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-3222
|
multiple_choice
|
What is a type of plant tissue consisting of undifferentiated cells that can continue to divide and differentiate?
|
[
"epidermis",
"ganglion",
"meristem",
"cambium"
] |
C
|
Relavent Documents:
Document 0:::
The meristem is a type of tissue found in plants. It consists of undifferentiated cells (meristematic cells) capable of cell division. Cells in the meristem can develop into all the other tissues and organs that occur in plants. These cells continue to divide until a time when they get differentiated and then lose the ability to divide.
Differentiated plant cells generally cannot divide or produce cells of a different type. Meristematic cells are undifferentiated or incompletely differentiated. They are totipotent and capable of continued cell division. Division of meristematic cells provides new cells for expansion and differentiation of tissues and the initiation of new organs, providing the basic structure of the plant body. The cells are small, with small vacuoles or none, and protoplasm filling the cell completely. The plastids (chloroplasts or chromoplasts), are undifferentiated, but are present in rudimentary form (proplastids). Meristematic cells are packed closely together without intercellular spaces. The cell wall is a very thin primary cell wall.
The term meristem was first used in 1858 by Carl Wilhelm von Nägeli (1817–1891) in his book Beiträge zur Wissenschaftlichen Botanik ("Contributions to Scientific Botany"). It is derived from the Greek word merizein (μερίζειν), meaning to divide, in recognition of its inherent function.
There are three types of meristematic tissues: apical (at the tips), intercalary or basal (in the middle), and lateral (at the sides). At the meristem summit, there is a small group of slowly dividing cells, which is commonly called the central zone. Cells of this zone have a stem cell function and are essential for meristem maintenance. The proliferation and growth rates at the meristem summit usually differ considerably from those at the periphery.
Apical meristems
Apical meristems are the completely undifferentiated (indeterminate) meristems in a plant. These differentiate into three kinds of primary meristems. The primary
Document 1:::
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 2:::
In botany, epiblem is a tissue that replaces the epidermis in most roots and in stems of submerged aquatic plants. It is usually located between the epidermis and cortex in the root or stem of a plant.
Document 3:::
In botany, secondary growth is the growth that results from cell division in the cambia or lateral meristems and that causes the stems and roots to thicken, while primary growth is growth that occurs as a result of cell division at the tips of stems and roots, causing them to elongate, and gives rise to primary tissue. Secondary growth occurs in most seed plants, but monocots usually lack secondary growth. If they do have secondary growth, it differs from the typical pattern of other seed plants.
The formation of secondary vascular tissues from the cambium is a characteristic feature of dicotyledons and gymnosperms. In certain monocots, the vascular tissues are also increased after the primary growth is completed but the cambium of these plants is of a different nature. In the living pteridophytes this feature is extremely rare, only occurring in Isoetes.
Lateral meristems
In many vascular plants, secondary growth is the result of the activity of the two lateral meristems, the cork cambium and vascular cambium. Arising from lateral meristems, secondary growth increases the width of the plant root or stem, rather than its length. As long as the lateral meristems continue to produce new cells, the stem or root will continue to grow in diameter. In woody plants, this process produces wood, and shapes the plant into a tree with a thickened trunk.
Because this growth usually ruptures the epidermis of the stem or roots, plants with secondary growth usually also develop a cork cambium. The cork cambium gives rise to thickened cork cells to protect the surface of the plant and reduce water loss. If this is kept up over many years, this process may produce a layer of cork. In the case of the cork oak it will yield harvestable cork.
In nonwoody plants
Secondary growth also occurs in many nonwoody plants, e.g. tomato, potato tuber, carrot taproot and sweet potato tuberous root. A few long-lived leaves also have secondary growth.
Abnormal secondary growth
Abnormal seco
Document 4:::
Micropropagation or tissue culture is the practice of rapidly multiplying plant stock material to produce many progeny plants, using modern plant tissue culture methods.
Micropropagation is used to multiply a wide variety of plants, such as those that have been genetically modified or bred through conventional plant breeding methods. It is also used to provide a sufficient number of plantlets for planting from seedless plants, plants that do not respond well to vegetative reproduction or where micropropagation is the cheaper means of propagating (e.g. Orchids). Cornell University botanist Frederick Campion Steward discovered and pioneered micropropagation and plant tissue culture in the late 1950s and early 1960s.
Steps
In short, steps of micropropagation can be divided into four stages:
Selection of mother plant
Multiplication
Rooting and acclimatizing
Transfer new plant to soil
Selection of mother plant
Micropropagation begins with the selection of plant material to be propagated. The plant tissues are removed from an intact plant in a sterile condition. Clean stock materials that are free of viruses and fungi are important in the production of the healthiest plants. Once the plant material is chosen for culture, the collection of explant(s) begins and is dependent on the type of tissue to be used; including stem tips, anthers, petals, pollen and other plant tissues. The explant material is then surface sterilized, usually in multiple courses of bleach and alcohol washes, and finally rinsed in sterilized water. This small portion of plant tissue, sometimes only a single cell, is placed on a growth medium, typically containing Macro and micro nutrients, water, sucrose as an energy source and one or more plant growth regulators (plant hormones). Usually the medium is thickened with a gelling agent, such as agar, to create a gel which supports the explant during growth. Some plants are easily grown on simple media, but others require more complicated media f
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is a type of plant tissue consisting of undifferentiated cells that can continue to divide and differentiate?
A. epidermis
B. ganglion
C. meristem
D. cambium
Answer:
|
|
sciq-11344
|
multiple_choice
|
In eukaryotes, the major mechanism for shuffling genes is what?
|
[
"suggesting reproduction",
"subject reproduction",
"sexual reproduction",
"asexual reproduction"
] |
C
|
Relavent Documents:
Document 0:::
The Bateson Lecture is an annual genetics lecture held as a part of the John Innes Symposium since 1972, in honour of the first Director of the John Innes Centre, William Bateson.
Past Lecturers
Source: John Innes Centre
1951 Sir Ronald Fisher - "Statistical methods in Genetics"
1953 Julian Huxley - "Polymorphic variation: a problem in genetical natural history"
1955 Sidney C. Harland - "Plant breeding: present position and future perspective"
1957 J.B.S. Haldane - "The theory of evolution before and after Bateson"
1959 Kenneth Mather - "Genetics Pure and Applied"
1972 William Hayes - "Molecular genetics in retrospect"
1974 Guido Pontecorvo - "Alternatives to sex: genetics by means of somatic cells"
1976 Max F. Perutz - "Mechanism of respiratory haemoglobin"
1979 J. Heslop-Harrison - "The forgotten generation: some thoughts on the genetics and physiology of Angiosperm Gametophytes "
1982 Sydney Brenner - "Molecular genetics in prospect"
1984 W.W. Franke - "The cytoskeleton - the insoluble architectural framework of the cell"
1986 Arthur Kornberg - "Enzyme systems initiating replication at the origin of the E. coli chromosome"
1988 Gottfried Schatz - "Interaction between mitochondria and the nucleus"
1990 Christiane Nusslein-Volhard - "Axis determination in the Drosophila embryo"
1992 Frank Stahl - "Genetic recombination: thinking about it in phage and fungi"
1994 Ira Herskowitz - "Violins and orchestras: what a unicellular organism can do"
1996 R.J.P. Williams - "An Introduction to Protein Machines"
1999 Eugene Nester - "DNA and Protein Transfer from Bacteria to Eukaryotes - the Agrobacterium story"
2001 David Botstein - "Extracting biological information from DNA Microarray Data"
2002 Elliot Meyerowitz
2003 Thomas Steitz - "The Macromolecular machines of gene expression"
2008 Sean Carroll - "Endless flies most beautiful: the role of cis-regulatory sequences in the evolution of animal form"
2009 Sir Paul Nurse - "Genetic transmission through
Document 1:::
Sexual reproduction is a type of reproduction that involves a complex life cycle in which a gamete (haploid reproductive cells, such as a sperm or egg cell) with a single set of chromosomes combines with another gamete to produce a zygote that develops into an organism composed of cells with two sets of chromosomes (diploid). This is typical in animals, though the number of chromosome sets and how that number changes in sexual reproduction varies, especially among plants, fungi, and other eukaryotes.
Sexual reproduction is the most common life cycle in multicellular eukaryotes, such as animals, fungi and plants. Sexual reproduction also occurs in some unicellular eukaryotes. Sexual reproduction does not occur in prokaryotes, unicellular organisms without cell nuclei, such as bacteria and archaea. However, some processes in bacteria, including bacterial conjugation, transformation and transduction, may be considered analogous to sexual reproduction in that they incorporate new genetic information. Some proteins and other features that are key for sexual reproduction may have arisen in bacteria, but sexual reproduction is believed to have developed in an ancient eukaryotic ancestor.
In eukaryotes, diploid precursor cells divide to produce haploid cells in a process called meiosis. In meiosis, DNA is replicated to produce a total of four copies of each chromosome. This is followed by two cell divisions to generate haploid gametes. After the DNA is replicated in meiosis, the homologous chromosomes pair up so that their DNA sequences are aligned with each other. During this period before cell divisions, genetic information is exchanged between homologous chromosomes in genetic recombination. Homologous chromosomes contain highly similar but not identical information, and by exchanging similar but not identical regions, genetic recombination increases genetic diversity among future generations.
During sexual reproduction, two haploid gametes combine into one diploid ce
Document 2:::
The Department of Genetics is a department of the University of Cambridge that conducts research and teaching in genetics.
Research
, the department has 83 researchers over 27 research groups, studying functional genomics, systems biology, developmental biology, cell biology, epigenetic inheritance, microbial genetics and evolution and population genetics.
Notable academic staff
Anne Ferguson-Smith , Arthur Balfour Professor of Genetics, Head of the Department
Richard Durbin FRS, Honorary Professor of Computational genomics, Senior Group Leader at the Wellcome Trust Sanger Institute
Julie Ahringer FMedSci, Professor of Genetics and Genomics, Wellcome Trust Senior Research Fellow, and Director of the Gurdon Institute
David Glover FRS FRSE, Wellcome Investigator in the Department of Genetics, formerly Balfour Professor of Genetics
, the department also has 50-65 graduate students and about 30 Part II Tripos undergraduate students.
Emeritus and alumni
Notable alumni of the department include:
Reginald Punnett , inventor of the Punnett Square
Michael Ashburner , gene ontologist and co-founder of the European Bioinformatics Institute (EBI)
Ronald Fisher, statistical geneticist, who has been described as “a genius who almost single-handedly created the foundations for modern statistical science”.
Document 3:::
Virginia Walbot (born 1946) is an American agriculturalist and botanist who is a professor in the Department of Biology at Stanford University. She investigates maize development with a focus on factors involved in male sterility.<ref>[Wang, Dongxue, David S. Skibbe, and Virginia Walbot. "Maize Male Sterile 8 (Ms8), A Putative Β-1,3-Galactosyltransferase, Modulates Cell Division, Expansion, And Differentiation During Early Maize Anther Development." Plant Reproduction 26.4 (2013): 329-338. Academic Search Premier. Web. 1 Feb. 2014.]</ref>
Life
Walbot first began working with corn when she used to help grow and sell it on her family's farm in Southern California. Later in the 1970s she met Barbara McClintock, who was very influential. That is when Walbot began visiting McClintock's lab in Cold Spring Harbor and became devoted to studying maize development and reproduction.
In 1967, Walbot received a B.A. degree in biology at Stanford University. In 1969–1972, attended Yale to work on embryogenesis, where she earned an M.Phil. and Ph.D. She attended the University of Georgia on a postdoctoral appointment. She became a faculty Member at Washington University in St. Louis. Later Walbot returned to Stanford as a professor in the Department of Biology.
Walbot first worked with maize while working with Ed Coe in the University of Missouri.
Walbot participates in societies including the American Society for Cell Biology, AAAS, AIBS, Genetics Society, and International Society for Plant Molecular Biology
Published two books, Developmental Biology in 1987 and The Maize Handbook'' in 1993.
Walbot has published hundreds of journal articles.
Administrative appointments
Elected to the Steering Committee of the Faculty Senate, Stanford (2009 - 2011)
Elected to Faculty Senate, Stanford (2009–2011)
Elected to Faculty Senate, Stanford (1999–2001)
Committee on Committees, Stanford (2000–2001)
Committee on Research, Stanford (2003–2005)
Honors and awards
Recognized as a Pionee
Document 4:::
Meiotic drive is a type of intragenomic conflict, whereby one or more loci within a genome will affect a manipulation of the meiotic process in such a way as to favor the transmission of one or more alleles over another, regardless of its phenotypic expression. More simply, meiotic drive is when one copy of a gene is passed on to offspring more than the expected 50% of the time. According to Buckler et al., "Meiotic drive is the subversion of meiosis so that particular genes are preferentially transmitted to the progeny. Meiotic drive generally causes the preferential segregation of small regions of the genome".
Meiotic drive in plants
The first report of meiotic drive came from Marcus Rhoades who in 1942 observed a violation of Mendelian segregation ratios for the R locus - a gene controlling the production of the purple pigment anthocyanin in maize kernels - in a maize line carrying abnormal chromosome 10 (Ab10). Ab10 differs from the normal chromosome 10 by the presence of a 150-base pair heterochromatic region called 'knob', which functions as a centromere during division (hence called 'neocentromere') and moves to the spindle poles faster than the centromeres during meiosis I and II. The mechanism for this was later found to involve the activity of a kinesin-14 gene called Kinesin driver (Kindr). Kindr protein is a functional minus-end directed motor, displaying quicker minus-end directed motility than an endogenous kinesin-14, such as Kin11. As a result Kindr outperforms the endogenous kinesins, pulling the 150 bp knobs to the poles faster than the centromeres and causing Ab10 to be preferentially inherited during meiosis
Meiotic drive in animals
The unequal inheritance of gametes has been observed since the 1950s, in contrast to Gregor Mendel's First and Second Laws (the law of segregation and the law of independent assortment), which dictate that there is a random chance of each allele being passed on to offspring. Examples of selfish drive genes in ani
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
In eukaryotes, the major mechanism for shuffling genes is what?
A. suggesting reproduction
B. subject reproduction
C. sexual reproduction
D. asexual reproduction
Answer:
|
|
sciq-5469
|
multiple_choice
|
What type of disorders are caused by mutations in genes or abnormal numbers of chromosomes?
|
[
"genetic disorders",
"emotional disorders",
"thyroid disorders",
"immune system disorders"
] |
A
|
Relavent Documents:
Document 0:::
Mutation frequency and mutation rates are highly correlated to each other. Mutation frequencies test are cost effective in laboratories however; these two concepts provide vital information in reference to accounting for the emergence of mutations on any given germ line.
There are several test utilized in measuring the chances of mutation frequency and rates occurring in a particular gene pool. Some of the test are as follows:
Avida Digital Evolution Platform
Fluctuation Analysis
Mutation frequency and rates provide vital information about how often a mutation may be expressed in a particular genetic group or sex. Yoon et., 2009 suggested that as sperm donors ages increased the sperm mutation frequencies increased. This reveals the positive correlation in how males are most likely to contribute to genetic disorders that reside within X-linked recessive chromosome.
There are additional factors affecting mutation frequency and rates involving evolutionary influences. Since, organisms may pass mutations to their offspring incorporating and analyzing the mutation frequency and rates of a particular species may provide a means to adequately comprehend its longevity
Aging
The time course of spontaneous mutation frequency from middle to late adulthood was measured in four different tissues of the mouse. Mutation frequencies in the cerebellum (90% neurons) and male germ cells were lower than in liver and adipose tissue. Furthermore, the mutation frequencies increased with age in liver and adipose tissue, whereas in the cerebellum and male germ cells the mutation frequency remained constant
Dietary restricted rodents live longer and are generally healthier than their ad libitum fed counterparts. No changes were observed in the spontaneous chromosomal mutation frequency of dietary restricted mice (aged 6 and 12 months) compared to ad libitum fed control mice. Thus dietary restriction appears to have no appreciable effect on spontaneous mutation in chromosomal
Document 1:::
A chromosomal abnormality, chromosomal anomaly, chromosomal aberration, chromosomal mutation, or chromosomal disorder, is a missing, extra, or irregular portion of chromosomal DNA. These can occur in the form of numerical abnormalities, where there is an atypical number of chromosomes, or as structural abnormalities, where one or more individual chromosomes are altered. Chromosome mutation was formerly used in a strict sense to mean a change in a chromosomal segment, involving more than one gene. Chromosome anomalies usually occur when there is an error in cell division following meiosis or mitosis. Chromosome abnormalities may be detected or confirmed by comparing an individual's karyotype, or full set of chromosomes, to a typical karyotype for the species via genetic testing.
Numerical abnormality
An abnormal number of chromosomes is known as aneuploidy, and occurs when an individual is either missing a chromosome from a pair (resulting in monosomy) or has more than two chromosomes of a pair (trisomy, tetrasomy, etc.). Aneuploidy can be full, involving a whole chromosome missing or added, or partial, where only part of a chromosome is missing or added. Aneuploidy can occur with sex chromosomes or autosomes.
An example of trisomy in humans is Down syndrome, which is a developmental disorder caused by an extra copy of chromosome 21; the disorder is therefore also called trisomy 21.
An example of monosomy in humans is Turner syndrome, where the individual is born with only one sex chromosome, an X.
Sperm aneuploidy
Exposure of males to certain lifestyle, environmental and/or occupational hazards may increase the risk of aneuploid spermatozoa. In particular, risk of aneuploidy is increased by tobacco smoking, and occupational exposure to benzene, insecticides, and perfluorinated compounds. Increased aneuploidy is often associated with increased DNA damage in spermatozoa.
Structural abnormalities
When the chromosome's structure is altered, this can take several
Document 2:::
The Encyclopedia of Genetics () is a print encyclopedia of genetics edited by Sydney Brenner and Jeffrey H. Miller. It has four volumes and 1,700 entries. It is available online at http://www.sciencedirect.com/science/referenceworks/9780122270802.
Genetics
Genetics literature
Document 3:::
In biology, and especially in genetics, a mutant is an organism or a new genetic character arising or resulting from an instance of mutation, which is generally an alteration of the DNA sequence of the genome or chromosome of an organism. It is a characteristic that would not be observed naturally in a specimen. The term mutant is also applied to a virus with an alteration in its nucleotide sequence whose genome is in the nuclear genome. The natural occurrence of genetic mutations is integral to the process of evolution. The study of mutants is an integral part of biology; by understanding the effect that a mutation in a gene has, it is possible to establish the normal function of that gene.
Mutants arise by mutation
Mutants arise by mutations occurring in pre-existing genomes as a result of errors of DNA replication or errors of DNA repair. Errors of replication often involve translesion synthesis by a DNA polymerase when it encounters and bypasses a damaged base in the template strand. A DNA damage is an abnormal chemical structure in DNA, such as a strand break or an oxidized base, whereas a mutation, by contrast, is a change in the sequence of standard base pairs. Errors of repair occur when repair processes inaccurately replace a damaged DNA sequence. The DNA repair process microhomology-mediated end joining is particularly error-prone.
Etymology
Although not all mutations have a noticeable phenotypic effect, the common usage of the word "mutant" is generally a pejorative term, only used for genetically or phenotypically noticeable mutations. Previously, people used the word "sport" (related to spurt) to refer to abnormal specimens. The scientific usage is broader, referring to any organism differing from the wild type. The word finds its origin in the Latin term mūtant- (stem of mūtāns), which means "to change".
Mutants should not be confused with organisms born with developmental abnormalities, which are caused by errors during morphogenesis. In a devel
Document 4:::
Disorders of sex development (DSDs), also known as differences in sex development, diverse sex development and variations in sex characteristics (VSC), are congenital conditions affecting the reproductive system, in which development of chromosomal, gonadal, or anatomical sex is atypical.
DSDs are subdivided into groups in which the labels generally emphasize the karyotype's role in diagnosis: 46,XX; 46,XY; sex chromosome; XX, sex reversal; ovotesticular disorder; and XY, sex reversal.
Overview
DSDs are medical conditions encompassing any problem noted at birth where the genitalia are atypical in relation to the chromosomes or gonads. There are several types of DSDs and their effect on the external and internal reproductive organs varies greatly.
A frequently-used social and medical adjective for people with DSDs is "intersex". Urologists were concerned that terms like intersex, hermaphrodite, and pseudohermaphrodite were confusing and pejorative. This led to the Chicago Consensus, recommending a new terminology based on the umbrella term disorders of sex differentiation.
DSDs are divided into following categories, emphasizing the karyotype's role in diagnosis:
46,XX DSD: Genetic Female Sex Chromosomes. Mainly virilized females as a result of congenital adrenal hyperplasia (CAH) and girls with aberrant ovarian development.
46,XY DSD: Genetic Male Sex Chromosomes. Individuals with abnormal testicular differentiation, defects in testosterone biosynthesis, and impaired testosterone action.
Sex chromosome DSD: patients with sex chromosome aneuploidy or mosaic sex karyotypes. This includes patients with Turner Syndrome (45,X or 45,X0) and Klinefelter Syndrome (47,XXY) even though they do not generally present with atypical genitals.
XX, Sex reversal: consist of two groups of patients with male phenotypes, the first with translocated SRY and the second with no SRY gene.
Ovotesticular disorder: patients having both ovarian and testicular tissue. In some cases the
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What type of disorders are caused by mutations in genes or abnormal numbers of chromosomes?
A. genetic disorders
B. emotional disorders
C. thyroid disorders
D. immune system disorders
Answer:
|
|
sciq-5623
|
multiple_choice
|
X and y are the labels of what specialized human chromosomes?
|
[
"exotic chromosomes",
"protein chromosomes",
"sex chromosomes",
"carb chromosomes"
] |
C
|
Relavent Documents:
Document 0:::
The Y chromosome is one of two sex chromosomes in therian mammals and other organisms. Along with the X chromosome, it is part of the XY sex-determination system, in which the Y is the sex-determining because it is the presence or absence of Y chromosome that determines the male or female sex of offspring produced in sexual reproduction. In mammals, the Y chromosome contains the SRY gene, which triggers development of male gonads. The Y chromosome is passed only from male parents to male offspring.
The human Y chromosome is composed of about 62 million base pairs of DNA, making it similar in size to chromosome 19. At the end of the Human Genome Project (and after many updates) almost half of the Y chromosome remained un-sequenced even in 2021; a different Y chromosome from the HG002 (GM24385) genome was completely sequenced in January 2022 and is included in the new "complete genome" human reference genome sequence, CHM13. It added 30 million base pairs, but it was discovered that the Y chromosome can vary a lot in size between individuals, from 45.2 million to 84.9 million base pairs. Since almost half of it was unknown before 2022 entire NCBI RefSeq bacterial genome database by mistake contains Y chromosome data.
The human Y chromosome carries 693 genes, 107 of which are protein-coding. However, some genes are repeated, making the number of exclusive protein-coding genes just 42. The Consensus Coding Sequence (CCDS) Project only classifies 63 out of 107 genes, though CCDS estimates are often considered lower bounds due to their conservative classification strategy. All single-copy Y-linked genes are hemizygous (present on only one chromosome) except in cases of aneuploidy such as XYY syndrome or XXYY syndrome.
Overview
Discovery
The Y chromosome was identified as a sex-determining chromosome by Nettie Stevens at Bryn Mawr College in 1905 during a study of the mealworm Tenebrio molitor. Edmund Beecher Wilson independently discovered the same mechanisms the sam
Document 1:::
The X chromosome is one of the two sex chromosomes in many organisms, including mammals, and is found in both males and females. It is a part of the XY sex-determination system and XO sex-determination system. The X chromosome was named for its unique properties by early researchers, which resulted in the naming of its counterpart Y chromosome, for the next letter in the alphabet, following its subsequent discovery.
Discovery
It was first noted that the X chromosome was special in 1890 by Hermann Henking in Leipzig. Henking was studying the testicles of Pyrrhocoris and noticed that one chromosome did not take part in meiosis. Chromosomes are so named because of their ability to take up staining (chroma in Greek means color). Although the X chromosome could be stained just as well as the others, Henking was unsure whether it was a different class of the object and consequently named it X element, which later became X chromosome after it was established that it was indeed a chromosome.<ref>David Bainbridge, 'The X in Sex: How the X Chromosome Controls Our Lives, pages 3-5, Harvard University Press, 2003 .</ref>
The idea that the X chromosome was named after its similarity to the letter "X" is mistaken. All chromosomes normally appear as an amorphous blob under the microscope and take on a well-defined shape only during mitosis. This shape is vaguely X-shaped for all chromosomes. It is entirely coincidental that the Y chromosome, during mitosis, has two very short branches which can look merged under the microscope and appear as the descender of a Y-shape.
It was first suggested that the X chromosome was involved in sex determination by Clarence Erwin McClung in 1901. After comparing his work on locusts with Henking's and others, McClung noted that only half the sperm received an X chromosome. He called this chromosome an accessory chromosome, and insisted (correctly) that it was a proper chromosome, and theorized (incorrectly) that it was the male-determining ch
Document 2:::
A sex chromosome (also referred to as an allosome, heterotypical chromosome, gonosome, heterochromosome, or idiochromosome) is a chromosome that differs from an ordinary autosome in form, size, and behavior. The human sex chromosomes, a typical pair of mammal allosomes, carry the genes that determine the sex of an individual created in sexual reproduction. Autosomes differ from allosomes because autosomes appear in pairs whose members have the same form but differ from other pairs in a diploid cell, whereas members of an allosome pair may differ from one another and thereby determine sex.
Nettie Stevens and Edmund Beecher Wilson both independently discovered sex chromosomes in 1905. However, Stevens is credited for discovering them earlier than Wilson.
Differentiation
In humans, each cell nucleus contains 23 pairs of chromosomes, a total of 46 chromosomes. The first 22 pairs are called autosomes. Autosomes are homologous chromosomes i.e. chromosomes which contain the same genes (regions of DNA) in the same order along their chromosomal arms. The 23rd pair of chromosomes are called allosomes. These consist of two X chromosomes in most females, and an X chromosome and a Y chromosome in most males. Females therefore have 23 homologous chromosome pairs, while males have 22. The X and Y chromosomes have small regions of homology called pseudoautosomal regions.
An X chromosome is always present as the 23rd chromosome in the ovum, while either an X or Y chromosome may be present in an individual sperm. Early in female embryonic development, in cells other than egg cells, one of the X chromosomes is randomly and permanently partially deactivated: In some cells, the X chromosome inherited from the mother deactivates; in other cells, it is the X chromosome inherited from the father. This ensures that both sexes always have exactly one functional copy of an X chromosome in each body cell. The deactivated X chromosome is silenced by repressive heterochromatin that compacts
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:::
46,XX/46,XY is a chimeric genetic condition characterized by the presence of some cells that express a 46,XX karyotype and some cells that express a 46,XY karyotype in a single human being. The cause of the condition lies in utero with the aggregation of two distinct blastocysts or zygotes (one of which expresses 46,XX and the other of which expresses 46,XY) into a single embryo, which subsequently leads to the development of a single individual with two distinct cell lines, instead of a pair of fraternal twins. 46,XX/46,XY chimeras are the result of the merging of two non-identical twins. This is not to be confused with mosaicism or hybridism, neither of which are chimeric conditions. Since individuals with the condition have two cell lines of the opposite sex, it can also be considered an intersex condition.
In humans, sexual dimorphism is a consequence of the XY sex-determination system. In normal prenatal sex differentiation, the male and female embryo is anatomically identical until week 7 of the pregnancy, when the presence or the absence of the SRY gene on the Y chromosome causes the undetermined gonadal tissue to undergo differentiation and eventually become a pair of testes or ovaries respectively. The cells of the developing testes produce anti-müllerian hormone (AMH) and androgens, causing the reproductive tract and the genitals of the fetus to differentiate. As individuals with 46,XX/46,XY partially express the SRY gene, the normal process by which an embryo normally develops into a phenotypic male or phenotypic female may be significantly affected causing variation in the gonads, the reproductive tract and the genitals. Despite this, there have been cases of completely normal sex differentiation occurring in 46,XX/46,XY individuals reported in the medical literature. 46,XX/46,XY chimerism can be identified during pregnancy by prenatal screening or in early childhood through genetic testing and direct observation.
The rate of incidence is difficult to
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
X and y are the labels of what specialized human chromosomes?
A. exotic chromosomes
B. protein chromosomes
C. sex chromosomes
D. carb chromosomes
Answer:
|
|
sciq-8989
|
multiple_choice
|
Many enzymes are simple proteins consisting entirely of one or more of these?
|
[
"alkali acid chains",
"proteins acid chains",
"amino acid chains",
"interaction acid chains"
] |
C
|
Relavent Documents:
Document 0:::
This is a list of articles that describe particular biomolecules or types of biomolecules.
A
For substances with an A- or α- prefix such as
α-amylase, please see the parent page (in this case Amylase).
A23187 (Calcimycin, Calcium Ionophore)
Abamectine
Abietic acid
Acetic acid
Acetylcholine
Actin
Actinomycin D
Adenine
Adenosmeme
Adenosine diphosphate (ADP)
Adenosine monophosphate (AMP)
Adenosine triphosphate (ATP)
Adenylate cyclase
Adiponectin
Adonitol
Adrenaline, epinephrine
Adrenocorticotropic hormone (ACTH)
Aequorin
Aflatoxin
Agar
Alamethicin
Alanine
Albumins
Aldosterone
Aleurone
Alpha-amanitin
Alpha-MSH (Melaninocyte stimulating hormone)
Allantoin
Allethrin
α-Amanatin, see Alpha-amanitin
Amino acid
Amylase (also see α-amylase)
Anabolic steroid
Anandamide (ANA)
Androgen
Anethole
Angiotensinogen
Anisomycin
Antidiuretic hormone (ADH)
Anti-Müllerian hormone (AMH)
Arabinose
Arginine
Argonaute
Ascomycin
Ascorbic acid (vitamin C)
Asparagine
Aspartic acid
Asymmetric dimethylarginine
ATP synthase
Atrial-natriuretic peptide (ANP)
Auxin
Avidin
Azadirachtin A – C35H44O16
B
Bacteriocin
Beauvericin
beta-Hydroxy beta-methylbutyric acid
beta-Hydroxybutyric acid
Bicuculline
Bilirubin
Biopolymer
Biotin (Vitamin H)
Brefeldin A
Brassinolide
Brucine
Butyric acid
C
Document 1:::
The Enzyme Commission number (EC number) is a numerical classification scheme for enzymes, based on the chemical reactions they catalyze. As a system of enzyme nomenclature, every EC number is associated with a recommended name for the corresponding enzyme-catalyzed reaction.
EC numbers do not specify enzymes but enzyme-catalyzed reactions. If different enzymes (for instance from different organisms) catalyze the same reaction, then they receive the same EC number. Furthermore, through convergent evolution, completely different protein folds can catalyze an identical reaction (these are sometimes called non-homologous isofunctional enzymes) and therefore would be assigned the same EC number. By contrast, UniProt identifiers uniquely specify a protein by its amino acid sequence.
Format of number
Every enzyme code consists of the letters "EC" followed by four numbers separated by periods. Those numbers represent a progressively finer classification of the enzyme. Preliminary EC numbers exist and have an 'n' as part of the fourth (serial) digit (e.g. EC 3.5.1.n3).
For example, the tripeptide aminopeptidases have the code "EC 3.4.11.4", whose components indicate the following groups of enzymes:
EC 3 enzymes are hydrolases enzymes (enzymes that use water to break up some other molecule)
EC 3.4 are hydrolases that act on peptide bonds
EC 3.4.11 are those hydrolases that cleave off the amino-terminal amino acid from a polypeptide
EC 3.4.11.4 are those that cleave off the amino-terminal end from a tripeptide
Top level codes
NB:The enzyme classification number is different from the 'FORMAT NUMBER'
Reaction similarity
Similarity between enzymatic reactions can be calculated by using bond changes, reaction centres or substructure metrics (formerly EC-BLAST], now the EMBL-EBI Enzyme Portal).
History
Before the development of the EC number system, enzymes were named in an arbitrary fashion, and names like old yellow enzyme and malic enzyme that give little or no
Document 2:::
Proteins are a class of biomolecules composed of amino acid chains.
Biochemistry
Antifreeze protein, class of polypeptides produced by certain fish, vertebrates, plants, fungi and bacteria
Conjugated protein, protein that functions in interaction with other chemical groups attached by covalent bonds
Denatured protein, protein which has lost its functional conformation
Matrix protein, structural protein linking the viral envelope with the virus core
Protein A, bacterial surface protein that binds antibodies
Protein A/G, recombinant protein that binds antibodies
Protein C, anticoagulant
Protein G, bacterial surface protein that binds antibodies
Protein L, bacterial surface protein that binds antibodies
Protein S, plasma glycoprotein
Protein Z, glycoprotein
Protein catabolism, the breakdown of proteins into amino acids and simple derivative compounds
Protein complex, group of two or more associated proteins
Protein electrophoresis, method of analysing a mixture of proteins by means of gel electrophoresis
Protein folding, process by which a protein assumes its characteristic functional shape or tertiary structure
Protein isoform, version of a protein with some small differences
Protein kinase, enzyme that modifies other proteins by chemically adding phosphate groups to them
Protein ligands, atoms, molecules, and ions which can bind to specific sites on proteins
Protein microarray, piece of glass on which different molecules of protein have been affixed at separate locations in an ordered manner
Protein phosphatase, enzyme that removes phosphate groups that have been attached to amino acid residues of proteins
Protein purification, series of processes intended to isolate a single type of protein from a complex mixture
Protein sequencing, protein method
Protein splicing, intramolecular reaction of a particular protein in which an internal protein segment is removed from a precursor protein
Protein structure, unique three-dimensional shape of amino
Document 3:::
In molecular biology, biosynthesis is a multi-step, enzyme-catalyzed process where substrates are converted into more complex products in living organisms. In biosynthesis, simple compounds are modified, converted into other compounds, or joined to form macromolecules. This process often consists of metabolic pathways. Some of these biosynthetic pathways are located within a single cellular organelle, while others involve enzymes that are located within multiple cellular organelles. Examples of these biosynthetic pathways include the production of lipid membrane components and nucleotides. Biosynthesis is usually synonymous with anabolism.
The prerequisite elements for biosynthesis include: precursor compounds, chemical energy (e.g. ATP), and catalytic enzymes which may need coenzymes (e.g. NADH, NADPH). These elements create monomers, the building blocks for macromolecules. Some important biological macromolecules include: proteins, which are composed of amino acid monomers joined via peptide bonds, and DNA molecules, which are composed of nucleotides joined via phosphodiester bonds.
Properties of chemical reactions
Biosynthesis occurs due to a series of chemical reactions. For these reactions to take place, the following elements are necessary:
Precursor compounds: these compounds are the starting molecules or substrates in a reaction. These may also be viewed as the reactants in a given chemical process.
Chemical energy: chemical energy can be found in the form of high energy molecules. These molecules are required for energetically unfavorable reactions. Furthermore, the hydrolysis of these compounds drives a reaction forward. High energy molecules, such as ATP, have three phosphates. Often, the terminal phosphate is split off during hydrolysis and transferred to another molecule.
Catalysts: these may be for example metal ions or coenzymes and they catalyze a reaction by increasing the rate of the reaction and lowering the activation energy.
In the sim
Document 4:::
A holoprotein or conjugated protein is an apoprotein combined with its prosthetic group.
Some enzymes do not need additional components to show full activity. Others require non-protein molecules called cofactors to be bound for activity. Cofactors can be either inorganic (e.g., metal ions and iron-sulfur clusters) or organic compounds (e.g., flavin and heme). Organic cofactors can be either coenzymes, which are released from the enzyme's active site during the reaction, or prosthetic groups, which are tightly bound to an enzyme. Organic prosthetic groups can be covalently bound (e.g., biotin in enzymes such as pyruvate carboxylase).
An example of an enzyme that contains a cofactor is carbonic anhydrase, which has a zinc cofactor bound as part of its active site. These tightly bound ions or molecules are usually found in the active site and are involved in catalysis. For example, flavin and heme cofactors are often involved in redox reactions.
Enzymes that require a cofactor but do not have one bound are called apoenzymes or apoproteins. An enzyme together with the cofactor(s) required for activity is called a holoenzyme (or haloenzyme). The term holoenzyme can also be applied to enzymes that contain multiple protein subunits, such as the DNA polymerases; here the holoenzyme is the complete complex containing all the subunits needed for activity.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Many enzymes are simple proteins consisting entirely of one or more of these?
A. alkali acid chains
B. proteins acid chains
C. amino acid chains
D. interaction acid chains
Answer:
|
|
sciq-5732
|
multiple_choice
|
The entropy is decreasing because a gas is becoming a what?
|
[
"vapor cloud",
"liquid",
"swirl",
"solid"
] |
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 thermodynamics, a temperature–entropy (T–s) diagram is a thermodynamic diagram used to visualize changes to temperature () and specific entropy () during a thermodynamic process or cycle as the graph of a curve. It is a useful and common tool, particularly because it helps to visualize the heat transfer during a process. For reversible (ideal) processes, the area under the T–s curve of a process is the heat transferred to the system during that process.
Working fluids are often categorized on the basis of the shape of their T–s diagram.
An isentropic process is depicted as a vertical line on a T–s diagram, whereas an isothermal process is a horizontal line.
See also
Carnot cycle
Pressure–volume diagram
Rankine cycle
Saturation vapor curve
Working fluid
Working fluid selection
Document 2:::
In thermodynamics, the heat capacity at constant volume, , and the heat capacity at constant pressure, , are extensive properties that have the magnitude of energy divided by temperature.
Relations
The laws of thermodynamics imply the following relations between these two heat capacities (Gaskell 2003:23):
Here is the thermal expansion coefficient:
is the isothermal compressibility (the inverse of the bulk modulus):
and is the isentropic compressibility:
A corresponding expression for the difference in specific heat capacities (intensive properties) at constant volume and constant pressure is:
where ρ is the density of the substance under the applicable conditions.
The corresponding expression for the ratio of specific heat capacities remains the same since the thermodynamic system size-dependent quantities, whether on a per mass or per mole basis, cancel out in the ratio because specific heat capacities are intensive properties. Thus:
The difference relation allows one to obtain the heat capacity for solids at constant volume which is not readily measured in terms of quantities that are more easily measured. The ratio relation allows one to express the isentropic compressibility in terms of the heat capacity ratio.
Derivation
If an infinitesimally small amount of heat is supplied to a system in a reversible way then, according to the second law of thermodynamics, the entropy change of the system is given by:
Since
where C is the heat capacity, it follows that:
The heat capacity depends on how the external variables of the system are changed when the heat is supplied. If the only external variable of the system is the volume, then we can write:
From this follows:
Expressing dS in terms of dT and dP similarly as above leads to the expression:
One can find the above expression for by expressing dV in terms of dP and dT in the above expression for dS.
results in
and it follows:
Therefore,
The partial derivative can be rewritten in terms of va
Document 3:::
In thermodynamics, the entropy of mixing is the increase in the total entropy when several initially separate systems of different composition, each in a thermodynamic state of internal equilibrium, are mixed without chemical reaction by the thermodynamic operation of removal of impermeable partition(s) between them, followed by a time for establishment of a new thermodynamic state of internal equilibrium in the new unpartitioned closed system.
In general, the mixing may be constrained to occur under various prescribed conditions. In the customarily prescribed conditions, the materials are each initially at a common temperature and pressure, and the new system may change its volume, while being maintained at that same constant temperature, pressure, and chemical component masses. The volume available for each material to explore is increased, from that of its initially separate compartment, to the total common final volume. The final volume need not be the sum of the initially separate volumes, so that work can be done on or by the new closed system during the process of mixing, as well as heat being transferred to or from the surroundings, because of the maintenance of constant pressure and temperature.
The internal energy of the new closed system is equal to the sum of the internal energies of the initially separate systems. The reference values for the internal energies should be specified in a way that is constrained to make this so, maintaining also that the internal energies are respectively proportional to the masses of the systems.
For concision in this article, the term 'ideal material' is used to refer to either an ideal gas (mixture) or an ideal solution.
In the special case of mixing ideal materials, the final common volume is in fact the sum of the initial separate compartment volumes. There is no heat transfer and no work is done. The entropy of mixing is entirely accounted for by the diffusive expansion of each material into a final volume not in
Document 4:::
In astrophysics, what is referred to as "entropy" is actually the adiabatic constant derived as follows.
Using the first law of thermodynamics for a quasi-static, infinitesimal process for a hydrostatic system
For an ideal gas in this special case, the internal energy, U, is only a function of the temperature T; therefore the partial derivative of heat capacity with respect to T is identically the same as the full derivative, yielding through some manipulation
Further manipulation using the differential version of the ideal gas law, the previous equation, and assuming constant pressure, one finds
For an adiabatic process and recalling , one finds
{|
|
|-
|
|}
One can solve this simple differential equation to find
This equation is known as an expression for the adiabatic constant, K, also called the adiabat. From the ideal gas equation one also knows
where is Boltzmann's constant.
Substituting this into the above equation along with and for an ideal monatomic gas one finds
where is the mean molecular weight of the gas or plasma; and is the mass of the Hydrogen atom, which is extremely close to the mass of the proton, , the quantity more often used in astrophysical theory of galaxy clusters.
This is what astrophysicists refer to as "entropy" and has units of [keV cm2]. This quantity relates to the thermodynamic entropy as
Astrophysics
Entropy
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The entropy is decreasing because a gas is becoming a what?
A. vapor cloud
B. liquid
C. swirl
D. solid
Answer:
|
|
sciq-6987
|
multiple_choice
|
What complex carbohydrates are the polymers of glucose?
|
[
"fruits",
"starches",
"sugars",
"fats"
] |
B
|
Relavent Documents:
Document 0:::
Structure and nomenclature
Carbohydrates are generally divided into monosaccharides, oligosaccharides, and polysaccharides depending on the number of sugar subunits. Maltose, with two sugar units, is a disaccharide, which falls under oligosaccharides. Glucose is a hexose: a monosaccharide containing six carbon atoms. The two glucose units are in the pyranose form and are joined by an O-glycosidic bond, with the first carbon (C1) of the first glucose linked to the fourth carbon (C4) of the second glucose, indicated as (1→4). The link is characterized as α because the glycosidic bond to the anomeric carbon (C1) is in the opposite plane from the substituent in the same ring (C6 of the first glucose). If the glycosidic bond to the anomeric carbon (C1) were in the same plane as the substituent, it would be classified as a β(1→4) bond, and the resulting molecule would be cellobiose. The anomeric carbon (C1) of the second glucose molecule, which is not involved in a glycosidic bond, could be either an α- or β-anomer depending on the bond direction of the attached hydroxyl group relative to the substituent of the same ring, resulting in either α-
Document 1:::
Glycogen is a multibranched polysaccharide of glucose that serves as a form of energy storage in animals, fungi, and bacteria. It is the main storage form of glucose in the human body.
Glycogen functions as one of three regularly used forms of energy reserves, creatine phosphate being for very short-term, glycogen being for short-term and the triglyceride stores in adipose tissue (i.e., body fat) being for long-term storage. Protein, broken down into amino acids, is seldom used as a main energy source except during starvation and glycolytic crisis (see bioenergetic systems).
In humans, glycogen is made and stored primarily in the cells of the liver and skeletal muscle. In the liver, glycogen can make up 5–6% of the organ's fresh weight: the liver of an adult, weighing 1.5 kg, can store roughly 100–120 grams of glycogen. In skeletal muscle, glycogen is found in a low concentration (1–2% of the muscle mass): the skeletal muscle of an adult weighing 70 kg stores roughly 400 grams of glycogen. Small amounts of glycogen are also found in other tissues and cells, including the kidneys, red blood cells, white blood cells, and glial cells in the brain. The uterus also stores glycogen during pregnancy to nourish the embryo.
The amount of glycogen stored in the body mostly depends on oxidative type 1 fibres, physical training, basal metabolic rate, and eating habits. Different levels of resting muscle glycogen are reached by changing the number of glycogen particles, rather than increasing the size of existing particles though most glycogen particles at rest are smaller than their theoretical maximum.
Approximately 4 grams of glucose are present in the blood of humans at all times; in fasting individuals, blood glucose is maintained constant at this level at the expense of glycogen stores in the liver and skeletal muscle. Glycogen stores in skeletal muscle serve as a form of energy storage for the muscle itself; however, the breakdown of muscle glycogen impedes muscle
Document 2:::
Galactomannans are polysaccharides consisting of a mannose backbone with galactose side groups, more specifically, a (1-4)-linked beta-D-mannopyranose backbone with branchpoints from their 6-positions linked to alpha-D-galactose, (i.e. 1-6-linked alpha-D-galactopyranose).
In order of increasing number of mannose-to-galactose ratio:
fenugreek gum, mannose:galactose ~1:1
guar gum, mannose:galactose ~2:1
tara gum, mannose:galactose ~3:1
locust bean gum or carob gum, mannose:galactose ~4:1
cassia gum, mannose:galactose ~5:1
Galactomannans are often used in food products to increase the viscosity of the water phase.
Guar gum has been used to add viscosity to artificial tears, but is not as stable as carboxymethylcellulose.
Food use
Galactomannans are used in foods as stabilisers. Guar and locust bean gum (LBG) are commonly used in ice cream to improve texture and reduce ice cream meltdown. LBG is also used extensively in cream cheese, fruit preparations and salad dressings. Tara gum is seeing growing acceptability as a food ingredient but is still used to a much lesser extent than guar or LBG. Guar has the highest usage in foods, largely due to its low and stable price.
Clinical use
Galactomannan is a component of the cell wall of the mold Aspergillus and is released during growth. Detection of galactomannan in blood is used to diagnose invasive aspergillosis infections in humans. This is performed with monoclonal antibodies in a double-sandwich ELISA; this assay from Bio-Rad Laboratories was approved by the FDA in 2003 and is of moderate accuracy. The assay is most useful in patients who have had hemopoietic cell transplants (stem cell transplants). False positive Aspergillus Galactomannan test have been found in patients on intravenous treatment with some antibiotics or fluids containing gluconate or citric acid such as some transfusion platelets, parenteral nutrition or PlasmaLyte.
Document 3:::
Natural gums are polysaccharides of natural origin, capable of causing a large increase in a solution's viscosity, even at small concentrations. They are mostly botanical gums, found in the woody elements of plants or in seed coatings.
Human uses
Gums are used in the food industry as thickening agents, gelling agents, emulsifying agents, and stabilizers, and in other industrial adhesives, binding agents, crystal inhibitors, clarifying agents, encapsulating agents, flocculating agents, swelling agents, foam stabilizers, etc. When consumed by humans, many of these gums are fermented by the microbes that inhabit the lower gastrointestinal tract (microbiome) and may influence the ecology and functions of these microscopic communities.
Commercial significance
Humans have used natural gums for various purposes, including chewing and the manufacturing of a wide range of products - such as varnish and lacquerware. Before the invention of synthetic equivalents, trade in gum formed part of the economy in places such as the Arabian peninsula (whence the name "gum arabic"), West Africa,
East Africa (copal) and northern New Zealand (kauri gum).
Examples
Natural gums can be classified according to their origin. They can also be classified as uncharged or ionic polymers (polyelectrolytes). Examples include (with E number food additive code):
Document 4:::
Amylose is a polysaccharide made of α-D-glucose units, bonded to each other through α(1→4) glycosidic bonds. It is one of the two components of starch, making up approximately 20–30%. Because of its tightly packed helical structure, amylose is more resistant to digestion than other starch molecules and is therefore an important form of resistant starch.
Structure
Amylose is made up of α(1→4) bound glucose molecules. The carbon atoms on glucose are numbered, starting at the aldehyde (C=O) carbon, so, in amylose, the 1-carbon on one glucose molecule is linked to the 4-carbon on the next glucose molecule (α(1→4) bonds). The structural formula of amylose is pictured at right. The number of repeated glucose subunits (n) is usually in the range of 300 to 3000, but can be many thousands.
There are three main forms of amylose chains can take. It can exist in a disordered amorphous conformation or two different helical forms. It can bind with itself in a double helix (A or B form), or it can bind with another hydrophobic guest molecule such as iodine, a fatty acid, or an aromatic compound. This is known as the V form and is how amylopectin binds to amylose in the structure of starch. Within this group, there are many different variations. Each is notated with V and then a subscript indicating the number of glucose units per turn. The most common is the V6 form, which has six glucose units a turn. V8 and possibly V7 forms exist as well. These provide an even larger space for the guest molecule to bind.
This linear structure can have some rotation around the phi and psi angles, but for the most part bound glucose ring oxygens lie on one side of the structure. The α(1→4) structure promotes the formation of a helix structure, making it possible for hydrogen bonds to form between the oxygen atoms bound at the 2-carbon of one glucose molecule and the 3-carbon of the next glucose molecule.
Fiber X-ray diffraction analysis coupled with computer-based structure refinement has f
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What complex carbohydrates are the polymers of glucose?
A. fruits
B. starches
C. sugars
D. fats
Answer:
|
|
sciq-157
|
multiple_choice
|
What supports and protects the soft organs of the body?
|
[
"Muscle",
"Skin",
"skull",
"skeleton"
] |
D
|
Relavent Documents:
Document 0:::
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 1:::
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 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:::
The human body is the structure of a human being. It is composed of many different types of cells that together create tissues and subsequently organs and then organ systems. They ensure homeostasis and the viability of the human body.
It comprises a head, hair, neck, torso (which includes the thorax and abdomen), arms and hands, legs and feet.
The study of the human body includes anatomy, physiology, histology and embryology. The body varies anatomically in known ways. Physiology focuses on the systems and organs of the human body and their functions. Many systems and mechanisms interact in order to maintain homeostasis, with safe levels of substances such as sugar and oxygen in the blood.
The body is studied by health professionals, physiologists, anatomists, and artists to assist them in their work.
Composition
The human body is composed of elements including hydrogen, oxygen, carbon, calcium and phosphorus. These elements reside in trillions of cells and non-cellular components of the body.
The adult male body is about 60% water for a total water content of some . This is made up of about of extracellular fluid including about of blood plasma and about of interstitial fluid, and about of fluid inside cells. The content, acidity and composition of the water inside and outside cells is carefully maintained. The main electrolytes in body water outside cells are sodium and chloride, whereas within cells it is potassium and other phosphates.
Cells
The body contains trillions of cells, the fundamental unit of life. At maturity, there are roughly 3037trillion cells in the body, an estimate arrived at by totaling the cell numbers of all the organs of the body and cell types. The body is also host to about the same number of non-human cells as well as multicellular organisms which reside in the gastrointestinal tract and on the skin. Not all parts of the body are made from cells. Cells sit in an extracellular matrix that consists of proteins such as collagen,
Document 4:::
H2.00.04.4.01001: Lymphoid tissue
H2.00.05.0.00001: Muscle tissue
H2.00.05.1.00001: Smooth muscle tissue
H2.00.05.2.00001: Striated muscle tissue
H2.00.06.0.00001: Nerve tissue
H2.00.06.1.00001: Neuron
H2.00.06.2.00001: Synapse
H2.00.06.2.00001: Neuroglia
h3.01: Bones
h3.02: Joints
h3.03: Muscles
h3.04: Alimentary system
h3.05: Respiratory system
h3.06: Urinary system
h3.07: Genital system
h3.08:
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What supports and protects the soft organs of the body?
A. Muscle
B. Skin
C. skull
D. skeleton
Answer:
|
|
sciq-3913
|
multiple_choice
|
Many plants generate root pressure during which phase?
|
[
"end of life cycle",
"growing season",
"developing season",
"flowering season"
] |
B
|
Relavent Documents:
Document 0:::
Root pressure is the transverse osmotic pressure within the cells of a root system that causes sap to rise through a plant stem to the leaves.
Root pressure occurs in the xylem of some vascular plants when the soil moisture level is high either at night or when transpiration is low during the daytime. When transpiration is high, xylem sap is usually under tension, rather than under pressure, due to transpirational pull. At night in some plants, root pressure causes guttation or exudation of drops of xylem sap from the tips or edges of leaves. Root pressure is studied by removing the shoot of a plant near the soil level. Xylem sap will exude from the cut stem for hours or days due to root pressure. If a pressure gauge is attached to the cut stem, the root pressure can be measured.
Root pressure is caused by active distribution of mineral nutrient ions into the root xylem. Without transpiration to carry the ions up the stem, they accumulate in the root xylem and lower the water potential. Water then diffuses from the soil into the root xylem due to osmosis. Root pressure is caused by this accumulation of water in the xylem pushing on the rigid cells. Root pressure provides a force, which pushes water up the stem, but it is not enough to account for the movement of water to leaves at the top of the tallest trees. The maximum root pressure measured in some plants can raise water only to 6.87 meters, and the tallest trees are over 100 meters tall.
Role of endodermis
The endodermis in the root is important in the development of root pressure. The endodermis is a single layer of cells between the cortex and the pericycle. These cells allow water movement until it reaches the Casparian strip, made of suberin, a waterproof substance. The Casparian strip prevents mineral nutrient ions from moving passively through the endodermal cell walls. Water and ions move in these cell walls via the apoplast pathway. Ions outside the endodermis must be actively transported across an e
Document 1:::
Herbchronology is the analysis of annual growth rings (or simply annual rings) in the secondary root xylem of perennial herbaceous plants. While leaves and stems of perennial herbs die down at the end of the growing season the root often persists for many years or even the entire life. Perennial herb species belonging to the dicotyledon group (also known as perennial forbs) are characterized by secondary growth, which shows as a new growth ring added each year to persistent roots. About two thirds of all perennial dicotyledonous herb species with a persistent root that grow in the strongly seasonal zone of the northern hemisphere show at least fairly clear annual growth rings.
Counting of annual growth rings can be used to determine the age of a perennial herb similarly as it is done in trees using dendrochronology. This way it was found that some perennial herbs live up to 50 years and more.
History
The term herb-chronology is referring to dendrochronology because of the similarity of the structures investigated. The term was introduced in the late 1990s, however, the existence of annual rings in perennial herbs was already observed in earlier times by several researchers.
Annual growth rings
Like trees and woody plants, perennial herbs have a growth zone called vascular cambium between the root bark and the root xylem. The vascular cambium ring is active during growing season and produces a new layer of xylem tissue or growth ring every year. This addition of a new lateral layer each year is called secondary growth and is exactly the same as in woody plants. Each individual growth ring consists of earlywood tissue that is formed at the beginning of the growing season and latewood tissue formed in summer and fall. Earlywood tissue is characterized by wide vessels or denser arrangement of vessels, whereas latewood tissue shows narrower vessels and/or lower vessel density.
Annual growth rings in herbs are usually only visible by means of a microscope and a speci
Document 2:::
Plant Physiology is a monthly peer-reviewed scientific journal that covers research on physiology, biochemistry, cellular and molecular biology, genetics, biophysics, and environmental biology of plants. The journal has been published since 1926 by the American Society of Plant Biologists. The current editor-in-chief is Yunde Zhao (University of California San Diego. According to the Journal Citation Reports, the journal has a 2021 impact factor of 8.005.
Document 3:::
The quiescent centre is a group of cells, up to 1,000 in number, in the form of a hemisphere, with the flat face toward the root tip of vascular plants. It is a region in the apical meristem of a root where cell division proceeds very slowly or not at all, but the cells are capable of resuming meristematic activity when the tissue surrounding them is damaged.
Cells of root apical meristems do not all divide at the same rate. Determinations of relative rates of DNA synthesis show that primary roots of Zea, Vicia and Allium have quiescent centres to the meristems, in which the cells divide rarely or never in the course of normal root growth (Clowes, 1958). Such a quiescent centre includes the cells at the apices of the histogens of both stele and cortex. Its presence can be deduced from the anatomy of the apex in Zea (Clowes, 1958), but not in the other species which lack discrete histogens.
History
In 1953, during the course of analysing the organization and function of the root apices, Frederick Albert Lionel Clowes (born 10 September 1921), at the School of Botany (now Department of Plant Sciences), University of Oxford, proposed the term ‘cytogenerative centre’ to denote ‘the region of an apical meristem from which all future cells are derived’. This term had been suggested to him by Mr Harold K. Pusey, a lecturer in embryology at the Department of Zoology and Comparative Anatomy at the same university. The 1953 paper of Clowes reported results of his experiments on Fagus sylvatica and Vicia faba, in which small oblique and wedge-shaped excisions were made at the tip of the primary root, at the most distal level of the root body, near the boundary with the root cap. The results of these experiments were striking and showed that: the root which grew on following the excision was normal at the undamaged meristem side; the nonexcised meristem portion contributed to the regeneration of the excised portion; the regenerated part of the root had abnormal patterning and
Document 4:::
A dimorphic root system is a plant root system with two distinct root forms, which are adapted to perform different functions. One of the most common manifestations is in plants with both a taproot, which grows straight down to the water table, from which it obtains water for the plant; and a system of lateral roots, which obtain nutrients from superficial soil layers near the surface. Many plants with dimorphic root systems adapt the levels of rainfall in the surrounding area, growing many surface roots when there is heavy rainfall, and relying on a taproot when rain is scarce. Because of their adaptability to water levels in the surrounding area, most plants with dimorphic root systems live in arid climates with common wet and dry periods.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Many plants generate root pressure during which phase?
A. end of life cycle
B. growing season
C. developing season
D. flowering season
Answer:
|
|
sciq-671
|
multiple_choice
|
A species is a subdivision of a genus in what classification system?
|
[
"calcareous system",
"mammalian",
"linnaean system",
"crocodilian system"
] |
C
|
Relavent Documents:
Document 0:::
Order () is one of the eight major hierarchical taxonomic ranks in Linnaean taxonomy. It is classified between family and class. In biological classification, the order is a taxonomic rank used in the classification of organisms and recognized by the nomenclature codes. An immediately higher rank, superorder, is sometimes added directly above order, with suborder directly beneath order. An order can also be defined as a group of related families.
What does and does not belong to each order is determined by a taxonomist, as is whether a particular order should be recognized at all. Often there is no exact agreement, with different taxonomists each taking a different position. There are no hard rules that a taxonomist needs to follow in describing or recognizing an order. Some taxa are accepted almost universally, while others are recognized only rarely.
The name of an order is usually written with a capital letter. For some groups of organisms, their orders may follow consistent naming schemes. Orders of plants, fungi, and algae use the suffix (e.g. Dictyotales). Orders of birds and fishes use the Latin suffix meaning 'having the form of' (e.g. Passeriformes), but orders of mammals and invertebrates are not so consistent (e.g. Artiodactyla, Actiniaria, Primates).
Hierarchy of ranks
Zoology
For some clades covered by the International Code of Zoological Nomenclature, several additional classifications are sometimes used, although not all of these are officially recognized.
In their 1997 classification of mammals, McKenna and Bell used two extra levels between superorder and order: grandorder and mirorder. Michael Novacek (1986) inserted them at the same position. Michael Benton (2005) inserted them between superorder and magnorder instead. This position was adopted by Systema Naturae 2000 and others.
Botany
In botany, the ranks of subclass and suborder are secondary ranks pre-defined as respectively above and below the rank of order. Any number of further ran
Document 1:::
In biological classification, class () is a taxonomic rank, as well as a taxonomic unit, a taxon, in that rank. It is a group of related taxonomic orders. Other well-known ranks in descending order of size are life, domain, kingdom, phylum, order, family, genus, and species, with class ranking between phylum and order.
History
The class as a distinct rank of biological classification having its own distinctive name (and not just called a top-level genus (genus summum)) was first introduced by the French botanist Joseph Pitton de Tournefort in his classification of plants that appeared in his Eléments de botanique, 1694.
Insofar as a general definition of a class is available, it has historically been conceived as embracing taxa that combine a distinct grade of organization—i.e. a 'level of complexity', measured in terms of how differentiated their organ systems are into distinct regions or sub-organs—with a distinct type of construction, which is to say a particular layout of organ systems. This said, the composition of each class is ultimately determined by the subjective judgment of taxonomists.
In the first edition of his Systema Naturae (1735), Carl Linnaeus divided all three of his kingdoms of Nature (minerals, plants, and animals) into classes. Only in the animal kingdom are Linnaeus's classes similar to the classes used today; his classes and orders of plants were never intended to represent natural groups, but rather to provide a convenient "artificial key" according to his Systema Sexuale, largely based on the arrangement of flowers. In botany, classes are now rarely discussed. Since the first publication of the APG system in 1998, which proposed a taxonomy of the flowering plants up to the level of orders, many sources have preferred to treat ranks higher than orders as informal clades. Where formal ranks have been assigned, the ranks have been reduced to a very much lower level, e.g. class Equisitopsida for the land plants, with the major divisions wi
Document 2:::
In biology, taxonomic rank is the relative level of a group of organisms (a taxon) in an ancestral or hereditary hierarchy. A common system of biological classification (taxonomy) consists of species, genus, family, order, class, phylum, kingdom, and domain. While older approaches to taxonomic classification were phenomenological, forming groups on the basis of similarities in appearance, organic structure and behaviour, methods based on genetic analysis have opened the road to cladistics.
A given rank subsumes less general categories under it, that is, more specific descriptions of life forms. Above it, each rank is classified within more general categories of organisms and groups of organisms related to each other through inheritance of traits or features from common ancestors. The rank of any species and the description of its genus is basic; which means that to identify a particular organism, it is usually not necessary to specify ranks other than these first two.
Consider a particular species, the red fox, Vulpes vulpes: the specific name or specific epithet vulpes (small v) identifies a particular species in the genus Vulpes (capital V) which comprises all the "true" foxes. Their close relatives are all in the family Canidae, which includes dogs, wolves, jackals, and all foxes; the next higher major rank, the order Carnivora, includes caniforms (bears, seals, weasels, skunks, raccoons and all those mentioned above), and feliforms (cats, civets, hyenas, mongooses). Carnivorans are one group of the hairy, warm-blooded, nursing members of the class Mammalia, which are classified among animals with backbones in the phylum Chordata, and with them among all animals in the kingdom Animalia. Finally, at the highest rank all of these are grouped together with all other organisms possessing cell nuclei in the domain Eukarya.
The International Code of Zoological Nomenclature defines rank as: "The level, for nomenclatural purposes, of a taxon in a taxonomic hierarchy (
Document 3:::
In zoological nomenclature, a type species (species typica) is the species name with which the name of a genus or subgenus is considered to be permanently taxonomically associated, i.e., the species that contains the biological type specimen (or specimens). A similar concept is used for suprageneric groups and called a type genus.
In botanical nomenclature, these terms have no formal standing under the code of nomenclature, but are sometimes borrowed from zoological nomenclature. In botany, the type of a genus name is a specimen (or, rarely, an illustration) which is also the type of a species name. The species name with that type can also be referred to as the type of the genus name. Names of genus and family ranks, the various subdivisions of those ranks, and some higher-rank names based on genus names, have such types.
In bacteriology, a type species is assigned for each genus. Whether or not currently recognized as valid, every named genus or subgenus in zoology is theoretically associated with a type species. In practice, however, there is a backlog of untypified names defined in older publications when it was not required to specify a type.
Use in zoology
A type species is both a concept and a practical system that is used in the classification and nomenclature (naming) of animals. The "type species" represents the reference species and thus "definition" for a particular genus name. Whenever a taxon containing multiple species must be divided into more than one genus, the type species automatically assigns the name of the original taxon to one of the resulting new taxa, the one that includes the type species.
The term "type species" is regulated in zoological nomenclature by article 42.3 of the International Code of Zoological Nomenclature, which defines a type species as the name-bearing type of the name of a genus or subgenus (a "genus-group name"). In the Glossary, type species is defined as
The type species permanently attaches a formal name (the ge
Document 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
A species is a subdivision of a genus in what classification system?
A. calcareous system
B. mammalian
C. linnaean system
D. crocodilian system
Answer:
|
|
sciq-8333
|
multiple_choice
|
What surrounds the lungs in a thoracic cavity?
|
[
"single membrane",
"water",
"calcium",
"double membrane"
] |
D
|
Relavent Documents:
Document 0:::
The endothoracic fascia is the layer of loose connective tissue deep to the intercostal spaces and ribs, separating these structures from the underlying pleura. This fascial layer is the outermost membrane of the thoracic cavity. The endothoracic fascia contains variable amounts of fat.
It becomes more fibrous over the apices of the lungs as the suprapleural membrane. It separates the internal thoracic artery from the parietal pleura.
Document 1:::
In anatomy, a potential space is a space between two adjacent structures that are normally pressed together (directly apposed). Many anatomic spaces are potential spaces, which means that they are potential rather than realized (with their realization being dynamic according to physiologic or pathophysiologic events). In other words, they are like an empty plastic bag that has not been opened (two walls collapsed against each other; no interior volume until opened) or a balloon that has not been inflated. The pleural space, between the visceral and parietal pleura of the lung, is a potential space. Though it only contains a small amount of fluid normally, it can sometimes accumulate fluid or air that widens the space. The pericardial space is another potential space that may fill with fluid (effusion) in certain disease states (e.g. pericarditis; a large pericardial effusion may result in cardiac tamponade).
Examples
costodiaphragmatic recess
pericardial cavity
epidural space (within the skull)
subdural space
peritoneal cavity
buccal space
See also
Fascial spaces of the head and neck
Document 2:::
Lung receptors sense irritation or inflammation in the bronchi and alveoli.
Document 3:::
The thoracic diaphragm, or simply the diaphragm (; ), is a sheet of internal skeletal muscle in humans and other mammals that extends across the bottom of the thoracic cavity. The diaphragm is the most important muscle of respiration, and separates the thoracic cavity, containing the heart and lungs, from the abdominal cavity: as the diaphragm contracts, the volume of the thoracic cavity increases, creating a negative pressure there, which draws air into the lungs. Its high oxygen consumption is noted by the many mitochondria and capillaries present; more than in any other skeletal muscle.
The term diaphragm in anatomy, created by Gerard of Cremona, can refer to other flat structures such as the urogenital diaphragm or pelvic diaphragm, but "the diaphragm" generally refers to the thoracic diaphragm. In humans, the diaphragm is slightly asymmetric—its right half is higher up (superior) to the left half, since the large liver rests beneath the right half of the diaphragm. There is also speculation that the diaphragm is lower on the other side due to heart's presence.
Other mammals have diaphragms, and other vertebrates such as amphibians and reptiles have diaphragm-like structures, but important details of the anatomy may vary, such as the position of the lungs in the thoracic cavity.
Structure
The diaphragm is an upward curved, c-shaped structure of muscle and fibrous tissue that separates the thoracic cavity from the abdomen. The superior surface of the dome forms the floor of the thoracic cavity, and the inferior surface the roof of the abdominal cavity.
As a dome, the diaphragm has peripheral attachments to structures that make up the abdominal and chest walls. The muscle fibres from these attachments converge in a central tendon, which forms the crest of the dome. Its peripheral part consists of muscular fibers that take origin from the circumference of the inferior thoracic aperture and converge to be inserted into a central tendon.
The muscle fibres of t
Document 4:::
Mucociliary clearance (MCC), mucociliary transport, or the mucociliary escalator, describes the self-clearing mechanism of the airways in the respiratory system. It is one of the two protective processes for the lungs in removing inhaled particles including pathogens before they can reach the delicate tissue of the lungs. The other clearance mechanism is provided by the cough reflex. Mucociliary clearance has a major role in pulmonary hygiene.
MCC effectiveness relies on the correct properties of the airway surface liquid produced, both of the periciliary sol layer and the overlying mucus gel layer, and of the number and quality of the cilia present in the lining of the airways. An important factor is the rate of mucin secretion. The ion channels CFTR and ENaC work together to maintain the necessary hydration of the airway surface liquid.
Any disturbance in the closely regulated functioning of the cilia can cause a disease. Disturbances in the structural formation of the cilia can cause a number of ciliopathies, notably primary ciliary dyskinesia. Cigarette smoke exposure can cause shortening of the cilia.
Function
In the upper part of the respiratory tract the nasal hair in the nostrils traps large particles, and the sneeze reflex may also be triggered to expel them. The nasal mucosa also traps particles preventing their entry further into the tract. In the rest of the respiratory tract, particles of different sizes become deposited along different parts of the airways. Larger particles are trapped higher up in the larger bronchi. As the airways become narrower only smaller particles can pass. The branchings of the airways cause turbulence in the airflow at all of their junctions where particles can then be deposited and they never reach the alveoli. Only very small pathogens are able to gain entry to the alveoli. Mucociliary clearance functions to remove these particulates and also to trap and remove pathogens from the airways, in order to protect the delicate
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What surrounds the lungs in a thoracic cavity?
A. single membrane
B. water
C. calcium
D. double membrane
Answer:
|
|
scienceQA-1397
|
multiple_choice
|
Select the fish below.
|
[
"tortoise",
"ostrich",
"piranha",
"African bullfrog"
] |
C
|
An African bullfrog is an amphibian. It has moist skin and begins its life in water.
Frogs live near water or in damp places. Most frogs lay their eggs in water.
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.
An ostrich is a bird. It has feathers, two wings, and a beak.
The ostrich is the largest bird alive today. Ostriches cannot fly, but they can run very fast.
A tortoise is a reptile. It has scaly, waterproof skin.
A tortoise's shell protects it from predators. When a tortoise feels threatened, it can pull its head and legs inside its shell.
|
Relavent Documents:
Document 0:::
Fish intelligence is the resultant of the process of acquiring, storing in memory, retrieving, combining, comparing, and using in new contexts information and conceptual skills" as it applies to fish.
According to Culum Brown from Macquarie University, "Fish are more intelligent than they appear. In many areas, such as memory, their cognitive powers match or exceed those of ‘higher’ vertebrates including non-human primates."
Fish hold records for the relative brain weights of vertebrates. Most vertebrate species have similar brain-to-body mass ratios. The deep sea bathypelagic bony-eared assfish has the smallest ratio of all known vertebrates. At the other extreme, the electrogenic elephantnose fish, an African freshwater fish, has one of the largest brain-to-body weight ratios of all known vertebrates (slightly higher than humans) and the highest brain-to-body oxygen consumption ratio of all known vertebrates (three times that for humans).
Brain
Fish typically have quite small brains relative to body size compared with other vertebrates, typically one-fifteenth the brain mass of a similarly sized bird or mammal. However, some fish have relatively large brains, most notably mormyrids and sharks, which have brains about as massive relative to body weight as birds and marsupials.
The cerebellum of cartilaginous and bony fishes is large and complex. In at least one important respect, it differs in internal structure from the mammalian cerebellum: The fish cerebellum does not contain discrete deep cerebellar nuclei. Instead, the primary targets of Purkinje cells are a distinct type of cell distributed across the cerebellar cortex, a type not seen in mammals. The circuits in the cerebellum are similar across all classes of vertebrates, including fish, reptiles, birds, and mammals. There is also an analogous brain structure in cephalopods with well-developed brains, such as octopuses. This has been taken as evidence that the cerebellum performs functions important to
Document 1:::
The Digital Fish Library (DFL) is a University of California San Diego project funded by the Biological Infrastructure Initiative (DBI) of the National Science Foundation (NSF). The DFL creates 2D and 3D visualizations of the internal and external anatomy of fish obtained with magnetic resonance imaging (MRI) methods and makes these publicly available on the web.
The information core for the Digital Fish Library is generated using high-resolution MRI scanners housed at the Center for functional magnetic resonance imaging (CfMRI) multi-user facility at UC San Diego. These instruments use magnetic fields to take 3D images of animal tissues, allowing researchers to non-invasively see inside them and quantitatively describe their 3D anatomy. Fish specimens are obtained from the Marine Vertebrate Collection at Scripps Institute of Oceanography (SIO) and imaged by staff from UC San Diego's Center for Scientific Computation in Imaging (CSCI).
As of February 2010, the Digital Fish Library contains almost 300 species covering all five classes of fish, 56 of 60 orders, and close to 200 of the 521 fish families as described by Nelson, 2006. DFL imaging has also contributed to a number of published peer-reviewed scientific studies.
Digital Fish Library work has been featured in the media, including two National Geographic documentaries: Magnetic Navigator and Ultimate Shark.
Document 2:::
The Cichlid Room Companion (CRC) is a membership-based webpage dedicated to the fishes of the Cichlid family (Cichlidae). The site was launched in May 1996 and offers arguably the most comprehensive authoritative catalogue of cichlids on the web, which is illustrated with more than 25,000 photographs of fishes and 2,000 of habitats, as well as over 300 videos of cichlids and their habitats. It also “offers access to ample information about 253 genera and 2371 species”, a discussion forum as well as many articles about taxonomy, natural history, fish-keeping, field accounts, conservation, and other cichlid related topics; mostly written by citizen scientists and people who specialize in cichlids. The species summaries provided in the form of profiles include taxonomic, distribution and habitat, distribution maps, conservation, natural history, captive maintenance, images, videos, collection records, and an extensive bibliography of the species included and have been prepared by world-class specialists. A document establishes the standards followed in the preparation and maintenance of the cichlid catalogue. The site is administered by its creator and editor, Juan Miguel Artigas-Azas, a naturalist, who is also an aquarist and a nature photographer. In 2008, the American Cichlid Association (ACA) awarded Artigas-Azas the Guy Jordan Retrospective Award, which is the maximum honor that association gives to people who have done extensive contribution to the international cichlid hobby.
