties for a dilute solution
Document 1:::
In chemistry, solubility is the ability of a substance, the solute, to form a solution with another substance, the solvent. Insolubility is the opposite property, the inability of the solute to form such a solution.
The extent of the solubility of a substance in a specific solvent is generally measured as the concentration of the solute in a saturated solution, one in which no more solute can be dissolved. At this point, the two substances are said to be at the solubility equilibrium. For some solutes and solvents, there may be no such limit, in which case the two substances are said to be "miscible in all proportions" (or just "miscible").
The solute can be a solid, a liquid, or a gas, while the solvent is usually solid or liquid. Both may be pure substances, or may themselves be solutions. Gases are always miscible in all proportions, except in very extreme situations, and a solid or liquid can be "dissolved" in a gas only by passing into the gaseous state first.
The solubility mainly depends on the composition of solute and solvent (including their pH and the presence of other dissolved substances) as well as on temperature and pressure. The dependency can often be explained in terms of interactions between the particles (atoms, molecules, or ions) of the two substances, and of thermodynamic concepts such as enthalpy and entropy.
Under certain conditions, the concentration of the solute can exceed its usual solubility limit. The result is a supersaturated solution, which is metastable and will rapidly exclude the excess solute if a suitable nucleation site appears.
The concept of solubility does not apply when there is an irreversible chemical reaction between the two substances, such as the reaction of calcium hydroxide with hydrochloric acid; even though one might say, informally, that one "dissolved" the other. The solubility is also not the same as the rate of solution, which is how fast a solid solute dissolves in a liquid solvent. This property de
Document 2:::
In chemical biology, tonicity is a measure of the effective osmotic pressure gradient; the water potential of two solutions separated by a partially-permeable cell membrane. Tonicity depends on the relative concentration of selective membrane-impermeable solutes across a cell membrane which determine the direction and extent of osmotic flux. It is commonly used when describing the swelling-versus-shrinking response of cells immersed in an external solution.
Unlike osmotic pressure, tonicity is influenced only by solutes that cannot cross the membrane, as only these exert an effective osmotic pressure. Solutes able to freely cross the membrane do not affect tonicity because they will always equilibrate with equal concentrations on both sides of the membrane without net solvent movement. It is also a factor affecting imbibition.
There are three classifications of tonicity that one solution can have relative to another: hypertonic, hypotonic, and isotonic. A hypotonic solution example is distilled water.
Hypertonic solution
A hypertonic solution has a greater concentration of non-permeating solutes than another solution. In biology, the tonicity of a solution usually refers to its solute concentration relative to that of another solution on the opposite side of a cell membrane; a solution outside of a cell is called hypertonic if it has a greater concentration of solutes than the cytosol inside the cell. When a cell is immersed in a hypertonic solution, osmotic pressure tends to force water to flow out of the cell in order to balance the concentrations of the solutes on either side of the cell membrane. The cytosol is conversely categorized as hypotonic, opposite of the outer solution.
When plant cells are in a hypertonic solution, the flexible cell membrane pulls away from the rigid cell wall, but remains joined to the cell wall at points called plasmodesmata. The cells often take on the appearance of a pincushion, and the plasmodesmata almost cease to function b
Document 3:::
Interface and colloid science is an interdisciplinary intersection of branches of chemistry, physics, nanoscience and other fields dealing with colloids, heterogeneous systems consisting of a mechanical mixture of particles between 1 nm and 1000 nm dispersed in a continuous medium. A colloidal solution is a heterogeneous mixture in which the particle size of the substance is intermediate between a true solution and a suspension, i.e. between 1–1000 nm. Smoke from a fire is an example of a colloidal system in which tiny particles of solid float in air. Just like true solutions, colloidal particles are small and cannot be seen by the naked eye. They easily pass through filter paper. But colloidal particles are big enough to be blocked by parchment paper or animal membrane.
Interface and colloid science has applications and ramifications in the chemical industry, pharmaceuticals, biotechnology, ceramics, minerals, nanotechnology, and microfluidics, among others.
There are many books dedicated to this scientific discipline, and there is a glossary of terms, Nomenclature in Dispersion Science and Technology, published by the US National Institute of Standards and Technology.