Contributions to public understanding of science
In the past decade, the Internet has fundamentally transformed the relationships between the scientific community and society as a whole, as the boundaries between public and private, professionals and hobbyists fade away; allowing for a wider range of participants to engage with science in unprecedented ways. The educational and citizens science task of the CRC has been acknowledged in the formal scientific literature, both as a source of d
Document 3:::
Knowledge of fish age characteristics is necessary for stock assessments, and to develop management or conservation plans. Size is generally associated with age; however, there are variations in size at any particular age for most fish species making it difficult to estimate one from the other with precision. Therefore, researchers interested in determining a fish age look for structures which increase incrementally with age. The most commonly used techniques involve counting natural growth rings on the scales, otoliths, vertebrae, fin spines, eye lenses, teeth, or bones of the jaw, pectoral girdle, and opercular series. Even reliable aging techniques may vary among species; often, several different bony structures are compared among a population in order to determine the most accurate method.
History
Aristotle (ca. 340 B.C.) may have been the first scientist to speculate on the use of hard parts of fishes to determine age, stating in Historica Animalium that “the age of a scaly fish may be told by the size and hardness of its scales.” However, it was not until the development of the microscope that more detailed studies were performed on the structure of scales. Antonie van Leeuwenhoek developed improved lenses which he went use in his creation of microscopes. He had a wide range of interests including the structure of fish scales from the European eel (Anguilla anguilla) and the burbot (Lota lota), species which were previously thought not to have scales. He observed that the scales contained “circular lines” and that each scale had the same number of these lines, and correctly inferred that the number of lines correlated to the age of the fish. He also correctly associated the darker areas of scale growth to the season of slowed growth, a characteristic he had previously observed in tree trunks. Leeuwenhoek's work went widely undiscovered by fisheries researchers, and the discovery of fish aging structures is widely credited to Hans Hederström (e.g., Ricker 19
Document 4:::
Fisheries science is the academic discipline of managing and understanding fisheries. It is a multidisciplinary science, which draws on the disciplines of limnology, oceanography, freshwater biology, marine biology, meteorology, conservation, ecology, population dynamics, economics, statistics, decision analysis, management, and many others in an attempt to provide an integrated picture of fisheries. In some cases new disciplines have emerged, as in the case of bioeconomics and fisheries law. Because fisheries science is such an all-encompassing field, fisheries scientists often use methods from a broad array of academic disciplines. Over the most recent several decades, there have been declines in fish stocks (populations) in many regions along with increasing concern about the impact of intensive fishing on marine and freshwater biodiversity.
Fisheries science is typically taught in a university setting, and can be the focus of an undergraduate, master's or Ph.D. program. Some universities offer fully integrated programs in fisheries science. Graduates of university fisheries programs typically find employment as scientists, fisheries managers of both recreational and commercial fisheries, researchers, aquaculturists, educators, environmental consultants and planners, conservation officers, and many others.
Fisheries research
Because fisheries take place in a diverse set of aquatic environments (i.e., high seas, coastal areas, large and small rivers, and lakes of all sizes), research requires different sampling equipment, tools, and techniques. For example, studying trout populations inhabiting mountain lakes requires a very different set of sampling tools than, say, studying salmon in the high seas. Ocean fisheries research vessels (FRVs) often require platforms which are capable of towing different types of fishing nets, collecting plankton or water samples from a range of depths, and carrying acoustic fish-finding equipment. Fisheries research vessels a
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Select the fish below.
A. tortoise
B. ostrich
C. piranha
D. African bullfrog
Answer:
|
sciq-10177
|
multiple_choice
|
What are the two unique features of mollusks?
|
[
"radula and antennae",
"mantle and radula",
"antennae and pseudopod",
"pseudopod and mantle"
] |
B
|
Relavent Documents:
Document 0:::
The gastropods (), commonly known as slugs and snails, belong to a large taxonomic class of invertebrates within the phylum Mollusca called Gastropoda ().
This class comprises snails and slugs from saltwater, freshwater, and from the land. There are many thousands of species of sea snails and slugs, as well as freshwater snails, freshwater limpets, land snails and slugs.
The class Gastropoda is a diverse and highly successful class of mollusks within the phylum Mollusca. It contains a vast total of named species, second only to the insects in overall number. The fossil history of this class goes back to the Late Cambrian. , 721 families of gastropods are known, of which 245 are extinct and appear only in the fossil record, while 476 are currently extant with or without a fossil record.
Gastropoda (previously known as univalves and sometimes spelled "Gasteropoda") are a major part of the phylum Mollusca, and are the most highly diversified class in the phylum, with 65,000 to 80,000 living snail and slug species. The anatomy, behavior, feeding, and reproductive adaptations of gastropods vary significantly from one clade or group to another, so stating many generalities for all gastropods is difficult.
The class Gastropoda has an extraordinary diversification of habitats. Representatives live in gardens, woodland, deserts, and on mountains; in small ditches, great rivers, and lakes; in estuaries, mudflats, the rocky intertidal, the sandy subtidal, the abyssal depths of the oceans, including the hydrothermal vents, and numerous other ecological niches, including parasitic ones.
Although the name "snail" can be, and often is, applied to all the members of this class, commonly this word means only those species with an external shell big enough that the soft parts can withdraw completely into it. Those gastropods without a shell, and those with only a very reduced or internal shell, are usually known as slugs; those with a shell into which they can partly but not com
Document 1:::
A molluscivore is a carnivorous animal that specialises in feeding on molluscs such as gastropods, bivalves, brachiopods and cephalopods. Known molluscivores include numerous predatory (and often cannibalistic) molluscs, (e.g.octopuses, murexes, decollate snails and oyster drills), arthropods such as crabs and firefly larvae, and, vertebrates such as fish, birds and mammals. Molluscivory is performed in a variety ways with some animals highly adapted to this method of feeding behaviour. A similar behaviour, durophagy, describes the feeding of animals that consume hard-shelled or exoskeleton bearing organisms, such as corals, shelled molluscs, or crabs.
Description
Molluscivory can be performed in several ways:
In some cases, the mollusc prey are simply swallowed entire, including the shell, whereupon the prey is killed through suffocation and or exposure to digestive enzymes. Only cannibalistic sea slugs, snail-eating cone shells of the taxon Coninae, and some sea anemones use this method.
One method, used especially by vertebrate molluscivores, is to break the shell, either by exerting force on the shell until it breaks, often by biting the shell, like with oyster crackers, mosasaurs, and placodonts, or hammering at the shell, e.g. oystercatchers and crabs, or by simply dashing the mollusc on a rock (e.g. song thrushes, gulls, and sea otters).
Another method is to remove the shell from the prey. Molluscs are attached to their shell by strong muscular ligaments, making the shell's removal difficult. Molluscivorous birds, such as oystercatchers and the Everglades snail kite, insert their elongate beak into the shell to sever these attachment ligaments, facilitating removal of the prey. The carnivorous terrestrial pulmonate snail known as the "decollate snail" ("decollate" being a synonym for "decapitate") uses a similar method: it reaches into the opening of the prey's shell and bites through the muscles in the prey's neck, whereupon it immediately begins d
Document 2:::
The size of oesophageal gland of scaly-foot gastropod Chrysomallon squamiferum (family Peltospiridae within Neomphalina) is about two orders of magnitude over the usual size. The scaly-foot gastropod houses endosymbiotic Bacteria in the oesophageal gland. Chrysomallon squamiferum was thought to be the only species of Peltospiridae, that has enlarged oesophageal gland, but later it was shown that both species Gigantopelta has the oesophageal gland also enlarged. In other peltospirids, the posterior portion of the oesophagus forms a pair of blind mid-oesophageal pouches or gutters extending only to the anterior end o
Document 3:::
Torsion is a gastropod synapomorphy which occurs in all gastropods during larval development. Torsion is the rotation of the visceral mass, mantle, and shell 180˚ with respect to the head and foot of the gastropod. This rotation brings the mantle cavity and the anus to an anterior position above the head.
In some groups of gastropods (Opisthobranchia) there is a degree of secondary detorsion or rotation towards the original position; this may be only partial detorsion or full detorsion.
The torsion or twisting of the visceral mass of larval gastropods is not the same thing as the spiral coiling of the shell, which is also present in many shelled gastropods.
Development
There are two different developmental stages which cause torsion. The first stage is caused by the development of the asymmetrical velar/foot muscle which has one end attached to the left side of the shell and the other end has fibres attached to the left side of the foot and head. At a certain point in larval development this muscle contracts, causing an anticlockwise rotation of the visceral mass and mantle of roughly 90˚. This process is very rapid, taking from a few minutes to a few hours. After this transformation the second stage of torsion development is achieved by differential tissue growth of the left hand side of the organism compared to the right hand side. This second stage is much slower and rotates the visceral mass and mantle a further 90˚. Detorsion is brought about by reversal of the above phases.
During torsion the visceral mass remains almost unchanged anatomically. There are, however, other important changes to other internal parts of the gastropod. Before torsion the gastropod has an euthyneural nervous system, where the two visceral nerves run parallel down the body. Torsion results in a streptoneural nervous system, where the visceral nerves cross over in a figure of eight fashion. As a result, the parietal ganglions end up at different heights. Because of differences betw
Document 4:::
Pseudoplanktonic organisms are those that attach themselves to planktonic organisms or other floating objects, such as drifting wood, buoyant shells of organisms such as Spirula, or man-made flotsam. Examples include goose barnacles and the bryozoan Jellyella. By themselves these animals cannot float, which contrasts them with true planktonic organisms, such as Velella and the Portuguese Man o' War, which are buoyant. Pseudoplankton are often found in the guts of filtering zooplankters.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What are the two unique features of mollusks?
A. radula and antennae
B. mantle and radula
C. antennae and pseudopod
D. pseudopod and mantle
Answer:
|
|
ai2_arc-214
|
multiple_choice
|
A mouse is homozygous for black fur (BB). The other parent is heterozygous for black fur with a recessive trait for brown fur ( Bb ). If black is the dominant trait, what percentage of the offspring will be brown?
|
[
"100%",
"50%",
"25%",
"0%"
] |
D
|
Relavent Documents:
Document 0:::
In statistical genetics, inclusive composite interval mapping (ICIM) has been proposed as an approach to QTL (quantitative trait locus) mapping for populations derived from bi-parental crosses. QTL mapping is based on genetic linkage map and phenotypic data to attempt to locate individual genetic factors on chromosomes and to estimate their genetic effects.
Additive and dominance QTL mapping
Two genetic assumptions used in ICIM are (1) the genotypic value of an individual is the summation of effects from all genes affecting the trait of interest; and (2) linked QTL are separated by at least one blank marker interval. Under the two assumptions, they proved that additive effect of the QTL located in a marker interval can be completely absorbed by the regression coefficients of the two flanking markers, while the QTL dominance effect causes marker dominance effects, as well as additive by additive and dominance by dominance interactions between the two flanking markers. By including two multiplication variables between flanking markers, the additive and dominance effects of one QTL can be completely absorbed. As a consequence, an inclusive linear model of phenotype regressing on all genetic markers (and marker multiplications) can be used to fit the positions and additive (and dominance) effects of all QTL in the genome. A two-step strategy was adopted in ICIM for additive and dominance QTL mapping. In the first step, stepwise regression was applied to identify the most significant marker variables in the linear model. In the second step, one-dimensional scanning or interval mapping was conducted for detecting QTL and estimating its additive and dominance effects, based on the phenotypic values adjusted by the regression model in the first step.
Genetic and statistical properties in additive QTL mapping
Computer simulations were used to study the asymptotic properties of ICIM in additive QTL mapping. The test statistic LOD score linearly increases as the increase in
Document 1:::
Non-Mendelian inheritance is any pattern in which traits do not segregate in accordance with Mendel's laws. These laws describe the inheritance of traits linked to single genes on chromosomes in the nucleus. In Mendelian inheritance, each parent contributes one of two possible alleles for a trait. If the genotypes of both parents in a genetic cross are known, Mendel's laws can be used to determine the distribution of phenotypes expected for the population of offspring. There are several situations in which the proportions of phenotypes observed in the progeny do not match the predicted values.
Non-Mendelian inheritance plays a role in several disease which affected the processes.
Types
Incomplete dominants, codominance, multiple alleles, and polygenic traits follow Mendel's laws, display Mendelian inheritance, and are explained as extensions of Mendel's laws.
Incomplete dominance
In cases of intermediate inheritance due to incomplete dominance, the principle of dominance discovered by Mendel does not apply. Nevertheless, the principle of uniformity works, as all offspring in the F1-generation have the same genotype and same phenotype. Mendel's principle of segregation of genes applies too, as in the F2-generation homozygous individuals with the phenotypes of the P-generation appear. Intermediate inheritance was first examined by Carl Correns in Mirabilis jalapa used for further genetic experiments. Antirrhinum majus also shows intermediate inheritance of the pigmentation of the blossoms.
Co-dominance
In cases of co-dominance, the genetic traits of both different alleles of the same gene-locus are clearly expressed in the phenotype. For example, in certain varieties of chicken, the allele for black feathers is co-dominant with the allele for white feathers. Heterozygous chickens have a colour described as "erminette", speckled with black and white feathers appearing separately. Many human genes, including one for a protein that controls cholesterol levels in
Document 2:::
Under the law of dominance in genetics, an individual expressing a dominant phenotype could contain either two copies of the dominant allele (homozygous dominant) or one copy of each dominant and recessive allele (heterozygous dominant). By performing a test cross, one can determine whether the individual is heterozygous or homozygous dominant.
In a test cross, the individual in question is bred with another individual that is homozygous for the recessive trait and the offspring of the test cross are examined. Since the homozygous recessive individual can only pass on recessive alleles, the allele the individual in question passes on determines the phenotype of the offspring. Thus, this test yields 2 possible situations:
If any of the offspring produced express the recessive trait, the individual in question is heterozygous for the dominant allele.
If all of the offspring produced express the dominant trait, the individual in question is homozygous for the dominant allele.
History
The first uses of test crosses were in Gregor Mendel’s experiments in plant hybridization. While studying the inheritance of dominant and recessive traits in pea plants, he explains that the “signification” (now termed zygosity) of an individual for a dominant trait is determined by the expression patterns of the following generation.
Rediscovery of Mendel’s work in the early 1900s led to an explosion of experiments employing the principles of test crosses. From 1908-1911, Thomas Hunt Morgan conducted test crosses while determining the inheritance pattern of a white eye-colour mutation in Drosophila. These test cross experiments became hallmarks in the discovery of sex-linked traits.
Applications in model organisms
Test crosses have a variety of applications. Common animal organisms, called model organisms, where test crosses are often used include Caenorhabditis elegans and Drosophila melanogaster. Basic procedures for performing test crosses in these organisms are provided belo
Document 3:::
Cat coat genetics determine the coloration, pattern, length, and texture of feline fur. The variations among cat coats are physical properties and should not be confused with cat breeds. A cat may display the coat of a certain breed without actually being that breed. For example, a Neva Masquerade (Siberian colorpoint) could wear point coloration, the stereotypical coat of a Siamese.
Solid colors
Eumelanin and phaeomelanin
Eumelanin
The browning gene B/b/bl codes for TYRP1 (), an enzyme involved in the metabolic pathway for eumelanin pigment production. Its dominant form, B, will produce black eumelanin. It has two recessive variants, b (chocolate) and bl (cinnamon), with bl being recessive to both B and b. Chocolate is a rich dark brown color, and is referred to as chestnut in some breeds. Cinnamon is a light reddish brown, but is sometimes not reddish at all.
Sex-linked red
The sex-linked red "Orange" locus, O/o, determines whether a cat will produce eumelanin. In cats with orange fur, phaeomelanin (red pigment) completely replaces eumelanin (black or brown pigment). This gene is located on the X chromosome. The orange allele is O, and is codominant with non-orange, o. Males can typically only be orange or non-orange due to only having one X chromosome. Since females have two X chromosomes, they have two alleles of this gene. OO results in orange fur, oo results in fur without any orange (black, brown, etc.), and Oo results in a tortoiseshell cat, in which some parts of the fur are orange and others areas non-orange. One in three thousand tortoiseshell cats are male, making the combination possible but rare- however, due to the nature of their genetics, male tortoiseshells often exhibit chromosomal abnormalities. In one study, less than a third of male calicos had a simple XXY Klinefelter's karyotype, slightly more than a third were complicated XXY mosaics, and about a third had no XXY component at all.
The pelt color commonly referred to as "orange" is s
Document 4:::
In genetics, dominance is the phenomenon of one variant (allele) of a gene on a chromosome masking or overriding the effect of a different variant of the same gene on the other copy of the chromosome. The first variant is termed dominant and the second is called recessive. This state of having two different variants of the same gene on each chromosome is originally caused by a mutation in one of the genes, either new (de novo) or inherited. The terms autosomal dominant or autosomal recessive are used to describe gene variants on non-sex chromosomes (autosomes) and their associated traits, while those on sex chromosomes (allosomes) are termed X-linked dominant, X-linked recessive or Y-linked; these have an inheritance and presentation pattern that depends on the sex of both the parent and the child (see Sex linkage). Since there is only one copy of the Y chromosome, Y-linked traits cannot be dominant or recessive. Additionally, there are other forms of dominance, such as incomplete dominance, in which a gene variant has a partial effect compared to when it is present on both chromosomes, and co-dominance, in which different variants on each chromosome both show their associated traits.
Dominance is a key concept in Mendelian inheritance and classical genetics. Letters and Punnett squares are used to demonstrate the principles of dominance in teaching, and the use of upper-case letters for dominant alleles and lower-case letters for recessive alleles is a widely followed convention. A classic example of dominance is the inheritance of seed shape in peas. Peas may be round, associated with allele R, or wrinkled, associated with allele r. In this case, three combinations of alleles (genotypes) are possible: RR, Rr, and rr. The RR (homozygous) individuals have round peas, and the rr (homozygous) individuals have wrinkled peas. In Rr (heterozygous) individuals, the R allele masks the presence of the r allele, so these individuals also have round peas. Thus, allele R is d
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
A mouse is homozygous for black fur (BB). The other parent is heterozygous for black fur with a recessive trait for brown fur ( Bb ). If black is the dominant trait, what percentage of the offspring will be brown?
A. 100%
B. 50%
C. 25%
D. 0%
Answer:
|
|
sciq-1116
|
multiple_choice
|
Which are the closest living relations to land plants?
|
[
"charophytes",
"mammals",
"arthropods",
"sporozoans"
] |
A
|
Relavent Documents:
Document 0:::
The following is a list of vascular plants, bryophytes and lichens which are constant species in one or more community of the British National Vegetation Classification system.
Vascular plants
Grasses
Sedges and rushes
Trees
Other dicotyledons
Other monocotyledons
Ferns
Clubmosses
Bryophytes
Mosses
Liverworts
Lichens
British National Vegetation Classification
Lists of biota of the United Kingdom
British National Vegetation Classification, constant
Document 1:::
Plant life-form schemes constitute a way of classifying plants alternatively to the ordinary species-genus-family scientific classification. In colloquial speech, plants may be classified as trees, shrubs, herbs (forbs and graminoids), etc. The scientific use of life-form schemes emphasizes plant function in the ecosystem and that the same function or "adaptedness" to the environment may be achieved in a number of ways, i.e. plant species that are closely related phylogenetically may have widely different life-form, for example Adoxa moschatellina and Sambucus nigra are from the same family, but the former is a small herbaceous plant and the latter is a shrub or tree. Conversely, unrelated species may share a life-form through convergent evolution.
While taxonomic classification is concerned with the production of natural classifications (being natural understood either in philosophical basis for pre-evolutionary thinking, or phylogenetically as non-polyphyletic), plant life form classifications uses other criteria than naturalness, like morphology, physiology and ecology.
Life-form and growth-form are essentially synonymous concepts, despite attempts to restrict the meaning of growth-form to types differing in shoot architecture. Most life form schemes are concerned with vascular plants only. Plant construction types may be used in a broader sense to encompass planktophytes, benthophytes (mainly algae) and terrestrial plants.
A popular life-form scheme is the Raunkiær system.
History
One of the earliest attempts to classify the life-forms of plants and animals was made by Aristotle, whose writings are lost. His pupil, Theophrastus, in Historia Plantarum (c. 350 BC), was the first who formally recognized plant habits: trees, shrubs and herbs.
Some earlier authors (e.g., Humboldt, 1806) did classify species according to physiognomy, but were explicit about the entities being merely practical classes without any relation to plant function. A marked exception was
Document 2:::
Macroflora is a term used for all the plants occurring in a particular area that are large enough to be seen with the naked eye. It is usually synonymous with the Flora and can be contrasted with the microflora, a term used for all the bacteria and other microorganisms in an ecosystem.
Macroflora is also an informal term used by many palaeobotanists to refer to an assemblage of plant fossils as preserved in the rock. This is in contrast to the flora, which in this context refers to the assemblage of living plants that were growing in a particular area, whose fragmentary remains became entrapped within the sediment from which the rock was formed and thus became the macroflora.
Document 3:::
Plant ecology is a subdiscipline of ecology that studies the distribution and abundance of plants, the effects of environmental factors upon the abundance of plants, and the interactions among plants and between plants and other organisms. Examples of these are the distribution of temperate deciduous forests in North America, the effects of drought or flooding upon plant survival, and competition among desert plants for water, or effects of herds of grazing animals upon the composition of grasslands.
A global overview of the Earth's major vegetation types is provided by O.W. Archibold. He recognizes 11 major vegetation types: tropical forests, tropical savannas, arid regions (deserts), Mediterranean ecosystems, temperate forest ecosystems, temperate grasslands, coniferous forests, tundra (both polar and high mountain), terrestrial wetlands, freshwater ecosystems and coastal/marine systems. This breadth of topics shows the complexity of plant ecology, since it includes plants from floating single-celled algae up to large canopy forming trees.
One feature that defines plants is photosynthesis. Photosynthesis is the process of a chemical reactions to create glucose and oxygen, which is vital for plant life. One of the most important aspects of plant ecology is the role plants have played in creating the oxygenated atmosphere of earth, an event that occurred some 2 billion years ago. It can be dated by the deposition of banded iron formations, distinctive sedimentary rocks with large amounts of iron oxide. At the same time, plants began removing carbon dioxide from the atmosphere, thereby initiating the process of controlling Earth's climate. A long term trend of the Earth has been toward increasing oxygen and decreasing carbon dioxide, and many other events in the Earth's history, like the first movement of life onto land, are likely tied to this sequence of events.
One of the early classic books on plant ecology was written by J.E. Weaver and F.E. Clements. It
Document 4:::
The organism, streptophyta, includes both unicellular and multicellular organisms. All living green plants belong to the major phyla including Streptophyta and chlorophyta. The Streptophyta phylum contains the charophyte green algae in freshwater habitat and also all land plants. Another thing about streptophyta is that this organism reproduces sexually by conjugation. There is another organism that is very similar to streptophyta is the Mesostigma viride organism and it is a green flagellate. Streptophyta include the charophycean lineage along with bryophytes and tracheophytes. Bryophytes are land plants that include liverworts, hornworts and mosses, and tracheophytes are vascular plants. The organism, streptophyta, was also found in Bahia, Brazil, and is characterized by having cell walls composed of a single unit, without pores or other ornamentations. The phylum Streptophyta comprises all land plants and six monophylet
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which are the closest living relations to land plants?
A. charophytes
B. mammals
C. arthropods
D. sporozoans
Answer:
|
|
ai2_arc-879
|
multiple_choice
|
Which type of energy is found in fossil fuels?
|
[
"chemical",
"mechanical",
"nuclear",
"radiant"
] |
A
|
Relavent Documents:
Document 0:::
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 1:::
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
Document 2:::
Phyllocladane is a tricyclic diterpane which is generally found in gymnosperm resins. It has a formula of C20H34 and a molecular weight of 274.4840. As a biomarker, it can be used to learn about the gymnosperm input into a hydrocarbon deposit, and about the age of the deposit in general. It indicates a terrogenous origin of the source rock. Diterpanes, such as Phyllocladane are found in source rocks as early as the middle and late Devonian periods, which indicates any rock containing them must be no more than approximately 360 Ma. Phyllocladane is commonly found in lignite, and like other resinites derived from gymnosperms, is naturally enriched in 13C. This enrichment is a result of the enzymatic pathways used to synthesize the compound.
The compound can be identified by GC-MS. A peak of m/z 123 is indicative of tricyclic diterpenoids in general, and phyllocladane in particular is further characterized by strong peaks at m/z 231 and m/z 189. Presence of phyllocladane and its relative abundance to other tricyclic diterpanes can be used to differentiate between various oil fields.
Document 3:::
Biotic material or biological derived material is any material that originates from living organisms. Most such materials contain carbon and are capable of decay.
The earliest life on Earth arose at least 3.5 billion years ago. Earlier physical evidences of life include graphite, a biogenic substance, in 3.7 billion-year-old metasedimentary rocks discovered in southwestern Greenland, as well as, "remains of biotic life" found in 4.1 billion-year-old rocks in Western Australia. Earth's biodiversity has expanded continually except when interrupted by mass extinctions. Although scholars estimate that over 99 percent of all species of life (over five billion) that ever lived on Earth are extinct, there are still an estimated 10–14 million extant species, of which about 1.2 million have been documented and over 86% have not yet been described.
Examples of biotic materials are wood, straw, humus, manure, bark, crude oil, cotton, spider silk, chitin, fibrin, and bone.
The use of biotic materials, and processed biotic materials (bio-based material) as alternative natural materials, over synthetics is popular with those who are environmentally conscious because such materials are usually biodegradable, renewable, and the processing is commonly understood and has minimal environmental impact. However, not all biotic materials are used in an environmentally friendly way, such as those that require high levels of processing, are harvested unsustainably, or are used to produce carbon emissions.
When the source of the recently living material has little importance to the product produced, such as in the production of biofuels, biotic material is simply called biomass. Many fuel sources may have biological sources, and may be divided roughly into fossil fuels, and biofuel.
In soil science, biotic material is often referred to as organic matter. Biotic materials in soil include glomalin, Dopplerite and humic acid. Some biotic material may not be considered to be organic matte
Document 4:::
Biorefining is the process of "building" multiple products from biomass as a feedstock or raw material much like a petroleum refinery that is currently in use.
The process of biorefining can be characterized as the sustainable processing of biomass, which eventually yields:
biobased products, such as food, feed, chemicals or other materials, and/or
bioenergy, such as biofuels, power or heat.
A biorefinery is a facility like a petroleum refinery that comprises the various process steps or unit operations and related equipment to produce various bioproducts including fuels, power, materials and chemicals from biomass. Industrial biorefineries have been identified as the most promising route to the creation of a new domestic biobased industry producing entire spectrum of bioproducts or bio-based products.
Biomass has various components such as lignin, cellulose, hemicelluloses, extractives, etc. Biorefinery can take advantage of the unique properties of each of biomass components enabling the production of various products. The various bioproducts can include fiber, fuels, chemicals, plastics etc.
Processes
Biorefining processes can be categorized into four groups:
Mechanical
Biochemical
Chemical
Thermochemical
See also
Biomass
Biomass (ecology)
Forest
Agriculture
Biogas
Bioenergy
Biofuels
Biochemicals
Bioproducts
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which type of energy is found in fossil fuels?
A. chemical
B. mechanical
C. nuclear
D. radiant
Answer:
|
|
sciq-6422
|
multiple_choice
|
What determines the strength of a base when dissolved in water?
|
[
"amount of hydroxide ions produced",
"saline content",
"amount of phosphorus ions produced",
"pH level"
] |
A
|
Relavent Documents:
Document 0:::
The ionic strength of a solution is a measure of the concentration of ions in that solution. Ionic compounds, when dissolved in water, dissociate into ions. The total electrolyte concentration in solution will affect important properties such as the dissociation constant or the solubility of different salts. One of the main characteristics of a solution with dissolved ions is the ionic strength. Ionic strength can be molar (mol/L solution) or molal (mol/kg solvent) and to avoid confusion the units should be stated explicitly. The concept of ionic strength was first introduced by Lewis and Randall in 1921 while describing the activity coefficients of strong electrolytes.
Quantifying ionic strength
The molar ionic strength, I, of a solution is a function of the concentration of all ions present in that solution.
where one half is because we are including both cations and anions, ci is the molar concentration of ion i (M, mol/L), zi is the charge number of that ion, and the sum is taken over all ions in the solution. For a 1:1 electrolyte such as sodium chloride, where each ion is singly-charged, the ionic strength is equal to the concentration. For the electrolyte MgSO4, however, each ion is doubly-charged, leading to an ionic strength that is four times higher than an equivalent concentration of sodium chloride:
Generally multivalent ions contribute strongly to the ionic strength.
Calculation example
As a more complex example, the ionic strength of a mixed solution 0.050 M in Na2SO4 and 0.020 M in KCl is:
Non-ideal solutions
Because in non-ideal solutions volumes are no longer strictly additive it is often preferable to work with molality b (mol/kg of H2O) rather than molarity c (mol/L). In that case, molal ionic strength is defined as:
in which
i = ion identification number
z = charge of ion
b = molality (mol solute per Kg solvent)
Importance
The ionic strength plays a central role in the Debye–Hückel theory that describes the strong deviations from id
Document 1:::
In chemistry and biochemistry, the Henderson–Hasselbalch equation
relates the pH of a chemical solution of a weak acid to the numerical value of the acid dissociation constant, Ka, of acid and the ratio of the concentrations, of the acid and its conjugate base in an equilibrium.
For example, the acid may be acetic acid
The Henderson–Hasselbalch equation can be used to estimate the pH of a buffer solution by approximating the actual concentration ratio as the ratio of the analytical concentrations of the acid and of a salt, MA.
The equation can also be applied to bases by specifying the protonated form of the base as the acid. For example, with an amine,
Derivation, assumptions and limitations
A simple buffer solution consists of a solution of an acid and a salt of the conjugate base of the acid. For example, the acid may be acetic acid and the salt may be sodium acetate.
The Henderson–Hasselbalch equation relates the pH of a solution containing a mixture of the two components to the acid dissociation constant, Ka of the acid, and the concentrations of the species in solution.
To derive the equation a number of simplifying assumptions have to be made. (pdf)
Assumption 1: The acid, HA, is monobasic and dissociates according to the equations
CA is the analytical concentration of the acid and CH is the concentration the hydrogen ion that has been added to the solution. The self-dissociation of water is ignored. A quantity in square brackets, [X], represents the concentration of the chemical substance X. It is understood that the symbol H+ stands for the hydrated hydronium ion. Ka is an acid dissociation constant.
The Henderson–Hasselbalch equation can be applied to a polybasic acid only if its consecutive pK values differ by at least 3. Phosphoric acid is such an acid.
Assumption 2. The self-ionization of water can be ignored.
This assumption is not, strictly speaking, valid with pH values close to 7, half the value of pKw, the constant for self-ioniz
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 buffer solution (more precisely, pH buffer or hydrogen ion buffer) is an acid or a base aqueous solution consisting of a mixture of a weak acid and its conjugate base, or vice versa. Its pH changes very little when a small amount of strong acid or base is added to it. Buffer solutions are used as a means of keeping pH at a nearly constant value in a wide variety of chemical applications. In nature, there are many living systems that use buffering for pH regulation. For example, the bicarbonate buffering system is used to regulate the pH of blood, and bicarbonate also acts as a buffer in the ocean.
Principles of buffering
Buffer solutions resist pH change because of a chemical equilibrium between the weak acid HA and its conjugate base A−:
When some strong acid is added to an equilibrium mixture of the weak acid and its conjugate base, hydrogen ions (H+) are added, and the equilibrium is shifted to the left, in accordance with Le Chatelier's principle. Because of this, the hydrogen ion concentration increases by less than the amount expected for the quantity of strong acid added.
Similarly, if strong alkali is added to the mixture, the hydrogen ion concentration decreases by less than the amount expected for the quantity of alkali added. In Figure 1, the effect is illustrated by the simulated titration of a weak acid with pKa = 4.7. The relative concentration of undissociated acid is shown in blue, and of its conjugate base in red. The pH changes relatively slowly in the buffer region, pH = pKa ± 1, centered at pH = 4.7, where [HA] = [A−]. The hydrogen ion concentration decreases by less than the amount expected because most of the added hydroxide ion is consumed in the reaction
and only a little is consumed in the neutralization reaction (which is the reaction that results in an increase in pH)
Once the acid is more than 95% deprotonated, the pH rises rapidly because most of the added alkali is consumed in the neutralization reaction.
Buffer capacity
Buffer
Document 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What determines the strength of a base when dissolved in water?
A. amount of hydroxide ions produced
B. saline content
C. amount of phosphorus ions produced
D. pH level
Answer:
|
|
sciq-119
|
multiple_choice
|
What is the name of the type of plant tissue consisting of undifferentiated cells that can continue to divide and differentiate?
|
[
"meristem",
"bundle sheth cell",
"cuticle",
"guard cell"
] |
A
|
Relavent Documents:
Document 0:::
The meristem is a type of tissue found in plants. It consists of undifferentiated cells (meristematic cells) capable of cell division. Cells in the meristem can develop into all the other tissues and organs that occur in plants. These cells continue to divide until a time when they get differentiated and then lose the ability to divide.
Differentiated plant cells generally cannot divide or produce cells of a different type. Meristematic cells are undifferentiated or incompletely differentiated. They are totipotent and capable of continued cell division. Division of meristematic cells provides new cells for expansion and differentiation of tissues and the initiation of new organs, providing the basic structure of the plant body. The cells are small, with small vacuoles or none, and protoplasm filling the cell completely. The plastids (chloroplasts or chromoplasts), are undifferentiated, but are present in rudimentary form (proplastids). Meristematic cells are packed closely together without intercellular spaces. The cell wall is a very thin primary cell wall.
The term meristem was first used in 1858 by Carl Wilhelm von Nägeli (1817–1891) in his book Beiträge zur Wissenschaftlichen Botanik ("Contributions to Scientific Botany"). It is derived from the Greek word merizein (μερίζειν), meaning to divide, in recognition of its inherent function.
There are three types of meristematic tissues: apical (at the tips), intercalary or basal (in the middle), and lateral (at the sides). At the meristem summit, there is a small group of slowly dividing cells, which is commonly called the central zone. Cells of this zone have a stem cell function and are essential for meristem maintenance. The proliferation and growth rates at the meristem summit usually differ considerably from those at the periphery.
Apical meristems
Apical meristems are the completely undifferentiated (indeterminate) meristems in a plant. These differentiate into three kinds of primary meristems. The primary
Document 1:::
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 2:::
The ground tissue of plants includes all tissues that are neither dermal nor vascular. It can be divided into three types based on the nature of the cell walls. This tissue system is present between the dermal tissue and forms the main bulk of the plant body.
Parenchyma cells have thin primary walls and usually remain alive after they become mature. Parenchyma forms the "filler" tissue in the soft parts of plants, and is usually present in cortex, pericycle, pith, and medullary rays in primary stem and root.
Collenchyma cells have thin primary walls with some areas of secondary thickening. Collenchyma provides extra mechanical and structural support, particularly in regions of new growth.
Sclerenchyma cells have thick lignified secondary walls and often die when mature. Sclerenchyma provides the main structural support to a plant.
Parenchyma
Parenchyma is a versatile ground tissue that generally constitutes the "filler" tissue in soft parts of plants. It forms, among other things, the cortex (outer region) and pith (central region) of stems, the cortex of roots, the mesophyll of leaves, the pulp of fruits, and the endosperm of seeds. Parenchyma cells are often living cells and may remain meristematic, meaning that they are capable of cell division if stimulated. They have thin and flexible cellulose cell walls and are generally polyhedral when close-packed, but can be roughly spherical when isolated from their neighbors. Parenchyma cells are generally large. They have large central vacuoles, which allow the cells to store and regulate ions, waste products, and water. Tissue specialised for food storage is commonly formed of parenchyma cells.
Parenchyma cells have a variety of functions:
In leaves, they form two layers of mesophyll cells immediately beneath the epidermis of the leaf, that are responsible for photosynthesis and the exchange of gases. These layers are called the palisade parenchyma and spongy mesophyll. Palisade parenchyma cells can be either cu
Document 3:::
In botany, epiblem is a tissue that replaces the epidermis in most roots and in stems of submerged aquatic plants. It is usually located between the epidermis and cortex in the root or stem of a plant.
Document 4:::
Plant embryonic development, also plant embryogenesis is a process that occurs after the fertilization of an ovule to produce a fully developed plant embryo. This is a pertinent stage in the plant life cycle that is followed by dormancy and germination. The zygote produced after fertilization must undergo various cellular divisions and differentiations to become a mature embryo. An end stage embryo has five major components including the shoot apical meristem, hypocotyl, root meristem, root cap, and cotyledons. Unlike the embryonic development in animals, and specifically in humans, plant embryonic development results in an immature form of the plant, lacking most structures like leaves, stems, and reproductive structures. However, both plants and animals including humans, pass through a phylotypic stage that evolved independently and that causes a developmental constraint limiting morphological diversification.
Morphogenic events
Embryogenesis occurs naturally as a result of single, or double fertilization, of the ovule, giving rise to two distinct structures: the plant embryo and the endosperm which go on to develop into a seed. The zygote goes through various cellular differentiations and divisions in order to produce a mature embryo. These morphogenic events form the basic cellular pattern for the development of the shoot-root body and the primary tissue layers; it also programs the regions of meristematic tissue formation. The following morphogenic events are only particular to eudicots, and not monocots.
Plant
Following fertilization, the zygote and endosperm are present within the ovule, as seen in stage I of the illustration on this page. Then the zygote undergoes an asymmetric transverse cell division that gives rise to two cells - a small apical cell resting above a large basal cell.
These two cells are very different, and give rise to different structures, establishing polarity in the embryo.
apical cellThe small apical cell is on the top and contains
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the name of the type of plant tissue consisting of undifferentiated cells that can continue to divide and differentiate?
A. meristem
B. bundle sheth cell
C. cuticle
D. guard cell
Answer:
|
|
sciq-5951
|
multiple_choice
|
Which chromosome is associated with cri du chat syndrome?
|
[
"genome 5",
"collagen 5",
"chromosome 5",
"spore 5"
] |
C
|
Relavent Documents:
Document 0:::
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 1:::
22q11.2 duplication syndrome is a rare genetic disorder caused by a duplication of a segment at the end of chromosome 22.
Presentation
The most frequent reported symptoms in patients with 22q11.2 duplication syndrome are intellectual disability/learning disability (97% of patients), delayed psychomotor development (67% of patients), growth retardation (63% of patients) and muscular hypotonia (43% of patients). However, these are common and relatively non-specific indications for cytogenetic analysis, and the extent to which the duplication of 22q11.2 causes these features is currently unknown. The duplication is frequently inherited from a normal parent, so it is clear that intellectual development can be normal.
Genetics
Duplications of 22q11 vary in size and thereby in gene content. They include the typical common 3-Mb microduplication, 1.5-Mb nested duplication, consistent with non-allelic homologous recombination (NAHR) using distinct low-copy repeats. These microduplications likely represent the predicted reciprocal rearrangements to the microdeletions characterized in the 22q11.2 region. Smaller microduplications may occur within this highly dynamic with frequent rearrangements using alternative low-copy repeats as recombination substrates within and distal to the DiGeorge syndrome region.
Origin of duplication
The majority of 22q11 duplications are inherited often from a parent with a normal or near-normal phenotype. This is in sharp distinction to 22q11 deletion syndrome where about 90% of cases are caused by mutations that occur de novo.
Diagnosis
Treatment
Document 2:::
Cat eye syndrome (CES) or Schmid–Fraccaro syndrome is a rare condition caused by an abnormal extra chromosome, i.e. a small supernumerary marker chromosome. This chromosome consists of the entire short arm and a small section of the long arm of chromosome 22. In consequence, individuals with the cat eye syndrome have three (trisomic) or four (tetrasomic) copies of the genetic material contained in the abnormal chromosome instead of the normal two copies. The prognosis for patients with CES varies depending on the severity of the condition and their associated signs and symptoms, especially when heart or kidney abnormalities are seen.
Signs and symptoms
Unilateral or bilateral iris coloboma (absence of tissue from the colored part of the eyes)
Preauricular pits/tags (small depressions/growths of skin on the outer ears)
Anal atresia (abnormal obstruction of the anus)
Downward-slanting palpebral fissures (openings between the upper and lower eyelids)
Cleft palate
Kidney problems (missing, extra, or underdeveloped kidneys)
Short stature
Scoliosis/skeletal problems
Cardiac defects (such as TAPVR)
Micrognathia (smaller jaw)
Hernias
Biliary atresia
Rarer malformations can affect almost any organ
Intellectual disability – many are intellectually normal; about 30% of CES patients have moderately impaired mental development, although severe intellectual disability is rare.
The term "cat eye" syndrome was coined because of the particular appearance of the vertical colobomas in the eyes of some patients, but over half of the CES patients in the literature do not present with this trait.
Genetics
The small supernumerary marker chromosome (sSMC) in CES usually arises spontaneously. It may be hereditary and parents may be mosaic for the marker chromosome, but show no phenotypic symptoms of the syndrome. This sSMC may be small, large, or ring-shaped, and typically includes 2 Mb, i.e. 2 million DNA base pairs, termed the CES critical region, located on its q arm(s
Document 3:::
The Medical Research Council (UK) Human Genetics Unit is situated at the Western General Hospital in Edinburgh. It is one of the largest MRC research establishments, housing over two hundred scientists, support staff, research fellows, PhD students, and visiting workers.
Staff
current and former staff at the MRC HGU include:
Directors
1956–1969 Dr Michael Court Brown
1969–1994 Professor John Evans
1994–2015 Professor Nicholas Hastie
2015– Professor Wendy Bickmore
Group leaders
Pleasantine Mill
Chris Ponting
Sections
The Human Genetics Unit is divided into three sections:
Biomedical Genomics
-Research harnesses the power of large genome-size and population data to reveal the complex nature of disease processes.
Section Head: Professor Chris Ponting
Genome Regulation
-Research focuses on mechanisms that maintain the stability of the genome between cells and between generations, regulate the expression of genes and how changes to these contribute to disease.
Section Head: Professor Javier Caceres
Disease Mechanisms
-Research aims to understand how changes in our genomes cause disease by studying patients and families as well as model organisms.
Joint Section Heads: Professor David FitzPatrick and Professor Ian Jackson
Institute of Genetics and Molecular Medicine (IGMM)
In 2007 the Human Genetics Unit formed a partnership with two neighbouring research centres on the Western General Hospital campus, the Centre for Genomic and Experimental Medicine (University of Edinburgh) and the Edinburgh Cancer Research Centre (Cancer Research UK), to create the Institute of Genetics and Molecular Medicine. The Human Genetics Unit officially became part of the University of Edinburgh in 2011. The three partner centres comprising the Institute of Genetics and Molecular Medicine were linked with a new building in 2015.
Document 4:::
The Y chromosome is one of two sex chromosomes in therian mammals and other organisms. Along with the X chromosome, it is part of the XY sex-determination system, in which the Y is the sex-determining because it is the presence or absence of Y chromosome that determines the male or female sex of offspring produced in sexual reproduction. In mammals, the Y chromosome contains the SRY gene, which triggers development of male gonads. The Y chromosome is passed only from male parents to male offspring.
The human Y chromosome is composed of about 62 million base pairs of DNA, making it similar in size to chromosome 19. At the end of the Human Genome Project (and after many updates) almost half of the Y chromosome remained un-sequenced even in 2021; a different Y chromosome from the HG002 (GM24385) genome was completely sequenced in January 2022 and is included in the new "complete genome" human reference genome sequence, CHM13. It added 30 million base pairs, but it was discovered that the Y chromosome can vary a lot in size between individuals, from 45.2 million to 84.9 million base pairs. Since almost half of it was unknown before 2022 entire NCBI RefSeq bacterial genome database by mistake contains Y chromosome data.
The human Y chromosome carries 693 genes, 107 of which are protein-coding. However, some genes are repeated, making the number of exclusive protein-coding genes just 42. The Consensus Coding Sequence (CCDS) Project only classifies 63 out of 107 genes, though CCDS estimates are often considered lower bounds due to their conservative classification strategy. All single-copy Y-linked genes are hemizygous (present on only one chromosome) except in cases of aneuploidy such as XYY syndrome or XXYY syndrome.
Overview
Discovery
The Y chromosome was identified as a sex-determining chromosome by Nettie Stevens at Bryn Mawr College in 1905 during a study of the mealworm Tenebrio molitor. Edmund Beecher Wilson independently discovered the same mechanisms the sam
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which chromosome is associated with cri du chat syndrome?
A. genome 5
B. collagen 5
C. chromosome 5
D. spore 5
Answer:
|
|
sciq-6121
|
multiple_choice
|
Heat, electricity, or light might provide what necessary input to the process of decomposition?
|
[
"food",
"source",
"energy",
"material"
] |
C
|
Relavent Documents:
Document 0:::
Microbiology of decomposition is the study of all microorganisms involved in decomposition, the chemical and physical processes during which organic matter is broken down and reduced to its original elements.
Decomposition microbiology can be divided into two fields of interest, namely the decomposition of plant materials and the decomposition of cadavers and carcasses.
The decomposition of plant materials is commonly studied in order to understand the cycling of carbon within a given environment and to understand the subsequent impacts on soil quality. Plant material decomposition is also often referred to as composting. The decomposition of cadavers and carcasses has become an important field of study within forensic taphonomy.
Decomposition microbiology of plant materials
The breakdown of vegetation is highly dependent on oxygen and moisture levels. During decomposition, microorganisms require oxygen for their respiration. If anaerobic conditions dominate the decomposition environment, microbial activity will be slow and thus decomposition will be slow. Appropriate moisture levels are required for microorganisms to proliferate and to actively decompose organic matter. In arid environments, bacteria and fungi dry out and are unable to take part in decomposition. In wet environments, anaerobic conditions will develop and decomposition can also be considerably slowed down. Decomposing microorganisms also require the appropriate plant substrates in order to achieve good levels of decomposition. This usually translates to having appropriate carbon to nitrogen ratios (C:N). The ideal composting carbon-to-nitrogen ratio is thought to be approximately 30:1. As in any microbial process, the decomposition of plant litter by microorganisms will also be dependent on temperature. For example, leaves on the ground will not undergo decomposition during the winter months where snow cover occurs as temperatures are too low to sustain microbial activities.
Decomposition mi
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:::
Bioproducts engineering or bioprocess engineering refers to engineering of bio-products from renewable bioresources. This pertains to the design and development of processes and technologies for the sustainable manufacture of bioproducts (materials, chemicals and energy) from renewable biological resources.
Bioproducts engineers harness the molecular building blocks of renewable resources to design, develop and manufacture environmentally friendly industrial and consumer products. From biofuels, renewable energy, and bioplastics to paper products and "green" building materials such as bio-based composites, Bioproducts engineers are developing sustainable solutions to meet the world's growing materials and energy demand. Conventional bioproducts and emerging bioproducts are two broad categories used to categorize bioproducts. Examples of conventional bio-based products include building materials, pulp and paper, and forest products. Examples of emerging bioproducts or biobased products include biofuels, bioenergy, starch-based and cellulose-based ethanol, bio-based adhesives, biochemicals, biodegradable plastics, etc. Bioproducts Engineers play a major role in the design and development of "green" products including biofuels, bioenergy, biodegradable plastics, biocomposites, building materials, paper and chemicals. Bioproducts engineers also develop energy efficient, environmentally friendly manufacturing processes for these products as well as effective end-use applications. Bioproducts engineers play a critical role in a sustainable 21st century bio-economy by using renewable resources to design, develop, and manufacture the products we use every day. The career outlook for bioproducts engineers is very bright with employment opportunities in a broad range of industries, including pulp and paper, alternative energy, renewable plastics, and other fiber, forest products, building materials and chemical-based industries.
Commonly referred to as bioprocess engineerin
Document 3:::
Consumer–resource interactions are the core motif of ecological food chains or food webs, and are an umbrella term for a variety of more specialized types of biological species interactions including prey-predator (see predation), host-parasite (see parasitism), plant-herbivore and victim-exploiter systems. These kinds of interactions have been studied and modeled by population ecologists for nearly a century. Species at the bottom of the food chain, such as algae and other autotrophs, consume non-biological resources, such as minerals and nutrients of various kinds, and they derive their energy from light (photons) or chemical sources. Species higher up in the food chain survive by consuming other species and can be classified by what they eat and how they obtain or find their food.
Classification of consumer types
The standard categorization
Various terms have arisen to define consumers by what they eat, such as meat-eating carnivores, fish-eating piscivores, insect-eating insectivores, plant-eating herbivores, seed-eating granivores, and fruit-eating frugivores and omnivores are meat eaters and plant eaters. An extensive classification of consumer categories based on a list of feeding behaviors exists.
The Getz categorization
Another way of categorizing consumers, proposed by South African American ecologist Wayne Getz, is based on a biomass transformation web (BTW) formulation that organizes resources into five components: live and dead animal, live and dead plant, and particulate (i.e. broken down plant and animal) matter. It also distinguishes between consumers that gather their resources by moving across landscapes from those that mine their resources by becoming sessile once they have located a stock of resources large enough for them to feed on during completion of a full life history stage.
In Getz's scheme, words for miners are of Greek etymology and words for gatherers are of Latin etymology. Thus a bestivore, such as a cat, preys on live animal
Document 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Heat, electricity, or light might provide what necessary input to the process of decomposition?
A. food
B. source
C. energy
D. material
Answer:
|
|
sciq-4993
|
multiple_choice
|
When you heat a pot of water on a stove top, energy moves from the pot to its metal handle by what process?
|
[
"conduction",
"induction",
"convection",
"thermal radiation"
] |
A
|
Relavent Documents:
Document 0:::
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
Document 1:::
The term boiler may refer to an appliance for heating water. Applications include water heating and central heating.
Operation
The boiler heats water to a temperature controlled by a thermostat. The water then flows (either by natural circulation or by a pump) to radiators in the rooms which are to be heated. Water also flows through a coil in the hot water tank to heat a separate mass of water for bathing, etc.
Condensing boiler
Back boiler
A back boiler is a device which is fitted to a residential heating stove or open fireplace to enable it to provide both room heat and domestic hot water or central heating.
See also
Electric water boiler
Heat-only boiler station
Multi-fuel stove
Document 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:::
Joule heating (also known as resistive, resistance, or Ohmic heating) is the process by which the passage of an electric current through a conductor produces heat.
Joule's first law (also just Joule's law), also known in countries of the former USSR as the Joule–Lenz law, states that the power of heating generated by an electrical conductor equals the product of its resistance and the square of the current. Joule heating affects the whole electric conductor, unlike the Peltier effect which transfers heat from one electrical junction to another.
Joule-heating or resistive-heating is used in multiple devices and industrial process. The part that converts electricity into heat is called a heating element.
Among the many practical uses are:
An incandescent light bulb glows when the filament is heated by Joule heating, due to thermal radiation (also called blackbody radiation).
Electric fuses are used as a safety, breaking the circuit by melting if enough current flows to melt them.
Electronic cigarettes vaporize propylene glycol and vegetable glycerine by Joule heating.
Multiple heating devices use Joule heating, such as electric stoves, electric heaters, soldering irons, cartridge heaters.
Some food processing equipment may make use of Joule heating: running current through food material (which behave as an electrical resistor) causes heat release inside the food. The alternating electrical current coupled with the resistance of the food causes the generation of heat. A higher resistance increases the heat generated. Ohmic heating allows for fast and uniform heating of food products, which maintains quality. Products with particulates heat up faster (compared to conventional heat processing) due to higher resistance.
History
James Prescott Joule first published in December 1840, an abstract in the Proceedings of the Royal Society, suggesting that heat could be generated by an electrical current. Joule immersed a length of wire in a fixed mass of water and me
Document 4:::
Thermal engineering is a specialized sub-discipline of mechanical engineering that deals with the movement of heat energy and transfer. The energy can be transferred between two mediums or transformed into other forms of energy. A thermal engineer will have knowledge of thermodynamics and the process to convert generated energy from thermal sources into chemical, mechanical, or electrical energy. Many process plants use a wide variety of machines that utilize components that use heat transfer in some way. Many plants use heat exchangers in their operations. A thermal engineer must allow the proper amount of energy to be transferred for correct use. Too much and the components could fail, too little and the system will not function at all. Thermal engineers must have an understanding of economics and the components that they will be servicing or interacting with. Some components that a thermal engineer could work with include heat exchangers, heat sinks, bi-metals strips, radiators and many more. Some systems that require a thermal engineer include; Boilers, heat pumps, water pumps, engines, and more.
Part of being a thermal engineer is to improve a current system and make it more efficient than the current system. Many industries employ thermal engineers, some main ones are the automotive manufacturing industry, commercial construction, and Heating Ventilation and Cooling industry. Job opportunities for a thermal engineer are very broad and promising.
Thermal engineering may be practiced by mechanical engineers and chemical engineers.
One or more of the following disciplines may be involved in solving a particular thermal engineering problem: Thermodynamics, Fluid mechanics, Heat transfer, or
Mass transfer.
One branch of knowledge used frequently in thermal engineering is that of thermofluids.
Applications
Boiler design
Combustion engines
Cooling systems
Cooling of computer chips
Heat exchangers
HVAC
Process Fired Heaters
Refrigeration Systems
Compressed Air Sy
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
When you heat a pot of water on a stove top, energy moves from the pot to its metal handle by what process?
A. conduction
B. induction
C. convection
D. thermal radiation
Answer:
|
|
sciq-690
|
multiple_choice
|
Ovulation is the release of an egg from the what?
|
[
"fallopian tubes",
"ovary",
"vagina",
"cervix"
] |
B
|
Relavent Documents:
Document 0:::
Oogenesis, ovogenesis, or oögenesis is the differentiation of the ovum (egg cell) into a cell competent to further develop when fertilized. It is developed from the primary oocyte by maturation. Oogenesis is initiated in the embryonic stage.
Oogenesis in non-human mammals
In mammals, the first part of oogenesis starts in the germinal epithelium, which gives rise to the development of ovarian follicles, the functional unit of the ovary.
Oogenesis consists of several sub-processes: oocytogenesis, ootidogenesis, and finally maturation to form an ovum (oogenesis proper). Folliculogenesis is a separate sub-process that accompanies and supports all three oogenetic sub-processes.
Oogonium —(Oocytogenesis)—> Primary Oocyte —(Meiosis I)—> First Polar body (Discarded afterward) + Secondary oocyte —(Meiosis II)—> Second Polar Body (Discarded afterward) + Ovum
Oocyte meiosis, important to all animal life cycles yet unlike all other instances of animal cell division, occurs completely without the aid of spindle-coordinating centrosomes.
The creation of oogonia
The creation of oogonia traditionally doesn't belong to oogenesis proper, but, instead, to the common process of gametogenesis, which, in the female human, begins with the processes of folliculogenesis, oocytogenesis, and ootidogenesis. Oogonia enter meiosis during embryonic development, becoming oocytes. Meiosis begins with DNA replication and meiotic crossing over. It then stops in early prophase.
Maintenance of meiotic arrest
Mammalian oocytes are maintained in meiotic prophase arrest for a very long time—months in mice, years in humans. Initially the arrest is due to lack of sufficient cell cycle proteins to allow meiotic progression. However, as the oocyte grows, these proteins are synthesized, and meiotic arrest becomes dependent on cyclic AMP. The cyclic AMP is generated by the oocyte by adenylyl cyclase in the oocyte membrane. The adenylyl cyclase is kept active by a constitutively active G-protein-coupled
Document 1:::
Induced ovulation is when a female animal ovulates due to an externally-derived stimulus during, or just prior to, mating, rather than ovulating cyclically or spontaneously. Stimuli causing induced ovulation include the physical act of coitus or mechanical stimulation simulating this, sperm and pheromones.
Ovulation occurs at the ovary surface and is described as the process in which an oocyte (female germ cell) is released from the follicle. Ovulation is a non-deleterious 'inflammatory response' which is initiated by a luteinizing hormone (LH) surge. The mechanism of ovulation varies between species. In humans the ovulation process occurs around day 14 of the menstrual cycle, this can also be referred to as 'cyclical spontaneous ovulation'. However the monthly menstruation process is typically linked to humans and primates, all other animal species ovulate by various other mechanisms.
Spontaneous ovulation is the ovulatory process in which the maturing ovarian follicles secrete ovarian steroids to generate pulsatile GnRH (the neuropeptide which controls all vertebrate reproductive function) release into the median eminence (the area which connects the hypothalamus to the anterior pituitary gland) to ultimately cause a pre-ovulatory LH surge. Spontaneously ovulating species go through menstrual cycles and are fertile at certain times based on what part of the cycle they are in. Species in which the females are spontaneous ovulators include rats, mice, guinea pigs, horse, pigs, sheep, monkeys, and humans.
Induced ovulation is the process in which the pre-ovulatory LH surge and therefore ovulation is induced by some component of coitus e.g. receipt of genital stimulation. Usually, spontaneous steroid-induced LH surges are not observed in induced ovulator species throughout their reproductive cycles, which indicates that GnRH release is absent or reduced due to lack of positive feedback action from steroid hormones. However, by contradiction, some spontaneously ovu
Document 2:::
The fallopian tubes, also known as uterine tubes, oviducts or salpinges (: salpinx), are paired tubes in the human female body that stretch from the uterus to the ovaries. The fallopian tubes are part of the female reproductive system. In other mammals they are only called oviducts.
Each tube is a muscular hollow organ that is on average between in length, with an external diameter of . It has four described parts: the intramural part, isthmus, ampulla, and infundibulum with associated fimbriae. Each tube has two openings a proximal opening nearest and opening to the uterus, and a distal opening furthest and opening to the abdomen. The fallopian tubes are held in place by the mesosalpinx, a part of the broad ligament mesentery that wraps around the tubes. Another part of the broad ligament, the mesovarium suspends the ovaries in place.
An egg cell is transported from an ovary to a fallopian tube where it may be fertilized in the ampulla of the tube. The fallopian tubes are lined with simple columnar epithelium with hairlike extensions called cilia which together with peristaltic contractions from the muscular layer, move the fertilized egg (zygote) along the tube. On its journey to the uterus the zygote undergoes cell divisions that changes it to a blastocyst an early embryo, in readiness for implantation.
Almost a third of cases of infertility are caused by fallopian tube pathologies. These include inflammation, and tubal obstructions. A number of tubal pathologies cause damage to the cilia of the tube which can impede movement of the sperm or egg.
The name comes from the Italian Catholic priest and anatomist Gabriele Falloppio, for whom other anatomical structures are also named.
Structure
Each fallopian tube leaves the uterus at an opening at the uterine horns known as the proximal tubal opening or proximal ostium. The tubes have an average length of that includes the intramural part of the tube. The tubes extend to near the ovaries where they open into
Document 3:::
Secondary oocytes are the immature ovum shortly after ovulation, to fertilization, where it turns into an ootid. Thus, the time as a secondary oocyte is measured in days.
Ootid
An ootid is the haploid result of ootidogenesis. In oogenesis, it doesn't really have any significance in itself, since it is very similar to the ovum. However, it fills the purpose as the female counterpart of the male spermatid in spermatogenesis
Document 4:::
The egg cell, or ovum (: ova), is the female reproductive cell, or gamete, in most anisogamous organisms (organisms that reproduce sexually with a larger, female gamete and a smaller, male one). The term is used when the female gamete is not capable of movement (non-motile). If the male gamete (sperm) is capable of movement, the type of sexual reproduction is also classified as oogamous. A nonmotile female gamete formed in the oogonium of some algae, fungi, oomycetes, or bryophytes is an oosphere. When fertilized the oosphere becomes the oospore.
When egg and sperm fuse during fertilisation, a diploid cell (the zygote) is formed, which rapidly grows into a new organism.
History
While the non-mammalian animal egg was obvious, the doctrine ex ovo omne vivum ("every living [animal comes from] an egg"), associated with William Harvey (1578–1657), was a rejection of spontaneous generation and preformationism as well as a bold assumption that mammals also reproduced via eggs. Karl Ernst von Baer discovered the mammalian ovum in 1827. The fusion of spermatozoa with ova (of a starfish) was observed by Oskar Hertwig in 1876.
Animals
In animals, egg cells are also known as ova (singular ovum, from the Latin word meaning 'egg'). The term ovule in animals is used for the young ovum of an animal. In vertebrates, ova are produced by female gonads (sex glands) called ovaries. A number of ova are present at birth in mammals and mature via oogenesis.
Studies performed on humans, dogs, and cats in the 1870s suggested that the production of oocytes (immature egg cells) stops at or shortly after birth. A review of reports from 1900 to 1950 by zoologist Solomon Zuckerman cemented the belief that females have a finite number of oocytes that are formed before they are born. This dogma has been challenged by a number of studies since 2004. Several studies suggest that ovarian stem cells exist within the mammalian ovary. Whether or not mature mammals can actually create new egg cells
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Ovulation is the release of an egg from the what?
A. fallopian tubes
B. ovary
C. vagina
D. cervix
Answer:
|
|
ai2_arc-8
|
multiple_choice
|
Which of the following is a trait that a dog does NOT inherit from its parents?
|
[
"the length of its fur",
"the shape of its nose",
"the size of its appetite",
"the color of its fur"
] |
C
|
Relavent Documents:
Document 0:::
Dog behavior is the internally coordinated responses of individuals or groups of domestic dogs to internal and external stimuli. It has been shaped by millennia of contact with humans and their lifestyles. As a result of this physical and social evolution, dogs have acquired the ability to understand and communicate with humans. Behavioral scientists have uncovered a wide range of social-cognitive abilities in domestic dogs.
Co-evolution with humans
The origin of the domestic dog (Canis familiaris) is not clear. Whole-genome sequencing indicates that the dog, the gray wolf and the extinct Taymyr wolf diverged around the same time 27,000–40,000 years ago. How dogs became domesticated is not clear, however the two main hypotheses are self-domestication or human domestication. There exists evidence of human-canine behavioral coevolution.
Intelligence
Dog intelligence is the ability of the dog to perceive information and retain it as knowledge in order to solve problems. Dogs have been shown to learn by inference. A study with Rico showed that he knew the labels of over 200 different items. He inferred the names of novel items by exclusion learning and correctly retrieved those novel items immediately. He also retained this ability four weeks after the initial exposure. Dogs have advanced memory skills. A study documented the learning and memory capabilities of a border collie, "Chaser", who had learned the names and could associate by verbal command over 1,000 words. Dogs are able to read and react appropriately to human body language such as gesturing and pointing, and to understand human voice commands. After undergoing training to solve a simple manipulation task, dogs that are faced with an insolvable version of the same problem look at the human, while socialized wolves do not. Dogs demonstrate a theory of mind by engaging in deception.
Senses
The dog's senses include vision, hearing, sense of smell, taste, touch, proprioception, and sensitivity to the Ear
Document 1:::
Dog intelligence or dog cognition is the process in dogs of acquiring information and conceptual skills, and storing them in memory, retrieving, combining and comparing them, and using them in new situations.
Studies have shown that dogs display many behaviors associated with intelligence. They have advanced memory skills, and are able to read and react appropriately to human body language such as gesturing and pointing, and to understand human voice commands. Dogs demonstrate a theory of mind by engaging in deception.
Evolutionary perspective
Dogs have often been used in studies of cognition, including research on perception, awareness, memory, and learning, notably research on classical and operant conditioning. In the course of this research, behavioral scientists uncovered a surprising set of social-cognitive abilities in the domestic dog, abilities that are neither possessed by dogs' closest canine relatives nor by other highly intelligent mammals such as great apes. Rather, these skills resemble some of the social-cognitive skills of human children. This may be an example of convergent evolution, which happens when distantly related species independently evolve similar solutions to the same problems. For example, fish, penguins and dolphins have each separately evolved flippers as solution to the problem of moving through the water. With dogs and humans, we may see psychological convergence; that is, dogs have evolved to be cognitively more similar to humans than we are to our closest genetic relatives.
However, it is questionable whether the cognitive evolution of humans and animals may be called "independent". The cognitive capacities of dogs have inevitably been shaped by millennia of contact with humans. As a result of this physical and social evolution, many dogs readily respond to social cues common to humans, quickly learn the meaning of words, show cognitive bias and exhibit emotions that seem to reflect those of humans.
Research suggests that dom
Document 2:::
Hard inheritance was a model of heredity that explicitly excludes any acquired characteristics, such as of Lamarckism. It is the exact opposite of soft inheritance, coined by Ernst Mayr to contrast ideas about inheritance.
Hard inheritance states that characteristics of an organism's offspring (passed on through DNA) will not be affected by the actions that the parental organism performs during its lifetime. For example: a medieval blacksmith who uses only his right arm to forge steel will not sire a son with a stronger right arm than left because the blacksmith's actions do not alter his genetic code. Inheritance due to usage and non-usage is excluded. Inheritance works as described in the modern synthesis of evolutionary biology.
The existence of inherited epigenetic variants has led to renewed interest in soft inheritance.
Document 3:::
Dog communication is the transfer of information between dogs, as well as between dogs and humans. Behaviors associated with dog communication are categorized into visual and vocal. Visual communication includes mouth shape and head position, licking and sniffing, ear and tail positioning, eye gaze, facial expression, and body posture. Dog vocalizations, or auditory communication, can include barks, growls, howls, whines and whimpers, screams, pants and sighs. Dogs also communicate via gustatory communication, utilizing scent and pheromones.
Humans can communicate with dogs through a wide variety of methods. Broadly, this includes vocalization, hand signals, body posture and touch. The two species also communicate visually: through domestication, dogs have become particularly adept at "reading" human facial expressions, and they are able to determine human emotional status. When communicating with a human their level of comprehension is generally comparable to a toddler.
Dog–human communication
Both humans and dogs are characterized by complex social lives with rich communication systems, but it is also possible that dogs, perhaps because of their reliance on humans for food, have evolved specialized skills for recognizing and interpreting human social-communicative signals. Four basic hypotheses have been put forward to account for the findings.
Dogs, by way of their interactions with humans, learn to be responsive to human social cues through basic conditioning processes.
By undergoing domestication, dogs not only reduced their fear of humans but also applied all-purpose problem-solving skills to their interactions with people. This largely innate gift for reading human social gestures was inadvertently selected via domestication.
Dogs' co-evolution with humans equipped them with the cognitive machinery to not only respond to human social cues but to understand human mental states; a so-called theory of mind.
Dogs are adaptively predisposed to learn about
Document 4:::
Temperament tests assess dogs for certain behaviors or suitability for dog sports or adoption from an animal shelter by observing the animal for unwanted or potentially dangerous behavioral traits, such as aggressiveness towards other dogs or humans, shyness, or extreme fear.
AKC Temperament Test
In 2019, the American Kennel Club launched its AKC Temperament Test (ATT), a pass-fail evaluation by AKC licensed or member clubs. Evaluators are specially trained AKC Obedience judges, Rally judges and AKC Approved Canine Good Evaluators.
American Temperament Test Society
American Temperament Test Society, Inc. was started by Alfons Ertel in 1977. Ertel created a test for dogs that checks a dog's reaction to strangers, to auditory and visual stimuli (such as the gun shot test), and to unusual situations in an outdoor setting; it does not test indoor or home situation scenarios. It favors a bold confident dog. , the top three dog breeds that have tested with ATTS are Rottweiler (17% of all tests conducted), German Shepherd Dog (10%), and Doberman (5%). The test itself is copyrighted and prospective testers must apply to become official. The test is conducted as a pass-fail by majority rule of three testers, and each individual dog is graded according to its own breed's native aptitudes, and taking into account the individual dog's age, health and training. Though the ATTS is the only organization which posts pass rates "by breed", the breeds cannot be compared against each other because the grades are based on each breed's own characteristics. Despite that, attorneys have been encouraged to use the ATTS published "results by breed" to defend their clients in dangerous dog cases by comparing pass rates of the breed of their client's dog against the pass rates of other well-known non-aggressive pet dog breeds. , 34,686 tests have been completed; less than 1,000 per year.
BH-VT test by FCI
BH-VT, an abbreviation of a German term which roughly translates to "companion do
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which of the following is a trait that a dog does NOT inherit from its parents?
A. the length of its fur
B. the shape of its nose
C. the size of its appetite
D. the color of its fur
Answer:
|
|
sciq-1743
|
multiple_choice
|
Single-celled eukaryotes that share some traits with animals are also called?
|
[
"eukaryotes",
"monomers",
"microorganisms",
"prokaryotes"
] |
A
|
Relavent Documents:
Document 0:::
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 1:::
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 2:::
Microbiology () is the scientific study of microorganisms, those being of unicellular (single-celled), multicellular (consisting of complex cells), or acellular (lacking cells). Microbiology encompasses numerous sub-disciplines including virology, bacteriology, protistology, mycology, immunology, and parasitology.
Eukaryotic microorganisms possess membrane-bound organelles and include fungi and protists, whereas prokaryotic organisms—all of which are microorganisms—are conventionally classified as lacking membrane-bound organelles and include Bacteria and Archaea. Microbiologists traditionally relied on culture, staining, and microscopy for the isolation and identification of microorganisms. However, less than 1% of the microorganisms present in common environments can be cultured in isolation using current means. With the emergence of biotechnology, Microbiologists currently rely on molecular biology tools such as DNA sequence-based identification, for example, the 16S rRNA gene sequence used for bacterial identification.
Viruses have been variably classified as organisms, as they have been considered either as very simple microorganisms or very complex molecules. Prions, never considered as microorganisms, have been investigated by virologists, however, as the clinical effects traced to them were originally presumed due to chronic viral infections, virologists took a search—discovering "infectious proteins".
The existence of microorganisms was predicted many centuries before they were first observed, for example by the Jains in India and by Marcus Terentius Varro in ancient Rome. The first recorded microscope observation was of the fruiting bodies of moulds, by Robert Hooke in 1666, but the Jesuit priest Athanasius Kircher was likely the first to see microbes, which he mentioned observing in milk and putrid material in 1658. Antonie van Leeuwenhoek is considered a father of microbiology as he observed and experimented with microscopic organisms in the 1670s, us
Document 3:::
The eukaryotes () constitute the domain of Eukarya, organisms whose cells have a membrane-bound nucleus. All animals, plants, fungi, and many unicellular organisms are eukaryotes. They constitute a major group of life forms alongside the two groups of prokaryotes: the Bacteria and the Archaea. Eukaryotes represent a small minority of the number of organisms, but due to their generally much larger size, their collective global biomass is much larger than that of prokaryotes.
The eukaryotes seemingly emerged in the Archaea, within the Asgard archaea. This implies that there are only two domains of life, Bacteria and Archaea, with eukaryotes incorporated among the Archaea. Eukaryotes emerged approximately 2.2 billion years ago, during the Proterozoic eon, likely as flagellated cells. The leading evolutionary theory is they were created by symbiogenesis between an anaerobic Asgard archaean and an aerobic proteobacterium, which formed the mitochondria. A second episode of symbiogenesis with a cyanobacterium created the plants, with chloroplasts. The oldest-known eukaryote fossils, multicellular planktonic organisms belonging to the Gabonionta, were discovered in Gabon in 2023, dating back to 2.1 billion years ago.
Eukaryotic cells contain membrane-bound organelles such as the nucleus, the endoplasmic reticulum, and the Golgi apparatus. Eukaryotes may be either unicellular or multicellular. In comparison, prokaryotes are typically unicellular. Unicellular eukaryotes are sometimes called protists. Eukaryotes can reproduce both asexually through mitosis and sexually through meiosis and gamete fusion (fertilization).
Diversity
Eukaryotes are organisms that range from microscopic single cells, such as picozoans under 3 micrometres across, to animals like the blue whale, weighing up to 190 tonnes and measuring up to long, or plants like the coast redwood, up to tall. Many eukaryotes are unicellular; the informal grouping called protists includes many of these, with some
Document 4:::
A unicellular organism, also known as a single-celled organism, is an organism that consists of a single cell, unlike a multicellular organism that consists of multiple cells. Organisms fall into two general categories: prokaryotic organisms and eukaryotic organisms. Most prokaryotes are unicellular and are classified into bacteria and archaea. Many eukaryotes are multicellular, but some are unicellular such as protozoa, unicellular algae, and unicellular fungi. Unicellular organisms are thought to be the oldest form of life, with early protocells possibly emerging 3.8–4.0 billion years ago.