See also
Interface (matter)
Electrokinetic phenomena
Surface science
Document 4:::
A colloid is a mixture in which one substance consisting of microscopically dispersed insoluble particles is suspended throughout another substance. Some definitions specify that the particles must be dispersed in a liquid, while others extend the definition to include substances like aerosols and gels. The term colloidal suspension refers unambiguously to the overall mixture (although a narrower sense of the word suspension is distinguished from colloids by larger particle size). A colloid has a dispersed phase (the suspended particles) and a continuous phase (the medium of suspension). The dispersed phase particles have a diameter of approximately 1 nanometre to 1 micrometre.
Some colloids are translucent because of the Tyndall effect, which is the scattering of light by particles in the colloid. Other colloids may be opaque or have a slight color.
Colloidal suspensions are the subject of interface and colloid science. This field of study began in 1845 by Francesco Selmi and expanded by Michael Faraday and Thomas Graham, who coined the term colloid in 1861.
Classification of colloids
Colloids can be classified as follows:
Homogeneous mixtures with a dispersed phase in this size range may be called colloidal aerosols, colloidal emulsions, colloidal suspensions, colloidal foams, colloidal dispersions, or hydrosols.
Hydrocolloids
Hydrocolloids describe certain chemicals (mostly polysaccharides and proteins) that are colloidally dispersible in water. Thus becoming effectively "soluble" they change the rheology of water by raising the viscosity and/or inducing gelation. They may provide other interactive effects with other chemicals, in some cases synergistic, in others antagonistic. Using these attributes hydrocolloids are very useful chemicals since in many areas of technology from foods through pharmaceuticals, personal care and industrial applications, they can provide stabilization, destabilization and separation, gelation, flow control, crystallization cont
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What are the properties of solutions called that depend only on the concentration of dissolved particles and not on their identity?
A. platyhelminth properties
B. colligative properties
C. platyhelminth properties
D. platyhelminth properties
Answer:
|
|
sciq-3372
|
multiple_choice
|
What may have developed to help our ancestors distinguish between ripe and unripe fruits?
|
[
"color vision",
"fine motor skills",
"night vision",
"acute hearing"
] |
A
|
Relavent Documents:
Document 0:::
RediRipe is a technology created at the University of Arizona which detects the production of ethylene, a natural ripening hormone, and displaying that detection by means of a color-changing sticker that changes from white to blue.
The technology was created in the lab of Mark Riley at the University of Arizona. In conjunction with the Eller College of Management's McGuire Center for Entrepreneurship, the technology was being developed into a viable business that will assist the apple and pear industries in their efforts to improve their efficiency by integrating technology into their age-old processes. Additionally, this technology has potential on other climacteric fruits which emit ethylene as they ripen.
Document 1:::
Ampelography (ἄμπελος, "vine" + γράφος, "writing") is the field of botany concerned with the identification and classification of grapevines, Vitis spp. Traditionally this has been done by comparing the shape and colour of the vine leaves and grape berries; more recently the study of vines has been revolutionised by DNA fingerprinting.
Early history
The grape vine is an extremely variable species and some varieties, such as Pinot, mutate particularly frequently. At the same time, the wine and table grape industries have been important since ancient times, so large sums of money can depend on the correct identification of different varieties and clones of grapevines.
The science of ampelography began seriously in the 19th century, when it became important to understand more about the different species of vine, as they had very different resistance to disease and pests such as phylloxera.
Many vine identification books were published at this time, one of which is Victor Rendu's Ampélographie française of 1857, featuring hand-colored lithographs by Eugene Grobon.
Pierre Galet
Until the Second World War, ampelography had been an art. Then Pierre Galet of the École nationale supérieure agronomique de Montpellier made a systematic assembly of criteria for the identification of vines. The Galet system was based on the shape and contours of the leaves, the characteristics of growing shoots, shoot tips, petioles, the sex of the flowers, the shape of the grape clusters and the colour, size and pips of the grapes themselves. The grapes are less affected by environmental factors than the leaves and the shoots, but are obviously not around for as long. He even included grape flavour as a criterion, but this is rather subjective.
Galet then published the definitive book, Ampélographie pratique, in 1952, featuring 9,600 types of vine. Ampélographie pratique was translated into English by Lucie Morton, published in 1979 and updated in 2000.
Illustrated Historical Universal Am
Document 2:::
Multiplex sensor is a hand-held multiparametric optical sensor developed by Force-A. The sensor is a result of 15 years of research on plant autofluorescence conducted by the CNRS (National Center for Scientific Research) and University of Paris-Sud Orsay. It provides accurate and complete information on the physiological state of the crop, allowing real-time and non-destructive measurements of chlorophyll and polyphenols contents in leaves and fruits.