Although some prokaryotes live in colonies, they are not specialised cells with differing functions. These organisms live together, and each cell must carry out all life processes to survive. In contrast, even the simplest multicellular organisms have cells that depend on each other to survive.
Most multicellular organisms have a unicellular life-cycle stage. Gametes, for example, are reproductive unicells for multicellular organisms. Additionally, multicellularity appears to have evolved independently many times in the history of life.
Some organisms are partially unicellular, like Dictyostelium discoideum. Additionally, unicellular organisms can be multinucleate, like Caulerpa, Plasmodium, and Myxogastria.
Evolutionary hypothesis
Primitive protocells were the precursors to today's unicellular organisms. Although the origin of life is largely still a mystery, in the currently prevailing theory, known as the RNA world hypothesis, early RNA molecules would have been the basis for catalyzing organic chemical reactions and self-replication.
Compartmentalization was necessary for chemical reactions to be more likely as well as to differentiate reactions with the external environment. For example, an early RNA replicator ribozyme may have replicated other replicator ribozymes of different RNA sequences if not kept separate. Such hypothetic cells with an RNA genome instead of
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Single-celled eukaryotes that share some traits with animals are also called?
A. eukaryotes
B. monomers
C. microorganisms
D. prokaryotes
Answer:
|
|
sciq-10694
|
multiple_choice
|
The direction of the rotation of hurricanes is influenced by which force?
|
[
"centrifugal force",
"jetstream force",
"headwind force",
"coriolis force"
] |
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 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 2:::
In classical mechanics, a reactive centrifugal force forms part of an action–reaction pair with a centripetal force.
In accordance with Newton's first law of motion, an object moves in a straight line in the absence of a net force acting on the object. A curved path may however ensue when such a force acts on it; this force is often called a centripetal force, as it is directed toward the center of curvature of the path. Then in accordance with Newton's third law of motion, there will also be an equal and opposite force exerted by the object on some other object, such as a constraint that forces the path to be curved, and this reaction force, the subject of this article, is sometimes called a reactive centrifugal force, as it is directed in the opposite direction of the centripetal force.
Unlike the inertial force or fictitious force known as centrifugal force, which always exists in addition to the reactive force in the rotating frame of reference, the reactive force is a real Newtonian force that is observed in any reference frame. The two forces will only have the same magnitude in the special cases where circular motion arises and where the axis of rotation is the origin of the rotating frame of reference. It is the reactive force that is the subject of this article.
Paired forces
The figure at right shows a ball in uniform circular motion held to its path by a string tied to an immovable post. In this system a centripetal force upon the ball provided by the string maintains the circular motion, and the reaction to it, which some refer to as the reactive centrifugal force, acts upon the string and the post.
Newton's first law requires that any body moving along any path other than a straight line be subject to a net non-zero force, and the free body diagram shows the force upon the ball (center panel) exerted by the string to maintain the ball in its circular motion.
Newton's third law of action and reaction states that if the string exerts an inward c
Document 3:::
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 4:::
The angular momentum problem is a problem in astrophysics identified by Leon Mestel in 1965.
It was found that the angular momentum of a protoplanetary disk is misappropriated when compared to models during stellar birth. The Sun and other stars are predicted by models to be rotating considerably faster than they actually are. The Sun, for example, only accounts for about 0.3 percent of the total angular momentum of the Solar System while about 60% is attributed to Jupiter.
See also
History of Solar System formation and evolution hypotheses
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The direction of the rotation of hurricanes is influenced by which force?
A. centrifugal force
B. jetstream force
C. headwind force
D. coriolis force
Answer:
|
|
sciq-204
|
multiple_choice
|
What is the apparatus used for carrying out an electrolysis reaction?
|
[
"catalyst",
"Golgi apparatus",
"an aqueous cell",
"an electrolytic cell"
] |
D
|
Relavent Documents:
Document 0:::
Advanced Placement (AP) Physics C: Electricity and Magnetism (also known as AP Physics C: E&M or AP E&M) is an introductory physics course administered by the College Board as part of its Advanced Placement program. It is intended to proxy a second-semester calculus-based university course in electricity and magnetism. The content of Physics C: E&M overlaps with that of AP Physics 2, but Physics 2 is algebra-based and covers other topics outside of electromagnetism, while Physics C is calculus-based and only covers electromagnetism. Physics C: E&M may be combined with its mechanics counterpart to form a year-long course that prepares for both exams.
Course content
E&M is equivalent to an introductory college course in electricity and magnetism for physics or engineering majors. The course modules are:
Electrostatics
Conductors, capacitors, and dielectrics
Electric circuits
Magnetic fields
Electromagnetism.
Methods of calculus are used wherever appropriate in formulating physical principles and in applying them to physical problems. Therefore, students should have completed or be concurrently enrolled in a calculus class.
AP test
The course culminates in an optional exam for which high-performing students may receive some credit towards their college coursework, depending on the institution.
Registration
The AP examination for AP Physics C: Electricity and Magnetism is separate from the AP examination for AP Physics C: Mechanics. Before 2006, test-takers paid only once and were given the choice of taking either one or two parts of the Physics C test.
Format
The exam is typically administered on a Monday afternoon in May. The exam is configured in two categories: a 35-question multiple choice section and a 3-question free response section. Test takers are allowed to use an approved calculator during the entire exam. The test is weighted such that each section is worth half of the final score. This and AP Physics C: Mechanics are the shortest AP exams, with
Document 1:::
Bioelectrochemistry is a branch of electrochemistry and biophysical chemistry concerned with electrophysiological topics like cell electron-proton transport, cell membrane potentials and electrode reactions of redox enzymes.
History
The beginnings of bioelectrochemistry, as well as those of electrochemistry, are closely related to physiology through the works of Luigi Galvani and then Alessandro Volta.
The first modern work in this field is considered that of the German physiologist Julius Bernstein (1902) concerning the source of biopotentials due to different ion concentration through the cell's membrane.
The domain of bioelectrochemistry has grown considerably over the past century, maintaining the close connections to various medical and biological and engineering disciplines like electrophysiology, biomedical engineering, and enzyme kinetics. The achievements in this field have been awarded several Nobel prizes for Physiology or Medicine. Among prominent electrochemists who have contributed to this field one could mention John Bockris.
See also
Biomedical engineering
Bioelectronics
Bioelectrochemical reactor
Biomagnetism
Enzymatic biofuel cell
Protein Film Voltammetry
Saltatory conduction
Notes
External links
Johann Wilhelm Ritter contribution to the field
Electrochemistry
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:::
Electrodeionization (EDI) is a water treatment technology that utilizes DC power, ion exchange membranes, and ion exchange resin to deionize water. EDI is typically employed as a polishing treatment following reverse osmosis (RO). It differs from other RO polishing methods, like chemically regenerated mixed beds, by operating continuously without chemical regeneration.
EDI is sometimes denoted as "continuous electrodeionization" (CEDI) because the electric current continually regenerates the ion exchange resin mass. The CEDI approach can achieve high purity, with product conductivity around 0.1 S/cm and, in some cases, resistivity as high as 18.2 MΩ/cm.
Electrodeionization (EDI) integrates three distinct processes:
Electrolysis: A continuous DC current is applied, directing positive and negative ions toward electrodes with opposing electrical charges. This electrical potential draws anions and cations from diluting chambers, through cation or anion exchange membranes, into concentrating chambers.
Ion exchange: In this stage, ion exchange resin fills the diluting chambers, and as water flows through the resin bed, cations and anions become affixed to resin sites.
Chemical regeneration: Unlike chemically regenerated mixed beds, EDI accomplishes regeneration through water splitting induced by the electric current. Water is split from H2O into H+ and OH-, effectively regenerating the resin without the need for external chemical additives.
Quality of the feed
To maximize the purity of the product, EDI feedwater needs pre-treatment, usually reverse osmosis. When fed with low total dissolved solids feedwater (e.g., purified by RO), the product can reach very high purity levels, with conductivity on the order of 0.5 S/cm. Feedwater must follow certain requirements to prevent damage to the instrument.
Common parameters are:
Hardness of feedwater: 1 ppm as CaCO3, with limited exceptions up to 2 ppm.
Silica content (SiO2) must be 1 ppm in most EDI cells or 2 ppm in
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.
What is the apparatus used for carrying out an electrolysis reaction?
A. catalyst
B. Golgi apparatus
C. an aqueous cell
D. an electrolytic cell
Answer:
|
|
sciq-1605
|
multiple_choice
|
Plants not only contribute food but what else for organisms?
|
[
"hydrogen",
"carbon",
"oxygen",
"dioxide"
] |
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:::
Plant ecology is a subdiscipline of ecology that studies the distribution and abundance of plants, the effects of environmental factors upon the abundance of plants, and the interactions among plants and between plants and other organisms. Examples of these are the distribution of temperate deciduous forests in North America, the effects of drought or flooding upon plant survival, and competition among desert plants for water, or effects of herds of grazing animals upon the composition of grasslands.
A global overview of the Earth's major vegetation types is provided by O.W. Archibold. He recognizes 11 major vegetation types: tropical forests, tropical savannas, arid regions (deserts), Mediterranean ecosystems, temperate forest ecosystems, temperate grasslands, coniferous forests, tundra (both polar and high mountain), terrestrial wetlands, freshwater ecosystems and coastal/marine systems. This breadth of topics shows the complexity of plant ecology, since it includes plants from floating single-celled algae up to large canopy forming trees.
One feature that defines plants is photosynthesis. Photosynthesis is the process of a chemical reactions to create glucose and oxygen, which is vital for plant life. One of the most important aspects of plant ecology is the role plants have played in creating the oxygenated atmosphere of earth, an event that occurred some 2 billion years ago. It can be dated by the deposition of banded iron formations, distinctive sedimentary rocks with large amounts of iron oxide. At the same time, plants began removing carbon dioxide from the atmosphere, thereby initiating the process of controlling Earth's climate. A long term trend of the Earth has been toward increasing oxygen and decreasing carbon dioxide, and many other events in the Earth's history, like the first movement of life onto land, are likely tied to this sequence of events.
One of the early classic books on plant ecology was written by J.E. Weaver and F.E. Clements. It
Document 3:::
A nutrient is a substance used by an organism to survive, grow, and reproduce. The requirement for dietary nutrient intake applies to animals, plants, fungi, and protists. Nutrients can be incorporated into cells for metabolic purposes or excreted by cells to create non-cellular structures, such as hair, scales, feathers, or exoskeletons. Some nutrients can be metabolically converted to smaller molecules in the process of releasing energy, such as for carbohydrates, lipids, proteins, and fermentation products (ethanol or vinegar), leading to end-products of water and carbon dioxide. All organisms require water. Essential nutrients for animals are the energy sources, some of the amino acids that are combined to create proteins, a subset of fatty acids, vitamins and certain minerals. Plants require more diverse minerals absorbed through roots, plus carbon dioxide and oxygen absorbed through leaves. Fungi live on dead or living organic matter and meet nutrient needs from their host.
Different types of organisms have different essential nutrients. Ascorbic acid (vitamin C) is essential, meaning it must be consumed in sufficient amounts, to humans and some other animal species, but some animals and plants are able to synthesize it. Nutrients may be organic or inorganic: organic compounds include most compounds containing carbon, while all other chemicals are inorganic. Inorganic nutrients include nutrients such as iron, selenium, and zinc, while organic nutrients include, among many others, energy-providing compounds and vitamins.
A classification used primarily to describe nutrient needs of animals divides nutrients into macronutrients and micronutrients. Consumed in relatively large amounts (grams or ounces), macronutrients (carbohydrates, fats, proteins, water) are primarily used to generate energy or to incorporate into tissues for growth and repair. Micronutrients are needed in smaller amounts (milligrams or micrograms); they have subtle biochemical and physiologi
Document 4:::
Human uses of plants include both practical uses, such as for food, clothing, and medicine, and symbolic uses, such as in art, mythology and literature. The reliable provision of food through agriculture is the basis of civilization. The study of plant uses by native peoples is ethnobotany, while economic botany focuses on modern cultivated plants. Plants are used in medicine, providing many drugs from the earliest times to the present, and as the feedstock for many industrial products including timber and paper as well as a wide range of chemicals. Plants give millions of people pleasure through gardening.
In art, mythology, religion, literature and film, plants play important roles, symbolising themes such as fertility, growth, purity, and rebirth. In architecture and the decorative arts, plants provide many themes, such as Islamic arabesques and the acanthus forms carved on to classical Corinthian order column capitals.
Context
Culture consists of the social behaviour and norms found in human societies and transmitted through social learning. Cultural universals in all human societies include expressive forms like art, music, dance, ritual, religion, and technologies like tool usage, cooking, shelter, and clothing. The concept of material culture covers physical expressions such as technology, architecture and art, whereas immaterial culture includes principles of social organization, mythology, philosophy, literature, and science. This article describes the many roles played by plants in human culture.
Practical uses
As food
Humans depend on plants for food, either directly or as feed for domestic animals. Agriculture deals with the production of food crops, and has played a key role in the history of world civilizations. Agriculture includes agronomy for arable crops, horticulture for vegetables and fruit, and forestry for timber. About 7,000 species of plant have been used for food, though most of today's food is derived from only 30 species. The major s
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Plants not only contribute food but what else for organisms?
A. hydrogen
B. carbon
C. oxygen
D. dioxide
Answer:
|
|
sciq-1286
|
multiple_choice
|
Since the electric field lines point radially away from the charge, they are perpendicular to what?
|
[
"archetypical lines",
"singularity lines",
"magnetic field lines",
"equipotential lines"
] |
D
|
Relavent Documents:
Document 0:::
Advanced Placement (AP) Physics C: Electricity and Magnetism (also known as AP Physics C: E&M or AP E&M) is an introductory physics course administered by the College Board as part of its Advanced Placement program. It is intended to proxy a second-semester calculus-based university course in electricity and magnetism. The content of Physics C: E&M overlaps with that of AP Physics 2, but Physics 2 is algebra-based and covers other topics outside of electromagnetism, while Physics C is calculus-based and only covers electromagnetism. Physics C: E&M may be combined with its mechanics counterpart to form a year-long course that prepares for both exams.
Course content
E&M is equivalent to an introductory college course in electricity and magnetism for physics or engineering majors. The course modules are:
Electrostatics
Conductors, capacitors, and dielectrics
Electric circuits
Magnetic fields
Electromagnetism.
Methods of calculus are used wherever appropriate in formulating physical principles and in applying them to physical problems. Therefore, students should have completed or be concurrently enrolled in a calculus class.
AP test
The course culminates in an optional exam for which high-performing students may receive some credit towards their college coursework, depending on the institution.
Registration
The AP examination for AP Physics C: Electricity and Magnetism is separate from the AP examination for AP Physics C: Mechanics. Before 2006, test-takers paid only once and were given the choice of taking either one or two parts of the Physics C test.
Format
The exam is typically administered on a Monday afternoon in May. The exam is configured in two categories: a 35-question multiple choice section and a 3-question free response section. Test takers are allowed to use an approved calculator during the entire exam. The test is weighted such that each section is worth half of the final score. This and AP Physics C: Mechanics are the shortest AP exams, with
Document 1:::
In elementary geometry, two geometric objects are perpendicular if their intersection forms right angles (angles that are 90 degrees or π/2 radians wide) at the point of intersection called a foot. The condition of perpendicularity may be represented graphically using the perpendicular symbol, ⟂. Perpendicular intersections can happen between two lines (or two line segments), between a line and a plane, and between two planes.
Perpendicularity is one particular instance of the more general mathematical concept of orthogonality; perpendicularity is the orthogonality of classical geometric objects. Thus, in advanced mathematics, the word "perpendicular" is sometimes used to describe much more complicated geometric orthogonality conditions, such as that between a surface and its normal vector.
A line is said to be perpendicular to another line if the two lines intersect at a right angle. Explicitly, a first line is perpendicular to a second line if (1) the two lines meet; and (2) at the point of intersection the straight angle on one side of the first line is cut by the second line into two congruent angles. Perpendicularity can be shown to be symmetric, meaning if a first line is perpendicular to a second line, then the second line is also perpendicular to the first. For this reason, we may speak of two lines as being perpendicular (to each other) without specifying an order. A great example of perpendicularity can be seen in any compass, note the cardinal points; North, East, South, West (NESW)
The line N-S is perpendicular to the line W-E and the angles N-E, E-S, S-W and W-N are all 90° to one another.
Perpendicularity easily extends to segments and rays. For example, a line segment is perpendicular to a line segment if, when each is extended in both directions to form an infinite line, these two resulting lines are perpendicular in the sense above. In symbols, means line segment AB is perpendicular to line segment CD.
A line is said to be perpendicular to a
Document 2:::
In geometry, a circular section is a circle on a quadric surface (such as an ellipsoid or hyperboloid). It is a special plane section of the quadric, as this circle is the intersection with the quadric of the plane containing the circle.
Any plane section of a sphere is a circular section, if it contains at least 2 points. Any quadric of revolution contains circles as sections with planes that are orthogonal to its axis; it does not contain any other circles, if it is not a sphere. More hidden are circles on other quadrics, such as tri-axial ellipsoids, elliptic cylinders, etc. Nevertheless, it is true that:
Any quadric surface which contains ellipses contains circles, too.
Equivalently, all quadric surfaces contain circles except parabolic and hyperbolic cylinders and hyperbolic paraboloids.
If a quadric contains a circle, then every intersection of the quadric with a plane parallel to this circle is also a circle, provided it contains at least two points. Except for spheres, the circles contained in a quadric, if any, are all parallel to one of two fixed planes (which are equal in the case of a quadric of revolution).
Circular sections are used in crystallography.
Using projective geometry
The circular sections of a quadric may be computed from the implicit equation of the quadric, as it is done in the following sections. They may also be characterised and studied by using synthetic projective geometry.
Let be the intersection of a quadric surface and a plane . In this section, and are surfaces in the three-dimensional Euclidean space, which are extended to the projective space over the complex numbers. Under these hypotheses, the curve is a circle if and only if its intersection with the plane at infinity is included in the ombilic (the curve at infinity of equation ).
The first case to be considered is when the intersection of with the plane at infinity consists of one or two real lines, that is when is either a hyperbolic paraboloid, a parabolic cy
Document 3:::
There are four Advanced Placement (AP) Physics courses administered by the College Board as part of its Advanced Placement program: the algebra-based Physics 1 and Physics 2 and the calculus-based Physics C: Mechanics and Physics C: Electricity and Magnetism. All are intended to be at the college level. Each AP Physics course has an exam for which high-performing students may receive credit toward their college coursework.
AP Physics 1 and 2
AP Physics 1 and AP Physics 2 were introduced in 2015, replacing AP Physics B. The courses were designed to emphasize critical thinking and reasoning as well as learning through inquiry. They are algebra-based and do not require any calculus knowledge.
AP Physics 1
AP Physics 1 covers Newtonian mechanics, including:
Unit 1: Kinematics
Unit 2: Dynamics
Unit 3: Circular Motion and Gravitation
Unit 4: Energy
Unit 5: Momentum
Unit 6: Simple Harmonic Motion
Unit 7: Torque and Rotational Motion
Until 2020, the course also covered topics in electricity (including Coulomb's Law and resistive DC circuits), mechanical waves, and sound. These units were removed because they are included in AP Physics 2.
AP Physics 2
AP Physics 2 covers the following topics:
Unit 1: Fluids
Unit 2: Thermodynamics
Unit 3: Electric Force, Field, and Potential
Unit 4: Electric Circuits
Unit 5: Magnetism and Electromagnetic Induction
Unit 6: Geometric and Physical Optics
Unit 7: Quantum, Atomic, and Nuclear Physics
AP Physics C
From 1969 to 1972, AP Physics C was a single course with a single exam that covered all standard introductory university physics topics, including mechanics, fluids, electricity and magnetism, optics, and modern physics. In 1973, the College Board split the course into AP Physics C: Mechanics and AP Physics C: Electricity and Magnetism. The exam was also split into two separate 90-minute tests, each equivalent to a semester-length calculus-based college course. Until 2006, both exams could be taken for a single
Document 4:::
Advanced Placement (AP) 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.
Since the electric field lines point radially away from the charge, they are perpendicular to what?
A. archetypical lines
B. singularity lines
C. magnetic field lines
D. equipotential lines
Answer:
|
|
sciq-3331
|
multiple_choice
|
What is a measure of both speed and direction of motion?
|
[
"intensity",
"velocity",
"acceleration",
"distance"
] |
B
|
Relavent Documents:
Document 0:::
Velocity is the speed in combination with the direction of motion of an object. Velocity is a fundamental concept in kinematics, the branch of classical mechanics that describes the motion of bodies.
Velocity is a physical vector quantity: both magnitude and direction are needed to define it. The scalar absolute value (magnitude) of velocity is called , being a coherent derived unit whose quantity is measured in the SI (metric system) as metres per second (m/s or m⋅s−1). For example, "5 metres per second" is a scalar, whereas "5 metres per second east" is a vector. If there is a change in speed, direction or both, then the object is said to be undergoing an acceleration.
Constant velocity vs acceleration
To have a constant velocity, an object must have a constant speed in a constant direction. Constant direction constrains the object to motion in a straight path thus, a constant velocity means motion in a straight line at a constant speed.
For example, a car moving at a constant 20 kilometres per hour in a circular path has a constant speed, but does not have a constant velocity because its direction changes. Hence, the car is considered to be undergoing an acceleration.
Difference between speed and velocity
While the terms speed and velocity are often colloquially used interchangeably to connote how fast an object is moving, in scientific terms they are different. Speed, the scalar magnitude of a velocity vector, denotes only how fast an object is moving, while velocity indicates both an objects speed and direction.
Equation of motion
Average velocity
Velocity is defined as the rate of change of position with respect to time, which may also be referred to as the instantaneous velocity to emphasize the distinction from the average velocity. In some applications the average velocity of an object might be needed, that is to say, the constant velocity that would provide the same resultant displacement as a variable velocity in the same time interval, , over some
Document 1:::
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:::
Linear motion, also called rectilinear motion, is one-dimensional motion along a straight line, and can therefore be described mathematically using only one spatial dimension. The linear motion can be of two types: uniform linear motion, with constant velocity (zero acceleration); and non-uniform linear motion, with variable velocity (non-zero acceleration). The motion of a particle (a point-like object) along a line can be described by its position , which varies with (time). An example of linear motion is an athlete running a 100-meter dash along a straight track.
Linear motion is the most basic of all motion. According to Newton's first law of motion, objects that do not experience any net force will continue to move in a straight line with a constant velocity until they are subjected to a net force. Under everyday circumstances, external forces such as gravity and friction can cause an object to change the direction of its motion, so that its motion cannot be described as linear.
One may compare linear motion to general motion. In general motion, a particle's position and velocity are described by vectors, which have a magnitude and direction. In linear motion, the directions of all the vectors describing the system are equal and constant which means the objects move along the same axis and do not change direction. The analysis of such systems may therefore be simplified by neglecting the direction components of the vectors involved and dealing only with the magnitude.
Background
Displacement
The motion in which all the particles of a body move through the same distance in the same time is called translatory motion. There are two types of translatory motions: rectilinear motion; curvilinear motion. Since linear motion is a motion in a single dimension, the distance traveled by an object in particular direction is the same as displacement. The SI unit of displacement is the metre. If is the initial position of an object and is the final position, then mat
Document 3:::
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 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.
What is a measure of both speed and direction of motion?
A. intensity
B. velocity
C. acceleration
D. distance
Answer:
|
|
sciq-8460
|
multiple_choice
|
How many main types of diabetes are there?
|
[
"six",
"three",
"one",
"two"
] |
D
|
Relavent Documents:
Document 0:::
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 1:::
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 2:::
Progress tests are longitudinal, feedback oriented educational assessment tools for the evaluation of development and sustainability of cognitive knowledge during a learning process. A progress test is a written knowledge exam (usually involving multiple choice questions) that is usually administered to all students in the "A" program at the same time and at regular intervals (usually twice to four times yearly) throughout the entire academic program. The test samples the complete knowledge domain expected of new graduates upon completion of their courses, regardless of the year level of the student). The differences between students’ knowledge levels show in the test scores; the further a student has progressed in the curriculum the higher the scores. As a result, these resultant scores provide a longitudinal, repeated measures, curriculum-independent assessment of the objectives (in knowledge) of the entire programme.
History
Since its inception in the late 1970s at both Maastricht University and the University of Missouri–Kansas City independently, the progress test of applied knowledge has been increasingly used in medical and health sciences programs across the globe. They are well established and increasingly used in medical education in both undergraduate and postgraduate medical education. They are used formatively and summatively.
Use in academic programs
The progress test is currently used by national progress test consortia in the United Kingdom, Italy, The Netherlands, in Germany (including Austria), and in individual schools in Africa, Saudi Arabia, South East Asia, the Caribbean, Australia, New Zealand, Sweden, Finland, UK, and the USA. The National Board of Medical Examiners in the USA also provides progress testing in various countries The feasibility of an international approach to progress testing has been recently acknowledged and was first demonstrated by Albano et al. in 1996, who compared test scores across German, Dutch and Italian medi
Document 3:::
Advanced Placement (AP) Biology (also known as AP Bio) is an Advanced Placement biology course and exam offered by the College Board in the United States. For the 2012–2013 school year, the College Board unveiled a new curriculum with a greater focus on "scientific practices".
This course is designed for students who wish to pursue an interest in the life sciences. The College Board recommends successful completion of high school biology and high school chemistry before commencing AP Biology, although the actual prerequisites vary from school to school and from state to state. This course, nevertheless, is considered very challenging and one of the most difficult AP classes, as shown with AP Finals grade distributions.
Topic outline
The exam covers the following 8 units. The percentage indicates the portion of the multiple-choice section of the exam focused on each content area:
The course is based on and tests six skills, called scientific practices which include:
In addition to the topics above, students are required to be familiar with general lab procedure. Students should know how to collect data, analyze data to form conclusions, and apply those conclusions.
Exam
Students are allowed to use a four-function, scientific, or graphing calculator.
The exam has two sections: a 90 minute multiple choice section and a 90 minute free response section. There are 60 multiple choice questions and six free responses, two long and four short. Both sections are worth 50% of the score.
Score distribution
Commonly used textbooks
Biology, AP Edition by Sylvia Mader (2012, hardcover )
Life: The Science of Biology (Sadava, Heller, Orians, Purves, and Hillis, )
Campbell Biology AP Ninth Edition (Reece, Urry, Cain, Wasserman, Minorsky, and Andrew Jackson )
See also
Glossary of biology
A.P Bio (TV Show)
Document 4:::
TIME-ITEM is an ontology of Topics that describes the content of undergraduate medical education. TIME is an acronym for "Topics for Indexing Medical Education"; ITEM is an acronym for "Index de thèmes pour l’éducation médicale." Version 1.0 of the taxonomy has been released and the web application that allows users to work with it is still under development. Its developers are seeking more collaborators to expand and validate the taxonomy and to guide future development of the web application.
History
The development of TIME-ITEM began at the University of Ottawa in 2006. It was initially developed to act as a content index for a curriculum map being constructed there. After its initial presentation at the 2006 conference of the Canadian Association for Medical Education, early collaborators included the University of British Columbia, McMaster University and Queen's University.
Features
The TIME-ITEM ontology is unique in that it is designed specifically for undergraduate medical education. As such, it includes fewer strictly biomedical entries than other common medical vocabularies (such as MeSH or SNOMED CT) but more entries relating to the medico-social concepts of communication, collaboration, professionalism, etc.
Topics within TIME-ITEM are arranged poly-hierarchically, meaning any Topic can have more than one parent. Relationships are established based on the logic that learning about a Topic contributes to the learning of all its parent Topics.
In addition to housing the ontology of Topics, the TIME-ITEM web application can house multiple Outcome frameworks. All Outcomes, whether private Outcomes entered by single institutions or publicly available medical education Outcomes (such as CanMeds 2005) are hierarchically linked to one or more Topics in the ontology. In this way, the contribution of each Topic to multiple Outcomes is made explicit.
The structure of the XML documents exported from TIME-ITEM (which contain the hierarchy of Outco
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
How many main types of diabetes are there?
A. six
B. three
C. one
D. two
Answer:
|
|
sciq-5658
|
multiple_choice
|
People with red hair usually have what type of skin?
|
[
"dry",
"light",
"dark",
"oily"
] |
B
|
Relavent Documents:
Document 0:::
A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field.
Overview
The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion.
With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies.
Example programs
The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University.
A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes
Document 1:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 2:::
The SAT Subject Test in Biology was the name of a one-hour multiple choice test given on biology by the College Board. A student chose whether to take the test depending upon college entrance requirements for the schools in which the student is planning to apply. Until 1994, the SAT Subject Tests were known as Achievement Tests; and from 1995 until January 2005, they were known as SAT IIs. Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800. The average for Molecular is 630 while Ecological is 591.
On January 19 2021, the College Board discontinued all SAT Subject tests, including the SAT Subject Test in Biology E/M. This was effective immediately in the United States, and the tests were to be phased out by the following summer for international students. This was done as a response to changes in college admissions due to the impact of the COVID-19 pandemic on education.
Format
This test had 80 multiple-choice questions that were to be answered in one hour. All questions had five answer choices. Students received one point for each correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The student's score was based entirely on his or her performance in answering the multiple-choice questions.
The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Preparation
The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, a
Document 3:::
GRE Subject Biochemistry, Cell and Molecular Biology was a standardized exam provided by ETS (Educational Testing Service) that was discontinued in December 2016. It is a paper-based exam and there are no computer-based versions of it. ETS places this exam three times per year: once in April, once in October and once in November. Some graduate programs in the United States recommend taking this exam, while others require this exam score as a part of the application to their graduate programs. ETS sends a bulletin with a sample practice test to each candidate after registration for the exam. There are 180 questions within the biochemistry subject test.
Scores are scaled and then reported as a number between 200 and 990; however, in recent versions of the test, the maximum and minimum reported scores have been 760 (corresponding to the 99 percentile) and 320 (1 percentile) respectively. The mean score for all test takers from July, 2009, to July, 2012, was 526 with a standard deviation of 95.
After learning that test content from editions of the GRE® Biochemistry, Cell and Molecular Biology (BCM) Test has been compromised in Israel, ETS made the decision not to administer this test worldwide in 2016–17.
Content specification
Since many students who apply to graduate programs in biochemistry do so during the first half of their fourth year, the scope of most questions is largely that of the first three years of a standard American undergraduate biochemistry curriculum. A sampling of test item content is given below:
Biochemistry (36%)
A Chemical and Physical Foundations
Thermodynamics and kinetics
Redox states
Water, pH, acid-base reactions and buffers
Solutions and equilibria
Solute-solvent interactions
Chemical interactions and bonding
Chemical reaction mechanisms
B Structural Biology: Structure, Assembly, Organization and Dynamics
Small molecules
Macromolecules (e.g., nucleic acids, polysaccharides, proteins and complex lipids)
Supramolecular complexes (e.g.
Document 4:::
National Computer Rank Examination (NCRE) is a national exam held by China Education Department to test the computer proficiency and programming skill of non-computer specialized students and practitioners. The programming language can be chosen by examinees, including C, C++, Java, Visual Basic and Python 3. NCRE is widely recognized by enterprises and organizations in China.
Education in China
Computer programming
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
People with red hair usually have what type of skin?
A. dry
B. light
C. dark
D. oily
Answer:
|
|
sciq-4963
|
multiple_choice
|
What does the thymus gland produce?
|
[
"t cells",
"insulin",
"hormones",
"b cells"
] |
A
|
Relavent Documents:
Document 0:::
Prior to the availability of sensitive TSH assays, thyrotropin releasing hormone or TRH stimulation tests were relied upon for confirming and assessing the degree of suppression
in suspected hyperthyroidism. Typically, this stimulation test involves determining basal
TSH levels and levels 15 to 30 minutes after an intravenous bolus of TRH. Normally,
TSH would rise into the concentration range measurable with less sensitive TSH assays.
Third generation TSH assays do not have this
limitation and thus TRH stimulation is generally not required when third generation TSH
assays are used to assess degree of suppression.
Differential diagnosis use
TRH-stimulation testing however
continues to be useful for the differential diagnosis of secondary (pituitary disorder) and tertiary (hypothalamic disorder) hypothyroidism. Patients with these conditions
appear to have physiologically inactive TSH in their circulation that is recognized by
TSH assays to a degree such that they may yield misleading, "euthyroid" TSH
results. Use and Interpretation:
• Helpful in diagnosis in patients with confusing TFTs. In primary hyperthyroidism
TSH are low and TRH administration induces little or no change in TSH levels
• In hypothyroidism due to end organ failure, administration of TRH produces a
prompt increase in TSH
• In hypothyroidism due to pituitary disease (secondary hypothyroidism) administration of TRH does not produce
an increase in TSH
• In hypothyroidism due to hypothalamic disease (tertiary hypothyroidism), administration of TRH produces a
delayed (60–120 minutes, rather than 15–30 minutes) increase in TSH
Process and interpretation
The TRH test involves administration of a small amount of TRH intravenously, following which levels of TSH will be measured at several subsequent time points using samples of blood taken from a peripheral vein.
The test is used in the differential diagnosis of secondary and tertiary hypothyroidism. First, blood is drawn and a baseline TSH level is
Document 1:::
Thyroid's secretory capacity (GT, also referred to as thyroid's incretory capacity, maximum thyroid hormone output, T4 output or, if calculated from serum levels of thyrotropin and thyroxine, as SPINA-GT) is the maximum stimulated amount of thyroxine that the thyroid can produce in a given time-unit (e.g. one second).
How to determine GT
Experimentally, GT can be determined by stimulating the thyroid with a high thyrotropin concentration (e.g. by means of rhTSH, i.e. recombinant human thyrotropin) and measuring its output in terms of T4 production, or by measuring the serum concentration of protein-bound iodine-131 after administration of radioiodine. These approaches are, however, costly and accompanied by significant exposure to radiation.
In vivo, GT can also be estimated from equilibrium levels of TSH and T4 or free T4. In this case it is calculated with
or
[TSH]: Serum thyrotropin concentration (in mIU/L or μIU/mL)
[FT4]: Serum free T4 concentration (in pmol/L)
[TT4]: Serum total T4 concentration (in nmol/L)
: Theoretical (apparent) secretory capacity (SPINA-GT)
: Dilution factor for T4 (reciprocal of apparent volume of distribution, 0.1 L−1)
: Clearance exponent for T4 (1.1e-6 sec−1), i. e., reaction rate constant for degradation
K41: Binding constant T4-TBG (2e10 L/mol)
K42: Binding constant T4-TBPA (2e8 L/mol)
DT: EC50 for TSH (2.75 mU/L)
The method is based on mathematical models of thyroid homeostasis. Calculating the secretory capacity with one of these equations is an inverse problem. Therefore, certain conditions (e.g. stationarity) have to be fulfilled to deliver a reliable result.
Specific secretory capacity
The ratio of SPINA-GT and thyroid volume VT (as determined e.g. by ultrasonography)
,
i.e.
or
Document 2:::
The thymus (: thymuses or thymi) is a specialized primary lymphoid organ of the immune system. Within the thymus, thymus cell lymphocytes or T cells mature. T cells are critical to the adaptive immune system, where the body adapts to specific foreign invaders. The thymus is located in the upper front part of the chest, in the anterior superior mediastinum, behind the sternum, and in front of the heart. It is made up of two lobes, each consisting of a central medulla and an outer cortex, surrounded by a capsule.
The thymus is made up of immature T cells called thymocytes, as well as lining cells called epithelial cells which help the thymocytes develop. T cells that successfully develop react appropriately with MHC immune receptors of the body (called positive selection) and not against proteins of the body (called negative selection). The thymus is largest and most active during the neonatal and pre-adolescent periods. By the early teens, the thymus begins to decrease in size and activity and the tissue of the thymus is gradually replaced by fatty tissue. Nevertheless, some T cell development continues throughout adult life.
Abnormalities of the thymus can result in a decreased number of T cells and autoimmune diseases such as autoimmune polyendocrine syndrome type 1 and myasthenia gravis. These are often associated with cancer of the tissue of the thymus, called thymoma, or tissues arising from immature lymphocytes such as T cells, called lymphoma. Removal of the thymus is called thymectomy. Although the thymus has been identified as a part of the body since the time of the Ancient Greeks, it is only since the 1960s that the function of the thymus in the immune system has become clearer.
Structure
The thymus is an organ that sits behind the sternum in the upper front part of the chest, stretching upwards towards the neck. In children, the thymus is pinkish-gray, soft, and lobulated on its surfaces. At birth it is about 4–6 cm long, 2.5–5 cm wide, and about 1
Document 3:::
Uterine glands or endometrial glands are tubular glands, lined by a simple columnar epithelium, found in the functional layer of the endometrium that lines the uterus. Their appearance varies during the menstrual cycle. During the proliferative phase, uterine glands appear long due to estrogen secretion by the ovaries. During the secretory phase, the uterine glands become very coiled with wide lumens and produce a glycogen-rich secretion known as histotroph or uterine milk. This change corresponds with an increase in blood flow to spiral arteries due to increased progesterone secretion from the corpus luteum. During the pre-menstrual phase, progesterone secretion decreases as the corpus luteum degenerates, which results in decreased blood flow to the spiral arteries. The functional layer of the uterus containing the glands becomes necrotic, and eventually sloughs off during the menstrual phase of the cycle.
They are of small size in the unimpregnated uterus, but shortly after impregnation become enlarged and elongated, presenting a contorted or waved appearance.
Function
Hormones produced in early pregnancy stimulate the uterine glands to secrete a number of substances to give nutrition and protection to the embryo and fetus, and the fetal membranes. These secretions are known as histiotroph, alternatively histotroph, and also as uterine milk. Important uterine milk proteins are glycodelin-A, and osteopontin.
Some secretory components from the uterine glands are taken up by the secondary yolk sac lining the exocoelomic cavity during pregnancy, and may thereby assist in providing fetal nutrition.
Additional images
Document 4:::
SimThyr is a free continuous dynamic simulation program for the pituitary-thyroid feedback control system. The open-source program is based on a nonlinear model of thyroid homeostasis. In addition to simulations in the time domain the software supports various methods of sensitivity analysis. Its simulation engine is multi-threaded and supports multiple processor cores. SimThyr provides a GUI, which allows for visualising time series, modifying constant structure parameters of the feedback loop (e.g. for simulation of certain diseases), storing parameter sets as XML files (referred to as "scenarios" in the software) and exporting results of simulations in various formats that are suitable for statistical software. SimThyr is intended for both educational purposes and in-silico research.
Mathematical model
The underlying model of thyroid homeostasis is based on fundamental biochemical, physiological and pharmacological principles, e.g. Michaelis-Menten kinetics, non-competitive inhibition and empirically justified kinetic parameters. The model has been validated in healthy controls and in cohorts of patients with hypothyroidism and thyrotoxicosis.
Scientific uses
Multiple studies have employed SimThyr for in silico research on the control of thyroid function.
The original version was developed to check hypotheses about the generation of pulsatile TSH release. Later and expanded versions of the software were used to develop the hypothesis of the TSH-T3 shunt in the hypothalamus-pituitary-thyroid axis, to assess the validity of calculated parameters of thyroid homeostasis (including SPINA-GT and SPINA-GD) and to study allostatic mechanisms leading to non-thyroidal illness syndrome.
SimThyr was also used to show that the release rate of thyrotropin is controlled by multiple factors other than T4 and that the relation between free T4 and TSH may be different in euthyroidism, hypothyroidism and thyrotoxicosis.
Public perception, reception and discussion of the sof
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What does the thymus gland produce?
A. t cells
B. insulin
C. hormones
D. b cells
Answer:
|
|
ai2_arc-34
|
multiple_choice
|
Four materials are put into small containers. These materials are then moved from the small containers into larger containers. Which material will spread out to completely fill a larger container?
|
[
"air",
"ice",
"sand",
"water"
] |
A
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
In mathematical psychology and education theory, a knowledge space is a combinatorial structure used to formulate mathematical models describing the progression of a human learner. Knowledge spaces were introduced in 1985 by Jean-Paul Doignon and Jean-Claude Falmagne, and remain in extensive use in the education theory. Modern applications include two computerized tutoring systems, ALEKS and the defunct RATH.
Formally, a knowledge space assumes that a domain of knowledge is a collection of concepts or skills, each of which must be eventually mastered. Not all concepts are interchangeable; some require other concepts as prerequisites. Conversely, competency at one skill may ease the acquisition of another through similarity. A knowledge space marks out which collections of skills are feasible: they can be learned without mastering any other skills. Under reasonable assumptions, the collection of feasible competencies forms the mathematical structure known as an antimatroid.
Researchers and educators usually explore the structure of a discipline's knowledge space as a latent class model.
Motivation
Knowledge Space Theory attempts to address shortcomings of standardized testing when used in educational psychometry. Common tests, such as the SAT and ACT, compress a student's knowledge into a very small range of ordinal ranks, in the process effacing the conceptual dependencies between questions. Consequently, the tests cannot distinguish between true understanding and guesses, nor can they identify a student's particular weaknesses, only the general proportion of skills mastered. The goal of knowledge space theory is to provide a language by which exams can communicate
What the student can do and
What the student is ready to learn.
Model structure
Knowledge Space Theory-based models presume that an educational subject can be modeled as a finite set of concepts, skills, or topics. Each feasible state of knowledge about is then a subset of ; the set of
Document 2:::
A molecular sieve is a material with pores (very small holes) of uniform size. These pore diameters are similar in size to small molecules, and thus large molecules cannot enter or be adsorbed, while smaller molecules can. As a mixture of molecules migrates through the stationary bed of porous, semi-solid substance referred to as a sieve (or matrix), the components of the highest molecular weight (which are unable to pass into the molecular pores) leave the bed first, followed by successively smaller molecules. Some molecular sieves are used in size-exclusion chromatography, a separation technique that sorts molecules based on their size. Other molecular sieves are used as desiccants (some examples include activated charcoal and silica gel).
The pore diameter of a molecular sieve is measured in ångströms (Å) or nanometres (nm). According to IUPAC notation, microporous materials have pore diameters of less than 2 nm (20 Å) and macroporous materials have pore diameters of greater than 50 nm (500 Å); the mesoporous category thus lies in the middle with pore diameters between 2 and 50 nm (20–500 Å).
Materials
Molecular sieves can be microporous, mesoporous, or macroporous material.
Microporous material (<2 nm)
Zeolites (aluminosilicate minerals, not to be confused with aluminium silicate)
Zeolite LTA: 3–4 Å
Porous glass: 10 Å (1 nm), and up
Active carbon: 0–20 Å (0–2 nm), and up
Clays
Montmorillonite intermixes
Halloysite (endellite): Two common forms are found, when hydrated the clay exhibits a 1 nm spacing of the layers and when dehydrated (meta-halloysite) the spacing is 0.7 nm. Halloysite naturally occurs as small cylinders which average 30 nm in diameter with lengths between 0.5 and 10 micrometres.
Mesoporous material (2–50 nm)
Silicon dioxide (used to make silica gel): 24 Å (2.4 nm)
Macroporous material (>50 nm)
Macroporous silica, 200–1000 Å (20–100 nm)
Applications
Molecular sieves are often utilized in the petroleum industry, especially for dryin
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:::
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.
Four materials are put into small containers. These materials are then moved from the small containers into larger containers. Which material will spread out to completely fill a larger container?
A. air
B. ice
C. sand
D. water
Answer:
|
|
sciq-421
|
multiple_choice
|
Organisms that obtain food from outside themselves (i.e. they don't make their own food) are known as what?
|
[
"heterotrophs",
"autotrophs",
"zygotes",
"fungi"
] |
A
|
Relavent Documents:
Document 0:::
Heterotrophic nutrition is a mode of nutrition in which organisms depend upon other organisms for food to survive. They can't make their own food like Green plants. Heterotrophic organisms have to take in all the organic substances they need to survive.
All animals, certain types of fungi, and non-photosynthesizing plants are heterotrophic. In contrast, green plants, red algae, brown algae, and cyanobacteria are all autotrophs, which use photosynthesis to produce their own food from sunlight. Some fungi may be saprotrophic, meaning they will extracellularly secrete enzymes onto their food to be broken down into smaller, soluble molecules which can diffuse back into the fungus.
Description
All eukaryotes except for green plants and algae are unable to manufacture their own food: They obtain food from other organisms. This mode of nutrition is also known as heterotrophic nutrition.
All heterotrophs (except blood and gut parasites) have to convert solid food into soluble compounds which are capable of being absorbed (digestion). Then the soluble products of digestion for the organism are being broken down for the release of energy (respiration). All heterotrophs depend on autotrophs for their nutrition. Heterotrophic organisms have only four types of nutrition.
Footnotes
Document 1:::
Consumer–resource interactions are the core motif of ecological food chains or food webs, and are an umbrella term for a variety of more specialized types of biological species interactions including prey-predator (see predation), host-parasite (see parasitism), plant-herbivore and victim-exploiter systems. These kinds of interactions have been studied and modeled by population ecologists for nearly a century. Species at the bottom of the food chain, such as algae and other autotrophs, consume non-biological resources, such as minerals and nutrients of various kinds, and they derive their energy from light (photons) or chemical sources. Species higher up in the food chain survive by consuming other species and can be classified by what they eat and how they obtain or find their food.
Classification of consumer types
The standard categorization
Various terms have arisen to define consumers by what they eat, such as meat-eating carnivores, fish-eating piscivores, insect-eating insectivores, plant-eating herbivores, seed-eating granivores, and fruit-eating frugivores and omnivores are meat eaters and plant eaters. An extensive classification of consumer categories based on a list of feeding behaviors exists.
The Getz categorization
Another way of categorizing consumers, proposed by South African American ecologist Wayne Getz, is based on a biomass transformation web (BTW) formulation that organizes resources into five components: live and dead animal, live and dead plant, and particulate (i.e. broken down plant and animal) matter. It also distinguishes between consumers that gather their resources by moving across landscapes from those that mine their resources by becoming sessile once they have located a stock of resources large enough for them to feed on during completion of a full life history stage.
In Getz's scheme, words for miners are of Greek etymology and words for gatherers are of Latin etymology. Thus a bestivore, such as a cat, preys on live animal
Document 2:::
The soil food web is the community of organisms living all or part of their lives in the soil. It describes a complex living system in the soil and how it interacts with the environment, plants, and animals.
Food webs describe the transfer of energy between species in an ecosystem. While a food chain examines one, linear, energy pathway through an ecosystem, a food web is more complex and illustrates all of the potential pathways. Much of this transferred energy comes from the sun. Plants use the sun’s energy to convert inorganic compounds into energy-rich, organic compounds, turning carbon dioxide and minerals into plant material by photosynthesis. Plant flowers exude energy-rich nectar above ground and plant roots exude acids, sugars, and ectoenzymes into the rhizosphere, adjusting the pH and feeding the food web underground.
Plants are called autotrophs because they make their own energy; they are also called producers because they produce energy available for other organisms to eat. Heterotrophs are consumers that cannot make their own food. In order to obtain energy they eat plants or other heterotrophs.
Above ground food webs
In above ground food webs, energy moves from producers (plants) to primary consumers (herbivores) and then to secondary consumers (predators). The phrase, trophic level, refers to the different levels or steps in the energy pathway. In other words, the producers, consumers, and decomposers are the main trophic levels. This chain of energy transferring from one species to another can continue several more times, but eventually ends. At the end of the food chain, decomposers such as bacteria and fungi break down dead plant and animal material into simple nutrients.
Methodology
The nature of soil makes direct observation of food webs difficult. Since soil organisms range in size from less than 0.1 mm (nematodes) to greater than 2 mm (earthworms) there are many different ways to extract them. Soil samples are often taken using a metal
Document 3:::
The trophic level of an organism is the position it occupies in a food web. A food chain is a succession of organisms that eat other organisms and may, in turn, be eaten themselves. The trophic level of an organism is the number of steps it is from the start of the chain. A food web starts at trophic level 1 with primary producers such as plants, can move to herbivores at level 2, carnivores at level 3 or higher, and typically finish with apex predators at level 4 or 5. The path along the chain can form either a one-way flow or a food "web". Ecological communities with higher biodiversity form more complex trophic paths.
The word trophic derives from the Greek τροφή (trophē) referring to food or nourishment.
History
The concept of trophic level was developed by Raymond Lindeman (1942), based on the terminology of August Thienemann (1926): "producers", "consumers", and "reducers" (modified to "decomposers" by Lindeman).
Overview
The three basic ways in which organisms get food are as producers, consumers, and decomposers.
Producers (autotrophs) are typically plants or algae. Plants and algae do not usually eat other organisms, but pull nutrients from the soil or the ocean and manufacture their own food using photosynthesis. For this reason, they are called primary producers. In this way, it is energy from the sun that usually powers the base of the food chain. An exception occurs in deep-sea hydrothermal ecosystems, where there is no sunlight. Here primary producers manufacture food through a process called chemosynthesis.
Consumers (heterotrophs) are species that cannot manufacture their own food and need to consume other organisms. Animals that eat primary producers (like plants) are called herbivores. Animals that eat other animals are called carnivores, and animals that eat both plants and other animals are called omnivores.
Decomposers (detritivores) break down dead plant and animal material and wastes and release it again as energy and nutrients into
Document 4:::
A monogastric organism has a simple single-chambered stomach (one stomach). Examples of monogastric herbivores are horses and rabbits. Examples of monogastric omnivores include humans, pigs, hamsters and rats. Furthermore, there are monogastric carnivores such as cats. A monogastric organism is comparable to ruminant organisms (which has a four-chambered complex stomach), such as cattle, goats, or sheep. Herbivores with monogastric digestion can digest cellulose in their diets by way of symbiotic gut bacteria. However, their ability to extract energy from cellulose digestion is less efficient than in ruminants.
Herbivores digest cellulose by microbial fermentation. Monogastric herbivores which can digest cellulose nearly as well as ruminants are called hindgut fermenters, while ruminants are called foregut fermenters. These are subdivided into two groups based on the relative size of various digestive organs in relationship to the rest of the system: colonic fermenters tend to be larger species such as horses and rhinos, and cecal fermenters are smaller animals such as rabbits and rodents. Great apes derive significant amounts of phytanic acid from the hindgut fermentation of plant materials.
Monogastrics cannot digest the fiber molecule cellulose as efficiently as ruminants, though the ability to digest cellulose varies amongst species.
A monogastric digestive system works as soon as the food enters the mouth. Saliva moistens the food and begins the digestive process. (Note that horses have no (or negligible amounts of) amylase in their saliva). After being swallowed, the food passes from the esophagus into the stomach, where stomach acid and enzymes help to break down the food. Once food leaves the stomach and enters the small intestine, the pancreas secretes enzymes and alkali to neutralize the stomach acid.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Organisms that obtain food from outside themselves (i.e. they don't make their own food) are known as what?
A. heterotrophs
B. autotrophs
C. zygotes
D. fungi
Answer:
|
|
sciq-4039
|
multiple_choice
|
What are the salts of fatty acids called?
|
[
"dyes",
"soaps",
"creams",
"malts"
] |
B
|
Relavent Documents:
Document 0:::
A simple lipid is a fatty acid ester of different alcohols and carries no other substance. These lipids belong to a heterogeneous class of predominantly nonpolar compounds, mostly insoluble in water, but soluble in nonpolar organic solvents such as chloroform and benzene.
Simple lipids: esters of fatty acids with various alcohols.
a. Fats: esters of fatty acids with glycerol. Oils are fats in the liquid state. Fats are also called triglycerides because all the three hydroxyl groups of glycerol are esterified.
b. Waxes: Solid esters of long-chain fatty acids such as palmitic acid with aliphatic or alicyclic higher molecular weight monohydric alcohols. Waxes are water-insoluble due to the weakly polar nature of the ester group.
See also
Lipid
Lipids
Document 1:::
Lactylates are organic compounds that are FDA approved for use as food additives and cosmetic ingredients, e.g. as food-grade emulsifiers. These additives are non-toxic, biodegradable, and typically manufactured using biorenewable feedstocks. Owing to their safety and versatile functionality, lactylates are used in a wide variety of food and non-food applications. In the United States, the Food Chemicals Codex specifies the labeling requirements for food ingredients including lactylates. In the European Union, lactylates must be labelled in accordance with the requirements of the applicable EU regulation. Lactylates may be labelled as calcium stearoyl lactylate (CSL), sodium stearoyl lactylate (SSL), or lactylic esters of fatty acids (LEFA).
CSL, SSL, and food-grade LEFAs are used in a variety of products including baked goods and mixes, pancakes, waffles, cereals, pastas, instant rice, liquid shortenings, egg whites, whipped toppings, icings, fillings, puddings, toppings, frozen desserts, creamers, cream liqueurs, sugar confectionaries, dehydrated fruits and vegetables, dehydrated potatoes, snack dips, chewing gum, dietetic foods, minced and diced canned meats, mostarda di frutta, sauces, gravies, and pet food. In addition, these lactylates are FDA approved for use in food packaging, such as paper, paperboard, and cellophane, and pharmaceuticals. Lactylates are also used in a variety of personal care products including shampoos, skin conditioners, lotions, barrier creams, makeup bases, lipsticks, deodorants, and shaving creams. In addition, lactylates are bio-friendly additives for use in polyolefins, flame retardants, pigments, and PVC.
History
Lactylates were developed in the 1950s by the C.J. Patterson Company as non-petrochemical alternatives to Sta-Soft, a polyoxyethylene derivative of stearic acid, for delaying the staling of bread. The research into the development of lactylates led to the first lactylate patent application, filed in 1951, and two issued p
Document 2:::
GRE Subject Biochemistry, Cell and Molecular Biology was a standardized exam provided by ETS (Educational Testing Service) that was discontinued in December 2016. It is a paper-based exam and there are no computer-based versions of it. ETS places this exam three times per year: once in April, once in October and once in November. Some graduate programs in the United States recommend taking this exam, while others require this exam score as a part of the application to their graduate programs. ETS sends a bulletin with a sample practice test to each candidate after registration for the exam. There are 180 questions within the biochemistry subject test.
Scores are scaled and then reported as a number between 200 and 990; however, in recent versions of the test, the maximum and minimum reported scores have been 760 (corresponding to the 99 percentile) and 320 (1 percentile) respectively. The mean score for all test takers from July, 2009, to July, 2012, was 526 with a standard deviation of 95.
After learning that test content from editions of the GRE® Biochemistry, Cell and Molecular Biology (BCM) Test has been compromised in Israel, ETS made the decision not to administer this test worldwide in 2016–17.
Content specification
Since many students who apply to graduate programs in biochemistry do so during the first half of their fourth year, the scope of most questions is largely that of the first three years of a standard American undergraduate biochemistry curriculum. A sampling of test item content is given below:
Biochemistry (36%)
A Chemical and Physical Foundations
Thermodynamics and kinetics
Redox states
Water, pH, acid-base reactions and buffers
Solutions and equilibria
Solute-solvent interactions
Chemical interactions and bonding
Chemical reaction mechanisms
B Structural Biology: Structure, Assembly, Organization and Dynamics
Small molecules
Macromolecules (e.g., nucleic acids, polysaccharides, proteins and complex lipids)
Supramolecular complexes (e.g.
Document 3:::
Minor salts (micronutrients) per litre
Boric acid (H3BO3) 6. 2 mg/l
Cobalt chloride (CoCl2 · 6H2O) 0.025 mg/l
Ferrous sulfate (FeSO4 · 7H2O) 27.8 mg/l
Manganese(II) sulfate (MnSO4 · 4H2O) 22.3 mg/l
Potassium iodide (KI) 0.83 mg/l
Sodium molybdate (Na2MoO4 · 2H2O) 0.25 mg/l
Zinc sulfate (ZnSO4·7H2O) 8.6 mg/l
Ethylenediaminetetraacetic acid ferric sodium (FeNaEDTA) 36.70 mg/L
Copper sulfate (CuSO4 · 5H2O) 0.025 mg/l
Vitamins and organic compounds per litre
Myo-Inositol 100 mg/l
Nicotini
Document 4:::
In a general sense, an ingredient is a substance which forms part of a mixture. In cooking, recipes specify which ingredients are used to prepare a dish. Many commercial products contain secret ingredients purported to make them better than competing products. In the pharmaceutical industry, an active ingredient is the ingredient in a formulation which invokes biological activity.
National laws usually require prepared food products to display a list of ingredients and specifically require that certain additives be listed. Law typically requires that ingredients be listed according to their relative weight within the product.
Artificial ingredient
An artificial ingredient usually refers to an ingredient which is artificial or human-made, such as:
Artificial flavour
Food additive
Food colouring
Preservative
Sugar substitute, artificial sweetener
See also
Fake food
Bill of materials
Software Bill of Materials
Active Ingredient
Secret Ingredient
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What are the salts of fatty acids called?
A. dyes
B. soaps
C. creams
D. malts
Answer:
|
|
sciq-6431
|
multiple_choice
|
Because of their reactivity, we do not find most representative metals as free elements where?
|
[
"in water",
"underground",
"in the atomospher",
"in nature"
] |
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 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:::
Advanced Placement (AP) Physics C: Electricity and Magnetism (also known as AP Physics C: E&M or AP E&M) is an introductory physics course administered by the College Board as part of its Advanced Placement program. It is intended to proxy a second-semester calculus-based university course in electricity and magnetism. The content of Physics C: E&M overlaps with that of AP Physics 2, but Physics 2 is algebra-based and covers other topics outside of electromagnetism, while Physics C is calculus-based and only covers electromagnetism. Physics C: E&M may be combined with its mechanics counterpart to form a year-long course that prepares for both exams.
Course content
E&M is equivalent to an introductory college course in electricity and magnetism for physics or engineering majors. The course modules are:
Electrostatics
Conductors, capacitors, and dielectrics
Electric circuits
Magnetic fields
Electromagnetism.
Methods of calculus are used wherever appropriate in formulating physical principles and in applying them to physical problems. Therefore, students should have completed or be concurrently enrolled in a calculus class.
AP test
The course culminates in an optional exam for which high-performing students may receive some credit towards their college coursework, depending on the institution.
Registration
The AP examination for AP Physics C: Electricity and Magnetism is separate from the AP examination for AP Physics C: Mechanics. Before 2006, test-takers paid only once and were given the choice of taking either one or two parts of the Physics C test.
Format
The exam is typically administered on a Monday afternoon in May. The exam is configured in two categories: a 35-question multiple choice section and a 3-question free response section. Test takers are allowed to use an approved calculator during the entire exam. The test is weighted such that each section is worth half of the final score. This and AP Physics C: Mechanics are the shortest AP exams, with
Document 3:::
There are four Advanced Placement (AP) Physics courses administered by the College Board as part of its Advanced Placement program: the algebra-based Physics 1 and Physics 2 and the calculus-based Physics C: Mechanics and Physics C: Electricity and Magnetism. All are intended to be at the college level. Each AP Physics course has an exam for which high-performing students may receive credit toward their college coursework.
AP Physics 1 and 2
AP Physics 1 and AP Physics 2 were introduced in 2015, replacing AP Physics B. The courses were designed to emphasize critical thinking and reasoning as well as learning through inquiry. They are algebra-based and do not require any calculus knowledge.
AP Physics 1
AP Physics 1 covers Newtonian mechanics, including:
Unit 1: Kinematics
Unit 2: Dynamics
Unit 3: Circular Motion and Gravitation
Unit 4: Energy
Unit 5: Momentum
Unit 6: Simple Harmonic Motion
Unit 7: Torque and Rotational Motion
Until 2020, the course also covered topics in electricity (including Coulomb's Law and resistive DC circuits), mechanical waves, and sound. These units were removed because they are included in AP Physics 2.
AP Physics 2
AP Physics 2 covers the following topics:
Unit 1: Fluids
Unit 2: Thermodynamics
Unit 3: Electric Force, Field, and Potential
Unit 4: Electric Circuits
Unit 5: Magnetism and Electromagnetic Induction
Unit 6: Geometric and Physical Optics
Unit 7: Quantum, Atomic, and Nuclear Physics
AP Physics C
From 1969 to 1972, AP Physics C was a single course with a single exam that covered all standard introductory university physics topics, including mechanics, fluids, electricity and magnetism, optics, and modern physics. In 1973, the College Board split the course into AP Physics C: Mechanics and AP Physics C: Electricity and Magnetism. The exam was also split into two separate 90-minute tests, each equivalent to a semester-length calculus-based college course. Until 2006, both exams could be taken for a single
Document 4:::
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.
Because of their reactivity, we do not find most representative metals as free elements where?
A. in water
B. underground
C. in the atomospher
D. in nature
Answer:
|
|
sciq-3558
|
multiple_choice
|
What are the most numerous blood cells?
|
[
"red blood cells",
"platelets",
"neutrophils",
"white blood cells"
] |
A
|
Relavent Documents:
Document 0:::
White blood cells, also called leukocytes or immune cells also called immunocytes, are cells of the immune system that are involved in protecting the body against both infectious disease and foreign invaders. White blood cells include three main subtypes; granulocytes, lymphocytes and monocytes.
All white blood cells are produced and derived from multipotent cells in the bone marrow known as hematopoietic stem cells. Leukocytes are found throughout the body, including the blood and lymphatic system. All white blood cells have nuclei, which distinguishes them from the other blood cells, the anucleated red blood cells (RBCs) and platelets. The different white blood cells are usually classified by cell lineage (myeloid cells or lymphoid cells). White blood cells are part of the body's immune system. They help the body fight infection and other diseases. Types of white blood cells are granulocytes (neutrophils, eosinophils, and basophils), and agranulocytes (monocytes, and lymphocytes (T cells and B cells)). Myeloid cells (myelocytes) include neutrophils, eosinophils, mast cells, basophils, and monocytes. Monocytes are further subdivided into dendritic cells and macrophages. Monocytes, macrophages, and neutrophils are phagocytic. Lymphoid cells (lymphocytes) include T cells (subdivided into helper T cells, memory T cells, cytotoxic T cells), B cells (subdivided into plasma cells and memory B cells), and natural killer cells. Historically, white blood cells were classified by their physical characteristics (granulocytes and agranulocytes), but this classification system is less frequently used now. Produced in the bone marrow, white blood cells defend the body against infections and disease. An excess of white blood cells is usually due to infection or inflammation. Less commonly, a high white blood cell count could indicate certain blood cancers or bone marrow disorders.
The number of leukocytes in the blood is often an indicator of disease, and thus the white blood
Document 1:::
A splenocyte can be any one of the different white blood cell types as long as it is situated in the spleen or purified from splenic tissue.
Splenocytes consist of a variety of cell populations such as T and B lymphocytes, dendritic cells and macrophages, which have different immune functions.
Document 2:::
Platelets or thrombocytes (from Greek θρόμβος, "clot" and κύτος, "cell") are a component of blood whose function (along with the coagulation factors) is to react to bleeding from blood vessel injury by clumping, thereby initiating a blood clot. Platelets have no cell nucleus; they are fragments of cytoplasm derived from the megakaryocytes of the bone marrow or lung, which then enter the circulation. Platelets are found only in mammals, whereas in other vertebrates (e.g. birds, amphibians), thrombocytes circulate as intact mononuclear cells.
One major function of platelets is to contribute to hemostasis: the process of stopping bleeding at the site of interrupted endothelium. They gather at the site and, unless the interruption is physically too large, they plug the hole. First, platelets attach to substances outside the interrupted endothelium: adhesion. Second, they change shape, turn on receptors and secrete chemical messengers: activation. Third, they connect to each other through receptor bridges: aggregation. Formation of this platelet plug (primary hemostasis) is associated with activation of the coagulation cascade, with resultant fibrin deposition and linking (secondary hemostasis). These processes may overlap: the spectrum is from a predominantly platelet plug, or "white clot" to a predominantly fibrin, or "red clot" or the more typical mixture. Some would add the subsequent retraction and platelet inhibition as fourth and fifth steps to the completion of the process and still others would add a sixth step, wound repair. Platelets also participate in both innate and adaptive intravascular immune responses.
Structure
Structure
Structurally the platelet can be divided into four zones, from peripheral to innermost:
Peripheral zone – is rich in glycoproteins required for platelet adhesion, activation and aggregation. For example, GPIb/IX/V; GPVI; GPIIb/IIIa.
Sol-gel zone – is rich in microtubules and microfilaments, allowing the platelets to maintain their
Document 3:::
Hematopoietic stem cells (HSCs) have high regenerative potentials and are capable of differentiating into all blood and immune system cells. Despite this impressive potential, HSCs have limited potential to produce more multipotent stem cells. This limited self-renewal potential is protected through maintenance of a quiescent state in HSCs. Stem cells maintained in this quiescent state are known as long term HSCs (LT-HSCs). During quiescence, HSCs maintain a low level of metabolic activity and do not divide. LT-HSCs can be signaled to proliferate, producing either myeloid or lymphoid progenitors. Production of these progenitors does not come without a cost: When grown under laboratory conditions that induce proliferation, HSCs lose their ability to divide and produce new progenitors. Therefore, understanding the pathways that maintain proliferative or quiescent states in HSCs could reveal novel pathways to improve existing therapeutics involving HSCs.
Background
All adult stem cells can undergo two types of division: symmetric and asymmetric. When a cell undergoes symmetric division, it can either produce two differentiated cells or two new stem cells. When a cell undergoes asymmetric division, it produces one stem and one differentiated cell. Production of new stem cells is necessary to maintain this population within the body. Like all cells, hematopoietic stem cells undergo metabolic shifts to meet their bioenergetic needs throughout development. These metabolic shifts play an important role in signaling, generating biomass, and protecting the cell from damage. Metabolic shifts also guide development in HSCs and are one key factor in determining if an HSC will remain quiescent, symmetrically divide, or asymmetrically divide. As mentioned above, quiescent cells maintain a low level of oxidative phosphorylation and primarily rely on glycolysis to generate energy. Fatty acid beta-oxidation has been shown to influence fate decisions in HSCs. In contrast, proliferat
Document 4:::
Megakaryocyte–erythroid progenitor cells, among other blood cells, are generated as a result of hematopoiesis, which occurs in the bone marrow. Hematopoietic stem cells can differentiate into one of two progenitor cells: the common lymphoid progenitor and the common myeloid progenitor. MEPs derive from the common myeloid progenitor lineage. Megakaryocyte/erythrocyte progenitor cells must commit to becoming either platelet-producing megakaryocytes via megakaryopoiesis or erythrocyte-producing erythroblasts via erythropoiesis. Most of the blood cells produced in the bone marrow during hematopoiesis come from megakaryocyte/erythrocyte progenitor cells.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What are the most numerous blood cells?
A. red blood cells
B. platelets
C. neutrophils
D. white blood cells
Answer:
|
|
sciq-8711
|
multiple_choice
|
What is influences the inhibition of axillary buds by an apical bud?
|
[
"eliptical dominance",
"anterior dominance",
"cortical dominance",
"apical dominance"
] |
D
|
Relavent Documents:
Document 0:::
The axillary bud (or lateral bud) is an embryonic or organogenic shoot located in the axil of a leaf. Each bud has the potential to form shoots, and may be specialized in producing either vegetative shoots (stems and branches) or reproductive shoots (flowers). Once formed, a bud may remain dormant for some time, or it may form a shoot immediately.
Overview
An axillary bud is an embryonic or organogenic shoot which lies dormant at the junction of the stem and petiole of a plant. It arises exogenously from outer layer of cortex of the stem.
Axillary buds do not become actively growing shoots on plants with strong apical dominance (the tendency to grow just the terminal bud on the main stem). Apical dominance occurs because the shoot apical meristem produces auxin which prevents axillary buds from growing. The axillary buds begin developing when they are exposed to less auxin, for example if the plant naturally has weak apical dominance, if apical dominance is broken by removing the terminal bud, or if the terminal bud has grown far enough away for the auxin to have less of an effect.
An example of axillary buds are the eyes of the potato.
Effects of auxin
As the apical meristem grows and forms leaves, a region of meristematic cells is left behind at the node between the stem and the leaf. These axillary buds are usually dormant, inhibited by auxin produced by the apical meristem, which is known as apical dominance.
If the apical meristem is removed, or has grown a sufficient distance away from an axillary bud, the axillary bud may become activated (or more appropriately freed from hormone inhibition). Like the apical meristem, axillary buds can develop into a stem or flower.
Diseases that affect axillary buds
Certain plant diseases - notably phytoplasmas - can cause the proliferation of axillary buds, and cause plants to become bushy in appearance.
Document 1:::
In botany, apical dominance is the phenomenon whereby the main, central stem of the plant is dominant over (i.e., grows more strongly than) other side stems; on a branch the main stem of the branch is further dominant over its own side twigs.
Plant physiology describes apical dominance as the control exerted by the terminal bud (and shoot apex) over the outgrowth of lateral buds.
Overview
Apical dominance occurs when the shoot apex inhibits the growth of lateral buds so that the plant may grow vertically. It is important for the plant to devote energy to growing upward so that it can get more light to undergo photosynthesis. If the plant utilizes available energy for growing upward, it may be able to outcompete other individuals in the vicinity. Plants that were capable of outcompeting neighboring plants likely had higher fitness. Apical dominance is therefore most likely adaptive.
Typically, the end of a shoot contains an apical bud, which is the location where shoot growth occurs. The apical bud produces a plant hormone, auxin, (IAA) that inhibits growth of the lateral buds further down on the stem towards the axillary bud. Auxin is predominantly produced in the growing shoot apex and is transported throughout the plant via the phloem and diffuses into lateral buds which prevents elongation. That auxin likely regulates apical dominance was first discovered in 1934.
When the apical bud is removed, the lowered IAA concentration allows the lateral buds to grow and produce new shoots, which compete to become the lead growth.
Apex removal
Plant physiologists have identified four different stages the plant goes through after the apex is removed (Stages I-IV). The four stages are referred to as
lateral bud formation,
"imposition of inhibition" (apical dominance),
initiation of lateral bud outgrowth following decapitation, and
elongation and development of the lateral bud into a branch.
These stages can also be defined by the hormones that are regulating t
Document 2:::
The quiescent centre is a group of cells, up to 1,000 in number, in the form of a hemisphere, with the flat face toward the root tip of vascular plants. It is a region in the apical meristem of a root where cell division proceeds very slowly or not at all, but the cells are capable of resuming meristematic activity when the tissue surrounding them is damaged.
Cells of root apical meristems do not all divide at the same rate. Determinations of relative rates of DNA synthesis show that primary roots of Zea, Vicia and Allium have quiescent centres to the meristems, in which the cells divide rarely or never in the course of normal root growth (Clowes, 1958). Such a quiescent centre includes the cells at the apices of the histogens of both stele and cortex. Its presence can be deduced from the anatomy of the apex in Zea (Clowes, 1958), but not in the other species which lack discrete histogens.
History
In 1953, during the course of analysing the organization and function of the root apices, Frederick Albert Lionel Clowes (born 10 September 1921), at the School of Botany (now Department of Plant Sciences), University of Oxford, proposed the term ‘cytogenerative centre’ to denote ‘the region of an apical meristem from which all future cells are derived’. This term had been suggested to him by Mr Harold K. Pusey, a lecturer in embryology at the Department of Zoology and Comparative Anatomy at the same university. The 1953 paper of Clowes reported results of his experiments on Fagus sylvatica and Vicia faba, in which small oblique and wedge-shaped excisions were made at the tip of the primary root, at the most distal level of the root body, near the boundary with the root cap. The results of these experiments were striking and showed that: the root which grew on following the excision was normal at the undamaged meristem side; the nonexcised meristem portion contributed to the regeneration of the excised portion; the regenerated part of the root had abnormal patterning and
Document 3:::
Topophysis occurs when scions (young shoots and twigs), buddings, or root cuttings continue to grow in the same way after grafting as they had while growing on the ortet.
When the scion or propagule grows in the same branchlike way, it is called plagiotropic growth. Orthotropic growth is when the scion begins to grow in the same upward manner as the ortet. The duration of plagiotropic growth habit depends on the tree species and developmental stage (whether bud or scion) when cut, before the ramet changes to orthotropic growth and matures. This maturation is dependent on the position of the scion growth in relation to the axillary buds. The rate of maturation is decreased in lateral shoots for every order they are removed from the apical meristem and the total distance grown from the apical meristem.
Hans Molisch first introduced the term topophysis in 1915 in response to Hermann Vöchting's 1904 Araucaria excelsa cutting propagation experiment. Vöchting recorded that cuttings from the terminal shoots immediately developed into normal plants with orthotropic growth. Cuttings from the first order lateral branches first developed into plants resembling side branches (plagiotropic growth) before growing orthotropically. Cuttings from the second order lateral branches grew into horizontal shoots with no side branches for the longest time before growing orthotropically. He concluded that the onset of axillary bud growth is mainly affected by the position relative to the ortets axillary bud.
William J. Robbins addressed the nature of topophysis in a 1964 paper in which he considered it to be a matter of somatic inheritance. See "Topophysis, a problem in somatic inheritance". Proc. Am. Philos. Soc. 108: 395–403.
Document 4:::
In botany, a plant shoot consists of any plant stem together with its appendages like, leaves and lateral buds, flowering stems, and flower buds. The new growth from seed germination that grows upward is a shoot where leaves will develop. In the spring, perennial plant shoots are the new growth that grows from the ground in herbaceous plants or the new stem or flower growth that grows on woody plants.
In everyday speech, shoots are often synonymous with stems. Stems, which are an integral component of shoots, provide an axis for buds, fruits, and leaves.
Young shoots are often eaten by animals because the fibers in the new growth have not yet completed secondary cell wall development, making the young shoots softer and easier to chew and digest.
As shoots grow and age, the cells develop secondary cell walls that have a hard and tough structure.
Some plants (e.g. bracken) produce toxins that make their shoots inedible or less palatable.
Shoot types of woody plants
Many woody plants have distinct short shoots and long shoots. In some angiosperms, the short shoots, also called spur shoots or fruit spurs, produce the majority of flowers and fruit. A similar pattern occurs in some conifers and in Ginkgo, although the "short shoots" of some genera such as Picea are so small that they can be mistaken for part of the leaf that they have produced.
A related phenomenon is seasonal heterophylly, which involves visibly different leaves from spring growth and later lammas growth. Whereas spring growth mostly comes from buds formed the previous season, and often includes flowers, lammas growth often involves long shoots.
See also
Bud
Crown (botany)
Heteroblasty (botany), an abrupt change in the growth pattern of some plants as they mature
Lateral shoot
Phyllotaxis, the arrangement of leaves along a plant stem
Seedling
Sterigma, the "woody peg" below the leaf of some conifers
Thorn (botany), true thorns, as distinct from spines or prickles, are short shoots
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is influences the inhibition of axillary buds by an apical bud?
A. eliptical dominance
B. anterior dominance
C. cortical dominance
D. apical dominance
Answer:
|
|
sciq-6754
|
multiple_choice
|
What are physical properties that do not depend on the substance present called?
|
[
"extensive properties",
"internal properties",
"multilateral properties",
"intensive properties"
] |
D
|
Relavent Documents:
Document 0:::
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 1:::
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 2:::
This is a list of topics that are included in high school physics curricula or textbooks.
Mathematical Background
SI Units
Scalar (physics)
Euclidean vector
Motion graphs and derivatives
Pythagorean theorem
Trigonometry
Motion and forces
Motion
Force
Linear motion
Linear motion
Displacement
Speed
Velocity
Acceleration
Center of mass
Mass
Momentum
Newton's laws of motion
Work (physics)
Free body diagram
Rotational motion
Angular momentum (Introduction)
Angular velocity
Centrifugal force
Centripetal force
Circular motion
Tangential velocity
Torque
Conservation of energy and momentum
Energy
Conservation of energy
Elastic collision
Inelastic collision
Inertia
Moment of inertia
Momentum
Kinetic energy
Potential energy
Rotational energy
Electricity and magnetism
Ampère's circuital law
Capacitor
Coulomb's law
Diode
Direct current
Electric charge
Electric current
Alternating current
Electric field
Electric potential energy
Electron
Faraday's law of induction
Ion
Inductor
Joule heating
Lenz's law
Magnetic field
Ohm's law
Resistor
Transistor
Transformer
Voltage
Heat
Entropy
First law of thermodynamics
Heat
Heat transfer
Second law of thermodynamics
Temperature
Thermal energy
Thermodynamic cycle
Volume (thermodynamics)
Work (thermodynamics)
Waves
Wave
Longitudinal wave
Transverse waves
Transverse wave
Standing Waves
Wavelength
Frequency
Light
Light ray
Speed of light
Sound
Speed of sound
Radio waves
Harmonic oscillator
Hooke's law
Reflection
Refraction
Snell's law
Refractive index
Total internal reflection
Diffraction
Interference (wave propagation)
Polarization (waves)
Vibrating string
Doppler effect
Gravity
Gravitational potential
Newton's law of universal gravitation
Newtonian constant of gravitation
See also
Outline of physics
Physics education
Document 3:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What are physical properties that do not depend on the substance present called?
A. extensive properties
B. internal properties
C. multilateral properties
D. intensive properties
Answer:
|
|
sciq-4787
|
multiple_choice
|
The challenge of techniques used for proteomic analyses is the difficulty in detecting small quantities of what?
|
[
"particles",
"bacteria",
"acids",
"proteins"
] |
D
|
Relavent Documents:
Document 0:::
MicrobeLibrary is a permanent collection of over 1400 original peer-reviewed resources for teaching undergraduate microbiology. It is provided by the American Society for Microbiology, Washington DC, United States.
Contents include curriculum activities; images and animations; reviews of books, websites and other resources; and articles from Focus on Microbiology Education, Microbiology Education and Microbe. Around 40% of the materials are free to educators and students, the remainder require a subscription. the service is suspended with the message to:
"Please check back with us in 2017".
External links
MicrobeLibrary
Microbiology
Document 1:::
The following outline is provided as an overview of and topical guide to biochemistry:
Biochemistry – study of chemical processes in living organisms, including living matter. Biochemistry governs all living organisms and living processes.
Applications of biochemistry
Testing
Ames test – salmonella bacteria is exposed to a chemical under question (a food additive, for example), and changes in the way the bacteria grows are measured. This test is useful for screening chemicals to see if they mutate the structure of DNA and by extension identifying their potential to cause cancer in humans.
Pregnancy test – one uses a urine sample and the other a blood sample. Both detect the presence of the hormone human chorionic gonadotropin (hCG). This hormone is produced by the placenta shortly after implantation of the embryo into the uterine walls and accumulates.
Breast cancer screening – identification of risk by testing for mutations in two genes—Breast Cancer-1 gene (BRCA1) and the Breast Cancer-2 gene (BRCA2)—allow a woman to schedule increased screening tests at a more frequent rate than the general population.
Prenatal genetic testing – testing the fetus for potential genetic defects, to detect chromosomal abnormalities such as Down syndrome or birth defects such as spina bifida.
PKU test – Phenylketonuria (PKU) is a metabolic disorder in which the individual is missing an enzyme called phenylalanine hydroxylase. Absence of this enzyme allows the buildup of phenylalanine, which can lead to mental retardation.
Genetic engineering – taking a gene from one organism and placing it into another. Biochemists inserted the gene for human insulin into bacteria. The bacteria, through the process of translation, create human insulin.
Cloning – Dolly the sheep was the first mammal ever cloned from adult animal cells. The cloned sheep was, of course, genetically identical to the original adult sheep. This clone was created by taking cells from the udder of a six-year-old
Document 2:::
This is a list of topics in molecular biology. See also index of biochemistry articles.
Document 3:::
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 4:::
Proteomics is the large-scale study of proteins. Proteins are vital parts of living organisms, with many functions such as the formation of structural fibers of muscle tissue, enzymatic digestion of food, or synthesis and replication of DNA. In addition, other kinds of proteins include antibodies that protect an organism from infection, and hormones that send important signals throughout the body.
The proteome is the entire set of proteins produced or modified by an organism or system. Proteomics enables the identification of ever-increasing numbers of proteins. This varies with time and distinct requirements, or stresses, that a cell or organism undergoes.
Proteomics is an interdisciplinary domain that has benefited greatly from the genetic information of various genome projects, including the Human Genome Project. It covers the exploration of proteomes from the overall level of protein composition, structure, and activity, and is an important component of functional genomics.
Proteomics generally denotes the large-scale experimental analysis of proteins and proteomes, but often refers specifically to protein purification and mass spectrometry. Indeed, mass spectrometry is the most powerful method for analysis of proteomes, both in large samples composed of millions of cells and in single cells.
History and etymology
The first studies of proteins that could be regarded as proteomics began in 1975, after the introduction of the two-dimensional gel and mapping of the proteins from the bacterium Escherichia coli.
Proteome is blend of the words "protein" and "genome". It was coined in 1994 by then-Ph.D student Marc Wilkins at Macquarie University, which founded the first dedicated proteomics laboratory in 1995.
Complexity of the problem
After genomics and transcriptomics, proteomics is the next step in the study of biological systems. It is more complicated than genomics because an organism's genome is more or less constant, whereas proteomes differ from cell to
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The challenge of techniques used for proteomic analyses is the difficulty in detecting small quantities of what?
A. particles
B. bacteria
C. acids
D. proteins
Answer:
|
|
sciq-7695
|
multiple_choice
|
Both oxygen and glucose are transported within the body via what?
|
[
"marrow",
"blood",
"bone",
"heart"
] |
B
|
Relavent Documents:
Document 0:::
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 1:::
The Society of General Physiologists (SGP) is a scientific organization whose purpose is to promote and disseminate knowledge in the field of general physiology, and otherwise to advance understanding and interest in the subject of general physiology. The Society’s main office is located at the Marine Biological Laboratory in Woods Hole, MA, where the society was founded in 1946. Past Presidents of the Society include Richard W. Aldrich, Richard W. Tsien, Clay Armstrong, and Andrew Szent-Gyorgi. The society's archives is held at the National Library of Medicine in Bethesda, Maryland.
Membership
The Society's international membership is made up of nearly 600 career physiologists who work in academia, government, and industry. Membership in the Society is open to any individual actively interested in the field of general physiology and who has made significant contributions to knowledge in that field. The Society has become known for promoting research in many subfields of cellular and molecular physiology, but especially in the fields of membrane transport and ion channels, cell membrane structure, regulation, and dynamics, and cellular contractility and molecular motors.
Activities
The major activity of the Society is its annual symposium, which is held at the Marine Biological Laboratory in Woods Hole, MA. Society of General Physiologists symposia cover the forefront of physiological research and are small enough to maximize discussion and interaction among both young and established investigators. Abstracts of the annual meeting are published in The Journal of General Physiology.
The 2015 symposium (September 16–20) topic is "Macromolecular Local Signaling Complexes." Detailed information regarding the scientific agenda and registration is provided at the symposium website:
https://web.archive.org/web/20150801070408/http://www.sgpweb.org/symposium2015.html
Recent past symposium topics include:
2014 Sensory Transduction
2013 The Enigmatic Chloride Ion: Tra
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:::
Glycogen is a multibranched polysaccharide of glucose that serves as a form of energy storage in animals, fungi, and bacteria. It is the main storage form of glucose in the human body.
Glycogen functions as one of three regularly used forms of energy reserves, creatine phosphate being for very short-term, glycogen being for short-term and the triglyceride stores in adipose tissue (i.e., body fat) being for long-term storage. Protein, broken down into amino acids, is seldom used as a main energy source except during starvation and glycolytic crisis (see bioenergetic systems).
In humans, glycogen is made and stored primarily in the cells of the liver and skeletal muscle. In the liver, glycogen can make up 5–6% of the organ's fresh weight: the liver of an adult, weighing 1.5 kg, can store roughly 100–120 grams of glycogen. In skeletal muscle, glycogen is found in a low concentration (1–2% of the muscle mass): the skeletal muscle of an adult weighing 70 kg stores roughly 400 grams of glycogen. Small amounts of glycogen are also found in other tissues and cells, including the kidneys, red blood cells, white blood cells, and glial cells in the brain. The uterus also stores glycogen during pregnancy to nourish the embryo.
The amount of glycogen stored in the body mostly depends on oxidative type 1 fibres, physical training, basal metabolic rate, and eating habits. Different levels of resting muscle glycogen are reached by changing the number of glycogen particles, rather than increasing the size of existing particles though most glycogen particles at rest are smaller than their theoretical maximum.
Approximately 4 grams of glucose are present in the blood of humans at all times; in fasting individuals, blood glucose is maintained constant at this level at the expense of glycogen stores in the liver and skeletal muscle. Glycogen stores in skeletal muscle serve as a form of energy storage for the muscle itself; however, the breakdown of muscle glycogen impedes muscle
Document 4:::
The Joan Mott Prize Lecture is a prize lecture awarded annually by The Physiological Society in honour of Joan Mott.
Laureates
Laureates of the award have included:
- Intestinal absorption of sugars and peptides: from textbook to surprises
See also
Physiological Society Annual Review Prize Lecture
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Both oxygen and glucose are transported within the body via what?
A. marrow
B. blood
C. bone
D. heart
Answer:
|
|
sciq-694
|
multiple_choice
|
What part of the body do ants use to detect chemicals?
|
[
"antennae",
"fins",
"eyes",
"thorax"
] |
A
|
Relavent Documents:
Document 0:::
Insect cognition describes the mental capacities and study of those capacities in insects. The field developed from comparative psychology where early studies focused more on animal behavior. Researchers have examined insect cognition in bees, fruit flies, and wasps.
Research questions consist of experiments aimed to evaluate insects abilities such as perception, emotions attention, memory (wasp multiple nest), spatial cognition, tools use, problem solving, and concepts. Unlike in animal behavior the concept of group cognition plays a big part in insect studies. It is hypothesized some insect classes like ants and bees think with a group cognition to function within their societies; more recent studies show that individual cognition exists and plays a role in overall group cognitive task.
Insect cognition experiments have been more prevalent in the past decade than prior. It is logical for the understanding of cognitive capacities as adaptations to differing ecological niches under the Cognitive faculty by species when analyzing behaviors, this means viewing behaviors as adaptations to an individual's environment and not weighing them more advanced when compared to other different individuals.
Insect foraging cognition
Insects inhabit many diverse and complex environments within which they must find food. Cognition shapes how an insect comes to find its food. The particular cognitive abilities used by insects in finding food has been the focus of much scientific inquiry. The social insects are often study subjects and much has been discovered about the intelligence of insects by investigating the abilities of bee species. Fruit flies are also common study subjects.
Learning and memory
Learning biases
Through learning, insects can increase their foraging efficiency, decreasing the time spent searching for food which allows for more time and energy to invest in other fitness related activities, such as searching for mates. Depending on the ecology of the
Document 1:::
Ant communication involves pheromones, which is a method using chemical trails for other ants or insects to find and follow.
Background
Ants have many different pheromones, depending on the species. When an ant finds something interesting, whether it is food or an enemy, it excretes a chemical substance from it and drags it along the floor to the colony.
When a different worker sets its antenna down on the trail, it senses the trail, changes its own behavior (depending on the specific pheromone) and follows it depending on what kind. If it is a food trail, the worker will follow the trail to find the food; If it does find the food, it will go back to the colony and strengthen the trail, making more and more workers to follow the trail. Same thing with attacking/defending the colony, when detected, other workers will begin attacking the enemy inside a circle of pheromones, rather than a trail.
Document 2:::
This is a glossary of terms used in the description of arthropod cuticle, including that of insects such as ants. These animals can have surface textures spanning and combining cracks, excavations, imbrications, mealiness, punctures, reticulations, roughness, scratches, spots, wrinkles, and more. As such, hundred of technical terms have been adapted for use in description of individual specimens from which taxa are defined.
A
C
D
E
F
G
H
I
L
M
N
O
P
R
S
T
U
V
See also
Arthropod cuticle
Glossary of entomology terms
Glossary of scientific names
Glossary of scientific naming
Document 3:::
This is a glossary of terms used in the descriptions of ants.
A
B
D
E
F
G
H
M
N
O
P
Q
R
S
T
U
W
See also
Glossary of entomology terms
Glossary of scientific names
Glossary of scientific naming
Document 4:::
Single sensillum recording (SSR) is a form of extracellular electrophysiology. This technique measures action potentials, generated from olfactory sensory neurons (OSNs), through a single sensilla on an insects' antennae. These sensillum are hair-like structures that protrude through the cuticle as well as several other auxiliary and sensory cells.
This method is often utilized if more quantitative results are desired, as the recordings produced have the ability to test and demonstrate the sensitivity and selectivity of individual OSNs, providing a technique for mapping the receptiveness of olfactory receptor proteins within the OSNs. It is also often combined with other techniques, such as gas chromatography, sensillum incision, diffusion, or microinjection.
Some applications for this technique include testing pheromone sensitivity, testing reactions to volatile compounds in the environment, and reactivity to chemical cues from other organisms.
Methods
The test insect is mounted within a pipette tip, with the head slightly protruding from the tip. The main goal of this is to restrain the insect and prevent any movement from interfering with the recording quality. The pipette tip containing the insect is fixed to a microscope slide facing upwards, then the antennae are fixed using a glass microcapillary, wax, or tape; manipulating it until the desired orientation is attained.
In order to record, a location as close to the sensilla (usually the eye) is penetrated with a ground electrode. Then, another is inserted into the cuticle of the sensilla. These electrodes are typically made of tungsten or glass and are chemically sharpened to ensure precise penetration of their target locations. Initial contact will often result in an increase in signal noise, acting as a signal that the prepared insect is both alive and properly grounded. At this point, action potentials should be easy to distinguish from background noise; however, if the signal strength is weak one can
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What part of the body do ants use to detect chemicals?
A. antennae
B. fins
C. eyes
D. thorax
Answer:
|
|
sciq-9113
|
multiple_choice
|
What is used in the growth, development, functioning and reproduction of all known living organisms and many viruses?
|
[
"enzymes",
"dna",
"viruses",
"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:::
This list of life sciences comprises the branches of science that involve the scientific study of life – such as microorganisms, plants, and animals including human beings. This science is one of the two major branches of natural science, the other being physical science, which is concerned with non-living matter. Biology is the overall natural science that studies life, with the other life sciences as its sub-disciplines.
Some life sciences focus on a specific type of organism. For example, zoology is the study of animals, while botany is the study of plants. Other life sciences focus on aspects common to all or many life forms, such as anatomy and genetics. Some focus on the micro-scale (e.g. molecular biology, biochemistry) other on larger scales (e.g. cytology, immunology, ethology, pharmacy, ecology). Another major branch of life sciences involves understanding the mindneuroscience. Life sciences discoveries are helpful in improving the quality and standard of life and have applications in health, agriculture, medicine, and the pharmaceutical and food science industries. For example, it has provided information on certain diseases which has overall aided in the understanding of human health.
Basic life science branches
Biology – scientific study of life
Anatomy – study of form and function, in plants, animals, and other organisms, or specifically in humans
Astrobiology – the study of the formation and presence of life in the universe
Bacteriology – study of bacteria
Biotechnology – study of combination of both the living organism and technology
Biochemistry – study of the chemical reactions required for life to exist and function, usually a focus on the cellular level
Bioinformatics – developing of methods or software tools for storing, retrieving, organizing and analyzing biological data to generate useful biological knowledge
Biolinguistics – the study of the biology and evolution of language.
Biological anthropology – the study of humans, non-hum
Document 2:::
The following outline is provided as an overview of and topical guide to biophysics:
Biophysics – interdisciplinary science that uses the methods of physics to study biological systems.
Nature of biophysics
Biophysics is
An academic discipline – branch of knowledge that is taught and researched at the college or university level. Disciplines are defined (in part), and recognized by the academic journals in which research is published, and the learned societies and academic departments or faculties to which their practitioners belong.
A scientific field (a branch of science) – widely recognized category of specialized expertise within science, and typically embodies its own terminology and nomenclature. Such a field will usually be represented by one or more scientific journals, where peer-reviewed research is published.
A natural science – one that seeks to elucidate the rules that govern the natural world using empirical and scientific methods.
A biological science – concerned with the study of living organisms, including their structure, function, growth, evolution, distribution, and taxonomy.
A branch of physics – concerned with the study of matter and its motion through space and time, along with related concepts such as energy and force.
An interdisciplinary field – field of science that overlaps with other sciences
Scope of biophysics research
Biomolecular scale
Biomolecule
Biomolecular structure
Organismal scale
Animal locomotion
Biomechanics
Biomineralization
Motility
Environmental scale
Biophysical environment
Biophysics research overlaps with
Agrophysics
Biochemistry
Biophysical chemistry
Bioengineering
Biogeophysics
Nanotechnology
Systems biology
Branches of biophysics
Astrobiophysics – field of intersection between astrophysics and biophysics concerned with the influence of the astrophysical phenomena upon life on planet Earth or some other planet in general.
Medical biophysics – interdisciplinary field that applies me
Document 3:::
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 4:::
Biochemical engineering, also known as bioprocess engineering, is a field of study with roots stemming from chemical engineering and biological engineering. It mainly deals with the design, construction, and advancement of unit processes that involve biological organisms (such as fermentation) or organic molecules (often enzymes) and has various applications in areas of interest such as biofuels, food, pharmaceuticals, biotechnology, and water treatment processes. The role of a biochemical engineer is to take findings developed by biologists and chemists in a laboratory and translate that to a large-scale manufacturing process.
History
For hundreds of years, humans have made use of the chemical reactions of biological organisms in order to create goods. In the mid-1800s, Louis Pasteur was one of the first people to look into the role of these organisms when he researched fermentation. His work also contributed to the use of pasteurization, which is still used to this day. By the early 1900s, the use of microorganisms had expanded, and was used to make industrial products. Up to this point, biochemical engineering hadn't developed as a field yet. It wasn't until 1928 when Alexander Fleming discovered penicillin that the field of biochemical engineering was established. After this discovery, samples were gathered from around the world in order to continue research into the characteristics of microbes from places such as soils, gardens, forests, rivers, and streams. Today, biochemical engineers can be found working in a variety of industries, from food to pharmaceuticals. This is due to the increasing need for efficiency and production which requires knowledge of how biological systems and chemical reactions interact with each other and how they can be used to meet these needs.
Education
Biochemical engineering is not a major offered by most universities and is instead an area of interest under the chemical engineering major in most cases. The following universiti
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is used in the growth, development, functioning and reproduction of all known living organisms and many viruses?
A. enzymes
B. dna
C. viruses
D. bacteria
Answer:
|
|
sciq-3290
|
multiple_choice
|
What season is it in the southern hemisphere when it's winter in the northern?
|
[
"Spring",
"autumn",
"Winter",
"summer"
] |
D
|
Relavent Documents:
Document 0:::
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 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:::
Science, technology, engineering, and mathematics (STEM) is an umbrella term used to group together the distinct but related technical disciplines of science, technology, engineering, and mathematics. The term is typically used in the context of education policy or curriculum choices in schools. It has implications for workforce development, national security concerns (as a shortage of STEM-educated citizens can reduce effectiveness in this area), and immigration policy, with regard to admitting foreign students and tech workers.
There is no universal agreement on which disciplines are included in STEM; in particular, whether or not the science in STEM includes social sciences, such as psychology, sociology, economics, and political science. In the United States, these are typically included by organizations such as the National Science Foundation (NSF), the Department of Labor's O*Net online database for job seekers, and the Department of Homeland Security. In the United Kingdom, the social sciences are categorized separately and are instead grouped with humanities and arts to form another counterpart acronym HASS (Humanities, Arts, and Social Sciences), rebranded in 2020 as SHAPE (Social Sciences, Humanities and the Arts for People and the Economy). Some sources also use HEAL (health, education, administration, and literacy) as the counterpart of STEM.
Terminology
History
Previously referred to as SMET by the NSF, in the early 1990s the acronym STEM was used by a variety of educators, including Charles E. Vela, the founder and director of the Center for the Advancement of Hispanics in Science and Engineering Education (CAHSEE). Moreover, the CAHSEE started a summer program for talented under-represented students in the Washington, D.C., area called the STEM Institute. Based on the program's recognized success and his expertise in STEM education, Charles Vela was asked to serve on numerous NSF and Congressional panels in science, mathematics, and engineering edu
Document 3:::
Several universities have designed interdisciplinary courses with a focus on human biology at the undergraduate level. There is a wide variation in emphasis ranging from business, social studies, public policy, healthcare and pharmaceutical research.
Americas
Human Biology major at Stanford University, Palo Alto (since 1970)
Stanford's Human Biology Program is an undergraduate major; it integrates the natural and social sciences in the study of human beings. It is interdisciplinary and policy-oriented and was founded in 1970 by a group of Stanford faculty (Professors Dornbusch, Ehrlich, Hamburg, Hastorf, Kennedy, Kretchmer, Lederberg, and Pittendrigh). It is a very popular major and alumni have gone to post-graduate education, medical school, law, business and government.
Human and Social Biology (Caribbean)
Human and Social Biology is a Level 4 & 5 subject in the secondary and post-secondary schools in the Caribbean and is optional for the Caribbean Secondary Education Certification (CSEC) which is equivalent to Ordinary Level (O-Level) under the British school system. The syllabus centers on structure and functioning (anatomy, physiology, biochemistry) of human body and the relevance to human health with Caribbean-specific experience. The syllabus is organized under five main sections: Living organisms and the environment, life processes, heredity and variation, disease and its impact on humans, the impact of human activities on the environment.
Human Biology Program at University of Toronto
The University of Toronto offers an undergraduate program in Human Biology that is jointly offered by the Faculty of Arts & Science and the Faculty of Medicine. The program offers several major and specialist options in: human biology, neuroscience, health & disease, global health, and fundamental genetics and its applications.
Asia
BSc (Honours) Human Biology at All India Institute of Medical Sciences, New Delhi (1980–2002)
BSc (honours) Human Biology at AIIMS (New
Document 4:::
The STEM (Science, Technology, Engineering, and Mathematics) pipeline is a critical infrastructure for fostering the development of future scientists, engineers, and problem solvers. It's the educational and career pathway that guides individuals from early childhood through to advanced research and innovation in STEM-related fields.
Description
The "pipeline" metaphor is based on the idea that having sufficient graduates requires both having sufficient input of students at the beginning of their studies, and retaining these students through completion of their academic program. The STEM pipeline is a key component of workplace diversity and of workforce development that ensures sufficient qualified candidates are available to fill scientific and technical positions.
The STEM pipeline was promoted in the United States from the 1970s onwards, as “the push for STEM (science, technology, engineering, and mathematics) education appears to have grown from a concern for the low number of future professionals to fill STEM jobs and careers and economic and educational competitiveness.”
Today, this metaphor is commonly used to describe retention problems in STEM fields, called “leaks” in the pipeline. For example, the White House reported in 2012 that 80% of minority groups and women who enroll in a STEM field switch to a non-STEM field or drop out during their undergraduate education. These leaks often vary by field, gender, ethnic and racial identity, socioeconomic background, and other factors, drawing attention to structural inequities involved in STEM education and careers.
Current efforts
The STEM pipeline concept is a useful tool for programs aiming at increasing the total number of graduates, and is especially important in efforts to increase the number of underrepresented minorities and women in STEM fields. Using STEM methodology, educational policymakers can examine the quantity and retention of students at all stages of the K–12 educational process and beyo
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What season is it in the southern hemisphere when it's winter in the northern?
A. Spring
B. autumn
C. Winter
D. summer
Answer:
|
|
ai2_arc-385
|
multiple_choice
|
Which is the correct order of the metamorphosis of a butterfly?
|
[
"egg, larva, pupa, adult",
"egg, pupa, larva, adult",
"egg, adult, larva, pupa",
"egg, larva, adult, pupa"
] |
A
|
Relavent Documents:
Document 0:::
Direct development is a concept in biology. It refers to forms of growth to adulthood that do not involve metamorphosis. An animal undergoes direct development if the immature organism resembles a small adult rather than having a distinct larval form. A frog that hatches out of its egg as a small frog undergoes direct development. A frog that hatches out of its egg as a tadpole does not.
Direct development is the opposite of complete metamorphosis. An animal undergoes complete metamorphosis if it becomes a non-moving thing, for example a pupa in a cocoon, between its larval and adult stages.
Examples
Most frogs in the genus Callulina hatch out of their eggs as froglets.
Springtails and mayflies, called ametabolous insects, undergo direct development.
Document 1:::
The science of pattern formation deals with the visible, (statistically) orderly outcomes of self-organization and the common principles behind similar patterns in nature.
In developmental biology, pattern formation refers to the generation of complex organizations of cell fates in space and time. The role of genes in pattern formation is an aspect of morphogenesis, the creation of diverse anatomies from similar genes, now being explored in the science of evolutionary developmental biology or evo-devo. The mechanisms involved are well seen in the anterior-posterior patterning of embryos from the model organism Drosophila melanogaster (a fruit fly), one of the first organisms to have its morphogenesis studied, and in the eyespots of butterflies, whose development is a variant of the standard (fruit fly) mechanism.
Patterns in nature
Examples of pattern formation can be found in biology, physics, and science, and can readily be simulated with computer graphics, as described in turn below.
Biology
Biological patterns such as animal markings, the segmentation of animals, and phyllotaxis are formed in different ways.
In developmental biology, pattern formation describes the mechanism by which initially equivalent cells in a developing tissue in an embryo assume complex forms and functions. Embryogenesis, such as of the fruit fly Drosophila, involves coordinated control of cell fates. Pattern formation is genetically controlled, and often involves each cell in a field sensing and responding to its position along a morphogen gradient, followed by short distance cell-to-cell communication through cell signaling pathways to refine the initial pattern. In this context, a field of cells is the group of cells whose fates are affected by responding to the same set positional information cues. This conceptual model was first described as the French flag model in the 1960s. More generally, the morphology of organisms is patterned by the mechanisms of evolutionary development
Document 2:::
Morphallaxis is the regeneration of specific tissue in a variety of organisms due to loss or death of the existing tissue. The word comes from the Greek allazein, (αλλάζειν) which means to change.
The classical example of morphallaxis is that of the Cnidarian hydra, where when the animal is severed in two (by actively cutting it with, for example, a surgical knife) the remaining severed sections form two fully functional and independent hydra. The notable feature of morphallaxis is that a large majority of regenerated tissue comes from already-present tissue in the organism. That is, the one severed section of the hydra forms into a smaller version of the original hydra, approximately the same size as the severed section. Hence, there is an "exchange" of tissue.
Researchers Wilson and Child showed circa 1930 that if the hydra was pulped and the disassociated food passed through a sieve, those cells then put into an aqueous solution would shortly reform into the original organism with all differentiated tissue correctly arranged.
Morphallaxis is often contrasted with epimorphosis, which is characterized by a much greater relative degree of cellular proliferation. Although cellular differentiation is active in both processes, in morphallaxis the majority of the regeneration comes from reorganization or exchange, while in epimorphosis the majority of the regeneration comes from cellular differentiation. Thus, the two may be distinguished as a measure of degree. Epimorphosis is the regeneration of a part of an organism by proliferation at the cut surface. For example, in Planaria neoblasts help in regeneration.
History
The word comes from the Greek allazein, which means to exchange. The biological process was first discovered in hydra by Abraham Trembley, who was considered the father of environmental zoology. Abraham Trembley was doing research on a sample of pond water and examined the lifestyle of hydra. He couldn’t decide if they belonged to the animal or
Document 3:::
Merriam-Webster defines chemotaxonomy as the method of biological classification based on similarities and dissimilarity in the structure of certain compounds among the organisms being classified. Advocates argue that, as proteins are more closely controlled by genes and less subjected to natural selection than the anatomical features, they are more reliable indicators of genetic relationships. The compounds studied most are proteins, amino acids, nucleic acids, peptides etc.
Physiology is the study of working of organs in a living being. Since working of the organs involves chemicals of the body, these compounds are called biochemical evidences. The study of morphological change has shown that there are changes in the structure of animals which result in evolution. When changes take place in the structure of a living organism, they will naturally be accompanied by changes in the physiological or biochemical processes.
John Griffith Vaughan was one of the pioneers of chemotaxonomy.
Biochemical products
The body of any animal in the animal kingdom is made up of a number of chemicals. Of these, only a few biochemical products have been taken into consideration to derive evidence for evolution.
Protoplasm: Every living cell, from a bacterium to an elephant, from grasses to the blue whale, has protoplasm. Though the complexity and constituents of the protoplasm increases from lower to higher living organism, the basic compound is always the protoplasm. Evolutionary significance: From this evidence, it is clear that all living things have a common origin point or a common ancestor, which in turn had protoplasm. Its complexity increased due to changes in the mode of life and habitat.
Nucleic acids: DNA and RNA are the two types of nucleic acids present in all living organisms. They are present in the chromosomes. The structure of these acids has been found to be similar in all animals. DNA always has two chains forming a double helix, and each chain is made up of nuc
Document 4:::
Cyclomorphosis (also known as seasonal polyphenism) is the name given to the occurrence of cyclic or seasonal changes in the phenotype of an organism through successive generations.
In species undergoing cyclomorphosis, physiological characteristics and development cycles of individuals being born depend on the time of the year at which they are conceived.
It occurs in small aquatic invertebrates that reproduce by parthenogenesis and give rise to several generations annually. It occurs especially in marine planktonic animals, and is thought to be caused by the epigenetic effect of environmental cues on the organism, thereby altering the course of their development.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which is the correct order of the metamorphosis of a butterfly?
A. egg, larva, pupa, adult
B. egg, pupa, larva, adult
C. egg, adult, larva, pupa
D. egg, larva, adult, pupa
Answer:
|
|
ai2_arc-447
|
multiple_choice
|
Which simple machine increases the distance over which a load travels and reduces the needed force?
|
[
"wheel and axle",
"wedge",
"pulley",
"inclined plane"
] |
D
|
Relavent Documents:
Document 0:::
A simple machine that exhibits mechanical advantage is called a mechanical advantage device - e.g.:
Lever: The beam shown is in static equilibrium around the fulcrum. This is due to the moment created by vector force "A" counterclockwise (moment A*a) being in equilibrium with the moment created by vector force "B" clockwise (moment B*b). The relatively low vector force "B" is translated in a relatively high vector force "A". The force is thus increased in the ratio of the forces A : B, which is equal to the ratio of the distances to the fulcrum b : a. This ratio is called the mechanical advantage. This idealised situation does not take into account friction.
Wheel and axle motion (e.g. screwdrivers, doorknobs): A wheel is essentially a lever with one arm the distance between the axle and the outer point of the wheel, and the other the radius of the axle. Typically this is a fairly large difference, leading to a proportionately large mechanical advantage. This allows even simple wheels with wooden axles running in wooden blocks to still turn freely, because their friction is overwhelmed by the rotational force of the wheel multiplied by the mechanical advantage.
A block and tackle of multiple pulleys creates mechanical advantage, by having the flexible material looped over several pulleys in turn. Adding more loops and pulleys increases the mechanical advantage.
Screw: A screw is essentially an inclined plane wrapped around a cylinder. The run over the rise of this inclined plane is the mechanical advantage of a screw.
Pulleys
Consider lifting a weight with rope and pulleys. A rope looped through a pulley attached to a fixed spot, e.g. a barn roof rafter, and attached to the weight is called a single pulley. It has a mechanical advantage (MA) = 1 (assuming frictionless bearings in the pulley), moving no mechanical advantage (or disadvantage) however advantageous the change in direction may be.
A single movable pulley has an MA of 2 (assuming frictionless be
Document 1:::
Machine element or hardware refers to an elementary component of a machine. These elements consist of three basic types:
structural components such as frame members, bearings, axles, splines, fasteners, seals, and lubricants,
mechanisms that control movement in various ways such as gear trains, belt or chain drives, linkages, cam and follower systems, including brakes and clutches, and
control components such as buttons, switches, indicators, sensors, actuators and computer controllers.
While generally not considered to be a machine element, the shape, texture and color of covers are an important part of a machine that provide a styling and operational interface between the mechanical components of a machine and its users.
Machine elements are basic mechanical parts and features used as the building blocks of most machines. Most are standardized to common sizes, but customs are also common for specialized applications.
Machine elements may be features of a part (such as screw threads or integral plain bearings) or they may be discrete parts in and of themselves such as wheels, axles, pulleys, rolling-element bearings, or gears. All of the simple machines may be described as machine elements, and many machine elements incorporate concepts of one or more simple machines. For example, a leadscrew incorporates a screw thread, which is an inclined plane wrapped around a cylinder.
Many mechanical design, invention, and engineering tasks involve a knowledge of various machine elements and an intelligent and creative combining of these elements into a component or assembly that fills a need (serves an application).
Structural elements
Beams,
Struts,
Bearings,
Fasteners
Keys,
Splines,
Cotter pin,
Seals
Machine guardings
Mechanical elements
Engine,
Electric motor,
Actuator,
Shafts,
Couplings
Belt,
Chain,
Cable drives,
Gear train,
Clutch,
Brake,
Flywheel,
Cam,
follower systems,
Linkage,
Simple machine
Types
Shafts
Document 2:::
A machine is a physical system using power to apply forces and control movement to perform an action. The term is commonly applied to artificial devices, such as those employing engines or motors, but also to natural biological macromolecules, such as molecular machines. Machines can be driven by animals and people, by natural forces such as wind and water, and by chemical, thermal, or electrical power, and include a system of mechanisms that shape the actuator input to achieve a specific application of output forces and movement. They can also include computers and sensors that monitor performance and plan movement, often called mechanical systems.
Renaissance natural philosophers identified six simple machines which were the elementary devices that put a load into motion, and calculated the ratio of output force to input force, known today as mechanical advantage.
Modern machines are complex systems that consist of structural elements, mechanisms and control components and include interfaces for convenient use. Examples include: a wide range of vehicles, such as trains, automobiles, boats and airplanes; appliances in the home and office, including computers, building air handling and water handling systems; as well as farm machinery, machine tools and factory automation systems and robots.
Etymology
The English word machine comes through Middle French from Latin , which in turn derives from the Greek (Doric , Ionic 'contrivance, machine, engine', a derivation from 'means, expedient, remedy'). The word mechanical (Greek: ) comes from the same Greek roots. A wider meaning of 'fabric, structure' is found in classical Latin, but not in Greek usage. This meaning is found in late medieval French, and is adopted from the French into English in the mid-16th century.
In the 17th century, the word machine could also mean a scheme or plot, a meaning now expressed by the derived machination. The modern meaning develops out of specialized application of the term to st
Document 3:::
Mechanical engineering is a discipline centered around the concept of using force multipliers, moving components, and machines. It utilizes knowledge of mathematics, physics, materials sciences, and engineering technologies. It is one of the oldest and broadest of the engineering disciplines.
Dawn of civilization to early middle ages
Engineering arose in early civilization as a general discipline for the creation of large scale structures such as irrigation, architecture, and military projects. Advances in food production through irrigation allowed a portion of the population to become specialists in Ancient Babylon.
All six of the classic simple machines were known in the ancient Near East. The wedge and the inclined plane (ramp) were known since prehistoric times. The wheel, along with the wheel and axle mechanism, was invented in Mesopotamia (modern Iraq) during the 5th millennium BC. The lever mechanism first appeared around 5,000 years ago in the Near East, where it was used in a simple balance scale, and to move large objects in ancient Egyptian technology. The lever was also used in the shadoof water-lifting device, the first crane machine, which appeared in Mesopotamia circa 3000 BC, and then in ancient Egyptian technology circa 2000 BC. The earliest evidence of pulleys date back to Mesopotamia in the early 2nd millennium BC, and ancient Egypt during the Twelfth Dynasty (1991-1802 BC). The screw, the last of the simple machines to be invented, first appeared in Mesopotamia during the Neo-Assyrian period (911-609) BC. The Egyptian pyramids were built using three of the six simple machines, the inclined plane, the wedge, and the lever, to create structures like the Great Pyramid of Giza.
The Assyrians were notable in their use of metallurgy and incorporation of iron weapons. Many of their advancements were in military equipment. They were not the first to develop them, but did make advancements on the wheel and the chariot. They made use of pivot-able axl
Document 4:::
The compound lever is a simple machine operating on the premise that the resistance from one lever in a system of levers acts as effort for the next, and thus the applied force is transferred from one lever to the next. Almost all scales use some sort of compound lever to work. Other examples include nail clippers and piano keys.
Mechanical advantage
A lever arm uses the fulcrum to lift the load using and intensifying an applied force. In practice, conditions may prevent the use of a single lever to accomplish the desired result, e.g., a restricted space, the inconvenient location of the point of delivery of the resultant force, or the prohibitive length of the lever arm needed. In these conditions, combinations of simple levers, called compound levers, are used. Compound levers can be constructed from first, second and/or third-order levers. In all types of compound lever, the rule is that force multiplied by the force arm equals the weight multiplied by the weight arm. The output from one lever becomes the input for the next lever in the system, and so the advantage is magnified.
The figure on the left illustrates a compound lever formed from two first-class levers, along with a short derivation of how to compute the mechanical advantage. With the dimensions shown, the mechanical advantage, W/F can be calculated as meaning that an applied force of 1 pound (or 1 kg) could lift a weight of 7.5 lb (or 7.5 kg).
Alternatively, if the position of the fulcrum on lever AA' were moved so that and then the mechanical advantage W/F is calculated as meaning that an applied force will lift an equivalent weight and there is no mechanical advantage. This is not usually the goal of a compound lever system, though in rare situations the geometry may suit a specific purpose.
The distances used in calculation of mechanical advantage are measured perpendicular to the force. In the example of a nail clipper on the right (a compound lever made of a class 2 and a class 3 le
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which simple machine increases the distance over which a load travels and reduces the needed force?
A. wheel and axle
B. wedge
C. pulley
D. inclined plane
Answer:
|
|
sciq-420
|
multiple_choice
|
The pleura that surrounds the lungs consists of how many layers?
|
[
"one",
"four",
"two",
"three"
] |
C
|
Relavent Documents:
Document 0:::
The endothoracic fascia is the layer of loose connective tissue deep to the intercostal spaces and ribs, separating these structures from the underlying pleura. This fascial layer is the outermost membrane of the thoracic cavity. The endothoracic fascia contains variable amounts of fat.
It becomes more fibrous over the apices of the lungs as the suprapleural membrane. It separates the internal thoracic artery from the parietal pleura.
Document 1:::
The pulmonary plexus is an autonomic plexus formed from pulmonary branches of vagus nerve and the sympathetic trunk. The plexus is in continuity with the deep cardiac plexus.
Structure
It innervates the bronchial tree and the visceral pleura. According to the relation of nerves to the root of the lung, the pulmonary plexus is divided into the anterior pulmonary plexus, which lies in front of the lung and the posterior pulmonary plexus, which lies behind the lung. The anterior pulmonary plexus is close in proximity to the pulmonary artery. The posterior pulmonary plexus is bounded by the superior edge of the pulmonary artery and the lower edge of the pulmonary vein. Both lungs are innervated primarily by the posterior pulmonary plexus; it accounts for 74–77% of the total innervation.
Function
Innervation of the bronchial tree regulates contraction of bronchial smooth muscles, mucous secretions from submucosal glands, vascular permeability, and blood flow. Sensory fiber innervation of the visceral pleura is thought to allow stretch detection.
Document 2:::
Lung receptors sense irritation or inflammation in the bronchi and alveoli.
Document 3:::
A laminar organization describes the way certain tissues, such as bone membrane, skin, or brain tissues, are arranged in layers.
Types
Embryo
The earliest forms of laminar organization are shown in the diploblastic and triploblastic formation of the germ layers in the embryo. In the first week of human embryogenesis two layers of cells have formed, an external epiblast layer (the primitive ectoderm), and an internal hypoblast layer (primitive endoderm). This gives the early bilaminar disc. In the third week in the stage of gastrulation epiblast cells invaginate to form endoderm, and a third layer of cells known as mesoderm. Cells that remain in the epiblast become ectoderm. This is the trilaminar disc and the epiblast cells have given rise to the three germ layers.
Brain
In the brain a laminar organization is evident in the arrangement of the three meninges, the membranes that cover the brain and spinal cord. These membranes are the dura mater, arachnoid mater, and pia mater. The dura mater has two layers a periosteal layer near to the bone of the skull, and a meningeal layer next to the other meninges.
The cerebral cortex, the outer neural sheet covering the cerebral hemispheres can be described by its laminar organization, due to the arrangement of cortical neurons into six distinct layers.
Eye
The eye in mammals has an extensive laminar organization. There are three main layers – the outer fibrous tunic, the middle uvea, and the inner retina. These layers have sublayers with the retina having ten ranging from the outer choroid to the inner vitreous humor and including the retinal nerve fiber layer.
Skin
The human skin has a dense laminar organization. The outer epidermis has four or five layers.
Document 4:::
H2.00.04.4.01001: Lymphoid tissue
H2.00.05.0.00001: Muscle tissue
H2.00.05.1.00001: Smooth muscle tissue
H2.00.05.2.00001: Striated muscle tissue
H2.00.06.0.00001: Nerve tissue
H2.00.06.1.00001: Neuron
H2.00.06.2.00001: Synapse
H2.00.06.2.00001: Neuroglia
h3.01: Bones
h3.02: Joints
h3.03: Muscles
h3.04: Alimentary system
h3.05: Respiratory system
h3.06: Urinary system
h3.07: Genital system
h3.08:
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The pleura that surrounds the lungs consists of how many layers?
A. one
B. four
C. two
D. three
Answer:
|
|
ai2_arc-302
|
multiple_choice
|
A botanist developed a new fertilizer that was tested on different types of plants under different conditions. The results indicated that the fertilizer increased plant growth. Which would be the best way to validate the results?
|
[
"have another lab replicate the tests",
"look over the results several times",
"develop a new hypothesis to test",
"change the procedure"
] |
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:::
Adaptive comparative judgement is a technique borrowed from psychophysics which is able to generate reliable results for educational assessment – as such it is an alternative to traditional exam script marking. In the approach, judges are presented with pairs of student work and are then asked to choose which is better, one or the other. By means of an iterative and adaptive algorithm, a scaled distribution of student work can then be obtained without reference to criteria.
Introduction
Traditional exam script marking began in Cambridge 1792 when, with undergraduate numbers rising, the importance of proper ranking of students was growing. So in 1792 the new Proctor of Examinations, William Farish, introduced marking, a process in which every examiner gives a numerical score to each response by every student, and the overall total mark puts the students in the final rank order. Francis Galton (1869) noted that, in an unidentified year about 1863, the Senior Wrangler scored 7,634 out of a maximum of 17,000, while the Second Wrangler scored 4,123. (The 'Wooden Spoon' scored only 237.)
Prior to 1792, a team of Cambridge examiners convened at 5pm on the last day of examining, reviewed the 19 papers each student had sat – and published their rank order at midnight. Marking solved the problems of numbers and prevented unfair personal bias, and its introduction was a step towards modern objective testing, the format it is best suited to. But the technology of testing that followed, with its major emphasis on reliability and the automatisation of marking, has been an uncomfortable partner for some areas of educational achievement: assessing writing or speaking, and other kinds of performance need something more qualitative and judgemental.
The technique of Adaptive Comparative Judgement is an alternative to marking. It returns to the pre-1792 idea of sorting papers according to their quality, but retains the guarantee of reliability and fairness. It is by far the most rel
Document 2:::
The SAT Subject Test in Biology was the name of a one-hour multiple choice test given on biology by the College Board. A student chose whether to take the test depending upon college entrance requirements for the schools in which the student is planning to apply. Until 1994, the SAT Subject Tests were known as Achievement Tests; and from 1995 until January 2005, they were known as SAT IIs. Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800. The average for Molecular is 630 while Ecological is 591.
On January 19 2021, the College Board discontinued all SAT Subject tests, including the SAT Subject Test in Biology E/M. This was effective immediately in the United States, and the tests were to be phased out by the following summer for international students. This was done as a response to changes in college admissions due to the impact of the COVID-19 pandemic on education.
Format
This test had 80 multiple-choice questions that were to be answered in one hour. All questions had five answer choices. Students received one point for each correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The student's score was based entirely on his or her performance in answering the multiple-choice questions.
The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Preparation
The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, a
Document 3:::
The 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:::
There are many longstanding unsolved problems in mathematics for which a solution has still not yet been found. The notable unsolved problems in statistics are generally of a different flavor; according to John Tukey, "difficulties in identifying problems have delayed statistics far more than difficulties in solving problems." A list of "one or two open problems" (in fact 22 of them) was given by David Cox.
Inference and testing
How to detect and correct for systematic errors, especially in sciences where random errors are large (a situation Tukey termed uncomfortable science).
The Graybill–Deal estimator is often used to estimate the common mean of two normal populations with unknown and possibly unequal variances. Though this estimator is generally unbiased, its admissibility remains to be shown.
Meta-analysis: Though independent p-values can be combined using Fisher's method, techniques are still being developed to handle the case of dependent p-values.
Behrens–Fisher problem: Yuri Linnik showed in 1966 that there is no uniformly most powerful test for the difference of two means when the variances are unknown and possibly unequal. That is, there is no exact test (meaning that, if the means are in fact equal, one that rejects the null hypothesis with probability exactly α) that is also the most powerful for all values of the variances (which are thus nuisance parameters). Though there are many approximate solutions (such as Welch's t-test), the problem continues to attract attention as one of the classic problems in statistics.
Multiple comparisons: There are various ways to adjust p-values to compensate for the simultaneous or sequential testing of hypotheses. Of particular interest is how to simultaneously control the overall error rate, preserve statistical power, and incorporate the dependence between tests into the adjustment. These issues are especially relevant when the number of simultaneous tests can be very large, as is increasingly the case in
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
A botanist developed a new fertilizer that was tested on different types of plants under different conditions. The results indicated that the fertilizer increased plant growth. Which would be the best way to validate the results?
A. have another lab replicate the tests
B. look over the results several times
C. develop a new hypothesis to test
D. change the procedure
Answer:
|
|
sciq-11518
|
multiple_choice
|
What disease occurs when cells in the breast grow out of control and form a tumor?
|
[
"adult breast growth",
"breast cancer",
"muscular cyst",
"muscle cancer"
] |
B
|
Relavent Documents:
Document 0:::
Hyperplasia (from ancient Greek ὑπέρ huper 'over' + πλάσις plasis 'formation'), or hypergenesis, is an enlargement of an organ or tissue caused by an increase in the amount of organic tissue that results from cell proliferation. It may lead to the gross enlargement of an organ, and the term is sometimes confused with benign neoplasia or benign tumor.
Hyperplasia is a common preneoplastic response to stimulus. Microscopically, cells resemble normal cells but are increased in numbers. Sometimes cells may also be increased in size (hypertrophy). Hyperplasia is different from hypertrophy in that the adaptive cell change in hypertrophy is an increase in the size of cells, whereas hyperplasia involves an increase in the number of cells.
Causes
Hyperplasia may be due to any number of causes, including proliferation of basal layer of epidermis to compensate skin loss, chronic inflammatory response, hormonal dysfunctions, or compensation for damage or disease elsewhere. Hyperplasia may be harmless and occur on a particular tissue. An example of a normal hyperplastic response would be the growth and multiplication of milk-secreting glandular cells in the breast as a response to pregnancy, thus preparing for future breast feeding.
Perhaps the most interesting and potent effect insulin-like growth factor 1 (IGF) has on the human body is its ability to cause hyperplasia, which is an actual splitting of cells. By contrast, hypertrophy is what occurs, for example, to skeletal muscle cells during weight training and is simply an increase in the size of the cells. With IGF use, one is able to cause hyperplasia which actually increases the number of muscle cells present in the tissue. Weight training enables these new cells to mature in size and strength. It is theorized that hyperplasia may also be induced through specific power output training for athletic performance, thus increasing the number of muscle fibers instead of increasing the size of a single fiber.
Mechanism
Hype
Document 1:::
A benign tumor is a mass of cells (tumor) that does not invade neighboring tissue or metastasize (spread throughout the body). Compared to malignant (cancerous) tumors, benign tumors generally have a slower growth rate. Benign tumors have relatively well differentiated cells. They are often surrounded by an outer surface (fibrous sheath of connective tissue) or stay contained within the epithelium. Common examples of benign tumors include moles and uterine fibroids.
Some forms of benign tumors may be harmful to health. Benign tumor growth causes a mass effect that can compress neighboring tissues. This can lead to nerve damage, blood flow reduction (ischemia), tissue death (necrosis), or organ damage. The health effects of benign tumor growth may be more prominent if the tumor is contained within an enclosed space such as the cranium, respiratory tract, sinus, or bones. For example, unlike most benign tumors elsewhere in the body, benign brain tumors can be life-threatening. Tumors may exhibit behaviors characteristic of their cell type of origin; as an example, endocrine tumors such as thyroid adenomas and adrenocortical adenomas may overproduce certain hormones.
Many types of benign tumors have the potential to become cancerous (malignant) through a process known as tumor progression. For this reason and other possible harms, some benign tumors are removed by surgery. When removed, benign tumors usually do not return. Exceptions to this rule may indicate malignant transformation.
Signs and symptoms
Benign tumors are very diverse; they may be asymptomatic or may cause specific symptoms, depending on their anatomic location and tissue type. They grow outward, producing large, rounded masses which can cause what is known as a "mass effect". This growth can cause compression of local tissues or organs, leading to many effects, such as blockage of ducts, reduced blood flow (ischaemia), tissue death (necrosis) and nerve pain or damage. Some tumors also produce hormon
Document 2:::
Malignancy () is the tendency of a medical condition to become progressively worse; the term is most familiar as a characterization of cancer.
A malignant tumor contrasts with a non-cancerous benign tumor in that a malignancy is not self-limited in its growth, is capable of invading into adjacent tissues, and may be capable of spreading to distant tissues. A benign tumor has none of those properties, but may be harmful to health. The term benign in more general medical use characterises a condition or growth that is not cancerous, i.e. does not spread to other parts of the body or invade nearby tissue. Sometimes the term is used to suggest that a condition is not dangerous or serious.
Malignancy in cancers is characterized by anaplasia, invasiveness, and metastasis. Malignant tumors are also characterized by genome instability, so that cancers, as assessed by whole genome sequencing, frequently have between 10,000 and 100,000 mutations in their entire genomes. Cancers usually show tumour heterogeneity, containing multiple subclones. They also frequently have reduced expression of DNA repair enzymes due to epigenetic methylation of DNA repair genes or altered microRNAs that control DNA repair gene expression.
Tumours can be detected through the visualisation or sensation of a lump on the body. In cases where there is no obvious representation of a lump, a mammogram or an MRI test can be used to determine the presence of a tumour. In the case of an existing tumour, a biopsy would be then required to make a diagnosis and distinguish whether the tumour is malignant or benign. This involves examination of a small sample of the tissue in a laboratory.
If detected as a malignant tumour, treatment is necessary; treatment during early stages is most effective. Forms of treatment include chemotherapy, surgery, photoradiation and hyperthermia, amongst various others.
Signs and symptoms
When malignant cells form, symptoms do not typically appear until there has been a sign
Document 3:::
Metastasis is a pathogenic agent's spread from an initial or primary site to a different or secondary site within the host's body; the term is typically used when referring to metastasis by a cancerous tumor. The newly pathological sites, then, are metastases (mets). It is generally distinguished from cancer invasion, which is the direct extension and penetration by cancer cells into neighboring tissues.
Cancer occurs after cells are genetically altered to proliferate rapidly and indefinitely. This uncontrolled proliferation by mitosis produces a primary heterogeneic tumour. The cells which constitute the tumor eventually undergo metaplasia, followed by dysplasia then anaplasia, resulting in a malignant phenotype. This malignancy allows for invasion into the circulation, followed by invasion to a second site for tumorigenesis.
Some cancer cells known as circulating tumor cells acquire the ability to penetrate the walls of lymphatic or blood vessels, after which they are able to circulate through the bloodstream to other sites and tissues in the body. This process is known (respectively) as lymphatic or hematogenous spread. After the tumor cells come to rest at another site, they re-penetrate the vessel or walls and continue to multiply, eventually forming another clinically detectable tumor. This new tumor is known as a metastatic (or secondary) tumor. Metastasis is one of the hallmarks of cancer, distinguishing it from benign tumors. Most cancers can metastasize, although in varying degrees. Basal cell carcinoma for example rarely metastasizes.
When tumor cells metastasize, the new tumor is called a secondary or metastatic tumor, and its cells are similar to those in the original or primary tumor. This means that if breast cancer metastasizes to the lungs, the secondary tumor is made up of abnormal breast cells, not of abnormal lung cells. The tumor in the lung is then called metastatic breast cancer, not lung cancer. Metastasis is a key element in cancer sta
Document 4:::
A neoplasm () is a type of abnormal and excessive growth of tissue. The process that occurs to form or produce a neoplasm is called neoplasia. The growth of a neoplasm is uncoordinated with that of the normal surrounding tissue, and persists in growing abnormally, even if the original trigger is removed. This abnormal growth usually forms a mass, when it may be called a tumour or tumor.ICD-10 classifies neoplasms into four main groups: benign neoplasms, in situ neoplasms, malignant neoplasms, and neoplasms of uncertain or unknown behavior. Malignant neoplasms are also simply known as cancers and are the focus of oncology.
Prior to the abnormal growth of tissue, as neoplasia, cells often undergo an abnormal pattern of growth, such as metaplasia or dysplasia. However, metaplasia or dysplasia does not always progress to neoplasia and can occur in other conditions as well. The word neoplasm is from Ancient Greek 'new' and 'formation, creation'.
Types
A neoplasm can be benign, potentially malignant, or malignant (cancer).
Benign tumors include uterine fibroids, osteophytes and melanocytic nevi (skin moles). They are circumscribed and localized and do not transform into cancer.
Potentially-malignant neoplasms include carcinoma in situ. They are localised, do not invade and destroy but in time, may transform into a cancer.
Malignant neoplasms are commonly called cancer. They invade and destroy the surrounding tissue, may form metastases and, if untreated or unresponsive to treatment, will generally prove fatal.
Secondary neoplasm refers to any of a class of cancerous tumor that is either a metastatic offshoot of a primary tumor, or an apparently unrelated tumor that increases in frequency following certain cancer treatments such as chemotherapy or radiotherapy.
Rarely there can be a metastatic neoplasm with no known site of the primary cancer and this is classed as a cancer of unknown primary origin.
Clonality
Neoplastic tumors are often heterogeneous and con
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What disease occurs when cells in the breast grow out of control and form a tumor?
A. adult breast growth
B. breast cancer
C. muscular cyst
D. muscle cancer
Answer:
|
|
sciq-8355
|
multiple_choice
|
What term given to animals like reptiles is a synonym for ectothermic, which means that their heat comes from their environment?
|
[
"cold-blooded",
"thermal regulating",
"hot-blooded",
"warm-blooded"
] |
A
|
Relavent Documents:
Document 0:::
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
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:::
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 3:::
Herpetology (from Greek ἑρπετόν herpetón, meaning "reptile" or "creeping animal") is the branch of zoology concerned with the study of amphibians (including frogs, toads, salamanders, newts, and caecilians (gymnophiona)) and reptiles (including snakes, lizards, amphisbaenids, turtles, terrapins, tortoises, crocodilians, and tuataras). Birds, which are cladistically included within Reptilia, are traditionally excluded here; the scientific study of birds is the subject of ornithology.
The definition of herpetology can be more precisely stated as the study of ectothermic (cold-blooded) tetrapods. This definition "herps" (or sometimes "herptiles" or "herpetofauna") excludes fish, but it is not uncommon for herpetological and ichthyological scientific societies to collaborate. Examples include publishing joint journals and holding conferences to foster the exchange of ideas between the fields, as the American Society of Ichthyologists and Herpetologists does. Herpetological societies are formed to promote interest in reptiles and amphibians, both captive and wild.
Herpetological studies can offer benefits relevant to humanity-centric fields by researching of the role of amphibians and reptiles in global ecology. Examples: by monitoring amphibians that are very sensitive to environmental changes, herpetologists record visible warnings that significant changes in climate are taking place. Some toxins and venoms produced by reptiles and amphibians are useful in human medicine. Currently, some snake venom has been used to create anti-coagulants that work to treat strokes and heart attacks.
Naming and etymology
The word herpetology is from Greek: ἑρπετόν, herpetón, "creeping animal" and , -logia, "knowledge". People with an avid interest in herpetology and who keep different reptiles or amphibians often refer to themselves as "herpers".
"Herp" is a vernacular term for non-avian reptiles and amphibians. It is derived from the old term "herpetile", with roots back to Linnae
Document 4:::
A poikilotherm () is an animal (Greek poikilos – 'various, spotted', and therme – 'heat) whose internal temperature varies considerably. Poikilotherms have to survive and adapt to environmental stress. One of the most important stressors is temperature change, which can lead to alterations in membrane lipid order and can cause protein unfolding and denaturation at elevated temperatures. It is the opposite of a homeotherm, an animal which maintains thermal homeostasis. While the term in principle can apply to all organisms, it is generally only applied to animals, and mostly to vertebrates. Usually the fluctuations are consequence of variation in the ambient environmental temperature. Many terrestrial ectotherms are poikilothermic. However some ectotherms remain in temperature-constant environments to the point that they are actually able to maintain a constant internal temperature and are considered homeothermic. It is this distinction that often makes the term "poikilotherm" more useful than the vernacular "cold-blooded", which is sometimes used to refer to ectotherms more generally.
Poikilothermic animals include types of vertebrate animals, specifically some fish, amphibians, and reptiles, as well as many invertebrate animals. The naked mole-rat and sloth are some of the rare mammals which are poikilothermic.
Etymology
The term derives from Greek poikilos (), meaning "varied," ultimately from a root meaning "dappled" or “painted,” and thermos (), meaning "heat".
Physiology
Poikilotherm animals must be able to function over a wider range of temperatures than homeotherms. The speed of most chemical reactions vary with temperature, and in order to function poikilotherms may have four to ten enzyme systems that operate at different temperatures for an important chemical reaction. As a result, poikilotherms often have larger, more complex genomes than homeotherms in the same ecological niche. Frogs are a notable example of this effect, though their complex de
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What term given to animals like reptiles is a synonym for ectothermic, which means that their heat comes from their environment?
A. cold-blooded
B. thermal regulating
C. hot-blooded
D. warm-blooded
Answer:
|
|
sciq-9640
|
multiple_choice
|
The rate at which the body uses food energy to sustain life and to do different activities is called the what?
|
[
"metabolic rate",
"hormonal rate",
"life cycle",
"calorie rate"
] |
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:::
Basal metabolic rate (BMR) is the rate of energy expenditure per unit time by endothermic animals at rest. It is reported in energy units per unit time ranging from watt (joule/second) to ml O2/min or joule per hour per kg body mass J/(h·kg). Proper measurement requires a strict set of criteria to be met. These criteria include being in a physically and psychologically undisturbed state and being in a thermally neutral environment while in the post-absorptive state (i.e., not actively digesting food). In bradymetabolic animals, such as fish and reptiles, the equivalent term standard metabolic rate (SMR) applies. It follows the same criteria as BMR, but requires the documentation of the temperature at which the metabolic rate was measured. This makes BMR a variant of standard metabolic rate measurement that excludes the temperature data, a practice that has led to problems in defining "standard" rates of metabolism for many mammals.
Metabolism comprises the processes that the body needs to function. Basal metabolic rate is the amount of energy per unit of time that a person needs to keep the body functioning at rest. Some of those processes are breathing, blood circulation, controlling body temperature, cell growth, brain and nerve function, and contraction of muscles. Basal metabolic rate affects the rate that a person burns calories and ultimately whether that individual maintains, gains, or loses weight. The basal metabolic rate accounts for about 60 to 75% of the daily calorie expenditure by individuals. It is influenced by several factors. In humans, BMR typically declines by 1–2% per decade after age 20, mostly due to loss of fat-free mass, although the variability between individuals is high.
Description
The body's generation of heat is known as thermogenesis and it can be measured to determine the amount of energy expended. BMR generally decreases with age, and with the decrease in lean body mass (as may happen with aging). Increasing muscle mass has the ef
Document 2:::
The term human equivalent is used in a number of different contexts. This term can refer to human equivalents of various comparisons of animate and inanimate things.
Animal models in chemistry and medicine
Animal models are used to learn more about a disease, its diagnosis and its treatment, with animal models predicting human toxicity in up to 71% of cases. The human equivalent dose (HED) or human equivalent concentration (HEC) is the quantity of a chemical that, when administered to humans, produces an effect equal to that produced in test animals by a smaller dose. Calculating the HED is a step in carrying out a clinical trial of a pharmaceutical drug.
Human energy usage and conversion
The concept of human-equivalent energy (H-e) assists in understanding of energy flows in physical and biological systems by expressing energy units in human terms: it provides a “feel” for the use of a given amount of energy by expressing it in terms of the relative quantity of energy needed for human metabolism, assuming an average human energy expenditure of 12,500 kJ per day and a basal metabolic rate of 80 watts. A light bulb running at 100 watts is running at 1.25 human equivalents (100/80), i.e. 1.25 H-e. On the other hand, a human may generate as much as 1,000 watts for a task lasting a few minutes, or even more for a task of a few seconds' duration, while climbing a flight of stairs may represent work at a rate of about 200 watts.
Animal attributes expressed in terms of human equivalents
Cat and dog years
The ages of domestic cats and dogs are often referred to in terms of "cat years" or "dog years", representing a conversion to human-equivalent years. One formula for cat years is based on a cat reaching maturity in approximately 1 year, which could be seen as 16 in human terms, then adding about 4 years for every year the cat ages. A 5-year-old cat would then be (5 − 1) × 4 + 16 = 32 "cat years" (i.e. human-equivalent years), and a 10-year-old cat (10 − 1) × 4 + 16 =
Document 3:::
In biology, energy homeostasis, or the homeostatic control of energy balance, is a biological process that involves the coordinated homeostatic regulation of food intake (energy inflow) and energy expenditure (energy outflow). The human brain, particularly the hypothalamus, plays a central role in regulating energy homeostasis and generating the sense of hunger by integrating a number of biochemical signals that transmit information about energy balance. Fifty percent of the energy from glucose metabolism is immediately converted to heat.
Energy homeostasis is an important aspect of bioenergetics.
Definition
In the US, biological energy is expressed using the energy unit Calorie with a capital C (i.e. a kilocalorie), which equals the energy needed to increase the temperature of 1 kilogram of water by 1 °C (about 4.18 kJ).
Energy balance, through biosynthetic reactions, can be measured with the following equation:
Energy intake (from food and fluids) = Energy expended (through work and heat generated) + Change in stored energy (body fat and glycogen storage)
The first law of thermodynamics states that energy can be neither created nor destroyed. But energy can be converted from one form of energy to another. So, when a calorie of food energy is consumed, one of three particular effects occur within the body: a portion of that calorie may be stored as body fat, triglycerides, or glycogen, transferred to cells and converted to chemical energy in the form of adenosine triphosphate (ATP – a coenzyme) or related compounds, or dissipated as heat.
Energy
Intake
Energy intake is measured by the amount of calories consumed from food and fluids. Energy intake is modulated by hunger, which is primarily regulated by the hypothalamus, and choice, which is determined by the sets of brain structures that are responsible for stimulus control (i.e., operant conditioning and classical conditioning) and cognitive control of eating behavior. Hunger is regulated in part by the act
Document 4:::
Resting metabolic rate (RMR) is whole-body mammal (and other vertebrate) metabolism during a time period of strict and steady resting conditions that are defined by a combination of assumptions of physiological homeostasis and biological equilibrium. RMR differs from basal metabolic rate (BMR) because BMR measurements must meet total physiological equilibrium whereas RMR conditions of measurement can be altered and defined by the contextual limitations. Therefore, BMR is measured in the elusive "perfect" steady state, whereas RMR measurement is more accessible and thus, represents most, if not all measurements or estimates of daily energy expenditure.
Indirect calorimetry is the study or clinical use of the relationship between respirometry and bioenergetics, where the measurement of the rates of oxygen consumption, sometimes carbon dioxide production, and less often urea production is transformed to rates of energy expenditure, expressed as the ratio between i) energy and ii) the time frame of the measurement. For example, following analysis of oxygen consumption of a human subject, if 5.5 kilocalories of energy were estimated during a 5-minute measurement from a rested individual, then the resting metabolic rate equals = 1.1 kcal/min rate. Unlike some related measurements (e.g. METs), RMR itself is not referenced to body mass and has no bearing on the energy density of the metabolism.
A comprehensive treatment of confounding factors on BMR measurements is demonstrated as early as 1922 in Massachusetts by Engineering Professor Frank B Sanborn, wherein descriptions of the effects of food, posture, sleep, muscular activity, and emotion provide criteria for separating BMR from RMR.
Indirect calorimetry
Pre-computer technologies
In the 1780s for the French Academy of Sciences, Lavoisier, Laplace, and Seguin investigated and published relationships between direct calorimetry and respiratory gas exchanges from mammalian subjects. 100 years later in the 19th century
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The rate at which the body uses food energy to sustain life and to do different activities is called the what?
A. metabolic rate
B. hormonal rate
C. life cycle
D. calorie rate
Answer:
|
|
sciq-4990
|
multiple_choice
|
These types of cella support young, growing parts of a plant?
|
[
"pinworm cells",
"angular cells",
"collenchyma cells",
"epidermal cells"
] |
C
|
Relavent Documents:
Document 0:::
Transfer cells are specialized parenchyma cells that have an increased surface area, due to infoldings of the plasma membrane. They facilitate the transport of sugars from a sugar source, mainly mature leaves, to a sugar sink, often developing leaves or fruits. They are found in nectaries of flowers and some carnivorous plants.
Transfer cells are specially found in plants in the region of absorption or secretion of nutrients.
The term transfer cell was coined by Brian Gunning and John Stewart Pate. Their presence is generally correlated with the existence of extensive solute influxes across the plasma membrane.
Document 1:::
Plant stem cells
Plant stem cells are innately undifferentiated cells located in the meristems of plants. Plant stem cells serve as the origin of plant vitality, as they maintain themselves while providing a steady supply of precursor cells to form differentiated tissues and organs in plants. Two distinct areas of stem cells are recognised: the apical meristem and the lateral meristem.
Plant stem cells are characterized by two distinctive properties, which are: the ability to create all differentiated cell types and the ability to self-renew such that the number of stem cells is maintained. Plant stem cells never undergo aging process but immortally give rise to new specialized and unspecialized cells, and they have the potential to grow into any organ, tissue, or cell in the body. Thus they are totipotent cells equipped with regenerative powers that facilitate plant growth and production of new organs throughout lifetime.
Unlike animals, plants are immobile. As plants cannot escape from danger by taking motion, they need a special mechanism to withstand various and sometimes unforeseen environmental stress. Here, what empowers them to withstand harsh external influence and preserve life is stem cells. In fact, plants comprise the oldest and the largest living organisms on earth, including Bristlecone Pines in California, U.S. (4,842 years old), and the Giant Sequoia in mountainous regions of California, U.S. (87 meters in height and 2,000 tons in weight). This is possible because they have a modular body plan that enables them to survive substantial damage by initiating continuous and repetitive formation of new structures and organs such as leaves and flowers.
Plant stem cells are also characterized by their location in specialized structures called meristematic tissues, which are located in root apical meristem (RAM), shoot apical meristem (SAM), and vascular system ((pro)cambium or vascular meristem.)
Research and development
Traditionally, plant stem ce
Document 2:::
The ground tissue of plants includes all tissues that are neither dermal nor vascular. It can be divided into three types based on the nature of the cell walls. This tissue system is present between the dermal tissue and forms the main bulk of the plant body.
Parenchyma cells have thin primary walls and usually remain alive after they become mature. Parenchyma forms the "filler" tissue in the soft parts of plants, and is usually present in cortex, pericycle, pith, and medullary rays in primary stem and root.
Collenchyma cells have thin primary walls with some areas of secondary thickening. Collenchyma provides extra mechanical and structural support, particularly in regions of new growth.
Sclerenchyma cells have thick lignified secondary walls and often die when mature. Sclerenchyma provides the main structural support to a plant.
Parenchyma
Parenchyma is a versatile ground tissue that generally constitutes the "filler" tissue in soft parts of plants. It forms, among other things, the cortex (outer region) and pith (central region) of stems, the cortex of roots, the mesophyll of leaves, the pulp of fruits, and the endosperm of seeds. Parenchyma cells are often living cells and may remain meristematic, meaning that they are capable of cell division if stimulated. They have thin and flexible cellulose cell walls and are generally polyhedral when close-packed, but can be roughly spherical when isolated from their neighbors. Parenchyma cells are generally large. They have large central vacuoles, which allow the cells to store and regulate ions, waste products, and water. Tissue specialised for food storage is commonly formed of parenchyma cells.
Parenchyma cells have a variety of functions:
In leaves, they form two layers of mesophyll cells immediately beneath the epidermis of the leaf, that are responsible for photosynthesis and the exchange of gases. These layers are called the palisade parenchyma and spongy mesophyll. Palisade parenchyma cells can be either cu
Document 3:::
A stem is one of two main structural axes of a vascular plant, the other being the root. It supports leaves, flowers and fruits, transports water and dissolved substances between the roots and the shoots in the xylem and phloem, photosynthesis takes place here, stores nutrients, and produces new living tissue. The stem can also be called halm or haulm or culms.