Technology
Multiplex assesses the chlorophyll and polyphenols indices by making use of two attributes of plant fluorescence: the effect of fluorescence re-absorption by chlorophyll and screening effect of polyphenols.
The sensor is an optical head which contains:
Optical sources (UV, blue, green and red)
Detectors (blue-green or yellow, red and far-red (NIR))
Applications
Alongside with other data, Multiplex is designed to provide input for decision support systems (DSS) for a range of crops, including:
Fertilization applications
Crop quality assessments (nitrogen status, maturity, freshness and disease detection)
As a standalone sensor, Multiplex is a tool for rapid collection of information concerning chlorophyll and flavonoids contents of the plant to be applied on ecophysiological research.
Document 3:::
Pomology (from Latin , "fruit", + , "study") is a branch of botany that studies fruits and their cultivation. Someone who researches and practices the science of pomology is called a pomologist. The term fruticulture (from Latin , "fruit", + , "care") is also used to describe the agricultural practice of growing fruits in orchards.
Pomological research is mainly focused on the development, enhancement, cultivation and physiological studies of fruit trees. The goals of fruit tree improvement include enhancement of fruit quality, regulation of production periods, and reduction of production costs.
History
Middle East
In ancient Mesopotamia, pomology was practiced by the Sumerians, who are known to have grown various types of fruit, including dates, grapes, apples, melons, and figs. While the first fruits cultivated by the Egyptians were likely indigenous, such as the palm date and sorghum, more fruits were introduced as other cultural influences were introduced. Grapes and watermelon were found throughout predynastic Egyptian sites, as were the sycamore fig, dom palm and Christ's thorn. The carob, olive, apple and pomegranate were introduced to Egyptians during the New Kingdom. Later, during the Greco-Roman period peaches and pears were also introduced.
Europe
The ancient Greeks and Romans also had a strong tradition of pomology, and they cultivated a wide range of fruits, including apples, pears, figs, grapes, quinces, citron, strawberries, blackberries, elderberries, currants, damson plums, dates, melons, rose hips and pomegranates. Less common fruits were the more exotic azeroles and medlars. Cherries and apricots, both introduced in the 1st century BC, were popular. Peaches were introduced in the 1st century AD from Persia. Oranges and lemons were known but used more for medicinal purposes than in cookery. The Romans, in particular, were known for their advanced methods of fruit cultivation and storage, and they developed many of the techniques that are sti
Document 4:::
Chard or Swiss chard (; Beta vulgaris subsp. vulgaris, Cicla Group and Flavescens Group) is a green leafy vegetable. In the cultivars of the Flavescens Group, the leaf stalks are large and often prepared separately from the leaf blade; the Cicla Group is the leafy spinach beet. The leaf blade can be green or reddish; the leaf stalks are usually white, yellow or red.
Chard, like other green leafy vegetables, has highly nutritious leaves. Chard has been used in cooking for centuries, but because it is the same species as beetroot, the common names that cooks and cultures have used for chard may be confusing; it has many common names, such as silver beet, perpetual spinach, beet spinach, seakale beet, or leaf beet.
Classification
Chard was first described in 1753 by Carl Linnaeus as Beta vulgaris var. cicla. Its taxonomic rank has changed many times: it has been treated as a subspecies, a convariety, and a variety of Beta vulgaris. (Among the numerous synonyms for it are Beta vulgaris subsp. cicla (L.) W.D.J. Koch (Cicla Group), B. vulgaris subsp. cicla (L.) W.D.J. Koch var. cicla L., B. vulgaris var. cycla (L.) Ulrich, B. vulgaris subsp. vulgaris (Leaf Beet Group), B. vulgaris subsp. vulgaris (Spinach Beet Group), B. vulgaris subsp. cicla (L.) W.D.J. Koch (Flavescens Group), B. vulgaris subsp. cicla (L.) W.D.J. Koch var. flavescens (Lam.) DC., B. vulgaris L. subsp. vulgaris (Leaf Beet Group), B. vulgaris subsp. vulgaris (Swiss Chard Group)). The accepted name for all beet cultivars, like chard, sugar beet and beetroot, is Beta vulgaris subsp. vulgaris. They are cultivated descendants of the sea beet, Beta vulgaris subsp. maritima. Chard belongs to the chenopods, which are now mostly included in the family Amaranthaceae (sensu lato).
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What may have developed to help our ancestors distinguish between ripe and unripe fruits?
A. color vision
B. fine motor skills
C. night vision
D. acute hearing
Answer:
|
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.