The stem is normally divided into nodes and internodes:
The nodes are the points of attachment for leaves and can hold one or more leaves. There are sometimes axillary buds between the stem and leaf which can grow into branches (with leaves, conifer cones, or flowers). Adventitious roots may also be produced from the nodes. Vines may produce tendrils from nodes.
The internodes distance one node from another.
The term "shoots" is often confused with "stems"; "shoots" generally refers to new fresh plant growth, including both stems and other structures like leaves or flowers.
In most plants, stems are located above the soil surface, but some plants have underground stems.
Stems have several main functions:
Support for and the elevation of leaves, flowers, and fruits. The stems keep the leaves in the light and provide a place for the plant to keep its flowers and fruits.
Transport of fluids between the roots and the shoots in the xylem and phloem.
Storage of nutrients.
Production of new living tissue. The normal lifespan of plant cells is one to three years. Stems have cells called meristems that annually generate new living tissue.
Photosynthesis.
Stems have two pipe-like tissues called xylem and phloem. The xylem tissue arises from the cell facing inside and transports water by the action of transpiration pull, capillary action, and root pressure. The phloem tissue arises from the cell facing outside and consists of sieve tubes and their companion cells. The function of phloem tissue is to distribute food from photosynthetic tissue to other tissues. The two tissues are separated by cambium, a tis
Document 4:::
Primary growth in plants is growth that takes place from the tips of roots or shoots. It leads to lengthening of roots and stems and sets the stage for organ formation. It is distinguished from secondary growth that leads to widening. Plant growth takes place in well defined plant locations. Specifically, the cell division and differentiation needed for growth occurs in specialized structures called meristems. These consist of undifferentiated cells (meristematic cells) capable of cell division. Cells in the meristem can develop into all the other tissues and organs that occur in plants. These cells continue to divide until they differentiate and then lose the ability to divide. Thus, the meristems produce all the cells used for plant growth and function.
At the tip of each stem and root, an apical meristem adds cells to their length, resulting in the elongation of both. Examples of primary growth are the rapid lengthening growth of seedlings after they emerge from the soil and the penetration of roots deep into the soil. Furthermore, all plant organs arise ultimately from cell divisions in the apical meristems, followed by cell expansion and differentiation.
In contrast, a growth process that involves thickening of stems takes place within lateral meristems that are located throughout the length of the stems. The lateral meristems of larger plants also extend into the roots. This thickening is secondary growth and is needed to give mechanical support and stability to the plant.
The functions of a plant's growing tips – its apical (or primary) meristems – include: lengthening through cell division and elongation; organising the development of leaves along the stem; creating platforms for the eventual development of branches along the stem; laying the groundwork for organ formation by providing a stock of undifferentiated or incompletely differentiated cells that later develop into fully differentiated cells, thereby ultimately allowing the "spatial deployment
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
These types of cella support young, growing parts of a plant?
A. pinworm cells
B. angular cells
C. collenchyma cells
D. epidermal cells
Answer:
|
|
sciq-7731
|
multiple_choice
|
The study of how organisms develop is known as?
|
[
"physics",
"botany",
"embryology",
"ethology"
] |
C
|
Relavent Documents:
Document 0:::
This list of life sciences comprises the branches of science that involve the scientific study of life – such as microorganisms, plants, and animals including human beings. This science is one of the two major branches of natural science, the other being physical science, which is concerned with non-living matter. Biology is the overall natural science that studies life, with the other life sciences as its sub-disciplines.
Some life sciences focus on a specific type of organism. For example, zoology is the study of animals, while botany is the study of plants. Other life sciences focus on aspects common to all or many life forms, such as anatomy and genetics. Some focus on the micro-scale (e.g. molecular biology, biochemistry) other on larger scales (e.g. cytology, immunology, ethology, pharmacy, ecology). Another major branch of life sciences involves understanding the mindneuroscience. Life sciences discoveries are helpful in improving the quality and standard of life and have applications in health, agriculture, medicine, and the pharmaceutical and food science industries. For example, it has provided information on certain diseases which has overall aided in the understanding of human health.
Basic life science branches
Biology – scientific study of life
Anatomy – study of form and function, in plants, animals, and other organisms, or specifically in humans
Astrobiology – the study of the formation and presence of life in the universe
Bacteriology – study of bacteria
Biotechnology – study of combination of both the living organism and technology
Biochemistry – study of the chemical reactions required for life to exist and function, usually a focus on the cellular level
Bioinformatics – developing of methods or software tools for storing, retrieving, organizing and analyzing biological data to generate useful biological knowledge
Biolinguistics – the study of the biology and evolution of language.
Biological anthropology – the study of humans, non-hum
Document 1:::
The following outline is provided as an overview of and topical guide to biophysics:
Biophysics – interdisciplinary science that uses the methods of physics to study biological systems.
Nature of biophysics
Biophysics is
An academic discipline – branch of knowledge that is taught and researched at the college or university level. Disciplines are defined (in part), and recognized by the academic journals in which research is published, and the learned societies and academic departments or faculties to which their practitioners belong.
A scientific field (a branch of science) – widely recognized category of specialized expertise within science, and typically embodies its own terminology and nomenclature. Such a field will usually be represented by one or more scientific journals, where peer-reviewed research is published.
A natural science – one that seeks to elucidate the rules that govern the natural world using empirical and scientific methods.
A biological science – concerned with the study of living organisms, including their structure, function, growth, evolution, distribution, and taxonomy.
A branch of physics – concerned with the study of matter and its motion through space and time, along with related concepts such as energy and force.
An interdisciplinary field – field of science that overlaps with other sciences
Scope of biophysics research
Biomolecular scale
Biomolecule
Biomolecular structure
Organismal scale
Animal locomotion
Biomechanics
Biomineralization
Motility
Environmental scale
Biophysical environment
Biophysics research overlaps with
Agrophysics
Biochemistry
Biophysical chemistry
Bioengineering
Biogeophysics
Nanotechnology
Systems biology
Branches of biophysics
Astrobiophysics – field of intersection between astrophysics and biophysics concerned with the influence of the astrophysical phenomena upon life on planet Earth or some other planet in general.
Medical biophysics – interdisciplinary field that applies me
Document 2:::
Animal science is described as "studying the biology of animals that are under the control of humankind". It can also be described as the production and management of farm animals. Historically, the degree was called animal husbandry and the animals studied were livestock species, like cattle, sheep, pigs, poultry, and horses. Today, courses available look at a broader area, including companion animals, like dogs and cats, and many exotic species. Degrees in Animal Science are offered at a number of colleges and universities. Animal science degrees are often offered at land-grant universities, which will often have on-campus farms to give students hands-on experience with livestock animals.
Education
Professional education in animal science prepares students for careers in areas such as animal breeding, food and fiber production, nutrition, animal agribusiness, animal behavior, and welfare. Courses in a typical Animal Science program may include genetics, microbiology, animal behavior, nutrition, physiology, and reproduction. Courses in support areas, such as genetics, soils, agricultural economics and marketing, legal aspects, and the environment also are offered.
Bachelor degree
At many universities, a Bachelor of Science (BS) degree in Animal Science allows emphasis in certain areas. Typical areas are species-specific or career-specific. Species-specific areas of emphasis prepare students for a career in dairy management, beef management, swine management, sheep or small ruminant management, poultry production, or the horse industry. Other career-specific areas of study include pre-veterinary medicine studies, livestock business and marketing, animal welfare and behavior, animal nutrition science, animal reproduction science, or genetics. Youth programs are also an important part of animal science programs.
Pre-veterinary emphasis
Many schools that offer a degree option in Animal Science also offer a pre-veterinary emphasis such as Iowa State University, th
Document 3:::
Several universities have designed interdisciplinary courses with a focus on human biology at the undergraduate level. There is a wide variation in emphasis ranging from business, social studies, public policy, healthcare and pharmaceutical research.
Americas
Human Biology major at Stanford University, Palo Alto (since 1970)
Stanford's Human Biology Program is an undergraduate major; it integrates the natural and social sciences in the study of human beings. It is interdisciplinary and policy-oriented and was founded in 1970 by a group of Stanford faculty (Professors Dornbusch, Ehrlich, Hamburg, Hastorf, Kennedy, Kretchmer, Lederberg, and Pittendrigh). It is a very popular major and alumni have gone to post-graduate education, medical school, law, business and government.
Human and Social Biology (Caribbean)
Human and Social Biology is a Level 4 & 5 subject in the secondary and post-secondary schools in the Caribbean and is optional for the Caribbean Secondary Education Certification (CSEC) which is equivalent to Ordinary Level (O-Level) under the British school system. The syllabus centers on structure and functioning (anatomy, physiology, biochemistry) of human body and the relevance to human health with Caribbean-specific experience. The syllabus is organized under five main sections: Living organisms and the environment, life processes, heredity and variation, disease and its impact on humans, the impact of human activities on the environment.
Human Biology Program at University of Toronto
The University of Toronto offers an undergraduate program in Human Biology that is jointly offered by the Faculty of Arts & Science and the Faculty of Medicine. The program offers several major and specialist options in: human biology, neuroscience, health & disease, global health, and fundamental genetics and its applications.
Asia
BSc (Honours) Human Biology at All India Institute of Medical Sciences, New Delhi (1980–2002)
BSc (honours) Human Biology at AIIMS (New
Document 4:::
A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field.
Overview
The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion.
With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies.
Example programs
The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University.
A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The study of how organisms develop is known as?
A. physics
B. botany
C. embryology
D. ethology
Answer:
|
|
sciq-1881
|
multiple_choice
|
What is the difference in voltage across a resistor or other electrical devices called?
|
[
"power drop",
"falling voltage",
"volt effect",
"voltage drop"
] |
D
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
In electronics, a voltage divider (also known as a potential divider) is a passive linear circuit that produces an output voltage (Vout) that is a fraction of its input voltage (Vin). Voltage division is the result of distributing the input voltage among the components of the divider. A simple example of a voltage divider is two resistors connected in series, with the input voltage applied across the resistor pair and the output voltage emerging from the connection between them.
Resistor voltage dividers are commonly used to create reference voltages, or to reduce the magnitude of a voltage so it can be measured, and may also be used as signal attenuators at low frequencies. For direct current and relatively low frequencies, a voltage divider may be sufficiently accurate if made only of resistors; where frequency response over a wide range is required (such as in an oscilloscope probe), a voltage divider may have capacitive elements added to compensate load capacitance. In electric power transmission, a capacitive voltage divider is used for measurement of high voltage.
General case
A voltage divider referenced to ground is created by connecting two electrical impedances in series, as shown in Figure 1. The input voltage is applied across the series impedances Z1 and Z2 and the output is the voltage across Z2.
Z1 and Z2 may be composed of any combination of elements such as resistors, inductors and capacitors.
If the current in the output wire is zero then the relationship between the input voltage, Vin, and the output voltage, Vout, is:
Proof (using Ohm's law):
The transfer function (also known as the divider's voltage ratio) of this circuit is:
In general this transfer function is a complex, rational function of frequency.
Examples
Resistive divider
A resistive divider is the case where both impedances, Z1 and Z2, are purely resistive (Figure 2).
Substituting Z1 = R1 and Z2 = R2 into the previous expression gives:
If R1 = R2 then
If Vout = 6 V and V
Document 2:::
A voltage ladder is a simple electronic circuit consisting of several resistors connected in series with a voltage placed across the entire resistor network, a generalisation of a two-resistor voltage divider. Connections to the nodes provide access to the voltages available. Voltage ladders are useful for providing a set of successive voltage references, for instance for a flash analog-to-digital converter.
Operation
A voltage drop occurs across each resistor in the network causing each successive "rung" of the ladder (each node of the circuit) to have a higher voltage than the previous one.
Since the ladder is a series circuit, the current is the same throughout, and is given by the total voltage divided by the total series resistance (V/Req). The voltage drop across any one resistor is I×Rn, where I is the current calculated above, and Rn is the resistance of the resistor in question. The voltage referenced to ground at any node is simply the sum of the voltages dropped by each resistor between that node and ground.
Alternatively node voltages can be calculated using voltage division: the voltage drop across any resistor is V×Rn/Req where V is the total voltage, Req is the total (equivalent) resistance, and Rn is the resistance of the resistor in question. The voltage of a node referenced to ground is the sum of the drops across all the resistors, but it's now easier to consider all these resistors as a single equivalent resistance RT, which is simply the sum of all the resistances between the node and ground, so the node voltage is given by V×RT/Req.
Document 3:::
In electrical engineering, electrical terms are associated into pairs called duals. A dual of a relationship is formed by interchanging voltage and current in an expression. The dual expression thus produced is of the same form, and the reason that the dual is always a valid statement can be traced to the duality of electricity and magnetism.
Here is a partial list of electrical dualities:
voltage – current
parallel – serial (circuits)
resistance – conductance
voltage division – current division
impedance – admittance
capacitance – inductance
reactance – susceptance
short circuit – open circuit
Kirchhoff's current law – Kirchhoff's voltage law.
Thévenin's theorem – Norton's theorem
History
The use of duality in circuit theory is due to Alexander Russell who published his ideas in 1904.
Examples
Constitutive relations
Resistor and conductor (Ohm's law)
Capacitor and inductor – differential form
Capacitor and inductor – integral form
Voltage division — current division
Impedance and admittance
Resistor and conductor
Capacitor and inductor
See also
Duality (electricity and magnetism)
Duality (mechanical engineering)
Dual impedance
Dual graph
Mechanical–electrical analogies
List of dualities
Document 4:::
A voltage converter is an electric power converter which changes the voltage of an electrical power source. It may be combined with other components to create a power supply.
AC and DC
AC voltage conversion uses a transformer. Conversion from one DC voltage to another requires electronic circuitry (electromechanical equipment was required before the development of semiconductor electronics), like a DC-DC converter. Mains power (called household current in the US) is universally AC.
Practical voltage converters
Mains converters
A common use of the voltage converter is for a device that allows appliances made for the mains voltage of one geographical region to operate in an area with different voltage. Such a device may be called a voltage converter, power converter, travel adapter, etc. Most single phase alternating-current electrical outlets in the world supply power at 210–240 V or at 100–120 V. A transformer or autotransformer can be used; (auto)transformers are inherently reversible, so the same transformer can be used to step the voltage up, or step it down by the same ratio. Lighter and smaller devices can be made using electronic circuitry; reducing the voltage electronically is simpler and cheaper than increasing it. Small, inexpensive, travel adapters suitable for low-power devices such as electric shavers, but not, say, hairdryers, are available; travel adapters usually include plug-end adapters for the different standards used in different countries. A transformer would be used for higher power.
Transformers do not change the frequency of electricity; in many regions with 100–120 V, electricity is supplied at 60 Hz, and 210–240 V regions tend to use 50 Hz. This may affect operation of devices which depend on mains frequency (some audio turntables and mains-only electric clocks, etc., although modern equipment is less likely to depend upon mains frequency). Equipment with high-powered motors or internal transformers designed to operate at 60 Hz may over
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the difference in voltage across a resistor or other electrical devices called?
A. power drop
B. falling voltage
C. volt effect
D. voltage drop
Answer:
|
|
sciq-10544
|
multiple_choice
|
What process, which results because of great pressure at the center of a star, causes stars to shine?
|
[
"gravitational pull",
"nuclear fusion",
"electric fusion",
"energy fusion"
] |
B
|
Relavent Documents:
Document 0:::
Stellar explosion can refer to:
Nova
Kilonova
Micronova
Supernova
Type Ia supernova
Type Ib and Ic supernovae
Type II supernova
Superluminous supernova
Pair-instability supernova
Hypernova
Supernova impostor, stellar explosions that appear similar to supernova, but do not destroy their progenitor stars
Failed supernova
Luminous red nova, an explosion thought to be caused by stellar collision
Solar flares are a minor type of stellar explosion
Tidal disruption event, the pulling apart of a star by tidal forces
Document 1:::
The Blandford–Znajek process is a mechanism for the extraction of energy from a rotating black hole, introduced by Roger Blandford and Roman Znajek in 1977. This mechanism is the most preferred description of how astrophysical jets are formed around spinning supermassive black holes. This is one of the mechanisms that power quasars, or rapidly accreting supermassive black holes. Generally speaking, it was demonstrated that the power output of the accretion disk is significantly larger than the power output extracted directly from the hole, through its ergosphere. Hence, the presence (or not) of a poloidal magnetic field around the black hole is not determinant in its overall power output. It was also suggested that the mechanism plays a crucial role as a central engine for a gamma-ray burst.
Physics of the mechanism
As in the Penrose process, the ergosphere plays an important role in the Blandford–Znajek process. In order to extract energy and angular momentum from the black hole, the electromagnetic field around the hole must be modified by magnetospheric currents. In order to drive such currents, the electric field needs to not be screened, and consequently the vacuum field created within the ergosphere by distant sources must have an unscreened component. The most favored way to provide this is an e± pair cascade in a strong electric and radiation field. As the ergosphere causes the magnetosphere inside it to rotate, the outgoing flux of angular momentum results in extraction of energy from the black hole.
The Blandford–Znajek process requires an accretion disc with a strong poloidal magnetic field around a spinning black hole. The magnetic field extracts spin energy, and the power can be estimated as the energy density at the speed of light cylinder times area:
where B is the magnetic field strength, is the Schwarzschild radius, and ω is the angular velocity.
See also
Penrose process, another mechanism to extract energy from a black hole
Hawking radia
Document 2:::
The asymptotic giant branch (AGB) is a region of the Hertzsprung–Russell diagram populated by evolved cool luminous stars. This is a period of stellar evolution undertaken by all low- to intermediate-mass stars (about 0.5 to 8 solar masses) late in their lives.
Observationally, an asymptotic-giant-branch star will appear as a bright red giant with a luminosity ranging up to thousands of times greater than the Sun. Its interior structure is characterized by a central and largely inert core of carbon and oxygen, a shell where helium is undergoing fusion to form carbon (known as helium burning), another shell where hydrogen is undergoing fusion forming helium (known as hydrogen burning), and a very large envelope of material of composition similar to main-sequence stars (except in the case of carbon stars).
Stellar evolution
When a star exhausts the supply of hydrogen by nuclear fusion processes in its core, the core contracts and its temperature increases, causing the outer layers of the star to expand and cool. The star becomes a red giant, following a track towards the upper-right hand corner of the HR diagram. Eventually, once the temperature in the core has reached approximately , helium burning (fusion of helium nuclei) begins. The onset of helium burning in the core halts the star's cooling and increase in luminosity, and the star instead moves down and leftwards in the HR diagram. This is the horizontal branch (for population II stars) or a blue loop for stars more massive than about .
After the completion of helium burning in the core, the star again moves to the right and upwards on the diagram, cooling and expanding as its luminosity increases. Its path is almost aligned with its previous red-giant track, hence the name asymptotic giant branch, although the star will become more luminous on the AGB than it did at the tip of the red-giant branch. Stars at this stage of stellar evolution are known as AGB stars.
AGB stage
The AGB phase is divided into tw
Document 3:::
In the Chandrasekhar–Eddington dispute of the early 20th century, English astronomer Arthur Eddington and the Indian astronomer Subrahmanyan Chandrasekhar disagreed over the correct theory to describe the final stages of a star's lifecycle. During the dispute, Chandrasekhar was at the beginning of his career and Eddington was a renowned physicist of the time. Chandrasekhar had proposed a limit, now known as Chandrasekhar limit, indicating a maximum limit for the mass of a star. In a series of conferences and encounters Eddington advocated for an alternative theory and openly criticized and made fun of Chandrasekhar's models.
Chandrasekhar's theories ended up being successful in astronomy; he would receive the Nobel Prize in Physics in 1983, for his stellar models. Chandrasekhar's limit became a supporting theoretical evidence for the existence of black holes.
Background
Arthur Eddington became a very famous and established scientist for the 1919 Eddington experiment, in which he demonstrated Albert Einstein's general relativity by measuring the deviation of light by the sun during an eclipse in Príncipe island in Africa.
In the early 1920s, three candidates for white dwarfs were known. These stars were suggested to appear at the end of the star life cycle when the stars collapse under their own weight. The remaining material forms a star in a very dense state. One of the three white dwarfs, Sirius B, a companion to Sirius, was discovered by Walter Sydney Adams after a suggestion by Arthur Eddington to use the relativistic Doppler effect as predicted by special relativity. In 1926, Eddington pointed out a problem with the models at the time which considered such dense matter as the lowest energy state. Eddington suggested that it could not be the case as stars radiate and cool down. Ralph H. Fowler solved this issue by considering that the white dwarf is held for collapsing further due to electron degeneracy pressure.
In 1929, by suggestion James Jeans stella
Document 4:::
Radiative levitation is the name given to a phenomenon that causes the spectroscopically-derived abundance of heavy elements in the photospheres of hot stars to be very much higher than solar abundance or than the expected bulk abundance; for example, the spectrum of the star Feige 86 has gold and platinum abundances three to ten thousand times higher than solar norms.
The mechanism is that heavier elements have large photon absorption cross-sections when partially ionized (see opacity), so efficiently absorb photons from the radiation coming from the core of the star, and some of the energy of the photons gets converted to outward momentum, effectively 'kicking' the heavy atom towards the photosphere. The effect is strong enough that very hot white dwarfs are significantly less bright in the EUV and X-ray bands than would be expected from a black-body model.
The countervailing process is gravitational settling, where, in very high gravitational fields, the effects of diffusion even in a hot atmosphere are cancelled out to the point that the heavier elements will sink unobservably to the bottom and lighter elements settle on the top.
See also
Chemically peculiar star
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What process, which results because of great pressure at the center of a star, causes stars to shine?
A. gravitational pull
B. nuclear fusion
C. electric fusion
D. energy fusion
Answer:
|
|
sciq-4293
|
multiple_choice
|
Alkynes are what type of compound?
|
[
"proteins hydrocarbons",
"reversible hydrocarbons",
"unsaturated hydrocarbons",
"Split Hydrocarbons"
] |
C
|
Relavent Documents:
Document 0:::
A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field.
Overview
The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion.
With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies.
Example programs
The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University.
A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes
Document 1:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 2:::
GRE Subject Biochemistry, Cell and Molecular Biology was a standardized exam provided by ETS (Educational Testing Service) that was discontinued in December 2016. It is a paper-based exam and there are no computer-based versions of it. ETS places this exam three times per year: once in April, once in October and once in November. Some graduate programs in the United States recommend taking this exam, while others require this exam score as a part of the application to their graduate programs. ETS sends a bulletin with a sample practice test to each candidate after registration for the exam. There are 180 questions within the biochemistry subject test.
Scores are scaled and then reported as a number between 200 and 990; however, in recent versions of the test, the maximum and minimum reported scores have been 760 (corresponding to the 99 percentile) and 320 (1 percentile) respectively. The mean score for all test takers from July, 2009, to July, 2012, was 526 with a standard deviation of 95.
After learning that test content from editions of the GRE® Biochemistry, Cell and Molecular Biology (BCM) Test has been compromised in Israel, ETS made the decision not to administer this test worldwide in 2016–17.
Content specification
Since many students who apply to graduate programs in biochemistry do so during the first half of their fourth year, the scope of most questions is largely that of the first three years of a standard American undergraduate biochemistry curriculum. A sampling of test item content is given below:
Biochemistry (36%)
A Chemical and Physical Foundations
Thermodynamics and kinetics
Redox states
Water, pH, acid-base reactions and buffers
Solutions and equilibria
Solute-solvent interactions
Chemical interactions and bonding
Chemical reaction mechanisms
B Structural Biology: Structure, Assembly, Organization and Dynamics
Small molecules
Macromolecules (e.g., nucleic acids, polysaccharides, proteins and complex lipids)
Supramolecular complexes (e.g.
Document 3:::
Computer science and engineering (CSE) is an academic program at many universities which comprises computer science classes (e.g. data structures and algorithms) and computer engineering classes (e.g computer architecture). There is no clear division in computing between science and engineering, just like in the field of materials science and engineering. CSE is also a term often used in Europe to translate the name of engineering informatics academic programs. It is offered in both undergraduate as well postgraduate with specializations.
Academic courses
Academic programs vary between colleges, but typically include a combination of topics in computer science, computer engineering, and electrical engineering. Undergraduate courses usually include programming, algorithms and data structures, computer architecture, operating systems, computer networks, parallel computing, embedded systems, algorithms design, circuit analysis and electronics, digital logic and processor design, computer graphics, scientific computing, software engineering, database systems, digital signal processing, virtualization, computer simulations and games programming. CSE programs also include core subjects of theoretical computer science such as theory of computation, numerical methods, machine learning, programming theory and paradigms. Modern academic programs also cover emerging computing fields like image processing, data science, robotics, bio-inspired computing, computational biology, autonomic computing and artificial intelligence. Most CSE programs require introductory mathematical knowledge, hence the first year of study is dominated by mathematical courses, primarily discrete mathematics, mathematical analysis, linear algebra, probability, and statistics, as well as the basics of electrical and electronic engineering, physics, and electromagnetism.
Example universities with CSE majors and departments
APJ Abdul Kalam Technological University
American International University-B
Document 4:::
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.
Alkynes are what type of compound?
A. proteins hydrocarbons
B. reversible hydrocarbons
C. unsaturated hydrocarbons
D. Split Hydrocarbons
Answer:
|
|
scienceQA-8668
|
multiple_choice
|
Which of the following organisms is the omnivore in this food web?
|
[
"silver maple",
"beaver",
"gray fox",
"pine vole"
] |
D
|
Omnivores are consumers that eat both producers and other consumers. So, an omnivore has arrows pointing to it from at least one producer and at least one consumer.
The pine vole has an arrow pointing to it from the persimmon tree, which is a producer. The pine vole also has an arrow pointing to it from the swallowtail caterpillar, which is a consumer. The pine vole eats a producer and a consumer, so it is an omnivore.
The black bear has an arrow pointing to it from the persimmon tree, which is a producer. The black bear also has arrows pointing to it from the swallowtail caterpillar and the beaver, which are consumers. The black bear eats a producer and consumers, so it is an omnivore.
The beaver has only one arrow pointing to it. This arrow starts from the silver maple, which is a producer. So, the beaver is a consumer but not an omnivore.
The silver maple does not have any arrows pointing to it. So, the silver maple is not an omnivore.
The gray fox has two arrows pointing to it. These arrows start from the swallowtail caterpillar and the pine vole, which are both consumers. So, the gray fox is a consumer but not an omnivore.
|
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:::
An omnivore () is an animal that has the ability to eat and survive on both plant and animal matter. Obtaining energy and nutrients from plant and animal matter, omnivores digest carbohydrates, protein, fat, and fiber, and metabolize the nutrients and energy of the sources absorbed. Often, they have the ability to incorporate food sources such as algae, fungi, and bacteria into their diet.
Omnivores come from diverse backgrounds that often independently evolved sophisticated consumption capabilities. For instance, dogs evolved from primarily carnivorous organisms (Carnivora) while pigs evolved from primarily herbivorous organisms (Artiodactyla). Despite this, physical characteristics such as tooth morphology may be reliable indicators of diet in mammals, with such morphological adaptation having been observed in bears.
The variety of different animals that are classified as omnivores can be placed into further sub-categories depending on their feeding behaviors. Frugivores include cassowaries, orangutans and grey parrots; insectivores include swallows and pink fairy armadillos; granivores include large ground finches and mice.
All of these animals are omnivores, yet still fall into special niches in terms of feeding behavior and preferred foods. Being omnivores gives these animals more food security in stressful times or makes possible living in less consistent environments.
Etymology and definitions
The word omnivore derives from Latin omnis 'all' and vora, from vorare 'to eat or devour', having been coined by the French and later adopted by the English in the 1800s. Traditionally the definition for omnivory was entirely behavioral by means of simply "including both animal and vegetable tissue in the diet." In more recent times, with the advent of advanced technological capabilities in fields like gastroenterology, biologists have formulated a standardized variation of omnivore used for labeling a species' actual ability to obtain energy and nutrients from ma
Document 2:::
The trophic level of an organism is the position it occupies in a food web. A food chain is a succession of organisms that eat other organisms and may, in turn, be eaten themselves. The trophic level of an organism is the number of steps it is from the start of the chain. A food web starts at trophic level 1 with primary producers such as plants, can move to herbivores at level 2, carnivores at level 3 or higher, and typically finish with apex predators at level 4 or 5. The path along the chain can form either a one-way flow or a food "web". Ecological communities with higher biodiversity form more complex trophic paths.
The word trophic derives from the Greek τροφή (trophē) referring to food or nourishment.
History
The concept of trophic level was developed by Raymond Lindeman (1942), based on the terminology of August Thienemann (1926): "producers", "consumers", and "reducers" (modified to "decomposers" by Lindeman).
Overview
The three basic ways in which organisms get food are as producers, consumers, and decomposers.
Producers (autotrophs) are typically plants or algae. Plants and algae do not usually eat other organisms, but pull nutrients from the soil or the ocean and manufacture their own food using photosynthesis. For this reason, they are called primary producers. In this way, it is energy from the sun that usually powers the base of the food chain. An exception occurs in deep-sea hydrothermal ecosystems, where there is no sunlight. Here primary producers manufacture food through a process called chemosynthesis.
Consumers (heterotrophs) are species that cannot manufacture their own food and need to consume other organisms. Animals that eat primary producers (like plants) are called herbivores. Animals that eat other animals are called carnivores, and animals that eat both plants and other animals are called omnivores.
Decomposers (detritivores) break down dead plant and animal material and wastes and release it again as energy and nutrients into
Document 3:::
Predation is a biological interaction where one organism, the predator, kills and eats another organism, its prey. It is one of a family of common feeding behaviours that includes parasitism and micropredation (which usually do not kill the host) and parasitoidism (which always does, eventually). It is distinct from scavenging on dead prey, though many predators also scavenge; it overlaps with herbivory, as seed predators and destructive frugivores are predators.
Predators may actively search for or pursue prey or wait for it, often concealed. When prey is detected, the predator assesses whether to attack it. This may involve ambush or pursuit predation, sometimes after stalking the prey. If the attack is successful, the predator kills the prey, removes any inedible parts like the shell or spines, and eats it.
Predators are adapted and often highly specialized for hunting, with acute senses such as vision, hearing, or smell. Many predatory animals, both vertebrate and invertebrate, have sharp claws or jaws to grip, kill, and cut up their prey. Other adaptations include stealth and aggressive mimicry that improve hunting efficiency.
Predation has a powerful selective effect on prey, and the prey develop antipredator adaptations such as warning coloration, alarm calls and other signals, camouflage, mimicry of well-defended species, and defensive spines and chemicals. Sometimes predator and prey find themselves in an evolutionary arms race, a cycle of adaptations and counter-adaptations. Predation has been a major driver of evolution since at least the Cambrian period.
Definition
At the most basic level, predators kill and eat other organisms. However, the concept of predation is broad, defined differently in different contexts, and includes a wide variety of feeding methods; and some relationships that result in the prey's death are not generally called predation. A parasitoid, such as an ichneumon wasp, lays its eggs in or on its host; the eggs hatch into larvae
Document 4:::
A herbivore is an animal anatomically and physiologically adapted to eating plant material, for example foliage or marine algae, for the main component of its diet. As a result of their plant diet, herbivorous animals typically have mouthparts adapted to rasping or grinding. Horses and other herbivores have wide flat teeth that are adapted to grinding grass, tree bark, and other tough plant material.
A large percentage of herbivores have mutualistic gut flora that help them digest plant matter, which is more difficult to digest than animal prey. This flora is made up of cellulose-digesting protozoans or bacteria.
Etymology
Herbivore is the anglicized form of a modern Latin coinage, herbivora, cited in Charles Lyell's 1830 Principles of Geology. Richard Owen employed the anglicized term in an 1854 work on fossil teeth and skeletons. Herbivora is derived from Latin herba 'small plant, herb' and vora, from vorare 'to eat, devour'.
Definition and related terms
Herbivory is a form of consumption in which an organism principally eats autotrophs such as plants, algae and photosynthesizing bacteria. More generally, organisms that feed on autotrophs in general are known as primary consumers.
Herbivory is usually limited to animals that eat plants. Insect herbivory can cause a variety of physical and metabolic alterations in the way the host plant interacts with itself and other surrounding biotic factors. Fungi, bacteria, and protists that feed on living plants are usually termed plant pathogens (plant diseases), while fungi and microbes that feed on dead plants are described as saprotrophs. Flowering plants that obtain nutrition from other living plants are usually termed parasitic plants. There is, however, no single exclusive and definitive ecological classification of consumption patterns; each textbook has its own variations on the theme.
Evolution of herbivory
The understanding of herbivory in geological time comes from three sources: fossilized plants, which may
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which of the following organisms is the omnivore in this food web?
A. silver maple
B. beaver
C. gray fox
D. pine vole
Answer:
|
sciq-2192
|
multiple_choice
|
What is broken during catabolic reactions, such as the breakdown of complex carbohydrates into simple sugars?
|
[
"ions",
"metals",
"bonds",
"forms"
] |
C
|
Relavent Documents:
Document 0:::
In molecular biology, biosynthesis is a multi-step, enzyme-catalyzed process where substrates are converted into more complex products in living organisms. In biosynthesis, simple compounds are modified, converted into other compounds, or joined to form macromolecules. This process often consists of metabolic pathways. Some of these biosynthetic pathways are located within a single cellular organelle, while others involve enzymes that are located within multiple cellular organelles. Examples of these biosynthetic pathways include the production of lipid membrane components and nucleotides. Biosynthesis is usually synonymous with anabolism.
The prerequisite elements for biosynthesis include: precursor compounds, chemical energy (e.g. ATP), and catalytic enzymes which may need coenzymes (e.g. NADH, NADPH). These elements create monomers, the building blocks for macromolecules. Some important biological macromolecules include: proteins, which are composed of amino acid monomers joined via peptide bonds, and DNA molecules, which are composed of nucleotides joined via phosphodiester bonds.
Properties of chemical reactions
Biosynthesis occurs due to a series of chemical reactions. For these reactions to take place, the following elements are necessary:
Precursor compounds: these compounds are the starting molecules or substrates in a reaction. These may also be viewed as the reactants in a given chemical process.
Chemical energy: chemical energy can be found in the form of high energy molecules. These molecules are required for energetically unfavorable reactions. Furthermore, the hydrolysis of these compounds drives a reaction forward. High energy molecules, such as ATP, have three phosphates. Often, the terminal phosphate is split off during hydrolysis and transferred to another molecule.
Catalysts: these may be for example metal ions or coenzymes and they catalyze a reaction by increasing the rate of the reaction and lowering the activation energy.
In the sim
Document 1:::
Catabolism () is the set of metabolic pathways that breaks down molecules into smaller units that are either oxidized to release energy or used in other anabolic reactions. Catabolism breaks down large molecules (such as polysaccharides, lipids, nucleic acids, and proteins) into smaller units (such as monosaccharides, fatty acids, nucleotides, and amino acids, respectively). Catabolism is the breaking-down aspect of metabolism, whereas anabolism is the building-up aspect.
Cells use the monomers released from breaking down polymers to either construct new polymer molecules or degrade the monomers further to simple waste products, releasing energy. Cellular wastes include lactic acid, acetic acid, carbon dioxide, ammonia, and urea. The formation of these wastes is usually an oxidation process involving a release of chemical free energy, some of which is lost as heat, but the rest of which is used to drive the synthesis of adenosine triphosphate (ATP). This molecule acts as a way for the cell to transfer the energy released by catabolism to the energy-requiring reactions that make up anabolism.
Catabolism is a destructive metabolism and anabolism is a constructive metabolism. Catabolism, therefore, provides the chemical energy necessary for the maintenance and growth of cells. Examples of catabolic processes include glycolysis, the citric acid cycle, the breakdown of muscle protein in order to use amino acids as substrates for gluconeogenesis, the breakdown of fat in adipose tissue to fatty acids, and oxidative deamination of neurotransmitters by monoamine oxidase.
Catabolic hormones
There are many signals that control catabolism. Most of the known signals are hormones and the molecules involved in metabolism itself. Endocrinologists have traditionally classified many of the hormones as anabolic or catabolic, depending on which part of metabolism they stimulate. The so-called classic catabolic hormones known since the early 20th century are cortisol, glucagon, and
Document 2:::
Amylolytic process or amylolysis is the conversion of starch into sugar by the action of acids or enzymes such as amylase.
Starch begins to pile up inside the leaves of plants during times of light when starch is able to be produced by photosynthetic processes. This ability to make starch disappears in the dark due to the lack of illumination; there is insufficient amount of light produced during the dark needed to carry this reaction forward. Turning starch into sugar is done by the enzyme amylase.
Different pathways of amylase & location of amylase activity
The process in which amylase breaks down starch for sugar consumption is not consistent with all organisms that use amylase to breakdown stored starch. There are different amylase pathways that are involved in starch degradation. The occurrence of starch degradation into sugar by the enzyme amylase was most commonly known to take place in the Chloroplast, but that has been proven wrong. One example is the spinach plant, in which the chloroplast contains both alpha and beta amylase (They are different versions of amylase involved in the breakdown of starch and they differ in their substrate specificity). In spinach leaves, the extrachloroplastic region contains the highest level of amylase degradation of starch. The difference between chloroplast and extrachloroplastic starch degradation is in the amylase pathway they prefer; either beta or alpha amylase. For spinach leaves, Alpha-amylase is preferred but for plants/organisms like wheat, barley, peas, etc. the Beta-amylase is preferred.
Usage
The amylolytic process is used in the brewing of alcohol from grains. Since grains contain starches but little to no simple sugars, the sugar needed to produce alcohol is derived from starch via the amylolytic process. In beer brewing, this is done through malting. In sake brewing, the mold Aspergillus oryzae provides amylolysis, and in Tapai, Saccharomyces cerevisiae. The amylolytic process can also be used to allow
Document 3:::
Ethanol fermentation, also called alcoholic fermentation, is a biological process which converts sugars such as glucose, fructose, and sucrose into cellular energy, producing ethanol and carbon dioxide as by-products. Because yeasts perform this conversion in the absence of oxygen, alcoholic fermentation is considered an anaerobic process. It also takes place in some species of fish (including goldfish and carp) where (along with lactic acid fermentation) it provides energy when oxygen is scarce.
Ethanol fermentation is the basis for alcoholic beverages, ethanol fuel and bread dough rising.
Biochemical process of fermentation of sucrose
The chemical equations below summarize the fermentation of sucrose (C12H22O11) into ethanol (C2H5OH). Alcoholic fermentation converts one mole of glucose into two moles of ethanol and two moles of carbon dioxide, producing two moles of ATP in the process.
C6H12O6 → 2 C2H5OH + 2 CO2
Sucrose is a sugar composed of a glucose linked to a fructose. In the first step of alcoholic fermentation, the enzyme invertase cleaves the glycosidic linkage between the glucose and fructose molecules.
C12H22O11 + H2O + invertase → 2 C6H12O6
Next, each glucose molecule is broken down into two pyruvate molecules in a process known as glycolysis. Glycolysis is summarized by the equation:
C6H12O6 + 2 ADP + 2 Pi + 2 NAD+ → 2 CH3COCOO− + 2 ATP + 2 NADH + 2 H2O + 2 H+
CH3COCOO− is pyruvate, and Pi is inorganic phosphate. Finally, pyruvate is converted to ethanol and CO2 in two steps, regenerating oxidized NAD+ needed for glycolysis:
1. CH3COCOO− + H+ → CH3CHO + CO2
catalyzed by pyruvate decarboxylase
2. CH3CHO + NADH + H+ → C2H5OH + NAD+
This reaction is catalyzed by alcohol dehydrogenase (ADH1 in baker's yeast).
Document 4:::
The term amphibolic () is used to describe a biochemical pathway that involves both catabolism and anabolism. Catabolism is a degradative phase of metabolism in which large molecules are converted into smaller and simpler molecules, which involves two types of reactions. First, hydrolysis reactions, in which catabolism is the breaking apart of molecules into smaller molecules to release energy. Examples of catabolic reactions are digestion and cellular respiration, where sugars and fats are broken down for energy. Breaking down a protein into amino acids, or a triglyceride into fatty acids, or a disaccharide into monosaccharides are all hydrolysis or catabolic reactions. Second, oxidation reactions involve the removal of hydrogens and electrons from an organic molecule. Anabolism is the biosynthesis phase of metabolism in which smaller simple precursors are converted to large and complex molecules of the cell. Anabolism has two classes of reactions. The first are dehydration synthesis reactions; these involve the joining of smaller molecules together to form larger, more complex molecules. These include the formation of carbohydrates, proteins, lipids and nucleic acids. The second are reduction reactions, in which hydrogens and electrons are added to a molecule. Whenever that is done, molecules gain energy.
The term amphibolic was proposed by B. Davis in 1961 to emphasise the dual metabolic role of such pathways. These pathways are considered to be central metabolic pathways which provide, from catabolic sequences, the intermediates which form the substrate of the metabolic processes.
Reactions exist as amphibolic pathway
All the reactions associated with synthesis of biomolecule converge into the following pathway, viz., glycolysis, the Krebs cycle and the electron transport chain, exist as an amphibolic pathway, meaning that they can function anabolically as well as catabolically.
Other important amphibolic pathways are the Embden-Meyerhof pathway, the pentos
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is broken during catabolic reactions, such as the breakdown of complex carbohydrates into simple sugars?
A. ions
B. metals
C. bonds
D. forms
Answer:
|
|
sciq-1542
|
multiple_choice
|
With what does cytokinins act in concert to stimulate cell division and influence the pathway of differentiation?
|
[
"dna",
"ribosomes",
"auxin",
"hormone"
] |
C
|
Relavent Documents:
Document 0:::
Cell proliferation is the process by which a cell grows and divides to produce two daughter cells. Cell proliferation leads to an exponential increase in cell number and is therefore a rapid mechanism of tissue growth. Cell proliferation requires both cell growth and cell division to occur at the same time, such that the average size of cells remains constant in the population. Cell division can occur without cell growth, producing many progressively smaller cells (as in cleavage of the zygote), while cell growth can occur without cell division to produce a single larger cell (as in growth of neurons). Thus, cell proliferation is not synonymous with either cell growth or cell division, despite these terms sometimes being used interchangeably.
Stem cells undergo cell proliferation to produce proliferating "transit amplifying" daughter cells that later differentiate to construct tissues during normal development and tissue growth, during tissue regeneration after damage, or in cancer.
The total number of cells in a population is determined by the rate of cell proliferation minus the rate of cell death.
Cell size depends on both cell growth and cell division, with a disproportionate increase in the rate of cell growth leading to production of larger cells and a disproportionate increase in the rate of cell division leading to production of many smaller cells. Cell proliferation typically involves balanced cell growth and cell division rates that maintain a roughly constant cell size in the exponentially proliferating population of cells. Cell proliferation occurs by combining cell growth with regular "G1-S-M-G2" cell cycles to produce many diploid cell progeny.
In single-celled organisms, cell proliferation is largely responsive to the availability of nutrients in the environment (or laboratory growth medium).
In multicellular organisms, the process of cell proliferation is tightly controlled by gene regulatory networks encoded in the genome and executed mainly
Document 1:::
The School of Biological Sciences is a School within the Faculty Biology, Medicine and Health at The University of Manchester. Biology at University of Manchester and its precursor institutions has gone through a number of reorganizations (see History below), the latest of which was the change from a Faculty of Life Sciences to the current School.
Academics
Research
The School, though unitary for teaching, is divided into a number of broadly defined sections for research purposes, these sections consist of: Cellular Systems, Disease Systems, Molecular Systems, Neuro Systems and Tissue Systems.
Research in the School is structured into multiple research groups including the following themes:
Cell-Matrix Research (part of the Wellcome Trust Centre for Cell-Matrix Research)
Cell Organisation and Dynamics
Computational and Evolutionary Biology
Developmental Biology
Environmental Research
Eye and Vision Sciences
Gene Regulation and Cellular Biotechnology
History of Science, Technology and Medicine
Immunology and Molecular Microbiology
Molecular Cancer Studies
Neurosciences (part of the University of Manchester Neurosciences Research Institute)
Physiological Systems & Disease
Structural and Functional Systems
The School hosts a number of research centres, including: the Manchester Centre for Biophysics and Catalysis, the Wellcome Trust Centre for Cell-Matrix Research, the Centre of Excellence in Biopharmaceuticals, the Centre for the History of Science, Technology and Medicine, the Centre for Integrative Mammalian Biology, and the Healing Foundation Centre for Tissue Regeneration. The Manchester Collaborative Centre for Inflammation Research is a joint endeavour with the Faculty of Medical and Human Sciences of Manchester University and industrial partners.
Research Assessment Exercise (2008)
The faculty entered research into the units of assessment (UOA) for Biological Sciences and Pre-clinical and Human Biological Sciences. In Biological Sciences 20% of outputs
Document 2:::
Evolution of cells refers to the evolutionary origin and subsequent evolutionary development of cells. Cells first emerged at least 3.8 billion years ago approximately 750 million years after Earth was formed.
The first cells
The initial development of the cell marked the passage from prebiotic chemistry to partitioned units resembling modern cells. The final transition to living entities that fulfill all the definitions of modern cells depended on the ability to evolve effectively by natural selection. This transition has been called the Darwinian transition.
If life is viewed from the point of view of replicator molecules, cells satisfy two fundamental conditions: protection from the outside environment and confinement of biochemical activity. The former condition is needed to keep complex molecules stable in a varying and sometimes aggressive environment; the latter is fundamental for the evolution of biocomplexity. If freely floating molecules that code for enzymes are not enclosed in cells, the enzymes will automatically benefit neighboring replicator molecules as well. Thus, the consequences of diffusion in non-partitioned lifeforms would result in "parasitism by default." Therefore, the selection pressure on replicator molecules will be lower, as the 'lucky' molecule that produces the better enzyme does not fully leverage its advantage over its close neighbors. In contrast, if the molecule is enclosed in a cell membrane, the enzymes coded will be available only to itself. That molecule will uniquely benefit from the enzymes it codes for, increasing individuality and thus accelerating natural selection.
Partitioning may have begun from cell-like spheroids formed by proteinoids, which are observed by heating amino acids with phosphoric acid as a catalyst. They bear much of the basic features provided by cell membranes. Proteinoid-based protocells enclosing RNA molecules could have been the first cellular life forms on Earth.
Another possibility is that the
Document 3:::
Cellular differentiation is the process in which a stem cell changes from one type to a differentiated one. Usually, the cell changes to a more specialized type. Differentiation happens multiple times during the development of a multicellular organism as it changes from a simple zygote to a complex system of tissues and cell types. Differentiation continues in adulthood as adult stem cells divide and create fully differentiated daughter cells during tissue repair and during normal cell turnover. Some differentiation occurs in response to antigen exposure. Differentiation dramatically changes a cell's size, shape, membrane potential, metabolic activity, and responsiveness to signals. These changes are largely due to highly controlled modifications in gene expression and are the study of epigenetics. With a few exceptions, cellular differentiation almost never involves a change in the DNA sequence itself. However, metabolic composition does get altered quite dramatically where stem cells are characterized by abundant metabolites with highly unsaturated structures whose levels decrease upon differentiation. Thus, different cells can have very different physical characteristics despite having the same genome.
A specialized type of differentiation, known as terminal differentiation, is of importance in some tissues, including vertebrate nervous system, striated muscle, epidermis and gut. During terminal differentiation, a precursor cell formerly capable of cell division permanently leaves the cell cycle, dismantles the cell cycle machinery and often expresses a range of genes characteristic of the cell's final function (e.g. myosin and actin for a muscle cell). Differentiation may continue to occur after terminal differentiation if the capacity and functions of the cell undergo further changes.
Among dividing cells, there are multiple levels of cell potency, which is the cell's ability to differentiate into other cell types. A greater potency indicates a larger n
Document 4:::
Cyclin A is a member of the cyclin family, a group of proteins that function in regulating progression through the cell cycle. The stages that a cell passes through that culminate in its division and replication are collectively known as the cell cycle Since the successful division and replication of a cell is essential for its survival, the cell cycle is tightly regulated by several components to ensure the efficient and error-free progression through the cell cycle. One such regulatory component is cyclin A which plays a role in the regulation of two different cell cycle stages.
Types
Cyclin A was first identified in 1983 in sea urchin embryos. Since its initial discovery, homologues of cyclin A have been identified in numerous eukaryotes including Drosophila, Xenopus, mice, and in humans but has not been found in lower eukaryotes like yeast. The protein exists in both an embryonic form and somatic form. A single cyclin A gene has been identified in Drosophila while Xenopus, mice and humans contain two distinct types of cyclin A: A1, the embryonic-specific form, and A2, the somatic form. Cyclin A1 is prevalently expressed during meiosis and early on in embryogenesis. Cyclin A2 is expressed in dividing somatic cells.
Role in cell cycle progression
Cyclin A, along with the other members of the cyclin family, regulates cell cycle progression through physically interacting with cyclin-dependent kinases (CDKs), which thereby activates the enzymatic activity of its CDK partner.
CDK partner association
The interaction between the cyclin box, a region conserved across cyclins, and a region of the CDK, called the PSTAIRE, confers the foundation of the cyclin-CDK complex. Cyclin A is the only cyclin that regulates multiple steps of the cell cycle. Cyclin A can regulate multiple cell cycle steps because it associates with, and thereby activates, two distinct CDKs – CDK2 and CDK1. Depending on which CDK partner cyclin A binds, the cell will continue through the S phase o
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
With what does cytokinins act in concert to stimulate cell division and influence the pathway of differentiation?
A. dna
B. ribosomes
C. auxin
D. hormone
Answer:
|
|
scienceQA-5506
|
multiple_choice
|
What do these two changes have in common?
breaking a piece of glass
butter melting on a hot day
|
[
"Both are only physical changes.",
"Both are caused by heating.",
"Both are chemical changes.",
"Both are caused by cooling."
] |
A
|
Step 1: Think about each change.
Breaking a piece of glass is a physical change. The glass gets broken into pieces. But each piece is still made of the same type of matter.
Butter melting on a hot day is a change of state. So, it is a physical change. The butter changes from solid to liquid, but it is still made of the same type of matter.
Step 2: Look at each answer choice.
Both are only physical changes.
Both changes are physical changes. No new matter is created.
Both are chemical changes.
Both changes are physical changes. They are not chemical changes.
Both are caused by heating.
Butter melting on a hot day is caused by heating. But breaking a piece of glass is not.
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:::
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
Document 4:::
A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field.
Overview
The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion.
With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies.
Example programs
The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University.
A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What do these two changes have in common?
breaking a piece of glass
butter melting on a hot day
A. Both are only physical changes.
B. Both are caused by heating.
C. Both are chemical changes.
D. Both are caused by cooling.
Answer:
|
sciq-2209
|
multiple_choice
|
What type of gases are the least reactive of all elements?
|
[
"lucky",
"brave",
"noble",
"humble"
] |
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 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:::
GRE Subject Biochemistry, Cell and Molecular Biology was a standardized exam provided by ETS (Educational Testing Service) that was discontinued in December 2016. It is a paper-based exam and there are no computer-based versions of it. ETS places this exam three times per year: once in April, once in October and once in November. Some graduate programs in the United States recommend taking this exam, while others require this exam score as a part of the application to their graduate programs. ETS sends a bulletin with a sample practice test to each candidate after registration for the exam. There are 180 questions within the biochemistry subject test.
Scores are scaled and then reported as a number between 200 and 990; however, in recent versions of the test, the maximum and minimum reported scores have been 760 (corresponding to the 99 percentile) and 320 (1 percentile) respectively. The mean score for all test takers from July, 2009, to July, 2012, was 526 with a standard deviation of 95.
After learning that test content from editions of the GRE® Biochemistry, Cell and Molecular Biology (BCM) Test has been compromised in Israel, ETS made the decision not to administer this test worldwide in 2016–17.
Content specification
Since many students who apply to graduate programs in biochemistry do so during the first half of their fourth year, the scope of most questions is largely that of the first three years of a standard American undergraduate biochemistry curriculum. A sampling of test item content is given below:
Biochemistry (36%)
A Chemical and Physical Foundations
Thermodynamics and kinetics
Redox states
Water, pH, acid-base reactions and buffers
Solutions and equilibria
Solute-solvent interactions
Chemical interactions and bonding
Chemical reaction mechanisms
B Structural Biology: Structure, Assembly, Organization and Dynamics
Small molecules
Macromolecules (e.g., nucleic acids, polysaccharides, proteins and complex lipids)
Supramolecular complexes (e.g.
Document 3:::
The SAT Subject Test in Biology was the name of a one-hour multiple choice test given on biology by the College Board. A student chose whether to take the test depending upon college entrance requirements for the schools in which the student is planning to apply. Until 1994, the SAT Subject Tests were known as Achievement Tests; and from 1995 until January 2005, they were known as SAT IIs. Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800. The average for Molecular is 630 while Ecological is 591.
On January 19 2021, the College Board discontinued all SAT Subject tests, including the SAT Subject Test in Biology E/M. This was effective immediately in the United States, and the tests were to be phased out by the following summer for international students. This was done as a response to changes in college admissions due to the impact of the COVID-19 pandemic on education.
Format
This test had 80 multiple-choice questions that were to be answered in one hour. All questions had five answer choices. Students received one point for each correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The student's score was based entirely on his or her performance in answering the multiple-choice questions.
The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Preparation
The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, a
Document 4:::
In mathematical psychology and education theory, a knowledge space is a combinatorial structure used to formulate mathematical models describing the progression of a human learner. Knowledge spaces were introduced in 1985 by Jean-Paul Doignon and Jean-Claude Falmagne, and remain in extensive use in the education theory. Modern applications include two computerized tutoring systems, ALEKS and the defunct RATH.
Formally, a knowledge space assumes that a domain of knowledge is a collection of concepts or skills, each of which must be eventually mastered. Not all concepts are interchangeable; some require other concepts as prerequisites. Conversely, competency at one skill may ease the acquisition of another through similarity. A knowledge space marks out which collections of skills are feasible: they can be learned without mastering any other skills. Under reasonable assumptions, the collection of feasible competencies forms the mathematical structure known as an antimatroid.
Researchers and educators usually explore the structure of a discipline's knowledge space as a latent class model.
Motivation
Knowledge Space Theory attempts to address shortcomings of standardized testing when used in educational psychometry. Common tests, such as the SAT and ACT, compress a student's knowledge into a very small range of ordinal ranks, in the process effacing the conceptual dependencies between questions. Consequently, the tests cannot distinguish between true understanding and guesses, nor can they identify a student's particular weaknesses, only the general proportion of skills mastered. The goal of knowledge space theory is to provide a language by which exams can communicate
What the student can do and
What the student is ready to learn.
Model structure
Knowledge Space Theory-based models presume that an educational subject can be modeled as a finite set of concepts, skills, or topics. Each feasible state of knowledge about is then a subset of ; the set of
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What type of gases are the least reactive of all elements?
A. lucky
B. brave
C. noble
D. humble
Answer:
|
|
sciq-2323
|
multiple_choice
|
What is the oxygen-storing protein found in diving mammals' muscles called?
|
[
"pheromone",
"pigment",
"hemoglobin",
"myoglobin"
] |
D
|
Relavent Documents:
Document 0:::
Myoglobin (symbol Mb or MB) is an iron- and oxygen-binding protein found in the cardiac and skeletal muscle tissue of vertebrates in general and in almost all mammals. Myoglobin is distantly related to hemoglobin. Compared to hemoglobin, myoglobin has a higher affinity for oxygen and does not have cooperative binding with oxygen like hemoglobin does. Myoglobin consists of non-polar amino acids at the core of the globulin, where the heme group is non-covalently bounded with the surrounding polypeptide of myoglobin. In humans, myoglobin is only found in the bloodstream after muscle injury.
High concentrations of myoglobin in muscle cells allow organisms to hold their breath for a longer period of time. Diving mammals such as whales and seals have muscles with particularly high abundance of myoglobin. Myoglobin is found in Type I muscle, Type II A, and Type II B; although many texts consider myoglobin not to be found in smooth muscle, this has proved erroneous: there is also myoglobin in smooth muscle cells.
Myoglobin was the first protein to have its three-dimensional structure revealed by X-ray crystallography. This achievement was reported in 1958 by John Kendrew and associates. For this discovery, Kendrew shared the 1962 Nobel Prize in chemistry with Max Perutz. Despite being one of the most studied proteins in biology, its physiological function is not yet conclusively established: mice genetically engineered to lack myoglobin can be viable and fertile, but show many cellular and physiological adaptations to overcome the loss. Through observing these changes in myoglobin-depleted mice, it is hypothesised that myoglobin function relates to increased oxygen transport to muscle, and to oxygen storage; as well, it serves as a scavenger of reactive oxygen species.
In humans, myoglobin is encoded by the MB gene.
Myoglobin can take the forms oxymyoglobin (MbO2), carboxymyoglobin (MbCO), and metmyoglobin (met-Mb), analogously to hemoglobin taking the forms oxyhemogl
Document 1:::
Several universities have designed interdisciplinary courses with a focus on human biology at the undergraduate level. There is a wide variation in emphasis ranging from business, social studies, public policy, healthcare and pharmaceutical research.
Americas
Human Biology major at Stanford University, Palo Alto (since 1970)
Stanford's Human Biology Program is an undergraduate major; it integrates the natural and social sciences in the study of human beings. It is interdisciplinary and policy-oriented and was founded in 1970 by a group of Stanford faculty (Professors Dornbusch, Ehrlich, Hamburg, Hastorf, Kennedy, Kretchmer, Lederberg, and Pittendrigh). It is a very popular major and alumni have gone to post-graduate education, medical school, law, business and government.
Human and Social Biology (Caribbean)
Human and Social Biology is a Level 4 & 5 subject in the secondary and post-secondary schools in the Caribbean and is optional for the Caribbean Secondary Education Certification (CSEC) which is equivalent to Ordinary Level (O-Level) under the British school system. The syllabus centers on structure and functioning (anatomy, physiology, biochemistry) of human body and the relevance to human health with Caribbean-specific experience. The syllabus is organized under five main sections: Living organisms and the environment, life processes, heredity and variation, disease and its impact on humans, the impact of human activities on the environment.
Human Biology Program at University of Toronto
The University of Toronto offers an undergraduate program in Human Biology that is jointly offered by the Faculty of Arts & Science and the Faculty of Medicine. The program offers several major and specialist options in: human biology, neuroscience, health & disease, global health, and fundamental genetics and its applications.
Asia
BSc (Honours) Human Biology at All India Institute of Medical Sciences, New Delhi (1980–2002)
BSc (honours) Human Biology at AIIMS (New
Document 2:::
Mu hemoglobin is a predicted protein encoded in the HBM gene. The mRNA is expressed at moderate levels, but the protein has not been detected by mass spectrometry. The order of genes is: 5' - zeta - pseudozeta - mu - pseudoalpha-1 - alpha-2 - alpha-1 - theta1 - 3'.
Document 3:::
Blood is a body fluid in the circulatory system of humans and other vertebrates that delivers necessary substances such as nutrients and oxygen to the cells, and transports metabolic waste products away from those same cells. Blood in the circulatory system is also known as peripheral blood, and the blood cells it carries, peripheral blood cells.
Blood is composed of blood cells suspended in blood plasma. Plasma, which constitutes 55% of blood fluid, is mostly water (92% by volume), and contains proteins, glucose, mineral ions, hormones, carbon dioxide (plasma being the main medium for excretory product transportation), and blood cells themselves. Albumin is the main protein in plasma, and it functions to regulate the colloidal osmotic pressure of blood. The blood cells are mainly red blood cells (also called RBCs or erythrocytes), white blood cells (also called WBCs or leukocytes), and in mammals platelets (also called thrombocytes). The most abundant cells in vertebrate blood are red blood cells. These contain hemoglobin, an iron-containing protein, which facilitates oxygen transport by reversibly binding to this respiratory gas thereby increasing its solubility in blood. In contrast, carbon dioxide is mostly transported extracellularly as bicarbonate ion transported in plasma.
Vertebrate blood is bright red when its hemoglobin is oxygenated and dark red when it is deoxygenated.
Some animals, such as crustaceans and mollusks, use hemocyanin to carry oxygen, instead of hemoglobin. Insects and some mollusks use a fluid called hemolymph instead of blood, the difference being that hemolymph is not contained in a closed circulatory system. In most insects, this "blood" does not contain oxygen-carrying molecules such as hemoglobin because their bodies are small enough for their tracheal system to suffice for supplying oxygen.
Jawed vertebrates have an adaptive immune system, based largely on white blood cells. White blood cells help to resist infections and parasite
Document 4:::
Advanced Placement (AP) Biology (also known as AP Bio) is an Advanced Placement biology course and exam offered by the College Board in the United States. For the 2012–2013 school year, the College Board unveiled a new curriculum with a greater focus on "scientific practices".
This course is designed for students who wish to pursue an interest in the life sciences. The College Board recommends successful completion of high school biology and high school chemistry before commencing AP Biology, although the actual prerequisites vary from school to school and from state to state. This course, nevertheless, is considered very challenging and one of the most difficult AP classes, as shown with AP Finals grade distributions.
Topic outline
The exam covers the following 8 units. The percentage indicates the portion of the multiple-choice section of the exam focused on each content area:
The course is based on and tests six skills, called scientific practices which include:
In addition to the topics above, students are required to be familiar with general lab procedure. Students should know how to collect data, analyze data to form conclusions, and apply those conclusions.
Exam
Students are allowed to use a four-function, scientific, or graphing calculator.
The exam has two sections: a 90 minute multiple choice section and a 90 minute free response section. There are 60 multiple choice questions and six free responses, two long and four short. Both sections are worth 50% of the score.
Score distribution
Commonly used textbooks
Biology, AP Edition by Sylvia Mader (2012, hardcover )
Life: The Science of Biology (Sadava, Heller, Orians, Purves, and Hillis, )
Campbell Biology AP Ninth Edition (Reece, Urry, Cain, Wasserman, Minorsky, and Andrew Jackson )
See also
Glossary of biology
A.P Bio (TV Show)
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the oxygen-storing protein found in diving mammals' muscles called?
A. pheromone
B. pigment
C. hemoglobin
D. myoglobin
Answer:
|
|
sciq-3626
|
multiple_choice
|
When struck, how are the rigid crystals of ionic compounds likely to react?
|
[
"shrink",
"bend",
"break",
"grow"
] |
C
|
Relavent Documents:
Document 0:::
In physics, The Keating Model is a model that theoretical physicist Patrick N. Keating introduced in 1966 to describe forces induced on neighboring atoms when one atom moves in a solid.
The term most often applies to the forces on first- and second-nearest neighboring atoms that arise when an atom is moved in tetrahedrally-bonded solids, such as diamond, silicon, germanium, and a number of other covalent crystals with the diamond or zinc blende structures.
Crystalline solids generally consist of an ordered array of interconnected atoms, generated by repetition of a unit cell in three dimensions, and are of two extreme types—ionic crystals, and covalent crystals. Others are intermediate: partly ionic and partly covalent. Ionic crystals are made up of quite different ions, such as Na+ and Cl− in common salt, for example, while covalent crystals such as diamond are made up of atoms that share electrons in a covalent bond.
In either case, attractive and repulsive forces resist moving an atom/ion or a set of them from their equilibrium positions, thus giving solids their rigidity against compressive, tensile, and shear stresses. The nature and strength of these forces is important for the scientific understanding of solids since they determine the way the solid responds to these stresses (elastic constants), the velocity of sound waves in it, its infra-red absorption, and many other properties.
Description
The Keating model is the result of a general method proposed to ensure that the elastic strain energy satisfies the requirement that it is invariant under a simple rotation of the crystal, without deformation. It is a formalism for the way adjacent and close-by atoms respond when one or more atoms move in covalently bonded crystals. It is also a specific parameterization of this response for diamond, silicon, and germanium. (see the article listed under "Further Reading").
The general method is applicable for small atomic displacements to all crystal structures.
Document 1:::
In chemistry, the lattice energy is the energy change upon formation of one mole of a crystalline ionic compound from its constituent ions, which are assumed to initially be in the gaseous state. It is a measure of the cohesive forces that bind ionic solids. The size of the lattice energy is connected to many other physical properties including solubility, hardness, and volatility. Since it generally cannot be measured directly, the lattice energy is usually deduced from experimental data via the Born–Haber cycle.
Lattice energy and lattice enthalpy
The concept of lattice energy was originally applied to the formation of compounds with structures like rocksalt (NaCl) and sphalerite (ZnS) where the ions occupy high-symmetry crystal lattice sites. In the case of NaCl, lattice energy is the energy change of the reaction
Na+ (g) + Cl− (g) → NaCl (s)
which amounts to −786 kJ/mol.
Some chemistry textbooks as well as the widely used CRC Handbook of Chemistry and Physics define lattice energy with the opposite sign, i.e. as the energy required to convert the crystal into infinitely separated gaseous ions in vacuum, an endothermic process. Following this convention, the lattice energy of NaCl would be +786 kJ/mol. Both sign conventions are widely used.
The relationship between the lattice energy and the lattice enthalpy at pressure is given by the following equation:
,
where is the lattice energy (i.e., the molar internal energy change), is the lattice enthalpy, and the change of molar volume due to the formation of the lattice. Since the molar volume of the solid is much smaller than that of the gases, . The formation of a crystal lattice from ions in vacuum must lower the internal energy due to the net attractive forces involved, and so . The term is positive but is relatively small at low pressures, and so the value of the lattice enthalpy is also negative (and exothermic).
Theoretical treatments
The lattice energy of an ionic compound depends strongly upo
Document 2:::
Solid-state physics is the study of rigid matter, or solids, through methods such as solid-state chemistry, quantum mechanics, crystallography, electromagnetism, and metallurgy. It is the largest branch of condensed matter physics. Solid-state physics studies how the large-scale properties of solid materials result from their atomic-scale properties. Thus, solid-state physics forms a theoretical basis of materials science. Along with solid-state chemistry, it also has direct applications in the technology of transistors and semiconductors.
Background
Solid materials are formed from densely packed atoms, which interact intensely. These interactions produce the mechanical (e.g. hardness and elasticity), thermal, electrical, magnetic and optical properties of solids. Depending on the material involved and the conditions in which it was formed, the atoms may be arranged in a regular, geometric pattern (crystalline solids, which include metals and ordinary water ice) or irregularly (an amorphous solid such as common window glass).
The bulk of solid-state physics, as a general theory, is focused on crystals. Primarily, this is because the periodicity of atoms in a crystal — its defining characteristic — facilitates mathematical modeling. Likewise, crystalline materials often have electrical, magnetic, optical, or mechanical properties that can be exploited for engineering purposes.
The forces between the atoms in a crystal can take a variety of forms. For example, in a crystal of sodium chloride (common salt), the crystal is made up of ionic sodium and chlorine, and held together with ionic bonds. In others, the atoms share electrons and form covalent bonds. In metals, electrons are shared amongst the whole crystal in metallic bonding. Finally, the noble gases do not undergo any of these types of bonding. In solid form, the noble gases are held together with van der Waals forces resulting from the polarisation of the electronic charge cloud on each atom. The difference
Document 3:::
Solids can be classified according to the nature of the bonding between their atomic or molecular components. The traditional classification distinguishes four kinds of bonding:
Covalent bonding, which forms network covalent solids (sometimes called simply "covalent solids")
Ionic bonding, which forms ionic solids
Metallic bonding, which forms metallic solids
Weak inter molecular bonding, which forms molecular solids (sometimes anomalously called "covalent solids")
Typical members of these classes have distinctive electron distributions,
thermodynamic, electronic, and mechanical properties. In particular, the binding energies of these interactions vary widely. Bonding in solids can be of mixed or intermediate kinds, however, hence not all solids have the typical properties of a particular class, and some can be described as intermediate forms.
Paper
Basic classes of solids
Network covalent solids
A network covalent solid consists of atoms held together by a network of covalent bonds (pairs of electrons shared between atoms of similar electronegativity), and hence can be regarded as a single, large molecule. The classic example is diamond; other examples include silicon, quartz and graphite.
Properties
High strength (with the exception of graphite)
High elastic modulus
High melting point
Brittle
Their strength, stiffness, and high melting points are consequences of the strength and stiffness of the covalent bonds that hold them together. They are also characteristically brittle because the directional nature of covalent bonds strongly resists the shearing motions associated with plastic flow, and are, in effect, broken when shear occurs. This property results in brittleness for reasons studied in the field of fracture mechanics. Network covalent solids vary from insulating to semiconducting in their behavior, depending on the band gap of the material.
Ionic solids
A standard ionic solid consists of atoms held together by ionic bonds, that is by
Document 4:::
Shaping processes in crystal growth are a collection of techniques for growing bulk crystals of a defined shape from a melt, usually by constraining the shape of the liquid meniscus by means of a mechanical shaper. Crystals are commonly grown as fibers, solid cylinders, hollow cylinders (or tubes), and sheets (or plates). More complex shapes such as tubes with a complex cross section, and domes have also been produced. Using a shaping process can produce a near net shape crystal and reduce the manufacturing cost for crystals which are composed of very expensive or difficult to machine materials.
List of shaping processes
Horizontal Ribbon Growth (HRG, 1959)
Edge-defined Film-fed Growth (EFG, 1960)
Low Angle Silicon Sheet (LASS, 1981)
Micro-pulling-down (µ-PD)
Stepanov technique
String ribbon
Edge-defined film-fed growth
Edge-defined film-fed growth or EFG was developed for sapphire growth in the late 1960s by Harold LaBelle and A. Mlavsky at Tyco Industries.
A shaper (also referred to as a die) having dimensions approximately equal to the crystal to be grown rests above the surface of the melt which is contained in a crucible. Capillary action feeds liquid material to a slit at the center of the shaper. When a seed crystal is touched to the liquid film and raised upwards, a single crystal forms at the interface between the solid seed and the liquid film. By continuing to pull the seed upwards, the crystal expands as a liquid film forms between the crystal and the top surface of the shaper. When the film reaches the edges of the shaper, the final crystal shape matches that of the shaper.
The exact dimensions of the crystal will deviate from the dimensions of the shaper because every material has a characteristic growth angle, the angle formed at the triple interface between the solid crystal, liquid film, and the atmosphere. Because of the growth angle, varying the height of the meniscus (i.e. the thickness of the liquid film) will change the dimensions of t
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
When struck, how are the rigid crystals of ionic compounds likely to react?
A. shrink
B. bend
C. break
D. grow
Answer:
|
|
sciq-2011
|
multiple_choice
|
What do you call a substance that cannot be broken down to other substances by chemical reactions.?
|
[
"an element",
"a participate",
"a molecule",
"a compound"
] |
A
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
In chemistry, a reagent ( ) or analytical reagent is a substance or compound added to a system to cause a chemical reaction, or test if one occurs. The terms reactant and reagent are often used interchangeably, but reactant specifies a substance consumed in the course of a chemical reaction. Solvents, though involved in the reaction mechanism, are usually not called reactants. Similarly, catalysts are not consumed by the reaction, so they are not reactants. In biochemistry, especially in connection with enzyme-catalyzed reactions, the reactants are commonly called substrates.
Definitions
Organic chemistry
In organic chemistry, the term "reagent" denotes a chemical ingredient (a compound or mixture, typically of inorganic or small organic molecules) introduced to cause the desired transformation of an organic substance. Examples include the Collins reagent, Fenton's reagent, and Grignard reagents.
Analytical chemistry
In analytical chemistry, a reagent is a compound or mixture used to detect the presence or absence of another substance, e.g. by a color change, or to measure the concentration of a substance, e.g. by colorimetry. Examples include Fehling's reagent, Millon's reagent, and Tollens' reagent.
Commercial or laboratory preparations
In commercial or laboratory preparations, reagent-grade designates chemical substances meeting standards of purity that ensure the scientific precision and reliability of chemical analysis, chemical reactions or physical testing. Purity standards for reagents are set by organizations such as ASTM International or the American Chemical Society. For instance, reagent-quality water must have very low levels of impurities such as sodium and chloride ions, silica, and bacteria, as well as a very high electrical resistivity. Laboratory products which are less pure, but still useful and economical for undemanding work, may be designated as technical, practical, or crude grade to distinguish them from reagent versions.
Biology
In t
Document 2:::
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 3:::
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 4:::
A molecular sieve is a material with pores (very small holes) of uniform size. These pore diameters are similar in size to small molecules, and thus large molecules cannot enter or be adsorbed, while smaller molecules can. As a mixture of molecules migrates through the stationary bed of porous, semi-solid substance referred to as a sieve (or matrix), the components of the highest molecular weight (which are unable to pass into the molecular pores) leave the bed first, followed by successively smaller molecules. Some molecular sieves are used in size-exclusion chromatography, a separation technique that sorts molecules based on their size. Other molecular sieves are used as desiccants (some examples include activated charcoal and silica gel).
The pore diameter of a molecular sieve is measured in ångströms (Å) or nanometres (nm). According to IUPAC notation, microporous materials have pore diameters of less than 2 nm (20 Å) and macroporous materials have pore diameters of greater than 50 nm (500 Å); the mesoporous category thus lies in the middle with pore diameters between 2 and 50 nm (20–500 Å).
Materials
Molecular sieves can be microporous, mesoporous, or macroporous material.
Microporous material (<2 nm)
Zeolites (aluminosilicate minerals, not to be confused with aluminium silicate)
Zeolite LTA: 3–4 Å
Porous glass: 10 Å (1 nm), and up
Active carbon: 0–20 Å (0–2 nm), and up
Clays
Montmorillonite intermixes
Halloysite (endellite): Two common forms are found, when hydrated the clay exhibits a 1 nm spacing of the layers and when dehydrated (meta-halloysite) the spacing is 0.7 nm. Halloysite naturally occurs as small cylinders which average 30 nm in diameter with lengths between 0.5 and 10 micrometres.
Mesoporous material (2–50 nm)
Silicon dioxide (used to make silica gel): 24 Å (2.4 nm)
Macroporous material (>50 nm)
Macroporous silica, 200–1000 Å (20–100 nm)
Applications
Molecular sieves are often utilized in the petroleum industry, especially for dryin
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What do you call a substance that cannot be broken down to other substances by chemical reactions.?
A. an element
B. a participate
C. a molecule
D. a compound
Answer:
|
|
sciq-5997
|
multiple_choice
|
Water and many metals are materials that have low resistance to electric currents and are therefore known as what?
|
[
"electromagnets",
"good insulators",
"radioactive",
"electric conductors"
] |
D
|
Relavent Documents:
Document 0:::
The electrical resistance of an object is a measure of its opposition to the flow of electric current. Its reciprocal quantity is , measuring the ease with which an electric current passes. Electrical resistance shares some conceptual parallels with mechanical friction. The SI unit of electrical resistance is the ohm (), while electrical conductance is measured in siemens (S) (formerly called the 'mho' and then represented by ).
The resistance of an object depends in large part on the material it is made of. Objects made of electrical insulators like rubber tend to have very high resistance and low conductance, while objects made of electrical conductors like metals tend to have very low resistance and high conductance. This relationship is quantified by resistivity or conductivity. The nature of a material is not the only factor in resistance and conductance, however; it also depends on the size and shape of an object because these properties are extensive rather than intensive. For example, a wire's resistance is higher if it is long and thin, and lower if it is short and thick. All objects resist electrical current, except for superconductors, which have a resistance of zero.
The resistance of an object is defined as the ratio of voltage across it to current through it, while the conductance is the reciprocal:
For a wide variety of materials and conditions, and are directly proportional to each other, and therefore and are constants (although they will depend on the size and shape of the object, the material it is made of, and other factors like temperature or strain). This proportionality is called Ohm's law, and materials that satisfy it are called ohmic materials.
In other cases, such as a transformer, diode or battery, and are not directly proportional. The ratio is sometimes still useful, and is referred to as a chordal resistance or static resistance, since it corresponds to the inverse slope of a chord between the origin and an – curve. In
Document 1:::
Advanced Placement (AP) Physics C: Electricity and Magnetism (also known as AP Physics C: E&M or AP E&M) is an introductory physics course administered by the College Board as part of its Advanced Placement program. It is intended to proxy a second-semester calculus-based university course in electricity and magnetism. The content of Physics C: E&M overlaps with that of AP Physics 2, but Physics 2 is algebra-based and covers other topics outside of electromagnetism, while Physics C is calculus-based and only covers electromagnetism. Physics C: E&M may be combined with its mechanics counterpart to form a year-long course that prepares for both exams.
Course content
E&M is equivalent to an introductory college course in electricity and magnetism for physics or engineering majors. The course modules are:
Electrostatics
Conductors, capacitors, and dielectrics
Electric circuits
Magnetic fields
Electromagnetism.
Methods of calculus are used wherever appropriate in formulating physical principles and in applying them to physical problems. Therefore, students should have completed or be concurrently enrolled in a calculus class.
AP test
The course culminates in an optional exam for which high-performing students may receive some credit towards their college coursework, depending on the institution.
Registration
The AP examination for AP Physics C: Electricity and Magnetism is separate from the AP examination for AP Physics C: Mechanics. Before 2006, test-takers paid only once and were given the choice of taking either one or two parts of the Physics C test.
Format
The exam is typically administered on a Monday afternoon in May. The exam is configured in two categories: a 35-question multiple choice section and a 3-question free response section. Test takers are allowed to use an approved calculator during the entire exam. The test is weighted such that each section is worth half of the final score. This and AP Physics C: Mechanics are the shortest AP exams, with
Document 2:::
Electrical resistivity
Document 3:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 4:::
is a series of educational Japanese manga books. Each volume explains a particular subject in science or mathematics. The series is published in Japan by Ohmsha, in America by No Starch Press, in France by H&K, in Italy by L'Espresso, in Malaysia by Pelangi, and in Taiwan by 世茂出版社. Different volumes are written by different authors.
Volume list
The series to date of February 18, 2023 consists of 50 volumes in Japan. Fourteen of them have been published in English and six in French so far, with more planned, including one on sociology. In contrast, 49 of them have been published and translated in Chinese. One of the books has been translated into Swedish.
The Manga Guide to Electricity
This 207-page guide consists of five chapters, excluding the preface, prologue, and epilogue. It explains fundamental concepts in the study of electricity, including Ohm's law and Fleming's rules. There are written explanations after each manga chapter. An index and two pages to write notes on are provided.
The story begins with Rereko, an average high-school student who lives in Electopia (the land of electricity), failing her final electricity exam. She was forced to skip her summer vacation and go to Earth for summer school. The high school teacher Teteka sensei gave her a “transdimensional walkie-talkie and observation robot” named Yonosuke, which she will use later for going back and forth to Earth. Rereko then met her mentor Hikaru sensei, who did Electrical Engineering Research at a university in Tokyo, Japan. Hikaru sensei explained to Rereko the basic components of electricity with occasional humorous moments.
In the fifth chapter, Hikaru sensei told Rereko her studies are over. Yonosuke soon received Electopia’s call to pick Rereko up. Hikaru sensei told her that he learned a lot from teaching her, and she should keep at it, even back on Electopia. Rereko told Hikaru sensei to keep working on his research and clean his room often. Her sentence was interrupted, and she wa
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Water and many metals are materials that have low resistance to electric currents and are therefore known as what?
A. electromagnets
B. good insulators
C. radioactive
D. electric conductors
Answer:
|
|
sciq-8774
|
multiple_choice
|
What is the term for daily cycles of behavior, like the sleep-wake cycle?
|
[
"circadian rhythms",
"daily rhythms",
"variable rhythms",
"behavioral rhythms"
] |
A
|
Relavent Documents:
Document 0:::
Biological rhythms are repetitive biological processes. Some types of biological rhythms have been described as biological clocks. They can range in frequency from microseconds to less than one repetitive event per decade. Biological rhythms are studied by chronobiology. In the biochemical context biological rhythms are called biochemical oscillations.
The variations of the timing and duration of biological activity in living organisms occur for many essential biological processes. These occur (a) in animals (eating, sleeping, mating, hibernating, migration, cellular regeneration, etc.), (b) in plants (leaf movements, photosynthetic reactions, etc.), and in microbial organisms such as fungi and protozoa. They have even been found in bacteria, especially among the cyanobacteria (aka blue-green algae, see bacterial circadian rhythms).
Circadian rhythm
The best studied rhythm in chronobiology is the circadian rhythm, a roughly 24-hour cycle shown by physiological processes in all these organisms. The term circadian comes from the Latin circa, meaning "around" and dies, "day", meaning "approximately a day." It is regulated by circadian clocks.
The circadian rhythm can further be broken down into routine cycles during the 24-hour day:
Diurnal, which describes organisms active during daytime
Nocturnal, which describes organisms active in the night
Crepuscular, which describes animals primarily active during the dawn and dusk hours (ex: white-tailed deer, some bats)
While circadian rhythms are defined as regulated by endogenous processes, other biological cycles may be regulated by exogenous signals. In some cases, multi-trophic systems may exhibit rhythms driven by the circadian clock of one of the members (which may also be influenced or reset by external factors). The endogenous plant cycles may regulate the activity of the bacterium by controlling availability of plant-produced photosynthate.
Other cycles
Many other important cycles are also studied, includin
Document 1:::
The biorhythm theory is the pseudoscientific idea that peoples' daily lives are significantly affected by rhythmic cycles with periods of exactly 23, 28 and 33 days, typically a 23-day physical cycle, a 28-day emotional cycle, and a 33-day intellectual cycle. The idea was developed by Wilhelm Fliess in the late 19th century, and was popularized in the United States in the late 1970s. The proposal has been independently tested and, consistently, no validity for it has been found.
According to the notion of biorhythms, a person's life is influenced by rhythmic biological cycles that affect his or her ability in various domains, such as mental, physical, and emotional activity. These cycles begin at birth and oscillate in a steady (sine wave) fashion throughout life, and by modeling them mathematically, it is suggested that a person's level of ability in each of these domains can be predicted from day to day. It is built on the idea that the biofeedback chemical and hormonal secretion functions within the body could show a sinusoidal behavior over time.
Most biorhythm models use three cycles: a 23-day physical cycle, a 28-day emotional cycle, and a 33-day intellectual cycle. Although the 28-day cycle is the same length as the average woman's menstrual cycle and was originally described as a "female" cycle (see below), the two are not necessarily in synchronization. Each of these cycles varies between high and low extremes sinusoidally, with days where the cycle crosses the zero line described as "critical days" of greater risk or uncertainty.
The numbers from +100% (maximum) to -100% (minimum) indicate where on each cycle the rhythms are on a particular day. In general, a rhythm at 0% is crossing the midpoint and is thought to have no real impact on one's life, whereas a rhythm at +100% (at the peak of that cycle) would give one an edge in that area, and a rhythm at -100% (at the bottom of that cycle) would make life more difficult in that area. There is no particul
Document 2:::
Chronobiology is a field of biology that examines timing processes, including periodic (cyclic) phenomena in living organisms, such as their adaptation to solar- and lunar-related rhythms. These cycles are known as biological rhythms. Chronobiology comes from the ancient Greek χρόνος (chrónos, meaning "time"), and biology, which pertains to the study, or science, of life. The related terms chronomics and chronome have been used in some cases to describe either the molecular mechanisms involved in chronobiological phenomena or the more quantitative aspects of chronobiology, particularly where comparison of cycles between organisms is required.
Chronobiological studies include but are not limited to comparative anatomy, physiology, genetics, molecular biology and behavior of organisms related to their biological rhythms. Other aspects include epigenetics, development, reproduction, ecology and evolution.
The subject
Chronobiology studies variations of the timing and duration of biological activity in living organisms which occur for many essential biological processes. These occur (a) in animals (eating, sleeping, mating, hibernating, migration, cellular regeneration, etc.), (b) in plants (leaf movements, photosynthetic reactions, etc.), and in microbial organisms such as fungi and protozoa. They have even been found in bacteria, especially among the cyanobacteria (aka blue-green algae, see bacterial circadian rhythms). The best studied rhythm in chronobiology is the circadian rhythm, a roughly 24-hour cycle shown by physiological processes in all these organisms. The term circadian comes from the Latin circa, meaning "around" and dies, "day", meaning "approximately a day." It is regulated by circadian clocks.
The circadian rhythm can further be broken down into routine cycles during the 24-hour day:
Diurnal, which describes organisms active during daytime
Nocturnal, which describes organisms active in the night
Crepuscular, which describes animals primarily ac
Document 3:::
A circadian clock, or circadian oscillator, is a biochemical oscillator that cycles with a stable phase and is synchronized with solar time.
Such a clock's in vivo period is necessarily almost exactly 24 hours (the earth's current solar day). In most living things, internally synchronized circadian clocks make it possible for the organism to anticipate daily environmental changes corresponding with the day–night cycle and adjust its biology and behavior accordingly.
The term circadian derives from the Latin circa (about) dies (a day), since when taken away from external cues (such as environmental light), they do not run to exactly 24 hours. Clocks in humans in a lab in constant low light, for example, will average about 24.2 hours per day, rather than 24 hours exactly.
The normal body clock oscillates with an endogenous period of exactly 24 hours, it entrains, when it receives sufficient daily corrective signals from the environment, primarily daylight and darkness. Circadian clocks are the central mechanisms that drive circadian rhythms. They consist of three major components:
a central biochemical oscillator with a period of about 24 hours that keeps time;
a series of input pathways to this central oscillator to allow entrainment of the clock;
a series of output pathways tied to distinct phases of the oscillator that regulate overt rhythms in biochemistry, physiology, and behavior throughout an organism.
The clock is reset as an organism senses environmental time cues of which the primary one is light. Circadian oscillators are ubiquitous in tissues of the body where they are synchronized by both endogenous and external signals to regulate transcriptional activity throughout the day in a tissue-specific manner. The circadian clock is intertwined with most cellular metabolic processes and it is affected by organism aging. The basic molecular mechanisms of the biological clock have been defined in vertebrate species, Drosophila melanogaster, plants, fungi, b
Document 4:::
A circannual cycle is a biological process that occurs in living creatures over the period of approximately one year. This cycle was first discovered by Ebo Gwinner and Canadian biologist Ted Pengelley. It is classified as an Infradian rhythm, which is biological process with a period longer than that of a circadian rhythm, less than one cycle per 24 hours. These processes continue even in artificial environments in which seasonal cues have been removed by scientists. The term circannual is Latin, circa meaning approximately and annual relating to one year. Chronobiology is the field of biology pertaining to periodic rhythms that occur in living organisms in response to external stimuli such as photoperiod.
Cycles come from genetic evolution in animals which allows them to create regulatory cycles to improve their fitness. Evolution for these traits comes from the increased reproductive success of animals most capable of predicting the regular changes in the environment like seasonal changes and adapt capitalize on the times when success was greatest. The idea of evolved biological clocks exists not only for animals but also in plant species which exhibit cyclic behaviors without environmental cues. Plentiful research has been done on the biological clocks and what behaviors they are responsible for in animals, circannual rhythms are just one example of a biological clock.
Rhythms are driven by hormone cycles and seasonal rhythms can endure for long periods of time in animals even without photoperiod signaling which comes with seasonal changes. They are a driver of annual behaviors such as hibernation, mating and the gain or loss of weight for seasonal changes. Circannual cycles can be defined by three main aspects being that they must persist without apparent time cues, be able to be phase shifted, and should not be changed by temperature. Circannual cycles have important impacts on when animal behaviors are performed and the success of those behaviors. Circannu
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the term for daily cycles of behavior, like the sleep-wake cycle?
A. circadian rhythms
B. daily rhythms
C. variable rhythms
D. behavioral rhythms
Answer:
|
|
sciq-9498
|
multiple_choice
|
What is the name of the formation that regulates sleep and arousal?
|
[
"gelechioidea formation",
"reticular formation",
"sleep-arousal formation",
"epithelial formation"
] |
B
|
Relavent Documents:
Document 0:::
Sleep onset is the transition from wakefulness into sleep. Sleep onset usually transmits into non-rapid eye movement sleep (NREM sleep) but under certain circumstances (e.g. narcolepsy) it is possible to transit from wakefulness directly into rapid eye movement sleep (REM sleep).
History
During the 1920s an obscure disorder that caused encephalitis and attacked the part of the brain that regulates sleep influenced Europe and North America. Although the virus that caused this disorder was never identified, the psychiatrist and neurologist Constantin von Economo decided to study this disease and identified a key component in the sleep-wake regulation. He identified the pathways that regulated wakefulness and sleep onset by studying the parts of the brain that were affected by the disease and the consequences it had on the circadian rhythm. He stated that the pathways that regulated sleep onset are located between the brain stem and the basal forebrain. His discoveries were not appreciated until the last two decades of the 20th century when the pathways of sleep were found to reside in the exact place that Constantin von Economo stated.
Neural circuit
Sleep electrophysiological measurements can be made by attaching electrodes to the scalp to measure the electroencephalogram (EEG) and to the chin to monitor muscle activity, recorded as the electromyogram (EMG). Electrodes attached around the eyes monitor eye movements, recorded as the electro-oculogram (EOG).
Pathways
Von Economo, in his studies, noticed that lesions in the connection between the midbrain and the diencephalon caused prolonged sleepiness and therefore proposed the idea of an ascending arousal system. During the past few decades major ascending pathways have been discovered with located neurons and respective neurotransmitters. This pathway divides into two branches: one that ascends to the thalamus and activates the thalamus relay neurons, and another one that activates neurons in the lateral part of
Document 1:::
Wakefulness is a daily recurring brain state and state of consciousness in which an individual is conscious and engages in coherent cognitive and behavioral responses to the external world.
Being awake is the opposite of being asleep, in which most external inputs to the brain are excluded from neural processing.
Effects upon the brain
The longer the brain has been awake, the greater the synchronous firing rates of cerebral cortex neurons. After sustained periods of sleep, both the speed and synchronicity of the neurons firing are shown to decrease.
Another effect of wakefulness is the reduction of glycogen held in the astrocytes, which supply energy to the neurons. Studies have shown that one of sleep's underlying functions is to replenish this glycogen energy source.
Maintenance by the brain
Wakefulness is produced by a complex interaction between multiple neurotransmitter systems arising in the brainstem and ascending through the midbrain, hypothalamus, thalamus and basal forebrain.<ref></</ref> The posterior hypothalamus plays a key role in the maintenance of the cortical activation that underlies wakefulness. Several systems originating in this part of the brain control the shift from wakefulness into sleep and sleep into wakefulness. Histamine neurons in the tuberomammillary nucleus and nearby adjacent posterior hypothalamus project to the entire brain and are the most wake-selective system so far identified in the brain. Another key system is that provided by the orexins (also known as hypocretins) projecting neurons. These exist in areas adjacent to histamine neurons and like them project widely to most brain areas and associate with arousal. Orexin deficiency has been identified as responsible for narcolepsy.
Research suggests that orexin and histamine neurons play distinct, but complementary roles in controlling wakefulness with orexin being more involved with wakeful behavior and histamine with cognition and activation of cortical EEG.
It has been
Document 2:::
Slow-wave sleep (SWS), often referred to as deep sleep, consists of stage three of non-rapid eye movement sleep. It usually lasts between 70 and 90 minutes and takes place during the first hours of the night. Initially, SWS consisted of both Stage 3, which has 20–50 percent delta wave activity, and Stage 4, which has more than 50 percent delta wave activity.
Overview
This period of sleep is called slow-wave sleep because the EEG activity is synchronized, characterised by slow waves with a frequency range of 0.5–4.5 Hz, relatively high amplitude power with peak-to-peak amplitude greater than 75µV. The first section of the wave signifies a "down state", an inhibition or hyperpolarizing phase in which the neurons in the neocortex are silent. This is the period when the neocortical neurons are able to rest. The second section of the wave signifies an "up state", an excitation or depolarizing phase in which the neurons fire briefly at a high rate. The principal characteristics during slow-wave sleep that contrast with REM sleep are moderate muscle tone, slow or absent eye movement, and lack of genital activity.
Slow-wave sleep is considered important for memory consolidation. This is sometimes referred to as "sleep-dependent memory processing". Impaired memory consolidation has been seen in individuals with primary insomnia, who thus do not perform as well as those who are healthy in memory tasks following a period of sleep. Furthermore, slow-wave sleep improves declarative memory (which includes semantic and episodic memory). A central model has been hypothesized that the long-term memory storage is facilitated by an interaction between the hippocampal and neocortical networks. In several studies, after the subjects have had training to learn a declarative memory task, the density of human sleep spindles present was significantly higher than the signals observed during the control tasks, which involved similar visual stimulation and cognitively-demanding tasks but di
Document 3:::
The sleep cycle is an oscillation between the slow-wave and REM (paradoxical) phases of sleep. It is sometimes called the ultradian sleep cycle, sleep–dream cycle, or REM-NREM cycle, to distinguish it from the circadian alternation between sleep and wakefulness. In humans, this cycle takes 70 to 110 minutes (90 ± 20 minutes).
Characteristics
Electroencephalography shows the timing of sleep cycles by virtue of the marked distinction in brainwaves manifested during REM and non-REM sleep. Delta wave activity, correlating with slow-wave (deep) sleep, in particular shows regular oscillations throughout a good night's sleep. Secretions of various hormones, including renin, growth hormone, and prolactin, correlate positively with delta-wave activity, while secretion of thyroid-stimulating hormone correlates inversely. Heart rate variability, well known to increase during REM, predictably also correlates inversely with delta-wave oscillations over the ~90-minute cycle.
In order to determine in which stage of sleep the asleep subject is, electroencephalography is combined with other devices used for this differentiation. EMG (electromyography) is a crucial method to distinguish between sleep phases: for example, a decrease of muscle tone is in general a characteristic of the transition from wake to sleep, and during REM sleep, there is a state of muscle atonia (paralysis), resulting in an absence of signals in the EMG.
EOG (electrooculography), the measure of the eyes’ movement, is the third method used in the sleep architecture measurement; for example, REM sleep, as the name indicates, is characterized by a rapid eye movement pattern, visible thanks to the EOG.
Moreover, methods based on cardiorespiratory parameters are also effective in the analysis of sleep architecture—if they are associated with the other aforementioned measurements (such as electroencephalography, electrooculography and the electromyography).
Homeostatic functions, especially thermoregulation, o
Document 4:::
Adolescent sleep is typically poor in duration and quality. Sleep duration and quality reduce to suboptimal levels, and sleep duration variability and latency increases during adolescence. Sleep recommendations suggest that adolescents should obtain 8–10 hours of sleep per night. Additionally, there is a shift in the body's circadian rhythm such that sleep and wake timings become later during adolescence. Technology, social factors, and physical development are thought to contribute to poor sleep during this time. Poor sleep duration and quality in adolescents has been linked with altered brain functioning and development, poor mental and physical health, as well as higher rates of disease and mortality. The concerns surrounding poor sleep during adolescence has garnered significant public attention, especially concerning policies related to school start times.
Developmental changes
Adolescent sleep worsens with age. Specifically, longitudinal research demonstrates that sleep duration shortens during the transition from high school to college. Additionally, sleep efficiency (the amount of time spent asleep when in bed) decreased during this transition. Day-to-day variability in sleep duration increased during this transition, suggesting that adolescent sleep duration becomes less stable with time. A variety of social, physical, biological, and psychological factors change during adolescence which contributes to declines in sleep. In particular, puberty has been explored as a contributor to changes in adolescent sleep. Luteinizing hormone (LH) is secreted during sleep at the onset of pubertal maturation, pointing to an important relationship between sleep and pubertal development.
Sleep recommendations
The National Sleep Foundation recommends that teenagers (14–17 years) obtain 8 to 10 hours of sleep. Their recommendation further stipulates that less than 7 hours and more than 11 hours of sleep may be harmful. Additionally, it is recommended that young adults (18
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the name of the formation that regulates sleep and arousal?
A. gelechioidea formation
B. reticular formation
C. sleep-arousal formation
D. epithelial formation
Answer:
|
|
ai2_arc-1070
|
multiple_choice
|
As Archie walks to the park, he wonders which route would be faster. He decides to walk to the park using different routes and times how long it takes. Which should he do to make his comparison fair?
|
[
"walk to different parts of the park each day",
"walk with a different friend each day",
"walk at the same speed each day",
"walk at the same time of the day"
] |
C
|
Relavent Documents:
Document 0:::
Adaptive comparative judgement is a technique borrowed from psychophysics which is able to generate reliable results for educational assessment – as such it is an alternative to traditional exam script marking. In the approach, judges are presented with pairs of student work and are then asked to choose which is better, one or the other. By means of an iterative and adaptive algorithm, a scaled distribution of student work can then be obtained without reference to criteria.
Introduction
Traditional exam script marking began in Cambridge 1792 when, with undergraduate numbers rising, the importance of proper ranking of students was growing. So in 1792 the new Proctor of Examinations, William Farish, introduced marking, a process in which every examiner gives a numerical score to each response by every student, and the overall total mark puts the students in the final rank order. Francis Galton (1869) noted that, in an unidentified year about 1863, the Senior Wrangler scored 7,634 out of a maximum of 17,000, while the Second Wrangler scored 4,123. (The 'Wooden Spoon' scored only 237.)
Prior to 1792, a team of Cambridge examiners convened at 5pm on the last day of examining, reviewed the 19 papers each student had sat – and published their rank order at midnight. Marking solved the problems of numbers and prevented unfair personal bias, and its introduction was a step towards modern objective testing, the format it is best suited to. But the technology of testing that followed, with its major emphasis on reliability and the automatisation of marking, has been an uncomfortable partner for some areas of educational achievement: assessing writing or speaking, and other kinds of performance need something more qualitative and judgemental.
The technique of Adaptive Comparative Judgement is an alternative to marking. It returns to the pre-1792 idea of sorting papers according to their quality, but retains the guarantee of reliability and fairness. It is by far the most rel
Document 1:::
Test equating traditionally refers to the statistical process of determining comparable scores on different forms of an exam. It can be accomplished using either classical test theory or item response theory.
In item response theory, equating is the process of placing scores from two or more parallel test forms onto a common score scale. The result is that scores from two different test forms can be compared directly, or treated as though they came from the same test form. When the tests are not parallel, the general process is called linking. It is the process of equating the units and origins of two scales on which the abilities of students have been estimated from results on different tests. The process is analogous to equating degrees Fahrenheit with degrees Celsius by converting measurements from one scale to the other. The determination of comparable scores is a by-product of equating that results from equating the scales obtained from test results.
Purpose
Suppose that Dick and Jane both take a test to become licensed in a certain profession. Because the high stakes (you get to practice the profession if you pass the test) may create a temptation to cheat, the organization that oversees the test creates two forms. If we know that Dick scored 60% on form A and Jane scored 70% on form B, do we know for sure which one has a better grasp of the material? What if form A is composed of very difficult items, while form B is relatively easy? Equating analyses are performed to address this very issue, so that scores are as fair as possible.
Equating in item response theory
In item response theory, person "locations" (measures of some quality being assessed by a test) are estimated on an interval scale; i.e., locations are estimated in relation to a unit and origin. It is common in educational assessment to employ tests in order to assess different groups of students with the intention of establishing a common scale by equating the origins, and when appropri
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:::
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 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.
As Archie walks to the park, he wonders which route would be faster. He decides to walk to the park using different routes and times how long it takes. Which should he do to make his comparison fair?
A. walk to different parts of the park each day
B. walk with a different friend each day
C. walk at the same speed each day
D. walk at the same time of the day
Answer:
|
|
sciq-2362
|
multiple_choice
|
What do scientists attach to aquatic animals to collect information?
|
[
"ultraviolet tags",
"radio tags",
"satellite tags",
"fluorescent tags"
] |
C
|
Relavent Documents:
Document 0:::
Aquatic science is the study of the various bodies of water that make up our planet including oceanic and freshwater environments. Aquatic scientists study the movement of water, the chemistry of water, aquatic organisms, aquatic ecosystems, the movement of materials in and out of aquatic ecosystems, and the use of water by humans, among other things. Aquatic scientists examine current processes as well as historic processes, and the water bodies that they study can range from tiny areas measured in millimeters to full oceans. Moreover, aquatic scientists work in Interdisciplinary groups. For example, a physical oceanographer might work with a biological oceanographer to understand how physical processes, such as tropical cyclones or rip currents, affect organisms in the Atlantic Ocean. Chemists and biologists, on the other hand, might work together to see how the chemical makeup of a certain body of water affects the plants and animals that reside there. Aquatic scientists can work to tackle global problems such as global oceanic change and local problems, such as trying to understand why a drinking water supply in a certain area is polluted.
There are two main fields of study that fall within the field of aquatic science. These fields of study include oceanography and limnology.
Oceanography
Oceanography refers to the study of the physical, chemical, and biological characteristics of oceanic environments. Oceanographers study the history, current condition, and future of the planet's oceans. They also study marine life and ecosystems, ocean circulation, plate tectonics, the geology of the seafloor, and the chemical and physical properties of the ocean.
Oceanography is interdisciplinary. For example, there are biological oceanographers and marine biologists. These scientists specialize in marine organisms. They study how these organisms develop, their relationship with one another, and how they interact and adapt to their environment. Biological oceanographers
Document 1:::
Fisheries science is the academic discipline of managing and understanding fisheries. It is a multidisciplinary science, which draws on the disciplines of limnology, oceanography, freshwater biology, marine biology, meteorology, conservation, ecology, population dynamics, economics, statistics, decision analysis, management, and many others in an attempt to provide an integrated picture of fisheries. In some cases new disciplines have emerged, as in the case of bioeconomics and fisheries law. Because fisheries science is such an all-encompassing field, fisheries scientists often use methods from a broad array of academic disciplines. Over the most recent several decades, there have been declines in fish stocks (populations) in many regions along with increasing concern about the impact of intensive fishing on marine and freshwater biodiversity.
Fisheries science is typically taught in a university setting, and can be the focus of an undergraduate, master's or Ph.D. program. Some universities offer fully integrated programs in fisheries science. Graduates of university fisheries programs typically find employment as scientists, fisheries managers of both recreational and commercial fisheries, researchers, aquaculturists, educators, environmental consultants and planners, conservation officers, and many others.
Fisheries research
Because fisheries take place in a diverse set of aquatic environments (i.e., high seas, coastal areas, large and small rivers, and lakes of all sizes), research requires different sampling equipment, tools, and techniques. For example, studying trout populations inhabiting mountain lakes requires a very different set of sampling tools than, say, studying salmon in the high seas. Ocean fisheries research vessels (FRVs) often require platforms which are capable of towing different types of fishing nets, collecting plankton or water samples from a range of depths, and carrying acoustic fish-finding equipment. Fisheries research vessels a
Document 2:::
Marine technology is defined by WEGEMT (a European association of 40 universities in 17 countries) as "technologies for the safe use, exploitation, protection of, and intervention in, the marine environment." In this regard, according to WEGEMT, the technologies involved in marine technology are the following: naval architecture, marine engineering, ship design, ship building and ship operations; oil and gas exploration, exploitation, and production; hydrodynamics, navigation, sea surface and sub-surface support, underwater technology and engineering; marine resources (including both renewable and non-renewable marine resources); transport logistics and economics; inland, coastal, short sea and deep sea shipping; protection of the marine environment; leisure and safety.
Education and training
According to the Cape Fear Community College of Wilmington, North Carolina, the curriculum for a marine technology program provides practical skills and academic background that are essential in succeeding in the area of marine scientific support. Through a marine technology program, students aspiring to become marine technologists will become proficient in the knowledge and skills required of scientific support technicians.
The educational preparation includes classroom instructions and practical training aboard ships, such as how to use and maintain electronic navigation devices, physical and chemical measuring instruments, sampling devices, and data acquisition and reduction systems aboard ocean-going and smaller vessels, among other advanced equipment.
As far as marine technician programs are concerned, students learn hands-on to trouble shoot, service and repair four- and two-stroke outboards, stern drive, rigging, fuel & lube systems, electrical including diesel engines.
Relationship to commerce
Marine technology is related to the marine science and technology industry, also known as maritime commerce. The Executive Office of Housing and Economic Development (EOHED
Document 3:::
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 4:::
Beacon Institute for Rivers and Estuaries, Clarkson University, with offices in City of Beacon and Troy, New York, is a 501(c)(3) not-for-profit environmental research organization focusing on real-time monitoring of river ecosystems. The institute's mission is to "create and maintain a global center for scientific and technological innovation that advances research, education and public policy regarding rivers and estuaries."
In 2011, Beacon Institute for Rivers and Estuaries and Clarkson University announced an expansion of their education and operational partnership for commercialization of new real-time river monitoring sensor technology, academic programs and public policy solutions based on real-time data to protect waterways. Clarkson University Business School Dean Timothy Sugrue, a West Point graduate, is the institute's President and Chief Executive Officer, with responsibility for R&D oversight and commercial partnership development. With the new alliance, the institute's Founding Director, Hudson River environmentalist John Cronin, joined Clarkson's faculty as a Beacon Institute Fellow. Cronin also serves as Senior Fellow for Environmental Affairs at Pace University's Academy for the Environment.
In 2008, Clarkson University's James S. Bonner and a team of its researchers joined the River and Estuary Observatory Network (REON) collaboration started by Beacon Institute and IBM. Together, the partners have established a first-of-its-kind real-time environmental monitoring network for rivers and estuaries that seeks to allow continuous monitoring of physical, chemical and biological data from points in New York's Hudson, Mohawk and St. Lawrence Rivers via an integrated network of sensors, robotics, mobile monitoring and computational technology deployed in the rivers.
External links
Beacon Institute for Rivers and Estuaries, Clarkson University
Ecology organizations
Beacon, New York
Hudson River
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What do scientists attach to aquatic animals to collect information?
A. ultraviolet tags
B. radio tags
C. satellite tags
D. fluorescent tags
Answer:
|
|
sciq-5031
|
multiple_choice
|
Which type of membrane are ribosomes surrounded by?
|
[
"partial",
"temporary",
"none",
"permenant"
] |
C
|
Relavent Documents:
Document 0:::
Cell physiology is the biological study of the activities that take place in a cell to keep it alive. The term physiology refers to normal functions in a living organism. Animal cells, plant cells and microorganism cells show similarities in their functions even though they vary in structure.
General characteristics
There are two types of cells: prokaryotes and eukaryotes.
Prokaryotes were the first of the two to develop and do not have a self-contained nucleus. Their mechanisms are simpler than later-evolved eukaryotes, which contain a nucleus that envelops the cell's DNA and some organelles.
Prokaryotes
Prokaryotes have DNA located in an area called the nucleoid, which is not separated from other parts of the cell by a membrane. There are two domains of prokaryotes: bacteria and archaea. Prokaryotes have fewer organelles than eukaryotes. Both have plasma membranes and ribosomes (structures that synthesize proteins and float free in cytoplasm). Two unique characteristics of prokaryotes are fimbriae (finger-like projections on the surface of a cell) and flagella (threadlike structures that aid movement).
Eukaryotes
Eukaryotes have a nucleus where DNA is contained. They are usually larger than prokaryotes and contain many more organelles. The nucleus, the feature of a eukaryote that distinguishes it from a prokaryote, contains a nuclear envelope, nucleolus and chromatin. In cytoplasm, endoplasmic reticulum (ER) synthesizes membranes and performs other metabolic activities. There are two types, rough ER (containing ribosomes) and smooth ER (lacking ribosomes). The Golgi apparatus consists of multiple membranous sacs, responsible for manufacturing and shipping out materials such as proteins. Lysosomes are structures that use enzymes to break down substances through phagocytosis, a process that comprises endocytosis and exocytosis. In the mitochondria, metabolic processes such as cellular respiration occur. The cytoskeleton is made of fibers that support the str
Document 1:::
Membrane contact sites (MCS) are close appositions between two organelles. Ultrastructural studies typically reveal an intermembrane distance in the order of the size of a single protein, as small as 10 nm or wider, with no clear upper limit. These zones of apposition are highly conserved in evolution. These sites are thought to be important to facilitate signalling, and they promote the passage of small molecules, including ions, lipids and (discovered later) reactive oxygen species. MCS are important in the function of the endoplasmic reticulum (ER), since this is the major site of lipid synthesis within cells. The ER makes close contact with many organelles, including mitochondria, Golgi, endosomes, lysosomes, peroxisomes, chloroplasts and the plasma membrane. Both mitochondria and sorting endosomes undergo major rearrangements leading to fission where they contact the ER. Sites of close apposition can also form between most of these organelles most pairwise combinations. First mentions of these contact sites can be found in papers published in the late 1950s mainly visualized using electron microscopy (EM) techniques. Copeland and Dalton described them as “highly specialized tubular form of endoplasmic reticulum in association with the mitochondria and apparently in turn, with the vascular border of the cell”.
Plasma membrane - endoplasmic reticulum contact sites
MCSs between ER and PM exist in different cell types from neurons to muscle cells, from Homo sapiens to Saccharomyces cerevisiae. Some studies showed that more than 1000 contact sites are present in every yeast cell and the distance between the lipid bilayer ranges from 10 to 25 nm (the order of the size of a single protein). PM-ER contact sites have been linked to the main functions of MCS: lipid synthesis, lipid trafficking, and calcium homeostasis. A set of molecular tools (e.g., LiMETER and MAPPER) have been developed to label and manipulate the formation of ER-PM junctions in living cells.
Lipid
Document 2:::
Endoplasm generally refers to the inner (often granulated), dense part of a cell's cytoplasm. This is opposed to the ectoplasm which is the outer (non-granulated) layer of the cytoplasm, which is typically watery and immediately adjacent to the plasma membrane. The nucleus is separated from the endoplasm by the nuclear envelope. The different makeups/viscosities of the endoplasm and ectoplasm contribute to the amoeba's locomotion through the formation of a pseudopod. However, other types of cells have cytoplasm divided into endo- and ectoplasm. The endoplasm, along with its granules, contains water, nucleic acids, amino acids, carbohydrates, inorganic ions, lipids, enzymes, and other molecular compounds. It is the site of most cellular processes as it houses the organelles that make up the endomembrane system, as well as those that stand alone. The endoplasm is necessary for most metabolic activities, including cell division.
The endoplasm, like the cytoplasm, is far from static. It is in a constant state of flux through intracellular transport, as vesicles are shuttled between organelles and to/from the plasma membrane. Materials are regularly both degraded and synthesized within the endoplasm based on the needs of the cell and/or organism. Some components of the cytoskeleton run throughout the endoplasm though most are concentrated in the ectoplasm - towards the cells edges, closer to the plasma membrane. The endoplasm's granules are suspended in cytosol.
Granules
The term granule refers to a small particle within the endoplasm, typically the secretory vesicles. The granule is the defining characteristic of the endoplasm, as they are typically not present within the ectoplasm. These offshoots of the endomembrane system are enclosed by a phospholipid bilayer and can fuse with other organelles as well as the plasma membrane. Their membrane is only semipermeable and allows them to house substances that could be harmful to the cell if they were allowed to flow fre
Document 3:::
Cell theory has its origins in seventeenth century microscopy observations, but it was nearly two hundred years before a complete cell membrane theory was developed to explain what separates cells from the outside world. By the 19th century it was accepted that some form of semi-permeable barrier must exist around a cell. Studies of the action of anesthetic molecules led to the theory that this barrier might be made of some sort of fat (lipid), but the structure was still unknown. A series of pioneering experiments in 1925 indicated that this barrier membrane consisted of two molecular layers of lipids—a lipid bilayer. New tools over the next few decades confirmed this theory, but controversy remained regarding the role of proteins in the cell membrane. Eventually the fluid mosaic model was composed in which proteins “float” in a fluid lipid bilayer "sea". Although simplistic and incomplete, this model is still widely referenced today.
[It is found in 1838.]]
Early barrier theories
Since the invention of the microscope in the seventeenth century it has been known that plant and animal tissue is composed of cells : the cell was discovered by Robert Hooke. The plant cell wall was easily visible even with these early microscopes but no similar barrier was visible on animal cells, though it stood to reason that one must exist. By the mid 19th century, this question was being actively investigated and Moritz Traube noted that this outer layer must be semipermeable to allow transport of ions. Traube had no direct evidence for the composition of this film, though, and incorrectly asserted that it was formed by an interfacial reaction of the cell protoplasm with the extracellular fluid.
The lipid nature of the cell membrane was first correctly intuited by Georg Hermann Quincke in 1888, who noted that a cell generally forms a spherical shape in water and, when broken in half, forms two smaller spheres. The only other known material to exhibit this behavior was oil. He al
Document 4:::
Membrane proteins are common proteins that are part of, or interact with, biological membranes. Membrane proteins fall into several broad categories depending on their location. Integral membrane proteins are a permanent part of a cell membrane and can either penetrate the membrane (transmembrane) or associate with one or the other side of a membrane (integral monotopic). Peripheral membrane proteins are transiently associated with the cell membrane.
Membrane proteins are common, and medically important—about a third of all human proteins are membrane proteins, and these are targets for more than half of all drugs. Nonetheless, compared to other classes of proteins, determining membrane protein structures remains a challenge in large part due to the difficulty in establishing experimental conditions that can preserve the correct conformation of the protein in isolation from its native environment.
Function
Membrane proteins perform a variety of functions vital to the survival of organisms:
Membrane receptor proteins relay signals between the cell's internal and external environments.
Transport proteins move molecules and ions across the membrane. They can be categorized according to the Transporter Classification database.
Membrane enzymes may have many activities, such as oxidoreductase, transferase or hydrolase.
Cell adhesion molecules allow cells to identify each other and interact. For example, proteins involved in immune response
The localization of proteins in membranes can be predicted reliably using hydrophobicity analyses of protein sequences, i.e. the localization of hydrophobic amino acid sequences.
Integral membrane proteins
Integral membrane proteins are permanently attached to the membrane. Such proteins can be separated from the biological membranes only using detergents, nonpolar solvents, or sometimes denaturing agents. They can be classified according to their relationship with the bilayer:
Integral polytopic proteins are transmembran
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which type of membrane are ribosomes surrounded by?
A. partial
B. temporary
C. none
D. permenant
Answer:
|
|
sciq-11203
|
multiple_choice
|
What is the cause of behavioral difference between populations?
|
[
"genetic differences",
"genetic wavelengths",
"environmental factors",
"electromagnetic differences"
] |
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:::
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 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:::
Research on the heritability of IQ inquires into the degree of variation in IQ within a population that is due to genetic variation between individuals in that population. There has been significant controversy in the academic community about the heritability of IQ since research on the issue began in the late nineteenth century. Intelligence in the normal range is a polygenic trait, meaning that it is influenced by more than one gene, and in the case of intelligence at least 500 genes. Further, explaining the similarity in IQ of closely related persons requires careful study because environmental factors may be correlated with genetic factors.
Early twin studies of adult individuals have found a heritability of IQ between 57% and 73%, with some recent studies showing heritability for IQ as high as 80%. IQ goes from being weakly correlated with genetics for children, to being strongly correlated with genetics for late teens and adults. The heritability of IQ increases with the child's age and reaches a plateau at 14-16 years old, continuing at that level well into adulthood. However, poor prenatal environment, malnutrition and disease are known to have lifelong deleterious effects.
Although IQ differences between individuals have been shown to have a large hereditary component, it does not follow that disparities in IQ between groups have a genetic basis. The scientific consensus is that genetics does not explain average differences in IQ test performance between racial groups.
Heritability and caveats
Heritability is a statistic used in the fields of breeding and genetics that estimates the degree of variation in a phenotypic trait in a population that is due to genetic variation between individuals in that population. The concept of heritability can be expressed in the form of the following question: "What is the proportion of the variation in a given trait within a population that is not explained by the environment or random chance?"
Estimates of heritabi
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 is the cause of behavioral difference between populations?
A. genetic differences
B. genetic wavelengths
C. environmental factors
D. electromagnetic differences
Answer:
|
|
ai2_arc-318
|
multiple_choice
|
What enabled Galileo in the 17th century to see the moons of Jupiter?
|
[
"Jupiter came close to Earth during his lifetime.",
"He realized that all of the planets go around the Sun.",
"He invented advanced tools for looking at the sky.",
"Earlier scientists failed to take an interest in the sky."
] |
C
|
Relavent Documents:
Document 0:::
A pre-STEM program is a course of study at any two-year college that prepares a student to transfer to a four-year school to earn a bachelor's degree in a STEM field.
Overview
The concept of a pre-STEM program is being developed to address America's need for more college-trained professionals in science, technology, engineering, and mathematics (STEM). It is an innovation meant to fill a gap at community colleges that do not have 'major' degree paths that students identify with on their way to earning an Associates degree. Students must complete a considerable amount of STEM coursework before transferring from a two-year school to a four-year school and earn a baccalaureate degree in a STEM field. Schools with a pre-STEM program are able to identify those students and support them with STEM-specific academic and career advising, increasing the student's chances of going on to earn a STEM baccalaureate degree in a timely fashion.
With over 50% of America's college-bound students starting their college career at public or private two-year school, and with a very small proportion of students who start college at a two-year school matriculating to and earning STEM degrees from four-year schools, pre-STEM programs have great potential for broadening participation in baccalaureate STEM studies.
Example programs
The effectiveness of pre-STEM programs is being investigated by a consortium of schools in Missouri: Moberly Area Community College, St. Charles Community College, Metropolitan Community College, and Truman State University.
A larger group of schools met at the Belknap Springs Meetings in October 2009 to discuss the challenges and opportunities presented by STEM-focused partnerships between 2-year and 4-year schools. Each program represented a two-year school and a four-year school that were trying to increase the number of people who earn a baccalaureate degree in a STEM area through various means, some of which were pre-STEM programs. Other methods includes
Document 1:::
The Discourses and Mathematical Demonstrations Relating to Two New Sciences ( ) published in 1638 was Galileo Galilei's final book and a scientific testament covering much of his work in physics over the preceding thirty years. It was written partly in Italian and partly in Latin.
After his Dialogue Concerning the Two Chief World Systems, the Roman Inquisition had banned the publication of any of Galileo's works, including any he might write in the future. After the failure of his initial attempts to publish Two New Sciences in France, Germany, and Poland, it was published by Lodewijk Elzevir who was working in Leiden, South Holland, where the writ of the Inquisition was of less consequence (see House of Elzevir). Fra Fulgenzio Micanzio, the official theologian of the Republic of Venice, had initially offered to help Galileo publish in Venice the new work, but he pointed out that publishing the Two New Sciences in Venice might cause Galileo unnecessary trouble; thus, the book was eventually published in Holland. Galileo did not seem to suffer any harm from the Inquisition for publishing this book since in January 1639, the book reached Rome's bookstores, and all available copies (about fifty) were quickly sold.
Discourses was written in a style similar to Dialogues, in which three men (Simplicio, Sagredo, and Salviati) discuss and debate the various questions Galileo is seeking to answer. There is a notable change in the men, however; Simplicio, in particular, is no longer quite as simple-minded, stubborn and Aristotelian as his name implies. His arguments are representative of Galileo's own early beliefs, as Sagredo represents his middle period, and Salviati proposes Galileo's newest models.
Introduction
The book is divided into four days, each addressing different areas of physics. Galileo dedicates Two New Sciences to Lord Count of Noailles.
In the First Day, Galileo addressed topics that were discussed in Aristotle's Physics and also the Aristotelian school
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 scholar is a person who is a researcher or has expertise in an academic discipline. A scholar can also be an academic, who works as a professor, teacher, or researcher at a university. An academic usually holds an advanced degree or a terminal degree, such as a master's degree or a doctorate (PhD). Independent scholars and public intellectuals work outside of the academy yet may publish in academic journals and participate in scholarly public discussion.
Definitions
In contemporary English usage, the term scholar sometimes is equivalent to the term academic, and describes a university-educated individual who has achieved intellectual mastery of an academic discipline, as instructor and as researcher. Moreover, before the establishment of universities, the term scholar identified and described an intellectual person whose primary occupation was professional research. In 1847, minister Emanuel Vogel Gerhart spoke of the role of the scholar in society:
Gerhart argued that a scholar can not be focused on a single discipline, contending that knowledge of multiple disciplines is necessary to put each into context and to inform the development of each:
A 2011 examination outlined the following attributes commonly accorded to scholars as "described by many writers, with some slight variations in the definition":
Scholars may rely on the scholarly method or scholarship, a body of principles and practices used by scholars to make their claims about the world as valid and trustworthy as possible, and to make them known to the scholarly public. It is the methods that systemically advance the teaching, research, and practice of a given scholarly or academic field of study through rigorous inquiry. Scholarship is creative, can be documented, can be replicated or elaborated, and can be and is peer-reviewed through various methods.
Role in society
Scholars have generally been upheld as creditable figures of high social standing, who are engaged in work important to society.
Document 4:::
Astronomy education or astronomy education research (AER) refers both to the methods currently used to teach the science of astronomy and to an area of pedagogical research that seeks to improve those methods. Specifically, AER includes systematic techniques honed in science and physics education to understand what and how students learn about astronomy and determine how teachers can create more effective learning environments.
Education is important to astronomy as it impacts both the recruitment of future astronomers and the appreciation of astronomy by citizens and politicians who support astronomical research. Astronomy has been taught throughout much of recorded human history, and has practical application in timekeeping and navigation. Teaching astronomy contributes to an understanding of physics and the origin of the world around us, a shared cultural background, and a sense of wonder and exploration. It includes education of the general public through planetariums, books, and instructive presentations, plus programs and tools for amateur astronomy, and University-level degree programs for professional astronomers. Astronomy organizations provide educational functions and societies in about 100 nation states around the world.
In schools, particularly at the collegiate level, astronomy is aligned with physics and the two are often combined to form a Department of Physics and Astronomy. Some parts of astronomy education overlap with physics education, however, astronomy education has its own arenas, practitioners, journals, and research. This can be demonstrated in the identified 20-year lag between the emergence of AER and physics education research. The body of research in this field are available through electronic sources such as the Searchable Annotated Bibliography of Education Research (SABER) and the American Astronomical Society's database of the contents of their journal "Astronomy Education Review" (see link below).
The National Aeronautics and
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What enabled Galileo in the 17th century to see the moons of Jupiter?
A. Jupiter came close to Earth during his lifetime.
B. He realized that all of the planets go around the Sun.
C. He invented advanced tools for looking at the sky.
D. Earlier scientists failed to take an interest in the sky.
Answer:
|
|
sciq-10153
|
multiple_choice
|
Gases can be classifed as real or what?
|
[
"dense",
"ideal",
"shape",
"noble"
] |
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:::
Female education in STEM refers to child and adult female representation in the educational fields of science, technology, engineering, and mathematics (STEM). In 2017, 33% of students in STEM fields were women.
The organization UNESCO has stated that this gender disparity is due to discrimination, biases, social norms and expectations that influence the quality of education women receive and the subjects they study. UNESCO also believes that having more women in STEM fields is desirable because it would help bring about sustainable development.
Current status of girls and women in STEM education
Overall trends in STEM education
Gender differences in STEM education participation are already visible in early childhood care and education in science- and math-related play, and become more pronounced at higher levels of education. Girls appear to lose interest in STEM subjects with age, particularly between early and late adolescence. This decreased interest affects participation in advanced studies at the secondary level and in higher education. Female students represent 35% of all students enrolled in STEM-related fields of study at this level globally. Differences are also observed by disciplines, with female enrollment lowest in engineering, manufacturing and construction, natural science, mathematics and statistics and ICT fields. Significant regional and country differences in female representation in STEM studies can be observed, though, suggesting the presence of contextual factors affecting girls’ and women's engagement in these fields. Women leave STEM disciplines in disproportionate numbers during their higher education studies, in their transition to the world of work and even in their career cycle.
Learning achievement in STEM education
Data on gender differences in learning achievement present a complex picture, depending on what is measured (subject, knowledge acquisition against knowledge application), the level of education/age of students, and
Document 4:::
The 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.
Gases can be classifed as real or what?
A. dense
B. ideal
C. shape
D. noble
Answer:
|
|
sciq-3377
|
multiple_choice
|
Not all cells of a leaf carry out photosynthesis. cells within the middle layer of a leaf have chloroplasts, which contain the photosynthetic what?
|
[
"structure",
"wires",
"pipes",
"apparatus"
] |
D
|
Relavent Documents:
Document 0:::
A stem is one of two main structural axes of a vascular plant, the other being the root. It supports leaves, flowers and fruits, transports water and dissolved substances between the roots and the shoots in the xylem and phloem, photosynthesis takes place here, stores nutrients, and produces new living tissue. The stem can also be called halm or haulm or culms.
The stem is normally divided into nodes and internodes:
The nodes are the points of attachment for leaves and can hold one or more leaves. There are sometimes axillary buds between the stem and leaf which can grow into branches (with leaves, conifer cones, or flowers). Adventitious roots may also be produced from the nodes. Vines may produce tendrils from nodes.
The internodes distance one node from another.
The term "shoots" is often confused with "stems"; "shoots" generally refers to new fresh plant growth, including both stems and other structures like leaves or flowers.
In most plants, stems are located above the soil surface, but some plants have underground stems.
Stems have several main functions:
Support for and the elevation of leaves, flowers, and fruits. The stems keep the leaves in the light and provide a place for the plant to keep its flowers and fruits.
Transport of fluids between the roots and the shoots in the xylem and phloem.
Storage of nutrients.
Production of new living tissue. The normal lifespan of plant cells is one to three years. Stems have cells called meristems that annually generate new living tissue.
Photosynthesis.
Stems have two pipe-like tissues called xylem and phloem. The xylem tissue arises from the cell facing inside and transports water by the action of transpiration pull, capillary action, and root pressure. The phloem tissue arises from the cell facing outside and consists of sieve tubes and their companion cells. The function of phloem tissue is to distribute food from photosynthetic tissue to other tissues. The two tissues are separated by cambium, a tis
Document 1:::
In contrast to the Cladophorales where nuclei are organized in regularly spaced cytoplasmic domains, the cytoplasm of Bryopsidales exhibits streaming, enabling transportation of organelles, transcripts and nutrients across the plant.
The Sphaeropleales also contain several common freshwat
Document 2:::
In botany, a cortex is an outer layer of a stem or root in a vascular plant, lying below the epidermis but outside of the vascular bundles. The cortex is composed mostly of large thin-walled parenchyma cells of the ground tissue system and shows little to no structural differentiation. The outer cortical cells often acquire irregularly thickened cell walls, and are called collenchyma cells.
Plants
Stems and branches
In the three dimensional structure of herbaceous stems, the epidermis, cortex and vascular cambium form concentric cylinders around the inner cylindrical core of pith. Some of the outer cortical cells may contain chloroplasts, giving them a green color. They can therefore produce simple carbohydrates through photosynthesis.
In woody plants, the cortex is located between the periderm (bark) and the vascular tissue (phloem, in particular). It is responsible for the transportation of materials into the central cylinder of the root through diffusion and may also be used for storage of food in the form of starch.
Roots
In the roots of vascular plants, the cortex occupies a larger portion of the organ's volume than in herbaceous stems. The loosely packed cells of root cortex allow movement of water and oxygen in the intercellular spaces.
One of the main functions of the root cortex is to serve as a storage area for reserve foods. The innermost layer of the cortex in the roots of vascular plants is the endodermis. The endodermis is responsible for storing starch as well as regulating the transport of water, ions and plant hormones.
Lichen
On a lichen, the cortex is also the surface layer or "skin" of the nonfruiting part of the body of some lichens. It is the "skin", or outer layer of tissue, that covers the undifferentiated cells of the . Fruticose lichens have one cortex encircling the branches, even flattened, leaf-like forms. Foliose lichens have different upper and lower cortices. Crustose, placodioid, and squamulose lichens have an upper cor
Document 3:::
A vascular bundle is a part of the transport system in vascular plants. The transport itself happens in the stem, which exists in two forms: xylem and phloem. Both these tissues are present in a vascular bundle, which in addition will include supporting and protective tissues. In addition, there is also a tissue between xylem and phloem which is the cambium.
The xylem typically lies towards the axis (adaxial) with phloem positioned away from the axis (abaxial). In a stem or root this means that the xylem is closer to the centre of the stem or root while the phloem is closer to the exterior. In a leaf, the adaxial surface of the leaf will usually be the upper side, with the abaxial surface the lower side.
The sugars synthesized by the plant with sun light are transported by the phloem, which is closer to the lower surface. Aphids and leaf hoppers feed off of these sugars by tapping into the phloem. This is why aphids and leaf hoppers are typically found on the underside of a leaf rather than on the top.
The position of vascular bundles relative to each other may vary considerably: see stele.
Bundle-sheath cells
The bundle-sheath cells are the photosynthetic cells arranged into a tightly packed sheath around the vein of a leaf. It forms a protective covering on leaf vein, and consist of one or more cell layers, usually parenchyma. Loosely arranged mesophyll cells lie between the bundle sheath and the leaf surface. The Calvin cycle is confined to the chloroplasts of these bundle sheath cells in C4 plants. C2 plants also use a variation of this structure.
Document 4:::
Transfer cells are specialized parenchyma cells that have an increased surface area, due to infoldings of the plasma membrane. They facilitate the transport of sugars from a sugar source, mainly mature leaves, to a sugar sink, often developing leaves or fruits. They are found in nectaries of flowers and some carnivorous plants.
Transfer cells are specially found in plants in the region of absorption or secretion of nutrients.
The term transfer cell was coined by Brian Gunning and John Stewart Pate. Their presence is generally correlated with the existence of extensive solute influxes across the plasma membrane.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Not all cells of a leaf carry out photosynthesis. cells within the middle layer of a leaf have chloroplasts, which contain the photosynthetic what?
A. structure
B. wires
C. pipes
D. apparatus
Answer:
|
|
sciq-1249
|
multiple_choice
|
Metabolism is an emergent property of life that arises from orderly interactions between what?
|
[
"nutrients",
"molecules",
"tissues",
"body systems"
] |
B
|
Relavent Documents:
Document 0:::
Biochemistry or biological chemistry is the study of chemical processes within and relating to living organisms. A sub-discipline of both chemistry and biology, biochemistry may be divided into three fields: structural biology, enzymology, and metabolism. Over the last decades of the 20th century, biochemistry has become successful at explaining living processes through these three disciplines. Almost all areas of the life sciences are being uncovered and developed through biochemical methodology and research. Biochemistry focuses on understanding the chemical basis which allows biological molecules to give rise to the processes that occur within living cells and between cells, in turn relating greatly to the understanding of tissues and organs, as well as organism structure and function. Biochemistry is closely related to molecular biology, which is the study of the molecular mechanisms of biological phenomena.
Much of biochemistry deals with the structures, bonding, functions, and interactions of biological macromolecules, such as proteins, nucleic acids, carbohydrates, and lipids. They provide the structure of cells and perform many of the functions associated with life. The chemistry of the cell also depends upon the reactions of small molecules and ions. These can be inorganic (for example, water and metal ions) or organic (for example, the amino acids, which are used to synthesize proteins). The mechanisms used by cells to harness energy from their environment via chemical reactions are known as metabolism. The findings of biochemistry are applied primarily in medicine, nutrition and agriculture. In medicine, biochemists investigate the causes and cures of diseases. Nutrition studies how to maintain health and wellness and also the effects of nutritional deficiencies. In agriculture, biochemists investigate soil and fertilizers, with the goal of improving crop cultivation, crop storage, and pest control. In recent decades, biochemical principles a
Document 1:::
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 2:::
Biochemistry is the study of the chemical processes in living organisms. It deals with the structure and function of cellular components such as proteins, carbohydrates, lipids, nucleic acids and other biomolecules.
Articles related to biochemistry include:
0–9
2-amino-5-phosphonovalerate - 3' end - 5' end
Document 3:::
Bioenergetics is a field in biochemistry and cell biology that concerns energy flow through living systems. This is an active area of biological research that includes the study of the transformation of energy in living organisms and the study of thousands of different cellular processes such as cellular respiration and the many other metabolic and enzymatic processes that lead to production and utilization of energy in forms such as adenosine triphosphate (ATP) molecules. That is, the goal of bioenergetics is to describe how living organisms acquire and transform energy in order to perform biological work. The study of metabolic pathways is thus essential to bioenergetics.
Overview
Bioenergetics is the part of biochemistry concerned with the energy involved in making and breaking of chemical bonds in the molecules found in biological organisms. It can also be defined as the study of energy relationships and energy transformations and transductions in living organisms. The ability to harness energy from a variety of metabolic pathways is a property of all living organisms. Growth, development, anabolism and catabolism are some of the central processes in the study of biological organisms, because the role of energy is fundamental to such biological processes. Life is dependent on energy transformations; living organisms survive because of exchange of energy between living tissues/ cells and the outside environment. Some organisms, such as autotrophs, can acquire energy from sunlight (through photosynthesis) without needing to consume nutrients and break them down. Other organisms, like heterotrophs, must intake nutrients from food to be able to sustain energy by breaking down chemical bonds in nutrients during metabolic processes such as glycolysis and the citric acid cycle. Importantly, as a direct consequence of the First Law of Thermodynamics, autotrophs and heterotrophs participate in a universal metabolic network—by eating autotrophs (plants), heterotrophs ha
Document 4:::
Metabolomics is the scientific study of chemical processes involving metabolites, the small molecule substrates, intermediates, and products of cell metabolism. Specifically, metabolomics is the "systematic study of the unique chemical fingerprints that specific cellular processes leave behind", the study of their small-molecule metabolite profiles. The metabolome represents the complete set of metabolites in a biological cell, tissue, organ, or organism, which are the end products of cellular processes. Messenger RNA (mRNA), gene expression data, and proteomic analyses reveal the set of gene products being produced in the cell, data that represents one aspect of cellular function. Conversely, metabolic profiling can give an instantaneous snapshot of the physiology of that cell, and thus, metabolomics provides a direct "functional readout of the physiological state" of an organism. There are indeed quantifiable correlations between the metabolome and the other cellular ensembles (genome, transcriptome, proteome, and lipidome), which can be used to predict metabolite abundances in biological samples from, for example mRNA abundances. One of the ultimate challenges of systems biology is to integrate metabolomics with all other -omics information to provide a better understanding of cellular biology.
History
The concept that individuals might have a "metabolic profile" that could be reflected in the makeup of their biological fluids was introduced by Roger Williams in the late 1940s, who used paper chromatography to suggest characteristic metabolic patterns in urine and saliva were associated with diseases such as schizophrenia. However, it was only through technological advancements in the 1960s and 1970s that it became feasible to quantitatively (as opposed to qualitatively) measure metabolic profiles. The term "metabolic profile" was introduced by Horning, et al. in 1971 after they demonstrated that gas chromatography-mass spectrometry (GC-MS) could be used to me
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Metabolism is an emergent property of life that arises from orderly interactions between what?
A. nutrients
B. molecules
C. tissues
D. body systems
Answer:
|
|
sciq-5918
|
multiple_choice
|
What is the process in which the genetic code in mrna is read to make a protein called?
|
[
"translation",
"modification",
"expression",
"splicing"
] |
A
|
Relavent Documents:
Document 0:::
Genomic deoxyribonucleic acid (abbreviated as gDNA) is chromosomal DNA, in contrast to extra-chromosomal DNAs like plasmids. Most organisms have the same genomic DNA in every cell; however, only certain genes are active in each cell to allow for cell function and differentiation within the body.
The genome of an organism (encoded by the genomic DNA) is the (biological) information of heredity which is passed from one generation of organism to the next. That genome is transcribed to produce various RNAs, which are necessary for the function of the organism. Precursor mRNA (pre-mRNA) is transcribed by RNA polymerase II in the nucleus. pre-mRNA is then processed by splicing to remove introns, leaving the exons in the mature messenger RNA (mRNA). Additional processing includes the addition of a 5' cap and a poly(A) tail to the pre-mRNA. The mature mRNA may then be transported to the cytosol and translated by the ribosome into a protein. Other types of RNA include ribosomal RNA (rRNA) and transfer RNA (tRNA). These types are transcribed by RNA polymerase I and RNA polymerase III, respectively, and are essential for protein synthesis. However 5s rRNA is the only rRNA which is transcribed by RNA Polymerase III.
Document 1:::
Transcription is the process of copying a segment of DNA into RNA. The segments of DNA transcribed into RNA molecules that can encode proteins are said to produce messenger RNA (mRNA). Other segments of DNA are copied into RNA molecules called non-coding RNAs (ncRNAs). mRNA comprises only 1–3% of total RNA samples. Less than 2% of the human genome can be transcribed into mRNA (Human genome#Coding vs. noncoding DNA), while at least 80% of mammalian genomic DNA can be actively transcribed (in one or more types of cells), with the majority of this 80% considered to be ncRNA.
Both DNA and RNA are nucleic acids, which use base pairs of nucleotides as a complementary language. During transcription, a DNA sequence is read by an RNA polymerase, which produces a complementary, antiparallel RNA strand called a primary transcript.
Transcription proceeds in the following general steps:
RNA polymerase, together with one or more general transcription factors, binds to promoter DNA.
RNA polymerase generates a transcription bubble, which separates the two strands of the DNA helix. This is done by breaking the hydrogen bonds between complementary DNA nucleotides.
RNA polymerase adds RNA nucleotides (which are complementary to the nucleotides of one DNA strand).
RNA sugar-phosphate backbone forms with assistance from RNA polymerase to form an RNA strand.
Hydrogen bonds of the RNA–DNA helix break, freeing the newly synthesized RNA strand.
If the cell has a nucleus, the RNA may be further processed. This may include polyadenylation, capping, and splicing.
The RNA may remain in the nucleus or exit the cytoplasm through the nuclear pore complex.
If the stretch of DNA is transcribed into an RNA molecule that encodes a protein, the RNA is termed messenger RNA (mRNA); the mRNA, in turn, serves as a template for the protein's synthesis through translation. Other stretches of DNA may be transcribed into small non-coding RNAs such as microRNA, transfer RNA (tRNA), small nucleolar
Document 2:::
A gene product is the biochemical material, either RNA or protein, resulting from expression of a gene. A measurement of the amount of gene product is sometimes used to infer how active a gene is. Abnormal amounts of gene product can be correlated with disease-causing alleles, such as the overactivity of oncogenes which can cause cancer.
A gene is defined as "a hereditary unit of DNA that is required to produce a functional product". Regulatory elements include:
Promoter region
TATA box
Polyadenylation sequences
Enhancers
These elements work in combination with the open reading frame to create a functional product. This product may be transcribed and be functional as RNA or is translated from mRNA to a protein to be functional in the cell.
RNA products
RNA molecules that do not code for any proteins still maintain a function in the cell. The function of the RNA depends on its classification. These roles include:
aiding protein synthesis
catalyzing reactions
regulating various processes.
Protein synthesis is aided by functional RNA molecules such as tRNA, which helps add the correct amino acid to a polypeptide chain during translation, rRNA, a major component of ribosomes (which guide protein synthesis), as well as mRNA which carry the instructions for creating the protein product.
One type of functional RNA involved in regulation are microRNA (miRNA), which works by repressing translation. These miRNAs work by binding to a complementary target mRNA sequence to prevent translation from occurring. Short-interfering RNA (siRNA) also work by negative regulation of transcription. These siRNA molecules work in RNA-induced silencing complex (RISC) during RNA interference by binding to a target DNA sequence to prevent transcription of a specific mRNA.
Protein products
Proteins are the product of a gene that are formed from translation of a mature mRNA molecule. Proteins contain 4 elements in regards to their structure: primary, secondary, tertiary and quaternary.
Document 3:::
The Process Molecular Gene Concept is an alternative definition of a gene that states that in order for synthesis of a polypeptide to occur you need non-DNA factors and regulatory regions to regulate gene expression on DNA and derived mRNA. This is important because a DNA sequence can code for multiple polypeptides, so it is these non-DNA factors that are present in order to help determine the polypeptide that is made.
Description
The definition was first proposed by Eva M. Neumann-Held, suggesting that a redefinition of our view of the "gene" in relation to developmental genetics. This concept claims that the definition is too general. We therefore need to either clarify its definition or stop using the term "gene". In the Cycles of Contingency, Neumann-Held states, "This empirical evidence shows that it is not only the presence of DNA sequence that determines the course of events that lead to the synthesis of a polypeptide but, in addition, specific non-DNA factors must act on DNA and derived mRNA to determine the particular processing mechanisms." The developmental state and tissue determine the outcome of the DNA.
An example Neumann-Held gives of this is RNA editing. Depending on the environmental and developmental state of the organism mRNA might enhance, delete, or even add nucleotides to create a different mRNA. So according to Neumann-Held the “gene” is the process that brings together the non-DNA elements to DNA in order to create a specific polypeptide. This process has specific interactions between certain DNA segments and certain non-DNA segments, specific mechanism for mRNA's resulting interactions with non-DNA entities, which in turn creates a specific polypeptide.
Document 4:::
Advanced Placement (AP) Biology (also known as AP Bio) is an Advanced Placement biology course and exam offered by the College Board in the United States. For the 2012–2013 school year, the College Board unveiled a new curriculum with a greater focus on "scientific practices".
This course is designed for students who wish to pursue an interest in the life sciences. The College Board recommends successful completion of high school biology and high school chemistry before commencing AP Biology, although the actual prerequisites vary from school to school and from state to state. This course, nevertheless, is considered very challenging and one of the most difficult AP classes, as shown with AP Finals grade distributions.
Topic outline
The exam covers the following 8 units. The percentage indicates the portion of the multiple-choice section of the exam focused on each content area:
The course is based on and tests six skills, called scientific practices which include:
In addition to the topics above, students are required to be familiar with general lab procedure. Students should know how to collect data, analyze data to form conclusions, and apply those conclusions.
Exam
Students are allowed to use a four-function, scientific, or graphing calculator.
The exam has two sections: a 90 minute multiple choice section and a 90 minute free response section. There are 60 multiple choice questions and six free responses, two long and four short. Both sections are worth 50% of the score.
Score distribution
Commonly used textbooks
Biology, AP Edition by Sylvia Mader (2012, hardcover )
Life: The Science of Biology (Sadava, Heller, Orians, Purves, and Hillis, )
Campbell Biology AP Ninth Edition (Reece, Urry, Cain, Wasserman, Minorsky, and Andrew Jackson )
See also
Glossary of biology
A.P Bio (TV Show)
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the process in which the genetic code in mrna is read to make a protein called?
A. translation
B. modification
C. expression
D. splicing
Answer:
|
|
sciq-1775
|
multiple_choice
|
Which organ will bladder infections commonly damage if untreated?
|
[
"tissue",
"kidney",
"lungs",
"heart"
] |
B
|
Relavent Documents:
Document 0:::
Catheter-associated urinary tract Infection, or CAUTI, is a urinary tract infection associated with urinary catheter use.
Core prevention
A number of combined practices such as improved hand hygiene, enhanced barrier protection and reduced catheter use when managing incontinence appear to reduce CAUTI. Urinary catheters should be inserted using aseptic technique and sterile equipment (including sterile gloves, drape, sponges, antiseptic and sterile solution), particularly in an acute care setting. Although catheter use should be minimized in all patients, particularly those at higher risk of CAUTI and mortality (e.g. the elderly or those with impaired immunity), a meta analysis suggests there is insufficient evidence to determine the value of different policies for replacing long term urinary catheters on patient outcomes.
Incidence
Bacteria and yeast, including those naturally occurring as part of the human microbiome, can grow within biofilm that forms along the surface of urinary catheters. This leads to infection in the bladder, kidneys, and other organs connected to the urinary tract.
CAUTI can lead to complications such as prostatitis, epididymitis, and orchitis in men, and cystitis, pyelonephritis, gram-negative bacteremia, endocarditis, vertebral osteomyelitis, septic arthritis, endophthalmitis, and meningitis in all patients. Complications associated with CAUTI cause discomfort to the patient, prolonged hospital stay, and increased cost and mortality.
Document 1:::
The visual analogue scale (VAS) is a psychometric response scale that can be used in questionnaires. It is a measurement instrument for subjective characteristics or attitudes that cannot be directly measured. When responding to a VAS item, respondents specify their level of agreement to a statement by indicating a position along a continuous line between two end points.
Comparison to other scales
This continuous (or "analogue") aspect of the scale differentiates it from discrete scales such as the Likert scale. There is evidence showing that visual analogue scales have superior metrical characteristics than discrete scales, thus a wider range of statistical methods can be applied to the measurements.
The VAS can be compared to other linear scales such as the Likert scale or Borg scale. The sensitivity and reproducibility of the results are broadly very similar, although the VAS may outperform the other scales in some cases. These advantages extend to measurement instruments made up from combinations of visual analogue scales, such as semantic differentials.
Uses
Recent advances in methodologies for Internet-based research include the development and evaluation of visual analogue scales for use in Internet-based questionnaires. One electronic version of the VAS that employs a 10 cm scale and various customizations is available on the Apple Store for use in research and workplace settings.
VAS is the most common pain scale for quantification of endometriosis-related pain and skin graft donor site-related pain. A review came to the conclusion that VAS and numerical rating scale (NRS) were the best adapted pain scales for pain measurement in endometriosis. For research purposes, and for more detailed pain measurement in clinical practice, the review suggested use of VAS or NRS for each type of typical pain related to endometriosis (dysmenorrhea, deep dyspareunia and non-menstrual chronic pelvic pain), combined with the clinical global impression (CGI) and a qualit
Document 2:::
This is a list of recipients of the St Peter's Medal, the highest award of the British Association of Urological Surgeons (BAUS).
1949-1959
1960-1969
1970-1979
1980-1989
1990-1999
2000-2009
2010-2020
2021-2023
Document 3:::
The genitourinary tract, or simply the urinary tract, consists of the kidneys, ureters, bladder, and the urethra. The kidney is the most frequently injured. Injuries to the kidney commonly occur after automobile or sports-related accidents. A blunt force is involved in 80-85% of injuries. Major decelerations can result in vascular injuries near the kidney's hilum. Gunshots and knife wounds and fractured ribs can result in penetrating injuries to the kidney.
Pelvic fractures can damage the urethra and bladder.
Presentation
Comorbidity
In 90% of bladder injuries there is a concurrent pelvic fractures. Pelvic bone fragments penetrate and perforate the bladder. Perforations can be either extraperitoneal or intraperitoneal. Intraperitoneal perforations allow for urine to enter the peritoneal cavity. Symptoms typically develop immediately if the urine is infected. Otherwise sterile urine may take days to cause symptoms.
Diagnosis
Hematuria in Patients Presenting After Trauma
Blood in the urine after abdominal trauma suggests a urinary tract injury. Renal injuries are suggested by lower rib fractures. Bladder and urethral injuries are suggested by pelvic fractures.
Foley Catheter
The urethral meatus should be examined after trauma. Blood at the urethral meatus precludes insertion of a foley catheter into the bladder. Erroneously placing a foley in this situation can result in infections of periprostatic and perivesical hematomas or conversion of a partial transection to a complete urethral transections. Blood at the urethral meatus suggests an injury to the urethra. Otherwise a foley catheter can be placed into the bladder and hematuria can be assessed for.
Abdominal Imaging
Hemodynamically stable individuals should undergo further radiographic assessment. Abdominal computed tomography (CT) with contrast can detect retroperitoneal hematomas, renal lacerations, urinary extravasation, and renal arterial and venous injuries. A repeat scan ten minutes after the first
Document 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which organ will bladder infections commonly damage if untreated?
A. tissue
B. kidney
C. lungs
D. heart
Answer:
|
|
sciq-10763
|
multiple_choice
|
In terms of scientific investigation, things you notice about an environment using your five senses are called what?
|
[
"behaviors",
"patterns",
"evidence",
"observations"
] |
D
|
Relavent Documents:
Document 0:::
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
During adiabatic expansion of an ideal gas, its temperatureincreases
decreases
stays the same
Impossible to tell/need more information
The use of conceptual questions in physics was popularized by Eric Mazur, particularly in the form of multiple-choice tests that he called ConcepTests. In recent years, multiple websites that maintain lists of conceptual questions have been created by instructors for various disciplines. Some books on physics provide many examples of conceptual questions as well.
Multiple conceptual questions can be assembled into a concept inventory to test the working knowledge of students at the beginning of a course or to track the improvement in
Document 1:::
In mathematical psychology and education theory, a knowledge space is a combinatorial structure used to formulate mathematical models describing the progression of a human learner. Knowledge spaces were introduced in 1985 by Jean-Paul Doignon and Jean-Claude Falmagne, and remain in extensive use in the education theory. Modern applications include two computerized tutoring systems, ALEKS and the defunct RATH.
Formally, a knowledge space assumes that a domain of knowledge is a collection of concepts or skills, each of which must be eventually mastered. Not all concepts are interchangeable; some require other concepts as prerequisites. Conversely, competency at one skill may ease the acquisition of another through similarity. A knowledge space marks out which collections of skills are feasible: they can be learned without mastering any other skills. Under reasonable assumptions, the collection of feasible competencies forms the mathematical structure known as an antimatroid.
Researchers and educators usually explore the structure of a discipline's knowledge space as a latent class model.
Motivation
Knowledge Space Theory attempts to address shortcomings of standardized testing when used in educational psychometry. Common tests, such as the SAT and ACT, compress a student's knowledge into a very small range of ordinal ranks, in the process effacing the conceptual dependencies between questions. Consequently, the tests cannot distinguish between true understanding and guesses, nor can they identify a student's particular weaknesses, only the general proportion of skills mastered. The goal of knowledge space theory is to provide a language by which exams can communicate
What the student can do and
What the student is ready to learn.
Model structure
Knowledge Space Theory-based models presume that an educational subject can be modeled as a finite set of concepts, skills, or topics. Each feasible state of knowledge about is then a subset of ; the set of
Document 2:::
The STEM (Science, Technology, Engineering, and Mathematics) pipeline is a critical infrastructure for fostering the development of future scientists, engineers, and problem solvers. It's the educational and career pathway that guides individuals from early childhood through to advanced research and innovation in STEM-related fields.
Description
The "pipeline" metaphor is based on the idea that having sufficient graduates requires both having sufficient input of students at the beginning of their studies, and retaining these students through completion of their academic program. The STEM pipeline is a key component of workplace diversity and of workforce development that ensures sufficient qualified candidates are available to fill scientific and technical positions.
The STEM pipeline was promoted in the United States from the 1970s onwards, as “the push for STEM (science, technology, engineering, and mathematics) education appears to have grown from a concern for the low number of future professionals to fill STEM jobs and careers and economic and educational competitiveness.”
Today, this metaphor is commonly used to describe retention problems in STEM fields, called “leaks” in the pipeline. For example, the White House reported in 2012 that 80% of minority groups and women who enroll in a STEM field switch to a non-STEM field or drop out during their undergraduate education. These leaks often vary by field, gender, ethnic and racial identity, socioeconomic background, and other factors, drawing attention to structural inequities involved in STEM education and careers.
Current efforts
The STEM pipeline concept is a useful tool for programs aiming at increasing the total number of graduates, and is especially important in efforts to increase the number of underrepresented minorities and women in STEM fields. Using STEM methodology, educational policymakers can examine the quantity and retention of students at all stages of the K–12 educational process and beyo
Document 3:::
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:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
In terms of scientific investigation, things you notice about an environment using your five senses are called what?
A. behaviors
B. patterns
C. evidence
D. observations
Answer:
|
|
sciq-10291
|
multiple_choice
|
Which material used in oxyacetylene torches helps cut and weld metals?
|
[
"acetylene",
"dioxide",
"carbon",
"sulfur"
] |
A
|
Relavent Documents:
Document 0:::
Tinning is the process of thinly coating sheets of wrought iron or steel with tin, and the resulting product is known as tinplate. The term is also widely used for the different process of coating a metal with solder before soldering.
It is most often used to prevent rust, but is also commonly applied to the ends of stranded wire used as electrical conductors to prevent oxidation (which increases electrical resistance), and to keep them from fraying or unraveling when used in various wire connectors like twist-ons, binding posts, or terminal blocks, where stray strands can cause a short circuit.
While once more widely used, the primary use of tinplate now is the manufacture of tin cans. Formerly, tinplate was used for cheap pots, pans, and other holloware. This kind of holloware was also known as tinware and the people who made it were tinplate workers.
The untinned sheets employed in the manufacture are known as black plates. They are now made of steel, either Bessemer steel or open-hearth. Formerly iron was used, and was of two grades, coke iron and charcoal iron; the latter, being the better, received a heavier coating of tin, and this circumstance is the origin of the terms coke plates and charcoal plates by which the quality of tinplate is still designated, although iron is no longer used. Tinplate was consumed in enormous quantities for the manufacture of the tin cans in which preserved meat, fish, fruit, biscuits, cigarettes, and numerous other products are packed, and also for the household utensils of various kinds made by the tinsmith.
History
The practice of tinning ironware to protect it against rust is an ancient one. According to Pliny the Elder tinning was invented by the Gallic Bituriges tribe (based near modern Bourges), who boiled copper objects in a tin solution in order to make them look as if they were made from silver. The first detailed account of the process appears in Zosimus of Panopolis, Book 6.62, part of a work on alchemy written in
Document 1:::
The thermomechanical cuttings cleaner (TCC) is a patented technology mainly used by service providers in the oil and gas industry to separate and recover the components of oil-contaminated drilling waste. A TCC converts kinetic energy to thermal energy in a thermal desorption process which efficiently transforms drilling waste into re-usable products. Using kinetic energy instead of indirect heating allows for very short retention times and as a consequence the quality of the separated components is not affected by the treatment. Thus the recovered water, base oil and solids can be re-used after the treatment process.
Document 2:::
Composite epoxy materials (CEM) are a group of composite materials typically made from woven glass fabric surfaces and non-woven glass core combined with epoxy synthetic resin. They are typically used in printed circuit boards.
There are different types of CEMs:
CEM-1 is low-cost, flame-retardant, cellulose-paper-based laminate with only one layer of woven glass fabric.
CEM-2 has cellulose paper core and woven glass fabric surface.
CEM-3 is very similar to the most commonly used PCB material, FR-4. Its color is white, and it is flame-retardant.
CEM-4 quite similar as CEM-3 but not flame-retardant.
CEM-5 (also called CRM-5) has polyester woven glass core.
See also
Document 3:::
Major innovations in materials technology
BC
28,000 BC – People wear beads, bracelets, and pendants
14,500 BC – First pottery, made by the Jōmon people of Japan.
6th millennium BC – Copper metallurgy is invented and copper is used for ornamentation (see Pločnik article)
2nd millennium BC – Bronze is used for weapons and armor
16th century BC – The Hittites develop crude iron metallurgy
13th century BC – Invention of steel when iron and charcoal are combined properly
10th century BC – Glass production begins in ancient Near East
1st millennium BC – Pewter beginning to be used in China and Egypt
1000 BC – The Phoenicians introduce dyes made from the purple murex.
3rd century BC – Wootz steel, the first crucible steel, is invented in ancient India
50s BC – Glassblowing techniques flourish in Phoenicia
20s BC – Roman architect Vitruvius describes low-water-content method for mixing concrete
1st millennium
3rd century – Cast iron widely used in Han Dynasty China
300 – Greek alchemist Zomius, summarizing the work of Egyptian alchemists, describes arsenic and lead acetate
4th century – Iron pillar of Delhi is the oldest surviving example of corrosion-resistant steel
8th century – Porcelain is invented in Tang Dynasty China
8th century – Tin-glazing of ceramics invented by Muslim chemists and potters in Basra, Iraq
9th century – Stonepaste ceramics invented in Iraq
900 – First systematic classification of chemical substances appears in the works attributed to Jābir ibn Ḥayyān (Latin: Geber) and in those of the Persian alchemist and physician Abū Bakr al-Rāzī ( 865–925, Latin: Rhazes)
900 – Synthesis of ammonium chloride from organic substances described in the works attributed to Jābir ibn Ḥayyān (Latin: Geber)
900 – Abū Bakr al-Rāzī describes the preparation of plaster of Paris and metallic antimony
9th century – Lustreware appears in Mesopotamia
2nd millennium
1000 – Gunpowder is developed in China
1340 – In Liège, Belgium, the first blast furnaces for the production
Document 4:::
Welding of advanced thermoplastic composites is a beneficial method of joining these materials compared to mechanical fastening and adhesive bonding. Mechanical fastening requires intense labor, and creates stress concentrations, while adhesive bonding requires extensive surface preparation, and long curing cycles. Welding these materials is a cost-effective method of joining concerning preparation and execution, and these materials retain their properties upon cooling, so no post processing is necessary. These materials are widely used in the aerospace industry to reduce weight of a part while keeping strength.
For many industries there are codes and standards that need to be followed when being implemented into service. The quality of the welds made on these materials are important in ensuring people receive safe products. There are not codes made specifically for the welding of advanced thermoplastic composite welds, so the codes for adhesive bonding of plastics and metals are slightly altered, and used in order to properly test these materials. Even though the joining method is different these materials have mechanical requirements they need to meet.
Weld testing and analysis
There are several mechanical properties that need to be tested to ensure the quality of welds. The testing methods talked about in this article will be referenced from the ASTM adhesive bonding standards. The properties needed to be tested are shear strength, fracture toughness, and fatigue properties. Optical microscopy is also often done to look for weld defects.
Testing for shear strength
According to ASTM D1002 The specimens tested will be configured as lap joints. They will need to be sectioned in a way that they can fit in the grips used for the tensile testing. The length of the overlap for the lap joint is determined by the thickness of the material, the yield point of the metal, and the value that is 50% of the estimated average shear strength in an adhesive bond, but for the
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Which material used in oxyacetylene torches helps cut and weld metals?
A. acetylene
B. dioxide
C. carbon
D. sulfur
Answer:
|
|
sciq-10755
|
multiple_choice
|
Enzymes, proteins, electron carriers, and pumps that play roles in glycolysis, the citric acid cycle, and the electron transport chain tend to catalyze reactions that are what?
|
[
"non-reversible",
"continuous",
"reversible",
"changeable"
] |
A
|
Relavent Documents:
Document 0:::
In molecular biology, biosynthesis is a multi-step, enzyme-catalyzed process where substrates are converted into more complex products in living organisms. In biosynthesis, simple compounds are modified, converted into other compounds, or joined to form macromolecules. This process often consists of metabolic pathways. Some of these biosynthetic pathways are located within a single cellular organelle, while others involve enzymes that are located within multiple cellular organelles. Examples of these biosynthetic pathways include the production of lipid membrane components and nucleotides. Biosynthesis is usually synonymous with anabolism.
The prerequisite elements for biosynthesis include: precursor compounds, chemical energy (e.g. ATP), and catalytic enzymes which may need coenzymes (e.g. NADH, NADPH). These elements create monomers, the building blocks for macromolecules. Some important biological macromolecules include: proteins, which are composed of amino acid monomers joined via peptide bonds, and DNA molecules, which are composed of nucleotides joined via phosphodiester bonds.
Properties of chemical reactions
Biosynthesis occurs due to a series of chemical reactions. For these reactions to take place, the following elements are necessary:
Precursor compounds: these compounds are the starting molecules or substrates in a reaction. These may also be viewed as the reactants in a given chemical process.
Chemical energy: chemical energy can be found in the form of high energy molecules. These molecules are required for energetically unfavorable reactions. Furthermore, the hydrolysis of these compounds drives a reaction forward. High energy molecules, such as ATP, have three phosphates. Often, the terminal phosphate is split off during hydrolysis and transferred to another molecule.
Catalysts: these may be for example metal ions or coenzymes and they catalyze a reaction by increasing the rate of the reaction and lowering the activation energy.
In the sim
Document 1:::
Biochemistry or biological chemistry is the study of chemical processes within and relating to living organisms. A sub-discipline of both chemistry and biology, biochemistry may be divided into three fields: structural biology, enzymology, and metabolism. Over the last decades of the 20th century, biochemistry has become successful at explaining living processes through these three disciplines. Almost all areas of the life sciences are being uncovered and developed through biochemical methodology and research. Biochemistry focuses on understanding the chemical basis which allows biological molecules to give rise to the processes that occur within living cells and between cells, in turn relating greatly to the understanding of tissues and organs, as well as organism structure and function. Biochemistry is closely related to molecular biology, which is the study of the molecular mechanisms of biological phenomena.
Much of biochemistry deals with the structures, bonding, functions, and interactions of biological macromolecules, such as proteins, nucleic acids, carbohydrates, and lipids. They provide the structure of cells and perform many of the functions associated with life. The chemistry of the cell also depends upon the reactions of small molecules and ions. These can be inorganic (for example, water and metal ions) or organic (for example, the amino acids, which are used to synthesize proteins). The mechanisms used by cells to harness energy from their environment via chemical reactions are known as metabolism. The findings of biochemistry are applied primarily in medicine, nutrition and agriculture. In medicine, biochemists investigate the causes and cures of diseases. Nutrition studies how to maintain health and wellness and also the effects of nutritional deficiencies. In agriculture, biochemists investigate soil and fertilizers, with the goal of improving crop cultivation, crop storage, and pest control. In recent decades, biochemical principles a
Document 2:::
The term amphibolic () is used to describe a biochemical pathway that involves both catabolism and anabolism. Catabolism is a degradative phase of metabolism in which large molecules are converted into smaller and simpler molecules, which involves two types of reactions. First, hydrolysis reactions, in which catabolism is the breaking apart of molecules into smaller molecules to release energy. Examples of catabolic reactions are digestion and cellular respiration, where sugars and fats are broken down for energy. Breaking down a protein into amino acids, or a triglyceride into fatty acids, or a disaccharide into monosaccharides are all hydrolysis or catabolic reactions. Second, oxidation reactions involve the removal of hydrogens and electrons from an organic molecule. Anabolism is the biosynthesis phase of metabolism in which smaller simple precursors are converted to large and complex molecules of the cell. Anabolism has two classes of reactions. The first are dehydration synthesis reactions; these involve the joining of smaller molecules together to form larger, more complex molecules. These include the formation of carbohydrates, proteins, lipids and nucleic acids. The second are reduction reactions, in which hydrogens and electrons are added to a molecule. Whenever that is done, molecules gain energy.
The term amphibolic was proposed by B. Davis in 1961 to emphasise the dual metabolic role of such pathways. These pathways are considered to be central metabolic pathways which provide, from catabolic sequences, the intermediates which form the substrate of the metabolic processes.
Reactions exist as amphibolic pathway
All the reactions associated with synthesis of biomolecule converge into the following pathway, viz., glycolysis, the Krebs cycle and the electron transport chain, exist as an amphibolic pathway, meaning that they can function anabolically as well as catabolically.
Other important amphibolic pathways are the Embden-Meyerhof pathway, the pentos
Document 3:::
Primary nutritional groups are groups of organisms, divided in relation to the nutrition mode according to the sources of energy and carbon, needed for living, growth and reproduction. The sources of energy can be light or chemical compounds; the sources of carbon can be of organic or inorganic origin.
The terms aerobic respiration, anaerobic respiration and fermentation (substrate-level phosphorylation) do not refer to primary nutritional groups, but simply reflect the different use of possible electron acceptors in particular organisms, such as O2 in aerobic respiration, or nitrate (), sulfate () or fumarate in anaerobic respiration, or various metabolic intermediates in fermentation.
Primary sources of energy
Phototrophs absorb light in photoreceptors and transform it into chemical energy.
Chemotrophs release chemical energy.
The freed energy is stored as potential energy in ATP, carbohydrates, or proteins. Eventually, the energy is used for life processes such as moving, growth and reproduction.
Plants and some bacteria can alternate between phototrophy and chemotrophy, depending on the availability of light.
Primary sources of reducing equivalents
Organotrophs use organic compounds as electron/hydrogen donors.
Lithotrophs use inorganic compounds as electron/hydrogen donors.
The electrons or hydrogen atoms from reducing equivalents (electron donors) are needed by both phototrophs and chemotrophs in reduction-oxidation reactions that transfer energy in the anabolic processes of ATP synthesis (in heterotrophs) or biosynthesis (in autotrophs). The electron or hydrogen donors are taken up from the environment.
Organotrophic organisms are often also heterotrophic, using organic compounds as sources of both electrons and carbon. Similarly, lithotrophic organisms are often also autotrophic, using inorganic sources of electrons and CO2 as their inorganic carbon source.
Some lithotrophic bacteria can utilize diverse sources of electrons, depending on the avail
Document 4:::
Catabolism () is the set of metabolic pathways that breaks down molecules into smaller units that are either oxidized to release energy or used in other anabolic reactions. Catabolism breaks down large molecules (such as polysaccharides, lipids, nucleic acids, and proteins) into smaller units (such as monosaccharides, fatty acids, nucleotides, and amino acids, respectively). Catabolism is the breaking-down aspect of metabolism, whereas anabolism is the building-up aspect.
Cells use the monomers released from breaking down polymers to either construct new polymer molecules or degrade the monomers further to simple waste products, releasing energy. Cellular wastes include lactic acid, acetic acid, carbon dioxide, ammonia, and urea. The formation of these wastes is usually an oxidation process involving a release of chemical free energy, some of which is lost as heat, but the rest of which is used to drive the synthesis of adenosine triphosphate (ATP). This molecule acts as a way for the cell to transfer the energy released by catabolism to the energy-requiring reactions that make up anabolism.
Catabolism is a destructive metabolism and anabolism is a constructive metabolism. Catabolism, therefore, provides the chemical energy necessary for the maintenance and growth of cells. Examples of catabolic processes include glycolysis, the citric acid cycle, the breakdown of muscle protein in order to use amino acids as substrates for gluconeogenesis, the breakdown of fat in adipose tissue to fatty acids, and oxidative deamination of neurotransmitters by monoamine oxidase.
Catabolic hormones
There are many signals that control catabolism. Most of the known signals are hormones and the molecules involved in metabolism itself. Endocrinologists have traditionally classified many of the hormones as anabolic or catabolic, depending on which part of metabolism they stimulate. The so-called classic catabolic hormones known since the early 20th century are cortisol, glucagon, and
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Enzymes, proteins, electron carriers, and pumps that play roles in glycolysis, the citric acid cycle, and the electron transport chain tend to catalyze reactions that are what?
A. non-reversible
B. continuous
C. reversible
D. changeable
Answer:
|
|
ai2_arc-182
|
multiple_choice
|
A student is organizing a room. She moves a box from the floor to a shelf. She wants to estimate the amount of potential energy the box has on the shelf. What information does the student need?
|
[
"the volume and mass of the box",
"the mass of the shelf and the mass of the box",
"the mass of the box and the height of the shelf",
"the volume of the box and the height of the shelf"
] |
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 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:::
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:::
Advanced Placement (AP) Physics C: Electricity and Magnetism (also known as AP Physics C: E&M or AP E&M) is an introductory physics course administered by the College Board as part of its Advanced Placement program. It is intended to proxy a second-semester calculus-based university course in electricity and magnetism. The content of Physics C: E&M overlaps with that of AP Physics 2, but Physics 2 is algebra-based and covers other topics outside of electromagnetism, while Physics C is calculus-based and only covers electromagnetism. Physics C: E&M may be combined with its mechanics counterpart to form a year-long course that prepares for both exams.
Course content
E&M is equivalent to an introductory college course in electricity and magnetism for physics or engineering majors. The course modules are:
Electrostatics
Conductors, capacitors, and dielectrics
Electric circuits
Magnetic fields
Electromagnetism.
Methods of calculus are used wherever appropriate in formulating physical principles and in applying them to physical problems. Therefore, students should have completed or be concurrently enrolled in a calculus class.
AP test
The course culminates in an optional exam for which high-performing students may receive some credit towards their college coursework, depending on the institution.
Registration
The AP examination for AP Physics C: Electricity and Magnetism is separate from the AP examination for AP Physics C: Mechanics. Before 2006, test-takers paid only once and were given the choice of taking either one or two parts of the Physics C test.
Format
The exam is typically administered on a Monday afternoon in May. The exam is configured in two categories: a 35-question multiple choice section and a 3-question free response section. Test takers are allowed to use an approved calculator during the entire exam. The test is weighted such that each section is worth half of the final score. This and AP Physics C: Mechanics are the shortest AP exams, with
Document 4:::
Engineering mathematics is a branch of applied mathematics concerning mathematical methods and techniques that are typically used in engineering and industry. Along with fields like engineering physics and engineering geology, both of which may belong in the wider category engineering science, engineering mathematics is an interdisciplinary subject motivated by engineers' needs both for practical, theoretical and other considerations outside their specialization, and to deal with constraints to be effective in their work.
Description
Historically, engineering mathematics consisted mostly of applied analysis, most notably: differential equations; real and complex analysis (including vector and tensor analysis); approximation theory (broadly construed, to include asymptotic, variational, and perturbative methods, representations, numerical analysis); Fourier analysis; potential theory; as well as linear algebra and applied probability, outside of analysis. These areas of mathematics were intimately tied to the development of Newtonian physics, and the mathematical physics of that period. This history also left a legacy: until the early 20th century subjects such as classical mechanics were often taught in applied mathematics departments at American universities, and fluid mechanics may still be taught in (applied) mathematics as well as engineering departments.
The success of modern numerical computer methods and software has led to the emergence of computational mathematics, computational science, and computational engineering (the last two are sometimes lumped together and abbreviated as CS&E), which occasionally use high-performance computing for the simulation of phenomena and the solution of problems in the sciences and engineering. These are often considered interdisciplinary fields, but are also of interest to engineering mathematics.
Specialized branches include engineering optimization and engineering statistics.
Engineering mathematics in tertiary educ
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
A student is organizing a room. She moves a box from the floor to a shelf. She wants to estimate the amount of potential energy the box has on the shelf. What information does the student need?
A. the volume and mass of the box
B. the mass of the shelf and the mass of the box
C. the mass of the box and the height of the shelf
D. the volume of the box and the height of the shelf
Answer:
|
|
sciq-5411
|
multiple_choice
|
How many chambers does the stomach of a ruminant have?
|
[
"5",
"4",
"3",
"1"
] |
B
|
Relavent Documents:
Document 0:::
Hindgut fermentation is a digestive process seen in monogastric herbivores, animals with a simple, single-chambered stomach. Cellulose is digested with the aid of symbiotic bacteria. The microbial fermentation occurs in the digestive organs that follow the small intestine: the large intestine and cecum. Examples of hindgut fermenters include proboscideans and large odd-toed ungulates such as horses and rhinos, as well as small animals such as rodents, rabbits and koalas. In contrast, foregut fermentation is the form of cellulose digestion seen in ruminants such as cattle which have a four-chambered stomach, as well as in sloths, macropodids, some monkeys, and one bird, the hoatzin.
Cecum
Hindgut fermenters generally have a cecum and large intestine that are much larger and more complex than those of a foregut or midgut fermenter. Research on small cecum fermenters such as flying squirrels, rabbits and lemurs has revealed these mammals to have a GI tract about 10-13 times the length of their body. This is due to the high intake of fiber and other hard to digest compounds that are characteristic to the diet of monogastric herbivores. Unlike in foregut fermenters, the cecum is located after the stomach and small intestine in monogastric animals, which limits the amount of further digestion or absorption that can occur after the food is fermented.
Large intestine
In smaller hindgut fermenters of the order Lagomorpha (rabbits, hares, and pikas), cecotropes formed in the cecum are passed through the large intestine and subsequently reingested to allow another opportunity to absorb nutrients. Cecotropes are surrounded by a layer of mucus which protects them from stomach acid but which does not inhibit nutrient absorption in the small intestine. Coprophagy is also practiced by some rodents, such as the capybara, guinea pig and related species, and by the marsupial common ringtail possum. This process is also beneficial in allowing for restoration of the microflora pop
Document 1:::
Several universities have designed interdisciplinary courses with a focus on human biology at the undergraduate level. There is a wide variation in emphasis ranging from business, social studies, public policy, healthcare and pharmaceutical research.
Americas
Human Biology major at Stanford University, Palo Alto (since 1970)
Stanford's Human Biology Program is an undergraduate major; it integrates the natural and social sciences in the study of human beings. It is interdisciplinary and policy-oriented and was founded in 1970 by a group of Stanford faculty (Professors Dornbusch, Ehrlich, Hamburg, Hastorf, Kennedy, Kretchmer, Lederberg, and Pittendrigh). It is a very popular major and alumni have gone to post-graduate education, medical school, law, business and government.
Human and Social Biology (Caribbean)
Human and Social Biology is a Level 4 & 5 subject in the secondary and post-secondary schools in the Caribbean and is optional for the Caribbean Secondary Education Certification (CSEC) which is equivalent to Ordinary Level (O-Level) under the British school system. The syllabus centers on structure and functioning (anatomy, physiology, biochemistry) of human body and the relevance to human health with Caribbean-specific experience. The syllabus is organized under five main sections: Living organisms and the environment, life processes, heredity and variation, disease and its impact on humans, the impact of human activities on the environment.
Human Biology Program at University of Toronto
The University of Toronto offers an undergraduate program in Human Biology that is jointly offered by the Faculty of Arts & Science and the Faculty of Medicine. The program offers several major and specialist options in: human biology, neuroscience, health & disease, global health, and fundamental genetics and its applications.
Asia
BSc (Honours) Human Biology at All India Institute of Medical Sciences, New Delhi (1980–2002)
BSc (honours) Human Biology at AIIMS (New
Document 2:::
Animal science is described as "studying the biology of animals that are under the control of humankind". It can also be described as the production and management of farm animals. Historically, the degree was called animal husbandry and the animals studied were livestock species, like cattle, sheep, pigs, poultry, and horses. Today, courses available look at a broader area, including companion animals, like dogs and cats, and many exotic species. Degrees in Animal Science are offered at a number of colleges and universities. Animal science degrees are often offered at land-grant universities, which will often have on-campus farms to give students hands-on experience with livestock animals.
Education
Professional education in animal science prepares students for careers in areas such as animal breeding, food and fiber production, nutrition, animal agribusiness, animal behavior, and welfare. Courses in a typical Animal Science program may include genetics, microbiology, animal behavior, nutrition, physiology, and reproduction. Courses in support areas, such as genetics, soils, agricultural economics and marketing, legal aspects, and the environment also are offered.
Bachelor degree
At many universities, a Bachelor of Science (BS) degree in Animal Science allows emphasis in certain areas. Typical areas are species-specific or career-specific. Species-specific areas of emphasis prepare students for a career in dairy management, beef management, swine management, sheep or small ruminant management, poultry production, or the horse industry. Other career-specific areas of study include pre-veterinary medicine studies, livestock business and marketing, animal welfare and behavior, animal nutrition science, animal reproduction science, or genetics. Youth programs are also an important part of animal science programs.
Pre-veterinary emphasis
Many schools that offer a degree option in Animal Science also offer a pre-veterinary emphasis such as Iowa State University, th
Document 3:::
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 4:::
The SAT Subject Test in Biology was the name of a one-hour multiple choice test given on biology by the College Board. A student chose whether to take the test depending upon college entrance requirements for the schools in which the student is planning to apply. Until 1994, the SAT Subject Tests were known as Achievement Tests; and from 1995 until January 2005, they were known as SAT IIs. Of all SAT subject tests, the Biology E/M test was the only SAT II that allowed the test taker a choice between the ecological or molecular tests. A set of 60 questions was taken by all test takers for Biology and a choice of 20 questions was allowed between either the E or M tests. This test was graded on a scale between 200 and 800. The average for Molecular is 630 while Ecological is 591.
On January 19 2021, the College Board discontinued all SAT Subject tests, including the SAT Subject Test in Biology E/M. This was effective immediately in the United States, and the tests were to be phased out by the following summer for international students. This was done as a response to changes in college admissions due to the impact of the COVID-19 pandemic on education.
Format
This test had 80 multiple-choice questions that were to be answered in one hour. All questions had five answer choices. Students received one point for each correct answer, lost ¼ of a point for each incorrect answer, and received 0 points for questions left blank. The student's score was based entirely on his or her performance in answering the multiple-choice questions.
The questions covered a broad range of topics in general biology. There were more specific questions related respectively on ecological concepts (such as population studies and general Ecology) on the E test and molecular concepts such as DNA structure, translation, and biochemistry on the M test.
Preparation
The College Board suggested a year-long course in biology at the college preparatory level, as well as a one-year course in algebra, a
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
How many chambers does the stomach of a ruminant have?
A. 5
B. 4
C. 3
D. 1
Answer:
|
|
sciq-10427
|
multiple_choice
|
What cage composed of 12 pairs of ribs, with their costal cartilages and the sternum, protects the heart and lungs?
|
[
"sacral",
"lumbar",
"thoracic",
"cervical"
] |
C
|
Relavent Documents:
Document 0:::
The rib cage is an endoskeletal enclosure in the thorax of most vertebrate animals that comprises the ribs, vertebral column and sternum, which protects vital organs such as the heart, lungs and great vessels. The circumferential enclosure formed by left and right rib cages, together known as the thoracic cage, is a semi-rigid bony and cartilaginous structure which surrounds the thoracic cavity and supports the shoulder girdles to form the core part of the axial skeleton.
A typical human thoracic cage consists of 12 pairs of ribs and the adjoining costal cartilages, the sternum (along with the manubrium and xiphoid process), and the 12 thoracic vertebrae articulating with the ribs. The thoracic cage also provides attachments for extrinsic skeletal muscles of the neck, upper limbs, upper abdomen and back, and together with the overlying skin and associated fascia and muscles, makes up the thoracic wall.
In tetrapods, the rib cage intrinsically holds the muscles of respiration (diaphragm, intercostal muscles, etc.) that are crucial for active inhalation and forced exhalation, and therefore has a major ventilatory function in the respiratory system.
Structure
There are thirty-three vertebrae in the human vertebral column. The rib cage is associated with TH1−TH12. Ribs are described based on their location and connection with the sternum. All ribs are attached posteriorly to the thoracic vertebrae and are numbered accordingly one to twelve. Ribs that articulate directly with the sternum are called true ribs, whereas those that do not articulate directly are termed false ribs. The false ribs include the floating ribs (eleven and twelve) that are not attached to the sternum at all.
Attachment
The terms true ribs and false ribs describe rib pairs that are directly or indirectly attached to the sternum respectively. The first seven rib pairs known as the fixed or vertebrosternal ribs are the true ribs () as they connect directly to the sternum via their own individu
Document 1:::
The thorax (: thoraces or thoraxes) or chest is a part of the anatomy of humans, mammals, and other tetrapod animals located between the neck and the abdomen. In insects, crustaceans, and the extinct trilobites, the thorax is one of the three main divisions of the creature's body, each of which is in turn composed of multiple segments.
The human thorax includes the thoracic cavity and the thoracic wall. It contains organs including the heart, lungs, and thymus gland, as well as muscles and various other internal structures. Many diseases may affect the chest, and one of the most common symptoms is chest pain.
Etymology
The word thorax comes from the Greek θώραξ thorax "breastplate, cuirass, corslet" via .
Human thorax
Structure
In humans and other hominids, the thorax is the chest region of the body between the neck and the abdomen, along with its internal organs and other contents. It is mostly protected and supported by the rib cage, spine, and shoulder girdle.
Contents
The contents of the thorax include the heart and lungs (and the thymus gland); the major and minor pectoral muscles, trapezius muscles, and neck muscle; and internal structures such as the diaphragm, the esophagus, the trachea, and a part of the sternum known as the xiphoid process. Arteries and veins are also contained – (aorta, superior vena cava, inferior vena cava and the pulmonary artery); bones (the shoulder socket containing the upper part of the humerus, the scapula, sternum, thoracic portion of the spine, collarbone, and the rib cage and floating ribs).
External structures are the skin and nipples.
The chest
In the human body, the region of the thorax between the neck and diaphragm in the front of the body is called the chest. The corresponding area in an animal can also be referred to as the chest.
The shape of the chest does not correspond to that part of the thoracic skeleton that encloses the heart and lungs. All the breadth of the shoulders is due to the shoulder girdle, and
Document 2:::
The costal cartilages are bars of hyaline cartilage that serve to prolong the ribs forward and contribute to the elasticity of the walls of the thorax. Costal cartilage is only found at the anterior ends of the ribs, providing medial extension.
Differences from Ribs 1-12
The first seven pairs are connected with the sternum; the next three are each articulated with the lower border of the cartilage of the preceding rib; the last two have pointed extremities, which end in the wall of the abdomen.
Like the ribs, the costal cartilages vary in their length, breadth, and direction. They increase in length from the first to the seventh, then gradually decrease to the twelfth.
Their breadth, as well as that of the intervals between them, diminishes from the first to the last. They are broad at their attachments to the ribs, and taper toward their sternal extremities, excepting the first two, which are of the same breadth throughout, and the sixth, seventh, and eighth, which are enlarged where their margins are in contact.
They also vary in direction: the first descends a little to the sternum, the second is horizontal, the third ascends slightly, while the others are angular, following the course of the ribs for a short distance, and then ascending to the sternum or preceding cartilage.
Structure
Each costal cartilage presents two surfaces, two borders, and two extremities.
Surfaces
The anterior surface is convex, and looks forward and upward: that of the first gives attachment to the costoclavicular ligament and the subclavius muscle; those of the first six or seven at their sternal ends, to the pectoralis major. The others are covered by, and give partial attachment to, some of the flat muscles of the abdomen.
The posterior surface is concave, and directed backward and downward; that of the first gives attachment to the sternothyroideus, those of the third to the sixth inclusive to the transversus thoracis muscle, and the six or seven inferior ones to the transvers
Document 3:::
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 4:::
The Haller index, created in 1987 by J. Alex Haller, S. S. Kramer, and S. A. Lietman, is a mathematical relationship that exists in a human chest section observed with a CT scan. It is defined as the ratio of the transverse diameter (the horizontal distance of the inside of the ribcage) and the anteroposterior diameter (the shortest distance between the vertebrae and sternum).
where:
HI is the Haller Index
distance 1 is the distance of the inside ribcage (at the level of maximum deformity or at the lower third of the sternum)
distance 2 is the distance between the sternal notch and vertebrae.
More recent studies show that simple chest x-rays are just as effective as CT scans for calculating the Haller index and recommend replacing CT scans with CXR to reduce radiation exposure in all but gross deformities.
A normal Haller index should be about 2.5. Chest wall deformities such as pectus excavatum can cause the sternum to invert, thus increasing the index. In severe asymmetric cases, where the sternum dips below the level of the vertebra, the index can be a negative value.
See also
Pectus carinatum
Nuss procedure
Sources
Equations
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What cage composed of 12 pairs of ribs, with their costal cartilages and the sternum, protects the heart and lungs?
A. sacral
B. lumbar
C. thoracic
D. cervical
Answer:
|
|
sciq-1097
|
multiple_choice
|
Superconductors are materials with a resistivity of?
|
[
"high magnitude",
"zero",
"greater density",
"above zero"
] |
B
|
Relavent Documents:
Document 0:::
BCS: 50 Years is a review volume edited by Leon Cooper, a 1972 Nobel Laureate in Physics, and Dmitri Feldman of Brown University, first published in 2010.
The book consists of 23 articles written by outstanding physicists, including many Nobel prize-winners, and presents the complete theory of superconductivity - a phenomenon where the electrical resistance of some metallic materials suddenly vanish at temperatures near absolute zero.
Background
Sixty years ago, in 1957, John Bardeen, Leon Cooper and John Robert Schrieffer finally pieced together the puzzle of superconductivity, explaining in detail its mechanism and the associated effects. The BCS theory, named after the three scientists, won Professor Cooper the Nobel Prize in Physics in 1972, which he shared with John Robert Schrieffer and his teacher, John Bardeen.
Contents
Section 1: Historical Perspectives
The first section of the book describes important discoveries which led to the development of BCS theory.
Chapter 1: "Remembrance of Superconductivity Past" by Leon N Cooper
Chapter 2: "The Road to BCS" by John Robert Schrieffer
Chapter 3: "Development of Concepts in Superconductivity" by John Bardeen
Chapter 4: "Failed Theories of Superconductivity" by Jörg Schmalian
Chapter 5: "Nuclear Magnetic Resonance and the BCS Theory" by Charles Pence Slichter
Chapter 6: "Superconductivity: From Electron Interaction to Nuclear Superfluidity" by David Pines
Chapter 7: "Developing BCS Ideas in the Former Soviet Union" by Lev P. Gor'kov
Chapter 8: "BCS: The Scientific "Love of my Life"" by Philip Warren Anderson
Section 2: Fluctuations, Tunneling and Disorder
The second section focuses on quantum phenomena which occur in superconductors.
Chapter 9: "SQUIDs: Then and Now" by John Clarke
Chapter 10: "Resistance in Superconductors" by Bertrand I. Halperin, Gil Refael and Eugene Demler
Chapter 11: "Cooper Pair Breaking" by Peter Fulde
Chapter 12: "Superconductor-Insulator Transitions" by Allen M. Gold
Document 1:::
A supercurrent is a superconducting current, that is, electric current which flows without dissipation in a superconductor. Under certain conditions, an electric current can also flow without dissipation in microscopically small non-superconducting metals. However, currents in such perfect conductors are not called supercurrents, but persistent currents.
Document 2:::
The interior of a bulk superconductor cannot be penetrated by a weak magnetic field, a phenomenon known as the Meissner effect. When the applied magnetic field becomes too large, superconductivity breaks down. Superconductors can be divided into two types according to how this breakdown occurs. In type-I superconductors, superconductivity is abruptly destroyed via a first order phase transition when the strength of the applied field rises above a critical value Hc. This type of superconductivity is normally exhibited by pure metals, e.g. aluminium, lead, and mercury. The only alloy known up to now which exhibits type I superconductivity is tantalum silicide (TaSi2).
The covalent superconductor SiC:B, silicon carbide heavily doped with boron, is also type-I.
Depending on the demagnetization factor, one may obtain an intermediate state. This state, first described by Lev Landau, is a phase separation into macroscopic non-superconducting and superconducting domains forming a Husimi Q representation.
This behavior is different from type-II superconductors which exhibit two critical magnetic fields. The first, lower critical field occurs when magnetic flux vortices penetrate the material but the material remains superconducting outside of these microscopic vortices. When the vortex density becomes too large, the entire material becomes non-superconducting; this corresponds to the second, higher critical field.
The ratio of the London penetration depth λ to the superconducting coherence length ξ determines whether a superconductor is type-I or type-II. Type-I superconductors are those with , and type-II superconductors are those with .
Document 3:::
The table below shows some of the parameters of common superconductors. X:Y means material X doped with element Y, TC is the highest reported transition temperature in kelvins and HC is a critical magnetic field in tesla. "BCS" means whether or not the superconductivity is explained within the BCS theory.
List
Other types
Fulleride superconductor at 38K
Polyhydrides hydrogen rich compounds stabilised under hundreds of gigapascals pressure, such as trihydrogen sulfide, , at pressures above 90 GPa; 23 K at 100 GPa to 150 K at 200 GPa, or lanthanum decahydride, or carbonaceous sulfur hydride, or clathrate calcium hydride .
Notes
Document 4:::
In lossless power transmission, a supergrid with hydrogen is an idea for combining very long distance electric power transmission with liquid hydrogen distribution, to achieve superconductivity in the cables. The hydrogen is both a distributed fuel and a cryogenic coolant for the power lines, rendering them superconducting. The concept's advocates describe it as being in a "visionary" stage, for which no new scientific breakthrough is required but which requires major technological innovations before it could progress to a practical system. A system for the United States is projected to require "several decades" before it could be fully implemented.
One proposed design for a superconducting cable includes a superconducting bipolar DC line operating at ±50 kV, and 50 kA, transmitting about 2.5 GW for several hundred kilometers at zero resistance and nearly no line loss. High-voltage direct current (HVDC) lines have the capability of transmitting similar wattages, for example a 5 gigawatt HVDC system is being constructed along the southern provinces of China without the use of superconducting cables.
In the United States, a Continental SuperGrid 4,000 kilometers long might carry 40,000 to 80,000 MW in a tunnel shared with long distance high speed maglev trains, which at low pressure could allow cross continental journeys of one hour. The liquid hydrogen pipeline would both store and deliver hydrogen.
1.5% of the energy transmitted on the British AC Supergrid is lost (transformer, heating and capacitive losses). Of this, a little under two-thirds (or 1% on the British supergrid), represents "DC" (resistive) heating type losses. With superconductive power lines, the capacitive and transformer losses (in the unlikely event the transmission lines were still overhead AC lines) would remain the same. In addition, overhead lines do not lend themselves at all well physically to the incorporation of cryogenic hydrogen piping, due to the likely weight of the transmission med
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Superconductors are materials with a resistivity of?
A. high magnitude
B. zero
C. greater density
D. above zero
Answer:
|
|
sciq-8579
|
multiple_choice
|
Most bird species display this behavior, meaning the male and female remain together for breeding for a few years or until one mate dies?
|
[
"polygamy",
"isolation",
"monogamy",
"dichotomy"
] |
C
|
Relavent Documents:
Document 0:::
Monogamous pairing in animals refers to the natural history of mating systems in which species pair bond to raise offspring. This is associated, usually implicitly, with sexual monogamy.
Monogamous mating
Monogamy is defined as a pair bond between two adult animals of the same species. This pair may cohabitate in an area or territory for some duration of time, and in some cases may copulate and reproduce with only each other. Monogamy may either be short-term, lasting one to a few seasons or long-term, lasting many seasons and in extreme cases, life-long. Monogamy can be partitioned into two categories, social monogamy and genetic monogamy which may occur together in some combination, or completely independently of one another. As an example, in the cichlid species Variabilichromis moorii, a monogamous pair will care for eggs and young together, but the eggs may not all be fertilized by the male giving the care. Monogamy in mammals is rather rare, only occurring in 3–9% of these species. A larger percentage of avian species are known to have monogamous relationships (about 90%), but most avian species practice social but not genetic monogamy in contrast to what was previously assumed by researchers. Monogamy is quite rare in fish and amphibians, but not unheard of, appearing in a select few species.
Social monogamy
Social monogamy refers to the cohabitation of one male and one female. The two individuals may cooperate in search of resources such as food and shelter and/or in caring for young. Paternal care in monogamous species is commonly displayed through carrying, feeding, defending, and socializing offspring. With social monogamy there may not be an expected sexual fidelity between the males and the females. The existence of purely social monogamy is a polygamous or polyandrous social pair with extra pair coupling. Social monogamy has been shown to increase fitness in prairie voles. It has been shown that female prairie voles live longer when paired with males
Document 1:::
A mating system is a way in which a group is structured in relation to sexual behaviour. The precise meaning depends upon the context. With respect to animals, the term describes which males and females mate under which circumstances. Recognised systems include monogamy, polygamy (which includes polygyny, polyandry, and polygynandry), and promiscuity, all of which lead to different mate choice outcomes and thus these systems affect how sexual selection works in the species which practice them. In plants, the term refers to the degree and circumstances of outcrossing. In human sociobiology, the terms have been extended to encompass the formation of relationships such as marriage.
In plants
The primary mating systems in plants are outcrossing (cross-fertilisation), autogamy (self-fertilisation) and apomixis (asexual reproduction without fertilization, but only when arising by modification of sexual function). Mixed mating systems, in which plants use two or even all three mating systems, are not uncommon.
A number of models have been used to describe the parameters of plant mating systems. The basic model is the mixed mating model, which is based on the assumption that every fertilisation is either self-fertilisation or completely random cross-fertilisation. More complex models relax this assumption; for example, the effective selfing model recognises that mating may be more common between pairs of closely related plants than between pairs of distantly related plants.
In animals
The following are some of the mating systems generally recognized in animals:
Monogamy: One male and one female have an exclusive mating relationship. The term "pair bonding" often implies this. This is associated with one-male, one-female group compositions. There are two types of monogamy: type 1, which is facultative, and type 2, which is obligate. Facultative monogamy occurs when there are very low densities in a species. This means that mating occurs with only a single member of the
Document 2:::
Polygyny (; from Neo-Greek πολυγυνία, from πολύ- poly-, "many", and γυνή gyne, "woman" or "wife") is a mating system in which one male lives and mates with multiple females but each female only mates with a single male. Systems where several females mate with several males are defined either as promiscuity or polygynandry. Lek mating is frequently regarded as a form of polygyny, because one male mates with many females, but lek-based mating systems differ in that the male has no attachment to the females with whom he mates, and that mating females lack attachment to one another.
Polygyny is typical of one-male, multi-female groups and can be found in many species including: elephant seal, spotted hyena, gorilla, red-winged prinia, house wren, hamadryas baboon, common pheasant, red deer, Bengal tiger, Xylocopa sonorina, Anthidium manicatum and elk. Often in polygynous systems, females will provide the majority of parental care.
Mating systems
When two animals mate, they both share an interest in the success of the offspring, though often to different extremes. Unless the male and female are perfectly monogamous, meaning that they mate for life and take no other partners, even after the original mate's death, the amount of parental care will vary. Instead, it is much more common for polygynous mating to happen. Polygynous structures (excluding leks) are estimated to occur in up to 90% of mammals.
Polygyny in birds occurs infrequently when compared to mammals, as monogamy is most commonly observed. Evolutionarily speaking, polygyny in birds might have evolved because many females do not require male support to care for their offspring. Because females do not need extra help raising their nests, males can afford to invest in multiple females. Nonetheless, male parental care is often found in many polygynous territorial bird species, leading to female competition for male assistance. Most often, males will seek a second female to impregnate, once the first female has
Document 3:::
Breeding pair is a pair of animals which cooperate over time to produce offspring with some form of a bond between the individuals. For example, many birds mate for a breeding season or sometimes for life. They may share some or all of the tasks involved: for example, a breeding pair of birds may split building a nest, incubating the eggs and feeding and protecting the young. The term is not generally used when a male has a harem of females, such as with mountain gorillas.
True breeding pairs are usually found only in vertebrates, but there are notable exceptions, such as the Lord Howe Island stick insect. True breeding pairs are rare in amphibians or reptiles, although the Australian Shingleback is one exception with long-term pair-bonds. Some fish form short term pairs and the French angelfish is thought to pair-bond over a long term. True breeding pairs are quite common in birds. Breeding pair arrangements are rare in mammals, where the prevailing patterns are either that the male and female only meet for copulation (e.g. brown bear) or that dominant males have a harem of females (e.g. walrus).
See also
Pair bond
Monogamous pairing in animals
Document 4:::
The challenge hypothesis outlines the dynamic relationship between testosterone and aggression in mating contexts. It proposes that testosterone promotes aggression when it would be beneficial for reproduction, such as mate guarding, or strategies designed to prevent the encroachment of intrasexual rivals. The positive correlation between reproductive aggression and testosterone levels is seen to be strongest during times of social instability. The challenge hypothesis predicts that seasonal patterns in testosterone levels are a function of mating system (monogamy versus polygyny), paternal care, and male-male aggression in seasonal breeders.
The pattern between testosterone and aggression was first observed in seasonally breeding birds, where testosterone levels rise modestly with the onset of the breeding season to support basic reproductive functions. However, during periods of heightened male aggression, testosterone levels increase further to a maximum physiological level. This additional boost in testosterone appears to facilitate male-male aggression, particularly during territory formation and mate guarding, and is also characterized by a lack of paternal care. The challenge hypothesis has come to explain patterns of testosterone production as predictive of aggression across more than 60 species.
Patterns of testosterone
The challenge hypothesis presents a three-level model at which testosterone may be present in circulation. The first level (Level A) represents the baseline level of testosterone during the non-breeding season. Level A is presumed to maintain feedback regulation of both GnRH and gonadotropin release, which are key factors in testosterone production. The next level (Level B) is a regulated, seasonal breeding baseline. This level is sufficient for the expression of reproductive behaviors in seasonal breeders and the development of some secondary sex characteristics. Level B is induced by environmental cues, such as length of day. The highest
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Most bird species display this behavior, meaning the male and female remain together for breeding for a few years or until one mate dies?
A. polygamy
B. isolation
C. monogamy
D. dichotomy
Answer:
|
|
sciq-9054
|
multiple_choice
|
What is the condition in which the thyroid gland is overactive is known as?
|
[
"hepatic",
"hypothyroidism",
"susceptibility",
"hyperthyroidism"
] |
D
|
Relavent Documents:
Document 0:::
Thyroiditis is the inflammation of the thyroid gland. The thyroid gland is located on the front of the neck below the laryngeal prominence, and makes hormones that control metabolism.
Signs and symptoms
There are many different signs and symptoms for thyroiditis, none of which are exclusively limited to this disease. Many of the signs imitate symptoms of other diseases, so thyroiditis can sometimes be difficult to diagnose. Common hypothyroid symptoms manifest when thyroid cell damage is slow and chronic, and may include fatigue, weight gain, feeling "fuzzy headed", depression, dry skin, and constipation. Other, rarer symptoms include swelling of the legs, vague aches and pains, decreased concentration and so on. When conditions become more severe, depending on the type of thyroiditis, one may start to see puffiness around the eyes, slowing of the heart rate, a drop in body temperature, or even incipient heart failure. On the other hand, if the thyroid cell damage is acute, the thyroid hormone within the gland leaks out into the bloodstream causing symptoms of thyrotoxicosis, which is similar to those of hyperthyroidism. These symptoms include weight loss, irritability, anxiety, insomnia, fast heart rate, and fatigue. Elevated levels of thyroid hormone in the bloodstream cause both conditions, but thyrotoxicosis is the term used with thyroiditis since the thyroid gland is not overactive, as in the case of hyperthyroidism.
Causes
Thyroiditis is generally caused by an immune system attack on the thyroid, resulting in inflammation and damage to the thyroid cells. This disease is often considered a malfunction of the immune system and can be associated with IgG4-related systemic disease, in which symptoms of autoimmune pancreatitis, retroperitoneal fibrosis and noninfectious aortitis also occur. Such is also the case in Riedel thyroiditis, an inflammation in which the thyroid tissue is replaced by fibrous tissue which can extend to neighbouring structures. Antibodie
Document 1:::
Prior to the availability of sensitive TSH assays, thyrotropin releasing hormone or TRH stimulation tests were relied upon for confirming and assessing the degree of suppression
in suspected hyperthyroidism. Typically, this stimulation test involves determining basal
TSH levels and levels 15 to 30 minutes after an intravenous bolus of TRH. Normally,
TSH would rise into the concentration range measurable with less sensitive TSH assays.
Third generation TSH assays do not have this
limitation and thus TRH stimulation is generally not required when third generation TSH
assays are used to assess degree of suppression.
Differential diagnosis use
TRH-stimulation testing however
continues to be useful for the differential diagnosis of secondary (pituitary disorder) and tertiary (hypothalamic disorder) hypothyroidism. Patients with these conditions
appear to have physiologically inactive TSH in their circulation that is recognized by
TSH assays to a degree such that they may yield misleading, "euthyroid" TSH
results. Use and Interpretation:
• Helpful in diagnosis in patients with confusing TFTs. In primary hyperthyroidism
TSH are low and TRH administration induces little or no change in TSH levels
• In hypothyroidism due to end organ failure, administration of TRH produces a
prompt increase in TSH
• In hypothyroidism due to pituitary disease (secondary hypothyroidism) administration of TRH does not produce
an increase in TSH
• In hypothyroidism due to hypothalamic disease (tertiary hypothyroidism), administration of TRH produces a
delayed (60–120 minutes, rather than 15–30 minutes) increase in TSH
Process and interpretation
The TRH test involves administration of a small amount of TRH intravenously, following which levels of TSH will be measured at several subsequent time points using samples of blood taken from a peripheral vein.
The test is used in the differential diagnosis of secondary and tertiary hypothyroidism. First, blood is drawn and a baseline TSH level is
Document 2:::
Thyroid's secretory capacity (GT, also referred to as thyroid's incretory capacity, maximum thyroid hormone output, T4 output or, if calculated from serum levels of thyrotropin and thyroxine, as SPINA-GT) is the maximum stimulated amount of thyroxine that the thyroid can produce in a given time-unit (e.g. one second).
How to determine GT
Experimentally, GT can be determined by stimulating the thyroid with a high thyrotropin concentration (e.g. by means of rhTSH, i.e. recombinant human thyrotropin) and measuring its output in terms of T4 production, or by measuring the serum concentration of protein-bound iodine-131 after administration of radioiodine. These approaches are, however, costly and accompanied by significant exposure to radiation.
In vivo, GT can also be estimated from equilibrium levels of TSH and T4 or free T4. In this case it is calculated with
or
[TSH]: Serum thyrotropin concentration (in mIU/L or μIU/mL)
[FT4]: Serum free T4 concentration (in pmol/L)
[TT4]: Serum total T4 concentration (in nmol/L)
: Theoretical (apparent) secretory capacity (SPINA-GT)
: Dilution factor for T4 (reciprocal of apparent volume of distribution, 0.1 L−1)
: Clearance exponent for T4 (1.1e-6 sec−1), i. e., reaction rate constant for degradation
K41: Binding constant T4-TBG (2e10 L/mol)
K42: Binding constant T4-TBPA (2e8 L/mol)
DT: EC50 for TSH (2.75 mU/L)
The method is based on mathematical models of thyroid homeostasis. Calculating the secretory capacity with one of these equations is an inverse problem. Therefore, certain conditions (e.g. stationarity) have to be fulfilled to deliver a reliable result.
Specific secretory capacity
The ratio of SPINA-GT and thyroid volume VT (as determined e.g. by ultrasonography)
,
i.e.
or
Document 3:::
Jostel's TSH index (TSHI or JTI), also referred to as Jostel's thyrotropin index or Thyroid Function index (TFI), is a method for estimating the thyrotropic (i.e. thyroid stimulating) function of the anterior pituitary lobe in a quantitative way. The equation has been derived from the logarithmic standard model of thyroid homeostasis. In a paper from 2014 further study was suggested to show if it is useful, but the 2018 guideline by the European Thyroid Association for the diagnosis of uncertain cases of central hypothyroidism regarded it as beneficial. It is also recommended for purposes of differential diagnosis in the sociomedical expert assessment.
How to determine JTI
Jostel's TSH index can be calculated with
from equilibrium serum concentrations of thyrotropin (TSH), free T4 (FT4) and a correction coefficient derived from the logarithmic standard model (β = 0.1345).
An alternative standardised form (standardised TSH index or sTSHI) is calculated with.
as a z-transformed value incorporating mean (2.7) and standard deviation (0.676) of TSHI in a reference population
Reference ranges
Clinical significance
The TSH index is reduced in patients with secondary hypothyroidism resulting from thyrotropic insufficiency. For this indication, it has, however, up to now only been validated in adults. JTI was also found reduced in cases of TACITUS syndrome (non-thyroidal illness syndrome) as an example of type 1 thyroid allostasis. Conversely, an elevated thyroid function index may serve as a biomarker for type 2 allostasis and contextual stress.
Jostel's TSH index may decrease under therapy with the antidiabetic drug metformin, especially in women under oral contraceptives.
In two large population-based cohorts included in the Study of Health in Pomerania differentially correlated to some markers of body composition. Correlation was positive to body mass index (BMI), waist circumference and fat mass, but negative to body cell mass. With the exception of fat mass
Document 4:::
Thyroid hormone binding ratio (THBR) is a thyroid function test that measures the "uptake" of T3 or T4 tracer by thyroid-binding globulin (TBG) in a given serum sample. This provides an indirect and reciprocal estimate of the available binding sites on TBG within the sample.
The results are then reported as a ratio to normal serum.
Indications
Attempts to correct for changes in thyroid binding globulin due to liver disease, protein losing states, pregnancy or various drugs
It is used to calculate free thyroxine index (total T4 x T3 uptake), an estimate of free T4. Free thyroxine index may be calculated with increased diagnostic accuracy using direct TBG measurement when the total hormone concentration is abnormally elevated
Examples
In patients with hyperthyroidism, there will be fewer available binding sites on TBG (due to the increased circulating T3 / T4). This will lead to an increased thyroid hormone binding ratio.
In patients with hypothyroidism, there will be more free binding sites on TBG (due to the decreased amount of circulating T3 / T4) and as such the THBR will be decreased.
In general, High with High thyroid activity and Low with Low thyroid activity.
Other Conditions
Total TBG can be increased (thereby decreasing the THBR) congenitally, or in conditions such as pregnancy (period of increased estrogen) and with the treatment of certain infections such as Hepatitis C. In the latter, reduction of inflammation of the liver results in increased protein synthesis
Total TBG can be decreased (thereby increasing the THBR) congenitally, or in conditions such as liver failure, protein-losing conditions, or nephrotic conditions. Increased androgen levels will also decrease TBG synthesis, increasing THBR.
THBR can be directly altered by drugs such as;
Anticonvulsants such as phenytoin and carbamazepine
Antinflammatory drugs such as salicylates (Aspirin) or phenylbutazone (NSAID)
High levels of free fatty acids, commonly seen in acutely ill patients
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the condition in which the thyroid gland is overactive is known as?
A. hepatic
B. hypothyroidism
C. susceptibility
D. hyperthyroidism
Answer:
|
|
sciq-1027
|
multiple_choice
|
The largest absorption of heat comes during the vaporization of what?
|
[
"ice",
"magma",
"liquid water",
"carbon dioxide"
] |
C
|
Relavent Documents:
Document 0:::
A thermal reservoir, also thermal energy reservoir or thermal bath, is a thermodynamic system with a heat capacity so large that the temperature of the reservoir changes relatively little when a much more significant amount of heat is added or extracted. As a conceptual simplification, it effectively functions as an infinite pool of thermal energy at a given, constant temperature. Since it can act as an inertial source and sink of heat, it is often also referred to as a heat reservoir or heat bath.
Lakes, oceans and rivers often serve as thermal reservoirs in geophysical processes, such as the weather. In atmospheric science, large air masses in the atmosphere often function as thermal reservoirs.
Since the temperature of a thermal reservoir does not change during the heat transfer, the change of entropy in the reservoir is
The microcanonical partition sum of a heat bath of temperature has the property
where is the Boltzmann constant. It thus changes by the same factor when a given amount of energy is added. The exponential factor in this expression can be identified with the reciprocal of the Boltzmann factor.
For an engineering application, see geothermal heat pump.
See also
Thermal battery
Thermal energy storage
Document 1:::
Thermofluids is a branch of science and engineering encompassing four intersecting fields:
Heat transfer
Thermodynamics
Fluid mechanics
Combustion
The term is a combination of "thermo", referring to heat, and "fluids", which refers to liquids, gases and vapors. Temperature, pressure, equations of state, and transport laws all play an important role in thermofluid problems. Phase transition and chemical reactions may also be important in a thermofluid context. The subject is sometimes also referred to as "thermal fluids".
Heat transfer
Heat transfer is a discipline of thermal engineering that concerns the transfer of thermal energy from one physical system to another. Heat transfer is classified into various mechanisms, such as heat conduction, convection, thermal radiation, and phase-change transfer. Engineers also consider the transfer of mass of differing chemical species, either cold or hot, to achieve heat transfer.
Sections include :
Energy transfer by heat, work and mass
Laws of thermodynamics
Entropy
Refrigeration Techniques
Properties and nature of pure substances
Applications
Engineering : Predicting and analysing the performance of machines
Thermodynamics
Thermodynamics is the science of energy conversion involving heat and other forms of energy, most notably mechanical work. It studies and interrelates the macroscopic variables, such as temperature, volume and pressure, which describe physical, thermodynamic systems.
Fluid mechanics
Fluid Mechanics the study of the physical forces at work during fluid flow. Fluid mechanics can be divided into fluid kinematics, the study of fluid motion, and fluid kinetics, the study of the effect of forces on fluid motion. Fluid mechanics can further be divided into fluid statics, the study of fluids at rest, and fluid dynamics, the study of fluids in motion. Some of its more interesting concepts include momentum and reactive forces in fluid flow and fluid machinery theory and performance.
Sections include:
Flu
Document 2:::
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:::
International Journal of Heat and Mass Transfer is a peer-reviewed scientific journal in the field of heat transfer and mass transfer, published by Elsevier. The editor-in-chief is T. S. Zhao (Hong Kong University of Science and Technology).
Abstracting and indexing
The journal is abstracted and indexed in:
According to the Journal Citation Reports, the journal has a 2020 impact factor of 5.584.
Document 4:::
Thermal decomposition (or thermolysis) is a chemical decomposition caused by heat. The decomposition temperature of a substance is the temperature at which the substance chemically decomposes. The reaction is usually endothermic as heat is required to break chemical bonds in the compound undergoing decomposition. If decomposition is sufficiently exothermic, a positive feedback loop is created producing thermal runaway and possibly an explosion or other chemical reaction.
Decomposition temperature definition
A simple substance (like water) may exist in equilibrium with its thermal decomposition products, effectively halting the decomposition. The equilibrium fraction of decomposed molecules increases with the temperature.
Since thermal decomposition is a kinetic process, the observed temperature of its beginning in most instances will be a function of the experimental conditions and sensitivity of the experimental setup. For rigorous depiction of the process, the use of thermokinetic modeling is recommended.
Examples
Calcium carbonate (limestone or chalk) decomposes into calcium oxide and carbon dioxide when heated. The chemical reaction is as follows:
CaCO3 → CaO + CO2
The reaction is used to make quick lime, which is an industrially important product.
Another example of thermal decomposition is 2Pb(NO3)2 → 2PbO + O2 + 4NO2.
Some oxides, especially of weakly electropositive metals decompose when heated to high enough temperature. A classical example is the decomposition of mercuric oxide to give oxygen and mercury metal. The reaction was used by Joseph Priestley to prepare samples of gaseous oxygen for the first time.
When water is heated to well over 2000 °C, a small percentage of it will decompose into OH, monatomic oxygen, monatomic hydrogen, O2, and H2.
The compound with the highest known decomposition temperature is carbon monoxide at ≈3870 °C (≈7000 °F).
Decomposition of nitrates, nitrites and ammonium compounds
Ammonium dichromate on heating yields nitro
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The largest absorption of heat comes during the vaporization of what?
A. ice
B. magma
C. liquid water
D. carbon dioxide
Answer:
|
|
sciq-2695
|
multiple_choice
|
The presence of what makes soil hold together more tightly and enables it to hold more water?
|
[
"salt",
"glass",
"clay",
"sand"
] |
C
|
Relavent Documents:
Document 0:::
Gumbo soil is a mixture which often has some small amounts of sand and/or organic material, but is typically defined by the overwhelming presence of very fine particles of clay.
Although gumbo soils are exceptional at water retention, they can be difficult to farm, as precipitation will turn gumbo into a unique muddy mess that is challenging to work using large commercial farming equipment. Avoiding tillage of this type of soil through no-till farming appears strongly correlated with higher yields, as compared to more traditional tilling practices.
Document 1:::
The Géotechnique lecture is an biennial lecture on the topic of soil mechanics, organised by the British Geotechnical Association named after its major scientific journal Géotechnique.
This should not be confused with the annual BGA Rankine Lecture.
List of Géotechnique Lecturers
See also
Named lectures
Rankine Lecture
Terzaghi Lecture
External links
ICE Géotechnique journal
British Geotechnical Association
Document 2:::
The shrink–swell capacity of soils refers to the extent certain clay minerals will expand when wet and retract when dry. Soil with a high shrink–swell capacity is problematic and is known as shrink–swell soil, or expansive soil. The amount of certain clay minerals that are present, such as montmorillonite and smectite, directly affects the shrink-swell capacity of soil. This ability to drastically change volume can cause damage to existing structures, such as cracks in foundations or the walls of swimming pools.
Description
Due to the physical and chemical properties of some clays (such as the Lias Group) large swelling occurs when water is absorbed. Conversely when the water dries up these clays contract (shrink). The presence of these clay minerals is what allows soils to have the capacity to shrink and swell. Some of these clay minerals are: smectite, nontronite, bentonite, chlorite, montmorillonite, beidellite, attapulgite, illite and vermiculite. The amount of these minerals in a particular soil will also determine the severity of the shrink-swell capacity. For instance, soils with a small amount of expansive clay minerals will not expand as much when exposed to moisture as a soil with a large amount of the same clay minerals. If a soil is composed of at least 5 percent of these clay minerals by weight, it could have the ability to shrink and swell.
This property is measured using coefficient of linear extensibility (COLE) values. If a soil has a COLE value greater than 0.06, then it can cause structural damage. A COLE value of 0.06 means that 100 inches of soil will expand by 6 inches when wet. Soils with this shrink-swell capacity fall under the soil order of Vertisols. As these soils dry, deep cracks can form on the surface, which then allows water to penetrate to deeper levels of the soil. This can cause the swelling of these soils to become cyclical, with periods of both shrinking and swelling.
Damage
Clay groups with a high shrink–swell capacity ten
Document 3:::
Shear strength is a term used in soil mechanics to describe the magnitude of the shear stress that a soil can sustain. The shear resistance of soil is a result of friction and interlocking of particles, and possibly cementation or bonding of particle contacts. Due to interlocking, particulate material may expand or contract in volume as it is subject to shear strains. If soil expands its volume, the density of particles will decrease and the strength will decrease; in this case, the peak strength would be followed by a reduction of shear stress. The stress-strain relationship levels off when the material stops expanding or contracting, and when interparticle bonds are broken. The theoretical state at which the shear stress and density remain constant while the shear strain increases may be called the critical state, steady state, or residual strength.
The volume change behavior and interparticle friction depend on the density of the particles, the intergranular contact forces, and to a somewhat lesser extent, other factors such as the rate of shearing and the direction of the shear stress. The average normal intergranular contact force per unit area is called the effective stress.
If water is not allowed to flow in or out of the soil, the stress path is called an undrained stress path. During undrained shear, if the particles are surrounded by a nearly incompressible fluid such as water, then the density of the particles cannot change without drainage, but the water pressure and effective stress will change. On the other hand, if the fluids are allowed to freely drain out of the pores, then the pore pressures will remain constant and the test path is called a drained stress path. The soil is free to dilate or contract during shear if the soil is drained. In reality, soil is partially drained, somewhere between the perfectly undrained and drained idealized conditions.
The shear strength of soil depends on the effective stress, the drainage conditions, the density
Document 4:::
USDA soil taxonomy (ST) developed by the United States Department of Agriculture and the National Cooperative Soil Survey provides an elaborate classification of soil types according to several parameters (most commonly their properties) and in several levels: Order, Suborder, Great Group, Subgroup, Family, and Series. The classification was originally developed by Guy Donald Smith, former director of the U.S. Department of Agriculture's soil survey investigations.
Discussion
A taxonomy is an arrangement in a systematic manner; the USDA soil taxonomy has six levels of classification. They are, from most general to specific: order, suborder, great group, subgroup, family and series. Soil properties that can be measured quantitatively are used in this classification system – they include: depth, moisture, temperature, texture, structure, cation exchange capacity, base saturation, clay mineralogy, organic matter content and salt content. There are 12 soil orders (the top hierarchical level) in soil taxonomy. The names of the orders end with the suffix -sol. The criteria for the different soil orders include properties that reflect major differences in the genesis of soils. The orders are:
Alfisol – soils with aluminium and iron. They have horizons of clay accumulation, and form where there is enough moisture and warmth for at least three months of plant growth. They constitute 10% of soils worldwide.
Andisol – volcanic ash soils. They are young soils. They cover 1% of the world's ice-free surface.
Aridisol – dry soils forming under desert conditions which have fewer than 90 consecutive days of moisture during the growing season and are nonleached. They include nearly 12% of soils on Earth. Soil formation is slow, and accumulated organic matter is scarce. They may have subsurface zones of caliche or duripan. Many aridisols have well-developed Bt horizons showing clay movement from past periods of greater moisture.
Entisol – recently formed soils that lack well-d
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The presence of what makes soil hold together more tightly and enables it to hold more water?
A. salt
B. glass
C. clay
D. sand
Answer:
|
|
sciq-7235
|
multiple_choice
|
What is a measure of the amount of space that a substance or an object occupies?
|
[
"mass",
"power",
"volume",
"density"
] |
C
|
Relavent Documents:
Document 0:::
A proof mass or test mass is a known quantity of mass used in a measuring instrument as a reference for the measurement of an unknown quantity.
A mass used to calibrate a weighing scale is sometimes called a calibration mass or calibration weight.
A proof mass that deforms a spring in an accelerometer is sometimes called the seismic mass. In a convective accelerometer, a fluid proof mass may be employed.
See also
Calibration, checking or adjustment by comparison with a standard
Control variable, the experimental element that is constant and unchanged throughout the course of a scientific investigation
Test particle, an idealized model of an object in which all physical properties are assumed to be negligible, except for the property being studied
Document 1:::
Quantity calculus is the formal method for describing the mathematical relations between abstract physical quantities.
Its roots can be traced to Fourier's concept of dimensional analysis (1822). The basic axiom of quantity calculus is Maxwell's description of a physical quantity as the product of a "numerical value" and a "reference quantity" (i.e. a "unit quantity" or a "unit of measurement"). De Boer summarized the multiplication, division, addition, association and commutation rules of quantity calculus and proposed that a full axiomatization has yet to be completed.
Measurements are expressed as products of a numeric value with a unit symbol, e.g. "12.7 m". Unlike algebra, the unit symbol represents a measurable quantity such as a meter, not an algebraic variable.
A careful distinction needs to be made between abstract quantities and measurable quantities. The multiplication and division rules of quantity calculus are applied to SI base units (which are measurable quantities) to define SI derived units, including dimensionless derived units, such as the radian (rad) and steradian (sr) which are useful for clarity, although they are both algebraically equal to 1. Thus there is some disagreement about whether it is meaningful to multiply or divide units. Emerson suggests that if the units of a quantity are algebraically simplified, they then are no longer units of that quantity. Johansson proposes that there are logical flaws in the application of quantity calculus, and that the so-called dimensionless quantities should be understood as "unitless quantities".
How to use quantity calculus for unit conversion and keeping track of units in algebraic manipulations is explained in the handbook Quantities, Units and Symbols in Physical Chemistry.
Notes
Document 2:::
In chemistry and related fields, the molar volume, symbol Vm, or of a substance is the ratio of the volume occupied by a substance to the amount of substance, usually given at a given temperature and pressure. It is equal to the molar mass (M) divided by the mass density (ρ):
The molar volume has the SI unit of cubic metres per mole (m3/mol), although it is more typical to use the units cubic decimetres per mole (dm3/mol) for gases, and cubic centimetres per mole (cm3/mol) for liquids and solids.
Definition
The molar volume of a substance i is defined as its molar mass divided by its density ρi0:
For an ideal mixture containing N components, the molar volume of the mixture is the weighted sum of the molar volumes of its individual components. For a real mixture the molar volume cannot be calculated without knowing the density:
There are many liquid–liquid mixtures, for instance mixing pure ethanol and pure water, which may experience contraction or expansion upon mixing. This effect is represented by the quantity excess volume of the mixture, an example of excess property.
Relation to specific volume
Molar volume is related to specific volume by the product with molar mass. This follows from above where the specific volume is the reciprocal of the density of a substance:
Ideal gases
For ideal gases, the molar volume is given by the ideal gas equation; this is a good approximation for many common gases at standard temperature and pressure.
The ideal gas equation can be rearranged to give an expression for the molar volume of an ideal gas:
Hence, for a given temperature and pressure, the molar volume is the same for all ideal gases and is based on the gas constant: R = , or about .
The molar volume of an ideal gas at 100 kPa (1 bar) is
at 0 °C,
at 25 °C.
The molar volume of an ideal gas at 1 atmosphere of pressure is
at 0 °C,
at 25 °C.
Crystalline solids
For crystalline solids, the molar volume can be measured by X-ray crystallography.
The unit cell
Document 3:::
Absolute molar mass is a process used to determine the characteristics of molecules.
History
The first absolute measurements of molecular weights (i.e. made without reference to standards) were based on fundamental physical characteristics and their relation to the molar mass. The most useful of these were membrane osmometry and sedimentation.
Another absolute instrumental approach was also possible with the development of light scattering theory by Albert Einstein, Chandrasekhara Venkata Raman, Peter Debye, Bruno H. Zimm, and others. The problem with measurements made using membrane osmometry and sedimentation was that they only characterized the bulk properties of the polymer sample. Moreover, the measurements were excessively time consuming and prone to operator error. In order to gain information about a polydisperse mixture of molar masses, a method for separating the different sizes was developed. This was achieved by the advent of size exclusion chromatography (SEC). SEC is based on the fact that the pores in the packing material of chromatography columns could be made small enough for molecules to become temporarily lodged in their interstitial spaces. As the sample makes its way through a column the smaller molecules spend more time traveling in these void spaces than the larger ones, which have fewer places to "wander". The result is that a sample is separated according to its hydrodynamic volume . As a consequence, the big molecules come out first, and then the small ones follow in the eluent. By choosing a suitable column packing material it is possible to define the resolution of the system. Columns can also be combined in series to increase resolution or the range of sizes studied.
The next step is to convert the time at which the samples eluted into a measurement of molar mass. This is possible because if the molar mass of a standard were known, the time at which this standard eluted should be equal to a specific molar mass. Using multiple
Document 4:::
This article gives a list of conversion factors for several physical quantities. A number of different units (some only of historical interest) are shown and expressed in terms of the corresponding SI unit.
Conversions between units in the metric system are defined by their prefixes (for example, 1 kilogram = 1000 grams, 1 milligram = 0.001 grams) and are thus not listed in this article. Exceptions are made if the unit is commonly known by another name (for example, 1 micron = 10−6 metre). Within each table, the units are listed alphabetically, and the SI units (base or derived) are highlighted.
The following quantities are considered: length, area, volume, plane angle, solid angle, mass, density, time, frequency, velocity, volumetric flow rate, acceleration, force, pressure (or mechanical stress), torque (or moment of force), energy, power (or heat flow rate), action, dynamic viscosity, kinematic viscosity, electric current, electric charge, electric dipole, electromotive force (or electric potential difference), electrical resistance, capacitance, magnetic flux, magnetic flux density, inductance, temperature, information entropy, luminous intensity, luminance, luminous flux, illuminance, radiation.
Length
Area
Volume
Plane angle
Solid angle
Mass
Notes:
See Weight for detail of mass/weight distinction and conversion.
Avoirdupois is a system of mass based on a pound of 16 ounces, while Troy weight is the system of mass where 12 troy ounces equals one troy pound.
The symbol is used to denote standard gravity in order to avoid confusion with the (upright) g symbol for gram.
Density
Time
Frequency
Speed or velocity
A velocity consists of a speed combined with a direction; the speed part of the velocity takes units of speed.
Flow (volume)
Acceleration
Force
Pressure or mechanical stress
Torque or moment of force
Energy
Power or heat flow rate
Action
Dynamic viscosity
Kinematic viscosity
Electric current
Electric charge
Electric dipole
Elec
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is a measure of the amount of space that a substance or an object occupies?
A. mass
B. power
C. volume
D. density
Answer:
|
|
sciq-4595
|
multiple_choice
|
Asci are used by mycelia for what kind of reproduction?
|
[
"cloning",
"sexual",
"asexual reproduction",
"mitosis"
] |
B
|
Relavent Documents:
Document 0:::
Microgametogenesis is the process in plant reproduction where a microgametophyte develops in a pollen grain to the three-celled stage of its development. In flowering plants it occurs with a microspore mother cell inside the anther of the plant.
When the microgametophyte is first formed inside the pollen grain four sets of fertile cells called sporogenous cells are apparent. These cells are surrounded by a wall of sterile cells called the tapetum, which supplies food to the cell and eventually becomes the cell wall for the pollen grain. These sets of sporogenous cells eventually develop into diploid microspore mother cells. These microspore mother cells, also called microsporocytes, then undergo meiosis and become four microspore haploid cells. These new microspore cells then undergo mitosis and form a tube cell and a generative cell. The generative cell then undergoes mitosis one more time to form two male gametes, also called sperm.
See also
Gametogenesis
Document 1:::
Brachymeiosis was a hypothesized irregularity in the sexual reproduction of ascomycete fungi, a variant of meiosis following an "extra" karyogamy (nuclear fusion) step. The hypothesized process would have transformed four diploid nuclei into eight haploid ones. The current scientific consensus is that brachymeiosis does not occur in any fungi.
According to the current understanding, ascomycetes reproduce by forming male and female organs (antheridia/spermatia and ascogonia), transferring haploid nuclei from the antheridium to the ascogonium, and growing a dikaryotic ascus containing both nuclei. Karyogamy then occurs in the ascus to form a diploid nucleus, followed by meiosis and mitosis to form eight haploid nuclei in the ascospores. In 1895, the botanist R.A. Harper reported the observation of a second karyogamy event in the ascogonium prior to ascogeny. This would imply the creation of a tetraploid nucleus in the ascus, rather than a diploid one; in order to produce the observed haploid ascospores, a second meiotic reduction in chromosome count would then be necessary. The second reduction was hypothesized to occur during the second or third mitotic division in the ascus, even though chromosome reduction does not typically occur during mitosis. This supposed form of meiosis was termed “brachymeiosis” in 1908 by H. C. I. Fraser.
The existence of brachymeiosis was controversial throughout the first half of the twentieth century, with many conflicting results published. Then, research with improved staining techniques established clearly that only one reductive division occurs in the asci of all examined species, including some which had been believed to undergo brachymeiosis. As a result of these studies, the theories of double fusion and subsequent brachymeiosis were discarded around 1950.
Document 2:::
Sexual characteristics are physical traits of an organism (typically of a sexually dimorphic organism) which are indicative of or resultant from biological sexual factors. These include both primary sex characteristics, such as gonads, and secondary sex characteristics.
Humans
In humans, sex organs or primary sexual characteristics, which are those a person is born with, can be distinguished from secondary sex characteristics, which develop later in life, usually during puberty. The development of both is controlled by sex hormones produced by the body after the initial fetal stage where the presence or absence of the Y-chromosome and/or the SRY gene determine development.
Male primary sex characteristics are the penis, the scrotum and the ability to ejaculate when matured. Female primary sex characteristics are the vagina, uterus, fallopian tubes, clitoris, cervix, and the ability to give birth and menstruate when matured.
Hormones that express sexual differentiation in humans include:
estrogens
progesterone
androgens such as testosterone
The following table lists the typical sexual characteristics in humans (even though some of these can also appear in other animals as well):
Other organisms
In invertebrates and plants, hermaphrodites (which have both male and female reproductive organs either at the same time or during their life cycle) are common, and in many cases, the norm.
In other varieties of multicellular life (e.g. the fungi division, Basidiomycota) sexual characteristics can be much more complex, and may involve many more than two sexes. For details on the sexual characteristics of fungi, see: Hypha and Plasmogamy.
Secondary sex characteristics in non-human animals include manes of male lions, long tail feathers of male peafowl, the tusks of male narwhals, enlarged proboscises in male elephant seals and proboscis monkeys, the bright facial and rump coloration of male mandrills, and horns in many goats and antelopes.
See also
Mammalian gesta
Document 3:::
Apicomplexans, a group of intracellular parasites, have life cycle stages that allow them to survive the wide variety of environments they are exposed to during their complex life cycle. Each stage in the life cycle of an apicomplexan organism is typified by a cellular variety with a distinct morphology and biochemistry.
Not all apicomplexa develop all the following cellular varieties and division methods. This presentation is intended as an outline of a hypothetical generalised apicomplexan organism.
Methods of asexual replication
Apicomplexans (sporozoans) replicate via ways of multiple fission (also known as schizogony). These ways include , and , although the latter is sometimes referred to as schizogony, despite its general meaning.
Merogony is an asexually reproductive process of apicomplexa. After infecting a host cell, a trophozoite (see glossary below) increases in size while repeatedly replicating its nucleus and other organelles. During this process, the organism is known as a or . Cytokinesis next subdivides the multinucleated schizont into numerous identical daughter cells called merozoites (see glossary below), which are released into the blood when the host cell ruptures. Organisms whose life cycles rely on this process include Theileria, Babesia, Plasmodium, and Toxoplasma gondii.
Sporogony is a type of sexual and asexual reproduction. It involves karyogamy, the formation of a zygote, which is followed by meiosis and multiple fission. This results in the production of sporozoites.
Other forms of replication include and .
Endodyogeny is a process of asexual reproduction, favoured by parasites such as Toxoplasma gondii. It involves an unusual process in which two daughter cells are produced inside a mother cell, which is then consumed by the offspring prior to their separation.
Endopolygeny is the division into several organisms at once by internal budding.
Glossary of cell types
Infectious stages
A (ancient Greek , seed + , animal) is th
Document 4:::
Cytotaxonomy is the classification of organisms using comparative studies of chromosomes during mitosis.
Description
Cytotaxonomy is a branch of taxonomy that uses the characteristics of cellular structures to classify organisms. In cytotaxonomy, the chromosomal configuration of an organism is the most widely used parameter to infer the relationship between two organisms. The inference of species relationships is based on the assumption that closely related species share similar characteristics in their chromosomal setup (referred to as karyotype). By analysing the similarities and differences in the chromosomes, karyotype evolution and species evolution can be reconstructed.
The number, structure, and behaviour of chromosomes is of great value in taxonomy, with chromosome number being the most widely used and quoted character. Chromosome numbers are usually determined at the metaphase stage during mitosis. Usually, the diploid chromosome number (2n) is referenced, unless dealing with a polyploid series in which case the base number or number of chromosomes in the genome of the original haploid is quoted. Another useful taxonomic character is the position of the centromere. Meiotic behaviour may show the heterozygosity of inversions. This may be constant for a taxon, offering further taxonomic evidence.
Often, cytological evidence is accompanied and strengthened by other analyses, including genomics and DNA-based phylogenies.
Cytology has contributed to tracking the evolutionary history of many organisms, especially primates and flowering plants. As example, karyotype comparisons have largely clarified the evolution of Arabidopsis thaliana and of saffron crocus, though there are many more studies that deserve highlighting.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Asci are used by mycelia for what kind of reproduction?
A. cloning
B. sexual
C. asexual reproduction
D. mitosis
Answer:
|
|
sciq-6637
|
multiple_choice
|
What is the second class of fish after ray-finned fish?
|
[
"star-finned fish",
"spar - finned fish",
"pine - finned fish",
"lobe-finned fish"
] |
D
|
Relavent Documents:
Document 0:::
The Bachelor of Fisheries Science (B.F.Sc) is a bachelor's degree for studies in fisheries science in India. "Fisheries science" is the academic discipline of managing and understanding fisheries. It is a multidisciplinary science, which draws on the disciplines of aquaculture including breeding, genetics, biotechnology, nutrition, farming, diagnosis of diseases in fishes, other aquatic resources, medical treatment of aquatic animals; fish processing including curing, canning, freezing, value addition, byproducts and waste utilization, quality assurance and certification, fisheries microbiology, fisheries biochemistry; fisheries resource management including biology, anatomy, taxonomy, physiology, population dynamics; fisheries environment including oceanography, limnology, ecology, biodiversity, aquatic pollution; fishing technology including gear and craft engineering, navigation and seamanship, marine engines; fisheries economics and management and fisheries extension. Fisheries science is generally a 4-year course typically taught in a university setting, and can be the focus of an undergraduate, postgraduate or Ph.D. program. Bachelor level fisheries courses (B.F.Sc) were started by the state agricultural universities to make available the much needed technically competent personnel for teaching, research and development and transfer of technology in the field of fisheries science.
History
Fisheries education in India, started with the establishment of the Central Institute of Fisheries Education, Mumbai in 1961 for in service training and later the establishment of the first Fisheries College at Mangalore under the State Agricultural University (SAU) system in 1969, has grown manifold and evolved in the last four decades as a professional discipline consisting of Bachelors, Masters and Doctoral programmes in various branches of Fisheries Science. At present, 25 Fisheries Colleges offer four-year degree programme in Bachelor of Fisheries Science (B.F.Sc), whi
Document 1:::
The phylogenetic classification of bony fishes is a phylogenetic classification of bony fishes and is based on phylogenies inferred using molecular and genomic data for nearly 2000 fishes. The first version was published in 2013 and resolved 66 orders. The latest version (version 4) was published in 2017 and recognised 72 orders and 79 suborders.
Phylogeny
The following cladograms show the phylogeny of the Osteichthyes down to order level, with the number of families in parentheses.
The 43 orders of spiny-rayed fishes are related as follows:
Document 2:::
A fish (: fish or fishes) is an aquatic, craniate, gill-bearing animal that lacks limbs with digits. Included in this definition are the living hagfish, lampreys, and cartilaginous and bony fish as well as various extinct related groups. Approximately 95% of living fish species are ray-finned fish, belonging to the class Actinopterygii, with around 99% of those being teleosts.
The earliest organisms that can be classified as fish were soft-bodied chordates that first appeared during the Cambrian period. Although they lacked a true spine, they possessed notochords which allowed them to be more agile than their invertebrate counterparts. Fish would continue to evolve through the Paleozoic era, diversifying into a wide variety of forms. Many fish of the Paleozoic developed external armor that protected them from predators. The first fish with jaws appeared in the Silurian period, after which many (such as sharks) became formidable marine predators rather than just the prey of arthropods.
Most fish are ectothermic ("cold-blooded"), allowing their body temperatures to vary as ambient temperatures change, though some of the large active swimmers like white shark and tuna can hold a higher core temperature. Fish can acoustically communicate with each other, most often in the context of feeding, aggression or courtship.
Fish are abundant in most bodies of water. They can be found in nearly all aquatic environments, from high mountain streams (e.g., char and gudgeon) to the abyssal and even hadal depths of the deepest oceans (e.g., cusk-eels and snailfish), although no species has yet been documented in the deepest 25% of the ocean. With 34,300 described species, fish exhibit greater species diversity than any other group of vertebrates.
Fish are an important resource for humans worldwide, especially as food. Commercial and subsistence fishers hunt fish in wild fisheries or farm them in ponds or in cages in the ocean (in aquaculture). They are also caught by recreational
Document 3:::
Fisheries science is the academic discipline of managing and understanding fisheries. It is a multidisciplinary science, which draws on the disciplines of limnology, oceanography, freshwater biology, marine biology, meteorology, conservation, ecology, population dynamics, economics, statistics, decision analysis, management, and many others in an attempt to provide an integrated picture of fisheries. In some cases new disciplines have emerged, as in the case of bioeconomics and fisheries law. Because fisheries science is such an all-encompassing field, fisheries scientists often use methods from a broad array of academic disciplines. Over the most recent several decades, there have been declines in fish stocks (populations) in many regions along with increasing concern about the impact of intensive fishing on marine and freshwater biodiversity.
Fisheries science is typically taught in a university setting, and can be the focus of an undergraduate, master's or Ph.D. program. Some universities offer fully integrated programs in fisheries science. Graduates of university fisheries programs typically find employment as scientists, fisheries managers of both recreational and commercial fisheries, researchers, aquaculturists, educators, environmental consultants and planners, conservation officers, and many others.
Fisheries research
Because fisheries take place in a diverse set of aquatic environments (i.e., high seas, coastal areas, large and small rivers, and lakes of all sizes), research requires different sampling equipment, tools, and techniques. For example, studying trout populations inhabiting mountain lakes requires a very different set of sampling tools than, say, studying salmon in the high seas. Ocean fisheries research vessels (FRVs) often require platforms which are capable of towing different types of fishing nets, collecting plankton or water samples from a range of depths, and carrying acoustic fish-finding equipment. Fisheries research vessels a
Document 4:::
Fish intelligence is the resultant of the process of acquiring, storing in memory, retrieving, combining, comparing, and using in new contexts information and conceptual skills" as it applies to fish.
According to Culum Brown from Macquarie University, "Fish are more intelligent than they appear. In many areas, such as memory, their cognitive powers match or exceed those of ‘higher’ vertebrates including non-human primates."
Fish hold records for the relative brain weights of vertebrates. Most vertebrate species have similar brain-to-body mass ratios. The deep sea bathypelagic bony-eared assfish has the smallest ratio of all known vertebrates. At the other extreme, the electrogenic elephantnose fish, an African freshwater fish, has one of the largest brain-to-body weight ratios of all known vertebrates (slightly higher than humans) and the highest brain-to-body oxygen consumption ratio of all known vertebrates (three times that for humans).
Brain
Fish typically have quite small brains relative to body size compared with other vertebrates, typically one-fifteenth the brain mass of a similarly sized bird or mammal. However, some fish have relatively large brains, most notably mormyrids and sharks, which have brains about as massive relative to body weight as birds and marsupials.
The cerebellum of cartilaginous and bony fishes is large and complex. In at least one important respect, it differs in internal structure from the mammalian cerebellum: The fish cerebellum does not contain discrete deep cerebellar nuclei. Instead, the primary targets of Purkinje cells are a distinct type of cell distributed across the cerebellar cortex, a type not seen in mammals. The circuits in the cerebellum are similar across all classes of vertebrates, including fish, reptiles, birds, and mammals. There is also an analogous brain structure in cephalopods with well-developed brains, such as octopuses. This has been taken as evidence that the cerebellum performs functions important to
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the second class of fish after ray-finned fish?
A. star-finned fish
B. spar - finned fish
C. pine - finned fish
D. lobe-finned fish
Answer:
|
|
sciq-3729
|
multiple_choice
|
Flatworms have a concentration of nerve tissue in the head end, which was a major step in the evolution of what organ?
|
[
"brain",
"kidney",
"heart",
"liver"
] |
A
|
Relavent Documents:
Document 0:::
Cephalization is an evolutionary trend in which, over many generations, the mouth, sense organs, and nerve ganglia become concentrated at the front end of an animal, producing a head region. This is associated with movement and bilateral symmetry, such that the animal has a definite head end. This led to the formation of a highly sophisticated brain in three groups of animals, namely the arthropods, cephalopod molluscs, and vertebrates.
Animals without bilateral symmetry
Cnidaria, such as the radially symmetrical Hydrozoa, show some degree of cephalization. The Anthomedusae have a head end with their mouth, photoreceptive cells, and a concentration of neural cells.
Bilateria
Cephalization is a characteristic feature of the Bilateria, a large group containing the majority of animal phyla. These have the ability to move, using muscles, and a body plan with a front end that encounters stimuli first as the animal moves forwards, and accordingly has evolved to contain many of the body's sense organs, able to detect light, chemicals, and gravity. There is often also a collection of nerve cells able to process the information from these sense organs, forming a brain in several phyla and one or more ganglia in others.
Acoela
The Acoela are basal bilaterians, part of the Xenacoelomorpha. They are small and simple animals, and have very slightly more nerve cells at the head end than elsewhere, not forming a distinct and compact brain. This represents an early stage in cephalization.
Flatworms
The Platyhelminthes (flatworms) have a more complex nervous system than the Acoela, and are lightly cephalized, for instance having an eyespot above the brain, near the front end.
Complex active bodies
The philosopher Michael Trestman noted that three bilaterian phyla, namely the arthropods, the molluscs in the shape of the cephalopods, and the chordates, were distinctive in having "complex active bodies", something that the acoels and flatworms did not have. Any such animal, whe
Document 1:::
The protocerebrum is the first segment of the panarthropod brain.
Recent studies suggest that it comprises two regions.
Region associated with the expression of six3
six3 is a transcription factor that marks the anteriormost part of the developing body in a whole host of Metazoa.
In the panarthropod brain, the anteriormost (rostralmost) part of the germband expresses six3. This region is described as medial, and corresponds to the annelid prostomium.
In arthropods, it contains the pars intercerebralis and pars lateralis.
six3 is associated with the euarthropod labrum and the onychophoran frontal appendages (antennae).
Region associated with the expression of orthodenticle
The other region expresses homologues of orthodenticle, Otx or otd. This region is more caudal and lateral, and bears the eyes.
Orthodenticle is associated with the protocerebral bridge, part of the central complex, traditionally a marker of the prosocerebrum.
In the annelid brain, Otx expression characterises the peristomium, but also creeps forwards into the regions of the prostomium that bear the larval eyes.
Names of regions
Inconsistent use of the terms archicerebrum and the prosocerebrum makes them confusing.
The regions were defined by Siewing (1963): the archicerebrum as containing the ocular lobes and the mushroom bodies (= corpora pedunculata), and the prosocerebrum as comprising the central complex.
The archicerebrum has traditionally been equated with the anteriormost, 'non-segmental' part of the protocerebrum, equivalent to the acron in older terminology.
The prosocerebrum is then equivalent to the 'segmental' part of the protocerebrum, bordered by segment polarity genes such as engrailed, and (on one interpretation) bearing modified segmental appendages (= camera-type eyes).
But Urbach and Technau (2003) complicate the matter by seeing the prosocerebrum (central complex) + labrum as the anteriormost region
Strausfeld 2016 identifies the anteriormost part of the b
Document 2:::
In anatomy, a lobe is a clear anatomical division or extension of an organ (as seen for example in the brain, lung, liver, or kidney) that can be determined without the use of a microscope at the gross anatomy level. This is in contrast to the much smaller lobule, which is a clear division only visible under the microscope.
Interlobar ducts connect lobes and interlobular ducts connect lobules.
Examples of lobes
The four main lobes of the brain
the frontal lobe
the parietal lobe
the occipital lobe
the temporal lobe
The three lobes of the human cerebellum
the flocculonodular lobe
the anterior lobe
the posterior lobe
The two lobes of the thymus
The two and three lobes of the lungs
Left lung: superior and inferior
Right lung: superior, middle, and inferior
The four lobes of the liver
Left lobe of liver
Right lobe of liver
Quadrate lobe of liver
Caudate lobe of liver
The renal lobes of the kidney
Earlobes
Examples of lobules
the cortical lobules of the kidney
the testicular lobules of the testis
the lobules of the mammary gland
the pulmonary lobules of the lung
the lobules of the thymus
Document 3:::
In a multicellular organism, an organ is a collection of tissues joined in a structural unit to serve a common function. In the hierarchy of life, an organ lies between tissue and an organ system. Tissues are formed from same type cells to act together in a function. Tissues of different types combine to form an organ which has a specific function. The intestinal wall for example is formed by epithelial tissue and smooth muscle tissue. Two or more organs working together in the execution of a specific body function form an organ system, also called a biological system or body system.
An organ's tissues can be broadly categorized as parenchyma, the functional tissue, and stroma, the structural tissue with supportive, connective, or ancillary functions. For example, the gland's tissue that makes the hormones is the parenchyma, whereas the stroma includes the nerves that innervate the parenchyma, the blood vessels that oxygenate and nourish it and carry away its metabolic wastes, and the connective tissues that provide a suitable place for it to be situated and anchored. The main tissues that make up an organ tend to have common embryologic origins, such as arising from the same germ layer. Organs exist in most multicellular organisms. In single-celled organisms such as members of the eukaryotes, the functional analogue of an organ is known as an organelle. In plants, there are three main organs.
The number of organs in any organism depends on the definition used. By one widely adopted definition, 79 organs have been identified in the human body.
Animals
Except for placozoans, multicellular animals including humans have a variety of organ systems. These specific systems are widely studied in human anatomy. The functions of these organ systems often share significant overlap. For instance, the nervous and endocrine system both operate via a shared organ, the hypothalamus. For this reason, the two systems are combined and studied as the neuroendocrine system. The sam
Document 4:::
H2.00.04.4.01001: Lymphoid tissue
H2.00.05.0.00001: Muscle tissue
H2.00.05.1.00001: Smooth muscle tissue
H2.00.05.2.00001: Striated muscle tissue
H2.00.06.0.00001: Nerve tissue
H2.00.06.1.00001: Neuron
H2.00.06.2.00001: Synapse
H2.00.06.2.00001: Neuroglia
h3.01: Bones
h3.02: Joints
h3.03: Muscles
h3.04: Alimentary system
h3.05: Respiratory system
h3.06: Urinary system
h3.07: Genital system
h3.08:
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Flatworms have a concentration of nerve tissue in the head end, which was a major step in the evolution of what organ?
A. brain
B. kidney
C. heart
D. liver
Answer:
|
|
sciq-1372
|
multiple_choice
|
The enormous number of species is due to the tremendous variety of what?
|
[
"measurements",
"environments",
"tissues",
"sounds"
] |
B
|
Relavent Documents:
Document 0:::
Animals are multicellular, eukaryotic organisms in the biological kingdom Animalia. With few exceptions, animals consume organic material, breathe oxygen, have myocytes and are able to move, can reproduce sexually, and grow from a hollow sphere of cells, the blastula, during embryonic development. As of 2022, 2.16 million living animal species have been described—of which around 1.05 million are insects, over 85,000 are molluscs, and around 65,000 are vertebrates. It has been estimated there are around 7.77 million animal species. Animals range in length from to . They have complex interactions with each other and their environments, forming intricate food webs. The scientific study of animals is known as zoology.
Most living animal species are in Bilateria, a clade whose members have a bilaterally symmetric body plan. The Bilateria include the protostomes, containing animals such as nematodes, arthropods, flatworms, annelids and molluscs, and the deuterostomes, containing the echinoderms and the chordates, the latter including the vertebrates. Life forms interpreted as early animals were present in the Ediacaran biota of the late Precambrian. Many modern animal phyla became clearly established in the fossil record as marine species during the Cambrian explosion, which began around 539 million years ago. 6,331 groups of genes common to all living animals have been identified; these may have arisen from a single common ancestor that lived 650 million years ago.
Historically, Aristotle divided animals into those with blood and those without. Carl Linnaeus created the first hierarchical biological classification for animals in 1758 with his Systema Naturae, which Jean-Baptiste Lamarck expanded into 14 phyla by 1809. In 1874, Ernst Haeckel divided the animal kingdom into the multicellular Metazoa (now synonymous with Animalia) and the Protozoa, single-celled organisms no longer considered animals. In modern times, the biological classification of animals relies on ad
Document 1:::
Global biodiversity is the measure of biodiversity on planet Earth and is defined as the total variability of life forms. More than 99 percent of all species that ever lived on Earth are estimated to be extinct. Estimates on the number of Earth's current species range from 2 million to 1 trillion, but most estimates are around 11 million species or fewer. About 1.74 million species were databased as of 2018, and over 80 percent have not yet been described. The total amount of DNA base pairs on Earth, as a possible approximation of global biodiversity, is estimated at 5.0 x 1037, and weighs 50 billion tonnes. In comparison, the total mass of the biosphere has been estimated to be as much as 4 TtC (trillion tons of carbon).
In other related studies, around 1.9 million extant species are believed to have been described currently, but some scientists believe 20% are synonyms, reducing the total valid described species to 1.5 million. In 2013, a study published in Science estimated there to be 5 ± 3 million extant species on Earth although that is disputed. Another study, published in 2011 by PLoS Biology, estimated there to be 8.7 million ± 1.3 million eukaryotic species on Earth. Some 250,000 valid fossil species have been described, but this is believed to be a small proportion of all species that have ever lived.
Global biodiversity is affected by extinction and speciation. The background extinction rate varies among taxa but it is estimated that there is approximately one extinction per million species years. Mammal species, for example, typically persist for 1 million years. Biodiversity has grown and shrunk in earth's past due to (presumably) abiotic factors such as extinction events caused by geologically rapid changes in climate. Climate change 299 million years ago was one such event. A cooling and drying resulted in catastrophic rainforest collapse and subsequently a great loss of diversity, especially of amphibians.
Drivers that affect biodiversity and h
Document 2:::
Molecular ecology is a field of evolutionary biology that is concerned with applying molecular population genetics, molecular phylogenetics, and more recently genomics to traditional ecological questions (e.g., species diagnosis, conservation and assessment of biodiversity, species-area relationships, and many questions in behavioral ecology). It is virtually synonymous with the field of "Ecological Genetics" as pioneered by Theodosius Dobzhansky, E. B. Ford, Godfrey M. Hewitt, and others. These fields are united in their attempt to study genetic-based questions "out in the field" as opposed to the laboratory. Molecular ecology is related to the field of conservation genetics.
Methods frequently include using microsatellites to determine gene flow and hybridization between populations. The development of molecular ecology is also closely related to the use of DNA microarrays, which allows for the simultaneous analysis of the expression of thousands of different genes. Quantitative PCR may also be used to analyze gene expression as a result of changes in environmental conditions or different responses by differently adapted individuals.
Molecular ecology uses molecular genetic data to answer ecological question related to biogeography, genomics, conservation genetics, and behavioral ecology. Studies mostly use data based on deoxyribonucleic acid sequences (DNA). This approach has been enhanced over a number of years to allow researchers to sequence thousands of genes from a small amount of starting DNA. Allele sizes are another way researchers are able to compare individuals and populations which allows them to quantify the genetic diversity within a population and the genetic similarities among populations.
Bacterial diversity
Molecular ecological techniques are used to study in situ questions of bacterial diversity. Many microorganisms are not easily obtainable as cultured strains in the laboratory, which would allow for identification and characterization. I
Document 3:::
Female education in STEM refers to child and adult female representation in the educational fields of science, technology, engineering, and mathematics (STEM). In 2017, 33% of students in STEM fields were women.
The organization UNESCO has stated that this gender disparity is due to discrimination, biases, social norms and expectations that influence the quality of education women receive and the subjects they study. UNESCO also believes that having more women in STEM fields is desirable because it would help bring about sustainable development.
Current status of girls and women in STEM education
Overall trends in STEM education
Gender differences in STEM education participation are already visible in early childhood care and education in science- and math-related play, and become more pronounced at higher levels of education. Girls appear to lose interest in STEM subjects with age, particularly between early and late adolescence. This decreased interest affects participation in advanced studies at the secondary level and in higher education. Female students represent 35% of all students enrolled in STEM-related fields of study at this level globally. Differences are also observed by disciplines, with female enrollment lowest in engineering, manufacturing and construction, natural science, mathematics and statistics and ICT fields. Significant regional and country differences in female representation in STEM studies can be observed, though, suggesting the presence of contextual factors affecting girls’ and women's engagement in these fields. Women leave STEM disciplines in disproportionate numbers during their higher education studies, in their transition to the world of work and even in their career cycle.
Learning achievement in STEM education
Data on gender differences in learning achievement present a complex picture, depending on what is measured (subject, knowledge acquisition against knowledge application), the level of education/age of students, and
Document 4:::
Animal science is described as "studying the biology of animals that are under the control of humankind". It can also be described as the production and management of farm animals. Historically, the degree was called animal husbandry and the animals studied were livestock species, like cattle, sheep, pigs, poultry, and horses. Today, courses available look at a broader area, including companion animals, like dogs and cats, and many exotic species. Degrees in Animal Science are offered at a number of colleges and universities. Animal science degrees are often offered at land-grant universities, which will often have on-campus farms to give students hands-on experience with livestock animals.
Education
Professional education in animal science prepares students for careers in areas such as animal breeding, food and fiber production, nutrition, animal agribusiness, animal behavior, and welfare. Courses in a typical Animal Science program may include genetics, microbiology, animal behavior, nutrition, physiology, and reproduction. Courses in support areas, such as genetics, soils, agricultural economics and marketing, legal aspects, and the environment also are offered.
Bachelor degree
At many universities, a Bachelor of Science (BS) degree in Animal Science allows emphasis in certain areas. Typical areas are species-specific or career-specific. Species-specific areas of emphasis prepare students for a career in dairy management, beef management, swine management, sheep or small ruminant management, poultry production, or the horse industry. Other career-specific areas of study include pre-veterinary medicine studies, livestock business and marketing, animal welfare and behavior, animal nutrition science, animal reproduction science, or genetics. Youth programs are also an important part of animal science programs.
Pre-veterinary emphasis
Many schools that offer a degree option in Animal Science also offer a pre-veterinary emphasis such as Iowa State University, th
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
The enormous number of species is due to the tremendous variety of what?
A. measurements
B. environments
C. tissues
D. sounds
Answer:
|
|
sciq-7525
|
multiple_choice
|
Heart valves prevent what kind of blood flow from happening in the heart?
|
[
"backflow",
"irregular flow",
"slow flow",
"quick flow"
] |
A
|
Relavent Documents:
Document 0:::
Lucien Campeau (June 20, 1927March 15, 2010) was a Canadian cardiologist. He was a full professor at the Université de Montréal. He is best known for performing the world's first transradial coronary angiogram. Campeau was one of the founding staff of the Montreal Heart Institute, joining in 1957. He is also well known for developing the Canadian Cardiovascular Society grading of angina pectoris.
Education
Campeau received his M.D. degree from the University of Laval in 1953 and completed a fellowship in Cardiology at Johns Hopkins Hospital from 1956 to 1957. He later became a professor at University of Montreal in 1961 and was one of the co-founders of the Montreal Heart Institute.
In his lifetime, Campeau was awarded the Research Achievement Award of the Canadian Cardiovascular Society. In 2004, he was named “Cardiologue émérite 2004” by the Association des cardiologues du Québec.
Document 1:::
Cardiophysics is an interdisciplinary science that stands at the junction of cardiology and medical physics, with researchers using the methods of, and theories from, physics to study cardiovascular system at different levels of its organisation, from the molecular scale to whole organisms. Being formed historically as part of systems biology, cardiophysics designed to reveal connections between the physical mechanisms, underlying the organization of the cardiovascular system, and biological features of its functioning.
Zbigniew R. Struzik seems to be a first author who used the term in a scientific publication in 2004.
One can use interchangeably also the terms cardiovascular physics.
See also
Medical physics
Important publications in medical physics
Biomedicine
Biomedical engineering
Physiome
Nanomedicine
Document 2:::
In cardiovascular physiology, stroke volume (SV) is the volume of blood pumped from the left ventricle per beat. Stroke volume is calculated using measurements of ventricle volumes from an echocardiogram and subtracting the volume of the blood in the ventricle at the end of a beat (called end-systolic volume) from the volume of blood just prior to the beat (called end-diastolic volume). The term stroke volume can apply to each of the two ventricles of the heart, although it usually refers to the left ventricle. The stroke volumes for each ventricle are generally equal, both being approximately 70 mL in a healthy 70-kg man.
Stroke volume is an important determinant of cardiac output, which is the product of stroke volume and heart rate, and is also used to calculate ejection fraction, which is stroke volume divided by end-diastolic volume. Because stroke volume decreases in certain conditions and disease states, stroke volume itself correlates with cardiac function.
Calculation
Its value is obtained by subtracting end-systolic volume (ESV) from end-diastolic volume (EDV) for a given ventricle.
In a healthy 70-kg man, ESV is approximately 50 mL and EDV is approximately 120mL, giving a difference of 70 mL for the stroke volume.
Stroke work refers to the work, or pressure of the blood ("P") multiplied by the stroke volume.
ESV and EDV are fixed variables. Heart rate and Stroke volume are unfixed.
Determinants
Men, on average, have higher stroke volumes than women due to the larger size of their hearts. However, stroke volume depends on several factors such as heart size, contractility, duration of contraction, preload (end-diastolic volume), and afterload. Corresponding to the oxygen uptake, women's need for blood flow does not decrease and a higher cardiac frequency makes up for their smaller stroke volume.
Exercise
Prolonged aerobic exercise training may also increase stroke volume, which frequently results in a lower (resting) heart rate. Reduced heart rat
Document 3:::
The blood circulatory system is a system of organs that includes the heart, blood vessels, and blood which is circulated throughout the entire body of a human or other vertebrate. It includes the cardiovascular system, or vascular system, that consists of the heart and blood vessels (from Greek kardia meaning heart, and from Latin vascula meaning vessels). The circulatory system has two divisions, a systemic circulation or circuit, and a pulmonary circulation or circuit. Some sources use the terms cardiovascular system and vascular system interchangeably with the circulatory system.
The network of blood vessels are the great vessels of the heart including large elastic arteries, and large veins; other arteries, smaller arterioles, capillaries that join with venules (small veins), and other veins. The circulatory system is closed in vertebrates, which means that the blood never leaves the network of blood vessels. Some invertebrates such as arthropods have an open circulatory system. Diploblasts such as sponges, and comb jellies lack a circulatory system.
Blood is a fluid consisting of plasma, red blood cells, white blood cells, and platelets; it is circulated around the body carrying oxygen and nutrients to the tissues and collecting and disposing of waste materials. Circulated nutrients include proteins and minerals and other components include hemoglobin, hormones, and gases such as oxygen and carbon dioxide. These substances provide nourishment, help the immune system to fight diseases, and help maintain homeostasis by stabilizing temperature and natural pH.
In vertebrates, the lymphatic system is complementary to the circulatory system. The lymphatic system carries excess plasma (filtered from the circulatory system capillaries as interstitial fluid between cells) away from the body tissues via accessory routes that return excess fluid back to blood circulation as lymph. The lymphatic system is a subsystem that is essential for the functioning of the bloo
Document 4:::
Merry L. Lindsey is an American cardiac physiologist. She is the Stokes-Shackleford Professor and Chair of the University of Nebraska Medical Center Department of Cellular and Integrative Physiology and the director of the Center for Heart and Vascular Research. In 2021, Lindsey was appointed editor-in-chief of the American Journal of Physiology. Heart and Circulatory Physiology.
Early life and education
Lindsey was born Stuart, Florida in 1970 and raised in South Florida, where she attended South Fork High School. Following high school, Lindsey earned her undergraduate degree in biology from Boston University and her PhD in cardiovascular sciences from Baylor College of Medicine.
Career
Upon completing her PhD, Lindsey worked at the Medical University of South Carolina as an assistant professor before joining the faculty at the University of Texas Health Science Center. In 2019, she left the Mississippi Center for Heart Research to accept an appointment as the Stokes-Shackleford Professor and Chair of the Department of Cellular and Integrative Physiology at the University of Nebraska Medical Center. Upon joining the department, Lindsey also became the founding director of the Center for Heart and Vascular Research. She joined Meharry Medical College as the dean of the School of Graduate Studies and Research.
In 2021, Lindsey was appointed editor-in-chief of the American Journal of Physiology. Heart and Circulatory Physiology, a journal published by the American Physiological Society. She received the Vincenzo Panagia Distinguished Lecture Award from the Institute of Cardiovascular Sciences at St-Boniface Hospital Research in 2021, and the Distinguished Investigator Award from the British Society for Cardiovascular Research in 2022.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Heart valves prevent what kind of blood flow from happening in the heart?
A. backflow
B. irregular flow
C. slow flow
D. quick flow
Answer:
|
|
sciq-197
|
multiple_choice
|
What is a suggested explanation for a phenomenon or a suggested explanation for a relationship between many phenomena called?
|
[
"system",
"hypothesis",
"process",
"query"
] |
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:::
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 3:::
A proximate cause is an event which is closest to, or immediately responsible for causing, some observed result. This exists in contrast to a higher-level ultimate cause (or distal cause) which is usually thought of as the "real" reason something occurred.
The concept is used in many fields of research and analysis, including data science and ethology.
Example: Why did the ship sink?
Proximate cause: Because it was holed beneath the waterline, water entered the hull and the ship became denser than the water which supported it, so it could not stay afloat.
Ultimate cause: Because the ship hit a rock which tore open the hole in the ship's hull.
In most situations, an ultimate cause may itself be a proximate cause in comparison to a further ultimate cause. Hence we can continue the above example as follows:
Example: Why did the ship hit the rock?
Proximate cause: Because the ship failed to change course to avoid it.
Ultimate cause: Because the ship was under autopilot and the autopilot's data was inaccurate.
(even stronger): Because the shipwrights made mistakes in the ship's construction.
(stronger yet): Because the scheduling of labor at the shipyard allows for very little rest.
(in absurdum): Because the shipyard's owners have very small profit margins in an ever-shrinking market.
In biology
Ultimate causation explains traits in terms of evolutionary forces acting on them.
Example: female animals often display preferences among male display traits, such as song. An ultimate explanation based on sexual selection states that females who display preferences have more vigorous or more attractive male offspring.
Proximate causation explains biological function in terms of immediate physiological or environmental factors.
Example: a female animal chooses to mate with a particular male during a mate choice trial. A possible proximate explanation states that one male produced a more intense signal, leading to elevated hormone levels in the female producin
Document 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is a suggested explanation for a phenomenon or a suggested explanation for a relationship between many phenomena called?
A. system
B. hypothesis
C. process
D. query
Answer:
|
|
sciq-10237
|
multiple_choice
|
What bifurcates into the right and left bronchi in the lungs?
|
[
"neck",
"cornea",
"trachea",
"aorta"
] |
C
|
Relavent Documents:
Document 0:::
The pulmonary circulation is a division of the circulatory system in all vertebrates. The circuit begins with deoxygenated blood returned from the body to the right atrium of the heart where it is pumped out from the right ventricle to the lungs. In the lungs the blood is oxygenated and returned to the left atrium to complete the circuit.
The other division of the circulatory system is the systemic circulation that begins with receiving the oxygenated blood from the pulmonary circulation into the left atrium. From the atrium the oxygenated blood enters the left ventricle where it is pumped out to the rest of the body, returning as deoxygenated blood back to the pulmonary circulation.
The blood vessels of the pulmonary circulation are the pulmonary arteries and the pulmonary veins.
A separate circulatory circuit known as the bronchial circulation supplies oxygenated blood to the tissue of the larger airways of the lung.
Structure
De-oxygenated blood leaves the heart, goes to the lungs, and then enters back into the heart. De-oxygenated blood leaves through the right ventricle through the pulmonary artery. From the right atrium, the blood is pumped through the tricuspid valve (or right atrioventricular valve) into the right ventricle. Blood is then pumped from the right ventricle through the pulmonary valve and into the pulmonary artery.
Lungs
The pulmonary arteries carry deoxygenated blood to the lungs, where carbon dioxide is released and oxygen is picked up during respiration. Arteries are further divided into very fine capillaries which are extremely thin-walled. The pulmonary veins return oxygenated blood to the left atrium of the heart.
Veins
Oxygenated blood leaves the lungs through pulmonary veins, which return it to the left part of the heart, completing the pulmonary cycle. This blood then enters the left atrium, which pumps it through the mitral valve into the left ventricle. From the left ventricle, the blood passes through the aortic valve to the
Document 1:::
The root of the lung is a group of structures that emerge at the hilum of each lung, just above the middle of the mediastinal surface and behind the cardiac impression of the lung. It is nearer to the back (posterior border) than the front (anterior border). The root of the lung is connected by the structures that form it to the heart and the trachea. The rib cage is separated from the lung by a two-layered membranous coating, the pleura. The hilum is the large triangular depression where the connection between the parietal pleura (covering the rib cage) and the visceral pleura (covering the lung) is made, and this marks the meeting point between the mediastinum and the pleural cavities.
Location
The root of the right lung lies behind the superior vena cava and part of the right atrium, and below the azygos vein. That of the left lung passes beneath the aortic arch and in front of the descending aorta; the phrenic nerve, pericardiacophrenic artery and vein, and the anterior pulmonary plexus, lie in front of each, and the vagus nerve and posterior pulmonary plexus lie behind.
Structures
Neurovascular
The root is formed by the bronchus, the pulmonary artery, the pulmonary veins, the bronchial arteries and veins, the pulmonary plexuses of nerves, lymphatic vessels, bronchial lymph nodes, and areolar tissue, all of which are enclosed by a reflection of the pleura. The chief structures composing the root of each lung are arranged in a similar manner from the front to the back on each side. This means that the upper of the two pulmonary veins are located anteriorly, the pulmonary artery is in the middle, and the bronchus and bronchial vessels are located posteriorly. The arrangement on the two sides is not symmetrical.
Right side: (superior to inferior) Eparterial bronchus, pulmonary artery, hyparterial bronchus, and inferior pulmonary vein.
Left Side: (superior to inferior) Pulmonary artery, main bronchus, and inferior pulmonary vein.
Lymphatic
On each hilum, th
Document 2:::
The eparterial bronchus (right superior lobar bronchus) is a branch of the right main bronchus given off about 2.5 cm from the bifurcation of the trachea. This branch supplies the superior lobe of the right lung and is the most superior of all secondary bronchi. It arises above the level of the right pulmonary artery, and for this reason is named the eparterial bronchus. All other distributions falling below the pulmonary artery are termed hyparterial.
The eparterial bronchus is the only secondary bronchus with a specific name apart from the name of its corresponding lobe.
Name
The classification of eparterial and hyparterial is attributed to Swiss anatomist and anthropologist Christoph Theodor Aeby, and is central to his model of the anatomical lung. He presented this model in a monograph titled, "Der Bronchialbaum der Säugethiere und des Menschen, nebst Bemerkungen über den Bronchialbaum der Vögel und Reptilien".
Document 3:::
The tracheobronchial lymph nodes are lymph nodes that are located around the division of trachea and main bronchi.
Structure
These lymph nodes form four main groups including paratracheal, tracheobronchial, bronchopulmonary and pulmonary nodes.
Paratracheal nodes are located on either side of the trachea.
Tracheobronchial nodes can be divided into three nodes including left and right superior tracheobronchial nodes, and the inferior trachiobronchial node. The two superior tracheobronchial nodes are located on either side of trachea just before its bifurcation. The inferior tracheobronchial node is located just below the bifurcation in the angle between the two bronchi.
Bronchopulmonary nodes situate in the hilum of each lung.
Pulmonary nodes are embedded the lung substance on the larger branches of the bronchi.
The afferents of the tracheobronchial glands drain the lungs and bronchi, the thoracic part of the trachea and the heart; some of the efferents of the posterior mediastinal glands also end in this group.
Their efferent vessels ascend upon the trachea and unite with efferents of the internal mammary and anterior mediastinal glands to form the right and left bronchomediastinal trunks.
Document 4:::
The laryngotracheal groove is a precursor for the larynx and trachea.
The rudiment of the respiratory organs appears as a median longitudinal groove in the ventral wall of the pharynx. The groove deepens, and its lips fuse to form a septum, which grows from below upward and converts the groove into a tube, the laryngotracheal tube. The cephalic end opens into the pharynx through a slit-like aperture formed by the persistent anterior part of the groove. Initially, the cephalic end is in open communication with the foregut, but eventually it becomes separated by the indentations of the mesoderm, the tracheoesophageal folds.
When the tracheoesophageal folds fuse in the midline to form the tracheoesophageal septum, the foregut is divided into the trachea ventrally and the esophagus dorsally. The tube is lined by an endoderm, from which the epithelial lining of the respiratory tract is developed. The cephalic part of the tube becomes the larynx, and its next succeeding part is the trachea, while from its caudal end, a respiratory diverticulum appears as the lung bud. The lung bud branches into two lateral outgrowths known as the bronchial buds, one on each side of the trachea. The right and left bronchial buds branch into main (primary), lobar (secondary), segmental (tertiary), and subsegmental bronchi and lead to the development of the lungs. The Hox complex, FGF-10 (fibroblast growth factor), BMP-4 (bone morphogenetic protein), N-myc (a proto-oncogene), syndecan (a proteglycan), tenascin (an extracellular matrix protein), and epimorphin (a protein) appear to play a role in the development of the respiratory system.
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What bifurcates into the right and left bronchi in the lungs?
A. neck
B. cornea
C. trachea
D. aorta
Answer:
|
|
sciq-5912
|
multiple_choice
|
Inorganic chemical compounds can be broadly classified into two groups: ionic compounds and which other group?
|
[
"molecular compounds",
"atomic compounds",
"electromagnetic compounds",
"cellular compounds"
] |
A
|
Relavent Documents:
Document 0:::
In chemical nomenclature, the IUPAC nomenclature of organic chemistry is a method of naming organic chemical compounds as recommended by the International Union of Pure and Applied Chemistry (IUPAC). It is published in the Nomenclature of Organic Chemistry (informally called the Blue Book). Ideally, every possible organic compound should have a name from which an unambiguous structural formula can be created. There is also an IUPAC nomenclature of inorganic chemistry.
To avoid long and tedious names in normal communication, the official IUPAC naming recommendations are not always followed in practice, except when it is necessary to give an unambiguous and absolute definition to a compound. IUPAC names can sometimes be simpler than older names, as with ethanol, instead of ethyl alcohol. For relatively simple molecules they can be more easily understood than non-systematic names, which must be learnt or looked over. However, the common or trivial name is often substantially shorter and clearer, and so preferred. These non-systematic names are often derived from an original source of the compound. Also, very long names may be less clear than structural formulas.
Basic principles
In chemistry, a number of prefixes, suffixes and infixes are used to describe the type and position of the functional groups in the compound.
The steps for naming an organic compound are:
Identification of the parent hydride parent hydrocarbon chain. This chain must obey the following rules, in order of precedence:
It should have the maximum number of substituents of the suffix functional group. By suffix, it is meant that the parent functional group should have a suffix, unlike halogen substituents. If more than one functional group is present, the one with highest group precedence should be used.
It should have the maximum number of multiple bonds.
It should have the maximum length.
It should have the maximum number of substituents or branches cited as prefixes
It should have the ma
Document 1:::
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 2:::
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 3:::
[()2]x+ [(Xn−)x/n · y]x-,
where Xn− is the intercalating anion (or anions).
Most commonly, = Ca2+, Mg2+, Mn2+, Fe2+, Co2+, Ni2+, Cu2+ or Zn2+, and is another trivalent cation, possibly of the same element. Fixed-composition phases have been shown to exist over the rang
Document 4:::
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
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
Inorganic chemical compounds can be broadly classified into two groups: ionic compounds and which other group?
A. molecular compounds
B. atomic compounds
C. electromagnetic compounds
D. cellular compounds
Answer:
|
|
sciq-712
|
multiple_choice
|
What is altered by changes in cardiac output by variable contriction of the arterioles?
|
[
"heart rhythm",
"pulse",
"blood type",
"blood pressure"
] |
D
|
Relavent Documents:
Document 0:::
Cardiovascular physiology is the study of the cardiovascular system, specifically addressing the physiology of the heart ("cardio") and blood vessels ("vascular").
These subjects are sometimes addressed separately, under the names cardiac physiology and circulatory physiology.
Although the different aspects of cardiovascular physiology are closely interrelated, the subject is still usually divided into several subtopics.
Heart
Cardiac output (= heart rate * stroke volume. Can also be calculated with Fick principle, palpating method.)
Stroke volume (= end-diastolic volume − end-systolic volume)
Ejection fraction (= stroke volume / end-diastolic volume)
Cardiac output is mathematically ` to systole
Inotropic, chronotropic, and dromotropic states
Cardiac input (= heart rate * suction volume Can be calculated by inverting terms in Fick principle)
Suction volume (= end-systolic volume + end-diastolic volume)
Injection fraction (=suction volume / end-systolic volume)
Cardiac input is mathematically ` to diastole
Electrical conduction system of the heart
Electrocardiogram
Cardiac marker
Cardiac action potential
Frank–Starling law of the heart
Wiggers diagram
Pressure volume diagram
Regulation of blood pressure
Baroreceptor
Baroreflex
Renin–angiotensin system
Renin
Angiotensin
Juxtaglomerular apparatus
Aortic body and carotid body
Autoregulation
Cerebral Autoregulation
Hemodynamics
Under most circumstances, the body attempts to maintain a steady mean arterial pressure.
When there is a major and immediate decrease (such as that due to hemorrhage or standing up), the body can increase the following:
Heart rate
Total peripheral resistance (primarily due to vasoconstriction of arteries)
Inotropic state
In turn, this can have a significant impact upon several other variables:
Stroke volume
Cardiac output
Pressure
Pulse pressure (systolic pressure - diastolic pressure)
Mean arterial pressure (usually approximated with diastolic pressure +
Document 1:::
In cardiovascular physiology, stroke volume (SV) is the volume of blood pumped from the left ventricle per beat. Stroke volume is calculated using measurements of ventricle volumes from an echocardiogram and subtracting the volume of the blood in the ventricle at the end of a beat (called end-systolic volume) from the volume of blood just prior to the beat (called end-diastolic volume). The term stroke volume can apply to each of the two ventricles of the heart, although it usually refers to the left ventricle. The stroke volumes for each ventricle are generally equal, both being approximately 70 mL in a healthy 70-kg man.
Stroke volume is an important determinant of cardiac output, which is the product of stroke volume and heart rate, and is also used to calculate ejection fraction, which is stroke volume divided by end-diastolic volume. Because stroke volume decreases in certain conditions and disease states, stroke volume itself correlates with cardiac function.
Calculation
Its value is obtained by subtracting end-systolic volume (ESV) from end-diastolic volume (EDV) for a given ventricle.
In a healthy 70-kg man, ESV is approximately 50 mL and EDV is approximately 120mL, giving a difference of 70 mL for the stroke volume.
Stroke work refers to the work, or pressure of the blood ("P") multiplied by the stroke volume.
ESV and EDV are fixed variables. Heart rate and Stroke volume are unfixed.
Determinants
Men, on average, have higher stroke volumes than women due to the larger size of their hearts. However, stroke volume depends on several factors such as heart size, contractility, duration of contraction, preload (end-diastolic volume), and afterload. Corresponding to the oxygen uptake, women's need for blood flow does not decrease and a higher cardiac frequency makes up for their smaller stroke volume.
Exercise
Prolonged aerobic exercise training may also increase stroke volume, which frequently results in a lower (resting) heart rate. Reduced heart rat
Document 2:::
Venous return is the rate of blood flow back to the heart. It normally limits cardiac output.
Superposition of the cardiac function curve and venous return curve is used in one hemodynamic model.
Physiology
Venous return (VR) is the flow of blood back to the heart. Under steady-state conditions, venous return must equal cardiac output (Q), when averaged over time because the cardiovascular system is essentially a closed loop. Otherwise, blood would accumulate in either the systemic or pulmonary circulations. Although cardiac output and venous return are interdependent, each can be independently regulated.
The circulatory system is made up of two circulations (pulmonary and systemic) situated in series between the right ventricle (RV) and left ventricle (LV). Balance is achieved, in large part, by the Frank–Starling mechanism. For example, if systemic venous return is suddenly increased (e.g., changing from upright to supine position), right ventricular preload increases leading to an increase in stroke volume and pulmonary blood flow. The left ventricle experiences an increase in pulmonary venous return, which in turn increases left ventricular preload and stroke volume by the Frank–Starling mechanism. In this way, an increase in venous return can lead to a matched increase in cardiac output.
Venous return curve
Hemodynamically, venous return (VR) to the heart from the venous vascular beds is determined by a pressure gradient (venous pressure - right atrial pressure) and venous resistance (RV). Therefore, increases in venous pressure or decreases in right atrial pressure or venous resistance will lead to an increase in venous return, except when changes are brought about by altered body posture. Although the above relationship is true for the hemodynamic factors that determine the flow of blood from the veins back to the heart, it is important not to lose sight of the fact that blood flow through the entire systemic circulation represents both the cardiac
Document 3:::
Pathophysiology is a study which explains the function of the body as it relates to diseases and conditions. The pathophysiology of hypertension is an area which attempts to explain mechanistically the causes of hypertension, which is a chronic disease characterized by elevation of blood pressure. Hypertension can be classified by cause as either essential (also known as primary or idiopathic) or secondary. About 90–95% of hypertension is essential hypertension. Some authorities define essential hypertension as that which has no known explanation, while others define its cause as being due to overconsumption of sodium and underconsumption of potassium. Secondary hypertension indicates that the hypertension is a result of a specific underlying condition with a well-known mechanism, such as chronic kidney disease, narrowing of the aorta or kidney arteries, or endocrine disorders such as excess aldosterone, cortisol, or catecholamines. Persistent hypertension is a major risk factor for hypertensive heart disease, coronary artery disease, stroke, aortic aneurysm, peripheral artery disease, and chronic kidney disease.
Cardiac output and peripheral resistance are the two determinants of arterial pressure. Cardiac output is determined by stroke volume and heart rate; stroke volume is related to myocardial contractility and to the size of the vascular compartment. Peripheral resistance is determined by functional and anatomic changes in small arteries and arterioles.
Genetics
Single gene mutations can cause Mendelian forms of high blood pressure; ten genes have been identified which cause these monogenic forms of hypertension. These mutations affect blood pressure by altering kidney salt handling. There is greater similarity in blood pressure within families than between families, which indicates a form of inheritance, and this is not due to shared environmental factors. With the aid of genetic analysis techniques, a statistically significant linkage of blood pressure to
Document 4:::
Microvasculature remodeling refers to the alterations in a blood vessel network resulting from arteriogenesis and angiogenesis. Briefly, arteriogenesis is an increase in arterial diameter while angiogenesis is an increase in the number of capillaries either by sprouting from or splitting existing capillaries. External events stimulate these two types of vessel growth through a combination of mechanical and chemical pathways (Prior et al., 2004).
Sources
Prior, B. M., Yang, H. T., & Terjung, R. L. What makes vessels grow with exercise training? J App Physiol 97: 1119–28, 2004.
Angiology
Cardiac electrophysiology
Cardiovascular physiology
Cardiovascular procedures
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is altered by changes in cardiac output by variable contriction of the arterioles?
A. heart rhythm
B. pulse
C. blood type
D. blood pressure
Answer:
|
|
sciq-5533
|
multiple_choice
|
What is the organic material that comes from plants and animals that were recently living called?
|
[
"biomass",
"chlorophyll",
"contaminants",
"biofuels"
] |
A
|
Relavent Documents:
Document 0:::
Biotic material or biological derived material is any material that originates from living organisms. Most such materials contain carbon and are capable of decay.
The earliest life on Earth arose at least 3.5 billion years ago. Earlier physical evidences of life include graphite, a biogenic substance, in 3.7 billion-year-old metasedimentary rocks discovered in southwestern Greenland, as well as, "remains of biotic life" found in 4.1 billion-year-old rocks in Western Australia. Earth's biodiversity has expanded continually except when interrupted by mass extinctions. Although scholars estimate that over 99 percent of all species of life (over five billion) that ever lived on Earth are extinct, there are still an estimated 10–14 million extant species, of which about 1.2 million have been documented and over 86% have not yet been described.
Examples of biotic materials are wood, straw, humus, manure, bark, crude oil, cotton, spider silk, chitin, fibrin, and bone.
The use of biotic materials, and processed biotic materials (bio-based material) as alternative natural materials, over synthetics is popular with those who are environmentally conscious because such materials are usually biodegradable, renewable, and the processing is commonly understood and has minimal environmental impact. However, not all biotic materials are used in an environmentally friendly way, such as those that require high levels of processing, are harvested unsustainably, or are used to produce carbon emissions.
When the source of the recently living material has little importance to the product produced, such as in the production of biofuels, biotic material is simply called biomass. Many fuel sources may have biological sources, and may be divided roughly into fossil fuels, and biofuel.
In soil science, biotic material is often referred to as organic matter. Biotic materials in soil include glomalin, Dopplerite and humic acid. Some biotic material may not be considered to be organic matte
Document 1:::
The molecules that an organism uses as its carbon source for generating biomass are referred to as "carbon sources" in biology. It is possible for organic or inorganic sources of carbon. Heterotrophs must use organic molecules as both are a source of carbon and energy, in contrast to autotrophs, which can use inorganic materials as both a source of carbon and an abiotic source of energy, such as, for instance, inorganic chemical energy or light (photoautotrophs) (chemolithotrophs).
The carbon cycle, which begins with a carbon source that is inorganic, such as carbon dioxide and progresses through the carbon fixation process, includes the biological use of carbon as one of its components.[1]
Types of organism by carbon source
Heterotrophs
Autotrophs
Document 2:::
Bioproducts engineering or bioprocess engineering refers to engineering of bio-products from renewable bioresources. This pertains to the design and development of processes and technologies for the sustainable manufacture of bioproducts (materials, chemicals and energy) from renewable biological resources.
Bioproducts engineers harness the molecular building blocks of renewable resources to design, develop and manufacture environmentally friendly industrial and consumer products. From biofuels, renewable energy, and bioplastics to paper products and "green" building materials such as bio-based composites, Bioproducts engineers are developing sustainable solutions to meet the world's growing materials and energy demand. Conventional bioproducts and emerging bioproducts are two broad categories used to categorize bioproducts. Examples of conventional bio-based products include building materials, pulp and paper, and forest products. Examples of emerging bioproducts or biobased products include biofuels, bioenergy, starch-based and cellulose-based ethanol, bio-based adhesives, biochemicals, biodegradable plastics, etc. Bioproducts Engineers play a major role in the design and development of "green" products including biofuels, bioenergy, biodegradable plastics, biocomposites, building materials, paper and chemicals. Bioproducts engineers also develop energy efficient, environmentally friendly manufacturing processes for these products as well as effective end-use applications. Bioproducts engineers play a critical role in a sustainable 21st century bio-economy by using renewable resources to design, develop, and manufacture the products we use every day. The career outlook for bioproducts engineers is very bright with employment opportunities in a broad range of industries, including pulp and paper, alternative energy, renewable plastics, and other fiber, forest products, building materials and chemical-based industries.
Commonly referred to as bioprocess engineerin
Document 3:::
A biogenic substance is a product made by or of life forms. While the term originally was specific to metabolite compounds that had toxic effects on other organisms, it has developed to encompass any constituents, secretions, and metabolites of plants or animals. In context of molecular biology, biogenic substances are referred to as biomolecules. They are generally isolated and measured through the use of chromatography and mass spectrometry techniques. Additionally, the transformation and exchange of biogenic substances can by modelled in the environment, particularly their transport in waterways.
The observation and measurement of biogenic substances is notably important in the fields of geology and biochemistry. A large proportion of isoprenoids and fatty acids in geological sediments are derived from plants and chlorophyll, and can be found in samples extending back to the Precambrian. These biogenic substances are capable of withstanding the diagenesis process in sediment, but may also be transformed into other materials. This makes them useful as biomarkers for geologists to verify the age, origin and degradation processes of different rocks.
Biogenic substances have been studied as part of marine biochemistry since the 1960s, which has involved investigating their production, transport, and transformation in the water, and how they may be used in industrial applications. A large fraction of biogenic compounds in the marine environment are produced by micro and macro algae, including cyanobacteria. Due to their antimicrobial properties they are currently the subject of research in both industrial projects, such as for anti-fouling paints, or in medicine.
History of discovery and classification
During a meeting of the New York Academy of Sciences' Section of Geology and Mineralogy in 1903, geologist Amadeus William Grabau proposed a new rock classification system in his paper 'Discussion of and Suggestions Regarding a New Classification of Rocks'. Within
Document 4:::
Bioproducts or bio-based products are materials, chemicals and energy derived from renewable biological material.
Bioresources
Biological resources include agriculture, forestry, and biologically derived waste, and there are many other renewable bioresource examples.
Example
One of the examples of renewable bioresources is lignocellulose. Lignocellulosic tissues are biologically derived natural resources containing some of the main constituents of the natural world.
Holocellulose is the carbohydrate fraction of lignocellulose that includes cellulose, a common building block made of sugar (glucose) that is the most abundant biopolymer, as well as hemicellulose. Recent advances in the catalytic conversion of platform chemicals from this biomass fraction have attracted industry and academia alike.
Lignin is the second most abundant biopolymer. Cellulose and lignin are two of the primary natural polymers used by plants to store energy as well as to give strength, as is the case in woody plant tissues. Other energy storage chemicals in plants include oils, waxes, fats, etc., and because these other plant compounds have distinct properties, they offer potential for a host of different bioproducts.
Categorization
Conventional bioproducts and emerging bioproducts are two broad categories used to categorize bioproducts.
Examples of conventional bio-based products include building materials, pulp and paper, and forest products. Examples of emerging bioproducts or biobased products include biofuels, bioenergy, starch-based and cellulose-based ethanol, bio-based adhesives, biochemicals, bioplastics, etc. Emerging bioproducts are active subjects of research and development, and these efforts have developed significantly since the turn of the 20/21st century, in part driven by the price of traditional petroleum-based products, by the environmental impact of petroleum use, and by an interest in many countries to become independent from foreign sources of oil. Bioproducts der
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What is the organic material that comes from plants and animals that were recently living called?
A. biomass
B. chlorophyll
C. contaminants
D. biofuels
Answer:
|
|
sciq-920
|
multiple_choice
|
What are the rolling motions during an earthquake called?
|
[
"surface waves",
"seismic thrusts",
"velocity waves",
"tidal waves"
] |
A
|
Relavent Documents:
Document 0:::
In seismology and other areas involving elastic waves, S waves, secondary waves, or shear waves (sometimes called elastic S waves) are a type of elastic wave and are one of the two main types of elastic body waves, so named because they move through the body of an object, unlike surface waves.
S waves are transverse waves, meaning that the direction of particle movement of an S wave is perpendicular to the direction of wave propagation, and the main restoring force comes from shear stress. Therefore, S waves cannot propagate in liquids with zero (or very low) viscosity; however, they may propagate in liquids with high viscosity.
The name secondary wave comes from the fact that they are the second type of wave to be detected by an earthquake seismograph, after the compressional primary wave, or P wave, because S waves travel more slowly in solids. Unlike P waves, S waves cannot travel through the molten outer core of the Earth, and this causes a shadow zone for S waves opposite to their origin. They can still propagate through the solid inner core: when a P wave strikes the boundary of molten and solid cores at an oblique angle, S waves will form and propagate in the solid medium. When these S waves hit the boundary again at an oblique angle, they will in turn create P waves that propagate through the liquid medium. This property allows seismologists to determine some physical properties of the Earth's inner core.
History
In 1830, the mathematician Siméon Denis Poisson presented to the French Academy of Sciences an essay ("memoir") with a theory of the propagation of elastic waves in solids. In his memoir, he states that an earthquake would produce two different waves: one having a certain speed and the other having a speed . At a sufficient distance from the source, when they can be considered plane waves in the region of interest, the first kind consists of expansions and compressions in the direction perpendicular to the wavefront (that is, parallel to the
Document 1:::
Inertial waves, also known as inertial oscillations, are a type of mechanical wave possible in rotating fluids. Unlike surface gravity waves commonly seen at the beach or in the bathtub, inertial waves flow through the interior of the fluid, not at the surface. Like any other kind of wave, an inertial wave is caused by a restoring force and characterized by its wavelength and frequency. Because the restoring force for inertial waves is the Coriolis force, their wavelengths and frequencies are related in a peculiar way. Inertial waves are transverse. Most commonly they are observed in atmospheres, oceans, lakes, and laboratory experiments. Rossby waves, geostrophic currents, and geostrophic winds are examples of inertial waves. Inertial waves are also likely to exist in the molten core of the rotating Earth.
Restoring force
Inertial waves are restored to equilibrium by the Coriolis force, a result of rotation. To be precise, the Coriolis force arises (along with the centrifugal force) in a rotating frame to account for the fact that such a frame is always accelerating. Inertial waves, therefore, cannot exist without rotation. More complicated than tension on a string, the Coriolis force acts at a 90° angle to the direction of motion, and its strength depends on the rotation rate of the fluid. These two properties lead to the peculiar characteristics of inertial waves.
Characteristics
Inertial waves are possible only when a fluid is rotating, and exist in the bulk of the fluid, not at its surface. Like light waves, inertial waves are transverse, which means that their vibrations occur perpendicular to the direction of wave travel. One peculiar geometrical characteristic of inertial waves is that their phase velocity, which describes the movement of the crests and troughs of the wave, is perpendicular to their group velocity, which is a measure of the propagation of energy.
Whereas a sound wave or an electromagnetic wave of any frequency is possible, inertial wa
Document 2:::
The Human-Induced Earthquake Database (HiQuake) is an online database that documents all reported cases of induced seismicity proposed on scientific grounds. It is the most complete compilation of its kind and is freely available to download via the associated website. The database is periodically updated to correct errors, revise existing entries, and add new entries reported in new scientific papers and reports. Suggestions for revisions and new entries can be made via the associated website.
History
In 2016, Nederlandse Aardolie Maatschappij funded a team of researchers from Durham University and Newcastle University to conduct a full review of induced seismicity. This review formed part of a scientific workshop aimed at estimating the maximum possible magnitude earthquake that might be induced by conventional gas production in the Groningen gas field.
The resulting database from the review was publicly released online on the 26 January 2017. The database was accompanied by the publication of two scientific papers, the more detailed of which is freely available online.
Document 3:::
Seismic moment is a quantity used by seismologists to measure the size of an earthquake. The scalar seismic moment is defined by the equation
, where
is the shear modulus of the rocks involved in the earthquake (in pascals (Pa), i.e. newtons per square meter)
is the area of the rupture along the geologic fault where the earthquake occurred (in square meters), and
is the average slip (displacement offset between the two sides of the fault) on (in meters).
thus has dimensions of torque, measured in newton meters. The connection between seismic moment and a torque is natural in the body-force equivalent representation of seismic sources as a double-couple (a pair of force couples with opposite torques): the seismic moment is the torque of each of the two couples. Despite having the same dimensions as energy, seismic moment is not a measure of energy. The relations between seismic moment, potential energy drop and radiated energy are indirect and approximative.
The seismic moment of an earthquake is typically estimated using whatever information is available to constrain its factors. For modern earthquakes, moment is usually estimated from ground motion recordings of earthquakes known as seismograms. For earthquakes that occurred in times before modern instruments were available, moment may be estimated from geologic estimates of the size of the fault rupture and the slip.
Seismic moment is the basis of the moment magnitude scale introduced by Hiroo Kanamori, which is often used to compare the size of different earthquakes and is especially useful for comparing the sizes of large (great) earthquakes.
The seismic moment is not restricted to earthquakes. For a more general seismic source described by a seismic moment tensor (a symmetric tensor, but not necessarily a double couple tensor), the seismic moment is
See also
Richter magnitude scale
Moment magnitude scale
Sources
.
.
.
.
Seismology measurement
Moment (physics)
Document 4:::
In elastodynamics, Love waves, named after Augustus Edward Hough Love, are horizontally polarized surface waves. The Love wave is a result of the interference of many shear waves (S-waves) guided by an elastic layer, which is welded to an elastic half space on one side while bordering a vacuum on the other side. In seismology, Love waves (also known as Q waves (Quer: German for lateral)) are surface seismic waves that cause horizontal shifting of the Earth during an earthquake. Augustus Edward Hough Love predicted the existence of Love waves mathematically in 1911. They form a distinct class, different from other types of seismic waves, such as P-waves and S-waves (both body waves), or Rayleigh waves (another type of surface wave). Love waves travel with a lower velocity than P- or S- waves, but faster than Rayleigh waves. These waves are observed only when there is a low velocity layer overlying a high velocity layer/ sub–layers.
Description
The particle motion of a Love wave forms a horizontal line perpendicular to the direction of propagation (i.e. are transverse waves). Moving deeper into the material, motion can decrease to a "node" and then alternately increase and decrease as one examines deeper layers of particles. The amplitude, or maximum particle motion, often decreases rapidly with depth.
Since Love waves travel on the Earth's surface, the strength (or amplitude) of the waves decrease exponentially with the depth of an earthquake. However, given their confinement to the surface, their amplitude decays only as , where represents the distance the wave has travelled from the earthquake. Surface waves therefore decay more slowly with distance than do body waves, which travel in three dimensions. Large earthquakes may generate Love waves that travel around the Earth several times before dissipating.
Since they decay so slowly, Love waves are the most destructive outside the immediate area of the focus or epicentre of an earthquake. They are what mo
The following are multiple choice questions (with answers) about knowledge and skills in advanced master-level STEM courses.
What are the rolling motions during an earthquake called?
A. surface waves
B. seismic thrusts
C. velocity waves
D. tidal waves
Answer:
|
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.